How Societ Influences Gender Identity Essays

How Societ Influences Gender Identity Essays How Societ Influences Gender Identity Essay How Societ Influences Gender Identity Essay The impact of social and cultural norms on the way an adolescent shapes and perceives identity has come under greater scrutiny in recent years. Although societies differ in the specific nature of the attributes associated with maleness and femaleness, each society attempts to communicate the gender norms to children and adolescents through various mechanisms. Acculturated gender roles have a significant influence on the way parents rear children, which impacts the way the children view themselves. A conflict between the external societal role assigned to an adolescent based on biological gender and the internal gender identity formed by the adolescent can have negative consequences for psychological health. Gender identity involves the fundamental sense of belonging to a gender as defined by societal norms, which may be different from the biological sex of the individual (Vasey Bartlett, 2007). While most adolescents have a gender identity based on their biological sex, many have a strong psychological identification with the opposite biological sex and may desire to become a member of the opposite sex. If the identification with the opposite sex and the desire to become a member of the opposite sex causes significant psychological distress, it is considered a gender identity disorder (GID) based on the criteria in the DSM-IV. In this construct, the identification with the opposite sex is not in itself a disorder, and must be the source of significant distress sufficient to interfere with life activities. Various factors can influence the development of gender identity among children and adolescents, including parental behaviors and norms, peer norms, and the depiction of the gender roles traditional in the society in various types of media. The cognitive perspective of the development of gender identity suggests that information received from external sources contributes to the formation of gender identity. The amount and quality of the information influences the gender schema of the individual, which is the internal cognitive network that organizes and guides individual perceptions about the attributes associated with masculinity and femininity. The schema is influenced by socialization processes and the feedback received from role models in the dolescents environment. In this context, the cognitive processing of information leads adolescents to choose as an organizing principle for their behavior and to interpret the behavior of others. Based on the cognitive perspective of development of gender identity among adolescents, the following research will test three hypotheses. The first hypothesis stated in its alternate form is: Some variations about the conception of sexuality and gender identity are culturally specific . This hypothesis is based on the assumption that some standards of the concept of masculinity and femininity may correlate in all societies, but each society makes adaptations to the standards that are culturally specific. The second hypothesis of the study stated in its alternative form is: Parents influence the development of gender identity through the way they allow children to participate in gender-specific play and the toys they permit the children to use in play. This hypothesis is based on the assumption that parents transmit information to children about socially accepted gender roles, with the adolescent influenced by the information acquired during earlier stages of development. The third hypothesis of the study is: Media has the greatest influence in the transmission of information about social norms related to gender to the individual. The hypothesis is based on the assumption that adolescents are significant consumers of media in various forms. Evidence from research indicates that adolescents draw from popular culture to construct their identities, which includes gender identity (Wright, 2007). As a result, the information embedded in media about gender norms and stereotypes can have a significant influence on the development of gender identity during adolescence by communicating societal values and norms with respect to behavior expected from males and females. Case Study (Person Whom I Know) Samantha, who uses the nickname Sam, is a female aged 14 who is considered a tomboy by her parents and peers. She tends to dress in male clothing and engage in activities that are stereotypically male such as contact sports and playing action video games. She also watches television for two to three hours a day and frequently attends movies, usually alone. While she wears a stereotypically female hair style, it is cut relatively short. She is academically bright and intends to enter college after she completes high school. She is sexually attracted to boys her age, but conceals her feelings because she is concerned about rejection. She is socially ostracized by the females in her peer group and is often the object of negative comments about her behavior and sexuality. As a result, she has engaged in physical fights with some of her female peers. At the same time, she is not fully accepted by males in her age group as a peer because of their awareness that she is a female. Her parents encourage her to dress in more traditionally female clothing, which she resists. They also attempted to ensure that she had only the toys they deemed appropriate for a girl when she was a child. Although they continuously encourage her to be more feminine, they assume that she will eventually outgrow the behaviors they consider inappropriate for an adolescent girl. As a result, Sam does not discuss her problems with her parents because she believes it will inevitably lead to criticism of her behaviors. Literature Review Behm-Morawitz and Mastro (2008) investigated the influence of teen movies on the development of gender-based beliefs about friendships, social aggression and the roles of women in society. The research was based on Banduras social cognitive theory, which postulates that the media is a significant source for the acquisition of gender-linked knowledge. The social cognitive theory functionally uses a constructivism paradigm by suggesting that individuals cognitively create a self-identity construct based on information obtained from other social actors. In effect, a medium such as film contains information about societal expectations concerning roles and conduct for the genders and standards that individuals use for self-evaluation and the evaluation of others. The study focused on the depiction of the mean girl in teenage film, which involves a teenage female social circle dominated by a girl who is tyrannical and bullying. The social circle emphasizes a caste system, with outsiders the target of the bullying. The research examined the content of 20 teenage films using university students as coders. The findings of Behm-Morawitz and Mastro (2008) determined that female characters in the films were more likely to engage in socially aggressive behavior than male characters. In addition, females were more likely than males to be rewarded for engaging in socially aggressive behaviors. When the films depicted socially cooperative behaviors, however, no differences between the genders existed, with both genders equally rewarded for engaging in these types of behaviors. The findings supported the conclusion that exposure to these messages embedded in the film media could encourage the development of negative beliefs about the value of female friendships and poor attitudes towards women in general. The films also convey the message to adolescents that aggressive behavior is an acceptable method for achieving higher social status and other rewards. Because the article uses the social cognitive theory, it assumes that gender identity is a social construct with adolescents adopting the behaviors they perceive to be the norm based on their gender identity. It does not, however, discuss the implications for the media message for adolescents who do not accept the gender norms. The Behm-Morawitz and Mastro (2008) article has the highest priority in terms of relevance for Sam. Because Sam frequently watches movies and television, she is likely to have encountered the media construct of the mean girl. Sam may find the construct unpleasant because it depicts adolescent females as tyrannical and bullying. To some degree, this may account for her reluctance to engage in the stereotypical behaviors expected of a adolescent girl. To fully adopt the gender identity of a female would require that she participate in the social activities that involve dominance by a mean girl and bullying of other girls not within the social circle. As a result, she pursues male friendships, although these friendships may not meet her full range of needs for peer interactions. She may expect a reward from socially cooperative behavior with males in the form of peer friendships. Another aspect of Sams behavior that may be influenced by the media is physical fighting with other girls when they behave in a derogatory or demeaning manner towards her. Although she does not fully formed a stereotypical female gender identity, she is aware that she is biologically female. In the teen movies, females are rewarded for socially aggressive behavior, which sometimes includes fighting with other females. As a result, she may believe that it the use of aggression toward other females will bring a reward while the use of cooperation with males will bring a reward. Wright (2007) investigated whether adolescents with gender identity uncertainty are attracted to media depictions of individuals who do not conform to traditional gender stereotypes. This research was based on both the essentialism and constructivism paradigms. The research assumed that male-to-female transgendered individuals were biologically influenced to adopt a female gender identity. At the same time, these individuals had to develop a social construct derived from the norms and values of a subculture in which transgendered individuals were accepted. The research relied on interviews with adult transgendered individuals that had been adolescents in the 1960s. The focus of the research was the influence of a female television character in the television show The Avengers on male adolescents of the period that subsequently became trans-women. The female character in this show exhibited qualities that were considered masculine at the time by using physical strength and intelligence as well as rescuing her male partner from danger. The author noted that the role was originally intended for a man, with a woman subsequently cast in the show. Wrights (2007) findings indicated that the subjects used the female character as a role model to construct a gender identity that blended some aspects of male and female stereotypes during adolescence. The subjects of the study were biologically male and had some of the physical strength and intelligence associated with the male stereotypes of the period. The character in the television show demonstrated these male attributes, but also exhibited the stereotypically feminine attributes of attractiveness and sexuality. The findings also indicated that the video tapes of the old television show are used among modern adolescents who are male-to-female transgendered to provide a female role model that has some male attributes. This finding suggests that the attributes of the media character remain relevant for adolescents experiencing difficulty developing a gender identity. The findings also noted that the individual subjects were rejected by their parents for failing to conform to gender norms in the society, which led them to rely on media representations to develop an understanding of their position in society. The research findings imply that adolescents with gender identity conflicts search popular media to find role models that allow them to construct a gender identity that feels appropriate. It also implies that the media sometimes provides social constructs concerning gender roles and attributes that differ substantially from the stereotypical norms. The research conducted by Wright (2007) has the second highest priority of relevance for Sam because it indicates that the media contextualizes the experiences of adolescents. Sam watches an extensive amount of television and attends movies, and presumably has favorite characters or stories that she perceives as relevant for her situation. Many of the modern female media characters outside of teen movies may display non-stereotypical attributes that Sam may find relevant. By seeking out media characters or stories with female characters with blended male and female attributes, she may be validating her gender identity that is neither stereotypically male or female. From this perspective, the media has an influence on her gender identity by confirming that she need not adopt the stereotypical role and attributes of a female to obtain rewards or to be successful. Miller and Sommers (2007) investigated depiction of males and females in video games targeted to the adolescent market. The research was based on the environmentalism paradigm in which the media functions as a social influence by depicting the norms and standards expected by society. The theoretical premise was that the media representation informed adolescents about the attributes that are socially desirable for each gender, with adolescents failing to conform to the representation feeling inadequate. The research method used content analysis of video game magazines to determine the way in which the games portray male and female characters. Video games may have a more significant influence on adolescents than other types of media because of the high degree of engagement when playing the game and the repetitive nature of the activity. In effect, the adolescent player is more susceptible to influences form the embedded messages in the game content such as the appropriate behaviors of males and females. Miller and Sommers (2007) found that male figures are heroic and physically powerful in video games while females are secondary characters that are sexualized through their appearance and attire. In some games with more mature themes, the females are sex objects whose sole function is to provide an objective for the male hero to achieve. Male characters also have a wider range of skills and abilities than female characters in the games, including games in which female characters can behave as leaders or heroes. Although both adolescent males and adolescent females play video games, the industry primarily targets the male market, which may account for the general weakness of the female characters in the games. In the games analyzed in the study, male characters were five times more likely to be included in a game than female characters. The video games appear to endorse the gender stereotypes by creating an unrealistic image of masculinity and femininity, which can influence gender identity if individual adolescents do not believe they conform to the image. The research conducted by Miller and Sommers (2007) has the third priority in relevance to Sams situation. Sam plays video games, primarily with her male companions. At the same time, her parents are not fully aware of her preferences in video games and assume that she only plays games they would consider appropriate for young girls. As a result, she is likely to play games intended for male adolescents in which the male characters are heroic and skillful while the female characters are passive and sexualized. During the process of play, she receives the embedded information about the stereotypical behavior of males and females, and considers the male role as more attractive than the female role. The play of the video game may influence her to adopt a male role in the game, which reinforces her gender identity ambivalence. Vasey and Bartlett (2007) conducted research among Samoans to determine whether the criteria for GID was valid in non-Western societies. Samoan culture has a high degree of social tolerance for feminine males known as faafafine. The purpose of the research was to determine whether the identification with the opposite biological sex and engaging in behaviors associated with the opposite sex inherently cause psychological distress. The research was based on an environmentalism perspective in which social influences contribute to the formation of gender identity by either encouraging or discouraging the behaviors that the society deems appropriate or inappropriate for the gender of the individual. The methodology used by Vasey and Bartlett (2007)involved interviewing adult faafafine to determine if they experienced cross-gender identification in childhood and adolescence, and if they experienced distress because of their gender identification. The findings indicated that the subjects did not experience distress concerning their gender identity because their more feminine attributes were considered acceptable in Samoan society. The findings also determined that parents did not discourage the subjects from adopting the gender identity of the faafafine, and therefore were not a source of psychological distress because of the failure of the individual to meet parental expectations of appropriate behavior based on biological sex. The findings also suggested that the Samoan culture considered females more nurturing and males more protective, which may be cross-cultural gender attributes. The conclusions reached by the authors was that the GID diagnosis should be removed from the DSM-IV because the psychological distress related to gender identity is created by the societal norms and expectations in Western culture and is not inherent to gender identity. While the article examined social influences leading to psychological distress, it did not explore the reasons why the faafafine males identified with the female gender. The Vasey and Bartlett (2007) article has the third highest priority for Sams situation. The findings and conclusion of the article suggest that the individual selects a gender identity with the degree of distress resulting from the selection dependent on the gender norms and stereotypes of the society. Sam is experiencing some psychological distress because of her gender identity that has attributes associated with both males and females in Western society. She has difficulty forming friendships with males and females in her peer group. Although the distress does not appear to be affecting her academic achievement, it appears to be interfering with her social development. Her parents express disapproval of her behavior and attire based on their concepts of behavior and attire appropriate for the female gender. The parents, however, have not been effective in influencing Sam to adopt the stereotypical behavior associated with a young female. This suggests that factors other parental role modeling and influences affect the development of gender identity among adolescents. Conclusion The research provides support for accepting the first hypothesis of the study in its alternative form: Some variations about the conception of sexuality and gender identity are culturally specific. Vesey and Bartlett (2007) determined that the concept of the feminine male is more socially acceptable in Samoan culture than in Western cultures. In addition, psychological distress created by gender identity that differs from norms is not considered a disorder in Samoan culture. This suggests that aspects of the concepts about sexuality and gender are culturally specific constructs that can vary significant in different societies. The research provides some support for accepting the second hypothesis of the study in its alternative form: Parents influence the development of gender identity through the way they allow children to participate in gender-specific play and the toys they permit the children to use in play. The research conducted by Behm-Morawitz and Mastro (2008) as well as Miller and Sommers (2007) suggests that parents cannot fully control the media selection choices of their children. The inability to control play is particularly apparent in adolescence when the child has greater autonomy in the selection of media and video games, which are analogous to toys. The findings provide support for accepting the third hypothesis of the study in its alternative form: Media has the greatest influence in the transmission of information about social norms related to gender to the individual. The findings of Behm-Morawitz and Mastro (2008), Miller and Sommers (2007), and Wright (2007) indicate that media has a significant influence on the formation of gender identity among adolescents. Media conveys information about gender stereotypes and the norm expectation of society, which adolescents compare to their actual experience. Media also has a significant influence on adolescents because they are significant consumers of media products and have not yet developed the ability to discriminate among different types of media messages. As a result, media plays a substantial role in the development of gender identity in adolescence. Bibliography Behm-Morawitz, E. Mastro, D. E. (2008). Mean girls? The influence of gender portrayals in teen movies on emerging adults gender-based attitudes and beliefs. Journalism and Mass Communications Quarterly, 85(1), 131-146. The research discussed in this article used a social cognitive theory framework to examine the effect of gender portrayals in teen movies on beliefs among adolescents about friendships, aggression, and the role of women in society. The findings of the study indicated that the content of the films has a significant influence on the beliefs of adolescents about the societal norms associated with gender. The findings also indicated that the films depicted women as achieving success in the female social world only through the use of duplicitous methods. If female adolescents form their social constructs about feminine behavior from teen movies, they are more likely to engage in aggressive social behavior. Miller, M. Sommers, A. (2007). Gender differences in video game characters roles, appearances and attire as portrayed in video game magazines. Sex Roles, 57, 733-742. This article describes research by the authors investigating the portrayal of male and female roles in video game magazines, which are a significant social influence on adolescents. The research adopted an environmentalism perspective by assuming that media is a significant influence on adolescents in developmental processes by communicating the societal expectations of gender roles. In the video game context, males were heroes, physically powerful and capable of using weapons. In contrast, females were secondary characters that were sexual yet innocent, and were portrayed as wearing more revealing clothing. Wright, R. (2007). Learning empowerment, resistance and female identity development from popular television: Trans-women tell stories of trans-formation. In Servage, L. Fenwick, T. (Eds. ) Learning in community: Proceedings of the joint international conference of the Adult Education Research Conference. Halifax: Mount Saint Vincent University. This article adopts a constructivist perspective for research examining the use of a female character in a television show as a role model by male-to-female transgendered individuals. The television show aired when the individuals were adolescents, with the female character blending stereotypical male and female attributes. Although the television show was aired forty years ago, it continues to be viewed by male adolescents with gender identity issues. Vasey, P. L. Bartlett, N. H. (2007). What can the Samoan Faafafine teach us about the Western concept of gender identity disorder in childhood? Perspectives in biology and Medicine, 50(4), 481-490. This article adopted a constructivism perspective for an investigation of whether the DSM-IV gender identity disorder in childhood constitutes a mental disorder when the criteria are applied to individuals in non-Western cultures. The research investigated the high degree of social tolerance towards feminine males in Samoan culture known as faafafine. The findings of the research indicated that gender-atypical identity and behavior do not inherently lead to distress when controlling for societal intolerance toward these individuals. The findings also indicated that parental discouragement of gender atypical behaviors increases the distress of the individual because of the conflict it creates between the individuals inclinations and the expectations of parents.

The Ambiguity of Afraid

The Ambiguity of Afraid The Ambiguity of Afraid The Ambiguity of Afraid By Maeve Maddox Jacqueline writes: I have a question about a †¦particular phrase, which can be read in two different ways†¦:I am afraid I am unable to meet your requirements. According to Jacqueline, the statement was interpreted by its recipient to mean the that the writer was taking the polite way to say they wanted to get out of their obligations, when in fact the writer wished to express the fear of something that this person did not want to have happen (meaning they were afraid that this was so, but did not want it to be the case) and also to convey a implicit request for help (please help me to overcome this fear.)    Jacqueline concludes that Had the statement been communicated orally†¦the meaning would have been communicated with inflection of the voice and other non verbal means. It is true that oral communication is aided by facial expression and inflection that does not exist in written expression. And it is true that the word afraid can be used with more than one meaning. The sentence in the question, for example can be construed to mean I am unable to meet your requirements (therefore, I wont be working with you). or Im uncertain as to whether or not I will be able to meet your requirements (so, tell me more). Either way, orally or in writing, if the person with whom the sentence originated was looking for a job, the thought should have been expressed more directly. Afraid is an adjective that comes from a verb, afray, meaning to frighten. Afraid derives from the past participle form. Until the late 16th century, Im afraid meant Im frightened. In the late 16th century, Im afraid came to mean I regret to say or I suspect, without any connotation of fear. Its ironic that, in a situation such as Jacqueline describes, if the speaker or writer actually has a sense of fear or misgiving, it is probably better to choose an expression other than Im afraid. I fear, or Im worried that might express the thought more clearly. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Useful Stock Phrases for Your Business EmailsThe Possessive ApostropheHow to Write a Proposal

Joining and Fastening Processes (Manufacturing Engineering Processes) Term Paper

Joining and Fastening Processes (Manufacturing Engineering Processes) - Term Paper Example These engineering materials in their raw form are extracted from their ores. These raw materials from ores are transformed into molten form through refining and reducing processes. The molten material is process through molds to produce commercial or industrial castings called ingots. These ingots are then processed through rolling to transform these into billets, rods and slabs suitable for marketing. These materials then undergo various manufacturing processes to obtain useful products in diverse range of sizes, shapes and forms desired by end user. According to Singh, these manufacturing processes are classified into six major categories: primary shaping processes, secondary shaping processes, metal forming processes, joining and fastening processes, surface finishing processes and processes to change characteristics and properties of materials (17). In this report, we would be focusing on joining and fastening processes required to assemble or join different parts of a product. T he process where two or more parts of the product are put together to achieve desired shape and function is called assembly, not to be confused with joining and fastening processes. In joining, different parts of the product are joined together to obtained desired function. ... A unique advantage of this process is the focus of heat in welding area ensuring less spread of heat thus reducing welding defect like warping and buckling. In addition, this concentration of heat increases the depth of welding and increases the welding speed of the process. Arc welding process consists of a heat source, shielding and a filler metal. The heat is produced through the electrical arcing between the two metals under contact (Zeilke 4). The power source is referred to as welding machine which may be electrical or mechanical. Shielding gas, fluxes or coatings are used to prevent the welding area from surroundings during the welding process. Generally, arc welding is divided into ten main types called Carbon Arc Welding, Submerged Arc Welding, Stud Arc Welding, Gas Metal Arc Welding, Electro-slag Welding, Plasma Arc Welding, Shielded Metal Arc Welding, Atomic Hydrogen Welding, Gas Tungsten Arc Welding and Electro-gas Welding. In Carbon Arc Welding, a pure graphite rod is us ed as non-consumable electrode to generate arc for producing heat. The welding can be made without or with introduction of filler metal. It can be further classified as single or twin carbon electrode welding. In Shielded Metal Arc Welding, a flux coated electrode is used to produce arc where the flux on the coated electrode fads off due to heat. In Submerged Arc Welding Process, a bare electrode is used as consumable electrode with flux feeder tube. The arc, electrode and molten pool remain submerged under granular flux to achieve homogenous welding across the structure. In Tungsten Arc Welding, a tungsten electrode as non-consumable electrode covered by shielding of an inert gas to prevent these from surroundings is used for welding.

Critique about putting a hyper child under medication to make them Assignment

Critique about putting a hyper child under medication to make them calm - Assignment Example Daniel’s mother noticed that he was hyperactive when he became nine months old. Daniel’s mother noted a connection between certain foods and Daniel’s level of activity. At first, the doctors dismissed the connection between Daniel’s hyperactivity. Regardless, Daniel’s mother decided to conduct research and determine if diet contributes to hyperactivity. Currently, Daniel is a calm boy because his mother realized a diet that was suitable for him. Daniel’s story is a testament that there is no need put a hyperactive child on medication to keep him or her calm. It is well known that medication always comes with side effects regardless of its purpose. It is wrong to put a young child on medication just because it is difficult to deal with his or her hyperactivity. The drugs do not even treat the hyperactivity. They are meant keep them calm for a specific period. Subjecting a child to medication for a natural condition only predisposes them to many dangers associated with the different drugs provided for hyperactivity. Daniel’s success story is evidence that there are other ways to control hyperactivity children without having to put them through a lifetime of medication. In conclusion, no child deserves to be exposed to the potential side effects of the medication at a very tender age because of a natural condition. The dangers of getting used of drugs are much greater than the trouble that a hyperactive child creates. Therefore, parents should emulate what Daniel’s mother did. She found alternative ways to help hyperactive children without

Christianity and Poverty Essay Example for Free

Christianity and Poverty Essay Christian Aid was founded in 1945. In 1945 the members of the British and Irish churches were very shocked to see how hard life was for European refugees who had lost everything in the Second World War. In response to this, they new that something had to done about it. By making this decision, they managed to raise one million pounds to help these people. This group became known as Christian Aid. Everywhere in the world there are people whose lifes are hardly worth living, people who are in a desperate struggle for the basic needs of life. This is why Christian Aid was founded, to help try and give people a better state of living. Christian Aid helps out in emergencies around the world whenever it can, when people are plunged into terrible situations, as families were in Afghanistan during the war in 2001. Christian Aid usually sends money to local organisations who can then buy food or provide shelter for other communities. Also Christian Aid works on issues from healthcare to human rights, from support to landless peasants in Brazil to ending child labour in India. A project which I think is important is the BBC project. This is a very important project because it enables young people like Bumeh to piece together their lives and start having fun again. Every year, the Burmese Border Consortium brings food and basic education to around 120,000 refugees in 14 different camps along the border and campaigns on their behalf. I find this project very important because it helps a lot of people have a better way of living. This also is a big help for the future generation because more people are being educated and in this way, more people will continue to be educated. Christian Aid does this work in order for Christians who want to put their faith and beliefs into action to do so. Christian Aid is the main relief and development agency in the UK and Ireland. Although it was inspired by the gospel, it is not the case that it is solely for Christians. Christian Aid works with partners and supporters of many different faiths. The most important thing is that Aid is distributed on the basis of need, and regardless of religion, race, faith, creed or nationality. Some of these quotes explain why Christian Aid came into being in the first place, James 2:14-26 Christians believe that faith and beliefs should be demonstrated in practical ways to help people in need. and John 3:23 Christians believe that God loves everyone in the world and that they should show this love too. They believe that Jesus is the role model for living your faith. In all, I think that Christian Aid is a very sucessful organisation which benefits a lot of people all over the world. Christian Aid gives many people the opportunity to live life in a much better way of living. It gives people a chance, who would otherwise have never got the chance to improve their life. Also it allows people like us to help raise money for Christian Aid and lets us feel good about ourselves because we have done something for a very good cause. Therefore, I think Christian Aid is for a very good cause because they believe that we all have the power to make changes and they help to make many peoples lives much happier. After all what may seem to us as not a lot of money, can come out with life changing results for some people in the world. http://www.freebietown.co.uk/ukfreebiessamples.html http://62.169.139.99/eucerin/index.asp# eucerin http://www.freebiesiteuk.co.uk/health.htm

Bruce Lee :: essays research papers

In the Book Bruce Lee: They Died too Young, writer Jon Lewis tells the story of the greatest martial artist that ever lived. Known as Lee Jun Fan only to his family, Bruce Lee was an enthusiastic boy who took a special interest in the martial arts. Unfortunately,his life was cut short at the age of only thirty-two. Through this short yet unbelievably incredible life, Bruce Lee still proves to be an excellent role model due to his discipline,determination, and self-improvement. One of Bruce Lee’s best characteristics was his discipline. During Bruce’s teenage years he was a member of a street gang that simply went looking for fights. However, through martial arts Bruce developed discipline and was soon able to control himself. Bruce’s discipline is easily seen in this quote about problems that occurred on the set of Enter the Dragon. "Another problem was that the martial arts extras- most of whom were members of the Chinese crime syndicate, the Triads, would sometimes challenge Bruce to a real fight. For the most part Bruce would ignore it" (30). Bruce’s discipline can also be seen in the amount that he practiced his martial arts. He would practice everyday for hours, and even as a young child he was always practicing. "Bruce Lee’s devotion to kung fu was total. At home, during dinner, he pounded away on a stool with alternate hands to toughen them" (8). Although Bruce Lee is a good role model due to his discipline, it is not the only reason. The second characteristic that made Bruce Lee a good role model was his determination. During his life Bruce Lee was constantly plagued with problems. One of these was chronic back pains. "In 1970 Bruce injured his back in a weight-lifting session. The diagnosis was that he had permanently damaged his fourth sacral nerve. Not only would he need months of bed rest, the doctors informed him, but he would never practice kung fu again" (18). Despite the doctors orders, Bruce began exercising again after only six months, and within a year he was again in top physical condition. Yet another example of Bruce Lee’s determination is found in his struggle to get a job and support his family. Once Bruce had gotten settled in America, he was constantly in and out of a job. "He had been paid $400 a week during filming and drove a red Porsche.

Zen Plastics Company

This report aims to examine partnership arrangements and clearly identify advantages and disadvantages in terms of entering the export market. Besides, it is necessary to have a competent understanding of how Zen Plastics would successfully go into the export market and what they do to achieve this. Critically look at Zen Plastics’ s structure to see if the exporting is a suitable strategy for the firm concerned. The partnerships that Zen Plastics could enter into In some countries Zen Plastics cannot sell directly to the end user but must use a local agent or representative.Thus, they should enter into some partnerships. It is possible for Zen Plastics to use manufacturer’s representative or sales agent in local area. In other circumstance, the foreign distributor may purchase the product from Zen Plastics and is always responsible for payment of the item being exported. Accordingly, joint ventures might be a common way for most of exporting companies when two business es in different counties get together to start a new venture. This method normally follows one route such as licensing, franchising, industrial co-operation and contract manufacture.As for Zen Plastics, licensing, franchising and contract manufacture would be the appropriate ways to be taken into account. The owner of the licence grants someone the rights to produce goods using that licence. The owner of the licence allows other manufacturers to use the character in return for payment of a fee. In a word, the licensor won the rights and the licensee buys the rights. A franchise operation comprises a franchiser and a franchisee. The franchiser owns the rights to the products and sells these to the franchisee. This is used by exporters to get into overseas markets that are protected by tariffs or other barriers.It involves the manufacturer placing an order for the production of agreed items in another country. The export facilitating companies that could assist Zen Plastics to enter f oreign markets With the assistance of Foreign and Overseas Chinese Affairs Office of the people’ s Government, Zen Plastics can implement and carry out the state foreign principles, policies and relevant laws and regulations as well as the decisions made by Communist Party of China (CPC) and study and formulate working schemes and plans for key foreign affairs.To conduct investigation and study according to the needs in the process of economic and social development as well as the opening-up campaign and to provide proposals and suggestions for the decision-making. CHINA GROUP COMPANIES PROMOTION ASSOCIATION, it can help Zen Plastics correct evaluate the proposed market, research on size of target market, and then take further measures to plan. With the help of CGCPA, it can promote business cooperation and foreign matchmaking.They can investigate on the multinational business strategy formulation and implementation and the management of overseas companies to understand the s ituation and to exchange experiences as well. A new proper organization structure to assist Zen Plastics in its new venture Before Zen Plastics start exporting they must decide what their objective for exporting is. They must decide what type of work that needs to be done to accomplish the company profits or other objectives.There are many ways a company can create its structure. The most common are: Functional organization, Regional organization, and Product organization In the topical issue of environmental protection has become a global imperative to resolve the contradiction, Zen Plastics should seize the rare opportunities for the revolutionary era – the green plastics, it widely promotes the use of green plastics by making their own efforts depend on a new organization structure, which can assist Zen Plastics in its new venture.Summary With the help of the report, some relevant information about the various routes to the market place both direct and indirect can be prov ided. Besides, the advantages and disadvantages of each and organizational structure have been discussed, and apply it to the case study.

The Pardoner’s Tale

In Flanders once there was a company Of youngsters haunting vice and ribaldry, Riot and gambling, stews and public-houses Where each with harp, guitar, or lute carouses, Dancing and dicing day and night, and bold To eat and drink far more than they can hold, Doing thereby the devil sacrifice Within that devil’s temple of cursed vice, Abominable in superfluity, With oaths so damnable in blasphemy That it’s a grisly thing to hear them swear. Our dear Lord’s body they will rend and tear. . . . It’s of three rioters I have to tell Who, long before the morning service bell, Were sitting in a tavern for a drink. And as they sat, they heard the hand-bell clink Before a coffin going to the grave; One of them called the little tavern-knave And said â€Å"Go and find out at once—look spry! — Whose corpse is in that coffin passing by; And see you get the name correctly too. † â€Å"Sir,† said the boy, â€Å"no need, I promise you; Two hours before you came here I was told. He was a friend of yours in days of old, And suddenly, last night, the man was slain, Upon his bench, face up, dead drunk again. There came a privy thief, they call him Death, Who kills us all round here, and in a breath He speared him through the heart, he never stirred. And then Death went his way without a word. He’s killed a thousand in the present plague, And, sir, it doesn’t do to be too vague If you should meet him; you had best be wary. Be on your guard with such an adversary, Be primed to meet him everywhere you go, That’s what my mother said. It’s all I know. † The publican joined in with, â€Å"By St. Mary, What the child says is right; you’d best be wary, This very year he killed, in a large village A mile away, man, woman, serf at tillage, Page in the household, children—all there were. Yes, I imagine that he lives round there. It’s well to be prepared in these alarms, He might do you dishonor. † â€Å"Huh, God’s arms! † The rioter said, â€Å"Is he so fierce to meet? I’ll search for him, by Jesus, street by street. God’s blessed bones! I’ll register a vow! Here, chaps! The three of us together now, Hold up your hands, like me, and we’ll be brothers In this affair, and each defend the others, And we will kill this traitor Death, I say! Away with him as he has made away With all our friends. God’s dignity! Tonight! † They made their bargain, swore with appetite, These three, to live and die for one another As brother-born might swear to his born brother. And up they started in their drunken rage And made towards this village which the page And publican had spoken of before. Many and grisly were the oaths they swore, Tearing Christ’s blessed body to a shred; â€Å"If we can only catch him, Death is dead! † When they had gone not fully half a mile, Just as they were about to cross a stile, They came upon a very poor old man Who humbly greeted them and thus began, â€Å"God look to you, my lords, and give you quiet! † To which the proudest of these men of riot Gave back the answer, â€Å"What, old fool? Give place! Why are you all wrapped up except your face? Why live so long? Isn’t it time to die? † The old, old fellow looked him in the eye And said, â€Å"Because I never yet have found, Though I have walked to India, searching round Village and city on my pilgrimage, One who would change his youth to have my age. And so my age is mine and must be still Upon me, for such time as God may will. â€Å"Not even Death, alas, will take my life; So, like a wretched prisoner at strife Within himself, I walk alone and wait About the earth, which is my mother’s gate, Knock-knocking with my staff from night to noon And crying, ‘Mother, open to me soon! Look at me, mother, won’t you let me in? See how I wither, flesh and blood and skin! Alas! When will these bones be laid to rest? Mother, I would exchange—for that were best— The wardrobe in my chamber, standing there So long, for yours! Aye, for a shirt of hair To wrap me in! ’ She has refused her grace, Whence comes the pallor of my withered face. â€Å"But it dishonored you when you began To speak so roughly, sir, to an old man, Unless he had injured you in word or deed. It says in holy writ, as you may read, ‘Thou shalt rise up before the hoary head And honor it. ’ And therefore be it said, ‘Do no more harm to an old man than you, Being now young, would have another do When you are old’—if you should live till then. And so may God be with you, gentlemen, For I must go whither I have to go. † â€Å"By God,† the gambler said, â€Å"you shan’t do so, You don’t get off so easy, by St. John! I heard you mention, just a moment gone, A certain traitor Death who singles out And kills the fine young fellows hereabout. And you’re his spy, by God! You wait a bit. Say where he is or you shall pay for it, By God and by the Holy Sacrament! I say you’ve joined together by consent To kill us younger folk, you thieving swine! † â€Å"Well, sirs,† he said, â€Å"if it be your design To find out Death, turn up this crooked way Towards that grove, I left him there today Under a tree, and there you’ll find him waiting. He isn’t one to hide for all your prating. You see that oak? He won’t be far to find. And God protect you that redeemed mankind, Aye, and amend you! † Thus that ancient man. At once the three young rioters began To run, and reached the tree, and there they found A pile of golden florins on the ground, New-coined, eight bushels of them as they thought. No longer was it Death those fellows sought, For they were all so thrilled to see the sight, The florins were so beautiful and bright, That down they sat beside the precious pile. The wickedest spoke first after a while. â€Å"Brothers,† he said, â€Å"you listen to what I say. I’m pretty sharp although I joke away. It’s clear that Fortune has bestowed this treasure To let us live in jollity and pleasure. Light come, light go! We’ll spend it as we ought. God’s precious dignity! Who would have thought This morning was to be our lucky day? â€Å"If one could only get the gold away, Back to my house, or else to yours, perhaps— For as you know, the gold is ours, chaps— We’d all be at the top of fortune, hey? But certainly it can’t be done by day. People would call us robbers—a strong gang, So our own property would make us hang. No, we must bring this treasure back by night Some prudent way, and keep it out of sight. And so as a solution I propose We draw for lots and see the way it goes; The one who draws the longest, lucky man, Shall run to town as quickly as he can To fetch us bread and wine—but keep things dark— While two remain in hiding here to mark Our heap of treasure. If there’s no delay, When night comes down we’ll carry it away, All three of us, wherever we have planned. † He gathered lots and hid them in his hand Bidding them draw for where the luck should fall. It fell upon the youngest of them all, And off he ran at once towards the town. As soon as he had gone the first sat down And thus began a parley with the other: â€Å"You know that you can trust me as a brother; Now let me tell you where your profit lies; You know our friend has gone to get supplies And here’s a lot of gold that is to be Divided equally among us three. Nevertheless, if I could shape things thus So that we shared it out—the two of us— Wouldn’t you take it as a friendly act? † â€Å"But how? † the other said. â€Å"He knows the fact That all the gold was left with me and you; What can we tell him? What are we to do? † â€Å"Is it a bargain,† said the first, â€Å"or no? For I can tell you in a word or so What’s to be done to bring the thing about. â€Å"Trust me,† the other said, â€Å"you needn’t doubt My word. I won’t betray you, I’ll be true. † â€Å"Well,† said his friend, â€Å"you see that we are two, And two are twice as powerful as one. Now look; when he comes back, get up i n fun To have a wrestle; then, as you attack, I’ll up and put my dagger through his back While you and he are struggling, as in game; Then draw your dagger too and do the same. Then all this money will be ours to spend, Divided equally of course, dear friend. Then we can gratify our lusts and fill The day with dicing at our own sweet will. † Thus these two miscreants agreed to slay The third and youngest, as you heard me say. The youngest, as he ran towards the town, Kept turning over, rolling up and down Within his heart the beauty of those bright New florins, saying, â€Å"Lord, to think I might Have all that treasure to myself alone! Could there be anyone beneath the throne Of God so happy as I then should be? † And so the Fiend, our common enemy, Was given power to put it in his thought That there was always poison to be bought, And that with poison he could kill his friends. To men in such a state the Devil sends Thoughts of this kind, and has a full permission To lure them on to sorrow and perdition; For this young man was utterly content To kill them both and never to repent. And on he ran, he had no thought to tarry, Came to the town, found an apothecary And said, â€Å"Sell me some poison if you will, I have a lot of rats I want to kill And there’s a polecat too about my yard That takes my chickens and it hits me hard; But I’ll get even, as is only right, With vermin that destroy a man by night. † The chemist answered, â€Å"I’ve a preparation Which you shall have, and by my soul’s salvation If any living creature eat or drink A mouthful, ere he has the time to think, Though he took less than makes a grain of wheat, You’ll see him fall down dying at your feet; Yes, die he must, and in so short a while You’d hardly have the time to walk a mile, The poison is so strong, you understand. † This cursed fellow grabbed into his hand The box of poison and away he ran Into a neighboring street, and found a man Who lent him three large bottles. He withdrew And deftly poured the poison into two. He kept the third one clean, as well he might, For his own drink, meaning to work all night Stacking the gold and carrying it away. And when this rioter, this devil’s clay, Had filled his bottles up with wine, all three, Back to rejoin his comrades sauntered he. Why make a sermon of it? Why waste breath? Exactly in the way they’d planned his death They fell on him and slew him, two to one. Then said the first of them when this was done, â€Å"Now for a drink. Sit down and let’s be merry, For later on there’ll be the corpse to bury. † And, as it happened, reaching for a sup, He took a bottle full of poison up And drank; and his companion, nothing loth, Drank from it also, and they perished both. There is, in Avicenna’s long relation Concerning poison and its operation, Trust me, no ghastlier section to transcend What these two wretches suffered at their end. Thus these two murderers received their due, So did the treacherous young poisoner too. . . . â€Å"One thing I should have mentioned in my tale, Dear people. I’ve some relics in my bale And pardons too, as full and fine, I hope, As any in England, given me by the Pope. If there be one among you that is willing To have my absolution for a shilling Devoutly given, come! and do not harden Your hearts but kneel in humbleness for pardon; Or else, receive my pardon as we go. You can renew it every town or so Always provided that you still renew Each time, and in good money, what is due. It is an honor to you to have found A pardoner with his credentials sound Who can absolve you as you ply the spur In any accident that may occur. For instance—we are all at Fortune’s beck— Your horse may throw you down and break your neck. What a security it is to all To have me here among you and at call With pardon for the lowly and the great When soul leaves body for the future state! And I advise our Host here to begin, The most enveloped of you all in sin. Come forward, Host, you shall be the first to pay, And kiss my holy relics right away. Only a groat. Come on, unbuckle your purse! † â€Å"No, no,† said he, â€Å"not I, and may the curse Of Christ descend upon me if I do! . . .† The Pardoner said nothing, not a word; He was so angry that he couldn’t speak. â€Å"Well,† said our Host, â€Å"if you’re for showing pique,   I’ll joke no more, not with an angry man. † The worthy Knight immediately began, Seeing the fun was getting rather rough, And said, â€Å"No more, we’ve all had quite enough. Now, Master Pardoner, perk up, look cheerly! And you, Sir Host, whom I esteem so dearly, I beg of you to kiss the Pardoner. â€Å"Come, Pardoner, draw nearer, my dear sir. Let’s laugh again and keep the ball in play. † They kissed, and we continued on our way. s

U.S. Imperialism.

U.S. Imperialism. Since the beginning of this country, the United States has always been an imperialist nation. Imperialism is the domination over an undeveloped country socially, politically, and economically. Imperialism affected many countries; for example, China, Africa, and South America were all affected by imperialism. Causes of imperialism are for mostly military and economic reasons. Many nations wanted to expand their territory, their army, and develop a more successful trade with no limitation. Imperialism began in the late nineteenth and early twentieth centuries, due to economic, political, and social forces including the Industrial Revolution, trade, and military conditions.One cause of the Imperialism according to economic, political, and social forces was the Industrial Revolution. The Industrial Revolution was a major turning point in world history as it resulted in a complete change in society. During the Industrial Revolution, while other countries had only come up with labor-saving machines, America came up with labor-replacing machines.Created by the previous uploader using a popular O...This was huge because America was able to make their products more rapidly and efficiently. Other countries say this and began to do the same. Effects of the Industrial Revolutions were very large accomplishments, and influenced many other cultures both positively and negatively.The United States' military also influenced other countries. Our military strength was what allowed us to control and take over other countries. Some countries even wanted us to just be there just incase they needed military backup. When America declared war on Spain, it was for Cuba. America felt that the U.S. was more powerful than Spain, and could rule Cuba in a better way. Other countries began to think that they needed more military strength in order to rise above America.The U.S.' politically dominated other countries during the late 19th century. The U.S. was so far ahead of other countries in their...

Interventions for Special Education Students

Interventions for Special Education Students Teaching students with special needs comes with unique responsibilities and enormous rewards. Modifications- both to your physical classroom and to your teaching style- are often necessary to accommodate them. Modifications mean change while making accommodations means adapting to those things you cant change- existing circumstances. Interventions involve skill-building strategies that are designed to move special students to more advanced academic levels. Do you and your classroom have what it takes? Heres a checklist of strategies to help you develop a  classroom that should meet the needs of all your students. ___ Special needs students should be within close proximity to the teacher or the teachers assistant. ___ Implement procedures that are well understood by all your students to keep noise levels at an acceptable level. The Yacker Tracker is a worthwhile investment. ___ Create a special carrel or private location for taking tests, and/or revise existing seating to accommodate students who more acutely need to be free of distractions for ultimate success.   ___ Eliminate as much clutter as you can. This will also help keep distractions to a minimum. ___ Try to avoid presenting instructions or directions only verbally. Use graphic organizers, as well as written or graphical instructions. ___ Clarifications and reminders should be given as regularly as necessary. ___ Needy students should have agendas which you give them regularly and that you refer to yourself. ___ Communication between home and school should be in place for all students, but particularly for those students with special needs. Your relationship and interaction with a childs parents or guardian can be an invaluable tool and ensure consistency between the classroom and home. ___ Break down assignments and work into manageable chunks, particularly for students with attention span deficits. Provide frequent breaks. Make learning fun, not a draining challenge. A tired child is never at his most receptive to new information. ___ Your classroom expectations should be clearly outlined and understood, as well as consequences for inappropriate behaviors. Your approach for conveying this information will depend on the individual special needs of the children involved.   ___ Extra assistance should be available when needed, either from yourself or from a more accomplished peer. ___ Praise students when you catch  them doing things correctly, but dont overdo it. The praise should be a real reward, not something that happens over every small accomplishment but rather in response to a string of related accomplishments. ___ Use behavior contracts to target specific behaviors.   ___ Make  sure students are familiar with and understand your curing and prompting system that helps them stay on task. ___ Never begin instructions or directions until you have the undivided attention of your entire class. ___ Allow additional wait time for your special needs students. ___ Provide special needs students with regular, ongoing feedback and always promote their self-esteem. ___ Make sure all your learning experiences really do  promote learning. ___ Provide activities that are multi-sensory and that  take learning styles into consideration.   ___ Allow time to let your special needs students repeat instructions and directions. ___ Modify and/or shorten assignments to ensure success. ___ Have methods in place so students can have text written to them and so they can dictate their answers. ___ Provide opportunities for cooperative learning. Working together in groups often helps to clarify misconceptions for learning delayed students.

How the Term Atheist Is Being Used in a Contemporary Media Article Essay

How the Term Atheist Is Being Used in a Contemporary Media Article - Essay Example But, they do have a belief that there is an existence of god but the activities of god in operating the world dynamics are negligible. The concept of negative atheism is a midpoint between the two poles of pure atheism and anti-atheism. However, the overall concept of Atheism is based upon the belief on the existence of god rather than having the knowledge and evidence of the existence of god. This knowledge-based concept is also called as agnosticism. Brief History The historical evidences of atheism are not found until the seventeenth century. However, the French Enlightenment of sixteenth century may have some clues associated with the beginning of the concept of Atheism, but in essence the true evidence of Atheism are indicated by the historians in the mid of seventeenth century. Some historians argue that the modern day concept of atheism is the one which is narrow in its meanings. This narrow meaning of atheism (i.e. non-existence of god) established in seventeenth century, but prior to it, the more general and broader meanings of atheism did exist. Due to lack of appropriate synonyms, the word atheism was kept being used in its broader meanings such that the concept of non-existence of god was ignored in its usage. ... An article written by Marybeth Hicks in Washington Times published on June 5, 2012 also places an emphasis on this increasing trend. The author is a strong supporter for promoting freedom for religion in American society which is effectively on a declining trend as per author’s point of views. The major concern to the author is that American society especially the young generation is being moved away from the religion by strong atheist lobbies. America came into being with the intent to flourish and develop such a society where everyone would be allowed to practice the religion with absolute freedom. But in the recent times, the atheist groups have conducted a massive activity to make America â€Å"free of religion† rather than â€Å"free for religion†. In this way, the increasing activities of atheist groups have effectively made it extremely difficult for the people not only to practice their religions but also to have their say on religious beliefs. The empiri cal research of the author shows that young generation is changing their religious beliefs to atheism with a brisk pace such that around 30 to 40 percent of youth is converting as compared to a generation ago when this percentage was merely 5 to 10 percent. This is something very dangerous to those who believe in religious freedom because there is huge amount of concerns that once the ratio of atheists starts to increase more, there is a likelihood that they will gain more power and thus effectively cause abstinence to practice religions. For this, the author has asked the supporters of religious freedom to join hand and take out the rallies for preservation and protection of religious freedom across the country in