Islamophobia and muslim women Essay Example | Topics and Well Written Essays - 500 words

Islamophobia and muslim women - Essay Example In the West it is perceived to a great extent that Islam and terrorism are interlinked. This has caused several of the Muslim students to fear or to be ashamed of disclosing the religion to which they belong. Many students explained that people regarded them as supporters of terrorism. Moreover, female students found it to be risky to disclose their religion. On declaring herself to be a Muslim, a female could be exposed to Islamophobic attacks in the Western nations (Brown 64). As such, in some of the nations of the West, the object of fear tend to be the Muslims. In this situation, Muslims who openly display their religion are more likely to be subjected to abuse. Thus, Muslim females who wear the headscarf could be targeted to a greater extent. This is due to the fact that their headscarf can be recognised instantly (Carland 473). In addition, it is generally believed that Muslim women are submissive, which renders them soft targets.

Globalisation during the twentieth century

Globalisation during the twentieth century International Relations Explain the significance of the advance of media and communications to the process of globalisation during the twentieth century. The twentieth century saw the speed of technological achievement soaring as the human race innovated and developed quicker than ever before. After the western discovery of the New World in the early modern period there was a great influx of Europeans across the Atlantic seeking out new opportunities and long distance communication became more and more important to remain in contact globally. Technological advances of the twentieth century not only aided this difficult problem, but created a globalised world where vast distances became no feat in ensuring the smooth functioning of life, business and politics. For example, in 1865, when US President Abraham Lincoln was assassinated it took the news twelve days to travel to the United Kingdom. This delivery required the use of boats to carry the message across the Atlantic and then telegraph to deliver it from Cork in Ireland, to London. One hundred and thirty six years later, on 11th September 2001, there was a terrorist attack on the World Trade Centre in New York. The attack comprised of two planes hitting the two towers with roughly twenty minutes between them. By the time the second plane hit the second tower there was an audience of around two billion who watched the second attack in real time. The technological advances of the twentieth century and the emergence of global media is what made this vast improvement and the development of a global village possible. Innovators of the nineteenth century had already developed a primitive wired telegraph system which was used as the primary means of communication during this century (obviously other than of course the global standard for millennia word of mouth). The downside of the telegraph was that whilst it was quicker than anything before, it was still a slow means of communication. The system still required telephone cables and although it was one of the first good examples of clear and more rapid international communication, it lacked the instantaneousness of modern ‘globalised communication. Another drawback was that it was not until undersea cables were laid in the middle of the twentieth century that telegraphs could be sent across the Atlantic; and by this time other more reliable forms of transatlantic communication had been developed. It was not until inventors in the twentieth century, such as Marconi, began dabbling with radio signals that the radio telegraph was created. Utilising these newly discovered radio waves in December 1901 Marconi telegraphed the letter ‘S across the Atlantic from St. Johns in Newfoundland, to Poldhu in Cornwall, a distance of eighteen hundred miles, using kite-born aerials at around one thousand feet. From this point radiotelegraphy took off and became one of the most revolutionary changes in communication in centuries, adopted especially favourably by the armed forces who began using it to communicate between ships which had until then been primarily using homing pigeons and visual signalling. There is difficulty in pinpointing the exact time when radio was first used to communicate human voice as claims are varied. However the first transatlantic human broadcast took place in 1915 with the signal moving first from New York to San Francisco, then to Naval Radio Station NAA at A rlington Virginia and finally from there across the Atlantic Ocean to the Eiffel Tower in Paris, France. By November 1920, the U.S. was operating a daily broadcast of scheduled radio programs, with the first being the 1920 U.S. Presidential election results. The importance of this history of radio is to first demonstrate the speed at which radio was developed, but more importantly to illustrate that by the 1920s human voices could be transmitted across oceans to communicate with what less than two hundred years ago would be near isolated countries. Not only this but the broadcast of the 1920 election results was arguably the first example of radio being used as a form of media, to publicize political news to the wider world. Throughout the next eighty years radio improved dramatically, including the introduction of FM (standing for frequency modulation the technology used) which controlled static to give a high-fidelity sound. In 1954 Sony produced the worlds first transistor radio, bringing to the world a revolutionary new step where radios became cheaper and by the latter half of the century the majority of the population of western nations owned one. Radio was not the only method for the broadcast of human voice, indeed the more direct, one-to-one method of communicating over long distances was the telephone. According to ATT, one of the leading telecommunications companies in the United States, by 1904, right at the beginning of the twentieth century, there were already over three million connected phones in the United States. The design and technological improvements increased throughout the twentieth century allowing people across the globe to talk directly in real time (this also laid the groundwork for later developments in computer networking). The improvements aided globalisation to an incredible degree by allowing business and social interaction to take place not in the form of a letter sent and taking days or even weeks to arrive, but instantaneously. The merging of this technology with the concept of two-way radios created after the invention of the radio led to the development of the mobile phone. The military were pri mary users of the concept throughout the early twentieth century but it was not until the 1950s that mobile phones became practical, and not until the last decade of the century that the pocket mobile phone became commonplace. Communication over long distance, and indeed globally, was then possible from anywhere on the earth (or at least where signal was found, which by the end of the century covered most places in almost all countries across the world. One of the next important innovations of the twentieth century was the invention of the television. By the mid 1920s inventors on both sides of the Atlantic were working on capturing, transmitting and receiving live images, with pioneers such as Scottish inventor John Logie Baird (famous for his original mechanical television set) and Americans Philo Farnsworth and Vladimir Zworykin (who were focussed on all electric units using cathode ray tubes). Regularly scheduled television broadcasts began in the late 1920s in the United States and throughout many other western nations by the 1930s, but it was not really until the 1950s that televisions entered the average home. By this time mechanical televisions had been made obsolete in favour of the higher definition image produced by the newer purely electronic devices. Programming focussed around films and live dramas which dominated household entertainment across the world by the 1960s; first in monochrome, and eventually, during the fif ties and sixties, in full colour. Despite the arguably slow start for television in the latter half of the twentieth century television became the single most important form of entertainment and media in the majority of the developed world. The majority of news throughout Europe and North America especially was delivered via the television and towards the end of the century broadcasts were running twenty four hours a day, seven days a week. In 1963 the assassination of President John F. Kennedy and Lyndon Johnsons succession gained four days of coverage, whereas the U.S. moon landing in 1969 was reputedly viewed by 94% of American television homes. It is almost impossible to debate that by the end of the twentieth century television was the dominant form of media in the western world, with a reported ninety nine percent of households owning at least one television and with an average of nearly seven hours exposure a day, much of it based on global issues, events and information. This exposure has created a population which is more informed about the world around them than ever before, and due to the simplicity and lack of necessary engagement or effort it appeals to almost everyone. Television has also seen the growth of film and scripted television shows. Hollywood dominates the global film and television market with its programming shown throughout the entire world, and although there are many national groups vying for a share in the highly profitable industry, there is no comparison to their American counterpart. As stated by Sinclair, Jacka and Cunningham Hollywood has established itself as the ‘international best practice, and as stated by Mooney and Evans ‘Wherever you go in the world people know of Mickey Mouse, Star Wars and Rambo.. The films produced by Hollywood are globally known, and despite a delay between release dates in the U.S. and the rest of the world they are available no matter where you are on the earth. This demonstrates vast improvement even from the beginning of the century where by no means every country even had the technology to play films and television created in the United States. Another noticeable effect of television and film on globalisation is the merging of cultures. Whereas in centuries previous there was little or no real exposure to foreign cultures other than actually visiting them the television in the twentieth century has brought thousands of different cultures into the living rooms of billions in the world. Language, clothing, design and rituals have been adopted and adapted in many societies leading to hybrid creations and entirely new cultures coming into existence. New cultures share elements from existing ones, taking specific traits and altering them to fit their own lifestyle or geography another key illustration of the globalised world. Aided by the growth in technology throughout the century the mass media has grown to become one of the single most important forces of globalisation. News groups and organisations such as Reuters and the BBC have thousands of people stationed throughout the world keeping their finger on the pulse and ensuring that the rest of the world is up to date to the minute with the events throughout the globe. Not only making it easier to hear about global events, the mass media has ensured that ever minor world events receive some coverage and consequently the world feels much more united. No longer is the news purely built around the happenings in North America and Europe (although to a degree this news does gain the majority of coverage), every crisis or affair throughout the third world is reported to the rest of the humanity. Perhaps the single most important and revolutionary development of the century was the creation of the computer and the worldwide network known as the Internet. The computer had been in development since the 1940s with individuals and teams across the world developing faster computers with more processing power. Yet it wasnt until the 1980s where personal computers for use in the home became practical, and not for nearly another decade before they were economical. However by the 1990s computers were owned in millions of homes across the world, increasing more and more throughout the last decade of the century. The attribute of computers that really aided the globalisation process however was networking and the internet. By connecting the computers of the world together using the existing telephone network (and later fibre optics) there was an immediate and permanent connection between all computers on the planet. Information could be transferred instantly across the entire span of th e world in milliseconds. As well as this, with developments in wireless technology internet access could be achieved almost anywhere mobile signal was found. In its original design, the precursor to the Internet, ARPANET, was designed as a system for the military and universities to share information, but it quickly grew in usage and spread to the wider civilian community. The effect of the internet on media was revolutionary. Photos, videos and stories could be uploaded to news sites instantaneously from anywhere in the world. More fundamentally however was that the internet created journalists out of anyone willing to contribute. Due to the freedom and lack control over what could or could not be shared over the internet (a fundamental value of the internet community, which has to an extent been taken advantage of with the ability to pirate information) anyone wanting to publish a story or report on an event was fully capable of doing so and have the chance to have the entire world read it. Consequently news reporting became a more mass project than ever before with even the potential for less influence from biased sources. By the end o f the century millions of people were actively reporting news on the internet and millions more turned to the independent news sources instead of the mainstream media. The Internet has also continued the trends set by television and film, allowing people across the world to get hold of and view television shows and films that they would never have had the chance to obtain beforehand. Similarly, literature, essays and reports are found in the billions online where they can be accessed from anywhere. In this way it can be said that the internet truly revolutionised information, allowing it to be accessed anywhere by anyone, and although this may not be true in all countries (some governments choose to limit and censor the content of the internet in their own territory) there is a level of freedom and globalisation that has never been seen before. The key importance of the advance of communications technology and media throughout the twentieth century has been its significance in creating a global village and its major role in the process of globalisation. As outlined, the growth of technology in communication has meant that society has advanced from its sluggish pace at the beginning of the twentieth century, to the instantaneous speed of the 1990s. As well as this the content of communications has improved allowing massive amounts of data to be sent in an instant as opposed to a short letter. Media coverage of the entire globe in real time makes keeping the world updated entirely simple and the number of people reporting has meant that the ‘official news sources are not always the first to report a story. Most importantly however these advances have created an infinitely smaller world where oceans and vast distances between countries do not eliminate the need or desire to know about them or communicate with them, to th e point where nations are closer than ever at a civilian level, not just politically. Bibliography Books Giddens, A., ‘Sociology, 6th ed. (Polity: Cambridge, 2009) Mooney, A., Evans, B., ‘Globalization, The Key Concepts (Routledge: London, 2007) Sinclair, J., Jacka, E., Cunningham, S., ‘New Patterns in Global Television: Peripheral Vision (Oxford University Press: Oxford, 1996) Winston, B., ‘Media, Technology and Society A History: From the Telegraph to the Internet (Routledge: London, 1998) Websites About.com, ‘The Invention of the Radio, http://inventors.about.com/od/rstartinventions/a/radio.htm accessed January 19th 2010 ATT, ‘ATT: A Brief History: Origins, http://www.corp.att.com/history/history1.html, accessed January 19th 2010 GSM World, ‘GSM Coverage Map, http://www.gsmworld.com/roaming/gsminfo/index.shtml accessed January 19th 2010 ThinkQuest, ‘Television: The History, http://library.thinkquest.org/18764/television/history.html, accessed 19th January 2010 ‘Television Health, http://www.csun.edu/science/health/docs/tvhealth.html, accessed 20th January 2010 Giddens, A., ‘Sociology, 6th ed. (Polity: Cambridge, 2009) Ch. 17 ‘The Media pg.723 Ibid. Winston, B., ‘Media, Technology and Society A History: From the Telegraph to the Internet (Routledge: London, 1998) pg. 272 ‘The Invention of the Radio, About.com, http://inventors.about.com/od/rstartinventions/a/radio.htm accessed 19th January 2010 Ibid. Ibid. ‘The Invention of the Radio, About.com, http://inventors.about.com/od/rstartinventions/a/radio.htm accessed 19th January 2010 ‘ATT: A Brief History: Origins, http://www.corp.att.com/history/history1.html, accessed 19th January 2010 ‘GSM Coverage Map, http://www.gsmworld.com/roaming/gsminfo/index.shtml accessed 19th January 2010 ‘Television: The History, http://library.thinkquest.org/18764/television/history.html, accessed 19th January 2010 ‘Television Health, http://www.csun.edu/science/health/docs/tvhealth.html, accessed 20th January 2010 Sinclair, J., Jacka, E., Cunningham, S., ‘New Patterns in Global Television: Peripheral Vision (Oxford University Press: Oxford, 1996) pg. 13 Mooney, A., Evans, B., ‘Globalization, The Key Concepts (Routledge: London, 2007) pg. 111

Innocence vs. Immorality in Othello Essay -- Othello essays

Innocence vs. Immorality in Othello  Ã‚        Ã‚   In William Shakespeare’s tragic drama Othello we find a wide array of moral and immoral conduct, a full range of life’s goodness and badness. Let us in this paper examine the specific types of each, and how they affect the outcome.    In Shakespeare’s Four Giants Blanche Coles comments on the lack of veracity in Iago’s speech:    The story that Iago tells Roderigo about the promotion of Cassio over him is not true, although it has been accepted by many discriminating scholars. Careless reading alone can account for this misapprehension, careless reading which for the moment dulls their alertness to one of the most essential requirements of Shakespearean character analysis. That requirement is that the reader must never accept, or must always be ready to challenge, the word of any character unless the veracity of that character has been established, or unless the statement is accepted by more than one person of confirmed honesty. (76)    Iago’s lying is a type of immoral conduct which the ancient practices from beginning to end of the drama. But is lying his chief motivating evil? Roderigo’s opening lines to Iago in Act 1 Scene 1 take us to the very root of the problem:      Ã‚  Ã‚  Ã‚   Tush! never tell me; I take it much unkindly   Ã‚  Ã‚  Ã‚   That thou, Iago, who hast had my purse   Ã‚  Ã‚  Ã‚   As if the strings were thine, shouldst know of this. (1.1)    In other words, the wealthy playboy has been paying off the ancient for the soldier’s intercession with Desdemona on behalf of Roderigo. This payoff has been in progress before the play begins, and it continues even in Cyprus. Yes, it would seem that money is at the root of Iago’s moral downfall, and of all the t... ...rce of evil, namely his supposedly false wife. But Emilia is the one who, in asserting the innocence of her murdered mistress, resuscitates morality in this play. Emilia refutes the untrue notions which Othello says motivated him to kill; she counters Iago’s lies (â€Å"She give it Cassio? No, alas, I found it, / And I did give’t my husband.†) and lays the guilt for Desdemona’s murder on his shoulders. And she sacrifices her very life for the truth; she dies a martyr, stabbed by evil Iago. Othello also is a martyr in a sense, paying in full for the crime that he committed.    WORKS CITED    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.    Coles, Blanche. Shakespeare’s Four Giants. Rindge, New Hampshire: Richard Smith Publisher, 1957.

Wwii: the Good War?

US History: Surv Since 1877 The Good War? Many Historians call World War II â€Å"The Good War. † The Second World war consumed every corner of the globe, pitting the world’s biggest powers against each other. There were two sides the Axis powers and the Allied Powers. The Axis included many Germany, Japan, and Italy. The Allied powers included the Soviet Union, United States, British Empire, China, and France to name a few. World War II was caused by several things. One was the Treaty of Versailles which Germany could not afford to pay.In turn they empowered a man who vowed to rip up the treaty. Two other reason were the failure of appeasement and the failure of the league of Nations. There are many reasons why people think that World War II was â€Å"The Good War,† Paul Fussell gives a good account on the subject. A Good War, A Just War, A Moral: Fussell's accounts simply show that these terms are simply not possible for the teenage kid being shipped off to fig ht in the war at the tender ages of 18, 19, 20, or even 17. For American troops, the first unpleasant act in their active and dangerous participation in what has been misleadingly termed the Good War was throwing up in the transport conveying them to the United Kingdom (Fussell pg. 15). † Fussell references to how the war is misnamed â€Å"The Good War† here. He suggests how can the war be good when we are putting these young boys in situations were they are throwing up out of fear. The fear is not the only problem, the men ate terrible food twice a day standing up while the officers ate at white linen tables with nice cutlery and better food.This was not the firs blow to his morale though. In training, many draftees were greeted with the letters R. T. C. which the draftee quickly learned meant replacement training center (pg. 95). Many thoughts would enter the draftees head after reading those letters, â€Å"Why, he wondered, were so many hundred of thousands of draft ed boys needed as replacements? For whom or what? Was the army expecting that many deaths or incapacitating wounds (Fussell pg. 95). † He soon learned that the answer was yes which as you can imagination was quite demoralizing and does not condescend to â€Å"The Good War† idea.Another Concept that Fussel used to support his motion that World War II wasn’t the good war everyone was talking about; was disproving the idea that only the germans spared innocent life's. He talks about the measures that the Allied forces used to protect the german assumption that the FUSAG was going to attack at Pas De Calais (Fussell pg. 32). â€Å"To move troops and reserves quickly to this fancied battlefield, Hitler would have to use railways, railway stations, and alas, railway towns, where many French civilians were killed (Fussell pg. 32). The allies bombed many french railroad structures and in the process killed many innocent citizens. The innocent killing of civilians could not relate to World War II being called the â€Å"The Good War. † If World War II, was â€Å"The Good War† then why was there so much desertion. Relating back to one of the problems I mentioned earlier, one of the main causes of desertion was fear. â€Å"Many GIs were so scared that they required special attention. Says an American woman who worked with the Red Cross, â€Å"Just before they went across to France, belts and ties were removed from some of these young men.They were very, very young (Fussell pg. 108). † Fussell tells of a battle in france, where a fresh battalion arrived to relive a unit that was battered from fighting and many of the men had been killed. Their bodies not yet been removed, but were laid out neatly just behind the foxholes and decently covered with pine boughs (Fussell pg. 107). When the reinforcements say this, they instantly disappeared only to show up many months later. How can World War II be â€Å"The Good War† when youn g men are disbanding out of pure fear.World War II may be being fought for a just reason. Hitler is clearly an uncontrollable menace who needs to be put down. On the other hand, World War II cant be â€Å"The Good War† that many historians claim it to be. Just as Fussell suggests a war can’t be good when we are sending our teenage young men in extreme situations which cause them to vomit out of fear. Also how can a war be good when we are taking the lives of innocent civilians. In the end, World War is not â€Å"The Good War† that many suggest it to be.

Reading Strategies Essay

Reading is an essential skill in human life. People are trained to learn how to read at very early age and they read with many purposes such as reading for pleasure or reading to earn experience or simply to know what is happening around them. In academic setting, reading is assumed to be the central means for learning new information and gaining access to alternative explanations. Reading also provides people with the foundation for synthesis and critical evaluation skill. In addition, reading is the primary means for independent learning, whether the goal is performing better on academic tasks, learning more about subject matter, or improving language abilities (Grabe and Stoller, as cited in Celce-Murcia, 2001). However, according to Dr. Kathleen King (Reading Strategies, n. d. ) for students at college, reading is a new experience although they have been reading for more than 12 years at school or for pleasure. In addition, academic reading is not easy; therefore, it is extremely difficult for academic students to achieve complex goals without reading strategies. Supporting to this idea, (Hawkins, 1991, cited in Celce-Murcia) also said that â€Å"Of all the skills that the child must acquire in school, reading is the most complex and difficult†. Therefore, English Second Language students are surely unavoidable to face some problems. Firstly, learners may be good at understanding separate words or even each sentence, but fail to understand the relationships between the sentences and the meaning of the text as a whole. Next, they do not have necessary knowledge about what they read. And the most important problem is that they lack necessary reading strategies. English Second Language students need to learn reading strategies because their comprehension breaks down easily. They need different ways to approach reading to help facilitate the reading process and provide them with a better sense of what they are reading (Reading strategies for ESL Students, n. d. ). Reading strategies are the most effective means to help them deal with obstacles in reading and become a better reader. Furthermore, with practice, the strategies lead to skills that become automatic and quick over time (McNamara and Danielle, 2009). But for students at the college, reading is not simply to do the task and reading passage is often longer than it is at high school meanwhile not all of them know the reading strategies and how to use them effectively. So, teaching reading strategies for students becomes necessary. That is the reason why the researcher choose â€Å"reading strategies for academic students† as a topic to do the research with the hope of improving the effect of their reading. CHAPTER II: LITERATURE II. 1. Definition of Strategies Brown (2001) defined strategies as specific methods to solve a problem or task, as modes of activity to reach a particular end or intentional designs to control or manipulate certain information. He stated that strategies differentiate within an individual and that a person can use a variety of strategies to achieve his or her goal. Oxford (as cited in Oxford, 2003, p. 8) defined strategies as follows: â€Å"The word â€Å"strategies† comes from the ancient Greek word strategia, which means steps or actions taken for the purpose of winning a war. The warlike meaning of strategia, has fortunately fallen away but the control and directedness remains in the version of the word. † He believed that whether a strategy is helpful or not depends on the specific context in which it is appropriately used. In order to use a strategy effectively, learners have to consider three important conditions: whether the strategy relates well to the second language task at hand, whether the strategy fits the particular students’ learning style preferences to one degree or another, or whether the students employ the strategy and link it with other strategies well. II. 2. Distinction between Strategies and Skills Strategies can be defined as conscious actions that learners take to achieve desired goals or objectives, while a skill is a strategy that has become automatic. As learners consciously learn and practice specific reading strategies, the strategies move from conscious to unconscious; from strategy to skill (Nunan, 2003). Strategic reading is defined as the ability of the reader to use a wide variety of reading strategies to accomplish a purpose for reading (Nunan, 2003). Strategic reading means not only knowing what strategy to use, but knowing how to use and integrate a range of strategies (Anderson, 1991). II. 3. Difference Strategic Readers from Poor Readers (Reading Strategies, n. d. ) |1. Before Reading, Strategic Readers †¦ |Poor Readers †¦ | |? Build up their own background knowledge about reading and the |? Start reading without thinking about the process of reading or the| |topic |topic. | |? Set purposes for reading. |? Do not know why they are reading but merely view the task as | |? Determine methods for reading, according to their purposes. |â€Å"ground to cover†. | |2. During Reading, Strategic Readers †¦ |Poor Readers †¦ | |? Give their complete attention to the reading task. |? Do not eliminate distractions from reading. | |? Check their own understanding constantly. |? Do not know whether they understand. | |? Monitor their reading comprehension and do it so often that it |? Do not recognize when comprehension has broken down. | |becomes automatic. |? Seldom use fix-up strategies to improve comprehension. | |? Stop to use a fix-up strategy when they do not understand. |? Skip or ignore meanings of unfamiliar but crucial words. | |? Use semantic, syntactic, and graphophonic cues to construct |? Do not integrate text with prior knowledge. | |meanings of unfamiliar words. |? Read without reflecting on meaning or text organization | |? Synthesize during reading. | | |? Ask questions. | | |? Talk to themselves during reading. | | |3. After Reading, Strategic Readers †¦ |Poor Readers †¦ | |? Decide if they have achieved their goals for reading. |? Do not know what they have read. | |? Evaluate their understanding of what was read. |? Do not follow reading with comprehension self-check. | |? Summarize the major ideas. |? Rely exclusively on the author’s words. | |? Seek additional information from outside sources. |? Do not go beyond a surface examination of the text. | |? Distinguish between relevant and irrelevant ideas. |? Apply no conscious strategies to help them remember. | |? Paraphrase the text what they have learned. | | |? Reflect on and personalize the text. | | |? Critically examine the text. | | |? Integrate new understandings and prior knowledge. | | |? Use study strategies to retain new knowledge. | | II. 4. Some Methods for Teaching Reading Strategies Reading Strategies (n.d. ) separates reading lesson into three stages and has some ideas about activities for each stage. II. 4. 1. Before Reading activities should emphasize methods of merging reader, text, and content –enabling students to set appropriate reading purposes, recall related prior knowledge, preview and predict what the text will be about, and select reading methods to suit their purposes and the text. Included in these considerations may be readers’ decisions to expand their background knowledge through related discussion, exploration of key concepts, or related reading. II. 4. 2. During Reading: activities should enable students to monitor their comprehension through a variety of strategies and experience and acquire diverse fix-up strategies to improve their understanding where necessary. II. 4. 3. After Reading: activities should teach students to review their understanding of text, relate new ideas to their background knowledge, revisit the text to clarify and extend meanings, make responsible interpretations and criticisms of ideas from the text, revise their thinking, apply the information to other texts and disciplines, and remember crucial learning for future application. II. 5. Some Techniques for Teaching Reading Strategies Reading Strategies (n. d. ) also gives some techniques to teach reading strategies II. 5. 1. Some Techniques for Teaching Before-Reading Strategies Before reading, strategic readers: * Preview the text by looking at the title, the pictures, and the print in order to evoke relevant thoughts and memories. * Build background by activating appropriate prior knowledge through self –questioning about what they already know about the topic (or story), the vocabulary, and the form in which the topic (or story) is presented. * Set purposes for reading by asking questions about what they want to learn during the reading process. II. 5. 2. Some Techniques for Teaching During-Reading Strategies During reading, strategic readers: * Check understanding of the text by paraphrasing the author’s words. * Monitor comprehension and use fix-up strategies: use the cueing systems to figure out unknown words and imaging, imagining, inferencing, and predicting. * Integrate new concepts with existing knowledge: continually revise purpose for reading. II. 5. 3. Some Techniques for Teaching After-Reading Strategies. After reading, strategic readers: * Summarize what they have read by retelling the plot of the story or the main idea of the text. * Interpret and evaluate the ideas contained in the text. * Make applications of the ideas in the text to unique situations, extending the ideas to broader perspectives. * Use study strategies for note taking, locating, and remembering to improve content – area learning. II. 6. Kinds of Strategy Before students begin their next reading assignment, identify their purpose for reading. According to the reader’s different purposes, he or she will choose the appropriate reading style. Therefore, there are a variety of strategies. II. 6. 1. Study Reading The Study Reading is used when the readers intend to read difficult material at a high level of comprehension. This reading style says that because of the material at a high level of comprehension the readers should read the material more than once and sometimes reading the material aloud also improves their comprehension. (Becoming a Flexible Reader, n. d. ) II. 6. 2. Skimming When the reader’s purpose is to quickly obtain a general idea about the reading material, he or she is suggested to use skimming style. This strategy is extremely useful if the readers want to read a large amount of material in a short amount of time by two ways: identify the main ideas and ignore the details. (Becoming a Flexible Reader, n. d. ) II. 6. 3. Scanning Contrastively, the scanning style is used when their purpose is to quickly locate a specific piece of information within reading material. To scan, the readers mostly focus on a list of names, words, numbers, short statements, and sometimes even in a paragraph. (Becoming a Flexible Reader, n. d. ) II. 6. 4. SQRW. According to A Strategies for Reading Textbooks (n. d. ), it divides strategies into four-steps, called SQRW. Each letter stands for one step in the strategy. Using SQRW will help readers to understand what they read and to prepare a written record of what they learned. The written record will be valuable when readers have to participate in a class discussion and again when they study for a test. Read to learn what to do for each step in SQRW. ( Survey This strategy brings to mind what the readers already know about the topic of a chapter and prepares them for learning more. The readers do survey by reading the title, introduction, headings, and the summary or conclusion or they will examine all visuals such as pictures, tables, maps, and/or graphs and read the caption. By survey, the readers quickly learn what the chapter is about. ( Question Questions give the readers a purpose for reading and help them stay focused on the reading assignment. To form questions, the readers base on a heading and use the words who, what, when, where, why, or how. When a heading contains more than one idea, form a question for each idea. Do not form questions for the Introduction, Summary, or Conclusion. ( Read Read the information that follows each heading to find the answer to each question readers formed. They may change a question or turn it into several questions to be answered. Readers need to stay focused and flexible so they can gather as much information as they need to answer each question. ( Write Write each question and its answer in your notebook. Reread each of your written answers to be sure each answer is legible and contains all the important information needed to answer the question. CHAPTER III: APPLICATION III. 1. For Students Here are some suggestions for students to apply before, during and after-reading in order to become strategic readers. There are two things that students need to prepare before they read. First of all, it is the reading environment. Students had better to choose a quiet place which is far away from making noise. They would be distract by it and cannot concentrate well on what they read. Moreover, a place gives them an attitude to be ready to read. Besides the place, readers also pay attention to have small things as pen or paper in hand. These things help them take note immediately what they read on the text when the ideas come out in the mind before they quickly disappear. Before reading, firstly it is necessary for English Second Language students to set a goal for reading. This activity will keep them focus on what they read and prevent them from wandering around the text. Secondly, they should activate prior knowledge. It means that students brainstorm what they already know about the topic. Combination between prior knowledge and new text help them understand more about the topic. Last but not least, according to their purposes, they choose suitable methods for reading. Appropriate strategies help them read and achieve their goals quickly. While reading is the stage which students apply all their known strategies to read quickly but effectively. For example, strategic readers do not read the text from the beginning to the end; instead they skim it quickly to have an overview or to get main ideas about what they are going to read. It means that those students would read the introduction or every first line of each paragraph before going to read the whole passage. Next, when students read in detail, they should underline the information which they feel interested in and take notes or  highlight for easy to review important points later. In addition, it is important for students to remember to use what their background knowledge and their brainstorming about the text in before reading and see whether the old information fits the text, whether their prediction is correct or need changing. Moreover, if they have any difficulties with reading the text, slow down their reading speed and reread the information with more care. In case, it is too difficult to understand, highlight it for going back later, then skip it and move forward. Finally, college students are often required to read a lot with difficult vocabulary, so they should break down the assignment into many small sections, for example, ten pages for each reading times and manage to finish reading these sections instead of the whole. This strategy gives students more concentrated on what they read and prevents them from getting frustrated and disappointed. It is not simply to finish the reading task, learners should go beyond. And after reading is a stage for them to do so. First of all, students need to draw a conclusion. They turn back and think about what predictions they made before and during reading by reviewing the text. Also, they had better look back to consider how the information read related to their background knowledge and decide whether they achieve their goal. Secondly, students should take notes what they have read by writing a summary. This summary contains the main ideas, the important information or simply just a list of ideas getting from the reading. This activity is very helpful for the readers to maintain new knowledge for later use. Lastly, this stage also gives students a chance to discuss what they do not understand about the text. Students will mark anything that makes them confused and bring it to class and talk with their friends in order to clarify it. III. 2. For the Reading Teachers It takes a long time for students to become strategic readers and reading teachers play an important role in helping their students read quickly but effectively. Therefore, teachers are suggested to take these considerations. First of all, teachers themselves need to have a full awareness of great benefits which strategies could bring to their students, then the introduction of strategies, their practice, and their uses should be part of  every reading lesson because a strategy can be only applied well when teachers frequently explain, model it carefully, then give them enough opportunities to practice. However, for any approach to strategy development, teachers should remember to introduce only a few strategies at a time until students feel confident to use the strategies. And in each reading lesson, separate application of each strategy does not give a lot of help, so teachers should encourage students to combine some strategies together to get the best results. Moreover, teachers should be well-prepared the lesson beforehand. The aim of this preparation is to figure out which strategies are used in the lesson, then the teachers will carefully prepare suitable activities for each stage of a reading lesson. For example, in before-reading stage, teachers give activities such as True/ False Prediction, Brainstorming to help students have some general ideas about what they are going to read. For while-reading stage, teachers use Answer the Questions, Choose the Main Ideas to check their comprehension. For after-reading stage, the activities could be Summary, Discussion or Retelling what they have read. Additionally, when reading process takes place, reading teachers monitor the students’ expertise and independent application of the strategies. If there are many students feeling unsure about using the strategies, teachers stop their work, reintroduce and give them more practice. Finally after every reading times, teachers ask students to record their ability in applying strategies to assess their own growth. CHAPTER IV: CONCLUSION During teaching process, most of reading teachers give more time and emphasis on testing reading comprehension than teaching readers how to comprehend. Therefore, this small research has been done to offer an overview of different strategies to reading and application for practice. All of strategies can be brought into play in an efficient way in the teaching and acquiring reading skill. Simultaneously, it helps both teachers and students recognize the significant advantages of mastering reading strategies. With careful discussion about most of strategies used in three main reading stages: before, during and after reading, hopefully this research is a source of reference for reading teachers and students. REFERENCES A Strategies for Reading Textbooks, (n. d. ). Retrieved December 3rd, 2010 from http://www. how-to-study. com/study-skills/en/studying/40/a-strategy-for-reading-textbooks/ Anderson, N. J. (1991). Individual Differences in Strategy Use in Second Language Reading and Testing. Modern Language Journal, 75: 460-472. Becoming a Flexible Reader, (n. d. ). Retrieved December 3rd, 2010 from http://www. how-to-study. com/study-skills/en/studying/33/becoming-a-flexible-reader/ Brown, H. D. (2001). Teaching by principles- An interactive approach to language pedagogy. (2nd ed. ). NY: Longman, pp 384-387. Dr. Kathleen King, (n. d. ). Reading Strategies, Lecture from University. Retrieved December 14th, 2010 from http://www. isu. edu/~kingkath/readstrt. html Grabe, W. , Stoller, F. L. (2001). Reading for Academic Purpose: Guidelines for the ESL/ EFL Teacher, In Celce-Murcia, M. (Ed. ), Teaching English as a Second or Foreign Language. (3rd ed). Boston: Heinle, pp. 187-204. Hawkins, B. , (2001). Teaching Children to Read in a Second Language. In Celce-Murcia, M. (Ed. ), Teaching English as a Second or Foreign Language. (2rd ed). Boston: Heinle. McNamara, Danielle S. (2009). The importance of teaching reading strategies, The Perspectives on Language and Literacy. Retrieved December 14th, 2010 from http://findarticles. com/p/articles/mi_7694/is_200904/ai_n32423755 Nunan, D. (Ed. ) (2003). Practical English Language Teaching. Singapore: McGraw Hill. Oxford, R. L. (2003). Language Learning Styles and Strategies. Retrieved February 28, 2008, from web. ntpu. edu. tw/~language/workshop/read2. pdf Reading Strategies, (n. d. ). Retrieved December 10th, 2010 from http://98. 130. 215. 11/articles/6%20Strategic%20Reading. pdf.

The Hours Film Review Essays

The Hours Film Review Essays The Hours Film Review Essay The Hours Film Review Essay Essay Topic: Eva Luna Mrs Dalloway Everywhere we go, we constantly find ourselves furious and dissatisfied with film adaptations that never seem to serve us justice The book is just sooooooo much better!. But is it really fair to imprint this impression on all film adaptations of much-loved novels? The answer is NO. From the director of Billy Elliot, Stephen Daldry and his talented team on-and-off camera will prove you wrong.It is insanely difficult for most of us, to even begin to imagine the intolerable pain derived from those who endure immense depression or those who suffer from some form of mental illness. They are locked up in a jail that resembles their mind and are unable to break free. The Hours encapsulates this emotional stress endured by women across different eras to utter perfection.Based on the Pulitzer Prize-winning novel written by Michael Cunningham, The Hours depicts the lives of three women in three generations along with the twisted struggles they experience imprisoned in their hopeless souls. Au stralian actress Nicole Kidman (Moulin Rouge, Rabbit Hole), captures the role of Virginia Woolf in 1925, working on Mrs. Dalloway (a stream-of-consciousness novel) about the hostess of society, whose artificial nature of perfection masks her inner turmoil. Julianne Moore (The End of An Affair) portrays stereotypical American housewife, Laura Brown residing in 1951 American suburbia a woman who feels compelled to maintain her loyalty towards her son and husband (John C. Reilly). What may seem like a contentful heart and cheerful face may possibly be something else underneath the surface. Critically acclaimed actress, Meryl Streep (Adaptation, Sophies Choice) as Clarissa Vaughan in 2001, neglects her partner for the chapter in her life that she is reluctant to close, whom is shared with AIDS sufferer, Richard Brown played by Ed Harris.Kidman stands taller than the rest, delivering an extraordinary Oscar-worthy performance of astonishing courage, revealing the destructive war between her intellectual mind and the chaos revolving around her personal world. Every gesture and every facial expression convinces the audience that this character was tailor-made especially for her. Streep reflects this level of performance and as always, handles her role carefully producing a believable performance as a result. Her switch between absolute lunacy to a cheerful hostess is measured to perfection. But there is always one that lets the team down. Moores approach to the complex character of Laura Brown shows that she is just another pretty lady in a pretty dress. The recurring empty face is a snooze-fest that blocks the audience from entering her state-of-mind. Last but certainly not least, it is not a surprise that the youngest member of the cast, young and adorable Ritchie Brown played by Jack Rovello, angelically lights up the screen, making us aww time after time, whilst stealing our vulnerable hearts with his truthfully honest words, and innocent stare. Cuuute.Perhaps o ne of the most memorable scenes from the film is the opening sequence, which immediately draws attention to Virginia Woolfs irreversible decision, intertwined with a beautifully written voiceover of a note devoted her husband that exercises our minds in preparation for the incoming wave of emotions. The three distraught women and their lives are carefully woven together into a fluid piece of artistic interpretation. But in the end every life must continue, no matter how dull it may be. Tensions crescendo. Fears arise. The once-somber mood is finally uplifted and brightened when a series of fresh, blooming flowers are shot to complete the sequence with an excellent finish.The emotionally driven power of the themes featured in The Hours automatically select the targeted age group to mature audiences, as the multi-layered plot is possibly too chunky to digest for younger audiences. A certain fascination with mortality is explored by the female trio, who are explicitly sensitive, posses sing a clear perception of the revolving world. Constant evaluations are made by each of the main characters, questioning their monotonic lifestyles. The common through-line can be identified between the victims.David Hares masterfully constructed screenplay for the film stays faithful to Cunninghams novel and the devoted fans that are attached to his work. Hare took confident risks, to approach his duty with maturity. The script produced is not afraid to treat its audience as if they were knowledgeable geniuses. The screenplay successfully communicates the moral of the narrative, that there is a never-ending variation of experiences throughout the course of ones life, where no two days are exactly same.The impeccable costuming, cinematographic and musical aspects of The Hours cover up the puzzling holes in the films plot. Costume designer Ann Roth, did a remarkable job in interpreting the personalities of the characters via fashion [which is essential in many ways], as well as pain ting of eras in which each scene is set in. Kidman sports a simple yet effective prosthetic nose, which allows the audience to see an unrecognisable actress, making her role that much more realistic. Seamus McGarveys artistically gorgeous cinematography, consisting of lingering shots on the deeply, afflicted faces of the three leading women, is probably recognised as the films prominent instrument.An immaculate motion picture is presented as a result of his skillful work. Philip Glass exquisitely composed score is one secret and powerful weapon, which successfully accompanies the story, setting a range of moods and expressing atmospheres in a way that dialogue is occasionally unable to do so. The melodic harmonies produced by an enchanting combination of piano and strings are a vital aspect of the film, establishing and developing the characters by pouring their emotions out. This is somewhat rare in a typical Hollywood film. It is truly the flawlessly calibrated finishing touch to the magnificent creation.Every single inch of detail and aspect of the film from the heart-wrenchingly convincing acting performed by the majority of the cast, to the astounding screenplay and the haunting score is attacked with intelligence, seriousness and meaningfully precise measures which ultimately produced an original and dazzling masterpiece that is The Hours. It goes without any doubt at all, that the film thoroughly deserves its showering praise and awards. The Hours is a definite must-see film of the year.

Free Essays on Farming In 1900s

Essay: Farming Question: What were the Farmer’s problems in the latter part of the 19th century? How did they respond to their problems were they successful? The late nineteenth century was a time of drastic change in the United States. The country was growing at an unprecedented rate, and the Industrial Revolution was sweeping the nation. This industrial revolution not only affected those working in the newly founded industries and those in the cities, but the revolution impacted the farmers as well. American farmers were, as a whole, dissatisfied with their state of affairs, and began an agrarian movement. The farmers' grievances were multifaceted, and generally had merit, though allegations of an organized conspiracy to thwart the farmers were unfounded. Further, the discontent of the farmers was displayed in the formation of an organized political movement, which never before existed to such a degree. Hence the period between 1880 and 1900 was a boom time for American politics. The country was for once free of the threat of war, and many of its citizens were living comfortably. However, as these two decades went by, the American farmer found it harder and harder to live comfortably. Crops such as cotton and wheat, once the bulwark of agriculture, were selling at prices so low that it was nearly impossible for farmers to make a profit off them. Furthermore, improvement in transportation allowed foreign competition to materialize, making it harder for American farmers to dispose of surplus crop. Finally, years of drought in the Midwest and the downward spiral of business in the 1890’s devastated many of the nation’s farmers. As a result of the agricultural depression, many farm groups, most notably the Populist Party arose to fight what farmers saw as the reasons for the decline in agriculture. During the last twenty years of the nineteenth century, many farmers in t he United States saw monopolies and trusts, railroad... Free Essays on Farming In 1900's Free Essays on Farming In 1900's Essay: Farming Question: What were the Farmer’s problems in the latter part of the 19th century? How did they respond to their problems were they successful? The late nineteenth century was a time of drastic change in the United States. The country was growing at an unprecedented rate, and the Industrial Revolution was sweeping the nation. This industrial revolution not only affected those working in the newly founded industries and those in the cities, but the revolution impacted the farmers as well. American farmers were, as a whole, dissatisfied with their state of affairs, and began an agrarian movement. The farmers' grievances were multifaceted, and generally had merit, though allegations of an organized conspiracy to thwart the farmers were unfounded. Further, the discontent of the farmers was displayed in the formation of an organized political movement, which never before existed to such a degree. Hence the period between 1880 and 1900 was a boom time for American politics. The country was for once free of the threat of war, and many of its citizens were living comfortably. However, as these two decades went by, the American farmer found it harder and harder to live comfortably. Crops such as cotton and wheat, once the bulwark of agriculture, were selling at prices so low that it was nearly impossible for farmers to make a profit off them. Furthermore, improvement in transportation allowed foreign competition to materialize, making it harder for American farmers to dispose of surplus crop. Finally, years of drought in the Midwest and the downward spiral of business in the 1890’s devastated many of the nation’s farmers. As a result of the agricultural depression, many farm groups, most notably the Populist Party arose to fight what farmers saw as the reasons for the decline in agriculture. During the last twenty years of the nineteenth century, many farmers in t he United States saw monopolies and trusts, railroad...

Learn the Spanish Abbreviations You Should Know

Learn the Spanish Abbreviations You Should Know Spanish has dozens of abbreviations, and theyre common in both formal and informal writing. Differences Between Abbreviations in English and Spanish Unlike in English, where most abbreviations are capitalized, many Spanish abbreviations are not. Generally, abbreviations that are capitalized are personal titles (such as Sr. and Dr., even though the words themselves are not capitalized when spelled out) and those derived from proper nouns. But there are exceptions. Note also that, as in English, some abbreviations are used with or without periods varying with the style of writer or publication. The points of the compass usually arent abbreviated in running text. List of Spanish Abbreviations Here are the most common Spanish abbreviations. This list is far from complete, as Spanish has hundreds of abbreviations. Among those not listed here are those that are common in only one country, including acronyms for government agencies such as JUJEM for Junta de Jefes del Estado Mayor, the Spanish Joint Chiefs of Staff. This list shows the Spanish abbreviation in boldface, the Spanish meaning and the corresponding English abbreviation or translation. A/A - a la atencià ³n - to the attentiona.C., a. de C., a.J.C., a. de J.C. - antes de Cristo, antes de Jesucristo - B.C. (before Christ), BCE (before Common Era)a. m. - antes del mediodà ­a - a.m. (before noon)apdo. - apartado postal - P.O. Boxaprox. - aproximadamente - approximatelyAv., Avda. - avenida - Ave. (avenue, in addresses)Bs. As. - Buenos Aires - Buenos Airescap.o - capà ­tulo - chapterc.c. - centà ­metros cà ºbicos - c.c. (cubic centimeters)Cà ­a - compaà ±Ãƒ ­a - Co. (company)cm - centà ­metros - cm. (centimeters)c/u - cada uno - apieceD. - don - SirDa. - doà ±a - Madamd.C., d. de C., d.J.C., d. de J.C. - despuà ©s de Cristo, despuà ©s de Jesucristo - A.D. (anno domini), CE (Common Era)dna. - docena - dozenDr., Dra. - doctor, doctora - Dr.E - este (punto cardinal) - E (east)EE. UU. - Estados Unidos - U.S.esq. - esquina - street corneretc. - etcà ©tera - etc.f.c., F.C. - ferrocarril - R.R. (railroad)FF. AA. - fuerzas armadas - armed forcesGob. - gobierno - Gov.Gral. - general - Gen. (military title)h. - hora - hour Ing. - ingeniero - engineerkg - kilogramos - kg (kilograms)km/h - kilà ³metros por hora - kilometers per hourl - litros - litersLic. - licenciado - attorneym - metros - metersmm - milà ­metros - millimetersm.n. - moneda nacional - sometimes used to distinguish the national currency from others, especially in areas used by foreign touristsms. - manuscrito - manuscriptN - norte - N (north)no., nà ºm. - nà ºmero - No. (number)O - oeste - W (west)OEA - Organizacià ³n de Estados Americanos - OAS (Organization of American States)ONU - Organizacià ³n de Naciones Unidas - UN (United Nations)OTAN - La Organizacià ³n del Tratado Atlntico Norte - NATO (North Atlantic Treaty Organization)pg. - pgina - pageP.D. - postdata - P.S.Pdte., Pdta. - presidente (masculine), presidenta (feminine) - presidentp.ej. - por ejemplo - e.g. (for example)p. m. - post meridien - p.m. (after noon)Prof, Profa. - profesor, profesora - Professorq.e.p.d. - que en paz de scanse - R.I.P. (rest in peace)S - sur - S (south)S.A. - Sociedad Anà ³nima - Inc. S.L. - Sociedad Limitada - Ltd.Sr. - seà ±or - Mr.Sra. - seà ±ora - Mrs., Ms.Srta. - seà ±orita - Miss, Ms.s.s.s. - su seguro servidor - your faithful servant (used as a closing in correspondence)tel. - telà ©fono - telephoneUd., Vd., Uds., Vds. - usted, ustedes - youv. - và ©ase - go seevol. - volumen - vol. (volume)W.C. - water closet - bathroom, toilet Abbreviations for Ordinal Numbers Just as in English we might use a spelling such as 5th for fifth, Spanish speakers often abbreviate ordinal  numbers using the numerals themselves. A big difference in Spanish is that the abbreviations vary with gender. For example, octavo (eighth) is written as 8o if its masculine and 8a if its feminine. Such forms arent common for numbers above 10. Note that in masculine forms a superscripted zero is used rather than a degree symbol.

PEPSI Advertisement - A Lot More Than You Think Essay

PEPSI Advertisement - A Lot More Than You Think - Essay Example A young Hispanic boy starts off in by an apartment complex in this commercial, and by using an urban Hispanic setting with a monotone color scheme, a sense of confinement is instilled and something must be done about it.   With this set-up, Pepsi comes in to â€Å"save the day† or, in this case, this boy’s life from normality.   Pepsi’s product promises to lift this particular Hispanic youth out of a lower-middle class inner-city barrio environment into a drummer for a popular band.   Once the boy has tried the product, he becomes inspired giving him confidence and motivation to follow his dream of becoming a drummer.   And while everyone else is still living their mundane lives, he has transcended this barrio environment to pursue his dream.   He ascends to the high-class stardom status instantaneously in the commercial.   He is suddenly taken out of the boring lifestyle he was living in, ages about ten years older, and is put in a rock band on stage entertaining a massive crowd of fans most likely with his professional drumming. The boy’s younger years are portrayed in the sunlight, but not necessarily in a cheerful, happy way.   The sun just seems to be part of the whole monotonous picture.   When the boy’s dream is finally reached, the whole set-up is changed.   Instead of it being day, it is night (or at least in an indoor stadium or concert hall).   The only light is the light coming from the stage lights.... The boy's younger years are portrayed in the sunlight, but not necessarily in a cheerful, happy way. The sun just seems to be part of the whole monotonous picture. When the boy's dream is finally reached, the whole set-up is changed. Instead of it being day, it is night (or at least in an indoor stadium or concert hall). The only light is the light coming from the stage lights, which represent the fact that he is now the only one being focused on whereas before everyone was under the sunlight. No one would seem to have any fortune in the boy's town, and there are a lot of "mom and pop shops" or "bodegas" as the production notes in the video Production Notes state. This would imply that when the children are old enough, they end up taking over the family shop or store, which represses the child's dreams of becoming rich and famous. Since they will have to spend so much time and have so much responsibility over their bodega, they will never have enough time to pursue their dream, but drinking Pepsi will put them on par with the rest of the rock stars and celebrities because they drink it too. And when you drink Pepsi, you are a rock star too, metaphorically or in the instance of this commercial realistically as well. The main Hispanic boy of the commercial purposefully does not look like a rock star until he grows up into one after drinking the Pepsi, and neither does anyone else in the town. Everyone is meant to just be an average, stereotypical, Hispanic person living their daily lives kind of mindlessly. The boy however has been energized, motivated, and inspired by the Pepsi-cola he drank and he shows this in his

The Role of Washington Coursework Example | Topics and Well Written Essays - 250 words

The Role of Washington - Coursework Example State sovereignty is usually under threat from the federal’s influential role in stirring state policies and initiatives (Cropf, 2008). In essence, the federal government is legally obliged to provide general funding to all states. However, the federal government bargains for excess power by attaching funding with regulations. Quite often, failure of compliance with federal regulations jeopardizes a state’s possibility of receiving full share of the general funding from the national government. Eventually, state governments are beholden to Washington, leaving state officials with limited resistance in policy formulation and implementation. Personally, I believe that the federal government has taken the lead in steering state politics towards national fronts. Despite the dominance of state sovereignty in formulation and adoption of state policies, it is acknowledgeable that federal supremacy often lurks behind any important initiative passed by each US state. For example in October 2013, California was under threat from the federal government concerning education policies in the state. California state officials exercised their sovereignty by implementing tailor-made testing in schools. However, the testing proposed by California officials failed to comply with federal rules on education (Elysse, 2013). Consequently, federal officials threatened to withhold $15 million in education funds from California, unless the non-compliant policies were tuned to the rhythm of the federal government. Consequently, California caved in under the immense pressure of federal influence in the state’s education policies. In this regard, I think the federal government champions development and implementation of policies at both the state and national

Leadership and management Essay Example | Topics and Well Written Essays - 750 words - 1

Leadership and management - Essay Example On the other hand, leadership focuses on the most important resource, which is people. Therefore, it remains as the process of not only developing but also communicating a vision for the future (Armstrong, 2012). The role of the leader is to design various responsibilities which engage an individual values and competence. Responsibilities are perceived to be motivating when they remain meaningful despite stretching them. Leaders use responsibilities to engage intrinsic motivations by for example creating something new, exercising individuals’ abilities, assisting others, and offering value to the clients (Armstrong, 2012). A good example to illustrate the difference between a leader and a manager is using the case of GE/Durham plant. The plant is responsible for assembling Boeing 777 engine. It has about 170 employees with just one manager. Consequently, within the plant, there are nine teams, each with one leader. The team decides among themselves who performs which work, they schedule training, overtime, and vacation. They also tackle productivity or lack of ethics among the team members. Hence, all of them are leaders. Even though, there are no direct incentives, what motivates the technicians is the desire for perfection and the pride of producing the best engines in the aviation industry. In this case, the work of the manager is to listen and inform the teams (Armstrong, 2012). From the example, it is evident that leadership is purely based on influence as well as shared meaning. It is also an informal role regarded as an achieved position. Part of every team member responsibility requires indepe ndent thinking and initiative. The responsibility of a leader is to decide on the direction of the team. Therefore, a leader is responsible for setting the ultimate objectives, goals, and aim for the team. The leaders will then not only inspire but also motivate the team so that they

Canadian History post confederation Essay Example | Topics and Well Written Essays - 1500 words

Canadian History post confederation - Essay Example The threat of 'race suicide' loomed large in the outlook of housing reformers as it did in all the social improvement campaigns of the era. It was widely believed that the deplorable health of the working class, most visibly demonstrated in the high failure rates in military medical inspections, and the large-scale 'infiltration' of non-British immigrants would jeopardize the future of the Anglo-Saxon 'race.' One worrying development noted by reformers was the hesitancy of landlords to rent dwellings to families with children. This reluctance was commonly noted by observers of the urban scene and became particularly serious after the war with the housing shortage. It represented a concrete manifestation of the potential conflict of interest between different sections of capital -- industrialists and landlords -- over questions such as the reproduction of the workforce. As one conservative union bureaucrat in Toronto, J.T. Gunn, put it blatantly in 1920, 'Landlords object to children, with the result that we are drifting into race suicide.' 'Race' was a loosely defined term used extensively by social commentators to designate the peculiar social attributes that allegedly derived from the biology or culture of a particular people. In the English-Canadian case, this attitude was largely rooted in a sense of the inherent superiority of British 'stock' and constituted a fundamental element of the social hierarchy. It reflected the ideological legacy of the conquest of French Canada and the Native peoples, the Anglo-chauvinism associated with the international hegemony of the British Empire, and the Eurocentric racism linked to colonialism and slavery. Whether one was an environmentalist who believed that active intervention could uplift the social and moral conditions of the indigent and socially 'misfit' or a hereditarian who envisioned that social problems originated in immutable biological traits, there was a common opinion that the Canadian 'race' could be bettered. Neither was there disagreement that the physical, mental, and moral state of the race faced grave danger unless prompt action was taken. Early reformers isolated infectious diseases as the main peril because they threatened to overtake the city as a whole. A 1906 editorial in the Toronto Daily News outlined this threat to the 'respectable' classes: 'The Ward constitutes a constant menace to the physical and moral health of the city. It is an open sore from which flow fetid currents which cannot but be corrupting to the whole community.' The metaphor of disease was widely used to depict the slum housing conditions of immigrants and the poor. Dr Charles Hodgetts, head of the Public Health and Housing section of the COC, argued that temporary shack towns on the outskirts of cities were quickly becoming the 'overcrowded permanent homes of a foreign population -- hot beds of parasitic and communicable diseases and breeders of vice and inequity.' Such bigotry was extended to working-class British and American immigrants as

James Madison Essay Example | Topics and Well Written Essays - 1500 words - 1

James Madison - Essay Example It is hoped that this will bring to light the relevance of Madison's politics to an understanding of America today. James Madison (1751-1836) served as the 4th President of America and is considered as the "Father of the American Constitution." Like his close friend Thomas Jefferson, James Madison came from a prosperous family of Virginia planters, received an excellent education, and quickly found himself drawn into the debates over independence. Madison emerged as a respected leader of the congress, known for his hard work and careful preparation.2 Dahl's analysis of Madison's political views centered on the latter's propositions relative to the Democrat-Republic that he and his colleagues (Alexander Hamilton and other supporters of the Constitution) advocate. These propositions are as follows: (1) the greatest threat in the American republic comes from a minority, not the majority; (2) to protect their rights from minority factions, members of the majority faction must organize their own political party; (3) the danger that majorities might threaten property rights could be overcome by enabling a majority of citizens to own property, a feasible solution in America; and (4) in a republic, majorities must be allowed to prevail. Dahl asserts that Madison's political views have somewhat developed from a non-democratic view to a more democratic one as his experience in politics broaden as demonstrated in his instigation of the Bill of Rights (10 amendments to the Constitution) in 1814. Nonetheless, Dahl contends that these proposi tions are still inconsistent with the political system that he upholds. He mentioned three inconsistencies, namely: (1) as an empirical proposition, his conjecture that increased size reduces the danger of factionalism is contradicted by subsequent experience; (2) in his conception of basic rights, Madison excluded more than half the adult population: women, African Americans, and American Indians; and (3) he actively supported the provision in the Constitution that gave to slave states an increase in representatives amounting to three-fifths of the slave population.3 According to Dahl, four questions served as Madison's guide in establishing his ideas: 1) What is the new system of government to be called 2) Does a common good exist and, if so, can we know what it is 3) What are the major threats to achieving the common good 4) Can these threats be overcome and, if so, how4 Constitutions or political regimes then were classified based on the number of person/s to whom authority is given. It could be any of these: the rule of [the] one, of the few, or of the many. Each may be considered either 'good or bad' form, depending on whether the rulers sought to achieve the common good or merely their own interests. Political regimes ruled by one are considered a monarchy and its undesirable form, despotism. Rule by the few would be aristocracy or oligarchy. How should one call the rule by the many Should the good form be called a democracy or a republic What about the bad form Dahl points out that these two terms were not yet clearly defined then and claims that "Madison's famous distinction between the terms 'democracy' and 'republic' was somewhat arbitrary and ahistorical" quoting Madison's

In-Flight Customer Service Excellence at Emirates Dissertation

In-Flight Customer Service Excellence at Emirates - Dissertation Example e Review 2.1 Introduction 7 2.2 Customer orientation 7 2.3 Customer satisfaction 7 2.4 Customer Service Excellence 9 2.5 Customer perception and attitude 11 2.6 Contact employees and attributes 13 2.7 Attribution Theory 15 2.8 Cabin crew training, selection and staff maintenance 16 Chapter III Methodology 3.1 Research Philosophy 19 3.2 Research Phenomenon 19 3.3 Research Approach 19 3.4 Research Design 21 3.5 Role of the researcher 21 3.6 Data collection 22 3.7 Data Analysis 25 3.8 Ethical concerns 25 3.9 Reliability and Validity 25 Chapter IV Presentation of Results 4.1 Competitor Airlines 27 4.2 Emirate Airlines 32 4.3 Data Analysis 43 Chapter V Conclusion and Recommendations 5.1 Conclusion 49 5.2 Recommendations 51 5.3 Limitations 51 References 52 Appendices 56 Tables Chart I Relationship with Emirates 38 Chart II Reasons for traveling Emirates 38 Chart III Service attributes 39 Chart IV Staff & Attributes 39 Chart V Best In-flight Service 40 Chart VI Services Desired 40 Chart VII Service Improvements 41 Chart VIII Staff Rating 41 Chart IX Customer Satisfaction 42 Chapter I Introduction 1.1 Background Consumers today are enlightened and empowered, and drive the changes in the market place. They are well informed, aware and concerned about products. These have an impact on companies’ go-to-market and service approaches (Baird & Gonzalez-Wertz 2011). Consumer behavior has fundamentally changed with the technological advancements and the old business models are threatened. Marketing professionals have to focus on developing fresh consumer insights which will enable them to transform customer experience. As markets have matured companies that had developed sophisticated but complex business models face tremendous pressure to reduce costs while meeting broad customer...Consumers today are enlightened and empowered, and drive the changes in the market place. They are well informed, aware and concerned about products. These have an impact on companiesâ€℠¢ go-to-market and service approaches (Baird & Gonzalez-Wertz 2011). Consumer behavior has fundamentally changed with the technological advancements and the old business models are threatened. Marketing professionals have to focus on developing fresh consumer insights which will enable them to transform customer experience. As markets have matured companies that had developed sophisticated but complex business models face tremendous pressure to reduce costs while meeting broad customer needs (Hansson, Ringbeck & Franke 2003). Service providers such as the airline have increased the scope their products and services over the decades which has impacted customer expectations. While their aim was to serve larger and more diverse customer base, it resulted in cost structure that is sustainable only when the principal competitors follow the same route (Hansson, Ringbeck & Franke 2003). The traditional carriers received a setback with the advent of technology and when low-cost airlines entered the competition. The low-cost carriers now dictate prices in large and growing parts of the market. This again prompted the larger traditional carriers to change their business model or offer some point of differentiation. One of the areas that airlines could differentiate was in adding value for the customer.

James Madison Essay Example | Topics and Well Written Essays - 1500 words - 1

James Madison - Essay Example It is hoped that this will bring to light the relevance of Madison's politics to an understanding of America today. James Madison (1751-1836) served as the 4th President of America and is considered as the "Father of the American Constitution." Like his close friend Thomas Jefferson, James Madison came from a prosperous family of Virginia planters, received an excellent education, and quickly found himself drawn into the debates over independence. Madison emerged as a respected leader of the congress, known for his hard work and careful preparation.2 Dahl's analysis of Madison's political views centered on the latter's propositions relative to the Democrat-Republic that he and his colleagues (Alexander Hamilton and other supporters of the Constitution) advocate. These propositions are as follows: (1) the greatest threat in the American republic comes from a minority, not the majority; (2) to protect their rights from minority factions, members of the majority faction must organize their own political party; (3) the danger that majorities might threaten property rights could be overcome by enabling a majority of citizens to own property, a feasible solution in America; and (4) in a republic, majorities must be allowed to prevail. Dahl asserts that Madison's political views have somewhat developed from a non-democratic view to a more democratic one as his experience in politics broaden as demonstrated in his instigation of the Bill of Rights (10 amendments to the Constitution) in 1814. Nonetheless, Dahl contends that these proposi tions are still inconsistent with the political system that he upholds. He mentioned three inconsistencies, namely: (1) as an empirical proposition, his conjecture that increased size reduces the danger of factionalism is contradicted by subsequent experience; (2) in his conception of basic rights, Madison excluded more than half the adult population: women, African Americans, and American Indians; and (3) he actively supported the provision in the Constitution that gave to slave states an increase in representatives amounting to three-fifths of the slave population.3 According to Dahl, four questions served as Madison's guide in establishing his ideas: 1) What is the new system of government to be called 2) Does a common good exist and, if so, can we know what it is 3) What are the major threats to achieving the common good 4) Can these threats be overcome and, if so, how4 Constitutions or political regimes then were classified based on the number of person/s to whom authority is given. It could be any of these: the rule of [the] one, of the few, or of the many. Each may be considered either 'good or bad' form, depending on whether the rulers sought to achieve the common good or merely their own interests. Political regimes ruled by one are considered a monarchy and its undesirable form, despotism. Rule by the few would be aristocracy or oligarchy. How should one call the rule by the many Should the good form be called a democracy or a republic What about the bad form Dahl points out that these two terms were not yet clearly defined then and claims that "Madison's famous distinction between the terms 'democracy' and 'republic' was somewhat arbitrary and ahistorical" quoting Madison's

External Environment Analysis of Disneyland Park in Anaheim Research Paper

External Environment Analysis of Disneyland Park in Anaheim - Research Paper Example This outbreak started in December 2014 when 36 people including visitors and workers of Disneyland amusement park contracted measles (Leifer, 2015). In addition, further 90 people across seven states in the US and the neighboring country Mexico were reported infected from the outbreak. Though the measles outbreak in Disneyland had adverse effects on their visitors and employees, it only had a slight impact on the park’s attendance (Comb, 2015). The park lost revenues of unvaccinated visitors who were advised by health officials to avoid Disneyland. In addition, Comb says minors who could not be vaccinated were also locked out of Disneyland as a result of doctors’ recommendation. The park’s management incurred extra expenses by catering for the medical bills of their employees who were infected by measles. Even though, the measles had no adverse effects on Disneyland business, the park’s social image was tainted as a result of the outbreak. Currently, many visitors are medically advised before visiting the park something that portrays the park a dangerous place. Unlike Disneyland Park, Universal Studio Hollywood is a working movie studio. Levine (2014) states that the studio began in mid-1960s as modest backstage tour that offered tours to the public. The studio offers big thrills to the visitors by combining scary effects with high-speed coaster rides. These rides and amusement are based on some of the most famous scenes and characters from popular films and televisions. It also offers the celebration of special events such as treatment of intrepid visitors at the annual Halloween Night Horror and celebration of the Christmas holiday (Levine, 2014). Though the studio has over time grown into more of a theme park that offers roller coasters, it has managed to maintain its focus on movies and culture. Additionally, this park offers water activities for its visitors. Universal Studio

Culture As Eldridge And Crombie Commerce Essay

Culture As Eldridge And Crombie Commerce Essay Culture, as Eldridge and Crombie (1974, cited in Burnes, 1996, p.112) stated, refers to the unique configuration of norms, values, beliefs, ways of behaving and so on, that characterize the manner in which groups and individuals combine to get things done. Every organization has its own unique culture even though they may not have tried to change, manage or manipulate it. Rather it will have been probably changed, managed or manipulated , based on the values of the top management or core people who build and/or direct that organization. Over time individuals (particularly the organizations leaders) attempt to change, manage or manipulate the culture of their organizations to fit their own preferences or changing marketplace conditions.Then this culture influences the decision-making processes, it affects styles of management and what everyone determines as success. When an organization is created, it becomes its own world and its culture becomes the foundation on which the organization will exist in the world. In the past decade, more and more companies have attempted to make significant changes in the way that they manage their businesses. In a world where rapid change has become the norm, a variety of forces have driven organizations to undertake task of changing their culture (Heifetz Hagberg, 2003). 1.1 Definition of Organizational Culture: There is no single definition for organizational culture. A variety of perspectives ranging from disciplines such as anthropology and sociology. Some of the definitions are listed below: Organizational culture is a series of understandings about action that is organized, and find expression in language whose nuances are special to the group (Becker and Geer 1960, cited in Michelson, 1996, p.16 ). Organizational culture is a series of understandings and meanings shared by peoples that are relevant to special group which are passed on to new members, and are tacit among members (Louis 1980, cited in Michelson, 1996, p.16). Organizational culture is a system of knowledge and standards for believing, evaluating and understanding etc that serve to environmental backgrounds (Allaire and Firsirotu 1984, cited in Michelson, 1996, p.16). Basic assumptions and beliefs have deeper level that are: learned responses to internal integrations problems and survivals problems in groups external environment; are shared by members of an organization; that operate unaware; and that define in a basic taken -for-granted mode in an organizations view of itself and its environment (Schein 1988, cited in Michelson, 1996, p.16 ). 2.0 CHANGING ORGANIZATIONAL CULTURE: All the organizations culture isnt static: because the internal and external factors influence culture change, so culture will change. According to Burnes(1991, cited in Burnes, 1996, p.115): assumed that culture is locked into personal values, beliefs and norms of organization, because these conceptions change is difficult. This type of organic culture will be slow if there isnt major shock to the organization. Its a big problem whether organizational culture can be changed or not. In the following, this problem will be discussed: analyzing whether culture can be changed, and if it does, in what way. 2.1 Culture can be Changed: Many people take a more considered view while sharing the belief that culture can be changed. Schein(1985,cited in Burnes, 1996, p.117) who is one of the more influential, believed that before any attempt is made to change an organizations culture, it is first necessary to understand the nature of its existing culture and how this is sustained. He argued that it can be achieved by: For new members, analyzing the process of employment and induction; Analyzing responses to critical events which are often translated into unwritten in history of organization. But rules of behavior are still very strong. Beliefs, values and assumptions of guardians and promoters of organizations culture are analyzed; Paying especial attention to puzzling characteristics which have been observed. Scheins approach is to treat culture as an adaptive and tangible learning process, and emphasizes the way in which an organization communicates its culture to new members. For a variety of reasons, organizations may find that their existing culture is unsuitable or even harmful to their competitive needs. In such a situation, many organizations have decided to change their culture. After a survey carried out in 1988 by Dobson (1988, cited in Burnes, 1996, p.116), Dobson states that these organizations sought to change culture by shaping the beliefs, values and attitudes of employees. Dobson identified a four-step approach to culture change based on these companies actions: Step 1 To change the composition of workforce, organization can change policies of recruitment, selection and redundancy so that prospects of promotion and employment are dependent on those controlling and displaying the beliefs and values that organization wishes to promote. Step 2 Organization may reorganize the workforce in order to make employees and managers who display the required traits to occupy positions of influence . Step 3 Organization can effectively communicate the new values by using a variety of methods such as one-to-one interviews, briefing groups, quality circles, house journals, etc. Step 4 Organization can change systems and procedures that related with rewards and evaluations. Many peoples advocating culture change adopt a similar approach. Some of these underestimate the difficulty involved in changing culture. For example, Egan(1994, cited in Burnes, 1996, p.117) took just four pages to show how organizations could quickly, and with apparent ease, identify and change their cultures. Gordon et al.(1985, cited in Burnes, 1996, p.117) conclude that : this type of generic approach to culture has been criticized as being too simplistic, and putting forward recommendations which are far too general to be of use to individual organizations. Schwartz and Davis (1981, cited in Burnes, 1996, p.118) suggest that: it should compare the strategic significance(importance to the organizations future) of the change with the cultural resistance when an organization is considering any form of change. They term this the cultural risk approach. They argue, it is possible for an organization to decide with a degree of certainty whether to ignore the culture, manage round it, attempt to change the culture to fit the strategy, or change the strategy to fit the culture. Though Schein (19841985, cited in Burnes,1996, p.118) believes that culture can be changed, he also argues that there is a negative side to creating a strong and cohesive organizational culture. Shared values make organizations resistant to certain types of change or strategic options regardless of their merit. Although many peoples believes the advisability of culture change and strong cultures in some situation, and someone question this , there are also people who believe that culture can not be changed or managed at all. Meek (1982, cited in Burnes,1996, p.119) commented that: culture as a whole can not be manipulated, turned on or off, although it needs to be recognized that some [organizations] are in a better position than others to intentionally influence aspects of ità ¢Ã¢â€š ¬Ã‚ ¦ culture should be regarded as something an organization is, not something it has: it is not an independent variable nor can it be created, discovered or destroyed by the whims of management. Filby and Willmott(1988, cited in Burnes, 1996,p.119) also questioned the notion that management has the capacity to control culture. They point out that this ignores the way in which an individuals values and beliefs are conditioned by experience of exposure to the media, social activities, and previous occupationa l activities. A further factor against the feasibility of managing/changing culture is the ethical dimension. Van Maanen and Kunda(1989,cited in Burnes,1996, p.120) argued that: managers attempt to control what employees feel and what they say or do behind the interest in culture. Their argument is: culture is a mechanism for training emotion that is a method of guiding the way people are expected to feel. It can be conceived that they attempt to change culture. Cooper (1998) conclude three views relevant whether culture can be changed : Root Metaphor: If peoples believe that culture is a root metaphor, they believe that there is no instant means about changing a culture which will be developed and which is passed on from generation to generation of the workforce. Cultural change will happen only through the hundreds of forces acting between all the actors, but slowly. It cannot be pre-determined. External and independent variable : If peoples believes that culture is an external and independent variable, they believe that there is little one can do to change a culture in the face of external social behaviours, values and beliefs that employees bring into the work place. Internal variable: If peoples believe that culture is an internal variable, they believe that the culture can be directed and changed. However some focus on the more visible symbols and artifacts, many on peoples behavioral patterns, and others on peoples underlying behavior norms, values, and beliefs. 2.2 How to Change Culture: There are many solutions to changing culture, some prescriptive (directive) others more philosophical (enabling) (Cooper,1998). The need for a change in culture is invariably precipitated by some significant, even critical, external environmental change. 2.2.1 Management Directed : Culture change through the actions and behavior of leaders rather than a process they prescribe a set of actions to create an environment. Peters and Austin (1985,cited in Cooper,1998) equates business and leadership with show business and thus the need to create the right atmosphere. So they advocate shaping values, symbolizing attention even to the point of saying it is the opposite of professional management . Drama can be just for impact and creating stories that get told time and time again, such as the when the founder of McDonalds ordered all managers chair backs to be sawn off so they would be more inclined to get out and meet the customer. Consensus building based on sharing: developing high-trust between individuals; allow time for people to change; to set the direction but allow the employees to work out the details, more direct intervention, provide the training to develop the new skills needed. Within atomized organization, managers will be both the bearers of culture as well as its promoters. 2.2.2 Management Enabled: According to Schein(1985, cited in Cooper,1998):organization need leadership to help the group learn new assumptions and unlearn some of its cultural assumptions when culture becomes dysfunctional. Leaders encourage groups to undergo group cue. The aim is to surface the unconscious assumptions and values of the group as a prelude to changing them to meet the needs of a new environment. Schein had process models: General Evolutionary Process [this is change from within a group that is natural and inevitable and passes through predictable stages]. Adaptation, Learning, or Specific Evolutionary Process [here the environment causes responses by which the group learns and adapts]. Revolutionary Process [in this power is a key variable]. Managed Process [here there is a focus on what can and cannot be changed].         Schein proposes that leaders are responsible for which model to adopt and for ensuring the group knows and agrees which model it is using. Burnes (1996) conclude: If organizational culture lack clear fuidelines, managers must make themselves to choice based on their own circumstances and perceived options as to whether to attempt to change their organizations culture. If organization lacks strong or suitable cultures which bind their members together in a common purpose and legitimate and guide decision-making, managers may find it difficult either to agree among themselves or to gain agreement from others in the organization. 3.0 MANAGING ORGANIZATIONAL CULTURE Cultures are hardly planned or predictable; they are the natural products of social interaction and develop and emerge over time. Someone believes that cultures can be shaped to suit strategic ends. Even if cultures can be managed is this necessarily a good thing? This is the tendency for culture to be promoted as a device for increasing organizational effectiveness. Culture spans the range of management thinking. Organizational culture has been one of the most enduring buzzwords of popular management. Why? Perhaps most importantly culture penetrates to the essence of an organization it almost analogous with the concept of personality in relation to the individual and this acute sense of what an organization is its mission, core values seems to have become a necessary asset of the modern company. There is the contentious question of whether or not organizational culture can be managed or not. While there may be no definitive answer to the question. According to Bate (1994,cited in Willcoxson Millett, 2000, p.97): there exist two basic approaches to culture and strategy: conforming (maintaining order and continuity) and transforming (changing and breaking existing patterns). The effectiveness of the chosen approach to organizational culture and strategy at any given time is dependent on contextual factors that relate to both the internal and the external environment. Thus, context determines a culture needs to be maintained or changed, but the strategies adopted are very much determined by the perspective subscribed to by the manager or change agent. In dealing with the management of organisational culture, it is firstly necessary to identify as fully as possible the attributes of the existing or new target culture the myths, symbols, rituals, values and assumptions that underpin the culture. Allen et al.(1985, cited in Willcoxson Millett, 2000, p.97) concluded that: action can be instigated in any of several key points of leverage: recruitment, selection and replacement -organization ensure that oppointments strength the existing cultures or support a culture change, that can affect culture management. Organization can change the culture by using removal and replacement; socialization -which is especially critical in fragmented organisational cultures. An existing or new culture can be provided by induction and subsequent development and training for acculturation and for improved interpersonal communication and teamwork; performance management/reward systems -organization can highlight and encourage desired behaviors which may (or may not) in turn lead to changed values through using performance management/reward systems. leadership and modelling executives, managers, supervisors can reinforce or assist in the overturning of existing myths, symbols, behaviour and values, and demonstrates the universality and integrity of vision, mission or value statements; participation it is essential that participation of all organization members in cultural reconstruction or maintenance activities and associated input, decision making and development activities if long-term change is to be achieved in values, not just behaviors. interpersonal communication an existing organizational culture can be supported much by satisfying interpersonal relationships. Satisfying interpersonal relationships integrate members into a culture; effective teamwork supports either change or development in and communication of culture; structures, policies, procedures and allocation of resources need to be congruent with organizational strategy and culture and objectives. The above constitute a number of many strategies and leverage points that can be used in organizations to manage an organization in terms of its overall culture. The management of culture is based on a understanding of the tacit and explicit aspects that make-up the existing culture. 4.0 MANIPULATING ORGANIZATIONAL CULTURE: Culture determines what a group pays attention to and monitors in the external environment and how it responds to this environment. Thus, as Bate (1994, cited in Willcoxson Millett, 2000 ) notes, for those who take an anthropological stance, organisational culture and organizational strategy are inextricably linked and dependent each other. Culture is not a separable aspect of an organisation, it is not readily manipulated, and it is not created or maintained primarily by leaders. For the peoples who called as scientific rationalists, organisational culture is one aspect of the component parts of an organisation, a aspect that can be measured, manipulated and changed as organisational variables such as skills, strategy, structure, systems, style and staff. Organisational culture is primarily a set of values and beliefs that articulated by leaders to guide the organisation, translated by managers and employees into appropriate behaviours and reinforced through rewards and sanctions. Scientific rationalist peoples thus tend to talk about culture as if it is a definable thing the culture of the organisation; the organisation has a service culture and their strategies for change focus on modular, design-and-build activity often related to structures, procedures and rewards. 5.0 CONCLUSIONS: Organizational cultures are created or changed by people. In part, an organizations culture is also created and cahnged by the organizations leadership. Leaders at the executive level are the principle source for the generation and re-infusion of an organizations ideology. What constitutes organisational culture and its perceived role in organisational are argued, resting on perceptions of culture either as a historically-based, change-resistant, deep social system which underpins all organisational strategy and action, or as just one aspect of the total organisational system, manipulable though surface structures such as rewards. The model adopted will determine which of the key points of leverage are deemed most likely to achieve the desired outcome of cultural maintenance or change. The perspective adopted will determine the focus of cultural change, development or maintenance activities. There are no definitive answers to questions about whether culture can be changed, managed an d manipulated or not. There are different views about this question. The view of yours based on your knowledge, experience about organizational culture. Although there are no definitive answer to question, you can conclude a answer which fit your view through analyzing of this paper.