What Is the Oedipus Complex

Sigmund Freud coined the term Oedipus Complex to describe the rivalry a child develops with their same-sex parent for the sexual attentions of their opposite-sex parent. It is one of Freud’s most well-known but controversial ideas. Freud detailed the Oedipus Complex as part of his psychosexual stage theory of development. Key Takeaways: Oedipus Complex According to Freuds psychosexual stage theory of development, the child goes through five stages that lead to the development of his or her personality: oral, anal, phallic, latent, and genital.The Oedipus Complex describes the rivalry a child develops with their same-sex parent for the sexual attentions of their opposite-sex parent, and it is the major conflict of the Phallic stage of Freud’s theory, which takes place between 3 and 5 years old.While Freud proposed there was an Oedipus Complex for both girls and boys, his ideas about the complex in boys were much better developed, while his ideas about girls have been the source of a great deal of criticism. Origins The Oedipus Complex was first outlined in Freud’s The Interpretation of Dreams in 1899, but he didn’t label the concept until 1910. The complex was named after the title character in Sophocles’ Oedipus Rex. In this Greek tragedy, Oedipus is abandoned by his parents as a baby. Then, as an adult, Oedipus unknowingly kills his father and marries his mother. Freud felt Oedipus’ lack of awareness of his predicament was much like a child’s because a child’s sexual desire for their opposite-sex parent and aggression and envy towards their same-sex parent is unconscious. Freud was more successful at developing his ideas about the complex in boys than in girls. Development of the Oedipus Complex The Oedipus Complex develops during the Phallic stage in Freud’s psychosexual stages, which takes place between the ages of 3 and 5. At that time, a boy starts to unconsciously desire his mother. However, he soon learns he can’t act on his desires. At the same time he notices his father receives the affections from his mother that he covets, causing jealousy and rivalry. Although the boy fantasizes about challenging his father, he knows he couldn’t do so in real life. Also, the boy’s confused by his conflicting feelings towards his father—although he’s envious of his father, he also loves and needs him. Furthermore, the boy develops castration anxiety, a concern that the father will castrate him as punishment for his feelings. Resolution of the Oedipus Complex The boy uses a series of defense mechanisms to resolve the Oedipus Complex. He uses repression to relegate his incestuous feelings towards his mother to the unconscious. He also represses his feelings of rivalry towards his father by identifying with him instead. By holding his father up as a role model, the boy no longer has to fight him. Instead, he learns from him and becomes more like him. It is at this point that the boy develops a superego, the conscience of the personality. The superego adopts the values of the boy’s parents and other authority figures, which gives the child an internal mechanism to guard against inappropriate impulses and actions. At each stage of Freuds theory of development, children must resolve a central conflict in order to move on to the next stage. If the child fails to do so, they will not develop a healthy adult personality. Thus, the boy must resolve the Oedipus Complex during the Phallic stage. If this doesn’t happen, in adulthood the boy will experience difficulties in the areas of competition and love. In the case of competition, the adult may apply his experience of rivalry with his father to other men, causing him to feel apprehensive and guilty about competing with them. In the case of love, the man may become mother-fixated, inadvertently seeking out significant others that resemble his mother. The Electra Complex Freud also specified an Oedipus Complex for little girls, called the Electra Complex, a reference to another Greek mythological figure. The Electra Complex begins when the girl realizes she lacks a penis. She blames her mother, developing resentment towards her as well as penis envy. At the same time, the girl starts to see her father as a love object. When she learns she can’t act on her affections for her father but her mother can, she becomes jealous of her mother. Eventually,  the girl gives up her incestuous and rivalrous feelings, identifies with the mother, and develops a superego. However, unlike Freuds conclusions about the resolution of the Oedipus Complex in little boys, he wasn’t sure why the complex resolved in little girls. Freud reasoned that perhaps the little girl is motivated by worries of the loss of her parents’ love. Freud also believed that the girl develops a weaker superego because the resolution of the girl’s complex isn’t driven by something as concrete as castration anxiety. If the girl fails to resolve the Electra Complex at the Phallic stage she may develop similar difficulties as an adult as a boy who fails to resolve the Oedipus Complex, including becoming father-fixated when it comes to significant others. Freud also noted that the disappointment the girl felt when she learned she lacked a penis could result in a masculinity complex as an adult. This could cause a woman to avoid intimacy with men because such intimacy would remind her of what she lacks. Instead, she may try to rival and surpass men by becoming excessively aggressive.   Criticisms and Controversies While the concept of the Oedipus Complex endures, many criticisms have been leveled at it over the years. Freud’s ideas about the Oedipus Complex in girls, in particular, were highly controversial from the time he first presented them. Many felt it was incorrect to apply a masculine understanding of sexuality to girls, arguing that girls’ sexuality may mature in different ways than boys. Others argued that Freud’s biases towards women were culturally based. For example, psychoanalytic writer Clara Thompson refuted Freud’s idea that penis envy is biologically based. Instead, she pointed out that girls envy boys because they often lack the same privileges and opportunities. Thus, penis envy isn’t due to a literal desire, but a symbolic one for equal rights. Some also objected to Freud’s ideas about women’s inferior morality, arguing they are reflective of his own prejudices. And in fact, research has shown that boys and girls can develop equally strong senses of morality.   In addition, while Freud argued that the Oedipus Conflict is universal, anthropologists like Malinowski countered that the nuclear family is not the standard in every culture. Malinowskis study of the Trobriand Islanders found that relationships between father and son were good. Instead, it was the sons uncle that served as his disciplinarian. In this case, then, the Oedipus Complex wouldn’t play out as Freud described. Finally, Freud’s ideas about the Oedipus Complex were developed from a single case study, that of Little Hans. Relying on only one case to draw conclusions raises questions on scientific grounds. In particular, Freud’s objectivity and the reliability of his data have been called into question. Sources Cherry, Kendra. â€Å"What is an Oedipus Complex?† Verywell Mind, 20 Sept. 2018, https://www.verywellmind.com/what-is-an-oedipal-complex-2795403Crain, William. Theories of Development: Concepts and Applications. 5th ed., Pearson Prentice Hall. 2005.McLeod, Saul. â€Å"Oedipal Complex.† Simply Psychology, 3 Sept. 2018, https://www.simplypsychology.org/oedipal-complex.htmlMcAdams, Dan. The Person: An Introduction to the Science of Personality Psychology. 5th ed., Wiley, 2008.

Columbian Exchange Essay - 2042 Words

On August 3, 1492, Christopher Columbus departed from Palos, Spain to begin his journey across the Atlantic Ocean. This was the first of many voyages that allowed him to explore a New World where he was able to discover plants, animals, cultures and resources that Europeans had never seen before. The sharing of these resources and combination of the Old and New World has come to be known as the Columbian Exchange. During these explorations, the Europeans brought diseases such as malaria, yellow fever, typhoid and bubonic plague to the New World, wiping out entire Indian populations. There were also many other populations wiped out due to complications that came from this exchange. Were these explorations and the wiping out of entire†¦show more content†¦To get to his destination, Columbus used instruments such as celestial navigation, astrolabe, quadrant and dead reckoning. He spotted land in October of 1492 and decided to explore. When the very first settlers arrived to the New World, they brought many changes, which had a large impact on the physical areas of the new world. The Europeans needed labor, which led to the import of slaves from Africa. As the explorers came to the New World and began to make changes, the Native American population began to drastically decline while the European population in the New World began to increase. More and more people began to move to cities instead of staying in rural areas, which created more urbanized living. Before Columbus crossed the Atlantic, different parts of the world had been developing on their own. The Eastern and Western hemispheres were completely separate and they had no way of trading or communication. The people were all completely different, having been brought up in completely different cultures. They each had their own set of diseases, plants, animals and crops. However, this was all about to change with the exploration of the New World by Columbus and the other Europeans. When the Europeans first arrived, some of the Native Americans thought they might be Gods while others thought of them as invaders. However, they began to communicate, and they began to learn about what the other culture had to offer. PositiveShow MoreRelatedAlfred W. Crosbys Article The Columbian Voyages, The Columbian Exchange, and Their Historians769 Words   |  4 Pages In his article â€Å"The Columbian Voyages, the Columbian Exchange, and Their Historians†, Alfred W. Crosby seems to think that much of the Columbian voyages and what came out of them was detrimental to many cultures, most of all the Native Americans. Crosby brings up many institutions and ideologies to re-enforce his opinion, such as the slave trade and the conquest of many Native American cultures. 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The Columbian Exchange introduced many foo ds that are still essential to consumption in today’s world along with the seventeenth to nineteenth centuries. The potato is a prime example of how the Columbian Exchange changed global consumption patterns because it was nutritious and had an abundant amount of calories in it and caused a mass population increaseRead Morecolumbian exchange817 Words   |  4 Pagesï » ¿ The Columbian Exchange The Columbian exchange created an enormous interchange of various political ideas, cultures, foods, diseases, animals, and people between the old world and the new world, this give and take relationship caused many changes some positive and some negative between the two areas and help redistribute resources between the two hemispheres. There were many positive things that happened as a result of the Columbian exchange. Potatoes and corn became major food sources forRead MoreThe Columbian Exchange1317 Words   |  6 PagesAtlantic and vipers on the other. After 1492, human voyagers in part reversed this tendency. Their artificial re-establishment of connections through the commingling of Old and New World plants, animals, and bacteria, commonly known as the Columbian Exchange, is one of the more spectacular and significant ecological events of the past millennium. When Europeans first touched the shores of the Americas, Old World crops such as wheat, barley, rice, and turnips had not traveled west across the AtlanticRead MoreIndians And The Columbian Exchange1487 Words   |  6 Pages The Columbian Exchange is a huge exchange of goods and ideas between the old world and the new world. The old world is considered Europe, Asia and Africa and the new world is considered America. Their colonies started to trade with each other and that’s when they formed the Columbian Exchange. Many countries were involved in this trade, including China, Africa and Italy. The exchange of the new ideas, traditions, food, religion and diet changed cultures everywhere. The Natives gave and receivedRead MoreThe Columbian Exchange Statistics782 Words   |  4 PagesThe Columbian Exchange Statistics By the Numbers Estimated population of Europe in 1492: about 60 million Estimated population of the Americas in 1492: 40-100 million Estimated population of Europe in 1800: 150 million Estimated population of the Americas in 1800: 25 million (the vast majority of whom were of European or African descent) Major domesticated animals in the New World in 1492: dog, llama Major domesticated animals in the Old World in 1492: horse, cow, pig, sheep, goat, chickenRead MoreImpact Of The Columbian Exchange909 Words   |  4 PagesThe Columbian Exchange was an event that was very impactful on modern day. The Columbian Exchange was the widespread trade of plants, animals, guns, and diseases. It occured between the Americas, Africa, and Europe. Examples of products that the Americas contributed are turkey, squash, and potatoes. Examples of products that Europe contributed are horses, sugar, and smallpox. Columbian exchange was a huge impact on our modern day world because it changed war and hunting, it introduced new ingredientsRead MoreEssay On The Columbian Exchange816 Words   |  4 PagesThe Columbian Exchange The discovery of the New world or America in the year 1492, and The Columbian Exchange it played a significant role on bring resources to various parts of the world. It brought the exchange of various resources like plants, animals, and diseases across the world. The year was 1492 is when Christopher set sail and put in motion The Columbian Exchange or also known as The Great Exchange. The Columbian Exchange affected the geographic location with the trading routes withRead MoreImpact Of The Columbian Exchange970 Words   |  4 PagesCrosby used the term â€Å"Columbian Exchange† for this significant event. In general, the Columbian Exchange has not only changed Europeans and Native Americas ways of life but also helped to shape the world today. First of all, the changes in agriculture has a great impact on both the Old World and the New in terms of culture and economy. The popular New World crops such as maize, white potatoes, sweet potatoes, and manioc travel to the Old Worlds during the Columbian Exchange. Thanks to the suitable

Cultural Management between Cambodia & Turkey-Samples for Students

Question: Discuss about the "Cross Cultural Management between Cambodia and Turkey". Answer: Introduction The name Cambodia is derived from the French word Cambodge that came from the word Khmer which means born of Kambu. Cambodia is located between Vietnam and Thailand under the mainland Southeast Asia. The most central place economically and culturally is lowland flood plain of Tonle Sap Lake and Mekong River. Though Cambodia has coastline on Thailand that coast is separated from central flood plain through the mountains. Thereafter, during 1950s roads and railroads were constructed for providing ready access to coastal port towns (Mazanec et al. 2015). The economy of the country is dominated by the agriculture of wet rice and the iconic image of countryside is one of the rice paddies that are scattered with sugar palms. The people of Cambodia mostly speak in Khmer language and the people mainly belong to the Vietnamese, Mon and various other Asian languages. On the other hand, Turkey is located at crossroads of Balkans, Middle East, Caucasus and the eastern Mediterranean. With regard to population and territory Turkey is among larger nations and the land area of Turkey is more than any of the European state. Turkeys modern history started in the beginning of the 20th century and after the country became repuplic, the leaders from Turkey started working for modernizing the location and brought various fragments together that was formed during war. The economy of the country is still developing and it is the wide mix of traditional agriculture and modern industry and 30% of the countrys employment consists of agriculture (Bakir et al. 2015). Major agricultural products of Turkey are hazelnuts, citrus, sugar beets, grains, cotton, tobacco and livestock and the main industries of Turkey are food processing, textiles, electronics, petroleum, steel, paper, lumber and construction. Turkeys climate is temperate and has wet and mild winters, dry and high summers. Cultural dimension of Hofstedes theory This theory establishes the framework that revolves around the cross-cultural engagements that were formed by Geert Hofstede. Collectively the dimensions state the cultural impact on the society base on different cultures, relationship among behaviour and values in association with analysis of various factors. To be more specific, this theory takes into account significant approaches of culture and delivers them the rating based on the comparison scale (Hofstede 2017). Leadership styles The style of leadership can be explained from various aspects and can be stated in different ways. The style of leadership is the one that employs the person based on the environment that is to be used and the groups on which the style is to be used. The leadership style under Hofstedes concept includes the power distance, individualism and masculinity (Mladenovi? et al. 2017). Power distance Power distance states the level at which the person is comfortable with the distribution of authority or power of any organization. The people from Cambodia have high level of power distance as compared to the Europeans. The culture of the country honours the referent powers and observes a clear demarcation among the subordinates and superiors, old and young. Obedience, allegiance and respect to the superiors or the higher authorities considered as highly desirable (Saleem and Larimo 2017). On the other hand, in Turkey, the major decisions are always taken by the most important and elder people for favouring the other people in group. The head of the family always takes the household decisions. However, as the people are now getting stronger, independent, educated and divorced parents, the situations are also getting changed. In the same way, the business and education world, leaders are no longer exist but the bosses feels themselves as superior to others. Collectivism vs. Individualism It is the measurement of strength of ties of the people with others in the community. A community with high level of collectivism score will have strong group consistency and therefore, will exhibit the high level of respect and loyalty among the members whereas under individualism the ties among the individuals are loose and everyone is expected to take care of her or him or the immediate family (Gholipour and Tajaddini 2014). Cambodia falls under high collectivism society and therefore the group welfare is valued higher as compared to the individuals. On the other hand, Turkey falls under highly individualism society and the people are generally concerned about themselves, their families and immediate families. In working place also the employees are concerned about themselves and do not consult while taking any decisions. Feminity vs. Masculinity It measures the level at which the culture values the traditional female and male roles. Under the traditional male roles the virtues are competitive and assertive and the traditional female role virtues are caring and modesty. A culture that has high score for masculinity creates a gap among the mens and womens values and a culture with low masculinity values the women (Hofstede 2014). Cambodia falls under the predominant feminine culture and they place high value on the people, nurturing and life quality. Meeting the basic requirements are sufficient to fulfil their needs. On the other hand, Turkey falls under the border of feminine or masculine culture. Boys dont reveal their emotions and they dont cry too, however, they are supposed to protect their women. Their most important goal is to earn money whereas the women are supposed to take care of their kids, husband and families. With the changing time, the women are now getting educated, earning money and stand by the all problems of the life (Minkov and Hofstede 2014). Long-term orientation Long-term orientation is concerned about the future, short-term social or material success and short-term gratification. It states the scenario with regard to the adaptability, perseverance and persistent. It is defined as the way of communication that includes voice tone, body gestures, physical distance among the communicators, weather, time of the day, societal norms, place of the communication, situation and external factors (Degens et al. 2017). Two type of approaches are there low context and high context. High context mainly assign the importance to the surrounding of a message and the secondary importance to message itself. Under the high-context communication more time is required to take any decision and perform the transactions as compared to the low context cultures. On the contrary, low context cultures allocate the primary meaning of objective communication message and then the secondary meaning to context. Under the low-context communication it emphasizes accuracy, sp eed and efficiency. The low-context communications are logical, action oriented, linear and big part of the data is formalized and explicit and the communications are supposed to be proceeded in explicit, verbal and rational way. Cambodia falls under the high context communication and prefers the implicit language and collect most of the data from the communication context instead of using the actual code. The people from the country tend to share their experience through communication. In the same way, the employees communicate for conveying various emotional response and they expect the group members to follow and know the required protocol while interacting (Beugelsdijk, Kostova and Roth 2017). Further, they consider it inappropriate for publically discussing the problem of an individual. Criticism, if required, is indirectly or privately done. Questions regarding the issues are talked about to deal with the issues and find out a positive response. On the other hand, European cou ntries like Turkey fall under the low context communication culture. The information transmitted by explicit, direct and clear way. There are very little or no gap for the communication from the receivers as well as transmitters ends. Moreover, the clear and direct transformation of information is appreciated whereas, the ambiguity is not liked (AlAnezi and Alansari 2016). Decision making Unlike the other aspects of Hofstedes concept decision making style is not same as the organizational and management aspect. The decision making approach is useful means to understand the managers, their problem solving approach and the decision making ability for interacting with other people in the organization. The culture of the country has an impact on the decision making process by the managers or others to solve the problems (Upadhyaya, and Rittenburg 2015). Cultural contingencies for decision making process are as follows 5 steps for decision-making Cultural variations Problem solving approach Acceptance of situation 1. Recognition of Problem Situations shall be changed Few situations shall be accepted instead of changing 2. Search of information Gathering the facts Gathering the possibilities and ideas 3. Alternative construction Future-oriented, new alternatives can be changed and learnt Future-present-past oriented alternatives substantially cannot be changed 4. Choice The responsibilities of decision making are delegated and decisions are taken quickly The senior managers takes the decisions and the decisions are taken slowly 5. Implementation Process is slow as the single person is responsible for all the responsibilities Process is fast as it involves participation from all groups Segregation of the styles of decision making are made on the basis of democracy and autocracy as opposite poles of same scale (Rienties and Tempelaar 2013). Six alternatives under the decision making style are as follows Serial No. Type Definition for decision-making style 1. Autocratic Generally, the person involved makes his own decision or solve the problem using the information that is available without consulting the subordinates 2. Consultative Generally, the persons consults the subordinates and then take the major decision after analysing various alternatives 3. Pseudo-consultative The person consults with the subordinates, however, it does not mean that he considers their ideas while making decision 4. Participative The person analyze and share the issues with the subordinates under the group, analyse the alternatives and then arrive at the major decision 5. Pseudo-Participative Normally the person analyze and share the issues with the subordinates under the group, analyse the alternatives to establish the right decision and inform the subordinates regarding what he thinks to be right and then carries out the process of decision vote. 6. Delegatory Generally, the subordinates are asked to take the decision on their own. The consumers decision making style in Cambodia is involved with the mental orientation strategy the consumer has towards the choice selection. The people in Cambodia are of participative or delegatory type as they falls under highly collectivism and the manager does not make their own decision without discussion it with their subordinates (Samaha, Beck and Palmatier 2014). Further, in Cambodia the group welfare is valued higher as compared to the individuals. On the other hand, Turkey falls under highly individualism society and the people are generally concerned about themselves, their families and immediate families. In working place also the employees are concerned about themselves and do not consult while taking any decisions. Further, they make their decision based on the autocratic type of communication and the person involved makes his own decision or solve the problem using the information that is available without consulting the subordinates (Putnam and Gartstein 2017). Managing teams The difference in culture has an impact on the creation of efficient team management. While managing teams, various things those are required to be taken care of for the positive performance of the team are Creation of various opportunities for the members of the team and knowing each other better (group orientation) regarding their work capabilities and experience (individual orientation) Find out the thinking and judgements of the team members and what they think about the efficient team member and efficient leader (preference of power distance). The team members shall be asked regarding what they feel as barrier in performing the efficient team work. The answer shall be different based on the cultural difference. These answers shall be discussed and acknowledged (Chien Iet al. 2016). Set the protocols for the team for leadership, communication, meeting, conflict management and decision making, which in turn will reflect the languages and cultural diversity of the team. Human interactions shall be tracked through preparing the questionnaire so that the potential culture can be identified and the issues can be processed before it reaches at the serious level. The fact shall be acknowledged that not meeting with the team members face-to-face may have negative impact on the members. Time shall be taken out for learning something regarding the difference in culture represented within the team. If possible, a culture mentor shall be found out. Shall speak distinctly and shall avoid the usages of jargon, sport analogies and telling of the jokes. Summarize and paraphrase the discussion more frequently. In Cambodia, as they fall under highly collectivism culture, group welfare is valued higher as compared to the individuals. The management before taking any decisions consult their team members and the decisions are taken for the benefit of the team. On the other hand, Turkey falls under highly individualism society and the people are generally concerned about themselves, their families and immediate families. In working place also the employees are concerned about themselves and do not consult while taking any decisions. Further, they make their decision based on the autocratic type of communication and the person involved makes his own decision or solve the problem using the information that is available without consulting the subordinates. The managers are less concerned about the team members and while making decisions the views of the team members are generally ignored. Indulgence vs. restraint It states the level at which the societies have control on the desires and impulses. As per Hofstede, the culture is collective programme of the mind that segregates among different category of people. Cambodia falls under indulgence nature and believes in freedom and enjoyment of the people in group whereas, Turkey falls under restraint culture and does not allow freedom and enjoyment of the people in group. Uncertain avoidance It is the tolerance level of a society for ambiguity and uncertainty. Under the Hofstedes concept the high value is placed on the time of the people and their requirement of their freedom and privacy and it acknowledges the individual accomplishments. Further, the system based on the valuation of feminity or masculinity. Further, the education and thrift are considered as positive values whereas the people who are willing for compromising will have lower valuation. The value system of Cambodia is based upon its collectivist nature (Kim 2017). It values the independence and self-sufficiency, self interest of the group over the individual interest. However, in Turkey as the people are of individualism nature, it does not value the group enjoyment and values the concentration on self or maximum to the dear and near ones and are concerned about fulfilment of their own goals, needs and interests. Conclusion As per the above discussion it is concluded that as far as the international business is under consideration, the cultural dimensions plays an important role. The manner, in which the different cultures are viewed, can assist the manager to sail and understand the various concepts of international business. With regard to the cultural dimensions, Cambodias business market significantly varies with that of Turkey. The people from Cambodia have high level of power distance as compared to the Europeans, whereas the people from Turkey have low level of power distance. Further, the Cambodian people have collectivist and feminist culture. They prefer to take the decisions collectively and concerned about the team members benefits. Further, they value their women as like the men. On the other hand, turkey has individualism and masculinity culture. They are concerned about themselves or their near and dear ones. Further, the women are supposed to do the household works and take care of their babies, husbands and family members. In Cambodia, important decisions are taken only after discussing the points with subordinates whereas in Turkey, the decisions are mainly taken by the top level management people or the head of the family. References AlAnezi, A. and Alansari, B., 2016. Gender differences in Hofstede's cultural dimensions among a Kuwaiti sample.European Psychiatry,33, pp.S503-S504. Bakir, A., Blodgett, J.G., Vitell, S.J. and Rose, G.M., 2015. A preliminary investigation of the reliability and validity of Hofstedes cross cultural dimensions. InProceedings of the 2000 Academy of Marketing Science (AMS) Annual Conference(pp. 226-232). Springer, Cham. Beugelsdijk, S., Kostova, T. and Roth, K., 2017. An overview of Hofstede-inspired country-level culture research in international business since 2006.Journal of International Business Studies,48(1), pp.30-47. Chien, S.Y., Sycara, K., Liu, J.S. and Kumru, A., 2016, September. Relation between Trust Attitudes Toward Automation, Hofstedes Cultural Dimensions, and Big Five Personality Traits. InProceedings of the Human Factors and Ergonomics Society Annual Meeting(Vol. 60, No. 1, pp. 841-845). Sage CA: Los Angeles, CA: SAGE Publications. Degens, N., Endrass, B., Hofstede, G.J., Beulens, A. and Andr, E., 2017. What I see is not what you get: why culture-specific behaviours for virtual characters should be user-tested across cultures.AI society,32(1), pp.37-49. Gholipour, H.F. and Tajaddini, R., 2014. Cultural dimensions and outbound tourism.Annals of Tourism Research,49, pp.203-205. Hofstede, G., 2013. Hofstede cultural dimensions theory. Hofstede, G., 2014. nd, Hofstede's Cultural Dimensions: Understanding Workplace Values Around the World.Mind Tools Ltd, viewed,5. Hofstede, G., 2017. Cultural Dimensions: Country comparison. Kim, S., 2017. National culture and public service motivation: investigating the relationship using Hofstedes five cultural dimensions.International Review of Administrative Sciences,83(1_suppl), pp.23-40. Mazanec, J.A., Crotts, J.C., Gursoy, D. and Lu, L., 2015. Homogeneity versus heterogeneity of cultural values: An item-response theoretical approach applying Hofstede's cultural dimensions in a single nation.Tourism Management,48, pp.299-304. Minkov, M. and Hofstede, G., 2014. A replication of Hofstedes uncertainty avoidance dimension across nationally representative samples from Europe.International Journal of Cross Cultural Management,14(2), pp.161-171. Mladenovi?, S.S., Mladenovi?, I., Milovan?evi?, M. and Deni?, N., 2017. Cross-cultural dimensions influence on business internationalization by soft computing technique.Computers in Human Behavior,75, pp.865-869. Putnam, S.P. and Gartstein, M.A., 2017. Aggregate temperament scores from multiple countries: Associations with aggregate personality traits, cultural dimensions, and allelic frequency.Journal of Research in Personality,67, pp.157-170. Rienties, B. and Tempelaar, D., 2013. The role of cultural dimensions of international and Dutch students on academic and social integration and academic performance in the Netherlands.International Journal of Intercultural Relations,37(2), pp.188-201. Saleem, S. and Larimo, J., 2017. Hofstede cultural framework and advertising research: An assessment of the literature. InAdvances in Advertising Research (Vol. VII)(pp. 247-263). Springer Fachmedien Wiesbaden. Samaha, S.A., Beck, J.T. and Palmatier, R.W., 2014. The role of culture in international relationship marketing.Journal of Marketing,78(5), pp.78-98. Upadhyaya, S. and Rittenburg, T.L., 2015, June. Cultural influences on experiences of and responses to consumer vulnerability. InAnnual Macromarketing Conference(p. 59).

Police Brutality Essays (9057 words) - Law Enforcement, Government

Police Brutality In recent years, police actions, particularly police abuse, has come into view of a wide, public and critical eye. While citizens worry about protecting themselves from criminals, it has now been shown that they must also keep a watchful eye on those who are supposed to protect and serve. This paper will discuss the types of police abuse prevalent today, including the use of firearms and receipt of private information. I will also discuss what and how citizens' rights are taken advantage of by police. For these problems, solutions will be discussed, focusing on political reform , education, and citizen review boards. These measures are necessary to protect ourselves from police taking advantage of their positions as law enforcement officers with greater permissive rights than private citizens. Because of this significant differential, all citizens must take affirmative action from physical brutality, rights violations, and information abuse. Problems arise , however, when one side is told what to do by another, as there is bound to be conflicting viewpoints. In regard to police abuse, there will be many officers who feel that their job of fighting escalating street crime, gangs, narcotics violations, and other violent crimes is difficult already, and that worrying about excessive policy for abusive behavior will only further decrease their ability to fight crime effectively, efficiently, and safely. Citizens, however, have been caught up in this gung-ho attitude, and police are more and more often crossing the line of investigation and interrogation with abusive behavior. This abuse must be monitored so that police do not forget who they are serving--not themselves, but the public. This means that even the criminals, who are a part of the public, have certain rights, particularly, civil rights. All citizens must be aware of these rights to protect themselves against over-aggressive officers who take advantage of their position as badg e and gun holders to intimidate and abuse civilians for personal or departmental goals. Such conflicts have significant implications on departmental and administrative policy procedures. One of the main police abuse problems is physical brutality. The main goal here should be to get the police departments to adopt and enforce a written policy governing the use of physical force. The policy should restrict physical force to the narrowest possible range of specific situations. For example, there should be limitations on the use of hand-to-hand combat, batons, mace, stun guns, and firearms. However, limiting polices' actions will bring much debate, especially from police officers and administrators themselves. Many feel that their firepower is already too weak to battle the weapons criminals have on the streets, and limiting their legality of gun use will not only endanger them, but the innocent bystanders who must endure the hierarchy gun power creates in the benefit of criminals. For instance, not only should officers use brutality in very limited situations, to help curtail unwarranted use, but policies should require officers to file a written report after any use of physical force, regardless of how seemingly insignificant. That report should then be automatically reviewed by superior officers. It is necessary to involve superior officers so that a tolerance of brutality is not established, and an atmosphere conducive to police abuse is not created. Police may feel that such action would be burdensome. This is so because police often already feel burdened and restrained by policy and paperwork which takes a large amount of their on-duty time. When will police be required to do paperwork on how long and what was done during each coffee break to ensure tax payers are getting their every seconds worth? There must be a reasonable balance between civilian intervention and administration. Although, if every incidence of police abuse was requested to be reported, how many actually would be? Maybe only those serious enough, as depicted in new guidelines, would make it, leaving some space for officers to exert pressure without crossing serious and abusive policy. Another tactic to control police brutality is to establish a system to identify officers who have been involved in an inordinate number of incidents that include the inappropriate use of physical force. The incidents should then be investigated. For those officers who are frequently involved in unnecessary police brutality, they

The New Employee in the Daniel Orozcos Orientation

The new employee is the main character in Orozco’s story â€Å"Orientation.† Orozco only concentrates on relationships of other employees and makes the new employee a mere observer in the new setting.Advertising We will write a custom essay sample on The New Employee in the Daniel Orozco’s Orientation specifically for you for only $16.05 $11/page Learn More The narrator refers to the main character using the second person voice. â€Å"You must pace your work† (Orozco 2).However, the narrator tells the story using the first person voice. â€Å"What do I mean? (Orozco 3). The new employee does not speak in the story although we can see that there was dialogue. â€Å"I’m glad you asked that† (Orozco 3). We assume that the new employee asks a question but the narrator does not include it in the story. By so doing, the narrator demonstrates that the new employee who is the listener is completely insignificant. Simila rly, the job that the new employee is to partake is insignificant to the story. The story is set in a conventional office environment. â€Å"Those are the offices and these are the cubicles† (Orozco 1). The narrator uses this setting to make the lives and behaviors of employees appear more disgraceful. The narrator shifts from orientating the new employee to the general office to revealing about personal lives of the employees. He tells us about Russell Nash and his lust for Amanda Pierce. Apparently, discussing such information in an office environment is absurd. Assuming that the narrator and the new employee had never met before, the narrator ought to have restrained from discussing sexual relationships of other employees because he risked embarrassing the listener. Under normal circumstances, such discussions only happen between people who are close to each other. The narrator maintains a professional stance by refusing to comment on different sexual aspects of the employ ees. He only narrates events without sharing his mind about the same. For instance, he describes what Amanda’s husband does but he refrains from offering further comments (Orozco 4). This adds value to how the new employee perceives the information that the narrator shares.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More The narrator also tells the new employee about his job limitations. â€Å"There are no personal phone calls allowed† (Orozco 1). The narrator then explains to the new employee about what he can do when there is need for an emergency call. â€Å"If you must make an emergency phone call, ask your supervisors first† (Orozco 1). The narrator uses a professional tone in these two communications and creates a professional mood, which contradicts the idea of unprofessionalism when discussing personal information about employees. The objects in this piece of li terature are the offices and the cubicles. â€Å"Those are the offices and these are the cubicles† (Orozco 1). The narrator uses these objects to indicate to the new employee that he must act professionally as he is an official environment. These objects also instill caution in the new employee and that is why he listens cautiously and asks questions where he does not understand. The story ends with a climax, as the narrator tells the new employee about Kelvin Howard, who is a serial killer. â€Å"Kevin Howard sits in that cubicle over there. He is a serial killer† (Orozco 5). The narrator goes ahead and explains how Kelvin mutilates people in town. He, however, clarifies that Kelvin only kills strangers. By doing so, the narrator intends to assure the new employee that he is safe because under normal circumstances, an employee would scare the idea of working with a prominent serial killer. The narrator also portrays Kelvin as a hardworking man who does not let his non -professional activities interfere with his professional duties. Supposedly, the new employee feels secure because he will not be a stranger to Kelvin, but a professional colleague who Kelvin cannot attack. Therefore, this conclusion works because the aim of orientation is to make people comfortable in new settings.. Works Cited Orozco, Daniel. Orientation, New York: Faber Faber, 2011. Print.Advertising We will write a custom essay sample on The New Employee in the Daniel Orozco’s Orientation specifically for you for only $16.05 $11/page Learn More This essay on The New Employee in the Daniel Orozco’s Orientation was written and submitted by user Sp1der-Ham to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Biography of Mary Read, English Pirate

Biography of Mary Read, English Pirate Mary Read (1685–buried April 28, 1721) was an English pirate who sailed with Calico Jack Rackham and Anne Bonny. Though little is known for certain about her former life, she was well-known as a pirate from 1718 to 1720. After being captured, she was spared hanging because she was pregnant but died shortly after due to an illness. Fast Facts: Mary Read Known For: One of the most famous female pirates of all time, Read sailed with Calico Jack Rackham during the early 1700s.Also Known As: Mark ReadBorn: 1685 in EnglandDied: 1721 (buried April 28, 1721) in Port Royal, Jamaica Early Life Most of the limited information about Mary Reads life comes from Captain Charles Johnson (believed by many, but not all, pirate historians to be a pseudonym for Daniel Defoe, the author of Robinson Crusoe). Johnson was descriptive, but never mentioned his sources, so most of Reads alleged background is in doubt. Read was supposedly born sometime around 1690 to the widow of a sea captain. Mary’s mother dressed her up as a boy to pass her off as her older brother, who had died, to get money out of Mary’s paternal grandmother. Mary found she liked dressing as a boy, and as a young â€Å"man† she found work as a soldier and sailor. Marriage Read was fighting for the British in Holland when she met and fell in love with a Flemish soldier. She revealed her secret to him and they married. For a time, they operated an inn called The Three Horseshoes not far from the castle at the town of Breda in the Netherlands. After her husband died, Read could not operate the inn alone, so she went back to war, dressing once again as a man. Peace was soon signed, however, and she was out of work. Read took a ship to the West Indies in hopes of finding new opportunities. Joining the Pirates While en route to the West Indies, Read’s ship was attacked and she was captured by pirates. Read decided to join them and for a while, she lived the life of a pirate in the Caribbean before accepting the king’s pardon in 1718. Like many former pirates, she signed on board a privateer commissioned to hunt down those buccaneers who had not accepted the pardon. The mission didn’t last long, however, as the whole crew soon mutinied and took over the ship. By 1720, she had found her way on board the pirate ship of â€Å"Calico Jack† Rackham. Anne Bonny Calico Jack already had a woman on board: his lover Anne Bonny, who had left her husband for a life of piracy. According to legend, Bonny developed an attraction to Mary, not knowing that she was a woman. When Bonny tried to seduce her, Read revealed herself. According to some accounts, they became lovers anyway, with Rackham’s blessing (or participation). In any event, Bonny and Read were two of Rackham’s most bloodthirsty pirates, each carrying- according to one report- a machete and a pistol. Read was a good fighter. According to legend, she developed an attraction to a man who had been forced to join the pirate crew. The object of her affection managed to irritate a certain cutthroat on board, who challenged him to a duel. Read, fearing that her would-be lover might get killed, challenged the brute to a duel of her own, scheduling it a couple of hours before the other duel was supposed to take place. She promptly killed the pirate, in the process saving the object of her affection. Capture and Trial By late 1720, Rackham and his crew were well known as dangerous pirates, and bounty hunters were sent out to capture or kill them. Captain Jonathan Barnet cornered Rackhams ship in late October 1720. According to some accounts, Bonny and Read fought valiantly while the men hid below deck. Rackham and the other male pirates were quickly tried and hanged in Port Royal, Jamaica, on November 18, 1720. Bonny and Read declared at their trial that they were pregnant, which was soon determined to be true. They would be spared the gallows until they had given birth. Death Mary Read never got to taste freedom again. She developed a fever and died in prison not long after her trial, probably sometime in early April 1721. Records from St. Catherine Parish in Jamaica show that Read was buried on April 28, 1721. Legacy Most of the information about Read comes from Captain Johnson, who most likely embellished at least some of it. It is impossible to say how much of what is commonly known about Read is true. It is certainly true that a woman by that name served with Rackham, and evidence is strong that both women on his ship were able, skilled pirates who were every bit as tough and ruthless as their male counterparts. As a pirate, Read didnt leave much of a mark. Rackham is famous for having female pirates on board (and for having an impressive pirate flag), but he was strictly a small-time operator, never getting close to the levels of infamy of someone like Blackbeard or the success of someone like Edward Low or Black Bart Roberts. Nevertheless, Read and Bonny have captured the public imagination as being the only two well-documented female pirates in the so-called Golden Age of Piracy. In an age and society where the freedom of women was greatly restricted, Read and Bonny lived a life at sea as full members of a pirate crew. As subsequent generations increasingly romanticize piracy and the likes of Rackham, Bonny, and Read, their stature has grown even further. Sources Cordingly, David. Under the Black Flag:  The Romance and the Reality of Life Among the Pirates. New York: Random House Trade Paperbacks, 1996.Defoe, Daniel. A General History of the Pyrates. Mineola: Dover Publications, 1972/1999.Johnson, Charles, and Margarette Lincoln. A General History of the Robberies and Murders of the Most Notorious Pirates. The Folio Society, 2018.Konstam, Angus. The World Atlas of Pirates. Guilford: The Lyons Press, 2009.Woodard, Colin. The Republic of Pirates: Being the True and Surprising Story of the Caribbean Pirates and the Man Who Brought Them Down. Mariner Books, 2008.

RC and RI circuits Lab Report Example | Topics and Well Written Essays - 1250 words

RC and RI circuits - Lab Report Example The data and observation were recorded whilst simulating the above circuits. RC circuit contain both resistor connected in series and the capacitor. The system can be used to control timing. When DC voltage source is connected across an uncharged capacitor, the rate at which the capacitor charges up decrease as times passes and the frequency changes The objectives of the experiment was to investigate how the voltage across varies as it charges and to find its capacitive time constant. The circuit investigated the phase angle between each frequency at different voltage for both the input and output voltage. It aims at verifying the nature of the peak amplitude for every output and input wave front form The experiment was undertaken in accordance with the underlying laboratory procedure. Computation entail values of V(t).The circuits for charging and corresponding discharging the capacitor were sketched. They were wired in order to fully charged or discharge by switching the circuits. The apparatus was connected as shown in the diagram above and their frequencies were set in the time setting as shown above. Measurement was taken from the different frequency across, voltage noted across frequency, and a table was form to tabulate the phase angle for each frequency. The tabulated measurement was used for calculation and drawing of the graph. The graphs draw was used to tabulate the for the peak amplitude for both input and output. The circuit A and circuit B had peak amplitude for the output is 10v/Dv and corresponding input peak amplitude of 7.5v/Dv. In circuit C peak amplitude was 10V/Dv whilst the input peak amplitude was 8V/Dv As the frequency escalates from 100Hz to 10 kHz the corresponding output, voltage reduces from 9.9v to 0.718v. Thus, plotting the underlying output voltage against the input frequency, the output voltage becomes 70.7% of the input voltage gives as The output signal is attenuated to 70.7% of the underlying input

Human Geography Analysis Essay Example | Topics and Well Written Essays - 2750 words

Human Geography Analysis - Essay Example Malawi is a little smaller than Pennsylvania with a population of 15 million people and 90 percent of them living with an average income less than two dollars a day. Experts are in the view that by the end of this century, the population is likely to be almost 132 million. At present, about 40 percent of people in Malawi live below the nation's poverty line. The cause may be for lingering poverty is that in excess of 70 percent of Malawians live in countryside areas where they depend on agriculture for living. Almost all farmers cultivate maize; however, the income from it is insufficient that few people have enough money to live on. Three different views for the future of worldwide agriculture are ranged contrary to one other. The first and most admired progressive idea for Malawi, perceives these agriculturalists as fighters of a condemned way of life to be supported in future. Paul Collier, Oxford economist, is the man behind this ‘noble’ vision who offered in a conte mptuous November 2008 Foreign Affairs article in which he hit the ‘romantics’ who coveted for farmer cultivation. Seeing wages in cities are higher than in the rural area, and most advanced nation is capable to nourish itself without peasant farmers, Collier demanded for the features of big agriculture. He as well asked European Union to assist with genetically improved crops and the United States to stop domestic aids for biofuel. Biofuel aids are ridiculous, as they cause food prices to go up, drain off grains from the bowls of the poor into the production of biofuel with partial environmental advantages. Even though global agroindustry has made great profits since the East India Company, it hasn't improved the standard of farmers and farm laborers, who are always society's deprived people. If the aim is to make the world's poorest people wealthier, it is better to invest in their farms and place of work than to drive them to the metropolises. World Development Report in 2008 by the World Bank found that, certainly, investment in farmers was effective and real ways of raising people out of poverty and starvation. Agriculturalists societies from Malawi to India to Brazil demanded that right to use land, water, viable technology, training, markets, and state venture in processing, and further entree to level playing arena on national and global markets can benefit them. Nevertheless it took three decades of inadequate plan for the development establishment to understand this, and yet to fully realize. So as to fight the Cold War in overseas arenas, the U.S. and important foundations spent profoundly in farming technologies, for instance, with improved seed and fertilizer. William Gaud, the USAID administrator, called it a Green Revolution. The Green Revolution was executed with less passion and success in Africa than in Asia. In 2006, the International Fertilizer Development Center viewed that $4 billion value of soil nutrients were being quarried from the African soil by farmers who, struggle to live, weren't filling the nitrogen, potassium, and phosphorous in the land. The reason for deteriorating soil quality lay because of systematic negligence since the 1980s that the World Bank itself acknowledged in an internal evaluation and the remedy is to fix the soil with technology. Consequently in 2006, the Rockefeller Foundation joined the Gates Foundation to launch ‘

The international trade theories implemented by KFC Essay

The international trade theories implemented by KFC - Essay Example In relation to the study, the company which has been selected is Kentucky Fried Chicken (KFC) is one of the most renowned brands in the segment of fast food chain restaurants in the international market. It was started in the 1930s in Southern USA as a small franchise business by Colonel Harland Sanders. Â  Presently, it has 13,000 restaurants in all over the world. Â  The three most important success factors including service, quality, and relaxing atmosphere make KFC be a market leader. The exchange of goods, services, and capital across an international border and/or territories is widely referred as international trade in the modern business environment. In the similar context, international trade theory emphasizes on understanding the traditional influences over particular businesses in order to appreciate international trade that in turn provides assistance to improve the welfare of countries in terms of economic aspects. It is in this context that the factors which are consi dered to be of utmost significance by KFC in its international trade theories include cultural, political, legal and economic factors. The attitudes, beliefs, and values of a society are considered as cultural aspects of that country. A culture can be treated as one of the strongest influencing factors in terms of conducting international trade between two different countries. For instance, KFC is engaged with many countries including China, Mexico, Latin America, and the US among others in terms of trade.

History of Business Studies

History of Business Studies This research has been a requisite due to the fact that in 2011 students performance at Higher School Certificate level had a fail rate (Grade U) of 34.16% out of 161 examinable candidates in Business Studies at Advanced Subsidiary level (MES, 2012). Moreover, the key messages from the principal examiners report for teachers (2011) claimed that educators should show students how to construct their answers by using the context and data provided; put emphasis on number of attempts of all questions in the data response paper; improve time management skills; read questions carefully and focus answers closely to question asked; provide guidelines for command words in questions such as explain, analyse and evaluate as evaluation remains a problem for candidates. In relevance to marketing, focusing on the elements of changes to the marketing mix; contextualising the market research; picking key evidences from daily marketing activities of businesses of were the most important aspects. On t he other extreme, candidates should take care to apply analysis and evaluation skills in the context in order to achieve higher marks; give a balanced argument in answers; show how concepts are useful to a business; comprehend the exact requirements of the questions. In 2000, Raelin (p.107) sustained that We need to continue to experiment with ways to bring reflective practice to management education (Business Studies in this context). Management is truly a messy, interactive, and typically tacit activity. We tend to treat instruction at an absurdly low level of complexity . . . Consequently, the author believes that Action Learning as an Action Research may revolutionize the leaning process of Business Studies students at secondary level. Aims and Objectives of the Research Aims of Research To show how effective is Action Learning as a concept in the teaching and learning of Business Studies at HSC level. To identify learning difficulties during Business Studies lesson. Objectives To enable set participation and discussions to acquire new skills during Business Studies lesson. To assess student based on their social skills and help them to learn from their own action. To compare performance of students behaviour based on past experiences in Action Learning. To provide participants the opportunity to ask questions, support each other and take action to resolve problems. To see how effective is Action Learning in developing other skills for learners. Rationale During the past years, teacher centred approaches have dominated the learning process leading to poor results in Business Studies. Students have very often complained that the teaching strategies being adopted by teachers are not motivating. Learners see the lesson as being bulky to complete at the two last periods after recess with conventional instruction. Throughout, interest level seems to be very low and the learners try to oppose the learning process. These are the main causes why the author proposes an alternative concept in Business Studies to minimise learning barriers. This research adopts a purely humanistic conception toward the enhancement of personal development of students in Business Studies. The humanistic perspectives incorporate cognitive, affective and psychomotor domains to facilitate experiential learning. The researcher is convinced that learning difficulties encountered by the students can be identified through action leaning. Guided and just-in-time learning will take place within a safer environment in order to acquire additional skills (communication skills, social skills and interpersonal skills). Real problems may be challenging for learners though discussion and questioning. In the company of a facilitator, critical thinking, generalisation of ideas and reflection of set members are achieved. Research Questions What types of problem are students facing while doing business studies at HSC Advance Subsidiary level in Forest Side SSS (boys)? Does action learning affect personal development and performance of students during learning process? Methodology An action research has been adopted for this study based on qualitative and quantitative research methodology. For the collection of data, qualitative assessment will be implemented on social skills through participants observation and quantitative assessment in the form Students Feedback Questionnaire. The sample size consists of 5 students studying Business Studies (Advance Subsidiary) at Lower Six. Materials will be mostly Case Studies where students will have to identify problems and discussions will be made in prior to obtain an outcome by using action learning. CHAPTER ONE INTRODUCTION Introduction This chapter outlines the history and evolution of Business Studies curriculum and syllabus in Mauritius at both Lower and Upper secondary level. It highlights the importance of choosing Cambridge International Examination (CIE) for Business Studies at SC level as basic grassroots. However, the author lays more emphasis on Higher School Certificate (HSC) at Advance Subsidiary level (AS) as it is the research focus area. 1.1. Brief history of Business Studies In 1948, management of business as a subject was introduce in the Mauritian curriculum during the British colonisation. The aim was to educate elite and students from aristocratic background to undertake family businesses. Later, Mauritian students got access to London Chamber of Commerce for distance learning in management studies. Some years later, in 1965 more precisely, the local government come to a decision to launch Business Education studies in both public and private schools. Business education was provided as core and elective module at the University of Mauritius after 1971. Business education at School Certificate level Introduced in lower secondary level (Form 3) curriculum during 1986, Business Education encompassed of three major domains namely Commerce, Principles of Accounts and Economics. Few years later prescribed textbooks along with their syllabus of these subjects had to be used in all schools doing Business Education. To be eligible for SC exams, students are offered a list of subject choices in Form 3 before promoting to Form 4. They are given the chance to select their study side. For instance, they can opt for Commercial studies, Business Studies, Economics, and Accounting. The syllabus code for Business Studies at O level is 7115. The exam paper embraces two sections namely; short-answer questions, structured questions and data response questions and Paper 2 questions derived from a given case study carrying equal weightage. Business activity, the organisation, changing business environment, economic environment, marketing and production are some underlining topics at Business Studies O level for students to apply their understanding to a variety of simple business situation. Figure 1.1 illustrates the grade distribution of Business Studies in 2011 at SC level. 1.3. Why choosing Cambridge O level Business Studies? Cambridge O level Business Studies is acknowledged by Universities and employers as a proof of business concepts and techniques across a range of different types of business (University of Cambridge, 2012). Successful students are exposed to lifelong business skills incorporating: understanding different forms of business organisations, the environments in which businesses operate and business functions such as marketing, operations and finance; an appreciation of the critical role of people in business success; confidence to calculate and interpret business data; communication skills including the need to support arguments with reasons; ability to analyse business situations and reach decisions or judgments. (Source: University of Cambridge, 2012) 1.4. Business education at Higher School Certificate level Business Studies at HSC level is demarcated by offering compulsory subject combinations through which learners have to compete for. For example, E03 would mean the combination of Economics, Business Studies and Accounting and NS20 would stand for Mathematics, Business Studies and Accounting. The paper code was amended in 2001 as 9707 which was previously 9368 for Management of Business. The exams paper takes into account of Core topics (for Advance Subsidiary) and Extension topics for Advanced level students. The composition of Advance Subsidiary (AS) exam session is of Papers 1 and 2 covering only core topics in Business Studies curriculum. Paper 2 lasts for 90 minutes through which students have to answer two data response questions in contrast to Paper 1 having two sections (A for short answer questions and B for essay on core curriculum) with duration of 75 minutes and weightage of 40 percent of the total marks. AS level syllabuses are designed to offer candidates with 180 guided learning hours with direct teaching per subject over the duration of the course and may vary with curricular practice and candidates prior knowledge on the subject. The main aims of the syllabus are to provide critical understanding of business activity, nature, and behavior and at the same time developing skills for decision making, problem solving, management of information and effective communication. Some topics covered by the syllabus are business and its environment, people in organizations, marketing, operations and project management, finance and accounting and finally strategic management which was recently introduce in the syllabus. It is worthy to note that AS results are shown in grades of a, b, c, d and e whereby grade a being the highest, e the lowest marks scored and U as ungraded (fail). A concrete example is illustrated in Figure 1.2 showing the performance in Business Studies at AS level for 2011. 1.5. Conclusion There has been an evolution in Business Education since 1965. With a high level of failures among Business Studies students in 2011, this study has become a priority to identify the factors causing learning difficulties through the use of Action Learning. The next chapter present an overview of AL as a concept. CHAPTER TWO LITERATURE REVIEW Introduction There is a number of reasons for the need for educational reform, including inappropriate methods of teaching and learning Mograby (1999), which have been largely a combination of teacher-directed rote learning using state developed curriculum and test-driven assessment (McNally, et al.,2002). Educational reform requires teachers with new knowledge and skills, teachers who are proactive and capable of generating their own professional dynamics (Wallace, 1996, p. 281). For those hoping to achieve learner agency, there are many powerful approaches aligned with the goals of active learning. One of these is Action Learning (AL) by Revan (1998). Hence, in this literature the first part emphasise on a definition for action learning. Various models of AL are discussed and interpreted as experiential leaning process. Last but not least, the characteristics of AL are described bearing in mind its components such as the AL set and the facilitator or the advisor. 2.1. Definition of Action Learning Revans (1998, p.83) asserted that there can be no learning without action and no action without learning. An action is a process of doing something to achieve a particular aim: student need to study to pass exams. Alternatively, learning is the acquisition of knowledge or skills through study or experience: different student experience different learning difficulties. Wrapping up action and learning would simply mean a course of action of performing a task differently through study and past experience to attain particular objectives. In a different way it is the transfer of knowledge, skill, and behaviour to something practical (Weinstein, 1998) to acquire wisdom. Yet, numerous researchers have elucidated the concept of Action Learning further. Action Learning formerly developed by Revans during the 1940s enable top management to steer the coal mining industry through a period of tumultuous change after world in Britain (OHara et al, 1996). The idea of Action Learning later became a reference for problem-solving for managers who believed that appropriate solutions may arise through discussions and changes in behaviours. Willmott (1997) elucidated how action learning can contribute to critical thinking by exploring how comparative abstract ideas can be mobilized in the process of understanding and changing interpersonal practices. Tom Bourner et al (1996) defined AL as a process of reflection and action aimed at improving effectiveness of action where learning is an important outcome while in 2002, Zuber-Skerrit came forward with a newer definition for Action Learning as learning inspiring from concrete experience and critical reflection on that experience which may occur in or by group discussions, trial and error, discover y and learning from and with each other. ONeil (1996) believed that AL programmes are used to help individuals to acquire new learning skills (social skills, communication skills and interpersonal skills), however, OHara et al (1996, p.16) put it as being less straightforward and more demanding than a traditional taught program. The latter argued that participants develop the capacity to be life-time learners, enabling them to adapt to new situations and circumstances (p.21) through AL. 2.2. Models of Action Learning Revans (1998) derived a model for action learning through conventional education system (traditional and formal methods of instruction) and penetrating questions (questioning skills used to get to the unknown). He expressed it by an equation: L=P+Q Whereby, L represents totality of individuals learning; P which is programmed knowledge and Q as the questioning insight. Though questioning insight boosts up effective learning (questions set from lower levels to higher levels) and facilitates the exploration of nature, action learning is not about acquiring only knowledge. That is why, Weinstein (1998) put forward that action learning is about practical learning and thinking differently through the use of new set of values and beliefs. Besides, based on a UK conference experience, Krystyna Weinstein devised a model of AL by focusing on a combination of three Ps comprising of a philosophy; specific procedures and two-end products. Weinstein (1997) argued that if any of the three Ps is missing, action learning will not crop up due to the fact that the philosophy underpins the procedures and show how the two end-products are reached. In her model, Ruebling (2007) stated that awareness (goals to achieve), inquiry (structured questioning through factual, feeling, possibility and decisional questions), insight and possibilities (suggestions), planning, commitment of future team meeting, accountability, execution, reflection, experiential learning and recalibration (take any particular to the next level whilst providing additional solutions) are the critical success factors for AL. Numerous types of AL were thought-out into four different schools (Tacit, Scientific, Experiential and Critical Reflection schools) by ONeil in 1999 whereby the centre of attention were real problems, scientific research, experiential learning, and reflections consecutively. OHara (1996) proposed a model to show how AL has been integrated in higher education whereby it involved processes which motivate participants to learn in a safety environment; set members share commitment and competences which eventually lead to personal or group challenges; the facilitator brings in trust, support and intellectual or emotional energy. Furthermore, the learner achieves a more fulfilling and successful experience when the action leaning approach is merged with stock of knowledge, research techniques and outcomes are assessed to gain academic qualification, learning skills and ability to deals with new circumstances. 2.3. Action learning as experiential learning Zuber-Skerritt (2002), Miller (2003) and Hicks (1996) advocated that action learning is identical to experiential learning that is, it is more than just a different form of expressing how to learn from experience (Mumford, 1995). However, Smith (2001, p.36) implied that: It is well known that experience itself is a very slippery teacher; most of the time we have experiences from which we never learn . . . action learning seeks to throw a net around slippery experiences and capture them as learning, i.e. replicable behaviour in similar and, indeed, differing contexts. A framework is provided to AL participants through which an individual, having had a concrete experience and having made observations about and reflected upon that experience, is in a position to form or develop abstract concepts or generalization based upon their observations and reflections. These concepts can then be tested in a new situation or a changed environment, which will, in turn, lead to new concrete experiences (Raelin, 1997; Smith, 2001). Figure 2.3 shows the Experiential learning cycle design by Kolb (1984) Experiential learning (Figure 2.3) also occurs through the action learning set (Mumford, 1991) as set members learn through their experiences of their actions, their observations, reflections, and conceptualizations are developed. They are encouraged and challenged explicitly through the set, which provides support to test the new understanding for discussions to develop and learn from experience in order to change, rather than simply repeating previous patterns (McGill and Beaty, 1992). 2.4. Characteristics of Action Learning Many researchers debated that effective Action Learning can only take place if the four elements below are linked to one another: the person or individual; the problem they are seeking to solve; a group of individuals (the learning set) with whom they interact; and action on the problem and learning from this action. Following the same dimensions, Smith and ONeil (2003) grouped some common characteristics of AL whereby problems are tackled in real time with no right answer; participants meet several times in small sets; problems are relevant; participants ask questions, reflect, extract lessons; they support each other; and take actions to resolve problems between set meetings. Problem solving provides the learner with an opportunity to act, be creative and to show that there is a significant change in behaviour, not simple increased awareness than rumination on unbounded ideas (MacVaugh and Norton, 2011). Although problems involved in learning may be familiar or unfamiliar to a group, internal or external, AL problems must, be real, significant, clearly defined, challenging, involve implementation (action) and capable of being learned from (Revans, 1980, 1982; Edmonstone, 2002). Furthermore, Marquardt (1999, 2004) identified six components of Action Learning which encloses a challenge is important to the group; diverse background for groups of four to eight; a process of questions and reflections; power to take action for strategies developed; commitment to learning at team and individual level; and lastly an AL coach who promotes learning and improve skills for personal development of team members. Personal development requires a person who is encouraged to develop his or her own reflective practices with a view to making things happen or change. According to Revans (1980, p. 43) this personal development works best when it is a natural outcome of a managers reflection on their daily practice; by tackling todays problems more thoughtfully, he automatically learns how better to tackle tomorrows. Ruebling (2007) discussed that bottlenecks can be eliminated from beginning to end by peer accountability and a distinctive peer-questioning to classify biases and a ssumptions driving thinking processes and behaviors. 2.5. Action learning Set Set is a group of participant or colleagues working with real problems with the intention of getting things done and take active stance toward life and helps to overcomepressures of life and work (McGill and Beaty, 1992). Set members comprises of four to six learners as there are no hard or fast rules about the constitution (Johnson, 1998). Set as a group process; it uses peers to generate learning from reflection on practice (Beaty et al., 1997, p. 185) and brings people together to exchange, support and challenge each other in seeking to learning (Pedler, 1996, p. 15). It is not an official meeting as there is no headperson or minutes of meeting to be taken which is absolutely essential to effective action learning (Mercer, 1990; Mumford, 1995). On the contrary, Craig Johnson (1998) stated that sets meeting support individuals in reflecting on past actionsand construct future action based on actual problems but Lee (1996) maintained that set requires equality of voice, shared trust and confidence, open discussion and a supportive environment, and works best when of an interdisciplinary nature. It is through discussion and questioning that set individuals develop their understanding and outcomes of a scrupulous problem. 2.6. The facilitator In action learning the facilitator creates a conducive learning environment by enabling participants to be more active and self-directed towards taking more responsibility for what they learn and how they learn it, and for assessing whether they have learned it. He or she is mainly the teacher in a classroom context with the expectation of developing the skills of learning for the students. Skills as such may be for instance, encouraging critical thinking, theories development and real world reflections. Also known as the advisor, the exact moment is resolved to perform role plays in a particular milieu. Facilitators rely on the group to offer suggestions to members engaged in project quandaries (Raelin, 1997) and are dissimilar from that of the university lecturer; they do not teach, but help participants to learn from exposure to problems and one another (Mumford, 1995). The role of the facilitator is to ensure the set is focused on and effective in its discussions, but ultimately the facilitator wants the set to work independently. However, it was observed that external pressures influencing the learning advisor were encountered within the organisational setting (sitting arrangements for this research) and low frequency of regular meeting over an extended period of time of group members (McGill and Beaty, 1992; Pedler, 1991). Other researchers such as ONeil and Marsick (1994) noted that programme design that is questioning insight in action learning provided just-in-time learning. However, the background of the advisor/facilitator, workload assigned, need and attitudes of participants (ONeil, 1996) might have a harsh impact on the learning process. 2.7. Conclusion The literature review chapter clearly depicts that very few educational institutions (Tacit, Scientific, Experiential and Critical Reflection schools) are said to have applied active learning using a unified model (Maudsley, 1999) such as action learning (Revans, 1998). AL programmes help students to acquire new learning skills ONeil (1996) and learn from concrete experience and critical reflection through group discussions. In a way, it is a transfer of knowledge, skill, and behaviour to something practical (Weinstein, 1998) by set members whereby problems are tackled in real time with no right answer (Smith and ONeil, 2003). The facilitator or the teacher creates a favourable learning environment by enabling participants to be more active and self-directed towards taking more responsibility. That is why the author believes that there is a need to change from the traditional transmission model, (transmission of knowledge from the teacher to the student, (McNally, et al., 2002)) to a learner centred approach by implementing AL. CHAPTER THREE METHODOLOGY Introduction The purpose of this chapter is to describe the methodological implementation of Action Leaning concept as an Action Research in Business Studies to achieve research objectives. One of the main objectives is to point out whether Action Learning offers contribution to the development of students social, communication, interpersonal and problem solving skills. Furthermore, it provides the opportunity to see whether a profound learning relationship is built between the teacher and the student through participation, discussions, past experiences and transferring of skills. The first section discusses about the AR process and its implementation throughout the study context. Details about the data collection methods are elaborated further at a later stage along with the sampling design process. 3.1. Study Context This study has been carried out in a Secondary State School in lower Plaines Wilhems district (Zone 3) in Mauritius. Students in Lower Six Economics One (LVIE1) studying Business Studies at Advance Subsidiary with subjects combination of Sociology, Accounting, Economics and Mathematic were the main participants for this research. Respondents were informed beforehand about this research and were willing to try something new as a teaching and learning strategy in Business Studies. 3.2. Why Action Research (AR)? AR is a new methodology that emerged after the First World War from the intellectual climate and ethos of an era that focus on empowerment and change, gathering momentum across contexts and cultures (Zuber-Skerritt and Fletcher, 2007). Some key features of Action Research outlined by Koshy (2005) are the involvement in research for teachers own practice (analysis, reflection and evaluation), facilitation of changes through enquiry and its usefulness in term real problem solving as it deals within actual situations. The main advantages gain from using Action Research are: research is focused only to a specific context which provides the efficient use of time and cost; researchers can be participants and always close to the situation; open-ended outcomes can emerged; through AR the researcher can bring about modification in projects and at times theoretical development may occur. OLeary (2004) depicted AR as a cyclical process comprising of observations to gather data, reflect on thes e research data and finally design a plan for implementation to generate further knowledge. She further argues that cycles converge towards better situation understanding and improved action implementation; and are based in evaluative practice that alters between action and critical reflection (2004: 140). 3.3. Time Frame The implementation of Action Learning in Marketing as topic in Business Studies took place from 29th August to 13th September 2012 wrapping up three weeks during the third school term. The consecutive weeks were split into three cycles as stated below: Cycle 0: 27th August 31th August (3rd Week) Cycle 1: 3rd September 7th September (4th Week) Cycle 2: 10th September 14th September (5th Week) 3.4. Sampling 3.4.1. Set Members The sample to undertake AL has been students from Lower Six Form at a State Secondary School. These participants also known as the set members are mixed ability students having different socio-economic and ethnic background. All of them lives in the nearby villages and will take part in the Cambridge International Examination next year. The set comprises of five boys, all studying Business Studies at Subsidiary Level in respect of their other subjects chosen at Advanced Level. For AL to take place, set members are to be grouped to achieve learning objectives. 3.4.2. The facilitator In this context, the researcher will act as the facilitator to smooth the progress of discussions through effective questioning methods. The advisor encourages participation to develop positive attitudes along with social skills among students. 3.5. Data Collection Methods Innovative forms of assessment will be carried out to gather data instead of the traditional test assessment in the forms of: Qualitative assessment through observation and checklist prepared by the facilitator to assess interaction among students, Quantitative assessment through Students Feedback Questionnaire at the end of the teaching/learning strategy. 3.5.1. Observation Observation is performed by the facilitator whereby attitudes and behaviours are noted down. The important criteria considered to bring drastic changes in personal development in the student will be as follows; students level of response, involvement, participation, behaviours toward peers and ability to discuss and ask questions. 3.5.2. Checklist The facilitators assessment checklist is constructed from beginning to end based on variables (criteria) discussed in Chapter Two (Literature Review) on Action Learning. Criteria are selected by the researcher for the contribution of personal development as well as improving social, problem-solving, communication and interpersonal skills. Each criteria is rated from 1 (Very Poor) to 5 (Very Good) including 3 as Satisfactory as illustrated below in Table 3.1. 3.5.3. Students Feedback Questionnaire Students Feedback Questionnaires (See Appendix 1) were distributed and collected to targeted respondents on 19th of September after the AR had been completed. After a small consultation about confidentiality, students were convinced about reliability of this research and agreed to fill in the data with all honesty. Some students had a kind of fear as it was the first time they were participated in a survey. However, the response rate was 100% as they cooperated and participated fully in the exercise. 3.6. Ethical Issues on Data Collection Ethical requirements in research should not only aim to only benefits but to avoid any harm. In this context, the principles of the research ethics were considered as: Minimising the risk of causing emotional harm to students by not probing into their personal life through the use of irrelevant questions. Moreover, the researcher would have been out of context and would shatter the prevailing level of trust. Obtaining the consent of the learner himself without which getting hold of data would have been impossible. Consent forms were set up and signature of students parents were required. This research provides secrecy for the name of school and school staffs where this study has been carried out. Protecting confidentiality of data collected was of high priority as trust is the bridge between the researcher and the respondent. There was avoidance of deceptive practises whereby students were well informed beforehand about this research and additional information was provided to them to clear any misunderstandings. Learners were provided the right to withdraw from the survey at any point of time and were not forced to take u this exercise. 3.7. Triangulation More than one method of data collection tools has been used for this Action Research. Triangulation methodology is a mixture of quantitative and qualitative research techniques to generate reliable data and at the same time support the validity of the research. In this study data triangulation was

Why People Commit Murder

What Triggers People to Commit Murder? Alicyn Nitsch Criminology April 17, 2013 Murder is the unlawful killing, with malice aforethought, of another human, and generally this state of mind distinguishes murder from other forms of unlawful homicide. (Wikipedia) In most countries, a person convicted of murder is typically given a long prison sentence, possibly a life sentence where permitted, and in some countries, the death penalty may be imposed for such an act. (Wikipedia) Murder has been a common crime in the United States and it has taken a lot of influence for kids and teens.  Control Key and Word – Text and Graphics.The rate of killings in the U. S. involving five or more victims — one generally accepted definition of a mass killing — represented less than 1% of all homicides 25 years ago, and still does today. (Kluger,Jeffery)Though it is difficult to have a control on such factors but a little attention of parents on their children can minimize growth of criminal nature in their kids. Education is another criterion of prevention of such criminal activities. Education makes a person to distinguish between right and wrong and makes him stable and balanced.He is thus able to withstand any kind of circumstances and develops a potential to overcome any situation. (Shipali, Sharma) Murders are committed for many different reasons. One major reason people commit murder is due to anger. People are often confronted with feelings of disappointment, frustration and anger as they interact with government officials, co-workers, family and even fellow commuters. (Greeneimer, Larry) In Anger, a person often tends to lose his senses. He loses the ability to distinguish between right and wrong. Also, the rush of adrenaline makes him to commit crime.What turns anger into action is self-control. Watching a movie showing violent acts predisposes us to act violently. Even just listening to violent rhetoric makes people more inclined to be violent. Iron ically, the same mirror neurons that make people empathic make them very vulnerable to all sorts of influences. Indeed, after many years of studies on mirror neurons and their functioning, scientists are shifting their lab research to the study of the control mechanisms in the brain for mirror neurons. The key issue is the balance of power between these control echanisms are called top-down—because they are all like executives that control from the top down to the employees—and bottom-up mechanisms, in the opposite direction, like mirror neurons. This anger could turn into something deadly such as revenge. Revenge can make a person to commit crime. When a person is not able to take revenge by direct means then he adopts indirect and unlawful means to punish his enemy. Peer influence and poor parenting skills are the reasons for easily giving up the path of honesty and truth. Signs that a person is disturbed enough to take action are quite visible.When it does happen, t he people likeliest to commit the crime fall into a drearily predictable group. They're 95% male, and 98% are black or white — not a big surprise since more than 87% of the population is made up of those two races. action itself is a sign, a desperate form of communication from a disturbed individual. Connecting with the subject, that person may have rethought some of the activity of mirror neurons toward a truly empathic behavior, rather than in the service of the deranged imitative violence leading to action. The violence shown in Televisions is also highly responsible in negatively affecting one’s mind.Kids and teenagers generally try to mimic the stunts and the violence acts shown in the TV. The violent games of video games and computer games are very famous among kids and teens. Such games and scenes shatter their innocent brain and are responsible for making them aggressive and violent. Another key note in why people commit murder is due to mental health and past experiences. According to neuropsychologist Jonathan Reed; 49. 4% had a developmental disorder in childhood, 87% had a brain injury, 85% had a history of substance abuse, 45% had a psychiatric history and 35% have had a history of abuse in childhood.Exactly what is going on in their heads can never be known and the neuropsychological factors don’t explain the trigger or situation in which the murder took place. However, it is clear that there are neurological and neurodevelopmental factors going on here, and given what we know about these in childhood and from case studies, it is unclear how much control such individuals have in a given situation. (Reed, Jonathan) So many of these people’s problems seem to stem from experiences and events in their childhoods. People are not criminals by birth.Their circumstances, needs and their upbringing make them criminals. Another big factor that criminals are brought up by is poverty. Poverty is one of the main factors for commit ting a crime. When a person is helpless with no money in hand and a huge family to support then in such cases his circumstances forces him to take up the gun in his hand. There are many terrorist associations that hire such needy people for little money and use them in their criminal acts like murders, bomb explosions, kidnapping etc. Unemployment, which is another cause of poverty, is the main cause of aggression in today’s youth.Lack of job opportunities misleads the youth to take up this direction and earn money in this way. (Shipali, Sharma) The Greed of possessing materialistic things and the intense desire to have a luxurious life by any possible means leads a person to follow this track of crime. It is a human desire to lead his life luxuriously which is sometimes not possible in the little income of a person. (Shipali, Sharma) For this reason some people look up for easy and fast methods of gaining cash and they do not even hesitate to take up the life of some other i nnocent person. It’s greed that completely weighs over their judgment.

Report on Surajkund Essay

The Surajkund Crafts Mela is organized each year by the Tourism Department in Haryana in February. This is a very colorful and exotic handicrafts and handloom fair that is planned each year to popularize the traditional handicrafts in India made by the rural folks in Surajkund. This was first organized in the year 1981 and it continues to be a major platform for Indian artisans to showcase the skills in the art work and crafts. This is a weeklong fair, which is celebrated annually. Scores of skilled artisans from all over India come here to participate and promote their crafts. Some of the work that is displayed here is age old and has been passed down since ages. Surajkund mela provides its visitors the skilful and exquisite textiles, paintings, ivory work, wood stock, terracotta, pottery, lac work, grass work and stone work. The visitors can also shop here extensively for some of the world’s treasured wares. This fair is not just limited to artworks and exhibitions but also showcases a visual delight to the visitors in the form of performances from the special Natyashala folk dances and music filled evenings at an open air theatre present in the venue. A diverse range of delicious savories, which is prepared by exponents, is also offered to the visitors. The cuisine is generally rural, which is kept so to match the theme of the festival. Each year the Surajkund crafts festival has a theme, inspired by the artworks from a particular Indian state and the entire ambience of the fair is designed accordingly. Many states showcase their finest handlooms, delicious rural cuisines and handicrafts in this fair. Some of the most deligtful crafts collections of the Mela arrive from practically all over the country. In wood and cane come inlay work, rose wood carving, sandal wood from Punjab and South India. Chiki wood craft of Kashmir and some very fine cane craft come from West Bengal and North Eastern States. Delcate sholapith and shital patti work come from Assam and West Bengal. The phulkari of Punjab, the Banjara and Banni embroidery of Gujarat and Rajasthan, the Kantha traditions from West Bengal and Tripura, lace and crochet from Goa, the Suzni of Kashmir and Mirror encasing work along with the traditional chikan work of Lucknow delight. Oxidized jewellery, sea shell decorations and agate stone work delight as also do delicate gold work and chunky silver jewellery. Toys in wood and cane, ply and mud make the young thrill with joy. Some of the fine phad paintings of Rajasthan, the kalamkari of Andhra and Karnataka, temple paintings of Orissa, madhubani of Bihar, fascinate. In the metal section tribal dhora work, classical south Indian metal work, glittering brass ware, bell metal and iron craft delight collectors. In the field of woven textiles some of the finest silk work of Orissa, Patola, Bandhini of Gujarat and Rajasthan, Ikat, Kanjeevaram, Dharmavaram and temple silks of South India vie for attention with the most simple cottons of West Bengal, Uttar Pradesh, Bihar and tribal textiles of North East India as also do the handloom of Haryana. The Various Crafts participated in the Mela every year. Themes for the fair in some of the fairs were Madhya Pradesh in 2009, Paschim Banga in 2008, Andhra Pradesh in 2001, Maharashtra in 2006 and the state of Chattisgarh in the year 2005. Surajkund is a major place located at a distance or 8 km of South Delhi in the city of Faridabad. This place is very easily accessible by road from Delhi. The Haryana Tourist Bureau arranges special tours from 36 Janpath Road in New Delhi. The nearest airport is located in Delhi. The site where this fair is organized is at a distance of 25 km from Palam Airport. Thus, visiting this fair atleast once is highly recommended as the rich culture and true colours and creativity of our country can be observed giving one of the most beautiful experiences.