Brave New World Essay Example for Free

Brave New World Essay Imagine living in a world with no mom and dad, and that at any of your sides you see many copies of yourself, and the only society you know is the one made up of some sort of hierarchy where you are not allowed to have any feelings or even think. This is the world depicted in the book Brave New World by Aldous Huxley. The book was published in 1932, he was looking to provide people a picture of a future perfectionist society full of science and â€Å"happiness†, but this vision somehow became the world we live in now. In the novel Brave New World, Huxley gives us a view of a society that can only achieve stability through fictional happiness. This is an example of a Utopian society that attempted to create a perfect society. At that time, changes in science were becoming frequent and Huxley noticed these changes. With the invention of the assembly line, the Ford Company allowed people to afford cars. Huxley was able to see where these advances in science were leading. When a person thinks of a utopia he or she thinks of a place where everyone is happy, with no diseases, where anger and sadness do not exist. As the motto of this world says â€Å"Community, Identity, Stability. † These three words hang in a sign over the Central London Hatchery and Conditioning Centre, this creates and conditions new human life. These words are the slogan for this society. Community means that all persons must work together to maximize the greatest happiness for society as a whole, and it occurs through the artificially implanted ideas of Identity that each person has. Regardless of the hierarchy they have, each person is supposed to be happy with their own identity. And Stability is the ultimate goal of society because only through stability can happiness be maintained and all unpleasant feelings and emotions be eradicated. We are living in a Brave New World society in the present days. In the novel, people were being cloned and their lives had been already planned even before their birth with the use of psychological technologies to control the future behavior. Conditioning, combined with prenatal treatment, created individuals without individuality: each one was programmed to behave the way the government wanted. The citizen’s mind was being manipulated basically through the use of drugs and propaganda. â€Å"The principle of sleep-teaching or hypnopaedia, had been discovered. † He critiques modern government institutions whose power and ideals has slowly inserted into the minds of ordinary people. They teaching the children with some kind of propaganda while they were sleeping, the will play a message that they wanted all those children to know for the rest of their lives. The book was written years ago, really far from our time, but the scary truth is that we are living in the same standards as the world idea of Huxley. Together with the media, our government manipulates us to do what they want. For example, those TV commercials of cell phones that tells us to buy smart phones because they are better and then year after year they come up with improvements that are not real and we buy them because we think they are going to be better but we are just being stupid consumers giving money to those big companies. The government approves this because by consumerism, we generate the need of more therefore, more production, more jobs and will better the economy. This utopian society, had also its benefits. Their liberalism respecting relationship and sex, was not as bad because they had no compromises. the government taught them not to have serious relationships with other people. There were no family values, they encouraged to freely have sex with any person they wanted because sex would make them happy. We can see this, when Lenina tells Fanny that she’s been sleeping with the same guy during four months and Fanny responds â€Å"It’s such a horribly bad form to go on and on like this with one man†¦ have somebody else from time to time, that’s all. † They do not condone exclusivity in a relationship, because that involved feelings of love and family and could lead to a disturbance on their social stability. We can totally mirror this in our present society. For example, few days ago a law gave underage girls the ability to purchase the morning after pill. This liberalism in sexuality is bad in the long run. This is allowing children to start their sexual life earlier, when thirteen year old kids are already having sex, there would be no exclusivity by the time they get married; there will be no family values within our society everything will be just about sex just as it was on the book. But were not responsible for those actions because this was all they knew. They manipulated them since babies so they’ll grow up to be a part of their caste and to do what that caste was supposed to do and be happy with it, therefore be more productive in society. Even though, this world was depicted as perfect and everyone seemed to be happy with their lame controlled lives, there were people that were really affecter with the ideals. For example, alpha Bernard Marx, he was a quiet guy that like to use soma (their cocaine-like drug) seemed to be in love with Lenina, he wanted something more than sex from her, but she was know pretty much as a slut, because probably half of the men in the conditioning center had slept with her and he is disgusted to hear the men in the elevator talk about Lenina as though she were meat. People in our society would look upon Brave New World; we would see it as a place of immoral behavior and obscenity. This could this possibly be because they were conditioned to all that and cannot realize it. They could just as easily be conditioned into thinking that only their thoughts are correct. Everyones goal in every culture is to reach a state of ultimate happiness. The society of Brave New World is just the same, but they go in different way by manipulation on actions, feelings and reproduction. There’s no need to sacrifice personal desires for the greater good. I think that what will make us really happy is the ability to freely make decisions about our own behavior and life, rather than relying on our society standards and what the government wants us to do. As an individual, I enjoy making my own decisions about what I want to be and about my sentimental relationship. I think anyone would want to strive to reach their full potential when they have the opportunity and freely reach their maximum happiness.

International Management Competencies |Reflection

International Management Competencies |Reflection INTRODUCTION MSc International Management was my chosen area in which to study after my BA honors in International business management at Oxford Brookes and I was given the opportunity to complete a Masters Degree in the same line of study. The semester classes started on the 28th of September 2009, where I was to take part in International Management Competencies. The sessions would give me the possible additional prospect of becoming a first-class international business manager. To be involved in a global business concerning mixed cultures, overall integration and examination for changes that affects globalization by interacting cross-culturally. (Thomas, 2008). The class in which I took part in included 23 students from 17 different countries of origin, which meant I would be having contact with individuals that have the same interest of subject with different backgrounds and experiences to offers with diverse cultures which most certainly could give me an insight into different ethnicity and cross-cultural factors. These could potentially overlap between each other while interacting. With this in mind, understanding culture it is to be associated with the aim to define common human problems which are shared between groups. (Schneider, 1997). The module itself would also give me the unique opportunity to enhance my mangerial skills by learning form my experiences and taking part into the activities that would bring further education in developing my fundamental process of learning. I began to understand that the classes would give me a vast ability to develop my skills on a weekly basis by interacting with all the members of my class and group that I was placed in, also while working on the reading material and keeping a weekly diary (see Appendix A) it seemed to be appealing and would most definitely exceed my knowledge on the subject in question, to understand that International managers hold the responsibility towards an organisations success by managing with their hu man resources which are related to their cultural differences and backgrounds (Groseschl, Doherty, 2000). REFLECTIVE STATEMENT EXPERIENCES The most important task that I had to undertake this semester was associated with a mixed group of individuals form the same division to then explore the core case study given by our module leader, â€Å"The case of the Floundering Expatriate†, in which it involved diversity in cross-cultural groups concerning an organization that tries to manage these mixtures effectively to try accomplish great performance and success. The role for the project would be to analyse Bert Donaldson‘s managerial practices and to address the key issues with his team, and actions he could take in his own cultural development. The final results would then to be presented to the peers in weeks 8 (trial mock, see diary Appendix A, week 8) and week 10 (final assesed, see Appendix A week, 10), with also a group report showing all the content and understanding of the case. The group i got allocated to consisted of 5 people from different countries with mixed culture backrounds, knowledge and experiences to offer (Appendix A,week 2-3), of which Shirley came form Venezuela, Konstantin from Bulgaria, Judith form Germany, Moses from Denmark, and me from Italy. The process in which all these events happened has been recorded in diary format shown in the appendix (Development through the weeks of the semester) showing overall actions taken during the initial process in which it began, where i had to change to another team (Appe ndix A, week 2 and 3). The group was given the chance to be fully independent, and we had the power to decide when to schedule as there was no pattern or organised structure to follow, therefore we could procede as best as we could, to optimize the procedure, which would be critical for the result. As described by Robert Harris, (2004) the synergy within a team has to be promoted by improving strategy that creates enhanced quality of work, autonomy control, improved communication, which then results in higher performance, productivity and more research and development. On initial startup there was a lack of organization and indeciciveness to whome should be the leader, to find a comprimise to work consistenely, but then Shirley proved to be up to the part and showed great ability to commence and organize a programme to follow (see Appendix B) related to meeting times and place, and a leader was found, persuing the role as the motivator and director of the operation by applying her h uman resource skills and direction of the generic scope which are crutial for a successful leader by creating a sense of purpose structure and clear defenition of purpose (Emirates Center, 2002)(Appendix A week 5 to 6). The role in which i could represent myself would be as a team worker and finisher ,a relevant role that would have to be skilled over the weeks to come. As mentioned by Harris, 1998, a team worker has the main priority to put people on top of his list, concerning feelings, needs, and has a strong observing power of the strengths and weaknesses of the group. Additionally he plays as a facilitator minimising any possible frictions that may arise. FEELINGS I was very content to be in the assigned group and ready to combine all our ideas together to then put them into practice. By using different prespectives on cultures and leadership which are essential to be able to learn the basic skills for managing its organization successfully and create a working environment that can develop its skills and training through time. Managers are faced with one of the biggest tasks to motivate and lead individuals to different cultures by understanding their behaviors, as motivation has the need to achieve and dominate in its class (Mc Clelands, 1981). I had an amazing feeling that the overall experience would bring me insight into team working and learning other cultures by having the possibility to integrate and develop skills needed in working life environment, involving decison making process, solving problems, and being able to carry out required tasks. Furtermore an absolute importance to the way in which you present your skills and ideas is cr utial for the success and undestanding you bring across. As explained by Tjosvold et al (2003), cross cultural management is increasing due to expatriation and international trade, meaning that people from diverse cultures must work together in the global marketplace. Societies differ in characteristic ways of thinking, feelings and acting through effective approaches derived from their values which portrays stereotypes and expectations that come from these specific situations. Finally by examining my teams diversity there were some disadvantages towards lack of cohesion(Appendix A week 7-8), and misscomunication through language as none of us were native spakers, but there were several advantages thatour mixed creativity gave a wide range of prespectives, better ideas and less groupthink, that resulted in better problem definition in regards to finding solutions for productivity. THOUGHTS As our first meeting started on the 16th of October many thoughts ran through my head and I was thinking if the group would be able to interact, merge developing ideas and fuse past experiences (work related and life events) with knowledge to minimize any potential cross-cultural issues that may arise. During the meeting everyone knew their role (Appendix A, weeks 3-6). I was motivated to extend and widen my thoughts by analyzing the situation in hand for the development plan needed. I was beginning to feel very relaxed and was pleased to share my opinions and ideologies of the case, by describing as best as I could what I thought we should include for the report to analyze it according to the prerequisites. I stared to realize that I was changing as time passed on, as I understood that my preferences where towards working with others and accepting ideas and mixing concepts to reach an evaluated criteria for fluency. I began to apprehend that I function perfectly as a team worker by constructing a working structure with appropriate skills and resources as suggested by West (2004), but there was a necessary need for change towards the way I express myself and come up with ideas. I would have to be more assertive and confident in myself. As for being an expatriate from Italy it brought additional challenges for working in a new cultural environment. Haour-knipe (2001), argued that in order to be successful during the integration of a new society there needs to be an adaption towards learning the new language, making new friends and getting occustomed to the the new surroundings and local culture. Nonetheless I saw different insights into peoples different styles and ways of achieving a process where I could take into account additional practices to develop myself towards diversity and the power that a team can generate, as mentioned by Essed (1996), diversity can be understood by experiencing events that are in common with the individuals from the team, where the se beliefs, principles and theories have an important impact on the opportunities for success. Not only would this be developed through practice but also the assigned reading would help me to expand the ideas and understand further ways to think globally and express myself. REFLECTION Through team working I understood different aspects of behaviors towards work commitments and endless encounters that would affect the work process. With this in mind i can understand that culture influences behavior as its a process about people or events they carry out, by looking towards cultural norms (acceptable behavior and influences of past experiences, Francesco, 2005) shared in a group, with selective perception, stereotypes, expectations, social dominance and different attributes for reaction (Usunier, 1998). A good example illustrating this could be the existence within the group members of both low and high context cultures of which everyone except for me was low context. Meaning that there explanations are done through words or verbalization instead of context, while I was the only one of high context mainly the opposite of them. Therefore by looking towards my experience i have noticed the various advantages that brought me to seek my role, not only that i knew what i wanted to do but also it was confirmed by Belbins self awareness questionnaire (Appendix C) that i was an implementor and team worker. These implications are the essential attributes for my team, that are in need for improvement towards my communication practice and presentation style that would have to be fully prepared to describe content coherently and right to the point. By developing these aspects it brings me a step closer to becoming a successfull specialist in the field of international business as Brooke (1996) described the process of becoming a successful by 3 stages involving observation, experience and theory, thereon analysing them to understand the relevance of each to learn the theoretical side. THEORY INTO PRACTICE The potential cross-cultural problems related to the topic of the session were plentiful, where there were issues concerning team roles, working skills, and decision making. There were also differences in communication style (verbal and non-verbal) and performing practices among cultures. Moreover there are diverse preferences towards leadership performance (skills), decision styles, and expectations with a need of cross cultural adjustment towards a new environment. Consequently it is necessary to know ones skills to be assertive; portraying what you may offer when entering in United Kingdom to show all the benefits you may bring to future career. SUMMARY Managers need to able to take into account all the concerning circumstances mentioned above to lead Individuals form their team towards working as a unit to increase overall performance to reach targets (Thakur, 1993).What needs to be understood is that globalization is a major factor affecting cultures all around the world, where everyone has to work closely together and need each others support to build up to required expectations and competencies. This factor involves the rapid growth of a market in relation to social, economic and technological problems (Kavous, 2009). This module gave me the chance to question, analyze and improve my managerial skills, while the reflective statement and diaries give a broad outline of the experiences passed. Furthermore the professional development plan below will outline future areas for development .The overall project gave me an opportunity to discover my interpersonal skills as well as weaknesses that I need to overcome to develop sufficient international managerial competencies, the most important of which are communication, decision-making, leadership, presentation skills and team working. BIBLIOGRAPHY Ardalan, Kavous. (2009) â€Å"Globalization and culture: four paradigmatic views†, International Journal of Social Economics, Vol. 36, No. 5, pp. 513-534. Danielle Medina Walker, Thomas D. Walker, Joerg Schmitz, Terence Brake. (2003) Doing business internationally: the guide to cross-cultural success. McGraw-hill pages 33-36 Culture. Dean Tjosvold, Kwok Leung. (2003) Cross-cultural management: foundations and future. Ashgate publishing company, pp. 1-6. Francesco, A.M. and Gold, B.A. (2005) International Organizational Behavior, Upper Saddler River, NJ: Pearson Education Inc., pp. 159, 161,175, 204, 205. Groseschl, Stefan, Doherty, Liz. (2000) â€Å"Conceptualising Culture†, Cross Cultural Management: An International Journal, Vol. 7, No. 4, pp. 2-3. Jean-Claude Usunier. (1998) International and cross-cultural management research. Sage publications. pp. 31-35. Mary Haour-Knipe. (2001) Moving families: expatriation, stress and coping. Routledge publisher, pp. 90-92. Michael A. West. (2004) Effective teamwork: practical lessons from organizational research. Malden Oxford. Pp. 75-85. Michael Z. Brooke. (1996) International management: a review of strategies and operations. Stanley Thornes Ltd. Pp. 3 -21. Philip R. Harris. (1998) The New Work Culture: Hrd Strategies for Transformational Management Publisher HRD Pres, Team working pp. 520-526. Philip Robert Harris, Robert T. Moran, Sarah Virgilia Moran (2004) Managing cultural differences: Global leadership strategies for the 21st century. Elsiver, Oxford ,sixth edition PP.150 -156 Cultural differences. Philomena Essed. (1996) Diversity: gender, color, and culture. Library of Congress, A challenge towards diversity pp. 135-137. Schneider, S. (1997) Managing Across Cultures, Hemel Hempstead: Prentice Hall The Emirates Center for Strategic Studies and Research. (2002) Leadership and management in the information age pages 12-22. Thomas, D.C. (2008) Cross-Cultural Management Essential Concepts, 2nd Edition, Los Angeles: SAGE Publications Ltd, pp: 49, 50, 59,131-137, 187, 223, 234. APPENDIX A WEEK 1 DATE: 29th of September 2009 EVENT/ACTIVITY: Introduction of the Module and Key Competencies of an International Manager. Discussion of a Case Study, Exercise 3 â€Å"Spanning the globe†. EXPERIENCE: This was my first class where a brief presentation was given on how the module would turn out to be and what was expected form us with course objectives and learning outcomes. During this class we were given a specific task to work on, the case study â€Å"Spanning the globe†, to be worked on as a team with people that were assigned together to work sitting on the same table during the lecture break that was give to us. During the given time the whole group decided we should read the case study individually and then discuss and go through the question given, therefore everyone had a specific task and to combine ideas together. The overall outcome of the task was to see how everybody would react to team work under a strict time management and to combine personal ideas with other members of the team. FEELINGS: My initial feelings of the task were orientated toward overall successful performance to achieve what was asked from me, I thought the group was well organized and prepared to come the exercise to come up with combined answers and ideas. Time management was also dived in 3 sections, the first towards reading the case study, secondly reviews opinions of members and finally to write notes down for a final answers. THOUGHTS: During the whole experience I felt I was learning throughout and getting to know different people and other ways of working as a group which made me happy and motivated to continue with the module introduced to us, where I realized that I would learn a great deal from this module that would most definitely improve me as a potential fine manager. REFLECTION: What I could learn from the first group discussion was that all individuals are different and that everyone has a different way of performing and achieving a process, therefore we have to accept to learn to work together and combine all ideas and conflicts to create something unique and to use individuals strengths to help the process. Also I had a rough look at the content of the module and understood that a wide range of reading material had to be studied, also by using as core text book Cross-Cultural Management essential concepts by David C. Thomas 2nd edition, and others similar to this. THEORY INTO PRACTICE: The potential cross-cultural problems related to the topic of the session are the following: Time pressure (35 min) Different understanding of the content Different opinions about approach Different perspectives of case study Working together effectively (constraints) General discussions to agree on a certain point In order to enhance these potential threats it has to be noted that individual competencies of members need to be worked on in order to be a successful manager and improve cross cultural team work by accepting different skills and behaviors that might come into practice. WEEK 2 DATE: 6th of October 2009 EVENT/ACTIVITY: International Team Working. Work group vs. Team. Division into groups for Assignment 1, Discussion of the Case Study 0.1 â€Å"The Thames Pump Valve Company† and different activities about team working guidelines, reflections about advantages and disadvantages of working in groups, improving long-term performance of leaders of a multicultural team and personal awareness and skills exercise. The group that I was in included me, Julius, Roman, and Pimita, but one member was missing as she did not attend the class. (Of which we were assigned to be group 2). EXPERIENCE: During this class our team explored the performance and potential of multicultural teams and the key barriers to achieve high performance and which strategies to consider to address these issues. The first discussion was about the case study of â€Å"The Thames Pump Valve Company†. This case study was part of our homework for the day and the discussion in my group was productive in the end. During the class we experience even other activities such as the exercise about team working guidelines where different cultural background proved even different ranking of the list of provisional guidelines. The second activity consisted in establishing advantages and disadvantages of working in groups and the other one was about improving the performance of leaders of a multicultural team in the long-term. During the session we discussed on conclusion of the role of self assessment to find each members preference and role within the group by completing Belbins team role task to see each other differences. Finally we were given the case study of â€Å"The case of the Floundering Expatriate† of which we would be analyzing with a group for the rest of the module to then give an oral presentation of the findings and solutions asked for. FEELINGS: I felt very happy to get to know my team members and see if we would work efficiently together, understand there different ways of doing and achieving a method, our group consisted of members from Germany (Julius), Russia (Roman), Italy (Eugenio), Pimpta (Thailand). So there were certainly potential for different cultural issues and idea generation. Overall there was a feeling of excitement for the beginning of a new relationship. THOUGHTS: While we were getting to know each other I was thinking what kind of benefits they would bring to the team and what could I learn from this experience and give towards making the group work. With this in mind previous weeks task for homework help me understand potential preferences that I might be involved in, I assessed myself development by completing the questionnaire given to us to correspond towards qualities for an effective manager where my strong points found were towards: Relevant professional knowledge and understanding Proactivity, inclination to respond purposefully to event Social skills and abilities Secondly I looked towards personal awareness and skills exercise between the roles that an international manger takes into account, by organizing the most important roles that comply with you to be successful, the most important ones for me where: Team leader/ Judge/ Challenger/ and Innovator REFLECTION: While attending the session I learned that I would most definitely be a team worker as I got along with my members and I was motivated to bring great ideas and completing the task assigned to us. At this moment in time there was no evident leader so positions still needed to be assigned. Finally we all decided to meet the following Monday to discuss the case study of â€Å"The floundering Expatriate†, for a general review. Finally I was also reviewing the material that had to be red, the initial chapters of the core text book and others suggested by the module leader. THEORY INTO PRACTICE: The cross cultural factor that were influenced in this session were that there could have been a language restrain between each other and that clear ideas didnt seem to flow at times , therefore a better organization was needed. WEEK 3 Date: 16th of October 2009 Event/Activity: Culture and Values and Managing diversity. I started to feel ill, which resulted in getting the flu. Therefore I could not attend the First group meeting as I was unable to for health reasons and I was therefore moved to group number 1, as another member form group 2 attended and course leader suggested I move to the other group as they were already agreed to work together. Experience: During this week I got a temperature resulting in getting the flu and I was in bed for a few days. On Wednesday we had the first group meeting and one of my group mates was really kind to send me an e-mail with all the details discussed during the meeting. On Thursday I tried to recover from this by taking medicine and resting for a few days which put my back on track, unfortunately I felt badly that I could not attend the meeting and felt very frustrated; also I had to interact with my new group and set up new meeting and roles that would be taken FEELINGS: I was very happy to meet the other members of my group and was ready to work with them on the case study of â€Å"The floundering expatriate†, I wanted to see how we would socialize and combine all our ideas and put them into practice, but as I was ill I could do that, so it made me sad that I let the team down, and I had to tell them that I couldnt attend. The group I was now assigned to consist from Shirley (Venezuela), Konstantin (Bulgaria), Moses (Denmark), Judith (Germany) and me (Italy), a nicely balanced group from different origins. THOUGHTS: During the time I didnt spend with my group I though what I could offer my team, and I started to think towards my potential assets that they could benefit from. One task that helped me realize what I could offer involved in completing Belbins team roles self assessment by looking toward contribution, shortcoming events, involvement in projects, characteristic approach towards work, satisfaction, difficulties that may arise, and problems that can be dealt with. With all this taken into consideration, the final verdict showed that I exceeded towards being an implementer and team worker. Another way in which I understood that I was starting a general development of my life towards a working life was due to understanding wide-ranging points of view and concepts of cross-cultural management from Francesco and Gold, Thomas books that gave me a great deals to think about how my performance would affect the group and how I would interact with fellow members. REFLECTION: Unfortunately I couldnt learn anything from the group meeting as I was absent, but I read the case study and was ready to share my views and opinion on how to come about answering the questions that were given to us. Also I was informed form other member to meet my new group on the following Monday to review question 1 and 2 of the case study, to bring my ideas and thoughts to the next session. THEORY INTO PRACTICE: The cross cultural factor that were influenced in this session were that the group might have thought that I was unorganized and not willing to work as I did not attend and hoping that this would not happen again. Additionally by being and implementer it meant that I would be reliable , disciplined, conservative and efficient and mainly to turn ideas into practical actions and work successful in a team with a smooth flow, knowing that I could bring these positive attributes to my team the following week and for the rest of the semester to complete the task given to perform a presentation on possible ways of developing the case study of â€Å"The Floundering Expatriate† by looking towards the: Cross cultural issues that arise Action plan to develop Berts Team Steps in which Bert need to take into account to develop his interaction skills Finally followed by our groups performance in completing the task WEEK 4 Date: 19th of October 2009 Event/Activity: Second group meeting: Presentation of task 1 and 2 Experience: The group decided to review question 1 and 2 on Monday at 12.00 with a meeting point in the library in Wheatley campus, so we could discuss and review the work done the week before for the tasks and see if any progress was made since their last meeting. SECOND Experience: 22nd of October This weeks class of IMC was divided in two parts; the first one had a guest lecture who talked about coaching and mentoring and the second one was about leadership. During the first part we did a test called ‘International Coach Federation Professional Coaching core Competencies to get a view about our coaching abilities. Also an article about coaching was distributed in class, titled â€Å" Accessing cultural orientations: the online Cultural Orientations Framework Assessment as a tool for coaching† by Gilbert and Rosinski (2007). The second part was about Manager as a leader where we discussed the characteristics of global business leadership and cultural influence on leadership in different counties. FEELINGS: I was happy this week to learn about mentoring across cultures and leadership which are essential needs for an international manager to learn the basic skills for managing its organization successfully and create a working environment that can develop its skills and training through time, as managers are faced with one of the biggest tasks to motivate and lead individuals to different cultures by understanding their behaviors, as motivation has the need to achieve and dominate in its class (Mc Clelands, 1981). While on the other hand leadership has the ability to inspire individuals to influence organizations members towards goals and targets that need to meet. THOUGHTS: As the lesson progressed I was thinking what kind of role would I seek to pursue during a managerial task, and when reflecting I was brought to understand that I would have a great ability to be a leader by having the ability to see members potential assets for the team and task in hand and by leading them to enhance their skills gradually by making them feel comfortable with what their achieving. REFLECTION: After the past experiences I started to realize that I might want to develop my leadership skills in my team, but as time progressed we noticed that Shirley took the role of leader right from the start by organizing schedules and giving out tasks to perform on a weekly basis and found myself in the situation to comply with her demands as she was very organized and everyone had the opportunity to collect and deliver any ideas that may be relevant for the case study. Also during the lectures I learned all the different styles that a manager can adopt or operate on, that can bring a wide variety of solutions. THEORY INTO PRACTICE: The cross cultural factors affected form this session and that concerned me the most were: A leader was found and had to deal with the of being a team worker Time constraint arose and found ourselves to rush through some of the work First sessions were formal and members from the group felt discomfort We need to establish a greater bond to flow in an organized way Different styles for expressing their ideas Different approaches to understanding and exploring ideas WEEK 5 DATE: 26th of October 2009 EVENT/ACTIVITY: On Monday we had our third group meeting. On Tuesday, IMC class, where we had a guest lecture about International Careers and Development. EXPERIENCE: This group meeting took place at the same time and place as organized and decided, were it was productive and we kept on expanding our ideas and development for the project and started to become more organized and coherent. WEEK 5 DATE: 29th of November 2009 EVENT/ACTIVITY: On Monday we had our forth group and on Tuesdays we had IMC class where we discussed â€Å"Problem analysis and decision making in an international environment†. EXPERIENCE: As every Monday we had our usual group meeting in the library the difference this week was that I was the only one to show up on time. During this class we discussed a case study â€Å"Pinpoint executive toys; the culture is important and can be said to be structured!† where we should put ourselves as managers of this organization and make some crucial decisions. While we were discussing the case study and try to find a solution to all the questions we found ourselves to work perfectly and in harmony together. FEELINGS: The guest lecturer gave me more insight into what my future plans would be and preferably were I would like to take my knowledge and skills into which sector of work, this gave me an insight into thinking more deeply into where I would like to work, where to stay in England or go abroad, working in an organization or company, and also what sectors would I be interested in. THOUGHTS: This week I was slightly de-motivated as I felt that I had to catch up with other modules and the work started to load on me, therefore I noticed that I was lacking towards generating new ideas and completing tasks, but I found the will and strength to study more, which showed I was gaining more insight into enhancing my personal skills as I wanted to achieve greater benefits to apply in future jobs or personal

Jimi Hendrix :: essays research papers

Jimi Hendrix: Reflections of the Man Through the Development of His Albums James McGuire UWC 4, Hampton November 4, 1996 On November 27, 1942,Jimi Hendrix was born as John Allen Hendrix in Washington at Seattle General Hospital. His childhood was not a privileged one, however, he did indulge himself in one particular way: Jimi loved to play the guitar. At first he played an old acoustic, and later a cheap Silvertone electric, which were both strung for a lefty on a right-handed guitar, one of the defining Hendrix traits (Murray 34- 5) . As a teenager, young Jimi listened to the music which affected his music so greatly later: â€Å"‘everyone from Buddy Holly to Muddy Waters and through Chuck Berry way back to Eddie Cochrane’'; (Wilmer 38). He played in a few bands in high school, but then dropped out before his senior year. After working as a laborer for a few months, Jimi decided that he was not destined for that line of work, so in 1959, he enlisted into the 101st Airborne (Murray 36). Jimi’s parents were of mixed descent, with Jimi’s family tree had whites, blacks, and Ch erokee Indians. Jimi never denied his ethnic diversity, but rather accepted his diversity and publicly allowed it to show through in his music. Jimi said it best in â€Å"If 6 was 9'; on Axis: Bold As Love when he said â€Å"I’m gonna wave my freak flag high.'; Hendrix’ first forays into professional music came after he received his honorable discharge from service in the summer of 1962 (Murray 36). His background in R&B, a type of music dominated by black artists at that time, led him to play with many R&B singers from the time, such as Little Richard, King Curtis, Joey Dee and the Starliters, the Isley Brothers, and many others (Murray 38-42). The development of his own style of music, which would later be displayed at various stages of its evolution in his four completed studio albums, came from an amalgamation of his intimate familiarity with the blues, ethnic background, the years he spent as an R&B sideman, and his exposure to new musical styles and scenes. The development of Hendrix’ music to our modern perception of it occurred after his move to New York City and the formation of Jimmy James and the Blue Flames, where a young producer named Chas Chandler discovered his act, which by then included Hendrix’ famous playing with his teeth and behind his back.

America Must Censor Internet Pornography :: Pornography Censorship

Since their founding, computers and the Internet have become a tool that nearly every man, woman, and child in the World have been able to use. E-mail has become one of the Worlds fastest growing ways of communication and the Internet has become one, if not the largest source of information available today. You can find just about everything you wanted to know about anything with the stroke of a few keys on the keyboard. However, along with these positive aspects of the Internet, there lies much negativity surrounding the internet and its use. Access to teenage pornography, bestiality, brutal murder pictures, XXX stories, and other un-ethical sites is extremely easy. In fact, the pornography industry has grown 63% since the Internet was first available for use.(Bishop 91) It is one of the leading industries on the Internet and has become quite a controversy in the United States. Censorship of such sites has done very little due to the fact that most parents feel that these sit es are not accessed by their children. We have currently found no solution that has worked and many government officials see the problem only getting worse. Pornography on the Internet though should not be banned, but rather better controlled and censored due to its availability and graphic nature. Pornography on the Internet is available in different formats. These range from pictures and short animated movies, to sound files and stories. Most of this kind of pornographic content is available through World Wide Web pages. The Internet also makes it possible to discuss sex, see live sex acts, and arrange sexual activities from computer screens. There are also sex related discussions on the Internet Relay Chat channels where users in small groups or in private channels exchange messages and files.(Akdenis, 1997) There are millions of different pornographic sites on the internet, so there is almost no way of regulating every site unless there was some type of a universal censorship required for every site. Nearly every one of these millions and millions of sites is accessed daily. Men, women, and children of every age and race are on the Internet looking at inappropriate sites every day. Over 2/3 of Americans who have access to the Internet have accessed pornographic or o ther un-ethical sites, and the numbers are only growing.

Animal Imagery in Timothy Findley’s The Wars Essay -- Timothy Findley

Animal Imagery in Timothy Findley’s The Wars Sigmund Freud once argued that "our species has a volcanic potential to erupt in aggression . . . [and] that we harbour not only positive survival instincts but also a self-destructive 'death instinct', which we usually displace towards others in aggression" (Myers 666). Timothy Findley, born in 1930 in Toronto, Canada, explores our human predilection towards violence in his third novel, The Wars. It is human brutality that initiates the horrors of World War I, the war that takes place in this narrative. Findley dedicated this novel to the memory of his uncle, Thomas Irving Findley, who 'died at home of injuries inflicted in the First World War" (Cude 75) and may have propelled him to feel so strongly about "what people really do to one another" (Inside Memory 19). Findley feels a great fondness for animals, and this affection surfaces faithfully in many of his literary works. The Wars is a novel wrought with imagery, and the most often recurring pattern is that of animals. Throughou t the novel, young Robert Ross' strong connection with animals is continually depicted in his encounters with the creatures. Findley uses Robert to reveal the many similarities between humans and animals. The only quality, which we humans do not appear to share with our animal counterparts, is our inexplicable predisposition to needless savagery. In his video documentary, The Anatomy of a Writer, Findley describes his affinity for animals when he says that he has "always been in awe of . . . animals. [He has] never understood where [humankind] picked up the idea that [animals] are less than [people] are-that man is everything". In The Wars, Findley stresses his belief that humans are "no better and... ...s of humankind and the hostile environment we create. Although a common assumption is that animals are vicious and wild, there is no evidence of this in the novel. Malice appears to be solely attributable to humankind. This is the truism that Findley depicts in his telling of the tragic story of Robert Ross. Works Cited Cude, Wilf "Truth Slips In: Timothy Findley's Doors of Fiction" The Antigonish Review, Spring 1996, vol 27 pp75. Findley, Timothy. Inside Memory: Pages From a Writer's Notebook. Harper Collins, Toronto: 1990. Findley, Timothy. The Wars. Penguin Books, Toronto: 1996. Macartney-Filgate, Terence. Timothy Findley: Anatomy of a Writer. National Film Board of Canada, Toronto: 1992. Myers, David G. Psychology 6th ed. Worth Publishers, New York: 2001. Roberts, Carol. Timothy Findley: Stories from a Life. ECW Press, Toronto: 1994.

Penelope, the Odyssey

Penelope, Loyal Wife of Lord Odysseus While Penelope is not the principal character in Homer’s The Odyssey, Odysseus’ perception of her is optimal. The relationship between them is not based on loyalty, we, the audience, have the privilege to understand his genuine feelings towards her. Throughout Odysseus’ journey, Homer assures us that he loves Penelope regardless of the fact that he has his episodes of infidelity. Homer also insinuates that Odysseus, although maybe not immediately, acknowledges the sacrifices that she makes for him.He also elaborates that Penelope is dedicated to Odysseus by constantly reminding us of how she refuses to give up on her marriage and settle with one of the many suitors that plague her estate. Penelope proved herself to be a strong individual in The Odyssey. For years during Odysseus’ absence from his kingdom, unable to return home, there were men who contended against one another hoping that they would be able to take Odys seus’ place on his throne.However, Penelope continued to wait for her husband to come home regardless of how unlikely it was that Odysseus would reclaim his title of king, all while allowing the possible replacements to believe that they have a chance as Antinous describes to Odysseus and Penelope’s only son: â€Å"So high and mighty, Telemachus—such unbridled rage! Well now, fling your accusations at us? Think to pin the blame on us? You think again. It’s not the suitors here who deserve the blame, it’s your own dear mother, the matchless queen of cunning.Look here. For three years now, getting on to four, she’s played it fast and loose with all our hearts, building each man’s hopes– dangling promises, dropping hints to each– but all the while with something else in mind. (Book 2:90-100) This suggests that women of the society in Ancient Greece would be devoted and dependent on their husbands, but were also given optio ns to pave their own paths. If tragedy were to strike, women would be able to do what they wanted to, in terms of choosing a new husband.Throughout the epic poem, Penelope can be viewed as either active or passive—active, in the sense that she is content with being independent and not allowing the suitors to sway her mind towards choosing them, and passive, because she allows the same suitors to eat away at her possessions and also that she remains submissive as a loyal wife. However, the only constant that is guaranteed is that she does love and is loyal to Odysseus, as she reveals to a stranger, oblivious to the fact that it is her husband, in fact, in disguise: â€Å"No, no, stranger,† wise Penelope demurred, â€Å"whatever form and feature I Had, what praise I’d won, he deathless gods destroyed that day the Achaeans sailed away to Troy, my husband in their ships, Odysseus—if he could return to tend my life the renown I had would only grow in glory. N ow my life is torment . . . look at the griefs some god has loosed against me! All the nobles who rule the islands round about, Dulichion, Same, and wooded Zacynthus too, and all who lord it in sunny Ithaca itself– they court me against my will, they lay waste my house. So I pay no heed to strangers, suppliants at my door, not even heralds out on their public errands here– I yearn for Odysseus, always, my heart pines away. Book 19:138-51) It was also made clear to the suitors, even though they were being led on, that they understood that Penelope had no interest in substituting Odysseus, as explained by one of the murdered suitors: â€Å"Famous Atrides! † Amphimedon’s ghost called back. â€Å"Lord of men, Agamemnon, I remember it all, your majesty, as you say, and I will tell you, start to finish now, the story of our death, the brutal end contrived to take us off. We were courting the wife of Odysseus, gone so long. She neither spurned nor embraced a ma rriage she despised, no, she simply planned our death, our black doom!This was her latest masterpiece of guile: she set up a great loom in the royal halls and she began to wave, and the weaving finespun, the yarns endless, and she would lead us on: ‘Young men, my suitors, now that King Odysseus is no more, go slowly, keen as you are to marry me, until I can finish off this web . . . so my weaving won’t all fray and come to nothing. This is a shroud for old lord Laertes, for that day when the deadly fate that lays us out at last will take him down. I dread the shame my countrywomen would heap upon me, yes, if a man of such wealth should lie in state without a shroud for cover. Her very words, and despite our pride and passion we believed her. So by day she’d weave at her great and growing web– by night, by the light of torches set beside her, she would unravel all she’d done. Three whole years she deceived us blind, seduced us with this scheme . . . (Book 24:130-57) While Penelope can be deemed mischievous by those whom she had deceived, the result was that she was truly faithful to her husband, despite the amount of time she had to wait for him and aside from his lack of fidelity towards her. Works Cited Homer. The Odyssey. Trans. Robert Fagles. New York, 1996

Dining Trends within Secondary System

In most of the adolescence, poor dietary system has been affected in a big way which costs the school children face the consequences of obesity. Almost 83% of the overall food habits fall under the junk food concept. This overall food habits comprise of high sugar content, high fat and saturated fat content with minimum attention given to the consumption of fruits, vegetables, pulses, and fiber and calcium intake. The healthy food habits will barely account for 22% of the children’s food behavior (Snelling, Korba, & Burkey, 2007).In order to curb this bad dietary system approach, schools involve their students in the National School Lunch Program but the availability of the junk competitive food in and around their schools such as stalls, cafeterias, hotels, restaurants; vending machines disrupt this program structure. In comparison to the NSLP items provided by schools, the competitive food items are high in calorie and fat content and lack nutrient value (Kish, 2008). This c alorie content and nutrient value can be stated into three levels based on the type of food items.Level A could imply rich in minerals and vitamins, lower fat and high fiber involving the items of fruits, vegetables, low fat and fat free milk products and whole grain products. The intake of this level is a necessity for every high school child but is the least intake of food habit noticed. Level B comprise of moderate levels of calories and proteins, grains and certain nutrients, certain amount of dairy products and considerable amount of fruits and vegetables.Level C indicate high fat foods, fried items, potato chips, French fries, all kinds of cafeteria junk food, butter, cheese, soft drinks, pizzas which contain highest levels of fat and cream. Majority of the participants were identified falling into level C which is a huge concern for school authorities and parents (Snelling, Korba, & Burkey, 2007). Customer Demographics The overall high school demographics comprised of the Whi tes, blacks, Hispanics, Asian Americans, and certain students who are offered food items at either free or reduced prices. The highest number of students was figured under the white category.The consumption of the level c items in terms of purchases ranked much above the offerings made to the students and the intake of level A and level B in the competitive food markets was the least purchased. Culture, ethical behavior and religious influences are initiated from the family, society and the school atmospherics which are directly affecting the food styles of the children. Demonstration effect also paves way for the encouragement of eating junk food as in certain cases it shows the style, status and class symbol (Snelling, Korba, & Burkey, 2007). Health Behaviors – Canadian perspectiveThe outcomes and the behaviors resulted due to their purchase behavior helps in the overall development of health education comprising of the social, emotional and physical state of mind of a chil d. In Canada, the un-necessary buying habits on food could arise from the time of adolescence at the time of dating and alcohol usage also they might have been evolved from their childhood pattern. Therefore it is very important to analyze the behavior which develops through home behaviors, relationship with their peers and the social and the economical environment.Social inequality like gender, sexual orientation, ethnic behavior, youth and psychological behaviors are affecting in a huge way. As analyzed in Canadian secondary schools, teachers influence the children’s buying habits. The Health Behavior in School-aged Children (HBSC) in Canada was conducted which identified the eating behavior of children in their physical activity, leisure time, while dieting and eating and especially during personal hygiene. Parental communication, understanding in the family and trust within them act as a base in their erratic food habits.Conflict with their parents and at times thinking o f going away from home are huge concerns of unhealthy food behaviors (Public Health Agency of Canada, 2008). Since children spend most hours at school premises, the setting of the school have huge influence on their eating pattern. Hence in certain cases, due to stress in academics or other mental torture at schools by teachers, the pattern of healthy food habits is disrupted. To overcome all these problems in Canada, physical activity guide and overcoming sedentary behaviors which indicate less movement and energy wastage is looked into along with keeping a check on the food frequency.Use of drug, smoking pattern and drinking pattern is the main cause in Canadian school children (Public Health Agency of Canada, 2008). Physical Environment The overall appearance and atmosphere in high school systems is guided by the school program meals and the attractive stalls existing in t he vicinity of the schools which are rich in the stock of junk foods. Better funding for food by the governm ent is a necessary requirement for combating cholesterol, diabetics and obesity amongst young school children.Extensive reports on food habits was documented through emails, public responses, broadcast and print media information, parents, cabinet ministers, editorials, newspapers, health professionals and school management (Jeffrey, & Leo, 2006). Service Styles Ease and Speed of service – Today all the food courts and joints follow the Grab and Go concept which indicate that they grab the item desired by them microwave it and consume it immediately. Such instant are the dining facilities available in their stores which helps in consuming huge quantity at one time due to the hot and quicker option that is offered.This facility is incorporated at all times of meals including breakfast, lunch focusing on salads, sandwiches and some wraps and complete meal comprising of sandwich, chips, fruit cap, yogurt, bottle of water and condiments which help in reducing the time students ha ve to remain in queue for the service. Today in alternative to hot food options available, cold options are also made obtainable by food businesses. This is the best option that can be made accessible in cases where space is a constraint especially in hospital food courts and more common during parent meetings and get-togethers.The traditional made to order set ups are become outdated and the modern grab and go concept capture 55% of the business on the school campuses. No-waiting was the concept to grab fresh and good food without waiting in line which makes the students acknowledge that it resembles the made-to-order model setup (Food Service Director, 2008). Packaging – The concept of Aramark’s Grab and Go Green started taking shape with its implementation of the throw away bags instead of the disposable trays.This was encouraged by offering a free beverage to anyone who took a bag and a meal special. The bags are made of recycled material costing only 99 cents and can comfortably carry a beverage and a meal which have their specific compartments inside. After usage they can be used for the storage of their belonging, books etc. Aggressive marketing through emails and signage helped the Aramark’s promotions and hence has been different from the national brands packaging and advertising (Food Service Director, 2008). ConclusionThe Canadian food habits of schools are far lacking in terms of weaker standards of nutrition, selling poor in nutrient food stuff, lack of limits on saturated food items and wide differences in the food nutrition criteria of judging the food offerings, lack of standardized guidelines and policies and documented published information (Public Health Agency of Canada, 2008). Government should take active role in ensuring responsibility in terms of providing nutritious healthy food which facilitates the process of food safety, protection the children there by protecting the consumers at large (Jeffrey, & Leo, 2008).