Friday, January 31, 2020

Pick 3 topics, each topic has only 1 paragraph with more than 10 Essay

Pick 3 topics, each topic has only 1 paragraph with more than 10 sentences i guess. so it will be 3 paragraphs - Essay Example The formation of gangs in schools, and the related violence and rivalry, is reduced by the absence of gang-identified clothes. At the same time, uniforms eliminate expensive items of clothing which lead to jealousy and theft. The secure school environment established by a uniform dress code creates an atmosphere of sharing which in turn leads to increased self-esteem. School uniforms contribute to the development of self-esteem in public school students. This is an off-shoot of the fact that self-esteem is significantly linked to attire in the case of most adolescents. This is largely because clothes are an indication of the student’s economic background. The difference in dress leads to the differentiation between rich and poor students. As clothes make a statement, student identities become linked to their clothes. Those who are unable to keep up with the latest fashion trends risk being teased by their wealthier peers. There is also the risk of teachers being unconsciously influenced by the affluence of students as reflected by their clothes. This many lead to differential treatment of students in class. A uniform dress code eliminates differences based on the student’s home environment and gives students the opportunity to be judged completely on the basis of their abilities. The resulting increase in self-esteem leads to improv ed academic performance. Academic performance is improved by a uniform dress code as the distraction of dressing fashionably for school is eliminated. Conflict with parents over what constitutes appropriate attire for school is also avoided. As there is no need to spend time on choosing clothes and accessories for school every morning, there is more time for study at home. At the same time, punctuality, and attendance at the first classroom session in schools, is improved. As uniforms eliminate the need for school teachers to monitor student’s attire, more time

Thursday, January 23, 2020

Stalinism and Jews Essay -- essays research papers

Modern World History Joseph Stalin led the Socialist Soviet Union in the â€Å"Revolution from Above,† a movement to centralize the government and transform society without popular participation . Because Stalin’s radical goals were destructive for the populace to attain, his legitimacy was based on the credibility of his ideological authority . In protection of that conviction, Stalin was in constant fear of competitive initiative and philosophy. Stalin subjected society and culture to strict party surveillance and control, issuing pro-socialist, xenophobic propaganda, censoring literature, art, and media, and launching anti-religious campaigns . In addition to his confiscation of religious property and denunciation of belief, Stalin was a contemptuous anti-Semite, using Jewish people as symbols of a corrupt capitalist ethic. However, in 1941, Stalin discontinued his Jewish intolerance and supported the formation of the Jewish Antifascist Committee (JAC) in 1942, contradicting practiced St alinism and amending his previously categorical policy. Even after WWII, Stalin collaborated with the United States and supported the creation of a Jewish State in Palestine. Soviet Jews raised great hope for future friendship and cooperation with the government . Suddenly, in 1948, Stalin changed his position again, dissolving the JAC, arresting prominent Jews, and beginning the â€Å"Black Years† of refreshed repression and anti-Semitism. Although drastic doctrinal oscillations were completely out of character for the inflexible dictator, the changes in Jewish administration were not the only exceptions in his etiology that Stalin made from WWII to his death. The effects of Stalin’s inconstancies were dangerously close to destructive of his legitimacy and authority. What compelled a fanatically unyielding and calculating dictator to alter his policy -- self-preservation, miscalculation, composite guilt, or deteriorating mentality?   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Stalin owed everything to Lenin.† Stalin’s oppressive rule was legitimized by the â€Å"imprimatur of Lenin’s creation and succession.† Marx’s theory became Lenin’s doctrine and Stalin’s creative justification. Lenin’s Bolshevik (â€Å"Majority†) party was formed in 1903 with the objective of a stagiest societal evolution of Europe and Russia in the gradual progression from feudalism, to capitalism, to socialism, and to eventu... ...ed up. Stalin worked with the US to build an Israeli state, â€Å"striving to win support among Western public opinion,† while anti-Semitism grew among the populace from blaming the Jews for the Nazi invasion. The JAC was dissolved in 1948, and many of its members killed by the NKVD in â€Å"deliberately staged accidents.† In victory, â€Å"a product of [the new] fierce Russian nationalism was the re-emergence of an age-old anti Semitism.† The sudden inconsistencies in Stalin’s principles were blatant. Stalin’s rule was based primarily upon the consistency of his theory, and changes in his normally dogmatic method would have been destructive, had it not been for the recent victory over Germany. Stalin’s fluctuations in policy from 1939 until his death in 1953 and the resulting losses in ideological authority were forgotten in the victory celebrations. . By the time the post-war excessive Russian chauvinism had worn off, Stalin’s policy was again stabilized in anti-Semitic xenophobia. Stalin feared contradicting his ideology, but with the onset of World War II, he compromised the dangers to his dictatorship. Stalin’s risky changes in etiology had strong motives in calculated self-preservation.

Wednesday, January 15, 2020

A Critical Analsysis Cultural Event Essay

School shootings has been a popularized term in both the United States and Canada for describing gun violence at educational institutions around the country. This especially applies to mass killings or shooting sprees perpetuated by the students or members of the faculty. School shootings are differentiated from acts of terrorism in that they are usually randomly targeted victims and involve students, faculty or alumni of the institution involved. This marked difference can be seen when we differentiate the Beslan School Hostage Taking (BBC News, 2004) from the Columbine Massacre. For our purposes, we would use the Columbine Massacre as our cultural event to be analyzed. This massacre has been well documented by a mountain of resources and has been extensively analyzed by researchers, law enforcement officers and medical practitioners. The Columbine Massacre is a well-known tragedy in the United States. It was a tragic day where two students who attended Columbine High School shot at their fellow students and teachers. This tragedy ended with more tragedy when the two students took their own lives. The abrupt and sudden death of the two students gave rise to more questions regarding this tragic incident. After the death of so many lives, no one was left to answer what motivated these two seemingly common boys to do such inhumane acts. Main Argument The purpose of writing a critical analysis of this event is to uncover the â€Å"deeper† implications of the event of school shootings on culture as a whole and on the writer as an individual. We will delve at the issue of school shooting from different angles that would show issues in our culture. It is the argument of this writer that school shootings can be prevented. To do this, we must pass stricter laws in gun control, prevent school violence, and reduce the amount of violence in multimedia and the Internet. Our effort to handle this tragedy has led to a valiant effort to rationalize and find solutions to prevent another Columbine. We must use this information and take responsibility by taking adequate measures in law and in practice. School shootings then as an event has brought to light the following issues: gun control, school violence, violence in multimedia and the internet, our culture on handling tragedies and our own responsibility towards preventing future killings. Support for Argument – Different Angles Gun Control The issue of gun control has been front and center in the debate regarding prevention of another Columbine Massacre. To support my main argument that stricter gun control laws can prevent another Columbine, it is argued that our laws on gun control are too lax. The access by which the shooters had to guns of high caliber and quantity of explosives prove the inherent laxity of our country’s gun control laws. In his movie, â€Å"Bowling for Columbine†, Michael Moore illustrates how guns are given away even when you open bank accounts in America. Even in Wal-Mart stores, guns were readily available. It has only been recently that Wal-Mart has pulled out guns from a third of its US stores. Even then, the company cites marketing decisions rather than lawful restrictions in its decision. (Pioneer Press, 2006) Stricter gun control laws will ensure that access and availability of guns will only be reserved for law enforcement. The consuming public, much less our children, must not be able to readily access guns without adequate reason. This reason must be well-defined in law and properly implemented to prevent young children from getting their hands on high-caliber weapons. Violence in Multimedia and the Internet The role of violence in multimedia and the Internet was a critical issue in determining what could be done to prevent another Columbine. Both shooters played violent games and were taking active part in online communities that catered to such games. Henry Jenkins, director of Comparative Media Studies Program at the Massachusetts Institute of Technology, cautioned the Senate Commerce Committee from totally shunning the Multimedia and the Internet. In his testimony before the senate, he reminds us that media consumption is active and not passive. They are tools that we can use and mold to our advantage. It must also be remembered that media content is a process that is developed over a period of time. Different consumers react to media in different ways. When all else fails, real life would always trump media. It is read against our perception of the world. It is in this light that the writer argues that meaningful recommendations for law making can be legislated in order to control media to lessen the amount of violence available to our youth. Such legislated can be done without trampling on our bill of rights by asking media content providers to be more creative and our schools to use media in K-12 education. These are just some of the recommendations by Jenkins in order to prevent violence in media use for institutions. More will be discussed with regard to school violence in the succeeding paragraph. School Violence The issue of school violence had come front and center as one of the reasons for the Columbine Massacre. After the event, every circumstance surrounding the life of the two shooters was examined. They were part of â€Å"goth† groups and were not considered generally popular with the students in early reports. Some of the myths would even say that they were loners and only a few students knew them. The truth however, cannot be farther. Even though they were part of â€Å"goth† groups, both shooters had a steady group of friends and were not exactly alienated from the student populace. Recent studies have cautioned on inciting a sense of â€Å"moral panic† in reacting to the problem of School Violence. â€Å"Moral Panic† is a reaction to school shootings where teachers and other students would view fellow students and faculty as â€Å"threats† to public safety. This is not the environment that will lead to the prevention of School Violence. (Jenkins, Part I, 1999) In preventing school violence, the National Association of Independent Schools have come up with the following measures: 1) more support for the youth using digital communities, 2) use media education in K-12 institutions, 3) more respect and knowledge by adults for popular culture of children, 4) more tolerance in the school environment 5) establishing parental discussion groups on appropriate media content, 6) illicit more creative responses from media producers. (Jenkins, Part IV, 1999) Our Culture on Handling Tragedies The deeper implication of this event to our culture is that it is reflective of the way we handle tragedy. It shows the need of our culture to rationalize and put blame. But more so, it shows the resilience of our culture to heal, move on and adapt to the changing times. The event itself as described above shows two things. The first part of our description culled from the CNN report is a depiction of the extent of violence imparted by the two boys. What happened in Columbine was distinctly violent and ruthless. The second part of our description culled from the Jefferson County report is a depiction of our need as culture to rationalize such violence. The process of compiling, examining and connecting all the 4,400 leads to more than 80 investigators from the federal and local government to piece together. It took 10 months to complete and amounted to painstaking work and expense. Yet, it was needed for a sense of closure to most of the families of the victims. It is clear from the 10 different findings of the Jefferson County Report that no stone was left unturned. Myths were formed regarding a third shooter or another boy who has principally induced the shooters. A lot of these myths were debunked by the official Jefferson County report. The need to rationalize by our culture does not end there. We hope to do better the next time around. We hope that tragedy will not be repeated. We rationalize and we move on. The mountain of sources that pile up to rationalize, prevent and defend our schools abound. Our psychiatrists (Block, 2007), law enforcement officers (US Secret Service, 2002), and brother citizens (Cullen, 2004) have all come up with their ways and means to justify and contribute to the growing number of literature meant to keep the discussion alive. Some have even sued gaming manufacturers of violent games and are seeking financial damages they allege that: â€Å"Absent the combination of extremely violent video games and these boys’ incredibly deep involvement, use of and addiction to these games and the boys’ basic personalities, these murders and this massacre would not have occurred. † (Wade, 2001) For the psychiatrists who have reviewed the cases, some have even suggested being careful in removing restrictions to virtual outlets of rage. It is notable that the boys who perpetuated the violence were deprived abruptly of these virtual outlets. (Block, 2007) These are all indicative of the ways we cope up with tragedy. These are ways we rationalize and learn from our mistakes. As a culture, the event has deep implications with how we handle seemingly irrational events by acting human in all respects. We pride our rationale as a civilized nation and try to make it prevail over all odds and tragedies. In the end, whether or not there is a rationale explanation to the shootings, it would be hard to know. Adding insult to injury, the shooters in this tragedy also killed themselves. This is perhaps why the Columbine School shooting has left such a distinct memory in all those touched by it. There is seemingly a distinct lack of closure because no one can be held to blame. Our Responsibility in Preventing Future killings As an individual, the writer is very much affected to reflect on what is happening with his own life. The deeper implication of this event is to cause the writer to pause and reflect his actions and his responsibility. Any other student in our society can easily relate to the deaths of these students. We have all lived a rigid classroom to classroom, day and night existence. Everyday, we do our work, travel to school and sleep towards the next day to come. Those who died in the tragedy never got the chance to finish their lives as students or graduate into adulthood. Reading all these accounts and reflections about the lives of these students has made the writer focus more on living rather than continuing on the never ending effort to rationalize. Human life seemed to be less significant in light of the quick and abrupt way the lives of thirteen people were ended. School shootings as a phenomenon did not end with Columbine. Recent school shooting such as the one by Pekka-Eric Auvinen in Tuusuola High School happened only this year. (Xinhua, 2007) The greatest implication to the writer as an individual is to live a life of responsibility. The mountain of information available to implement ways of preventing another Columbine is there. With the rationalization done by our culture and the efforts we have made to move on, it is but proper that live a life of responsibility by implementing all studies made to prevent more shootings in law through gun control measures and in practice by guiding future generations to be more tolerant of other people. Conclusion The tragedy of the Columbine is only illuminated by the facts that can be culled from the events. However, the deeper problems that lie beneath can only be solved by careful and patient assessment of these facts and what can be done to prevent it from happening again. It is the argument of this writer that school shootings can be prevented. To do this, we must pass stricter laws in gun control, prevent school violence, and reduce the amount of violence in multimedia and the Internet. Our effort to handle this tragedy has led to a valiant effort to rationalize and find solutions to prevent another Columbine. We must use this information and take responsibility by taking adequate measures in law and in practice. The implementation of the suggestions by the National Association of Independent Schools through Henry Jenkins would be a good start in harnessing the power of media to lessen violence in school institutions. References CNN. com. â€Å"In depth Specials: Columbine† (n. d. ) Columbine. Retrieved 15 November 2007, from . Ward, Mark. â€Å"Columbine Families sue Computer Game Makers†. 1 May 2001. BBC News. Retrieved 15 November 2007, from Block, Jerald. â€Å"Lessons from Columbine: Virtual and Real Rage† American Journal of Forensic Psychiatry, Volume 28, Issue 2 (July, 2007) United States Secret Service. â€Å"The Final Report and Findings of the Safe School Initiative: Implications for the Prevention of School Attacks in the United States† May 2002. United States Department of Treasury. Retrieved 15 November 2007, from < http://www. treas. gov/usss/ntac/ssi_final_report. pdf> Xinhua. â€Å"US Teenager chats with Finnish School Shooter about Massacre† 13 November 2007. English-Xinhua. Retrieved 15 November 2007, from < http://news. xinhuanet. com/english/2007-11/13/content_7060867. htm> BBC News. â€Å"Attackers Storm Russian School† (1 September 2004) BBC NEWS EUROPE. Retrieved 15 November 2007, from < http://news. bbc. co. uk/2/hi/europe/3616868. stm> Pioneer Press. â€Å"Wal-Mart halting Gun Sales by Area† (15 April 2006) Free Republic. Retrieved 15 November 2007, from < http://www. freerepublic. com/focus/f-news/1615500/posts> Jenkins, Henry. â€Å"Lessons from Littleton† (1999) National Association of Independent Schools. Retrieved 15 November 2007.

Tuesday, January 7, 2020

Dimensionalizing Cultures. the Hofstede Model in Context

Unit 2 Theoretical and Methodological Issues Subunit 1 Conceptual Issues in Psychology and Culture 12-1-2011 Article 8 Dimensionalizing Cultures: The Hofstede Model in Context Geert Hofstede Universities of Maastricht and Tilburg, The Netherlands, hofstede@bart.nl Recommended Citation Hofstede, G. (2011). Dimensionalizing Cultures: The Hofstede Model in Context. Online Readings in Psychology and Culture, Unit 2. Retrieved from http://scholarworks.gvsu.edu/orpc/vol2/iss1/8 This Online Readings in Psychology and Culture Article is brought to you for free and open access (provided uses are educational in nature)by IACCP and ScholarWorks@GVSU. Copyright  © 2011 International Association for Cross-Cultural Psychology. All Rights Reserved.†¦show more content†¦(pp. 317-18). Many authors in the second half of the twentieth century have speculated about the nature of the basic problems of societies that would present distinct dimensions of culture (for a review see Hofstede, 2001, pp. 29-31). The most common dimension used for ordering societies is their degree of economic evolution or modernity. A one-dimensional ordering of societies from traditional to modern fitted well with the nineteenth- and twentieth-century Produced by The Berkeley Electronic Press, 2011 3 Online Readings in Psychology and Culture, Unit 2, Subunit 1, Chapter 8 belief in progress. Economic evolution is bound to be reflected in people’s collective mental programming, but there is no reason why economic and technological evolution should suppress other cultural variety. There exist dimensions of culture unrelated to economic evolution. U.S. anthropologist Edward T. Hall (1976) divided cultures according to their ways of communicating, into high-context (much of the information is implicit) and low-context cultures (nearly everything is explicit). In practice this distinction overlaps largely with the traditional versus modernShow MoreRelatedHofstedes Culture Dimensions Theory1112 Words   |  5 Pages What if I told you culture has a bigger role in your life than you think? Well according to Gerard Hendrik Hofstede, a Dutch social psychologist, culture is an enormous factor when it comes to analyzing a society’s values and behavior. Hofstede traveled all over the globe and interviewed several employees on their values and with that he developed an immense database that analyzed the ways cultures differ from one another. Hofstede’s culture dimensions theory consists of six dimensions: power distanceRead MoreHofstede’s Cultural Dimensions Us vs. India Essay2489 Words   |  10 Pagessurvey of employee values by IBM in the 1960’s and 1970’s. This theory describes the effects of a society’s culture on the values of that culture’s members and how those values relate to behavior. This is accomplished by using a structure resulting from factor analysis (Hofstede, 2011). This theory has been used as an example for several fields, particularly in cross-cultural psychology (Hofstede, 2011). Geert Hofstede’s original cultural dimensions theory had four dimensions from which cultural valuesRead MoreHrm Issues in the Premium Oil and Gas Case2315 Words   |  10 Pagessharing aspects. In general, one of the most significant platforms for company issues to arise are the culture differences between co-workers. Since internationalisation strategies started being implemented by enterprises on a large scale and the number of multinational companies grew rapidly, also multicultural issues have become the substantial matter to deal with. For POG case, where westernized culture of the headquarter is confronted with eastern way of thinking in Azeri subsidiary (Hercules MeetsRead MoreLessons for Joint Ventures in China4656 Words   |  19 PagesManagement across Cultures Prague College Lessons for Joint Ventures in China. Danone and Wahaha Case Study. 2 Contents 1. 2. 3. Objectives and scope. ........................................................................................................................... 3 Joint Venture: definition and relational factors.................................................................................... 4 Comparison of French Chinese cultural models. Hofstede’s model ...............Read MoreRoles Of Cross Culture Management4180 Words   |  17 PagesRole of cross culture management in acquisition 6 Chapter 3: Methodology 8 3.1 Introduction 8 3.2 Research philosophy 9 3.3 Research approach 9 3.4 Research strategy 9 3.5 Sampling and sampling techniques 11 3.6 Data collection techniques 11 3.7 Data analysis 12 3.8 Ethical considerations 12 List of figures Figure 1: A case of more brands less revenue 7 Figure 2: Managing cross culture through approaches to cross cultural trainings. 8 Question: The role of cross culture management in