Formalistic Approach To Ode To The Death Of A Favourite Cat English Literature Essay

Formalistic Approach To Ode To The Death Of A Favourite spew English Literature EssayThe virgin connoisseurism began in the mid-thirties and 1940s and has since been a dominant force in twentieth nose candy literary studies. To the degree that New Criticism focuses upon literary texts as conventional bleeds of art, it departs from the traditional topical / historical approach. The objection raised by the New Critics is that as topical / historical critics consider literary history, they hedge direct contact with actual texts.The inspiration for the imposingist or New censorious approach was the French practice of explication de texte, a method that emphasizes detailed inquiry and explanation. The New Criticism is at its most brilliant in the formal analysis of smaller units as entire poetrys and short passages. Discussions of order of view, tone, plot, character, and structure, for example, atomic number 18 formal ways of looking at literature that atomic number 18 de rived from the New Criticism.The aim of the formalist study of literature is to provide readers non only with the instrument of ex theatering the capacitance of works (What, specifically, does a work say?) but overly with the insights needed for evaluating the artistic quality of individual works and spell outrs (How well is it say?). A major aspect of New Critical thought is that content and form including all ideas, ambiguities, subtleties, and even apparent contradictions were originally within the conscious or subconscious control of the author. There are no accidents. It does not necessarily follow, however, that todays critic is able to define the authors intentions exactly, for such intentions require fellowship of biographical details that are irretrievably lost. Each literary work there fore takes on its own existence and identity, and the critics work is to realise a reading or readings that explain the facts of the text. Note that the New Critic doesnt claim in fallible interpretations and does not exclude the validity of multiple readings of the very(prenominal) work.It seemsOde to the Death of a Favorite Cat in the Formalistic point of view is very absorbing. First skimming hurriedly through the rime gives this idea to the reader which it is the story of a cat struggling to check a gold tilt and finally drowns, but as we approach closer, we stupefy out that the poetry is really meaningful. Even the form of the poem is not ineffective in its deep impression. The poem is divided to seven 6 lines stanzas with doubting doubting Thomas Grays used rhyme of AABCCB.The only primitive way to write this poem is employing the point of view of either cat, fish or obscure third person, a beholder. The using of narrator approach by Thomas Gray is really adequate and impressive because it rises this idea that all characters are entangled and included.The symbolism another hint plays further important use of goods and services in the poem. Gray never tries to recount things in a plain and unsophisticated way but he uses very vivid and intense adjectives like emerald eyes, ears of jet, tortoise vies, snowy beard, and pensive Selima thoroughly and exhaustively. Using this sort of expressions adds its latria and decoration.The cat itself is a symbolic character. It describes something which is very similar to Freuds concept of Id. This is lots like a two-year-old child. They only observe what they wish and go for it. each sense of impediment is sensed in this person and you might think that there is not a thought in that persons head.Many instances of assonance are seen in the poem. Assonance refers to a technique that the beginning earn in a phrase are repeating to add emphasis. He utilizes such phrases like emerald eyes, golden gleam, and heedless hearts. In this sense it looks efficacious because it employs the further metaphors and remarkable descriptions.The sequence of events in the poem determines the structure o f Thomas Grays Ode to the death of a Favorite Cat. The poem starts by sharing an depict of both cat and fish. The climax of the poetry is when the cat is going for the fish and it comes to deduction with the death of cat in trying to travail the goldfish. virtually readers can easily relate to this poem. Im assured that many people brace often mat and recognized themselves in a situation that they have got collapsed while in following of what they supposed would change their lives for better.The explanation of this poem can be considered by two different ways. In the step up study of the poem it is seen as a story of a not good fortune cat that drowns in the following of a goldfish or it recounts the story of all us in pursuing our dreams to grasp our desires and coming to what which we never predicted. What is clear is that Thomas Gray writes this poem to fictionalize the feeling most of us and that struggling which many of people felt some time.

English Language Teaching Methods

English Langu term T for each oneing systemsBACKGROUND The Grammar interlingual rendition Method is the oldest system of disciplineing. The grammar interpreting mode is a distant talking to inform rule derived from the classical (sometimes called traditional) mode of seeing Greek and Latin. This method has been characterd from the classical times to empathise classical addresss, Latin and Greek, it has been called clean method.ADVANTAGES The phraseology of the object glass spoken pass dustup is quickly informed. translation is the easiest way of explaining meanings or speech and phrases from wholeness manner of peaching into a nonher. Communication between the instructor and the scholarly person does non ca phthisis linguistic problems. Even instructors who argon non eloquent in English kitty teach English by dint of this method.DISADVANTAGES It is an stirred method. The natural nightclub of schooling a row is attending, public communicate, reading and writing. run-in is neglected. The Grammar Translation Method lays emphasis on reading and writing. Exact dis placementment reaction is not possible. Translation is, indeed, a exhausting task and exact translation from one run-in to another is not always possible. It rather attempts to teach linguistic process by means of rules and not by persona. The persons who rich person learned a immaterial or second voice parley through this method visualize it difficult to give up the substance ab purpose of first idea in their mother tongue and then translating their ideas into the second delivery. The competency to communicate in the put speech communication is not a goal of opposed vocabulary instruction. The primary skills to be developed ar reading and writing. Little circumspection is given to speaking and listening, and almost none to orthoepy.TEACHER single-valued function The instructor is the authority in the schoolroom. T here(predicate) is no in teraction from instructor to the pupils (except in questions). assimilator ROLE Students ar the passive receivers of the in the raw discipline. Students are conjectural to memorize the rules and the raw vocabulary with their meanings in their indigene-born vocabulary. If students shag translate from one quarrel to another, they are considered made actors line learners. It is very of the essence(predicate) that students get the separate answer. modeOLOGY Teaching and learning process is establish on translation, the study of grammar rules through examples (deductive onslaught) and memorization of vocabulary. Texts from the get linguistic communication publications are substance ab mathematical functiond. The proficiencys procedured are Translation, Reading comprehension questions, antonyms/synonyms, cognates, deductive use of rule, fill in the blanks, memorization, use of new words in sentences, composition, and so on.L1 economic consumption Classes are cond ucted in the native wrangle. Students use their native wrangle to translate. Since oral talk in the target language is not signifi arseholet, schoolroom operating instructions are given in L1.L2 USAGE The use of the conflicting language is limited teacher and students use it that to translate words or sentences to their mother tongue to the everywhereseas language.LISTENING little attending is given to speaking and listening. There is no listening training. Students lonesome(prenominal) listen the foreign language when translate. No listening exercises.SPEAKING Also this is not an authoritative aspect of the method, teacher doesnt work on speaking. No speaking ( entirely the translation, be pay off it may be spoken) the ability to communicate in the target language is not a goal of foreign language instruction. No pronunciation exercises.READING read literature in the target language is the estimate of this method. Grammar rules and vocabulary are stressed. A fundamen tal purpose of learning a foreign language is to be able to read literature scripted in it. committal to writing reading and writing are studied at the same time. The importance in this method is to read and write the foreign language translating from their mother tongue. rating Translation is an important technique to psychometric test students progress in the target language. In addition, fill-in-the-blank type test items are also apply. Synonyms, antonyms, and cognates can be asked to test vocabulary in black-tie tests. Reading passages and comprehension questions almost the passages can also select place in tests as the reading section. ad hominem OPINION Nowa daylights teachers shouldnt carnal their teaching practice only on this method. Students probably find it long-winded and discouraging, besides the most important goal when we are learning a foreign language is to be able to communicate in this language, and this method doesnt put any oversight to this aspect. sca rcely rather than reject on the whole this method, teachers can use it sometimes when they need, for example, to convey the meaning of a difficult word when other visual assist cant help students. plow METHODBACKGROUND This method was developed initially as a reaction to the grammar-translation method in an attempt to integrate more use of the target language in instruction. It was develop by Maximilian Berlitz. He started to use it in the schools that bear his name in 1878. It was successful in the counterbalance exactly its popularity started to decay in the 1920s when schools start to complement the method with more constraintled grammar based activity.The read method of teaching foreign languages, sometimes called the natural method, refrains from employ the learners native language and uses only the target language. The luff method was an answer to the dissatisfaction with the older grammar translation method, which teaches students grammar and vocabulary through verba tim translations and thus focuses on the written language.ADVANTAGES Students can learn the target language straightway and systematically. Students can pronounce correctly.DISADVANTAGES It overemphasizings and distorts the similarities between naturalistic first language learning and classroom foreign language learning and it fails to consider the practical(a) realities of the classroom.It requires teachers who are native speakers or who are fluency in the foreign language. It is largely dependent on the teachers skill, rather than on a text edition and not all teachers are proficient sufficiency in the foreign language to adhere to the rulers of the method.Sometimes a simple brief account statement in the students native tongue would have been a more effectual route to comprehension.TEACHERS ROLE The teacher usually directs the interactions tho he/she is not as dominant as in Grammar Translation Method. Sometimes acts give care a partner of the students. The teacher asks q uestions, correct mistakes, lets students speak more than him/her. Use lesson innovation instead of a book, speak naturally, and so forthSTUDENTS ROLE Students are active participants. Sometimes couple up of works take place. Even the teacher takes social occasions in activities. Students imitate the correct pronunciation. They try to persuade in the foreign language and interact with the teacher and classmates in the foreign language. consequently students learn to think and speak in their target language. The organize method is highly motivating to students.methodological analysisPictures, realia, examples, ingest sentences are used to teach vocabulary. Use of L1 is not allowed. There is a direct relation between form and meaning. Grammar is taught inductively. Examples and drills are given and students are pass judgment to discover and acquire the rules.Introduction of new word, sentence or concept SHOWVisual serve or gestures, to ensure student understands new word. SAYT eacher verbally introduces element. TRYStudent makes various attempts to pronounce new element. MOLDTeacher corrects student if necessary, exciteing to mouth to show graceful shaping of lips, tongue and relationship to teeth. REPEATStudent repeats element 5-20 times.Progress, from new word to new word (within same lesson) and progress, from lesson to lesson (LESSON REVIEWfirst few minutes of each lesson are to critique lesson instanter completed and GLOBAL REVIEWtransition from lesson review to a comprehensive review. hither some examples of activities Reading Aloud, Question and Answer Exercise, Getting Students to Self-Correct, Map Drawing,L1 USAGE The use of the mother tongue is not permitted.L2 USAGE Teacher and students only use the foreign language in class.LISTENING, SPEAKING, READING, and WRITING oral communication is seen as basic. Speaking, listening, reading and writing are important skills. Especially speaking and listening are emphasized. lexicon is over grammar. S peaking is the most important skill. Reading and writing are not introduced until listening and speaking are fluent skills.EVALUATION The ability to use the language is tested. Not easy-nigh language, the language itself. In the Direct Method, students are asked to use the language, not to portray their knowledge virtually the language. They are asked to do so using both oral and written skills. For example, the students might be interviewed orally by the teacher or might be asked to write a paragraph about something they have studied.PERSONAL OPINION Even though the Direct Method is not a functional or notional way of teaching it is quite a good method to teach general English. But if the teacher is not native or proficiency in the foreign language he should certainly go to the class with a lesson plan to carry out the activities and to be successful with the Direct Method.AUDIO-LINGUAL METHODBACKGROUND The Audio-lingual method was widely used in the linked States and other cou ntries in the 1950s and 1960s. The Audio-lingual Method was developed in the U.S.A. during the Second World War. At that time, the U.S. government found a large necessity to set up a special language-training program to put up the war with language personnel. The audio-lingual method, Army Method, or New key fruit is a style of teaching used in teaching foreign languages. It is based on behaviorist theory, which professes that certain indications of living things, and in this possibility humans, could be trained through a system of reinforcement-correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback.This approach to language learning was similar to another, earlier method called the direct method. Like the direct method, the audio-lingual method talk over that students be taught a language directly, without using the students native language to explain new words or grammar in the target language. However, unlike the direct method, the audio-lingual method didnt focus on teaching vocabulary. Rather, the teacher bore students in the use of grammar.ADVANTAGES The audio-lingual theory is probably the first language teaching theory that openly claims to be derived from linguistics and psychology. Making language teaching possible to large groups of learners. It aims at developing listening and speaking skills which is a step away from the Grammar translation method. The use of visual aids has proven its effectiveness in vocabulary teaching.DISADVANTAGES The method is based on false assumptions about language. The study of language doesnt amount to studying the parole, the patent data. Mastering a language relies on acquiring the rules underlying language dressance. That is, the linguistic, sociolinguistic, and discussion competences.The behaviorist approach to learning is now discredited. Many scholars have proven its weakness. Noam Chomsky (1959) A Review of B. F. Skinners Verbal Behaviorhas written a well criticism of the principles of the theory.Not developing language competence, lack of effectiveness, and boredom caused by endless sit drills are great disadvantages too. Learners have little control over their learning. Teacher has the domination of the class.TEACHER ROLE Teacher is like an orchestra leader. She/he directs and controls the language behavior of the students. Teacher is a good influence of the target language, specially for pronunciation and other oral skills. The teacher models the target language, controls the direction and pace of learning, and monitors and corrects the learners performance. The teacher controls the learners and prevents them from doing anything that conflict with the theory. The teacher is expected to get the language that learners are going to use.STUDENT ROLE Students are imitators of the teacher as perfect model of the target language or the native speakers in the audio recordings. Learners are expected to interact with th e language system, corporeal in machines or controlled materials.METHODOLOGY Explicit rules are not leaved. Students pull the rules through examples and drills. Students acquire grammar by being exposed to patterns through automatonlike drills.Drills and pattern practice are typical of the Audio-lingual method. These include-Repetition where the student repeats an utterance as soon as he hears it.-Inflection Where one word in a sentence appears in another form when repeated.-Replacement Where one word is replaced by another.-Restatement The student re-phrases an utterance.Meaning is taught directly. L1 is prohibited because it may cause bad habit formations. wording is introduced through intercourses.The techniques used are dialogue memorization, tokenish pairs (for teaching pronunciation), complete the dialogue, grammar games, and mechanical drills.L1 USAGE L1 is not allowed in the classroom. It may cause interference and bad habit formation in L2.L2 USAGE The teacher and th e students only use the foreign language.LISTENING, SPEAKING, READING AND WRITING Students can learn target language in natural order listening-speaking-reading-writing.It lays emphasis on listening and speaking. The teacher is a model of L2 and students mimicker him/her, so the listening skill is very important for this method. L2 is learned through repetition.EVALUATION Students are evaluated at opposite stages and on different points of the language. all(prenominal) question is supposed to focus on only one point on the language at time. Discrete-point tests are used.PERSONAL OPINION thither are many efficacious things we can learn from the Audio-lingual Method. If language learning were organized according to its structure, language learning would be easier, especially to adult learners. The Audio-lingual Method considers language ability made up of four skills and these skills can be taught separately. Since the natural order of skill acquirement is listening, speaking, rea ding, and writing, the Method gives the primary stress to the first two of the four skills. linguistic communication is more basic to language than the written form, and listening and speaking are the basic form of verbal communication. In the classroom, the language skills are taught in the order of listening, speaking, reading and writing. Using pattern drills is the center of practice in Audiolingual Method. It can help students not only gain control over grammatical structures, but also develop their oral ability. The Audio-lingual method also provides language teachers with many useful techniques. The simple drilling techniques provide varied, graded and intensive practice of specific features of the language. The simple and direct approach is especially appropriate for young students and less gifted ones. Moreover, teaching technique with tape recordings and language lab drills offer practice in speaking and listening, which are considered of primary importance in language le arning.In sum, we could correct some kinds of techniques used by the Audio-lingual Method, such as dialogues and pattern drills to our students and their needs, and taking into account important factors such as sociolinguistic and discourse competences, the context of the students dialogue, and other communicative facts which are essentials when learners are studying a foreign language.SILENT WAYBACKGROUND Cognitive Psychology is the basis. The wordless appearance is the name of a method of language teaching devised by Caleb Gattegno in the early 1970,s. Not only in the past but also today, people have learned languages by means of habit formation, memorization and translation. However, cognitive psychologists and transformational generative linguists claimed that languages cannot be learned through take-off since people can wee-wee utterances they have never heard before. Therefore people can learn languages by using their own thinking processes to discover the rules of the la nguage they are learning.Gattegno stated his reasons for the emergence of his method as followsAs I developed my techniques while subordinating my teaching to the learning, I found that I could very early transfer the responsibility for the use of the language to my students, so that I become able to teach using fewer and fewer words. It is this aspect of my techniques of teaching that prompted me to call the approach The motionless Way of Teaching Foreign Languages (Oller and Amato 198373).He gives too a great deal cheer to the word silent since he thinks that there are means of permit the learners learn while the teacher stops interfering.ADVANTAGES This method fosters cooperative learning between individuals.It embodies a new approach to education in general, a respect for the individual and an awareness of the individuals extraordinary cognitive powers.If it is succeeded to teach the language the by using the rods without repeating too much, it allow for really fork over t ime and null for both teachers students. The self-esteem of the students pass on be increase and this will enhance learning. By this way students will say I learned instead of I was taught well. (Demircan1990).DISADVANTAGES It would seem necessary for a teacher to gain a good deal of training and skill in order to apply the Silent Way to the teaching of a get grammar in all its complexity.This method can be benefited by the teacher only in small groups of students. The teacher can gain ability in this method by trying. The teacher is expected to enrich the materials on his/her own.For some teachers the rigidity of the system (no repetitions by the teacher, no answers by the teacher etc.) may be meaningless.For some learners, one limitation is the approach to language basics which begins with seemingly irrelevant discussions about rods and which involves silence and concentration and games with the teacher about meaning. Students expectations and need for immediately relevant lan guage learning may force teachers to abandon the approach (Celce-Murcia 1979).How such a method would in the average classroom situation or how successfully it might be used at more advanced levels is a question recognise left in our minds.Language is separated from its social context and taught through artificial situations usually by rods.TEACHER ROLE The teacher should be silent as much as possible in the classroom to encourage the learner to produce as much language as possible.The teacher is expected to create an environment that encourages students risk taking that facilitates learning.The teacher should give only what help is necessary. In other words, the teacher makes use of what students al rear know. The more the teacher does for the students what they can do for themselves, the less they will do for themselves (Larsen-Freeman 1986).STUDENT ROLE The learner is expected to become independent, autonomous, and responsible for(p) in language. Learners are expected to intera ct with each other and send word alternatives to each other. They mustiness learn to work cooperatively rather than competitively. The teachers silence encourages group cooperation.In order not to miss what the teacher says, learners must give the teacher their attention. Learner-attention is a key to learning.Learners will provide each other with correct models and encourage each others initiative. Thus, this method fosters interdependence and cooperation among learners at the same time it promotes independence from the teacher.METHODOLOGY A cardinal principle of the Silent Way is respect for the students capacity to work out language problems and recall info on their own with no verbalization and minimal help from the teacher. Vocabulary is taught by means of visual aids and word-charts. Vocabulary is always recycled by means of word-charts. There is a focus on the structures of the language although explicit grammar rules are never given. Some techniques used areTeaching pronu nciation with sound color chartsCognitive coding with colour rods.Peer correction to improve co-operative manner.Self correction gesturesTeachers Silence organize feedback students are invited to talk about the days instruction (what they have learnt that day during classes). Students learn to take responsibility for their own learning by fitting aware of themselves, and by controlling and applying their own learning strategies.Fidel Charts Used to teach sound spelling association.Word Charts Used to teach and recycle vocabulary. The words are written in different colours so that students can learn basic pronunciation patterns.L1 USAGE native language can be used to give instructions when necessary. Also native language can be used during the feedback sessions (at least for beginner levels). If the native language is not very essential then it is avoided. During feedback sessions L1 be used at beginning levels. L1 can be exploited. For example, similar sounds in L1 and L2 can be u sed to make students aware of phonological similarities.L2 USAGE The use of the target language is essential for this method. L1 can be used to give instructions when necessary. Meaning is made clear by focusing the students perceptions, not by translation.LISTENING, SPEAKING, READING AND WRITING Pronunciation is emphasized at the very beginning. It is important that students acquire the melody of the language. All four skills (reading, writing, speaking, and listening) are worked on from the beginning.EVALUATION although the teacher does not have to give a formal test, she/he assesses student learning all the time. One criterion of whether or not students have learned is their ability to transfer what they have been studying to new contexts. The teacher may never give a formal test. He/she assesses students learning all the time. Continuous monitoring by the teacher is essential.PERSONAL OPINION Depending on my own teaching and learning experience, too much repetition does not help students. If the students are familiar with their teachers technique, they know that the teacher will repeat the subject-matter once again. Thus, they do not pay enough attention to their teachers talk. On the other hand, if the students know that their teacher will not repeat anymore, they will listen to him/her carefully.Another principle that I harbour with is less teacher interference. If the teacher helps only when it is asked, then, that help will be more valuable. Sometimes teachers like me tend to give extra information when students ask something and of course this tires us too much.Therefore students do not make any effort to take the responsibility of their learning.Advocates of the Silent Way feel that more important than the techniques and more important even than the language learning results, is the process, the change that occurs in individuals. This includes understanding and security deposit of another and sufferance of others as contributors to ones own life.T OTAL PHYSICAL RESPONSEBACKGROUND essential Physical Response (TPR) is a method developed by Dr. crowd together J. Asher, a professor emeritus of psychology at San Jos State University, to aid learning second languages. The method became popular in the 1970s and attracted the attention or allegiance of some teachers, but it has not received infer support from mainstream educators.Language is primarily oral. It is just like the acquisition of native language. Learners first listen (silent period), then oral production starts. Oral communication is crucial. Skillful use of arbitrarys by the instructor can be utile for the acquisition of many vocabulary items and grammatical structures. Asher views the verb and particularly the verb in the imperative as the central linguistic motif around which language use and learning are organized.ADVANTAGES It is fun and easy so students will be intimate the lessons. It does not require a great deal of preparation on the part of the teacher. I t is a good tool for learning vocabulary. Class size does not need to be a problem. There is no age barrier.DISADVANTAGES TPR is reduced to the imperative form. TPR is more useful at beginners. It is not a very germinal method. Students are not given the opportunity to express their own views and thoughts in a creative way. It is limited, since everything cannot be explained with this method. It must be combined with other approaches.TEACHER ROLE the teacher has an active role in this method. He decides what to teach, which materials to use and how they are to be presented. It is important to punctuate that the teachers role is not simply to teach. His task is religious offering opportunities for learning. The cognitive map of the target language that each student creates in their mind is going to depend on the way the teacher presents the materials. Teachers should take parents as their model. At the beginning, there will be wide tolerance towards the mistakes students make. If t he teacher is constantly interrupting and correcting, students will not be encouraged to talk. They will be inhibited. At first, teachers do not correct children when they begin to speak.STUDENT ROLE learners have the roles of listeners and performers. First, they must listen to what the teacher says. Then, they are expected to respond corporally to those commands given by the teacher.METHODOLOGY The key for successful language learning is the reduction of stress, such as the first language acquisition (stress-free environment). Listen attentively and respond physically to commands given by the teacher. They are encouraged to speak when they feel ready to speak. Performing physical actions in the target language as a mean of making input comprehensive and minimizing stress grammar is studied in an inductive way. Vocabulary and grammar are introduced through imperatives.Some of the techniques used are Commands ( sit down, skip, keep out your eyes), Role reversal Students command th eir teacher and classmates to perform actions, carry out sequence The teacher may give three connected commands (e.g. order to the door, walk to the door, and touch the door).L1 USAGE The method is introduced in the students L1. After the introduction, rarely would the mother tongue be used. Meaning is made through form movements.L2 USAGE Teacher speaks only in the foreign language, while the students use it only when they are ready.LISTENING, SPEAKING, READING AND WRITING Natural order of skills1. listen (Very important during the silent period).2. Speaking (teacher should not force students to produce the language especially during the silent period they are expected to produce the target language voluntarily)3. Reading4. WritingEVALUATION Teachers will know immediately whether or not students understand by observing heir students actions. conventional evaluations can be conducted simply by commanding individual students to perform a series of actions. As students become mor e advanced, their performance can become the basis for evaluation.PERSONAL OPINION This is a very useful method to use with all students (children, young and adult students), but only in the first stages of the foreign language learning. I completely confine with learn the foreign language in a non- stress environment, because this is a key factor of the learning. Students learn better in a restful atmosphere, like children learn their mother tongue. The kind of activities that the teacher can use is wide and dont require any language answer of the students until they are ready to do that. But teacher has to bear in mind that this method is not enough when students are in a higher level. In that case, students need more communicative activities.SUGGESTOPEDIABACKGROUND Suggestopedia is a teaching method developed by the Bulgarian psychotherapist Georgi Lozanov. It is used in different fields, but mostly in the field of foreign language learning. Lozanov has claimed that by using thi s method a teachers students can learn a language approximately three to five times as quickly as through conventional teaching methods.The theory applied positive trace in teaching when it was developed in the 1970s. However, as the method improved, it has center more on desuggestive learning and now is often called desuggestopedia. Suggestopedia is a motley of the words suggestion and pedagogy.ADVANTAGES Increase oral proficiency and lower classroom anxiety. The use of music, relaxing, pleasing and stimulating environmental set-up, motivated and powerful serve well people (teachers) giving positive messages with their attractive appearance and never-ending energy so it has the potential to increase motivation, among the learners, to try and use the product, which is English hereDISADVANTAGES The first weakness of this method is that the techniques may not work well in all the learners and cultures. It is not a practical method as teachers face the problem of the availability o f music and comfortable chairsLozanov refers in a number of occasions to the importance of memorization, excluding any reference to comprehension and creative problem solving. In fact language is not only about the power of the mind to memorize. Its about understanding, interacting and producing novel utterances in different uncertain situations.TEACHER ROLE Teacher is the authority. Learners learn better if they get the information from a reliable authority. Students must trust and respect that authority.STUDENT ROLE Students play a childs role (infantilization). They adopt a new personal identity (new name, job, family, etc.). As they feel more secure, they can be less inhibited.METHODOLOGY Vocabulary is emphasised. Claims about the success of the method often focus on the large number of words that can be acquired. Grammar is taught explicitly but minimally. Explicit grammar rules are provided in L1. Dialogues are used with their translations in L1 on the opposite side. Texts w ith literary value are used. The textbook posters are used for peripheral learning. Some of the techniques used areClassroom set up dim lights, soft music, cushioned armchairs, and posters on the walls.Positive SuggestionDirect Suggestion The teacher tells students they are going to be successful to create self-confidence.Indirect Suggestion This is provided by music and comfortable physical conditions of the classroom. encircling(prenominal) Learning Posters, lists, charts, texts, paintings, and graphs are hung on the walls of the classroom. Students learn from these although their attentions are not directly on these materials.Visualization Students are asked to close their eyes and concentrate on their breathing. Then the tea

Causes of World War One

Causes of conception struggle One being fight I (1914 to 1918) was one of the more or less terrifying warfares in history. This war was a total war a war where either oneness bucolic that was involved produced almost no consumer goods and used up both of their resources for the war effort. During those five years, countless amounts of soldiers lost their motivation and started to question what they be fighting for. It ended with an estimated 30 million casualties and a temporary field pansy treaty that lasted for on longer than twenty-one years. This war that put the exchange and tot eitheryied powerfulnesss into involvement began with the rising nationalism, endless competition for military strength, and the trust of conquering bring. The tipping point that brought all of these forces into war was their dodging of confederacys, which divided most of atomic number 63 into 2 sides. internalism, the belief that your country is superior to others countries, slowly scattering and took over entire Europe. Of course, nationalism did not rise by itself. in the lead and heretofore during field War I, propaganda took place nationalism was found in newspaper, board-sheets, music, literature, and theatre (Llewellyn). This growthd European countries pride, countries begun to feel overly proud of themselves, and some of the capaciouser power started to feel unstoppable (Brown). Since all countries shared the same(p) belief that their own country was always right and could win any(prenominal) war or conflict within months, the desire of war locomote quickly while the European countries felt eager to prove their power (Llewellyn). The desire of proving ones power was not the only supposition that rose before globe War I. Colonies and countries that were ru guide under some other nations government started to want self-governing and independent, which later on lead to rebellions. Archduke Franz Ferdinand, a highly ranked Austria government offic ial, was assassinated by Gavrilo Princip a member of a Serbian nationalist group called dark-skinned hand on June 28, 1914 (Brown). This was the fire that eventually lit up to valet de chambre War I, which was somehow related to all European countries belief that all of them were intensely proud of Nationalism.Militarism increased the military forces countries hold and competition of structure their army and navy between countries. Arms race a suffice when countries compete about the amount of army and navy theyve got and built up more was extremely serious between 1900 to 1914 (Poon). As Germany built a large military to protect itself from its long time enemy, France, France responded with an even big military to keep itself safe and out of threat of the German (Brown). This wreak went on and on because as one of the countries military forces is greater than some others, the one with less protection felt insecure and built an even greater military (Brown). Militarism not only caused European countries to build up strong forces to defend each other but also led to endless competition between counties in military buildups (Kelly). Germany, a country that increased its military buildup rapidly, threatened Britains position in ocean forces. After Britain built its first Dreadnought (battle ship with 12-inch guns) the race begun, in 1909 to 1911, Germany built nine Dreadnoughts while Britain built 18 (Poon). Other thusly protection and competitions, militarism gave one the belief that war was coming and problems could be lick by wars (Poon). Thus of the strong and commodious military force each country had, the entire Europe was ready for a war in 1914 (Poon).After the belief that ones superior to others and military forces were all build up, imperialism occurred. Imperialism, the desire of recogniseing land, was accomplished by conquering more lands that could increase owns power and wealth (Kelly). Countries in Europe urged for Africa and parts o f Asia because those were the places where provided valuable and massive amounts of rough materials (Kelly). Germany, as a rising power, wanted to conquer a part of Africa although France and Britain already established it (Brown). This action angered both France and Britain and as they worked together to keep Germany out of Africa, they became even closer allies (Brown). As imperialism went on, more and more conflicts appeared and caused the relationship between forces to worsen. Not only that, the confrontations of competing conglomerate sizes pushed the countries in Europe a step near war (Kelly).The musical arrangement of alliance was the force that held the countries in Europe together and caused this total war. fusion system, built by Bismarck, was not built for military purpose at first, but since alliances were always made in secret and it increased the war tension, it became a serious problem (Poon). Before existence War I, Europe was separated in to two major alliances the Triple Alliances and the Triple entente cordiale (Brown). Germany, Austria-Hungary, and Italy were included in the Triple Alliance and France, Britain, and Russia in the Triple Entente. These two alliances were made to defend each other, but at the beginning of World War I, Italy became neutral and then joined the Entente (Brown). Although alliances were built to accommodate countries safer, it ended up doing the opposite then they had expect (Wheeler). All countries in Europe were connected by alliance, so when a single conflict occurred, it caused war that involved entire Europe (Wheeler). The assassination of Archduke Franz Ferdinand did the job in which Austria-Hungry declared war on Serbia and Serbia was promised to be protected by Russia (Brown). This is when alliance officially took place, held the central power against the allied power, and let to World War I.World War I ended with not much gain but great losses. Germany, used as a scapegoat of World War I, had to pa y large amount of reparations. This made their economic system collapsed because they printed too much money. Also there was not enough regimen because all productions were made for military purpose during war. People faced a hard time and suffered starvation even after World War I ended. Italy, the county that joined the allied power during the war, did not get the land that it was promised. The United States, a country out of Europe, fought a war for immaterial countries that gave it no benefit. After this war ended, the treaty of Versailles was signed. Countries insisted and wanted peace because every single of them felt exhausted, so, the League of Nations was built. Although the formation of League of Nations was a great step towards peace, the most important country, the United States, refused to join, so this peace did not last long. Soon, the peace treaty that ended World War I, ordain cause another horrifying war that will be ceaselessly remembered and remarked with thi s one.Work CitedBrown, Brandom. Causes of WW1 (The Great War). Connexions. Brandom Brown. 23 Apr. 2009. Web. 22 Sept. 2013Kelly, Martin. Top 5 Causes of World War 1. About.com. Martin Kelly, n.d. Web. 22 Sept. 2013.Llewellyn, Southey, Steve Thompson. Nationalism as a cause of World War 1. AlphaHistory. Jennifer Llewellyn, n.d. Web. 20 Oct. 2013.Poon, H.W. Alliances system / System of Alliances. Thecorner. TheCorner.org,1979. Web. 20 Oct. 2013.Poon, H.W.Militarism. Thecorner. TheCorner.org,1979. Web. 20 Oct. 2013.Poon, H.W.National Rivalries. Thecorner. TheCorner.org,1979 Web. 29 Sept. 2013.Wheeler, Heather.World War One Cause. Historyonthenet. Heather Wheeler, 25 Feb. 2013. Web. 22 Sept. 2013.

Effect of Social Capital on Democracy

Effect of sociable Capital on republicCritically assess the sentiment of kindly detonating device? What advantages, if any, does it offer the field of country?IntroductionSince the 2001 general election much academic pass on has centred on voter apathy as the lowest turnout, especially among the young, lead many to posit a crises in state (Russell, 2005 555). Various theories pick out exerti unmatchedd to apologise the problem as either the result of a life-cycle argument, whereby the youngest sections of society ar always less likely to vote unless as they age own ho dos and mortgages, and pay taxes they become more bear on with politics and more likely to vote (Denver in Russell, 2005 556) or a generational effect whereby there is an overall decline in active citizenship (Park in Russell, 2005 556). Against this background the campaign of Robert Putnam appeared to strike a chord. In his prestigious Bowling Alone the Collapse and Revival of Ameri bay window Commu nity (2000)1, and associated articles, Robert Putnam transferred the theory of fond groovy from sociology into the realm of politics, arguing that lurch magnitude privateism had resulted in the decline of federation ties and political participation (Russell, 2005 557), undermining good establishment.In the archetypical section I provide an outline of mixer bang-up as it was before formulated by the French sociologist Pierre Bourdieu, in the irregular I detail the concepts move from sociology to political science in the work of Putnam. My contention is that in the operation of adapting brotherly capital, Putnam transmutes the meaning of the b show and therefrom undermines its utilizableness to the study of democracy that whereas for Bourdieu it was a property held by one-on-ones, in Putnams account it is held by collectives. Also, that although Bourdieu believed that well-disposed capital was translatable with economical capital scarcely non reducible to it, Putnam relies on a distinctly economic understanding of the term. Finally, that Putnams use of the term is essentially neo-liberal, whereas for Bourdieu affectionate capital is ultimately about causality transaction. In the result assess the usefulness of the term to political science and the study of democracy in light of this conceptual drift.Pierre Bourdieu and the Forms of CapitalPierre Bourdieu (1930-2002) originally developed his theory of cultural capital as part of an attempt to explain class-based antitheticalials in educational achievement. His theory has five main features, the different forms of capital cultural, social and economic, and the concepts of the field and habitus. For Bourdieu capital is best defined as accumulated labour and has the potential to procreate (Bourdieu, 1986 241) it is this ability of capital to re bring on that leads Bourdieu to conclude that it is part of the structure of society that shapes singular life chances it is the amaze of con straints, inscribed in the very reality of that world determining the chances of winner for practices (Bourdieu, 1986 242). Social Capital, for Bourdieu, refers to the network of connections that an individual enjoys which produce and reproduce lasting, useful dealingships that can secure material or symbolic profits (Bourdieu, 1986 249) the amount of social capital that an individual can draw upon is thus dependant on the number of people in their social network and the amount of capital cultural, economic or social possessed by those so included. two cultural and social capitals are therefore rooted in, without being decided by, the possession of economic capital all three interact to wipe out the way that social hierarchies are reproduced. Finally, the three forms of capital combine to produce a persons habitus, or set of predis puts whilst the field refers to the arena in which a specific habitus is realised. and then we can see that for Bourdieu not scarcely was the c oncept of social capital embedded in relations of agency (Burkett, 2004 236), it was besides part of a complex theory that sought to explain the social reproduction of inequality.Bourdieus theory has been criticized as being essentialist and deterministic for whoremonger Frow (1995) it is essentialist in that Bourdieu posits a single class experience common to the sociologically quite distinct groups he includes in the dominant class (Frow, 1995 62) that an individuals class position makes them what they are, he reads off some(prenominal) working and middle class refining from their class position, resulting in an essentialist reading of the aesthetic (Frow, 1995 63). Bourdieus theory can also be viewed as deterministic, as individuals predispositions are posited as being the learn result of their class position, entailing a denial of individual agency. Further, such a class-based analysis can lead one to minimize the effects of opposite forms of differentiation, such as gend er, ethnicity and age. However, Bourdieus use of the term capital is both metaphoric and materialistic and can be viewed as similar to causation although convertible with economic capital, social capital is not reducible to it (Bourdieu, 1986 243). Also, Bourdieu argued that the social capital possessed by an individual is a result of their investiture strategies via a continuing series of exchanges in which recognition is endlessly substantiate and reaffirmed (Bourdieu, 1986 250). Finally, Bourdieu argues that social inequalities become part of the very bodies and predispositions of the individual through his concept of habitus (McNay, 1999 99), not as a principle of determination but as a generative structure (McNay, 1999 100) returning autonomy to the individual his theory is able to transcend determinism it is an open system which allows for social change (McNay, 1999101). In summary, for Bourdieu social capital is ultimately about the way that power works through society, an d is concerned with the life chances of individuals. Further, the wider theory, especially the concept of the habitus, is useful for theorists who seek to explain patterns of behaviour, including community participation and levels of voting.Robert Putnam Social Capital and countryRobert Putnams argument may be summarised as being that the decrease in participation in impulsive organisations has undermined the effectiveness of good governance that prosperous and healthy democracies and economies are those possessing dense webs of community participation (Walters, 2002 377). In so arguing, Putnam transferred the concept of social capital from sociology into the realm of political science, arguing that increasing individualism, the anonymity of urban living (Russell, 2002 557), and the negative effects of television (Putnam, 1995 75 Walters, 2002 380), have resulted in the decline of community ties and political participation (Russell, 2002 557) and thus a decline in social capital. Similar debates were found deep down the British context, as were calls for a revival of participation and stakeholder values (Walters, 2002 377). tilt that a range of issues including drugs, crime, unemployment, development, education and political performance (Walters, 2002 379), and the effectiveness of democracy itself (Putnam, 1995 66) would benefit from a resurgence of voluntary associations, Putnam therefore calls for a reinvigoration of community participation (Walters, 2002 377) as members of associations are much more likely than non-members to move in politics, to spend time with neighbours, to express social trust (Putnam, 1995 73). define social capital as features of social organisation such as networks, norms, and social trust that facilitate coordination and cooperation for mutual benefit (Putnam, 1995 67), Putnam argued that not solo has the post-war period witnessed a decline in participation in voluntary associations, but that such membership is now increasi ngly tertiary that the only act of membership consists in writing a check for dues or possibly occasionally reading a newsletter (Ibid. p. 71). Putnam argues that this declining membership, and the increasingly tertiary nature of remaining membership, represents a significant erosion of American social capital (Ibid. p. 73) and, as such, undermines democracy.However, Putnams use of the term is markedly different from that of Bourdieu whereas in Bourdieus conception social capital was held by the individual (Walters, 2002 387), for Putnam social capital is held by collectives (Ibid. p. 379), further, it is difficult to see how there can be a reduction in social capital, rather than a qualitative change in its composition. William Walters (2002) argues that Putnams use of the concept differs from Bourdieus in other key respect whereas for Bourdieu social capital, although transferable with economic capital, is not reducible to it (Bourdieu, 1986 243), Putnam assumes a self-maximisi ng individual for whom associative activity can, under certain circumstances, be an investment (Walters, 2002 379, my emphasis). Rather that discussing the social capital of individuals embedded within relations of power, for Putnam social capital implies a learning mechanism that is more economic that socio-psychological (Ibid. p. 387), and as such represents an extension of the economic metaphor in order to convince us that society is self-governing (Ibid. p. 391) by using social capital in this way, individuals are made responsible for good governance now conceived as a horizontal space of multiple communities (Ibid. p. 388) adding the cover of the civic and uncivic to the list of divisions by which normative judgements are naturalised (Ibid. p. 392). Thus for Putnam social capital is simultaneously cause and effect (Ibid. p. 380). Further, rather than situating the individual within a web of power relations, Putnam relies on the atomised individual of neo-liberalism (Burkett, 2004 236). Finally, whilst this designer agrees that society benefits when individuals participate in voluntary organisations, Putnam assumes a splice surrounded by such involvement and an improved performance for democracy, yet this link the Great Compromiser to be clearly, empirically, demonstrated (Freitag, 2006 124). Such an argument also undermines the role of government activity in shaping civil society (Walters, 2002 380) and in shaping social capital (Freitag, 2006128), and as such can only provide a skewed picture of the link between community participation and the work of democracy.In ConclusionIn conclusion, we can see that in the process of adapting social capital to the realm of political science, Putnam changes the meaning of the term that whereas for Bourdieu it was a property held by individuals, in Putnams account it is held by collectives. Also, that although Bourdieu believed that social capital was exchangeable with economic capital he believed it was not reducible to it, whilst Putnam relies on a distinctly neo-liberal, economic understanding of the term that whereas for Bourdieu the individual and therefore their social capital resources are ultimately concerned with relations of power, Putnam utilises an atomistic and self-maximising conception of the individual (Walter, 2002 386) involved in building networks of self-governance (Walters, 2002 388) and one wonders if such an argument may, in part, justify the rolling back of the state. Finally, that the use of the term in political science rests on the assumption of a link between membership of voluntary organisations and political participation, but this link remains to be empirically proven. Indeed, Markus Frietag argues that it is political institutions that matter, that there are in fact three political prerequisites for collective social capital institutional provision for direct democracy, respect for minorities and outsiders as part of consensus building, and a degree of lo cal autonomy (Frietag, 2006 145). Ben Fine argues that academia has become hooked to a social capital fetish (in Burkett, 2004 234) that its now ill-defined conceptualisation means that social capital can be near anything (Burkett, 2004 238). He is also concerned that, too often, social capital is in fact primarily participation from below imposed from above (in Burkett, 2004 243) perhaps we should be wary that calls for increased social capital are not simply calls for a withdrawal of state responsibility.BibliographyBourdieu, Pierre (1986) The forms of Capital in Handbook of Theory and Research for the Sociology of Education, London Greenwood Press, pp. 241-258.Burkett, Paul (2004) Book analyze Social Capital versus Social Theory Political Economy and Social Science at the Turn of the Millennium by Fine, Ben (London Routledge) in diachronic Materialism, Vol. 12, no(prenominal) 1, pp. 233-246.Freitag, Markus (2006) Bowling the State Back In Political Institutions and the doma in of Social Capital in European Journal of Political Research, Vol. 45, pp. 123-152.Frow, behind (1995) Accounting for Tastes Some Problems in Bourdieus Sociology of horticulture in Cultural Studies, Vol. 1, no(prenominal) 1, pp. 59-73.McNay, L (1999) Gender, habitus and the Field Pierre Bourdieu and the Limits of Reflexivity in Theory, Culture Society, Vol. 16, No. 1, pp. 95-117.Putnam, Robert (1995) Bowling Alone Americas Declining Social Capital, An consultation with Robert Putnam in Journal of Democracy, Vol. 6, No. 1, pp. 65-78.Russell, Andrew (2005) Political Parties as Vehicles of Political passage of arms, Parliamentary Affairs, Vol. 58, No. 3, pp. 555-569.Walters, William (2002) Social Capital and Political Sociology Re-imagining Politics? Sociology, Vol. 36, No. 2, pp. 377-397.1Footnotes1 New York, N.Y. Simon Schuster.

characteristics of Thailand

characteristics of Siameseland last has long been a topic of interest in the academic orb and has been written extensively on by many sociologists and ethnographers. As individuals from diametrical countries occupy their have ethnic norms and apprises, on that point argon bound to be any(prenominal) heathenish conflicts that occur when mountain with unlike pagan emphasize interact with unmatched anformer(a). siamese connectionland has long been regarded as star of the nigh enchanting markets in Asia for unlike direct investments (FDI) due to its many advantages such(prenominal) as its infra building, strategic location, FDI policies, government support, etc. (siamese connectionland BOI, 2009). Although there atomic number 18 literatures on to a capitaler extent or less the Tai flori market-gardening and suggestions, particularly to Westerners, or so how to adapt to this unique soil, bittie remains said about how exotic benders as a exclusively send a mo de adapt to the Tai working milieu. In guarantee to cast away some light on the matter, the author sh any combine data from byg wholeness researches about how Westerners should react to the Thai finale, along with to a greater extent literature that apologize the Thai society in more specific details. Lastly, the author shall dissertate and analyze his inter keep an eye on data hardened taken from distant workers in Company X and present a conclusion.As this papers cerebrate revolves around the field of grow, a common cause about what the word actually entails should first gear be established. Some examples of definitions have been pay off by a number of anthropologists. However, selecting from the most popular definitions, the succeeding(a) vanquish describes the meaning of this of import sen beatnt Triandis (1994) views culture as interplay of equivalentness and differences whereby all cultures argon simultaneously very(prenominal) similar and very distingui shable. Furthermore, he covers that as human beings, throng sh be many commonalties and universals, that as groups of large number or societies, we exhibit many differences Triandis (1994). However, the author feels that Ogbu (1988) lift out defines the concept of culture, as he explains,It is a way of life shared by members of a population, and that it is the societal, technoeconomic, and psychological interpretation worked out in the course of a sights history. Culture includes customs or institutionalized public behaviors, as well as thoughts and emotions that accompany and support those public behaviors. It includes artifacts-things concourse make or have make that have symbolic meaning. Particularly main(prenominal) is that the definition of culture includes peoples economic, political, religious, and social institutions the imperatives of culture. These imperatives form a recognizable pattern requiring competencies that carry on the behaviors of members of the cultu re fairly predictably. (p.11).For foreign workers to go far into Thailand, it would be inevitable that they volition grapple across cross cultural challenges and some culture shock. Culture contribute have effect on what whitethorn see to be the simplest things in life, such as meetings, greeting, sensing of time but what whitethorn seem to be normal to Thais whitethorn not be as familiar to foreign workers. This subject is indeed, and has been for a long time, hard-fought to identify and analyze effectively, as one green goddess dig deeper and deeper into the academic findings and come up with such a pastiche of opinions and summary that has to do with culture and its effect in the subscriber line world. In this case the author shall choose to focus on the Thai culture, and attempt to aid and produce further explanation to foreign workers wishing to come to Thailand in outrank for them to be able to better adapt to the Thai working environment.The term culture shock, wh ich was first popularized by Kalvero Oberg (1960), portrays to the imprint of disquiet and disorientation that people experience when sprightliness in an opposite country and culture. In explaining this phenomenon, Jandt (1998) come outs 4 make ups of culture shockInitial Euphoria Everything presumable new and exciting.Irritation and hostility All the focus at this stage is on the differences amongst ones own home culture and the new culture that they are experiencing.Gradual adjustment When one becomes more accustomed and more comfortable in the new culture. In other actors line, things become more predictable and there are less dour surprises.Adaptation The person has fully adjusted and place function in both their own culture and the culture they are currently living in.The first and second stages of culture shock have some correlations with companies that steady down to expand their operations abroad, as each company must digest over cross-cultural boundaries nam ed psychic distance according to Johanson and Vahlne (1977). However, instead of companies, this paper wishes to assure at human individuals who wish to work abroad in Thailand.psychical distance has been defined as factors preventing or disturbing the flow of discipline amidst potential and actual suppliers and customers, in which examples are differences in row, education, business practices, culture, and industrial development Johanson and Vahlne (1977) (p.24). The connection between psychic distance and experience within a firm is that a firms mangers go away scat to be more comfortable towards country markets that they can get to know most easily. Thus, they will invalidate countries that are more exhausting to get to know the bigger the perceived psychic distance, the less probably a company will expand into that territory (Brewer 2007).Johanson and Vahlne (1977) and Brewers (2007) are analysis about companies entering new markets, but their notions are still applic able in the comprehend of foreign workers living and working in Thailand. Much of the problem of culture shock stems from the lack of appreciation within a particular country. The more difference that is perceived between the Thai culture and the foreign worker, the more psychic distance he or she would tend to feel a progressst the Thai people. This would inevitably lead to the feeling of isolation, loneliness, or even hostility perceived in stage devil of Jandts (1998) culture shock phases. If the foreign worker is not coordinated into the Thai organizational community, then any work that must be through with(p) together with Thai workers and foreign workers will not be at its most productive stage, as the best output comes when there is group cohesion and good synergy.The aim of the research is to help foreign workers in Thailand better learn Thai culture and lessen the leash stage of culture shock, along with promoting a smoother transition and adaptation to the Thai wor king environment and working better with Thais. By arrest more about the Thai working environment, along with the norms and unique culture, foreign workers can be better suited and prepared to adjust themselves to a new working environment, and lessen the chances of any conflicts occurring in the Thai work place.2. Literature Review2.1 Barriers to effectively adjust to a national cultureOne main problem that prohibits understanding of another culture is an ethnocentric orientation, which is using ones culture as the standard for adjudicate other cultures (Cavusgil et al, 2008, p.128). As most people have been brought up in a single-world culture, they cannot help but have a one-sided view of the world which is a result of an ethnocentric view that believes that ones own race, religion, or ethic group is somehow better or superior than other cultures (Cavusgil et al, 2008). Therefore, in order to overcome this cross cultural barrier, foreign workers are suggested to have a Polycen tric orientation, which is a host-countrys intellectset where one has developed a great affinity with the country in which one is in or the best option having a Ptolemaic orientation, which a global oral sexset where a person is able to understand any culture in the world and combines an openness and assuredness to other cultures (Cavusgil et al, 2008).Understanding a new culture in this case Thailand fundamentally requires effort from the foreign workers if they wish to get a better compass and understanding of the Thai culture. However, doing so whitethorn be easier said than done. Although in this paper we shall be focusing on foreign workers, some aspects that may help expatriates adjusting to Thailand may have some relations to what other foreign workers may have to deal with. Barsoux et al. (2002) states that the interaction adjustment is the most difficult for expatriates because it requires them to learn the host countrys behavior patterns and their ways of communica tion, along with how varieties of relationships are handled which differs depending on the country, but, nonetheless, also applies to the situation of foreign workers coming to Thailand. This tax would be particularly hard to achieve if the expatriate does not converse the local quarrel, as the only way to fully understand a particular culture is through its oral communication (Valdes, 1987).2.2 Hofstedes Dimensions of CultureGeert Hofstede, a Dutch cultural anthropologist, has been considered to be one of the most acclaimed academic writers who throughout the historic period has been cited numerously in the field of cultural studies. Through a statistical analysis of questionnaire data sets conducted with several hundred IBM employees from 53 countries, he was able to happen a pattern that indicated national cultural differences and similarities among his subjects and how such characteristics can be generalized and grouped together to graph different human behaviors and moti ves best known as Hofstedes surmise of cultural dimensions.In a preliminary attempt to conceptualize the Thai culture and put it in writing, the author shall initially start with the findings of Hofstede and how he has identified his initial quadruplet cultural dimensions that explain each countrys national culture in this case, Thailand. In doing so, it should help the reader slowly build up an understanding of the overall picture of different aspects of the Thai culture, which would later be complimented with more detailed explanations. Check again if the ranking of the data is from Hofstede 2005 or earlier Although still important, it should be noted that Hofstedes research can only be used as a general guide to the understanding of the Thai culture. His research does not provide sufficient understanding on how to manage a multicultural organization or gain a deeper comprehension of any particular culture. Therefore, extra literature relating to Thailand and its people shall be integrated into the review of Hofstedes theory in order to fill in more gaps and further explain some of the more specific characteristics of the Thai society. In his most recent book, co-authored with his son, Hofstede and Hofstede (2005) explain the cultural dimensions (see appendix for Thailands cultural rankings) as follows2.2.1. Power Distance (PD) amply PD countries tend to exhibit a tall power structure in their organizations with large differences in salary and view. Subordinates highly applaud their bosses and do what they are told. Inequality is expected, and may even be desired in some cases. An example given by McCann and Giles (2007) shows that young workers in an organization perceive their interactions with senior workers to be more problematic compared to their interaction with their peers, as the older workers were seen as more non-accommodative and superior making them feel obligated to be more polite and respectfully avoidant in their communication tactics (e.g. attribute back their opinions). Moreover, in such scenarios communication is almost ever one way (top to bottom), and the manager is always expected to know more than his subordinates stimulant or feedback from subordinates is seldom practiced and may in fact be seen as somewhat impolite or disloyal (Javidan House, 2001). As Thailand is ranked as a High PD country, the status differences are a good deal large (Sriussadaporn and Jablin, 1999) compared to Low PD countries that have a flatter hierarchy system, in which subordinates and supervisors are viewed as closer together and more interchangeable, but not identical (Hofstede and Hofstede, 2005).2.2.2. Individualism vs. CollectivismThailand is characterized as a state-controlled country in which people belong to a strong glutinous group that they believe will protect them in return for their commitment to the group (Hofstede and Hofstede, 2005). This type of patronage, or kinship, system is based on relationships betw een people that revolve around favors and reciprocity that give great brilliance to kindness and sincerity, in which ain links and family connections are valued to be of extreme importance (Holmes and Tangtongtavy, 1995). Collectivism can also be seen in the Thai peoples belief of social unanimity where everyone is always wittingly, or even unconsciously, making the effort to avoid any personal conflict with others (Nakata and Dhiravgin 1989 Sriussadaporn and Jablin, 1999 Knutson et al., 2003), which also fosters and supports the concept of kreng jai later explained.In his research, Hall (1976) made a distinction that characterized cultures to be either low context or high context. Low-context cultures rely heavily on verbalization and idiom on the delivery of verbal messages pull uping ones self clearly, logically, and as convincingly as possible (Hall, 1976). In other words, Low-context cultures tend to value expertise and performance, and tend not to beat around the bush ( Cavusgil et. al, 2008).High-context cultures, such as Thailand, are the opposite. They tend to focus on non-verbal messages and prefer validating and polite face-saving style that emphasizes a mutual sense of portion out and respect for others (Cavusgil et. al, 2008, p.136). Interestingly Halls approach is very most related to Hofstedes individualism and communism cultural dimension, which has been further explained by Gudykunst and Ting-Toomey (1988) that cultures that have been labeled by Hall as High-context are considered to be left-wingers in Hofstedes theory, and vice versa. Hence, Thailand is considered to be a High-context and a Collectivist culture. This may also help explain why it is difficult for Thai people to say no when one may feels disagreement or is unable to carry out an order. Moreover, as maintaining harmony is the center focus of a Collectivist culture (Hofstede and Hofstede, 2005), showing bad emotions such as frustration, impatience, frustration, anger, or irritation is seen as disrupting the social harmony and is considered relatively natural and offensive (Sriussadaporn and Jablin, 1999 Knutson et al., 2003).Also part of the characteristics of Thailands high-context (Hall 1976) and collective culture (Hofstede and Hofstede 2005), it was erect that young people seldom speak up which may have stemmed from childhood as students do not express their opinions in strain as ofttimes because quietness is also considered a moral excellence in the Thai culture (Knutson et al., 2003), which is also the case with younger people not disagreeing with older people in organizations (Boode, 2005 McCann and Giles, 2007 Javidan and Dastmalchian, 2009) further supporting Smutkupt and Barnas (1976) findings that any doubts or contradictive thinking in ones mind are very rarely communicated openly in the Thai culture.2.2.3. question Avoidance (UA)Broadly defined, people in High UA countries tend to be more emotional than other countries, and a re more motivated by their inner nervous energy (Hofstede and Hofstede, 2005). As Thais are ranked as having high UA, one of the ways they reduce their uncertainty in customary life communication is through their proper use of pronouns and postures to show respect, deference, politeness, and silence towards others (Sriussadaporn and Jablin, 1999). This can also be seen through their use of silence to avoid uncertain confrontations with other people especially with the more senior people (McCann and Giles, 2007). Moreover, as a result of this high UA ranking characteristic, Thais generally tend not to readily accept change and are relatively against winning risks (Swierczek and Ha, 2003).2.2.4. Masculinity vs. FemininityThailand has the lowest Masculinity ranking among the Asian countries, which indicates that they show a low level of assertiveness and competiveness compared to other countries in the arena (Hofstede and Hofstede, 2005). Sriussadaporn and Jablins (1999) research shows this with their observation that Thais do not truly express their own opinions as much as they deserve to due to their non-dominant and non-assertive characteristics. This may have derived from or have some indications to their Collectivist and confrontation evasion nature in the findings of McCann and Giles (2007) attributed to the complex Thai hierchical system and their expected respect for the older generation.2.3 The Thai workplace environmentWords that could describe the Thai management style and its working environment, or business culture, are the following compromise, slow, centralized, seniority-based, relationship-based, conservative, and family-based (Adams and Vernon, 2004). These terms seem very much to stress the maintenance of harmony in the company being non confrontational and accepting the differences of inequality.As verbalise earlier, Thailand is traditionally a high power distance country (Hofstede and Hofstede, 2005), which makes Thai society a segreg ated one with distinct unofficial class groupings and little chance for mobility across the class lines also applying to the workplace environment (Komin, 1995 Lawler et al., 1995). Interestingly this type of class system in Thailand, is very much reflected in the organization and management of family-owned companies and enterprises according to Lawler et al. (1995). In other words, the get for a formal or set of rules in management may not be as high of a priority as the environment produced by the Thai social system has a great influence in defining the interaction between peer-to-peer and worker-to-worker in a company setting YES ACCORDING TO THE INTERVIEWS.In the largest firms in Thailand, family connections has served as a foundation for building international trading companies and has been a very important aspect of understanding the Thai working environment, which has been characterized by Isarangkun Na Ayuthaya and taira (1977) as management by entourage. In other words, i t conveys the concept of the importance of knowing the right people to get the job done and having connections in the right places. However, this concept becomes less manageable as a company grows and requires being more responsible for its accountabilities, more professional managers are needed creating a hybrid of Westernized practices in a traditional Thai family enterprise (Lawler and Atmiyanandana, 2003).In the aspects of companies that are family enterprises, HRM practices are very much influenced by traditional Thai values and their social practices compared to the everyday management theory (Bertrand et. al., 2008). In other words, professional managers in the HRM filed are found to be very rare in family enterprises, even ad hoc, along with HR planning and the systematic analysis of employment issues are found to be virtually absent in such organizations (Lawler et al.,1989). So how are the employees controlled? The break up is through a complex hierarchical class system that has been deeply rooted within the Thai culture (Adams and Vernon, 2004). also conveying that employees with cut positions react to people with higher managerial levels out of a sense of duty rather than according to the rules and regulations set by the company (Knutson et al., 2003). Moreover, this can be seen through the use of the complex Thai language between superiors and subordinates.EXPLAIN SOME OF THE IMPORTANT JAI WORDS KRENG JAI, NAM JAI, SBAI JAI.This emphasizes on the importance of social harmony can be seen with the proper linguistic uses that must be used in everyday life when addressing people of different status (Knutson et. al., 2003). Where English has one word, I, as the first person pronoun, and one other, you, for the second person pronoun, Thai speakers must choose from up to 9 commonly used forms for the first person pronouns, 8 second person pronouns, and 5 trinity person pronouns (Iwasaki and Preeya, 2005). In addition to these variety of words, Cooke (1968) has listed up to 27 first-person pronouns, 22 second-person pronouns, and 8 third person pronouns, which include language used with royalties and specialized tems used by specific people (i.g. Buddhist monks have specific terms to address themselves and others). This would all depend on the politeness or closeness the speaker wishes to convey, and depending on the status of the other person who is involved in the conversation.Specific uses of language and conflict shunning are some very specific characteristics of the Thai culture that conveys to the collectivism and high context society explained thus far. If, however, a disagreement should arise, Thais will look for indirect means for their resolution usually through third parties or by intense private talks (Lasserre and Probert 1996 Lawler and Atmiyanandana, 2003).Kreng jai, is one of the most difficult concepts of the Thai cultures for foreigners to understand (especially for Westerners), which has been defined by Kom in (1991) as,The concept of time in Thailand is somewhat more lenient than in other countries. remote workers have sometimes found this aspect of the Thai culture to be the hardest to adjust to unless the foreign worker himself has the same attitude towards time. Mainly speaking, promptness can at times be seen as unimportant when loss out or having socials with friends. However, foreign workers have found that Thai are very punctual when it comes to meetings and appointments with their superior.2.4 The Sapir-Whorf HypothesisThe notion that language and culture can be interlinked may not be obvious to us at first, as we, being native speakers, may not be conscious how we say things, and why we say it the way we do in our own languages. However, Jandt (2001) suggests that a person who has learned a second language, or has braggy up speaking more than one language, may become aware of the different ways each language allows the speaker to describe and cover the reality we live i n. It is these different perceptions one has of reality that Jandt (2001) believes to be the same differences in culture making the relationship between language and culture resembling mirrors to each other.This relates back to the Sapir-Whorf hypothesis that says cultural elements can be seen in a languages vocabulary and grammar (Whorf, 1956). Harley (2001) supports the Sapir-Whorf hypothesis in that it shows how a cultures or countrys language determines the structure of the speakers thought process. That is to say, language affects the way humans phone and the way people perceive the world. If a language has a bountiful vocabulary for certain notions and concepts, then it makes it easier to describe those ideas in that particular language (Whorf, 1956). Thus, ideas, notions, or things that are easily described in a language must be important to the culture (Jandt, 2001). The two main ideas comprising the Sapire-Whorf hypotheses starts with the first being linguistic determini sm, which is the idea that the form and characteristics of our language determine the way in which we think, remember and perceive and the second, linguistic relativism, which is the idea that as different languages map onto the world in different ways, different languages will supply different cognitive structures (Harley, 2001, p.81).Although there are studies relating to the intricate nature of the Thai language (Komin 1991 Chantornvong, 1992 Komin, 1995 Knutson, 1994 Knutson et al., 2003), there has yet to be an establishment between the numerous words that contain jai (heart) and the way Thais think and perceive others.It can seem a bit daunting or even a deadening endeavor for a foreign worker to deal with such vicissitudes of the different nuances of the Thai culture. However, the most important aspect to bear in mind is the relationships that Thais hold so dear towards one another, and the mutual understanding one has towards the other person (Komin, 1995 Knutson et al., 2 003). For Thais, the heart shows sincerity, and thus so many words are derived from it to express the different feelings one has. In order to prove whether or not this may be true, the author has conducted and compiled data set from his interviewees.Moreover, having to express oneself in another language means learning to hold someone elses reference frame (Hofestede and Hofstede, 2005, p.328). In other words, by understanding and speaking the local language, one is better able to understand the national culture. With no knowledge of Thai, a foreign worker is probably to miss out on a lot of hidden nuances and subtleties of the Thai culture, and may result in being left as a relative outsider. One of the examples given by Hofestede and Hofstede (2005) is the subtleties of humor, which varies amongst different culture and is very specific sometimes to one culture.

Heavy Metal in the 1980s Essay -- essays research papers

obtuse metal in the 1980s is ambitious to describe. Its static stylus did not change much from the 1970s, but the lyrics, image, and theatrics took a step forward. Heavy metal had a huge impact in the 1980s and there were many successful bands. caravan Halen took heavy metal to new heights. subsequently more than two decades of playing change-out concert halls, selling millions of phonograph phonograph albums and let various lineup changes and solo projects, cutting edge Halen is recognized as matchless of the most resilient and successful pit bands to emerge from the 1970s and take place into the 1980s. Eddie and Alex Van Halen were raised in Pasadena, the children of Dutch immigrants who immigrated to California in 1967. The Van Halen brothers grew up taking classical piano lessons. Eddie played guitar and Alex played the drums as teenagers. In 1974, they hooked up with David Lee Roth (vocals) and Michael Anthony (bass), while gigging near town in their band Mammot h. Within a few years, they had become adept of the most popular bands on the Los Angeles scene. Fans packed L.A.s smoky rock clubs to view as out Eddies unconventional guitar riffs and Roths over-the-top showmanship. In 1976, Gene Simmons noticed the theme at a local club and gave them a recording session, and in short after Van Halen was signed to Waner Bros. Their debut album, Van Halen, was released in 1978 and include the hit hit "Runnin With the Devil" and a cover of the Kinks "You Really Got Me." Eddie Van Halen took electric guitar technique to new heights with his patented two-handed tapping and get by effects, while Roths tongue-in-cheek histrionics proved to be a smart alternative in an industry chock full of self-important rock stars. Within six months of its release, Van Halen was certified platinum. The album not whole launched Van Halens travel, but it came to influence countless American rock bands during the neighboring decade.During the nex t few years, Van Halen became one of the hardest working and most paid bands in the recording industry, releasing a string of multi-platinum albums in spry succession 1979s Van Halen II, 1980s Women and Children First, 1981s Fair Warning and 1982s Diver Down. But it was the album 1984, released on New Years Day of that year that solidified the bands superstar status. The album contained the mega-hits "Jump," "Panama" and "H... ...rive for debut US tours to open for, respectively, Pat Travers, Judas Priest, Ted Nugent and AC/DC. In August, Def Leppard returns to the UK to play at the Reading Festival. The crowd, convinced that the band have sold out to the Yankee Dollar and turned their backs on their home country, appeal them with a rain of tomatoes and beer cans.Def Leppard released many albums such as, Pyromania with the single Photograph, and Hysteria with singles such as "Women", "Animal", "Pour Some Sugar On Me", "Love Bites&q uot, "Armageddon It", "Hysteria" and "Rocket". Def Leppard was an English band that showed the other bands how it was done. Their career started in 1977 and continued through 2002 with the X tour. Heavy metal is an awful thing that took its unique and amazing sounds to new heights. Unfortunately due to passing commercialized excess driven hair bands the genre was sent in to another decline where the music would be reabsorbed into new genres. By around 1990 most heavy metal had evolved into other rock genres like hard rock, grunge, gothic rock, gothic metal, thrash metal, speed metal, doom metal, and nu metal.

The Study and Findings of Climatology in Nepal Essay -- Climae Environ

The Study and Findings of Climatology in Nepal In many atomic number 18as in Nepal, the history of climatology only dates back to 1956. Around this time, the Indian Meteorological subdivision instituted stations in various beas around the country, which were eventually taken oer by the Nepalese government in 1966. Having these stations in rank has given scientists significant insight into the Nepalese climate. However, some of the Indian equipment remained in the Nepalese stations, and unfortunately many Indian findings vary significantly from the Nepalese records of the same areas. Therefore, some information is unreliable, coupled by the fact that not all stations have operated since the start of the program (Thyer, 645). However, there are opposite sources of Nepals climate history, like extracts from articles written by climatologists from other countries, like Japan, the US, Germany, and France (Thyer, 645). Nepal is a small country, land-locked be tween India and the Tibet region of China in South America. It is 900 kilometers from east to west, and 150 to 250 kilometers from north to south (Spence, 223). Nepal is home to eighter of the ten highest mountain peaks in the world, most notably Mount Everest, which lies at 8,848 meters. In contrast, some of the areas that are situated lower in Nepal are only about eighty meters above sea level. Clearly, Nepal has much climate variation in fact, the climate progresses from tropical to arctic within a 200-kilometer area from south to north (Agrawala, 12). There are five geographic regions in Nepal (though, sometimes the mountain regions are grouped together as one). The Terai plain is the southernmost strip, bordered to the north by the Himala... ... Works CitedAgrawala, Shardul, Vivian Raksakulthai, Marteen cutting edge Aalst, Peter Larsen, Joel Smith, and John Reynolds. Development and Climate Change in Nepal cogitate on Water Resources and Hydropower. Organisation for Economic Co-operation and Development. 2003. Spence, Captain F.S. Himalayan Survey. The geographic Journal. Vol.153, No.2. July 1987. Thyer, Norman. Looking at Western Nepals Climate. The University of Calgary. June 1985. Unknown-1. Introductions about Nepal Geography and Climate. Himalayan Dreams.com http//www.himalayandreams.com/climate.html Unknown-2. Nepal Weather. Adventure Travel with iExplore. 2007. http//www.iexplore.com/dmap/Nepal/Weather+and+Climate Unknown-3. Kathmandu Climate and Weather. earth Media Ltd., 2007. http//www.wordtravels.com/Cities/Nepal/Kathmandu/Climate

American Newspaper Comics :: Newspapers Comic Strips Cartoons Art Essays

Ameri stinker composition Comics 1. Definition and Defining Elements of Newspaper Comics1.1. DefinitionAccording to Wikipedia encyclopaedia, a comic strip is a in brief strip or sequence of drawings, telling a story. Drawn by a cartoonist, they are published on a recurring initiation (usually passing(a) or weekly) in newspapers or on the Internet. They usually lead to the reader via speech balloons. The term comic derives from the fact that most strips were strange in the beginning. For this reason they are often also referred to as funnies.. Comics, however, select non be humorous by necessity. While many comics watch focused on humour, others involve politics, human interest, murder and suspense, or adventure. some other word for comic is sequential art , which I regard as the most appropriate term describing the genre, because it refers to comics as an art form on the superstar hand and gives you an idea of the nature and appearance of comics on the other. This takes me to the complex body part and appearance of newspaper comics. 1.2. Structure and AppearanceMost comics consist of more than adept panel, which is a box or a frame that contains a given scene, but as the following strip shows, sequence send word also be expressed in only one panel. Here, one can imagine what happened before this scene, by just seeing one panel. Almost all comics also contain some text, which appears in balloons or headlines.While most daily newspaper comics are published sextette days a week in black and white, those on sunlight tend to be in colour. 1.2. The CharactersIn fact, the characters are the most eventful ingredients of a successful feature, because everything else is exchangeable. There are often lots of artists who plump on one strip and if any of them discontinues, there are others to knock back him or her. Artists may even switch syndicates without anyone noticing, but Peanuts, for example, would not be the same without Charlie Brown or Snoopy.T he characters become your friends, because you identify with them. The typical nonstarter who never manages to sit next to the little red-haired girl during the break business leader sympathize with Charlie Brown and the person being bullied at his or her workplace is very likely to feel affection for Dilbert.According to Julie Davies, comic strips can only be effective if readers see their own lives reflected in the daily funnies. The Funnies are also something steady, something you can rely on, because, once adapted, they are not likely to change.

Identity and Culture Essay -- Cultural Identity Essays

When we think or so our personal identity we often think about the commission we look. Such traits as hair color, eye color, skin tone, height and burthen come to mind. Whilst these features are part of our identity, there are umpteen more(prenominal) complex factors that make us who we are. Whilst psychological issues are paramount to the defining of our identity, I will be addressing the nature of our identity in relation back to socio-cultural factors (Austin, 2002, p.9). During the course of this essay I will be discussing the term of identity operator and some of the axes of identity, including Race, Class and Gender. It is important to understand some of the significant issues of identity so that we have more of an understanding of who and what we are, which in turn may help us to begin to better understand others.IdentityThe newly English Dictionary (1999) defines identity as the distinguishing characteristics of a person. Our identity makes us who and wha t we are. It could be described as a sense of belonging and about having things in common with others (Weeks, 1990, cited in Austin, 2002, p.1).Identity is a dynamic feature of social life. That is, it is something that is constantly evolving and changing. For some people, identity can change quickly and dramatically, of course, but for most of us our identities evolve slowly and imperceptibly (Livesey, n.d., p.1). on that point are many factors to consider in understanding the process of identity formation. Structuralists believe that we are the product of our society. Therefore there are many environmental and social factors that go into the formation of an identity. For example children that parent up in the bush will have different influences in their lives to children that grow up in the cit... ...d.). A Level Sociology, Teaching Notes for Students. Culture and Identity, 6. Sources of Identity. universe of discourse Wide Web http//freespace.virgin.net/chris.livesey/ccul ture.htm 2002, July, 24.Mrquez, C (1999). Empowering Chicanos Through Self-identity. Faculty wise man Olga Vasquez, Ph.D., Department of Communication. World Wide Web http//www.communication.ucsd.edu/LCM/ectsi.html 30 July, 2002.Weeks, J. (1990). The value of difference. In J. Austin (Ed.), Culture & Identity (pp.1-3). NSW Pearson Education Australia.Woolfolk, A.E. (1998). Educational Psychology. Seventh Edition. capital of Massachusetts Allyn & Bacon.McDonald, Kevin (2000). Pressing Questions explorations in sociology. Issue two. Pearson Education Australia Pty Ltd.

Comparing Cultures in Things Fall Apart and Heart of Darkness :: comparison compare contrast essays

Clashing Cultures in Things Fall Apart and Heart of shadow A culture defines what its people perceive about wrong, the place it gives to wowork force, and its alliance with other cultures. The Ibo and European people in Things Fall Apart by Chinua Achebe, have two distinct cultures that begin to blend when the white men come as missionaries and try to communicate and live together with the Africans. European culture also differs from native culture on the Congo rivers in Joseph Conrads Heart of Darkness. Only one man, Kurtz, really connects with the natives and then is taken away(predicate) dying by his fellow Europeans. Evil is defined by its culture, whether it be how the culture accepts another culture and condemns as criminal or identifying proper(postnominal) items as wretched. In Things Fall Apart, the Ibo culture veiled the Africans as original natives who held their own different, seen as lousiness, ways and traditions. In Heart of Darkness, Marlow viewed the natives with whom Kurtz is staying with as evil and feels their evil when he met them after traveling down the river. Once he heard that Kurtz ordered the natives to attack his ship, his views changed a little. Marlow experienced the evil that Kurtz did, and the nevertheless had the sickness that Kurtz died from. In both of these novels, specific places represent evil things in different cultures. Europeans treat a church as holy maroon still to the Ibo culture who didnt know Jesus, it was just a building increase by the white invaders who settled among them. Europeans found the Congo River and a town on its banks and it was thought of as evil because they hadnt experienced living in that location or vines covering them as they traveled along the river added to their thinking of an evil atmosphere. In Things Fall Apart, the clan refers to a forest as an evil forest and they cast everything they deem into it. For example, twins were thought of as a curse when born so they were cast in to the forest and left to die. The evil forest didnt seem so evil to the European missionaries who came because they hadnt adopted this circumstance belief of evil into their culture. In fact, the clan purposely granted grunge in the evil forest to missionaries for their church, believing evil would destroy them, but the missionaries did last until the church was burnt down by members of the clan.

absolutism Essay -- essays research papers

Absolutism as Primary course of instruction of G everywherenmentAbsolutism became the primary form of government for many Europeans in the seventeenth and eighteenth centuries. It appealed to so many for reasons the same as another(prenominal) governments. Absolutists contended that social and political harmony would result when subjects obeyed their divinely sanctioned rulers in all aspects (Text 594). Absolutists rulers felt God gave them their ability to teach the masses the prim ways to live.Absolutist rulers had several main goals for successive reign over the people. The first being to eliminate or weaken the national interpretive program assemblies. Next rulers looked to gain support from small local and provincial assemblies. The brilliance was always dependant on the king, meaning the king chose his nobility freely, without act upon from any outside source. Lastly, nobility was in control and responsible for assemblage taxes and other benefits for the king. Despite i ts pretensions to represent a political theory, totalitarianism was fundamentally a mechanism designed to assist ambitious monarchs in their determination to increase their own power through conquest and scupper (Text 598).Louis the fourteenth was considered the quintessential absolutist because he truly assumed and embodied absolute control over France. He had very specific rules for ingenuity that were strictly applied t...

Saving Private Ryan Essay -- essays research papers

Saving Private Ryan is a flick that generates rugged responses from just about people that see it. While interviewing four individuals and reading 3 movie reviews, I found that each of my subjects would recommend it, not i of the individuals interviewed felt the violence was senseless, and all of them left the movie with a severe emotional response of some kind. It appears that Saving Private Ryan is the kind of movie to which more can relate.Saving Private Ryan is not a romantic, feel-good movie, merely it is probably one of the best movies released this year. It is without a doubt one of the most realistic films produced. Each person that I spoke with, and all threesome of the internet criticisms that I read voiced positive opinions about this movie. It has various types of entertainment for all kinds of viewers. It has elements of violence, patriotism, sentimentality, and heroism all rolled into one film. totally of my subjects, including the internet critics, feel tha t Saving Private Ryan will receive many awards, and that it is a credit to Steven Spielberg as a director. When asked if they would recommend the film to some other each of my interviewees responded positively.One widely talked about part of this film is the coarse degree of violence. In this case however, contrary to the usual attitudes, the violence is not described as senseless or excessive by anyone that I spoke with. This movie is obviously set against the backdrop of World contend II, beginning with D-Day and the b...