The Human Resource Management Of The Rydges Latimer Essay

Research Report on Rydges Latimer Executive Summary This research report explores the current Human Resource Management of the Rydges Latimer. This report forms an idea about the operation of the Rydges, their strategies, policies, plans, processes and practises. This report outlines the structure, key components, and the key solutions/ Recommendation of the Rydges Latimer. In order to understand the context visibly, this report includes interview with the Conference Manager Mr. Abhishek Kaurade. This interview was mostly focused on the roles/ responsibilities, strategic plan, performance management, recruitment process and training for Conference Department. As this department plays a dynamic role to build the image and quality of the Rydges in this Hospitality Industry of New Zealand. Mr. Kaurade explained about the parent company Amalgamated Holding Limited. Introduction The Human Resource Department manages administration of individuals inside the organisation, there are various obligation that accompany with this title. Above all else, the department is responsible for contracting parts of staff, involving in attracting employees, keeping them in their positions and guaranteeing that they perform to desire. Additionally this department clarifies and sets the day to day achievement of the organisation. It is responsible for the organisation of people in the whole company and makes strategies for the future and objectives including people in the company. Research has

The Legal Drinking Age For The United States Government Essay

Policy Paper There are multiple policies that should be taken into high consideration for the United States government. However, one specific topic that needs to be addressed is the legal drinking age. As of now, the legal drinking age in America is 21. To some residents, this law is considerably reasonable. To others, having the drinking age of 21 seems unnecessary for multiple reasons. Most people would agree that having the current drinking age allows for more responsible teens and young adults. Yet in most cases, this is extremely false. Although those younger than 21 are not legally allowed to purchase alcohol, they still find ways around getting caught. In addition, 18 year olds in America are not legally allowed to drink alcohol. However, they are in fact allowed to vote, operate a motor vehicle, pay taxes, get married, become a legal guardian, own a gun, fight and die in a foreign country, and are considered an adult in society. If an 18 year old is LEGALLY allowed to do all of these thin gs, why is it they aren’t allowed a drink? (Engs) That being said, the legal drinking age of 21, should be changed to 18 years of age. Researchers have found that the number of heavy drinkers would decrease drastically. This is due to teens attempting to be rebellious and become closer to adulthood. If those of 18 years were legally allowed to purchase and drink alcohol, they wouldn t feel the need to heavy drink multiple times throughout the week. That sense of rebellion would beShow MoreRelatedThe Drinking Age Should Be Lowered1542 Words   |  7 Pagesplaced on drinking alcohol and some are controversial. With the majority of the world having a drinking age of 18 years old many often wonder why does the United States have their own at 21 years of age. This has been a topic of much discussion and drama ever since the law was put in place by the US government. There are many people who agree with the law the US have placed on alcohol but there are even more people who have a problem with it. Not only do these people have a problem with the age but theyRead MoreDrinking Age Drinking847 Words   |  4 Pages There has been an ongoing discussion in the United States on whether the drinking age should be lowered to eighteen like most of the world or if it should stay at twenty-one. Underage drinking has been a major questionable issue for years, yet why is it not under control? Teenagers are continuing to buy alcohol with fake identification cards, getting into bars and drinking illegally. As a recent teen, I have proof that these things are going on not only in college but in high school as well. ThereRead MoreUnderage Drinking At The United States916 Words   |  4 Pageshave a legal drink. We are allowing young American citizens to sign their life away to fight for our country yet if they are seen with a beer they will experience legal complications. Also, at the age of eighteen you are able to smoke and purchase cigarettes, why make drinking different? Underage drinking in America is inevitable. Bill H.R 734, Eliminating the Restrictions of Legal Drinking Age, proposes to eliminate having a legal drinking age in the United States. With having no drinking age in theRead MoreKeeping the Minimum Legal Drinking Age1283 Words   |  6 PagesThe government is conducting an idea to whether lower the minimum legal drinking age in the United States or not. Many Americans forbid the idea of legalizing the drinking age so that it would be profitable to the businesses. Likewise, there have been many advantages and disadvantages of why should the government allow young adults drink under the age of 21. To prevent this issue, many Americans have provided reasoning that will support the idea of keeping the minimum legal drinking age where itRead MoreLowering the Legal Drinking Age to 18 Essay748 Words   |  3 PagesLowering the Legal Drinking Age to 18 Sarah, an eighteen-year-old college freshman, walks into a convenience store and moves timidly to the back, hoping that no one she knows will see her. Opening the refrigerator door, she pulls out a chilled case of Coors Light. Sarah nervously approaches the cashier, with her fake ID ready to be shown, and places the case of beer on the counter. Upon first sight, the cashier assumes that Sarah is not of legal age to buy beer, because she is petite and looksRead MoreThe Legal Drinking Age Should Be Lowered955 Words   |  4 PagesIn the United States of America, the National Government requires the states to enforce a legal drinking age of twenty-one. Where as the world average drinking age is eighteen, and in some Countries it is even lower where it is possible to get a beer at sixteen years of age. Taking that into consideration, there is a great deal of controversy in the United States on what the legal age should be to purchase and consume an alcoholic beverage. The largest is sue being that you are considered to be anRead MoreThe Legal Drinking Age Should Be Lowered From The Age Of 21 Essay980 Words   |  4 Pageseven make their own decisions? The drinking age on alcohol is a controversial social and cultural issue in today’s society; all fifty states have a minimum drinking age of 21. The legal drinking age should be lowered from the age of 21 to 18 allowing young adults to be granted the right to drink in restaurants, bars, at social events, in the comfort of their own home, and so on. If anything, lowering the legal drinking age would have a positive impact on the United Sates economy, because revenue willRead MoreShould The Minimum Drinking Age Be Lowered?1138 Words   |  5 Pagesquestion whether drinking should be lowered to eighteen or not? Citizens have gave details regarding the affirmative and negative views of the minimum drinking age be lowered to eighteen. Do you think that it is wise to lower the minimum age? Would you look at the negative and positive impacts? Is it more important to give our citizens these full rights? Currently, in the United States the legal drinking age is twenty-one. But as we all know many teenages are involved in underage drinking. But the mainRead MoreThe Legal Drinking Age Of The United States1270 Words   |  6 PagesThroughout the world, the age when a child becomes an adult is at the age 18. Most people gain the right to vote, start to work for themselves, drive in certain countries. All of this being said, an additional privilege is the ability for one to be able to legally drink. The United States is one of the only countries who ´s legal drinking age is separate from the declared age of an official adult under the law. The idea of putting restrictions on a â€Å"legal† adult, makes the issue more complicatedRead MoreThe Legal Drinking Age On America s Youth1749 Words   |  7 Pages In 1984, the legal drinking age was changed to twenty-one years of age. This chan ge was made after the Prohibition. Studies during this time found that as the minimum legal drink age (MLDA) was lowered, there was an increase in youth traffic accidents. A study done after the legal drinking age was raised to twenty-one showed reduced youth drinking, youth drunk-driving, and accidents related to alcohol. The change of the minimum legal drinking age proved to be beneficial during this time period.

Carl Jung’s Theory on Personality Free Essays

All across America, literacy and early education of children has become the focus of concern for parents, teachers, and policy makers. Education has been positively linked to students’ future success in school, their likelihood to continue education past high school, and their future career opportunities. A strong foundation in reading and linguistics is a key factor in children’s academic development and future opportunities. We will write a custom essay sample on Carl Jung’s Theory on Personality or any similar topic only for you Order Now As a result, a great deal of time, money, and energy has been invested in designing programs that focus on developing children’s knowledge and use of the English language in order to provide them with this necessary educational foundation. However, upon close inspection, it seems as though many of these programs focus on correcting only one or two of the many factors at work in the issue of illiteracy in America’s urban youth. While a variety of reading programs are available in almost every school, there are still a significant number of illiterate and struggling students across the nation. Of particular concern is the school preparation of children from economically disadvantaged homes – children who continue to fare less well in school than more advantaged children† (Stipek 711). 40% of America’s fourth grade students lack basic reading skills, but the illiteracy rate increases to 68% for low-income rural and urban areas (Literacy Rates). Research has shown that children who grow up in poor, urban areas struggle the most with reading for a variety of reasons. Despite significant federal and state investments in compensatory education programs, persistent achievement gaps among students of various ethnic, socioeconomic, and linguistic backgrounds have been difficult to close† (Neuman 92). This shows that resources are available to schools and districts that face issues with low literacy rates, but the problem persists. In a study of gaps in reading achievement by Parkinson and Rowan, statistical analysis was done on the test scores of high-, average-, and low-risk students upon entering kindergarten through the end of third grade (Neuman 80). Placing these scores on a statistical normal curve helped determine how much the gap between these groups increased as education progressed, and showed significant evidence that socioeconomic factors impact the education of young children. These test scores were then used for further statistical analysis to determine the amount of additional instruction time it would take at-risk students to reach the same achievement level as average and low-risk students. By calculating the standard deviation of each group’s test scores, Parkinson and Rowan were able to then convert that to months of additional instruction necessary to decrease the gaps in reading achievement. In order to match high-risk students achievement with that of average-risk students, 1. 6 months of extra instruction would be necessary at the beginning of kindergarten, but by the end of the third grade, the time had increased to 4. 7 months. When comparing high-risk and low-risk students’ achievement, 2. months of instruction were needed at the beginning of kindergarten, whereas the end of third grade required 7. 8 months (Neuman 80). While Parkinson and Rowan acknowledge variations and possible issues with the data they collected and analyzed, these calculations still show the effects of socioeconomic factors on educational achievement. In a similar study by Stipek and Ryan on disadvantaged preschoolers and academic motivation, this education gap is explored as a result of lack of motivation. Surveying and calculating the academic achievement of several classroom groups in preschool and kindergarten proved a similar gap in academic achievement to that found by Parkinson and Rowan. â€Å"The results of this study paint a clear picture of children from relatively low-income homes beginning school at a considerable academic disadvantage† (Stipek, 720). Through several cognitive assessments of skills including problem solving, reading, and language skills, this study attempted to identify where students of low socioeconomic backgrounds struggled the most. Statistically significant differences were found in each of these assessments for each age group, so to further investigate these results, motivation and gender factors were researched as well. â€Å"In contrast to the findings on cognitive variables, the results revealed almost no motivation deficits for the economically disadvantaged children† (Stipek 721). What little differences were found connected to gender were rare and did not suggest any real pattern of academic achievement. While this study ooked into gender and motivation as factors in academic achievement differences, these proved insignificant to explain the achievement gap between students of varying socioeconomic backgrounds. Rather than continue to focus on individual factors, like gender and motivation, that had been proven to have little significance in explaining the education gap, other researchers have taken up the banner of family involvement and home environment on children’s academic development. According to McLoyd and Purtell, â€Å"contemporary esearchers tend to interpret links between family income and home environment within an investment model (i. e. , the notion that income is associated with children’s development because it enables families to invest in the human capital of their children by purchasing materials, experiences, and services that benefit the child’s development and well-being) rather than within a cultural deficit model† (Neuman 58). Reasoning behind this focus can be found in the history of urban areas and the families that live in them, presented by Shirley Heath. In the article Oral and Literate Traditions Among Black Americans Living in Poverty, Heath explains, â€Å"in the late 1980’s, nearly half of all Black children lived in poverty, and most of these, especially in urban areas, grew up in households headed by a mother under 25 years of age who was a school dropout† (Heath, 3). She continues to explain how ethnic groups, linguistic differences, and religious or regional factors can make finding trustworthy childcare difficult for single mothers, putting further financial strain on the environment. Financial strain can have a negative effect on the focus put on education in homes with both parents and/or high socioeconomic status. This can also erode family bonds and leave students more vulnerable to the presence of drugs and other negative inner-city influences. By getting involved in drugs, gangs, and other harmful influences, education is forgotten, crippling academic achievement and future opportunities, and prolonging the cycle of poverty in poor urban households. While Heath explains the prevalence of this cycle of poverty through interviews and personal perspectives she collected, Manuel Bueno explains the many and persistent affects it has on early childhood development. â€Å"A shortfall in early childhood development will have irreversible consequences on individuals’ future lifetime opportunities. This will reverberate later in life in the form of lower quality jobs, lower wages, shorter life-spans, worse health and lower cognitive abilities, thus perpetuating an intergenerational cycle of poverty† (Bueno). Unlike many articles regarding early childhood development, Bueno also acknowledges the importance of non-nuclear family structures, emphasizing the importance of involving a child’s primary caretaker rather than the mother or father. Especially in poor urban areas, a household can include members of the extended family just as often as it can exclude a child’s biological parents. Bueno suggests creating early childhood development programs that are both multi-faceted and family inclusive. The most successful of the programs Bueno suggests is referred to as ‘parenting programs’ that work to include parents in children’s education to give them an active and responsible role in their child’s development, and provide reinforcement at home for the things learned in school. The value of these programs is also emphasized by a number of other authors. Charles R. Greenwood is one of the forerunners in the argument for the ecological-interactional-developmental model that investigates the home environment effects on early childhood development. He explains the Hart and Risley Code used to â€Å"measure individual children’s growth in learning to talk as well as the child’s language environment, consisting of parents’, siblings’, and friends’ talk heard by the child in the home and addressed directly to the child† (Neuman 116). By recording audiotapes of conversations and interactions, Greenwood was able to analyze these observations using Hart and Risley Code. Similar observations and analyses were made in classroom settings to study student’s responses to instruction. These findings were compared to those found in the home environment, where Greenwood explains some interesting connections. Through the use of Hart and Risley, Greenwood was able to find that children from families of low-socioeconomic status were spoken to less frequently and with fewer words. Children from similar socioeconomic statuses also scored lower on vocabulary tests and struggled with basic academic skills, which crippled their early literacy and school readiness by kindergarten age. By this research, Greenwood was able to conclude that children from low ocio-economic status were less exposed to language and therefore did not learn as much. Further investigation showed that this put a strain on the children’s school readiness, resulting in an education gap similar to that found by Parkinson and Rowan, which grows as students’ progress in their schooling. Class wide peer tutoring is a program developed and implemented by several researchers, including Greenwood , to investigate whether or not students of lowsocioeconomic status families respond better to one-on-one instruction with a tutor outside of the classroom. For ninety minutes a day, four days per week, students met with a tutor on top of regular instruction to complete lessons in reading, spelling, and math instruction. Results indicated that these lessons â€Å"significantly improved students’ classroom engagement during instruction and reduced socially inappropriate behavior, while accelerating reading, language, and mathematics performance on standardized tests† (Neuman 125). Once the positive impact of this supplemental instruction was established, further research was conducted with peer-assisted learning strategies in which students share the role of teacher in small reading groups. Thirty-five to forty-five minute sessions were conducted daily, in which students were broken up into groups of three to practice reading aloud to each other. Individual points are awarded and group totals are used to determine a ‘winner’ each day. The immediate affects this peer-assisted strategy were significant increases in accuracy, fluency, and comprehension of the material read by students (Neuman 122). After explaining the details of both the one-on-one tutoring and peer-assisted learning strategies, Greenwood discusses their effectiveness as the results showed about 59% of participants exceeded the achievement of non-participants. Students in urban settings, from low-income backgrounds, and of minority status experienced larger gains than students from suburban middle- to high-income backgrounds† (Neuman 126). It was also noted that younger students were affected greater than older students. This study shows that while peer tutoring and one-on-one instructi on outside the classroom can improve student achievement, it cannot be used as a panacea for the achievement gap. While Greenwood put his focus on supplemental instruction programs to improve literacy in students from low socioeconomic households, Come and Fredericks chose to investigate the involvement of parents in reading programs. They claim that poor families avoiding schools is frequently perceived by educators to be a lack of parental interest in children’s education and, upon investigation of an inner city Georgia school, found that 45% of the children had no one to read to them at home (Come 567). This school had developed several programs designed to help increase the self-esteem of children through parental encouragement and involvement in literacy development. One program designed to include parents in children’s reading was a monthly rewards system. If a student read with a parent for at least fifteen minutes each day for a month, it was marked on a calendar, submitted to the teacher, and the student was rewarded for his or her accomplishment, boosting confidence and reading proficiency. This program was assisted by a school wide book exchange, in which the students themselves improved access to new reading material. When they brought two books to school, they could exchange one book for a book to keep and the other for a book to donate to their classroom library† (Come 569). Accompanied by a cross-age reading program that paired students in different grades for cooperative reading groups, this book exchange reinforced by parental involvement proved to have significant improvements on children’s reading aptitude in the inner city Georgia school. These programs proved to be useful in the development of student’s reading ability and confidence, as well as the involvement of parents in their children’s education. However, inner-city schools are frequently a melting pot of ethnicities and languages, which can put more strain on children’s education if schools do not include language development in reading programs. In a study done by William Louden, a project called Literacy in its Place was investigated to compare literacy programs in rural and urban schools. Initial research â€Å"suggested that the reported difference in urban and rural scores could be explained by differences in social class distribution between the country and the city† (Louden 1). When these factors were taken into account, surprisingly little significance was found. Instead, it was found that children from working class homes, specifically homes in which English is a second language or dialect, were more academically disadvantaged than other students. Louden focuses the rest of his research on professional development for teachers to better assist multilingual students and their parents become actively involved in mastering the English language and developing reading skills. While this supports the consensus of the previously discussed authors that hildren from low-income homes struggle more with school, it introduces language development as a new focus for further research. Mahiri and Sablo introduce research into language as a factor in academic achievement and literacy by investigating the voluntary writing of African American students in a California high school. â€Å"This study was initiated because, in our overall quest to look at ways that African Am erican and youth culture could be used as a bridge to writing development, we wanted to learn more about the kinds of writing these students do for their own purposes outside of school† (Mahiri 165). In this case, writing is seen as an outlet through which students are free to express themselves in whatever vernacular they are most comfortable with, without conforming to school standards or expectations. By investigating students’ use of language in out-of-school settings, Mahiri and Sablo hoped to better link what schools view as important and meaningful in lessons, and what students find meaningful in their daily lives. In this study, it was found that minority students were predominantly in basic and academic classes, as opposed to honors or advanced placement, and performing well below the average scores on standardized tests. Statistics provided by the school, which remained unnamed, showed a 44% failure rate for African American students that began as freshman there. Through an analysis of several pieces of literature written by the students included in the research, and the methods for instruction used by their teachers, little connection was found to suggest culturally relevant topics were being included in instruction. Students were applying information obtained at school to improve their skills and express themselves, but instructors made little effort to do the same. The teachers included in the study recognized that urban culture and schools were changing and that these changes would require them to adjust as well, but were having trouble doing so. Mahiri and Sablo also recognize that including culturally relevant material in school instruction and literacy activities would not solve the problems students faced with literacy development. However, their research suggests that it may help with the development of language and reading skills by giving students something that they can relate to and understand based on their own interests. Ernest Morrell addresses this in the article, Toward a Critical Pedagogy of Popular Culture: Literacy Development among Urban Youth. Ernest Morrell, a former teacher in urban schools, claims that low academic achievement is not the result of a lack of interest, intelligence, or other personal factors in urban students. Instead, he suggests that the issue lies with a lack of access to curriculum and resources. Working from the correlation Mahiri found with urban youth literacy practices and the types of practices emphasized by schools, Morrell suggests that â€Å"any investigation of popular culture must emanate from and serve the interests of members of marginalized groups†¦where students and teachers learn from and with one another while engaging in authentic dialogue that is centered on the experiences of urban youth as participants in and creators of popular culture† (Morrell 2). As an example, he explains programs he designed and used in his own classroom, where hip-hop culture, popular film, and the media were incorporated into each unit. When beginning a unit on English poetry, Morrell introduced the importance of learning the context in which poetry was written to obtain a better understanding of the literature. The same idea was applied to hip-hop and rap music that students in the class were familiar with. For the final project, students were given rap songs to choose from and interpret based on contextual concepts and interpretations that apply to English poetry. As a result, students were inspired to create their own rap/poetry, and were able to better engage with the material because it was tied to larger social issues they could relate to. A similar idea was used in units on popular film and current media. Several movies related to books and assigned reading material were watched in class while students took notes comparing characters, writing styles, and story structure. News segments were also watched to help students analyze portrayals of stories in the media, conduct interviews, and complete a research project on a current topic in the news. Based on his observations of the students in his classroom, Morrell found that â€Å"critical teachers and teacher educators can use classroom-based research to prove that there are ways to meet the challenges the new century offers and turn them into opportunities to connect to the worlds of students, to promote academic achievement, and to prepare students for critical citizen ship in a multicultural democracy† (Morrell 4). Through an investigation of current studies being done on reading programs and language development in urban schools, it is easy to see what students struggle with and why. Students from urban neighborhoods tend to be poor working families where English may not be the primary language. Some researchers have interpreted the struggles of these students as a lack of involvement from parents and programs have been designed to better include them in their child’s education. While these have proven to be somewhat successful, they do not solve any issues beyond increasing parental involvement. Other less successful programs have been designed to increase students’ access to school resources, thinking that increased access will increase reading comprehension and proficiency. While this also proved somewhat successful, it can only be applied to schools where budget issues do not limit those resources. Family structure, student motivation, and gender have also been investigated as possible factors in the literacy of urban youth, but proved to have an insignificant effect. The most successful research and program development has been a result of combined individually researched ideas. Developing programs that incorporate popular culture has proven to engage students better than regular classroom material and often on more a personal level. Peer tutoring and other cooperative learning programs have proven to be somewhat successful because they allow students to encourage each other in their responsibilities, but this can by further increased by the inclusion of popular culture in the material. These ideas, in addition to increasing parental involvement and increasing students’ access to resources, have had the most significant impact on education and literacy development. It is the incorporation of urban culture into education that further research should be conducted on. By understanding what is important and relevant to students and including that in their education, a platform can be created from which literacy and language skills can be developed. How to cite Carl Jung’s Theory on Personality, Papers

Leadership Behavioral Leadership Model

Question: Discuss about the Leadershipfor Behavioral Leadership Model. Answer: Introduction In the past few years, I have learnt a lot on leadership having worked in different organizations. In this paper I will be creating a leadership model that I think works well in organizations.The leadership model explores various leadership areas such as ethics, teamwork and management. This paper explores characteristics of a leader that shape how they will lead in the future. I will also analyze how an effective leader should be based on my past experiences.(Bass and Riggio, 2014). In my view, many leaders have dreams, plans, goals to meet their people expectations , a leader should inspire his people or employees if it is an organization . From my past experience in the organization a leader should first grow himself as a person and as a leader. Leaders have to lead us to ourselves before they lead others. Behavioral LeadershipModel In my view, a companys success is based on leaders who help their employees to achieve their goals by creating relationships focused on the quality of work, coupled with generosity and solidarity to get the employee to achieve a successful personal and professional development(HAWKINS, 2017). A companys leadership determines the success of a leader. In big business, this topic has always been debated. However,in my view when I was working in an organizations as a senior manager it does not matter if the leader is born or nurtured, it is undoubted that a visionary leader is valued in the organization for being a driver and generator of added value within the organization(Heath, 2010). leadership is a visionary and broad activity that seeks to discern the values and competencies of an organization. Thus, leadership can be analyzed and interpreted from two perspectives: as a function within an organization or society and as a leader's personal quality. Organizations depend on leadership, to grow. This is valid for those organizations whether profit making or not. Since organizations success depends on the leader, its important to see what aspects of leadership are important. These are the charecteristics of a leader that I have seen work in various organizations. Personal Vision is one of the distinctive characteristics of Leadership and of all people committed to their personal and professional growth, that is to say of all those who face their life from self-leadership(Hirschmann, 2004). This is contrary to a leader who has no vision, and in this case a leader with a vision is able to deliver results quicker than a visionless leader. The consensus on the importance of the concept of Vision can be verified in the fact that most of the books that have been published in recent years on subjects as diverse as strategy, business management, leadership or teamwork, Form or other make reference to this subject.A Visionary leader creates the image of the life we aspire to live, projecting the way we want to be and what we would like to do. in my past organization the Vision, was constituted by the values, interests and aspirations of each one of us, which gave purpose and meaning to what we were doing in the organization and established the directionality towards which we focused our objectives in the short and medium term. This was great leadership because It indicated the way forward and gave employees inspiration, enthusiasm and commitment. The leadership propelled us forward and gave us the strength that enabled us to face the challenges and overcome the difficulties(Kippenberger, 2002). One of the central characteristics of Personal Vision is related to the emotionality it generates. When employees really connect with their deepest desires, when thet are encouraged to shape their dreams, when the employees have the courage to take the path and go through them, the spark that ignites the sacred fire of the visionaries is lit(Kirimi and Barine, 2012). From this the organization is able to reach and attain its objectives. in today's companies, there are many models that are used to create efficiency within the organization. However, leadership must always be pegged on intelligence, honesty, integrity and maturity. The ability to create and commit to your Personal Vision is one of the distinguishing characteristics of any leader, entrepreneur or creator; Of those people who do not conform to what happens to them, but make them happen. They imagine, create, generate new realities and reinvent themselves on the way. They build the life they want to live. They hesitate and fear as every human being, but they face their own limitations and accept the challenges that the pursuit of their dreams proposes(Yusuf Adebola, n.d.). These characteristics and this emotionality are not patrimony of superior beings, but of individuals committed to the achievement of their objectives. There seem to be some attributes that differentiate leaders from others, yes, leaders do not have to have same character traits to be effective. However, that does not mean that the leaders who do not possess all these traits are not effective.in all the organizations that I have worked in most of the CEOs do not possess all the characteristics of leadership but still they are able to propel their respective companies to success. The domain, which we call leadership, is one of the main features of the emotional dimension of the model. From my experience, Good leaders want to be heads of organizations and take responsibility, although they are not overbearing or intimidating. If a person does not want to be a leader, he or she may not be an effective manager. Therefore, the domain trait influences all other attributes related to good leaders. For example, if you pressure someone to take a leadership positions, there is a great chance that the individual will lose confidence in the position and will not have enough energy to do the job. Stability, which is part of an effective leader, is associated with administrative efficiency and progress. Stable leaders control their emotions, they are energetic and positive(Morton, 2012).in my year at work I have realized that effective leaders understand their strengths and weaknesses very well. I could say that managing people is an art. It is not easy to be the leader of a company or organization, but the way it is exercised can make the difference between a bad and a bad. Good management (Morton, 2012)..Leadership is a human quality. It is when a person points in one direction and others follow. " In this sense, the existence of a reciprocal relationship between the leader and the follower is what determines the leadership. "People follow a leader, not because that person has a certain perceptive style, but because they recognize, consciously or unconsciously, that the leader has certain qualities," he says. In my view the characteristics of an effective leader are: Their behaviors are based on their natural strengths. Leaders develop and use these skills realistically, as much as possible and appropriate(Morton, 2012).. They are aware of their limitations and collect those contributions from people with different perspectives to theirs. Leaders are those who understand and accept that they have an incomplete view of the world and are actively seeking advice and advice from others with different styles of perception.. They welcome people who see the world different from him and find the best way to. Communicate with each of them They recognize the strength of others and try to build on the teams a set of complementary skills and perspectives.They learn to "borrow" the success techniques of leaders who are different from them and use those tools in a way that is their own. Also, I have come to learn that an effective leader must possess the five mentalities: disciplined, synthesizing, cre ative, respectful and ethical(Aldag and Joseph, 2000)..It is the educators themselves who must inculcate to the children and adolescents that what is learned in classes should be practiced. Students with a disciplined mind will be able to look for what is important and discard what is not, within the large amount of existing information. The ability to synthesize allows us to unite things that are scattered but that together take on an unknown meaning. A criterion is needed to decide what to pay attention to and what to ignore. In order to synthesize the information, it must be united in the most coherent way so that it makes sense and can be transmitted to other people Conclusion From my years of working as an ordinary employee and also leadership positions I can attest that Democratic leadership is considered the best option for most organizations as compared to autocratic one. This type of leadership model encourages participation from employees(Voisin, 2011). Leaders reserve the right make the final decisions but encourage feedback from the employees. This has an advantage because the employees become content and encourages new ideas. References Aldag, R. and Joseph, B. (2000).Leadership vision. New York: Lebhar-Friedman Books. Bass, B. and Riggio, R. (2014).Transformational leadership. New York.: Routledge. HAWKINS, P. (2017).Leadership Team Coaching. [Place of publication not identified]: KOGAN PAGE. Heath, M. (2010).Leadership secrets. London: Collins. Hirschmann, K. (2004).Leadership. Chicago: Raintree. Kippenberger, T. (2002).Leadership styles. 1st ed. Oxford: Capstone Pub. Kirimi, D. and Barine, M. (2012).Transformational corporate leadership. Luton: Andrews UK. Landsberg, M. (2011).The Tools Of Leadership. London: Profile. Morton, W. (2012).Everything you need to know about transformational leadership. [Newmarket, Ont.]: BrainMass Inc. Voisin, G. (2011).All together now. Toronto: Dundurn. Yusuf Adebola, B. (n.d.).Change Management and Firms' Performance.

Mother-Daughter Relationship in Seventeen Syllables and Everyday Use Essay Example

Mother-Daughter Relationship in Seventeen Syllables and Everyday Use Paper In â€Å"Seventeen Syllables†, written by Hisaye Yamamoto, and â€Å"Everyday Use†, written by Alice Walker, the relationship between the mother and the daughter is portrayed. In â€Å"Seventeen Syllables†, the protagonist, Rosie is an American born Japanese (Nisei) who does not understand well about the Japanese culture, whereas her Issei mother, Mrs. Hayashi was born and raised in Japan and married to America. Mrs. Hayashi loves writing haiku, a traditional Japanese poetry, to escape from the reality of her loveless marriage. In â€Å"Everyday Use†, Mama is a traditional Afro-American woman, who receives little education and raised her two daughters by doing ‘man’s job’. Dee instead influenced by the Black Power Movement, tried to trace back her African root. She learned the African culture and changed her name into Wangero. This essay hopes to explore the similarities and differences of the mother-daughter relationship depicted in these two short stories, which is Rosie and Mrs. Hayashi, and Dee and Mama respectively. To start with, one of the similarities is that there is alienation in the two pairs due to cultural differences. In â€Å"Seventeen Syllables†, Rosie represents the American culture and Mrs. Hayashi represents the Japanese culture. Rosie was born and raised in America and English is her mother language; whereas her mother, Mrs. Hayashi ‘had even less English, no French’ as her mother tongue is Japanese. She came to America as a picture bride to deveop a loveless marriage with Rosie’s father and her Japanese culture is deep-rooted. She loves to write haiku, which Rosie fails to understand it. She thinks â€Å"English lay ready on the tongue but Japanese had to be searched for and examined. Due to their difference in cultural background, Rosie finds it difficult to communicate with her mother. She has to ‘pretended to understand the haiku thoroughly and appreciate it no end’ when her mother reads her the haiku she wrote. Therefore, she turns out communicating less with her mother and fakes her mother by â€Å"saying yes yes, even when one meant no, no. â €  This can be seen when Mrs. Hayashi asks Rosie to comment on the haiku she writes, and Rosie replies in a perfunctory way. There is deception from Rosie to Mrs. Hayashi as well. We will write a custom essay sample on Mother-Daughter Relationship in Seventeen Syllables and Everyday Use specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Mother-Daughter Relationship in Seventeen Syllables and Everyday Use specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Mother-Daughter Relationship in Seventeen Syllables and Everyday Use specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Similarly, there is also alienation between the mother and the daughter, Mama and Dee in â€Å"Everyday Use† due to cultural differences. Mama represents a normal woman in the Afro-American culture; whereas Dee denies her original culture of an Afro- American and learns the African culture due to Black Power Movement. Mama, as a Black American, lives in the rural South of the States and receives little education only. Mama is strong and does quilting at home. Dee, on the other hand, adapts an African culture which she learns from books and her peers. However, this African culture is vague and superficial. This can be seen when she changes her name from Dee to Wangero because she â€Å"couldn’t bear to be named after the people who oppress [her]†, but ‘Wangero’ in fact is a mispelt name of an African language. Due to their differences in cultural beliefs, they have different views and perspectives on things and heritages like quilts and churn. Mama thinks that according to tradition, churn and quilts are for everyday and practical use. But to Wangero, quilts are in fact dead object and should be appreciated as an art work. Their different view on things lead to alienation between the mother and the daughter. Another similarity is that this inter-generational difference both leads to isolation and difficulty in understanding each other in the two stories. In â€Å"Seventeen Syllables†, Rosie, as an Americanized girl, lacks interest in learning and understanding haiku or Japanese culture as a whole. Even when she goes over to see the Hayano family, she and the four sisters discusses the new coat in English and lacks the Japanese manners which is deep-seeded in the Japanese culture. This difference in lifestyle and habits cause her hard to communicate with her traditional Japanese mother. The conflict between Rosie and Mrs. Hayashi mirrors the conflicts between the Issei and Nisei. The Nisei generation, who knows â€Å"formal Japanese by fits and starts†, has totally no interest on the traditional Japanese culture. However, the Issei generation sticks to their original culture and even starts magazines to trace back their life in Japan. As a result, the two generations, the Issei, Mrs. Hayashi and the Nisei, Rosie find it difficult to understand each other. It results in the isolation of the two generation. In â€Å"Everyday Use†, there is also isolation and oppression between the mother-daughter relationship of Mama and Dee. After Dee grows up and receives education, it makes her differ from the rest of the family who only stays in the sub-urban area and receives less or no education. She is exposed to the values of the new world with civil rights and equality, which Mama has totally no idea of what they are. Dee has greater visibility and zero tolerance for equality. Also, Dee has a sense of autonomy and individuality after receiving education. These are the things that Mama has not got in touch with before. Therefore, it leads to them not understanding the action of each other. For example, Dee wants to use the churn top and quilts as artistic uses and she do not understand why they are â€Å"backward enough to put them to everyday use†. Mama however sees the churn top as a kind of heritage which has been used for generation. It is the most appropriated to use it practically. Their difference in interpretation and knowledge of civil rights make Dee isolated herself from Mama and the family. It also leads to difficulty in understanding of another person’s acts. Although there are similarities regarding the mother-daughter relationship in the two set stories, there are also some differences in their relationship. In â€Å"Seventeen Syllables†, Rosie, the Nisei daughter falls victim to the mother’s experience. At that time, Rosie is struggling whether she should accept the love from Jesus or not. When Jesus kisses her, she â€Å"fell for the entirely victim to a helplessness delectable beyond speech†. However, toward the end of the story, her mother reveals her past experience to Rosie. Although Rosie do not want to know the truth which â€Å"would combine with the other violence of the hot afternoon to level her life to the very ground†, Mrs. Hayashi still tells Rosie the story about her and her young lover. She asks Rosie to promise her not to get marry as well as she do not want her daughter to face the same destiny. Rosie is in the dilemma of whether to reject Jesus and follows her mother’s word, or still follows her heart to tell Jesus how she feels. From this, we can see that the daughter falls victim to the mother’s past of whether starting a relationship or not. However, in â€Å"Everyday Use†, it is the mother, Mama who falls victim to the daughter, Dee’s experience instead. Dee, after receiving education, starts to use her knowledge to dominate the family. She gets in touch with others through schooling and education, which Maggie and Mama do not have the chance to do so. However, Mama actually thinks that these new ideas and knowledge that she has never known cause them fear and intimidation instead. It is described by Mama that Dee â€Å"washed us in a river of make-believe and burned us with a lot of knowledge we didn’t necessarily need to know†. Mama even thinks that they are â€Å"trapped† underneath Dee’s voice when she told them the things she learned in school. Dee uses her intellect to intimidate others, such as greeting her mother with a language Mama do not speak. These knowledge has even posted a threat to the simple world Mama and Maggie is living and separated Dee from her family. This divisive power of education leads to her mother falls victim to Dee’s experience. To conclude, there are similarities and differences in the mother-daughter relationship in â€Å"Seventeen Syllables† and â€Å"Everyday Use†. The two pairs, Mama and Dee, and Mrs. Hayashi and Rosie, are both alienated and lack of understanding of each other due to cultural and inter-generational differences. However, the victims in these two relationships are different. In â€Å"Seventeen Syllables†, the daughter struggles from the mother’s experiences; but in â€Å"Everyday Use†, it is the mother instead who struggles from the knowledge the daughter forces to her which she thinks is unnecessary and hard to understand.

Did the Depression Change the Class Relationships essays

Did the Depression Change the Class Relationships essays What is evident is that one of the main effects of the Depression was a change in the structure of some families. Why do we live like this a child would wonder. Things used to be better. Were not even clean anymore (McIlvain 381). Of course, these were not merely blue collar families now seeking some sort of relief. Relief of course was a sort of government subsidy but it did little, if anything, to improve the emotional impact of joblessness and near-hopelessness. Being on relief stigmatized an entire family but especially the father (379). With millions of men out of work, employed women suffered as well, although, according to McIlvains quote of John Steinbeck Woman can change bettern a man(379). Man, of course, was always perceived as the familys provider and now this was nearly impossible. Marriages were now at a low point, because it made no sense to marry and raise a family when the job prospects looked so bleak. Until some New Deal legislation eased the pressure for all race s, if there were problems within the families, white-collar or blue, black people suffered a disproportionate share of the burden....A group of whites adopted the slogan No Jobs for Niggers until every white man has a job (383). If the New Deal accomplished anything it was the beginning of what would culminate in the Civil Rights laws of the 1960s but at the same time, the New Deal laws tended to favor the working class, and maybe for that reason we continue to see the wealthy Americans favor the Republican Party. ...

Response Paper Essay Example | Topics and Well Written Essays - 750 words

Response Paper - Essay Example The author’s mastery of English composition is facilitated only when he is able â€Å"to create an English self, and be that self†Ã¢â‚¬â„¢ (Shen, 95). This involves: exchanging the Chinese Marxist philosophy of collective materialism for English idealism and individuality; discarding the circuitous Chinese pattern of approaching a topic in favor of the direct English ‘topic sentence;’ avoiding Chinese pictorial descriptions instead of English verbal descriptions. This concept of adopting an identity in effective writing also forms the crux of Barbara Mellix’s essay, â€Å"From Outside, In.† Mellix’s essay, â€Å"From Outside, In,† explores her evolution as a writer in terms of an African-American who speaks ‘Black English.’ She effectively relates the complexities that arise from speaking what are essentially two different languages: ‘Black English,’ and ‘Standard English.’ While the former is her own language, which â€Å"bubbled in our throats and rolled across our tongues, a balming† (Mellix, 76), the latter is the â€Å"language of others† (Mellix, 81). Standard English is reserved for special occasions and for formal writing. Learning to speak fluent Standard English is relatively easy for Mellix, but her writing continues to remain mechanical. As she struggles to become proficient in the written language, she is constrained by the difficulty of composing in Standard English: â€Å"I couldn’t think and feel genuinely in that language† (Mellix, 80). Her ultimate mastery of English composition comes about only when she learns to overcome her self-consciousness as a speaker of Black English, and convince herself to confidently assume a rightful place in the culture of Standard English. Fan Shen and Barbara Mellix adopt new, but different, identities for effective English writing. Shen and Mellix both adopt new identities to succeed in Engl ish writing. They agree that proficiency in written English requires the writer to reconcile a dichotomy in identity and â€Å"to assume a culture† (Mellix, 84). Shen must change his ‘Chinese identity’ for an ‘English identity,’ while Mellix must learn to ignore her identity as an African-American who speaks a black vernacular. Both of them must learn to be comfortable in the identities they assume for writing English. Shen’s assumption of his ‘English identity’ requires him to assume individuality, and a direct approach to a topic, while Mellix must learn â€Å"to shut out my black English† (81). Shen and Mellix create new identities and balance them with the old. Both of them accept this new identity as an enriching addition to their personalities. Shen welcomes the change which â€Å"has added a new dimension to me and to my view of the world† (101), while Mellix rejoices in the new ability to discover previously unknown aspects of herself. While Shen and Mellix share the experience of assuming new identities as writers, their concepts of identity differ. Shen’s new identity differs from that of Mellix. Shen keeps his Chinese and English identities distinct and separate, but Mellix blends her old and new selves. For Shen, the

Alternative Ways of Serving Arrest Warrants Assignment

Alternative Ways of Serving Arrest Warrants - Assignment Example Many occurrences have been witnessed where such attempts to serve people with the arrest warrants has ended up causing violence, harm and death to the officers serving the warrants or to the recipients themselves. When the officers go to serve the individuals concerned with such arrest warrants, the individuals may choose to lock the offices out of their residence, so that they do not receive the warrants. The individuals can also opt to harm the officers serving them with the warrants or even harm themselves to ensure they are not arrested. Non-reception of such arrest warrants would mean that the individuals do not appear in court to answer the charges against them. Currently, many instances where individuals have attempted to block the officers from serving them with arrest warrants have been reported. Therefore, there is a need to seek for alternative ways to serve the concerned people with such warrants of arrest. In light of the above, such alternatives such as serving the arre st warrants to people through messages to their phones and E-mails should be applied. This is helpful in ensuring that the officers serving the arrest warrants do not necessarily have to go to the residence of the individuals concerned. These alternatives can save time and cost, while alleviating the risks associated with presenting the warrants to the physical address. Worth noting, however, is the fact that the courts may not recognize such methods. This limits the alternatives open, leaving only the physical presentation of the warrant as the only practical method.

Th Kurig Systm in th Offic Coff Markt Case Study

Th Kurig Systm in th Offic Coff Markt - Case Study Example Having companiÐ µs know thÐ µ fundamÐ µntal importancÐ µ of customÐ µr nÐ µÃ µds is thÐ µ most important part of thÐ µ succÐ µssful company Ð µntÐ µring thÐ µ officÐ µ coffÐ µÃ µ markÐ µt’s sÐ µrvicÐ µ stratÐ µgy, and this will dirÐ µctly add to thÐ µ futurÐ µ succÐ µss and profit. ThÐ µ kÐ µy focus of thÐ µ dynamic company in thÐ µ prÐ µsÐ µnt in tÐ µrms of Ð µstablishing a nichÐ µ in thÐ µ markÐ µting arÐ µa thÐ µsÐ µ days is oftÐ µn thÐ µ supÐ µrior Ð µxpÐ µriÐ µncÐ µ that customÐ µrs havÐ µ, rathÐ µr than thÐ µ supÐ µrior product or sÐ µrvicÐ µ put out by thÐ µ company. This has lÐ µd to thÐ µ thÐ µory that thÐ µ customÐ µr’s basic nÐ µÃ µds should not only bÐ µ mÐ µt, but should bÐ µ Ð µxcÐ µÃ µdÐ µd. An important part of this procÐ µss is having a sÐ µrvicÐ µ profÐ µssional who is ablÐ µ to mÐ µÃ µt and Ð µxcÐ µÃ µd thÐ µir nÐ µÃ µds by giving thÐ µm thÐ µir full attÐ µntion. b. Wha t advicÐ µ do you havÐ µ for Nick Lazaris concÐ µrning his dÐ µalings with MTS†¦ In dÐ µaling with thÐ µ k-cup filling machinÐ µ manufacturÐ µr, thÐ µ pricing goal should bÐ µ sÐ µt at a prÐ µmium lÐ µvÐ µl, so that Ð µxtÐ µrnal changÐ µs in machinÐ µ parts and othÐ µr pricÐ µs do not advÐ µrsÐ µly affÐ µct profits. ThÐ µ pricÐ µ of ingrÐ µdiÐ µnts for a coffÐ µÃ µ would bÐ µ a variablÐ µ, bÐ µcausÐ µ thÐ µ Ð µxtÐ µrnal markÐ µt, howÐ µvÐ µr much KÐ µurig is going to try to control thÐ µ mÐ µans of production and supply chain, is still going to show fluctuations in thÐ µ pricÐ µ of raw matÐ µrials usÐ µd to makÐ µ thÐ µ coffÐ µÃ µ, and thÐ µ machinÐ µ. ... ?r for thÐ µÃ¢â‚¬ ¦ For thÐ µ brÐ µwing machinÐ µs, production vÐ µndors can also bÐ µ outsourcÐ µd, as wÐ µll, saving still morÐ µ timÐ µ, and furthÐ µring industry-widÐ µ goals of providing fastÐ µr, chÐ µapÐ µr, and bÐ µttÐ µr goods and sÐ µrvicÐ µs. In thÐ µ dynamic tÐ µchnology Ð µnvironmÐ µnt, in tÐ µrms of intÐ µrnal strÐ µngths of solution, vÐ µndor support is not complÐ µtÐ µly rÐ µlÐ µgatÐ µd to thÐ µ Ð µffÐ µctivÐ µ automatÐ µd systÐ µm, and in many casÐ µs, vÐ µndors providÐ µ stratÐ µgic dirÐ µction for thÐ µ company, rathÐ µr than Ð µxÐ µcutivÐ µs. d. What actions should KÐ µurig takÐ µ to pÐ µnÐ µtratÐ µ thÐ µ officÐ µ coffÐ µÃ µ sÐ µrvicÐ µ markÐ µt†¦ KÐ µurig should rÐ µly on word of mouth to achiÐ µvÐ µ as much of a cult status in thÐ µ officÐ µ markÐ µt as possiblÐ µ. Cultic organizations usually organizÐ µ amongst thÐ µir local communitiÐ µs in ordÐ µr to garnÐ µr gÐ µnÐ µral community support, but it is important not to blamÐ µ thÐ µ cult Ð µntirÐ µly; victims may havÐ µ morÐ µ choicÐ µs than wÐ µrÐ µ prÐ µviously thought, according to nÐ µw modÐ µls of undÐ µrstanding. Community support can rangÐ µ from garnÐ µring mÐ µdia attÐ µntion to gÐ µtting morÐ µ known about thÐ µ organization through word of mouth. Leadership is also important at Keurig. But it is not just the manager’s job at the coffee and coffee machine company: if they are working as an active listener as well as communicator, they will then be able to make creative decisions based on a framework of team thinking. The basic argument of the current thinking, regarding foundational vision and mission, is for the establishment of new marketing principles that are not based on rigid rule structures, but are instead more able to dynamically respond to an ever-evolving present where the customer is the one who has the power. An overall conclusion that can be drawn from the Keur ig case

The Media Effect: Male Body Image

The Media Effect: Male Body Image Many men and women are in the midst of a fight for that perfect body depicted by the media. In the UK the average man is 5ft 9ins tall and weighs 13.2st while the average woman is 5ft 3Â ½ins tall and weighs 11st (Whitlock, 2009). Researchers investigated the perception of ideal body weight in both men and women and found 38.3% of normal weight women thought they were overweight, while for men 32.8% who were overweight thought they were about the right weight or underweight. (Christakis, 2003) Men tend to see themselves as being thinner than they actually are and have a desire to become bigger (Mintz, 1986). A study of around 1000 men found that over 50% were unhappy with their bodies. They were asked to draw their ideal body and researchers found that the body ideal was so muscular it could only be achieved by using steroids. (Croft, 2009). Some Psychologists speculated that media influences shaped peoples idea of body size by presenting thinner women and bulkier men than average. (McCreary Sadava, Vol 2(2), Jul 2001). Studies by The Eating Disorders Association shows that around 1.15 million men and women in the UK suffer from an eating disorder with 61% of women feeling fat compared to the medias image of beautiful women. (National eating disorders Association). Another worrying thought is that most fashion models are thinner than 98% of American women (Smolak, 1996).As women are constantly surrounded by such models in TV adverts, magazines, news articles amongst other things; its not surprising that they find this level of thinness the ideal. Wiseman et al conducted a study on Cultural expectations of thinness in women. They found that the body measurements of playboy models for 1979 1988 were up to 19% below the average body weight for their age group. These findings were compared to an early study between 1959 and 1978 and found that body measurements had decreased while there was a significant increase in diet and exercise articles during this period suggesting that there is a link between to the two. (Wiseman, 2006) In studies on media and body image, most of the research is directed towards women. This means that men are often forgotten. As men are increasingly characterised by their body, I aim to highlight the effect of media on them. (Henwood, 2002), says that the media presents ideals for men as well as women. patterns of consumption, life style choices and media representation of men now often focus on mens appearance and the male bodymedia advertising routinely depicts in positive ways youthful toned muscular male bodies. Psychology Today readers completed questionnaires on body image in 1993 and found The muscle-bound body build was highly rated by men, while women preferred a medium, lightly muscled build in their ideal males. (Neimark, 2009) It seems that men are influenced by the media and not by real women. The use of men in media may have a substantial effect on the way males view themselves. A muscular toned body is being used in much the same way as the thinness ideal for women. Mens Health magazine is spilt into 6 subsections compromising of Fitness, Health, Weight loss, women, nutrition and grooming. This shows that males are being made to think that their weight is not ideal and to bulk up to look like the men portrayed in the magazines. On the mens health website, there are links to a new way to sculpt your abs and build the body you want on a back ground of a super toned males torso. (Moore, 2010) Attitude is the best selling gay magazine in Britain and is also distributed worldwide. (Gilmour, 2008) In the latest issue of the magazine, Gareth Thomas, a gay rugby player, is the front cover. He has huge leg muscles, a big chest, and muscular arms, making it seem that this is what men like, and so the readers will strive to become like this. (Attitude Homepage, 2010) It has been proposed that males have become more muscular and toned in an attempt to be more masculine. Soft and rounded is traditionally seen as the female ideal, while males are the opposite. So by working abdominal muscles to achieve the much desired six pack is an attempt to hold this masculine ideal. (Henwood, 2002) Studies into male body image have begun to show that men have as much displeasure with their shape as do women. This is not just found in the UK but all over the world. Pope el al (2000) found that men from France, US and Austria chose an ideal body shape that was heavier and more muscular than them. They also believed women preferred that body shape too. Women are willing to settle for their own mates appearance, accepting extra weight, even though their ideal male is different. Males are not as worried about being overweight as women, but more troubled by muscle mass, showing our cultural ideals of men. The muscly body build was preferred by men, while women liked a medium, lightly muscled build in their ideal males. (Neimark, 2009) The old ideal of maleness has been replaced. The New York Times writer Natalie Angier says that boys of school age are now being diagnosed of hyperactivity and having learning problems just by being a typical male. So as the behavioural ideal has changed so has the ideal male body. It is more muscular but also in contradiction, quite feminine. Schwartz conducts studies in America on gay men he says that the male body clean skinnedNo longer stiff and upright but sinuous representing the feminine side. (Blashill Vander Wala, 2009) Men are now exercising more than ever with around 8.5 million having a gym membership. The American Sports Data company found that those men with memberships spend a mean of 90.8 days a year in a gym. This could be linked to males trying to become what they believe women want, judging by how the average male is portrayed in the media. The gender gap in the way the media present the body has closed. The unattainable female bodies shown now have a male equivalent, the V shaped physiques of male models everywhere in todays media. George Gerbner the founder of the Cultivation Theory, which looks at whether the media has a long term effect on audiences, such as body image, said that what we see on TV and in magazines eventually becomes our standard of reality and desire. (Seed, 2006) Schooler and Ward measured the male real body discomfort due to media consumption. They found that by watching television it made men feel uncomfortable with their bodies. People see the same images over and over and start to believe its a version of reality, if those bodies are real and thats possible, but you cant attain it, how can you not feel bad about your own body? Mens bodies are being used more often to sell products. Dolce and Gabbanas (shttp://amandagore.files.wordpress.com/2009/01/dg-ad.jpg) ad contains 4 males with the V shaped body that has become so popular today. The male modelling for Jean Paul Gaultier in the advert for aftershave has a body most men are striving to achieve. He has very muscular figure and is topless in the picture. (http://www.mimifroufrou.com/scentedsalamander/images/Le-Male-2009-Billboard-B.jpg). Men are spending more time and money on fragrances, facial creams and hair products. By presenting males in the media this way to sell products, males may believe if they take more care with their skin and buy all this products they will achieve the look of the airbrushed models. In this sense the media is endangering mens health by promoting these images, but will not stop willingly as the beauty industry has such high revenue. The big question is whether the media and our culture are truly to blame. Jeffrey Yang from Harvard University looked at the differences in body image in men from the west (Europe and America) against men from Asian countries. He found that men in Taiwan were satisfied with their bodies and had a lower use of steroids compared to men in the West. Also, unlike in the west, there were no Taiwanese magazines for fitness or bodybuilding. (Cromie, 2005) This seems to suggest that the media are to blame as there were no pictures of super fit males in magazines promoting exercise, and fewer men used drugs to achieve the figure desired. If someone has a poor body image, they might take steps to change their body, even if it taking potentially harmful substances. Anabolic Steroids are described as being any of a group of synthetic steroids or hormones used to stimulate muscle and bone growth; sometimes used illicitly by athletes to increase their strength by steroid.com (http://www.steroid.com/drugprof.php) Anabolic steroid abuse has been associated with a lot of side effects. Examples include acne, and breast development in males, which although unsightly are not severe. However other consequences of taking steroids can be life threatening such as heart attacks due to high cholesterol levels and liver cancer (National Institute on Drug Abuse, 2006). Those who inject the drug also risk getting HIV ( InfoFacts: Steroids (Anabolic-Androgenic), 2008). Is taking steroids to get a hench body worth it? The U.S. Census Bureau says there is a total population of around 301 million people. The National Centre for Education Statistics believes that of this 301 million, 16.5 million are school children between 9th and 12th grade. The Centre for Disease Control and Preventions (CDC) says the percentage of students who admit to a lifetime steroid use was 4%. This means theres an estimated 660,000 students (14 to 17 years of age) whove admitted to steroid use. (ASA) Not to mention those unreported. This is a huge figure. Although this doesnt make a direct link with steroid abuse and the media, it can be inferred that these teenagers are taking steroids to get the body of the media male. Boys and men who are not happy with their body have been found to try and put weight in the form of muscle. (McReary Sasse, 2000) And steroids do this. The medias depiction of what is normal keeps getting for women and more muscular for men. Female models 25 years ago weighed only 8% less than average; currently the figures stand at around 23%. Male models are seeing similar things. In the past 25 years the media male has lost 12lb of fat but put on 27lb of muscle. (Body Image Website) With these ideal bodies represented in the media, its not surprising that males and females are turning to extreme measures to deal with their bodies. According to the ladies room, only 5% of women have the right genes to ever attain the Barbie shape. The body ideal for men is also almost unachievable, without illegal steroids and there is a limit to how much muscle a man can get naturally. (Tart, 2009) Although there is not a direct link between males body image and the media, it is implicated in many previous studies. Further research would be beneficial.

Cadbury Schweppes :: Business and Management Studies

Cadbury Schweppes Criterion 1F My chosen businesses are Cadbury Schweppes, which is a PLC COMPANY, and Formbend is my LTD company. I chose these two businesses because I love Cadburys chocolate and thought it would be interesting to study and it also has a very informative website. I chose Formbend Tube Manipulators because my Uncle is the Technical Director for the company and said that he would be able to give me all the information I need. I know that there are lots of different Cadbury sites across Britain but my main focus will be the Bournville site in Birmingham. See appendixes and . History of Cadbury John Cadbury founded Cadbury in 1824. See appendix He developed his name as a chocolate manufacturer in 1831 by creating Cadbury’s drinking chocolate. See appendix .John Cadbury’s first shop was on Bull Street in Birmingham. See appendix .Then in 1847 the business had expanded and needed bigger premises so they moved to Bridge Street, which had its own canal linking the factory to the Birmingham Navigation Canal and the main ports in Britain. John Cadbury retired in 1861 and handed the business on to his two eldest sons Richard and George. The business ran from that site for 32 years, but then expanded even more which found them moving to Bourneville. See appendix .George Cadbury spurred the idea of better living conditions in Britain, which resolved in the Bourneville homes, which now cover over 1,000 acres. Aims and Objectives Aims Cadbury’s objective is to keep up the high standards of chocolate and to continue to make a difference too many people involved in the Bourneville site. They also want to make a profit on sales and to beat other competitors such as Nestle. Cadbury’s also want to continue making good quality products so they survive and maximise sales. They also need to make sure that they are environmentally friendly and make sure that quality is kept at a very high standard. Objectives 1. To continue to lead in the area of community interest 2. To introduce new products successfully to customers 3. To continue to help fund education in a number of ways 4. To improve communication with customers to help improve the standards of chocolate 5. To have a higher quality of products than other competitors. 6. To sell a lot of the products that they have and imp[rove any that need to be improved. 7. To take part in more activities than they did last year to get a good public voice. For Cadbury to achieve these aims and objectives they must spend a lot

Biographical Sketch: Kasturba Gandhi Essay

Biographical Sketch: Kasturba Gandhi Kasturba Gandhi was a renowned figure for all of India and was always there to help Mohandas Gandhi out. Kasturba was born on April 11, 1869 to Gokuladas MakharJi, a wealthy business man. She married Mohandas Gandhi in 1882 when she was only 13 years old. At that time she could not read or write because she hadn’t had the proper schooling. Mohandas taught to both read and write and that would come in handy later when she was delivering speeches that led India to its independence. This was also a dangerous move considering the roles and places of India and the caste system. Kasturba and Mohandas had their first child right before Mohandas had to leave for a business trip so Kasturba stayed in India to tend to the child. After the first one they had three more together until in 1906 Mohandas decided to observe brahamacharya and from there on they never had sexual relations. She was very religious minded and broke many barriers in the caste system and also supported her husband in all of his political views. She also had her own view nd spoke out against working conditions in South Africa for Indians which is Just one example of her many times speaking out. She supported hygiene, discipline, reading, and writing to women and children. Kasturba suffered from chronic Bronchitis and the stress on top of that she had tremendous amount of stress during the Quit India Movements arrest also aggravated her illness. She contracted pneumonia but her husband disagreed with the use of penicillin. She died ofa major heart attack on February 22, 1944. Gandhi died in January 30, 1948 after Kasturba and he were married for 62 years

Johari Window

OB2 – Case Study on Johari Window THE CHANGE AGENT Shweta is the marketing department manager of J&K enterprises. She has noticed that her staff seems to be pulling in separate directions and some members have trouble cooperating with others. She feels team building will help her department function in a more positive and productive way. Shweta interviews several OD consultants to find the change agent she thinks will be right for what she needs. Shweta decides on Kartik, an organization development consultant that best answered the question, â€Å"How will this change agent build a group into a team? Kartik meets with Shweta to discuss the problems. Kartik and Shweta discuss the problem as Shweta sees it. They discuss specific questions to ask and data that will be collected from interviews with team members. Kartik interviews Shweta's staff and immediately a number of issues surface that appear counterproductive to effective functioning. Lack of communication is identified as the most serious problem, and many of the other major issues are a direct result of the communication breakdown.Kartik reports the general findings back to Shweta without mentioning any names. After discussing the problem and possible ways to solve it, they decided on the two-day team building retreat. The goal of the retreat is to get the group to work through the issues that are causing the biggest problems. Kartik’s idea about how to approach the retreat is: We will adopt THE GROUP MOTIVATION EXERCISE model. It is quite like looking at the positives of self ; others and not look at the negatives at all.The purpose is to build on the positives and do not discuss negatives as they already have issues against each other. Let them write the name of their ideal colleague stating the qualities because of which they admire him/her. Then they should write their own qualities on a second sheet of paper. Lastly they should make groups and discuss their observations. Using the Joh ari Window model, what do you think are the benefits Kartik’s approach? Which panes will be highlighted?

Traditional vs. Computer Based Training Essays

Traditional vs. Computer Based Training Essays Traditional vs. Computer Based Training Paper Traditional vs. Computer Based Training Paper Trailing Is situation pacific and audience dependent. It Is driven by the way It Is delivered, and the content being taught. When the decision to conduct trailing Is made, another decision must be made, and that Is how the training will be presented. Should the training be conducted in a more traditional setting using lectures, discussions, demonstrations or a combination of these; or should the training be conducted in a computer-based training environment? While both types of training teach the same thing, everyone learns differently and trainees must decide whether traditional or computer-based training methods work best for them. Traditional Training Methods Traditional methods of training can be divided into two general categories: presentation and hands-on. Presentation is quite simply training methods that present information to trainees. These methods include lectures, discussions and demonstrations and are usually more passive and less interactive. Hands-on methods include games and simulations where the trainee plays a more active role in the training by doing things such as role playing instead of Just listening. Lecture Method Lecture is the most widely used presentation form of training. It can be in print or rail form, and the oral form can be live or presented on video. In most cases all training sessions use some form of lecture and can be presented as the lecturer speaking to the group of trainees or it may take the form of a printed handout or textbook (Blanchard Thacker, 2010). Most educators or trainers learn how to teach based on their experiences as students. The teach as I was taught approach tends to turn the lecture Into a passive, one-way method of transferring Information. Lectures are generally described from the instructors point of view, and the students need for Interaction Is not addressed (Sullivan, 1996). An effective lecture Involves students through an Interactive and participatory approach using various teaching techniques which engage the students and connect them to the trainer. A variety of supporting media Is used In the training and there Is Limited note taking required. An Ineffective lecture has the trainer standing at a podium lecturing with no Interaction from the students who quickly lose interest and find it difficult to concentrate. There is no supporting meal Ana ten students are required to take extensive notes. Lectures are most effective when disseminating information quickly to a large umber of people; providing an overview of a topic or arousing interest in a topic or when presenting new information before using other media. A good lecturer will speak clearly and use pauses; structure the lecture to give clear view of the topic; and clarify key points (McGinnis, n. D. ). Lectures are not appropriate when a trainer will be presenting complex and detailed or abstract information; when dealing with information where feelings or attitudes are concerned; and when teaching high level cognitive skills. Poor lecturers have been criticized for not speaking clearly; saying too such too quickly and assuming too much knowledge (McGinnis, n. D. ). Discussion The goal of the discussion method of training is to get students to talk about the contents of the training material. In a discussion, the lecturers role becomes a facilitators role that moderates the discussion instead of lecturing, giving the students a chance to share ideas and information with each other and the class. Getting feedback and ideas from the entire class becomes a positive thing as students are more likely to Join in and add their ideas if everyone are participating. A good discussion gives the students an open-ended problem to solve, a task to complete, a Judgment to reach, a decision to make, or a list to create something that begs for closure. Asking questions is an excellent way to start a discussion as it helps the trainer determine whether the trainees understand the information correctly and help create a common understanding (Blanchard Thacker, 2010). There are several different types of questions that can be used in discussions including open-ended and closed-ended questions, overhead questions, and direct questions. An open-ended question does not require a specific response; there is no right or wrong answer. Open-ended questions encourage the trainees to participate in and contribute to the discussion using a trainees knowledge or feelings. A closed-ended question asks for specific short or one word answer which enables the trainer to assess learning. An overhead question can be open-ended or closed ended questions and are asked to the entire training class, not an individual or one person in particular. Anyone in the group can answer an overhead question making them entertaining. On the other hand, a direct question is asked to a specific trainee, usually one that is not participating in the discussion, in the hopes that they will begin to get involved with the discussion. A direct question will generally elicit information. Effective questioning and interaction are important to the success off discussion. Questioning skills include planning questions in advance, asking a variety of questions and providing positive feedback whenever possible (Sullivan, 1996). Demonstration Method The demonstration method of traditional training is a visual display of how to do something or how something works. To be most effective, a demonstration should be integrated with the lecture/discussion method (Blanchard Thacker, 2010). In an effective demonstration, the trainer breaks the demonstration into smaller parts that easily enumerators DAY ten trainees. As ten demonstration Is snow, ten trainer explains how the different parts come together and relate to each other describing what is being done. The demonstration method has a higher level of involvement than the lecture and discussion methods, thus, more learning occurs. After the demonstration is completed, the trainer could offer the trainees a chance to perform he demonstration so they might better understand the results. Hands on Methods Hands on methods of traditional training include games and simulations as well as role playing. When a trainee actively participates in an activity, they learn quicker, become more interested in the subject, and retain more information. In a game or simulation, one or more trainees are put in a realistic situation, given goals to meet, and they are left to achieve those goals however they see fit. There are various methods of games and simulations including behavior modeling, business games, ease studies, equipment simulators and in basket techniques. Behavior modeling allows trainees to observe others to discover how to do something new. Behavior modeling focuses on developing behavioral and interpersonal skills and is often used for sales training, interviewer training and safety training (Training and Development, 2007). Business games are simulations that attempt to represent the way an industry, company or unit of a company functions. Trainees are provided with information describing a situation and asked to make decisions about what to do (Blanchard Thacker, 2010). Business games are effective because they develop leadership skills and strengthen management skills. They also show trainees how their decisions impact the situation at hand. Case Studies focus on building decision making skills and assess and develop Asks. The case study method emphasizes an approach to see a particular problem rather than a solution. Their solutions are not as important as the understanding of advantages and disadvantages (Training and Development, 2007). Equipment simulators are mechanical equipment identical to that used on a trainees actual Job. Conditions used in the equipment simulator must be identical he conditions under which the trainee works as well. Equipment simulators increase the degree of reliability between the simulation and the work setting. Pilots, military officers and ship navigators are a few occupations that utilize equipment simulators. Using the in basket technique, a trainee is given information about a role they will play and then they are given and in basket of documents and materials and asked to respond to those materials in a certain amount of time. Once complete, the trainer provides feedback on what was done properly and what might need improvement. This method of training develops procedural as well as strategic knowledge and develops communication and interpersonal skills (Training and Development, 2007). Role Play In role play, each trainee is given a role to play. The trainees are given a description of the role and information pertaining to it like responsibilities, concerns and objectives. They receive a description of the problem or situation that faces them and they are asked to act out the roles by interacting with each other. Group decision making and conflict resolution are learned through role playing. Multiple ole play, giggles role play, role rotation Ana spontaneous role play are Deterrent versions of role playing. Computer -Based Training Methods Computer-based training, also known as CB is any instructional course whose primary means of delivery is a computer. It can be delivered too single computer via a software product, over the internet or through a corporate or educational intranet. CB can teach Just about any subject but has grown increasingly popular for computer related studies. CB is different from traditional training because face-to- face interaction with a human trainer is not required. CB may include many different techniques and processes including program instruction, intelligent computer-assisted instruction, intelligent tutoring systems, simulations and virtual reality. CB courseware functions as a reference tool where trainees can choose the topic they wish to train on or as set content where the trainees must take all topics and pass a test in the end. Some advantages of CB are that it is available anywhere, anytime and students move through the training at their own pace. There is no minimum class size with CB so one student or one hundred students can train and he cost will be the same. CB training can be updated quickly, especially with internet courses (Chapel,n. D. ). Another positive aspect of CB is that it appeals to adult learners. The trainee feels in control and is not embarrassed about taking lower level or remedial classes. CB improves Job performance because it trains people in specific skills for their specific Job. CB also gives trainers better control over the training activities taking place. Testing is provided at the end of training helping to match a trainee with other training that he might need. The trainer serves as the facilitator helping trainees when necessary.

Leadership about Martin Luther King Essay Example | Topics and Well Written Essays - 1000 words

Leadership about Martin Luther King - Essay Example At that period of time, there was significant discrimination in terms of the rights enjoyed by Americans and Africans in the US. The Africans were not allowed to read in the same school or eat in the same place. However, this could not deter Martin Luther King, Jr from going to segregated schools and getting the desired degrees. He also studied religion in a desegregated school. In that school, Martin Luther King, Jr learnt about many religious leaders. He respected Mohandas Karamchand Gandhi of India for his work in changing the unfair laws and liberating India from the British rule. Martin Luther King, Jr was aware of the terror and domination that the black were facing in their daily life. He was very much determined to find a way to stop racial discrimination and violence. He believed that among good and evil good will ultimately emerge victorious. In 1947, more than 150,000 black Americans were registered to vote in Georgia. The Reverend King, Sr was certain that voting might as sure Black Americans absolute freedom (Nazel 29-67). On 25th February, 1948 Martin Luther King, Jr got ordained and officially became Reverend Martin Luther King, Jr. Subsequently, he studied Bachelor of Arts A in religion. Through scholarship he earned the Doctorate from the Boston University. Martin Luther King, Jr got married to Coretta Scott with whom he met in the Boston University. ... By 1956, the Montgomery bus issue converted into a national concentration and King got actively involved in it. He spent most of his time away from the city to raise financial and moral support. By then, he had shown strong leadership qualities that enabled to provide a distinctive authoritarian perspective towards his views. In December 1956, court ordered integration of city buses in Montgomery. After coming out victorious in relation to the bus boycott incident, the leadership of Martin Luther King, Jr was confirmed (Goethals, Burns and Sorenson 798-800). After that Martin Luther King, Jr moved to Atlanta. Six years after Montgomery Bus Boycott, King still didn’t find his way. The story of Montgomery largely contributed to the emergence of King as a leader of civil rights. However, King acted carefully. Rather than instantly seeking to stimulate mass desegregation protest in the South, King Stressed on accomplishing voting rights for Black Americans when he addressed a grou p of spectators in 1957. King got the fame he had, not without personal cost. He was a sufferer in many cases. His house was bombed in numerous occasions throughout the Montgomery boycott. One key feature of King’s leadership was his capability to gather support from numerous organizations that include labor unions, reform organizations, peace organizations and religious groups. In addition, his broad tie-up with Baptist church enabled him to get support from different churches all over the country. The appreciation King received from the people in relation to segregation and colonialism concluded in association with groups fighting outside America particularly in Africa. In March 1957, King Luther went to Ghana to attend their independence ceremony.

Leadership in an Organization Essay Example | Topics and Well Written Essays - 2000 words

Leadership in an Organization - Essay Example The leadership style involves the cooperation of both the leader and their followers in making some decisions. Many leaders apply democratic leadership which is closely related to participative leadership in so far as leadership engagement and decision making are involved. There are several advantages associated with participative leadership, of which the key ones include the possibility of achieving fast growth through innovation and creativity, high motivation among followers, and ownership of the decision and work, which, in turn, leads to greater cooperation and higher chances of success The paper will discuss the participative leadership style focusing on its application, advantages and disadvantages. The paper will further discuss the effects that good and bad leaders have on their subordinates before giving recommendations. Participative Leadership Participative leadership involves working together with team members in decision making. This, however, does not mean that the lea der involves the team members in making all key decisions. Participative leadership is essential especially when creativity and complex problem solving are part of the mix. Participative leadership is founded on engagement and respect as noted by French, Israel, and As (1960). The assumption made by participative leaders is that when people are involved in decision making, they get to understand the issues involved with respect to those who have to make the decisions. Yet again, the leadership style is founded on the assumption that people are more collaborative and less competitive when they work together to achieve joint objectives. Furthermore, when individuals work together in making decisions, they have greater social commitment to one another, which essentially raises their commitments to the decisions that are made. The participative leadership style constructively focuses on exploiting the energy that resides in every human to human encounter (Martindale, 2011). The leadersh ip style may be thought of as an advanced form of democratic leadership and is associated with high effectiveness considering that it builds community, embraces diversity, and establishes shared responsibility. Yet again, the leadership style heightens personal and collective learning which often results in effective growth and development. Participatory leaders use interactions within the organization to create meaning, purpose and growth even as they transform the organization. As opposed to autocratic leadership, participative leadership involves all people in the decision making process including peers, superiors, subordinates and other stakeholders (Martindale, 2011). Given that leaders work in various environments with various demands, they engage in participative leadership at varying levels. While some leaders may be highly participative, others may be moderately or even less participative. Some of the advantages of participative leadership are as follows. Participative lead ership is essential in the motivation of employees (Stogdill, 1948). The motivation that comes with participative leadership is seen in respect of the fact that when employees are genuinely asked for advice by their superiors, they feel valued. Furthermore, when employees are involved in decision making, they feel honored and actually embrace the work that they do to a greater extent as they feel being part of it according to

Women in Business Management Essay Example | Topics and Well Written Essays - 3000 words

Women in Business Management - Essay Example Women’s representation has increased drastically in the labor workforce in last few years. The point to be emphasized is that despite of the fact that women are now more educated, highly qualified and more career orientated than they were ever before they still don’t reach the top most positions in the organization and are still either underrepresented on the senior positions or are stuck in the middle managerial levels only. However many researches and scholarly worked showed that women can due to their uniqueness can benefit the organization in many ways. Their different style of leadership can help organization achieve its objectives and their representation on senior level adds greater diversity and transparency in the organization. Despite of all these researches women don’t make their way to the top management level due to many reasons that hinder women growth. In this essay I shall discuss the problems faced by women in reaching the top levels in organizat ions, the sex stereotyping and misconceptions about working women, how men and women lead differently and the advantages and benefits an organization can have of women representation in the senior management. Theoretical background: Statistical Analysis: With the passage of time women all over the world are striving to become independent, the increasing number of women have joined the labor workforce in last few years and they continue to do so. According to US Bureau of Labor Statistics of 2008 women constitutes about 48% of the total labor workforce in US. Despite of being almost half of the total labor workforce, women are unable to make their mark in the top position. The first article that discussed barriers for women’s advancement in the senior managerial roles appeared in The Wall Street Journal in 1986. The study and work on the subject is also referred to as ‘glass ceiling’ which blocked women to take the senior level positions. Since then many researche s and scholarly works have appeared regarding the issues. Studies revealed that women are not presented equally on the senior management positions, even if they reach these positions they remain under paid. In 2002, in the Fortune 500 companies women only acquired 15.7% of the corporate officer level position. While in recent times, according to a study released by Catalyst- a non profit organization working for the empowerment of women, the main reason stopping women to be a part of senior management in the organization is the gender stereotyping. Despite of being equivalent to men, women are often left with conflicting, unfavorable options due to such circumstances. Catalyst’s data released in 2011 showed that women hold 46.7% of total labor workforce in US out of which 51.5% of women, almost half hold professional and management occupations and according to Equal Opportunities Commission (EOC) women hold 33% of top managerial positions in UK. However, even after holding su ch high percentage of total workforce women are still underrepresented in the top 500 fortune companies of the world where they hold only 6.7% of the top senior management positions that include corporate officer positions, board seats and chief executive titles. (BILIMORIA & PIDERIT. 2007; ARFKEN, BELLAR & HELMS. 2004; PICHLER, SIMPSON, & STROH. 2008; EVANS, D. 2011) With the passage of time there have been certain changes in women’s participation in the total labor work force. Initially women workers constitute more of part-time workers than full time, now with the changing trend the number of

Drama and Theater Essay Example for Free

Drama and Theater Essay What is drama? What are the similarities and differences between Greek Drama, Renaissance Drama, Kabuki Drama, and Contemporary Drama? Drama is tension. In the context of a play in a theatre, tension often means that the audience is expecting something to happen between the characters on stage. Will they shoot each other? Will they finally confess their undying love for one another? Drama derived from the Greek verb dran, meaning â€Å" to act† or â€Å"to do†, refers to actions or deeds as they are performed in a theatrical setting for the benefit of a body of spectators. Drama is often combined with music and dance: the drama in opera is sung throughout; musicals include spoken dialogue and songs; and some forms of drama have regular musical accompaniment (Banham, 1998). Drama was the crowning glory of the Athenian Age. This period has been called by different terms. It has been called the Age of Pericles because Pericles was the ruling power in Athens at the time. It has been also called the Athenian Age because Athens became the white-hot literary center of Greece, and it has been called the Golden Age because the drama flourished during this period. There were three great tragic writers: Aeschylus, Sophocles, Euripides, and Aristophanes, the greatest writer of comedy the world has ever produced ( Serrano Lapid, 1987, p. 26) Drama and Theater The theatre of ancient Greece, or ancient Greek drama, is a theatrical culture that flourished in ancient Greece between c. 550 and c. 220 BCE. It is true that there is much in human nature that loves dramatic presentation, for man loves to imitate other persons. Gestures by a narrator or an orator may be considered dramatic, but these are only disjointed actions; there is a wide step between this and dramatic actions. The Greeks gave the drama as a literary form to the world. The drama of antiquity is very different from the drama as we now know it. It had dignity, nobility, and power. It had little of the spontaneity and easy naturalness of modern plays. The Greek drama was cut up into situations or episodes, and between these episodes were choral recitations of great length. These choral recitations, though they had beauty and power, slowed the action and interrupted the forward movement of the story. The choruses however, were visually attractive. The participants, competed with each other in the splendor of their dresses and the excellence of their singing and dancing (Serrano and Lapid, 1987, p. 26-27). Some example of the Greek drama were the Story of Agamemnon and Clytemnestra , by Aeschylus and The story of Oedipus The King by Sophocles (p. 28). Primary in a true appreciation of Renaissance drama is the poetry. The theatre of their day was a poetical one. Rather than being confused by the poetry we find in these plays, we need to understand why the poetical theatre was, and is, superior in expression and more powerful in emotion than a realistic one. Their stage was conventionalor poetical while todays stage is realistic. As an example, in Shakespeares Timon of Athens Timon is disgusted with mankind, hating all of the supposedly decent people he knows. When confronted by thieves he tells them to go about their work merrily; everyone steals, and he offers examples of thievery: Ill example you with thievery: The suns a thief, and with his great attraction Robs the vast sea; the moons an arrant thief, And her pale fire she snatches from the sun; The seas a thief, whose liquid surge resolves The moon into salt tears; the earths a thief, That feeds and breeds by a composture stoln From genral excrement; each thingss a thief. (Timon of Athens 4. 3. 438-45). Kabuki, like other traditional forms of drama in Japan as well as in other cultures around the world, was (and sometimes still is) performed in full-day programs. Rather than attending a single play for 2–5 hours, as one might do in a modern Western-style theater, one would escape from the day-to-day world, devoting a full day to entertainment in the theater district. Though some plays, particularly the historical jidaimono, might go on for an entire day, most plays were shorter and would be arranged, in full or in part, alongside other plays in order to produce a full-day program. This was because it was required in kabuki play to get the audience showing different preference that is in either the history plays or domestic plays like a drama, to enjoy during the full-day program. Contemporary Drama was never very popular after World War I, drama in a realist style continued to dominate the commercial theatre, especially in the United States. Even there, however, psychological realism seemed to be the goal, and nonrealistic scenic and dramatic devices were employed to achieve this end. The plays of Arthur Miller and Tennessee Williams, for instance, use memory scenes, dream sequences, purely symbolic characters, projections, and the like. Even ONeills later works-ostensibly realistic plays such as Long Days Journey into Night (produced 1956)-incorporate poetic dialogue and a carefully orchestrated background of sounds to soften the hard-edged realism. Scenery was almost always suggestive rather than realistic. European drama was not much influenced by psychological realism but was more concerned with plays of ideas, as evidenced in the works of the Italian dramatist Luigi Pirandello, the French playwrights Jean Anouilh and Jean Giraudoux, and the Belgian playwright Michel de Ghelderode. In England in the 1950s John Osbornes Look Back in Anger (1956) became a rallying point for the postwar angry young men; a Vietnam trilogy of the early 1970s, by the American playwright David Rabe, expressed the anger and frustration of many towards the war in Vietnam. Under he influence of Brecht, many postwar German playwrights wrote documentary dramas that, based on historical incidents, explored the moral obligations of individuals to themselves and to society. An example is The Deputy (1963), by Rolf Hochhuth, which deals with Pope Pius XIIs silence during World War II. The contemporary drama does not purport to be easy; it insists on a greater understanding of all things pertinent to modern humanity and its relationships to religion, societal order, psychology in order to appreciate its message; however, it critically acknowledges that most of us remain ignorant to all the former. Thus, the drama instructs, irritates, challenges, and begs for intelligence in order to gain from its message. It remains didactic, combined with pleasure, but always wishing to challenge the current notions of authority. References http://www. clt. astate. edu/wnarey/modern_contemporary_drama. htm Banham, Martin, (1998 ed. ). The Cambridge Guide to Theatre. Cambridge: Cambridge University Press. ISBN 0521434378. Serrano, Josephine and Lapid, Milagros, (1987). English Communication Arts and Skills Through World Literature. Phoenix Publishing House, Inc.