Illegal immigration in United States free essay sample

In this content I will expound on illicit migration in United States. First I will discuss what illicit migration is and give you a few realities about it in U. S. I will likewise examine for and against unlawful movement. I will give you a portion of mine perspective at long last. When you go to a nation without consent and remain there for quite a while, that? s illicit movement. A large number of these individuals scan for visa and as an answer they get no, yet at the same time they remain in the nation at any rate. â€Å"Illegal movement to the United States alludes to the demonstration of outside nationals abusing U. S. movement arrangements and national laws by entering or staying in the United States without legitimate authorization from the United States government. †1 An illicit worker is an outsider (non-resident) who has entered the United States without government consent or remained her to long so the visa has terminated. We will compose a custom article test on Illicit movement in United States or on the other hand any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page 2 In 2009 62 % of unlawful outsiders were from Mexico, 5 % from El Salvador, 4 % from Guatemala, 3 % from Honduras, 2 % from Philippines, 2 % from India, 2 % from Korea, 2 % from Ecuador, 1 % from Brazil, 1 % from China and 15 % from different nations. 3 Based on this we can see that nearly everyone are from Mexico, one explanation might be that there is a short separation among Mexico and the United States. On the off chance that we look further into these numbers, at that point we can see that Europe it isn't notice. Perhaps individuals emigrate from nations with low economy and high joblessness? Unlawful movement happens everywhere throughout the world. Something to be thankful for with migrants is that they are important on the grounds that they do tasks that most Americans wear? t need. In U. S. there is a few employments with negligible pay. 4 If individuals from America don’t take employments like that, at that point they need laborers and it is acceptable that workers can carry out the responsibilities. Outsiders do these sorts of employments since they will begin another life and gain more cash so they can bolster their families. They likewise may send some cash to their family that live in the nation they originated from. A generally excellent case of a vocation that numerous foreigners take is ranchers. This is great for the ranchers, they will have the option to plant and reap less lavishly in light of the fact that they wear? t pay so significant compensations to workers. Individuals who move have one dream and that is to have a decent life, acquire cash, and don’t stress over bills that should be paid, in light of the fact that they have insufficient cash. This is the huge dream for individuals who move. 5 One explanation that movement is terrible is that a portion of the migrants don’t work, some of them doesn? t get familiar with the language and some of them won't incorporate themselves and their kids in the event that they have. Along these lines the low wages to illicit immigrants’ will pulverize all chances to Americans works will them pushing the wages down with the goal that others don't needs the occupations for so little prize. It will keep on development of the interest for modest work and low wages. On the off chance that the foreigners work †black†, they don't give anything back to the general public and that’s extremely significant that everyone contribute, in light of the fact that it costs citizens billions of dollars. 6 If some illicit settlers accomplish something unlawful it is hard for the indictment and the equity, when they escape the nation. It can likewise be divergence between lawful settlers who keep the principles and the individuals who dont. Another explanation that migrants are affecting United States is that they are overpowering the framework. For example, a wide range of open administrations, for example, police assets and crisis room are redirected to managing issues identified with unlawful settlers, while they don't pay government or nearby assessments. 7 I feel that each nation needs some unlawful settlers. I think it is acceptable and awful that we have illicit migration. Unlawful migration can be important for organizations who need individuals for only a brief timeframe and can accomplish long work hours. They don’t have a similar duty regarding them as they would have for an American laborer. I additionally imply that if unlawful outsiders do some criminal stuff, they ought to be sent to their nation to serve the punishment. At the point when unlawful foreigners work, some of them make ledgers and afterward investors procure cash on that. At that point the general public gets something back, in spite of the fact that they are illicit outsiders. My conclusion is likewise on the off chance that some unlawful foreigners are accomplishing something criminal and, at that point they get away from the nation. It is extremely terrible for the individuals who are influenced, that they never get captured, the person in question. Something else that isn't exactly great with unlawful migration is that a few proprietors or homestead proprietors purchase individuals so they get as modest work as could be expected under the circumstances. So then we can infer that illicit migration can be acceptable and terrible. I imagine that we can never get to the base on the off chance that it is fortunate or unfortunate with unlawful migration. Anyway I think there are most awful parts of unlawful migration.

Sioux City Crash Essays - Aviation Safety, Sioux City, Iowa

Sioux City Crash Presentation Airplane mishaps can be a heartbreaking thing. A few people may contend that all are avoidable. In any case, while thinking about this announcement, one should consistently recollect there is a component that is in all mishaps. People. Either through plan, being flown by, or kept up by, people are in all parts of flying. For whatever length of time that people are in 100% control of a plane there will be mishaps. Be that as it may, a great side to a mishap is it is completely inquired about by the NTSB. (National transportation and wellbeing board). From a lion's share of those mishaps, something can profit flight when all is said in done. Avionics can be profited through structure, preparing, or in this circumstance, rethinking current constraints to a more secure level. The focal point of my venture will be on a specific mishap that occurred on July 19, 1989 when a McDonnell Douglas DC-10-10 airplane smashed in Sioux City, Iowa. This specific sort of airplane, at the hour of the mishap, had been underway for around 18 years. The United Airlines stream was destined for Chicago when the tail-mounted motor broke separated and cut off the airplanes principle water driven lines. Without power through pressure the airplane wouldnt have the option to move. It would likewise experience difficulty easing back down for landing. This implied inconvenience for United Airlines flight 232 with 285 travelers and 11 group individuals ready. Articulation of the Problem: A potential issue of complete water powered disappointment if the tail-mounted motor breaks separated. PAGE 1 Speculation Statement: My hypothesis is this the sum total of what could have been maintained a strategic distance from. The activities taken after the mishap could have been fused in the underlying plan of the airplane. RESULTS On July 19,1989 a United Airlines DC-10-10 traveler plane took off Stapleton International in Denver Colorado. The plane was planned to make a fast stop in Chicago, Illinois and afterward proceed to Philadelphia, PA. Following an uneventful hour of flight a boisterous bang was heard, trailed by a shaking of the airplane. The flight group watched the tail-mounted motor had fizzled. (SEE FIGURE 3) While playing out a motor shutdown method, the group saw that they didnt have any water driven weight. They additionally saw that the liquid level was at zero. The co-pilot attempted to move the plane with no achievement. The team at that point radioed to the air traffic controller that they required crisis help to the closest air terminal. Sioux City, Iowa was seen as the practically straight-ahead. The commander at that point advised the travelers of the up-coming preliminaries. For some odd reason there was a United Airlines DC-10 pilot teacher sitting in top of the line. He inquired as to whether he could be of any help and the commander inquired as to whether there was any harm that the could see. The educator found that the flight controls on the wings werent moving and that the even stabilizer had harm to one side and right side. The even stabilizer is the piece of the airplane that controls rise and what is known as yaw. (Right and left turning) Now that they certainly knew they didnt have any flight controls the group started to talk about what ways the airplane could be moved. PAGE 2 The teacher pilot prescribed the utilization of motor capacity to move the plane. The thought appeared to work and being that every single other choice were not many, the group received this game plan. At the point when flight 232 was around eight miles from the air terminal they brought down the arrival gear. To their consternation they gained from the air traffic controller that they were arranged on a runway that was shut for fixes. The commander chose for remain on course in light of the trouble to turn the plane. The air traffic controller said that the runway was 3000 feet shorter however they shouldnt experience any difficulty arrival because of the fixes. During the last methodology the flight group felt they were on course to make the arrival. Anyway they were somewhat quicker than ordinary, due to not having the option to bring down the best possible flight controls known as the folds and supports. These two controls permit the plane to fly at a lower speed. At around a hundred feet over the ground, the pilot detailed that the nose plunged significantly and the conservative

10 Small Press Books From the End of 2017 Youll Want to Read

10 Small Press Books From the End of 2017 Youll Want to Read I am taking over the small press monthly round-up and I could not be more excited if I swallowed a cat and broke out in kittens! One of my reading goals for 2018 is to read more small press books, so doing a monthly round-up is the perfect thing I need to help achieve this goal. (Thanks to Susie for passing the baton, and for doing an amazing job!) Here are ten great books that came out in the end of 2017 that are worth a read. Meet you back here in January? Mean by Myriam Gurba (Coffee House Press) The story of  Gurba’s coming of age as a queer, mixed-race Chicana, told in blistering prose.  Gurba  tackles several very important, serious subjects such as racism and homophobia, and manages to make the discussions humorous while laying down hard truths and great points. I wish this had been twice as long. Djinn City by Saad Z. Hossain (Unnamed Press) I loooooved his last book, Escape from Baghdad! so I was all *GRABBY HANDS* for this one. And its another amazing, fantastical novel, featuring djinn and legends and magic. Indelbed is a young boy living a solitary existence in a crumbling mansion with his alcoholic father. But when his father falls into a mysterious coma, Indelbed learns his father was actually a magician and now there are mystical powers searching for Indelbed to seek revenge against his dad. The World Goes On  by  László Krasznahorkai  (Author),?  George Szirtes,?  Ottilie Mulzet,?  John Batki  (Translators)  (New Directions) A Hungarian interpreter wanders the streets of Shanghai; a travel encounters a man on the banks of the Ganges ranting about a single drop of water; a child laborer in Portugal has a surreal encounter.  These are a few of eleven brilliant, surreal tales of nature, the abyss, and annihilation around the world captured in this collection by the Man Book International prize winner. They Cant Kill Us Until They Kill Us  by  Hanif Willis-Abdurraqib (Two Dollar Radio) A powerful collection of essays about music, but also not about music, but about life and events surrounding music and life and the world. Its one of the smartest collections Ive ever read. Witch Wife by Kiko Petrosino (Sarabande Books) Spellbinding poetry about, well, spells. A selection of poetic incantations about healing, celebrating, conjuring, and enlightening, whether its past wrongs or the uncertain future, dealing with motherhood, womanhood, racism, and social injustice. The Years, Months, Days: Two Novellas  by  Yan Lianke  (Author),?  Carlos Rojas  (Translator) (Grove Press) Lianke has the distinction of being China’s most banned author, but his works of satire are beloved all over the world. The two novellas here are prize-winning masterpieces about humanity and the universe, a dark but gentle look at love and man’s sense of survival in the face of loss and ruin. Quietly bizarre and powerful. Bunk: The Rise of Hoaxes, Humbug, Plagiarists, Phonies, Post-Facts, and Fake News  by  Kevin Young (Graywolf Press) Poet and critic Young examines how hoaxes have moved from sideshow acts to being in the center stage of American culture. From P.T. Barnum to Donald Trump, he discusses famous examples of forgers and fakers, and how we are living now in a post-factual world. This was listed on the National Book Award longlist for nonfiction! Sweet Bean Paste  by  Durian Sukegawa  (Author),?  Alison Watts  (Translator) (Oneworld Publications) A sweet novel about a troubled man who works in a bakery making sweet red bean pancakes and the elderly customer who teaches him the best recipe and changes his life. Record of a Night Too Brief by  Hiromi Kawakami    (Author),?  Lucy North  (Translator) (Pushkin Press) I would have bought this for the cover alone, but its also an award-winning collection of three unusual stories: a woman experiences an unending night; a sister is the only one who can see her invisible brother; and a shop-girl has an accident with a snake. The Mannequin Makers by Craig Cliff (Melville House) No, it isnt a sequel with Emmy and Hollywood. But it is a great novel! A widower in early 20th-century New Zealand seeks to best his carpenter rival by creating the world’s most lifelike window display, using his twin daughters. Its a dark fairytale of loss and redemption.

The American Culture Key Values - 10736 Words

The American Culture Some Key Values †¢ Individuality †¢ Results orientation †¢ Pragmatism †¢ Direct communication style Greetings and Goodbyes For most Americans a smile and verbal greeting are appropriate. In a business context, however, a firm handshake is used. Weak handshakes can be perceived as a sign of weakness. It is likely the handshake will be brief. Men usually wait for women to offer their hand before shaking. Also, direct eye contact is also appreciated. Americans tend to dislike over-formalised greetings and can feel uncomfortable with too much protocol at first meetings. This relatively ‘casual’ approach is reflected in the speed with which they move to a first name basis, even with people they have just met. For an American†¦show more content†¦Overall, though, most people would describe North American communication style as ‘stated and straight’ – that is, they prefer a frank, straightforward exchange and they tend to admire people who can express themselves clearly and cleverly. 8 ï ¿ ¼Words are important to Americans and written words are often more important than the spoken word. Communication depends less on body language, social situations and implication. They will certainly pay more attention to the factual than the emotional content of messages. The approach is more of a â€Å"look for the facts and weigh up the evidence† than the more subtle style of â€Å"reading between the lines.† Many Americans are uncomfortable with silence and feel compelled to fill in any gaps in the conversation. If they interrupt you in mid-sentence (for example, when they are complaining about something) often it is not rudeness but more of an eagerness to get their opinion across at the right moment. Gestures In the US the normal interpersonal distance is about an arm’s length. North Americans generally stand and sit further apart than Latin Americans. There is less physical contact than in the Latin culture. They will use hand and arm movements to add emphasis and clarity. Impact is often linked to volume – some Americans will speak louder than others. ‘Thinking out loud’ for an American is a way of enabling a free

Sba Sample on Bullying - 1333 Words

Statement Of Problem Topic: Bullying Focus Question: What effect does Bullying have on its victims and how are their emotional selves impacted? Guiding Questions: What are the signs of a person being bullied? At what age does the effect of bullying impact an individual the most? What causes someone to be bullied? Reason For Selecting Area of Research I chose the topic of bullying because I believe that it is a problem that is making a great impact on society in these recent times. There are many people who are being bullied and sooner or later this will have or play a great significance in the life of the individual. I want to find out how bullying can affect†¦show more content†¦Only a few students have yet to experience it themselves if nothing is done to target the problem, or maybe yet they are the bullies themselves. Analysis of Graph #3 There could be many reasons that a bully might have to harass a victim but not always are these reasons pointed out. As seen on the graph the main reason children are bullied is because they are academically inclined. Most of this cases would involve the bully calling them names or forcing them to their homework. The second main reason children believe they are bullied is because they dont socialize well with others, meaning they dont have a lot of friends. Many of the victims however are unaware of the reason of why they are bullied. Analysis of graph #4 It is important that teachers and parents be aware of the presence of bullying and note the characteristics of children who are targeted. One of the most common reactions by victims in depression, this reaction needs to be recognized by parents and teachers. The reason these children feel this way is because the no longer perceive like they have any more control over their life. Bullying is not just a part of growing up once people recognize the emotional destruction it has on societal values everyone involved should not ignore the problems. In some cases children do not surviveShow MoreRelatedSba Sample on Bullying1341 Words   |  6 PagesStatement Of Problem Topic: Bullying Focus Question: What effect does Bullying have on its victims and how are their emotional selves impacted? Guiding Questions: What are the signs of a person being bullied? At what age does the effect of bullying impact an individual the most? What causes someone to be bullied? Reason For Selecting Area of Research I chose the topic of bullying because I believe that it is a problem that is making

Women in Psychology Paper Free Essays

Women have made many contributions to the advancement of psychology, many of which have gone without notice until recent times, and some of which still goes unidentified in the field of psychology. The mention of women in the early development of psychology usually refers to them as minor contributors to a field that at one time was predominantly dominated by men. â€Å"Women of the time were subject to gender and martial prejudice† (Stipkovich, 2011). We will write a custom essay sample on Women in Psychology Paper or any similar topic only for you Order Now One such women who thrived in the field of psychology despite of and greatly due to the discrimination women experienced in the 1900’s is Leta Hollingworth. According to â€Å"Stipkovich (2011)†, â€Å"The remarkable path Leta Hollingworth’s life took her was instrumental in becoming a significant figure in the history of psychology of woman† (Contributions to the field of Psychology). Background Born Leta Anna Stetter, in May of 1886 in Nebraska, she was the oldest of three children. Raised on her grandparent’s farm after her mother’s death and fathers abandonment following the birth of her youngest sibling. â€Å"Leta Stetter received her early formal education in a one-room log schoolhouse, an education she later described as â€Å"excellent in every respect† (Miller, R. 1990, para. 4). Leta graduated high school in 1902, at the age of 15 she was one of eight students in the class. In high school Leta showed a talent for creative writing which she was encouraged to develop in college. Leta enrolled and attended the University of Nebraska-Lincoln, â€Å"where she quickly achieved a campus reputation in literature and creative writing and was designated Class Poet of the Class of 1906† (Miller, R. 1990, p. 145). While attending the university Leta met and became engaged to classmate Harry Levi Hollingworth. Harry graduated from the university before Leta and decided to do his graduate studies in New York at Columbia University, Leta stayed in Nebraska to finish her undergraduate work and graduated in 1906. Unable to start a career in writing as she originally intended due to financial problems, Leta took a teaching position in Nebraska and later joined Harry in New York the two were married on December 31, 1908. Leta attempted to get a job as a teacher in New York but was denied based solely on her marital status. â€Å"This was a very frustrating circumstance for the talented and educated graduate and led to the questioning of the role women play in  society† (Stipkovich, 2011). Over time Leta went on to complete her graduate studies at Columbia receiving an M. A. in 1913, Ph. D. 1916. While completing her studies in educational psychology at Columbia Leta had an opportunity to work directly with Edward Lee Thorndike. According to Stipkovich (2011), â€Å"With the environment finally allowing her to explore her academic interests, and questions about her own existence as a married woman, she pursued the study of women’s psychology and new interests in giftedness and intelligence† (A little Background). Theoretical perspective Leta became interested in psychology after questioning women’s inferiority to men. After researching the works of other psychologist she found only one assertion that could be tested scientifically. This assertion was commonly known as the â€Å"variability hypothesis,† (Benjamin, L. , 1990 p. 147). Held, L. (2010), states â€Å"The variability hypothesis posited that men exhibit greater variation than women on both physical and psychological traits, in essence suggesting that men occupied both the highest and lowest ends of the spectrum on any trait and women were doomed to mediocrity† (para.4). In order to disprove this hypothesis Leta did some research at the Clearinghouse for Mental Defectives â€Å"Hollingworth believed societal roles accounted for the differences, not innate differences† (Held, L. 2010 p. 3). She conducted an experiment over a three month time period on both men and women from a behaviorist perspective which essential proved there was no decrease in women’s performance during the course of their cycle. While teaching at Columbia Leta started to express an interest in the study of exceptional children. While working with these children she discovered most of them were averagely intelligent but suffered from adjustment problems due to adolescents. In 1928 Leta published â€Å"The Psychology of the Adolescent† once again done from a behaviorist perspective further research should children with high intellect could be problem children, causing her to ask what special programs have been developed for them in public schools? (Benjamin, L. , 1990). â€Å"She worked on assessment tools for early identification of the intellectually gifted, and inevitably her work led her to the development of educational methods for these children† Benjamin, L., 1990). Contributions to the field of psychology Leta Hollingworth is a contributor to three specific fields of psychology. Leta’s recognition of the challenges faced by women set precedent to a new field of psychology: the psychology of women. Barbaro (2002), â€Å"Because of her work, future women would not have to deal with unchecked acquisitions of innate mediocrity or menstrual disability in their pursuit of scientific eminence† (Contributions to Psychology). In 1921 Leta Hollingworth was cited in â€Å"American Men of Science† for her research on the psychology of women (Held, L. 2010 p. 15). The other field of psychology Leta Hollingworth was a great contributor to the psychology of the exceptional child which led to her much known involvement and influence in school psychology. Due to her studies on the gifted children she was able to develop methods to recognize gifted children and aide in the development of a school curriculum better meeting their needs. Hollingworth’s writings on gifted children, special education, adolescence, and mental retardation were inspirational for over twenty years (Miller, R. , 1990). In clinical psychology she disproved the â€Å"variability hypothesis† her examination on both male and female infant craniums proved that while the males were slightly larger if a difference in variability existed it favored females (Held, L. 2010 p. 4). After the disproving of the â€Å"variability hypothesis† Leta Hollingworth worked in the field of clinical psychology part-time for twenty years. Other contribution to psychology are noted publishing’s such as â€Å"Gifted Children: Their Nature and Nurture† (1926) this book was based on the results of her study on gifted children and â€Å"Children Above 180 IQ† (1942) this was Leta Hollingworth’s last publication and was completed after her death by her husband, Harry L. Hollingworth (Held, L. 2010 p. 7). Conclusion Leta Hollingworth was a women extraordinary for her time. She not let her troublesome childhood prevent her from gaining an education instead she used her less than perfect up bring to develop a talent in creative writing. When she found herself unable to work doing what at the time seemed like her natural calling she went on to teach, only to find her marital status would prevent her from doing so. This turning point in her life was discouraging but, with the support of her husband went on to gain an education, and dismantle one of the theories that prevent her and other women of her time from equal treatment. Leta went on from their developing not only one but three types of psychology that had not yet been explored in-depth, the psychology of women, educational psychology, and the psychology of the gifted child. Her work in the field of psychology not only furthered the field it changed the way women were looked upon, and the education of children both gifted and non-gifted. Instead of becoming a victim of her era she went on to become a pioneering female psychologist of her time â€Å"were she to observe contemporary society, she would be gravely disappointed that in the past 50 years there has been so little progress in changing societal attitudes toward the gifted, and that women, particularly gifted women, still face so many impediments to achievement and recognition† (Silverman, L. K. 1992 p. 11). How to cite Women in Psychology Paper, Papers

Technology Impact On 1920 Essays - Manufacturing, Henry Ford

Technology Impact On 1920 Life World War I, "The war that would end all wars.", had ended by 1918; Europe was left in ruins physically, politically, and economically. The years following the most devastating war to take place prior to the 1920s, Europe would struggle with economic and political recovery, but not the United States. Left virtually unharmed by World War I, the United States was even able to experience a decade of peace and prosperity following such a disastrous war. Of the many reasons for America's prosperity, technology played one of the most vital parts in bringing the great economic and cultural prosperity that America experienced during the 1920s. New advancements, new discoveries, and new inventions improved American lives in many if not every conceivable way, but not without a few negative side-effects. One of the first major inventions to become a national craze was the automobile. First developed with a combustion engine in 1896 by inventor Henry Ford, he later started the Ford Motor Company, which mass produced affordable automobiles known as the Model-T. Ford's Model-Ts became such an overwhelming success that he sold over 15 million Model-Ts by 1927 (Gordon and Gordon 77). By the end of the decade, there was almost one car per family in the United States (Bruce 80). As a result, the automobile became an increasingly important part of American lives. Workers no longer needed to live close to their workplace, instead they could live farther away and still arrive at their jobs with ease. Homemakers could run errands with greater convenience. The overall increase in productivity and efficiency left the American people with more time for entertainment and recreation. Families could visit relatives on a constant basis, even distant relatives. The automobile provided a perfect way for people, especially for adolescents, to socialize and make merry. The automobile craze even came to a point where the back seat of a car replaced the parlor as a place for courtship and love (Gordon and Gordon 58). The popularity of the automobile also brought immense economic prosperity. One of the major contributions to the prosperity of the 1920s was the construction of roads and highways, which poured fresh public funds into the economy (Bruce 79). Automobiles appeared everywhere and were being driven everywhere. However a major problem was experienced by everyone as a result of this. According to Kenneth Bruce: "...there were very few good roads outside the east coast; crossing the continent was a real adventure, as during the spring when the snow melted or after a good rain storm, automobiles would sink into gumbo mud up to their hubs. Travelers crossing Iowa or Nebraska were often forced to wait several days until the road dried before moving onto the next town. ..." (79) In 1924, the Federal Road Act offered federal money to state legislatures, which would organize highway departments and match federal funds. Spurred on by this federal money, every section of the country launched ambitious road building programs during the 1920s. By the end of the decade, highway construction programs employed more men and spent more money than any single private industry. The increased use of automobiles touched every corner of the American economy. It stimulated the oil industry, it boosted road construction, extended the 1920s housing boom to suburbs, and even developed new businesses (Bruce 79-80). The success of the Ford Motor Company was so great that it can even be compared to that of today's Microsoft. And like today's Bill Gates, Ford and his Ford Motor Company had become a national symbol of industrial prosperity. By 1922, Ford, who earned over $264,000 a day, was declared a billionaire by the Associated Press (Gordon and Gordon 32). Luckily for the federal government, Ford paid a record $2,467,946 in income taxes for the prosperous year of 1924 (Gordon and Gordon 50). According to Elizabeth Stevenson: "... Nothing ever dramatized the system of factory organization so well as the break in Ford automobile production stretching across a good part of the year 1927. Ford was the epitome of everything in the world of everyday work that the citizens of the 1920s admired. His faults were overlooked or accepted as virtues, and his success in this great mechanical and business venture seemed a test of the health of the nation itself. The public found itself absorbed, entertained, and delighted by such toys as Model-Ts and Model-As. If Ford should fail, they all in some measure failed. But anticipation was joyous. Even the suspense was delicious, it would be a misunderstanding to think that it

Athens

Following the period of time in Athens during the 5th Century B.C when it was ruled by a radical, extreme democracy, the Athenian people voted to choose thirty men to rule as an oligarchy. The Athenians wanted to be governed by the ancient laws enacted by Solon and Cleisthenes, so these men were chosen by the people to frame the ancient laws into a constitution under which to conduct the government. However, the Thirty had their own agendas, ones that earned them the nickname The Thirty Tyrants of Athens. What did these so called Thirty Tyrants hope to achieve in Athens? Well, mainly they wanted total control over the Athenian people and its government, and to use this to their own advantages. After they were chosen, the Thirty delayed framing and publishing this constitution, the very thing that they were put in place to do. This was done for their own benefit, as since there was no constitution as yet, they could still make the rules up as they went along. However, they still appointed a Senate and Magistrates as they saw fit. This enabled them to appoint people they know would be loyal to them, and support anything they tried to do. The first step the Thirty took when voted to power in 404 B.C was to arrest all the people who by common knowledge had made a living during the time of the democracy by acting as informers and opposing the aristocrats. They were held with a sentence of death if found guilty. This pleased the Senate, as they were the aristocratic class that these people had opposed. They were happy to hand out guilty verdicts. The common people were not displeased because they knew that they were not part of this class. This enabled the Thirty to dispose of all the obvious troublemakers who would oppose them. The Thirty realized that to enable them to be free to make decisions on their behalf, they would also need a military force. Therefore, they sent two of their members, by the names...

Motivational Advice from Oscar-Winning Actors

Motivational Advice from Oscar-Winning Actors We have collected some nice motivational quotes from the most beloved Oscar-winning actors. The way to the big screen is a really hard way and most celebrities have achieved great success through dedication, sacrifice and hard work, learning wisdom on their way. Today they are going to share their wisdom with you. Its a wonderful metaphor, catching a wave, for how you can look at other challenges in your life. Jeff Bridges There is no life without hardships just like there is no sea without waves. Some people give up after facing a challenge, but they shouldnt. Sometimes waves knock you down but you should get up and move on. Only if you keep moving forward you can catch the wave and let it drift you. I think that when you dont see the boundaries, you cross them without even knowing they exist in the first place. Marion Cotillard The best way to push the boundaries is to forget about their existence. Boundaries are born in your mind and you are the only one who sets them. My life is the road, man. I need to keep moving. Matthew McConaughey Every individual has his own way on the road of life. So never stop moving forward, no matter how tough the road is. Don’t just aspire to make a living, aspire to make a difference. Denzel Washington The only way to achieve success is being an individual. Whatever you are doing, try to do it your own way. Making a living without feeling pleasure in your life and work will get you into nowhere. When you make a difference, you make your life more challenging but interesting and full of hopes. There are a lot of great movies that have won the Academy Award, and a lot of great movies that havent. You just do the best you can. Clint Eastwood What is the most important factor for success? Is it luck or hard work? Of course, luck is tricky: sometimes it is good, sometimes it is bad and we cannot engineer it. But we can come closer to doing so by applying our best efforts. In this industry, there are only two ways up the ladder. Rung by rung or claw your way to the top. Its sure been tough on my nails. Jack Nicholson Some people achieve success operating really tough while the others just move slowly but steadily. No matter how exactly you are acting, after you apply the best efforts, achievement is bound to come. So never give up and be tough when it is needed. Some are born great. Some achieve greatness. Some get it as a graduation gift. Robin Williams Some people are born with something special that others do not seem to have. It might be a look in their eyes or a great charisma: you either have it or you dont. However, there are people who know what to do to become great and they are continually trying to become better. Thus, what Robin Williams says, is that real greatness is a mixture of the two. When I was a little kid, I watched great people acting. You are the people wanted made me want to be an actor. Now Im proud to be an actor and Im gonna keep on acting. Whoopi Goldberg There are great people in the world - people who have inspired others by their achievements, values and attitudes. People who are the best at what they do are the greatest teachers. Watch them and learn from them and maybe someday you will inspire others as well. These powerful messages is something you can benefit from - realize your potential, do your best, set goals and achieve them. There are many ways to make your dreams come true, so keep these motivational advice in your mind and be a winner! Image credit: CNN Entertainment.

The nternational economic forces Assignment Example | Topics and Well Written Essays - 2250 words

The nternational economic forces - Assignment Example This essay discusses that in European countries global economic factors and international economic conditions have been creating significant impacts on their various economic conditions. After the World War II economic conditions of these countries have been changing to great extent and these economic conditions are increasingly becoming dependent on international economic as well as financial factors. Governments and economic policymakers of these countries have been trying to implement various economic policies, including both fiscal and monetary policies aimed at reducing the level of intensity of international economic factors in the process of creating negative impacts on economies of these countries. These economic problems are associated with various economic factors, such as inflation, unemployment, lower level of income, detrimental effects on growth aspects of these countries, demand side as well as supply side obstacles etc. In these various fiscal as well as monetary poli cies have been introduced by the governments and policymakers of these countries. These policies have been introduced in order to mitigate if the negative effects of global economic and financial crises and also to reduce the level of dependence of these countries on international economic forces. International economic forces are those economic forces which are created mainly in the global or international market by various global or international economic agents, but affect various economic and financial conditions of the national economies. ... he World War II economic conditions of these countries have been changing to great extent and these economic conditions are increasingly becoming dependent on international economic as well as financial factors. Governments and economic policymakers of these countries have been trying to implement various economic policies, including both fiscal and monetary policies aimed at reducing the level of intensity of international economic factors in the process of creating negative impacts on economies of these countries (Acs and Szerb, 2012, p.15). These economic problems are associated with various economic factors, such as inflation, unemployment, lower level of income, detrimental effects on growth aspects of these countries, demand side as well as supply side obstacles etc. In these various fiscal as well as monetary policies have been introduced by the governments and policymakers of these countries (Dornbusch et al., 2012, pp.149-151). These policies have been introduced in order to mitigate if the negative effects of global economic and financial crises and also to reduce the level of dependence of these countries on international economic forces. International economic forces: International economic forces are those economic forces which are created mainly in the global or international market by various global or international economic agents, but affect various economic and financial conditions of the national economies. These international economic forces sometimes create positive effects on the national economies; however they also create negative or detrimental effects on economic aspects of national economies as well. One of the most important international economic forces has been the global financial and economic crises of recent times which have not only

The Role of Non-Executive Directors for the Best Work of Corporation Essay

The Role of Non-Executive Directors for the Best Work of Corporation - Essay Example This paper illustrates that corporate governance is mainly concentrated on the problem of a safety mechanism which ensures the interests of shareholders and the interests of the directors managing the company are aligned and observed. In fact, it deals with the ways in which suppliers of finance to the corporations assure themselves of getting a return on their investment. The governance problem arises when managers’ or directors’ interests of maximizing their own wealth, power and prestige and shareholders’ interests of increasing the value shareholders’ equity collide. This misalignment of interests was addressed by the agency theory developed in the West. The theory assumes that interests of managers and principles or owners are not aligned because of the separation of ownership and control and the only mechanism to safeguard shareholder’s interests is to implement appropriate governance structures. The agency problem in the United States and the United Kingdom is between the management/board and outside diverse shareholders while in continental Europe and Japan and East Asian markets with their concentrated ownership structure the main conflict is between the major owners/directors and minority shareholders. Corporate scandals such as notorious Enron, Tyco, WorldCom, Polly Peck, HIH Insurance, and OneTel suggested the need for changes in corporate governance regulations all over the world. As trust towards company insiders as well as to auditors, analysts or regulators was shattered, governments started to think over regulations which would prevent such unfair practices. As the board of directors represents the interests of shareholders and controls\supervises the management, its effective functioning is a strong corporate governance mechanism.  

Socialisation Is A Fundamental Sociological Concept Sociology Essay

Socialisation Is A Fundamental Sociological Concept Sociology Essay Socialisation is a fundamental sociological concept as it is the way we learn to be a functioning part of the society we are in, how to become a member of the group. Socialisation starts from the moment we are born and there are many arguments that help to show how such socialisation is a continuous process. It continues throughout our lives to help us fit into and be accepted into the many groups within society that we encounter during our lifetime or to just adjust to the changes in our existing community. Although an Important social topic that affects all members of society at one time, widespread mainstream literature concerning gender socialisation is difficult to come by. As mentioned, socialisation starts from the day we are born, the very start, so to help understand socialisation as a whole, developing an understanding of some of its parts is helpful. For this piece of work I shall be focusing on gender socialisation and the impact it has on an individuals socialisation into society. The concept of gender socialisation helps us to understand how the notion of gender, what is expected of individuals as males and females in society and how much it matters. Throughout examining literature for this topic I hope to gain a better understanding of what academic sociologist have to say on this topic. The aim is to try to Identify important factors that impact gender socialisation and what literature is current on a similar topic. Has there been a change in attitude to such gendered socialisation and the idea or construction of gender? What are these and how are these developing; I.e. gendered parenting/modern schooling? I also would like to explore nature vs. nurture/boy vs. girl/male vs. female. What are these titles and how are they explained in a sociological way. I hope to gain a greater concept of gender theories and what is already known about my chosen topic. To help to develop my understanding of sociological explanations for gender socialisation I have approached several academic texts to help guide and aid my understanding. The first book that I revised is The Paradoxes of Gender (1999) by Judith Lorber. Written by Feminist and sociologist Lorber I found that this book challenges the basic idea we may hold of gender and its construction. Lorber argues that gender is a social fact constructed wholly by socialisation. Lorber also notes that gender is also a social institution, comparable to religion, the economy and the family as with it follows consequences and social significance. As a feminist Lorbers work focuses on the need for gender and how it is an inevitable fact that is important not only for the identity of an individual but also for societys construction. While I initially focused on Lorbers Text for a main point of reference I also followed up with works such as Women, Men and Society (1999) Renzetti and Curran, The Gender T rap (2012) Emily W Kane. These texts form the primary reading for this lit review. I supplemented these with more classical theory books such as Marx, Weber, Durkheim and Classical Sociological theory (2006) What is gender socialisation? There are many different theories of how gender socialisation happens and how/when it occurs. To help understand gender socialisation, an attempt at a definition is helpful. In its simplest form gender socialisation is how an individual learns and accepts the expected gender norms and values of the culture and society they are born into. Through this education they begin to develop a sense of identity and their ideas of gender become internalised and guide their behaviour. The Paradoxes of Gender (1994) attempts to explore all areas of Gender and the influences they have on gender identity and wider gender influences. To help with gender socialisation there are ideas within the wider concept that help to make up a persons gender socialisation. Lorber sees Gender norms as a set of rules appropriate for males and females; they are a set of expectations these expectations help to dictate how men and women are labelled, and therefore how they should behave. The rules and expectations follow on to become internalised and help to forma gender identity, which leads us to the second point highlighted to help gain an understanding of gender socialisation; Gender identity. Sociologists make a clear distinction between gender and sex. A persons sex is biological determined and gender is culturally learnt. Gender identity goes beyond just recognising the physical biological gender characteristics belonging to male and female and identifying them from each other. Gender identity is in fact an internal personal conception of how an individual view themselves as male or female. Gender cannot be equated with biol ogical and physiological differences between human males and females. The building blocks of gender are socially constructed. (Lorber 1994:17) How gender socialisation impacts Individuals life choices. Gender socialisation impacts all areas of social life and therefore does in fact make it an important topic of study. The way an individual is socialised in terms of their gender has an overall impact on daily life including that of social self, self-concept and the way we conduct personal relationships with others and the perceptions we make. Family, friends, social peers and outside uncontrollable sources are all agents through which socialisation occurs. Religion, mass media education and pop culture are becoming ever increasingly influential over socialisation and how an individual views themselves in respect to their gender. Boys and girls are treated different right from birth, this treatment is often primarily from members of their own environment, such as their parents, siblings and extended families, and the way they are treated helps them to learn the distinction between being male or female. Most parents create a gendered world for their new-born by naming, birth announcem ents and dress. Childrens relationships with same-gendered and different-gendered caretakers structure their self-identifications and personalities (Lorber 1994:25).Similar to The Paradoxes of Gender (2004), Men, Women and Society (2002) also addresses the many aspects of what we see as gender. One of the most interesting research topics explored in this book is the concept of how outside choices influence a childs gender socialisation. This is quite often transmitted through simple gestures such as the selection of gender based toys or giving a child a gender based task Research does show that children express gender based toy preferences as early as one year of age, but their toy choices may have been inspired even earlier by parental encouragement (Renzetti and Curran1999;74). These seemingly insignificant acts do in fact play a large part in the socialisation of children, and as a result how they develop their gender identity, and therefore their ender socialisation. A common th eme throughout all the literature based around gender, explore varying influences on what is gender and how it constructed. Nature vs Nurture vs gender identity. An influential and on-going debate amongst sociologists is the argument of the importance of nature vs. nurture in terms of gender socialisation. This ever evolving debate attempts to discover how a biological identity differs over individuals social surroundings to develop a gender identity. A biological and genetic gender identity fuels the nature area of debate whereas society and external influences help to form the idea of nurture. Many argue that to efficiently form an active gender identity, there must be a significant influence from either nature or nurture, but the question continues as to which is more influential, if either. In the Journal article The Nature of Gender Udry attempts to distinguish between what is sex; and what is gender. Gender is the relationship between biological sex and behaviour; a theory of gender explains the relationship. A gendered behaviour is the one that defines sex (Udry 1994;561). This idea and the theme of this article help to highlight my in itial argument about discussing how gender is a social construction. Sex is a given but a persons gender can be perceived differently dependant on how they behaviour. My project will attempt to further this idea by looking into how this behaviour is shaped and learnt. Children start to come into contact with such norms that define what it is to be masculine or feminine. What is acceptable or unacceptable behaviour is placed upon them in both conscious and unconscious ways. Young boys are taught not to show high emotion, to be strong and powerful whereas girls are showed how to be forgiving, docile and ladylike. If a child shows to be going against such expected norms then there is the chance that they can expected to be ostracised from their community or culture, or treated badly. In exceptional circumstances some cultures limit access to basic human rights such as nutrition health care. The treatment of genders in some cultures can also help to reinforce a separate gender identity, for examples in many third world cultures, girls have both different legal and ethical access to education so therefore go on to expect to be treated differently from boys, all based on their gender identity. Toy selection and clothing although seemingly innocent can i n fact play a crucial part in gender socialisation. Clothing plays a significant part in gender socialisation. As children become mobile, certain types of clothing encourage certain or discourage particular behaviours or activities (Renzetti and Curran 2002; 70) by this Renzetti and Curran refer to the idea that the way a child is dressed can influence their expected gender identity. For example a female child dressed in a soft, flowing or lace detailed dress would be expected to behave more soft and gentle compared to a male child in Denim jeans who would be accepted for rough and tumble behaviour. The Psychological and Biological explanations for gender. To develop a greater understanding of sociological explanations for gender socialisation it is also important to compare and contrast the arguments raised to those of another discipline. As Urdy notes it is important to consider new schools of thinking as social science stems from such thoughts. It is also impossible to study gender without noting the biological differences of human beings. Gender has biological foundations (Udry 1994 ; 571) One of the most prominent theories about gender acknowledgement comes from the school of psychology. Sigmund Freuds work focused on the importance of childhood and the experience that children experience that children gain throughout it, especially in relation to their gender. Freud noted that gender development is an unconscious experience that occurs through forming a bond with a parental figure. Although this project will focus on primarily the sociological explanations for gender socialisation many texts touch upon further academic disciplines who discuss the construction of gender. It is therefore important to include such references into my project, due to the reference through the literature I have reviewed. Societys expectations. Societys expectations of male and female positions within society have also changed over time. Throughout this project I hope to investigate the suggestion that societies tolerant of the changing gender of identity of females has become more positive. A rise in females in the workplace, taking on stereotypical male occupations (fire fighter, police force, and, engineer) and asserting dominance in regards to their position throughout society. Family socialisation can be seen to encourage female children to display characteristically male but male children are often scorned from displaying any stereotypical female behaviour. Girls are accepted even if they prefer to play with male orientated toys, if they were trousers or show an interest in rough and tumble but if a male child played with baby dolls or wore a dress may experience more negative reaction from society. Parents, through primary socialisation, can be seen to be more likely to encourage their daughters to these masculine qu alities then allow their sons to display feminine qualities (Van Volkon 2003) Here Van Volkon gives weight to the importance primary socialisation, through their family can have on a child. The role of women is seen to be changing in contemporary society, but does this mean that the main social gender identity is getting left behind? Conclusion. Looking at gender sociologically helps to reveal societal and cultural proportions of something that is generally thought of as biologically fixed. It helps us to understand how individuals are in a new viewpoint and to help raise and in the end answer new issues and debates surrounding gender. Throughout this project I hope to uncover answers to sociologically questions such as is gender culturally learnt? I am also interested in uncovering how important, or how much influence the family have on gender socialisation, especially in relation to children and childhood. To help with this the work of Emily Kane in The Gender Trap (2012) has proved useful. By conducting Interviews and observations of families, parents and children this literature helps to give empirical backing to the texts I have read throughout this review. Gender socialisation and how it is understood is an ongoing sociological question. Above is a brief overview of what literature I have found useful to attempt to study the subject of gender socialisation. As society can be seen as every changing I am interested in what such change, if any has on the construction and notion of gender. As understood throughout the literature reviewed modern institutions, such as education and the family, have great influence on society and how its individuals are taught how to fit in. Ideas and the construction of gender are constant with more radical forms of socialisation occurring i.e. gender neutral parenting and its societal impact. Not all the literature I have come across has proved useful to my project research, but this has allowed me to learn mistakes that previous research uncovered and helped to give my research direction and fresh thinking for future research. Throughout wider reading, I have concluded that using more contemporary sources and academic texts helped to give my research weight and productive reference. Introduction. The aim of this paper is to examine the influence that family has on gender development and the socialisation process. It will focus on how family influence can affect the construction of gender identity in children from birth through to the first year in primary schooling, around 5-6 years of age and also how the process of socialisation impacts parents. I shall attempt to examine both primary and secondary influences that can shape the gender identity of a family. The first part of this paper shall look at how becoming a parent can force an individual to have an influence on the gender identity of another and how this process may change their existing gender identity. Secondly this paper shall attempt to examine how the primary socialisation process impacts female children compared with male children. Society and its actors view the world through a series of lenses: those lenses can include class, race, age and gender. Society is full of stereotypes and the expectations that come with them. Social actors have little choice but to be subjected to learning these expectations and to submit to the influence they have on their personal identity. From childhood to adulthood our identity is constantly being reinforced as to what our culture and society wants and sees as acceptable. These stereotypes are expected of everyone but in fact may not be fair to all members of society. As they move through childhood, children are influenced by those that they interact with and are taught right from birth what it is to be a successful member of society. To understand the sociological concept concerned with the construction of gender, it is important to comprehend first of all the factors that influence ones gender construction. The continuing aim of this paper is to show that it is possible to identify different areas of gender socialization, which vary in their impact on children and those around them, which are essential to build up a gender identity. The best way to understand the concept of gender is to gain a basic knowledge of the concept it. From a structural perspective, gender is seen as the division of individuals within a society into contrasting and complementary social categories; boys and girls into men and women. In this conceptualisation, gendering in the process and a gendered social order can be seen to be the product of some kind of social construction (Lorber, 1994). Gender based norms can be defined as what we expect from males and females within society whereas gender stereotypes can be seen as how a society generalizes these expectations. Gender based stereotypes are generally first thought of being taught in the home, which are later reinforced by peer interactions, education and schooling, as well as widespread media contact. It can be seen that the family unit does in fact have the largest influence on a childs gender development. Their family members, parents in particular, overtly and covertly teach their child gender roles and reinforce the ideas of gender that they hold about themselves. Both socialisation, primary and secondary, cultural expectations and given biological attributes are all seen to influence an individuals gender identity and as a result has a significant effect on their personal identity. Vuorinen Tuunala, (1997) noted that Socialisation is the process, through which the child becomes an individual respecting his or hers environments laws, norms and customs. (pg45) From this, socialisation can be seen as a fundamental sociological concept and therefore is an important area of analysis. It is the way that individuals learn to be a functioning part of society and how to become an accepted member of the social group in which they are living amongst. Socialisation starts from the moment we are born and it is seen as a continuous process. It carries on throughout our lives, to help us fit and be accepted into the many groups within society that we encounter during our lifetime or to simply adjust to the changes in our existing community. The educational function that Murdock refers to, can also be termed socialisation. The family has the responsibility of transmitting a societys way of life, norms and values to the younger members. This function is an important one as, wi thout culture, the society could not survive, and too much deviation from the norm would disrupt the stability of the society. Classical sociology has also be long concerned with the process known as socialisation. Talcott Parsons (1959) has written about the functions of the family and identified two functions that he perceives as being basic and irreducible. For Parsons, the family provided primary socialisation of children and as a result, produced the stabilisation of the personalities within adults amongst wider society. [Haralambos Holborn, 2000, p.509] How children become socialised into different characters can be based on their sex. Through this more focused form of socialisation, boys and girls are repeatedly taught what it means to be male or female and what gender roles will be expected of them is termed gender socialisation (Giddens, 1993). Although it is an important social topic that affects all members of society at one time, widespread mainstream literature concerning gender socialisation is difficult to come by. There are many different theories of how gender socialisation happens and how or when it occurs. The two main theories I shall touch upon within this paper are social learning theory and as a follow on to this, social identification theory. These two theories are concerned with the development of gender identity and attempt to explain how the environment around an individual can influence their personal and social gender identity. Social learning theory proposes, established by Bandura (1971) that both gender identity and gender role are learned through a process including observation, imitation, punishment and reinforcement. On the other hand, social identification theory developed by Tajfel and Turner (1979) as a response to Bandura is based upon the notion that an individual portrays certain behaviours or an identity that reflects the social group to which they belong, to help them adapt and adopt the ways of the group. In its simplest form, gender socialisation is how individuals learn and accept the expected gender norms and values of the culture and society they are born into. Through this education they begin to develop a sense of identity and their ideas of gender become internalised and guide their behaviour. The mass media, wide spread social norms, environmental factors such as living conditions and even language distribute the stereotypes which influence social behaviour and therefore what is expected from gender in society. These external factors contribute to categorizing members of society and placing social label upon them. Examples of labels can include race, class and most importantly for this paper, gender. A shared stereotype is when an expected behaviour or conformity is mutual and accepted by all members of the social group, the way that individuals interpret this label determines how well they are accepted into their social group. Such gender stereotypes can be seen as a set of rules appropriate for males and females. These rules help to guide how males and females are labelled by their social group and indicate how they should behave, expectations become internalised and form an individuals gender identity. Separate stereotypes are linked to male and female members of society, with no two overlapping. Men are seen to be strong and emotionless whilst women are expected to show their emotions and are seen as submissive and gentle. For example, if a woman is seen to cry at an emotional moment in a movie, in a public cinema for instance, no individual around her would glance or question it, but if a male viewer was seen to cry openly and express such intense emotion, he may be exposed to ridicule or judgement. How fair this situation may be is often debated. For this paper the question of how such judgements occur will attempt to be answered. Why have social actors been encouraged to accept such stereotypes as a given? Why do individuals therefore find themselves accepting these roles for themselves? To understand gender identity it is important to make a distinction between sex and gender. Sex involves the biological and physical differences between men and women, whilst gender is culturally and socially learnt. Terminology such as male and female are sex based categories; however masculine and feminine are gendered categories. An individuals sex is a biological fact that is the same in any culture or society, nonetheless sex categorisation means, in terms of gender role as man or woman, can be viewed extremely differently across cultures ( WHO 2013). These gender roles can have a lasting impact in an individuals public and private identity. Although often used interchangeably, sex and gender are clearly different characteristics. Gender involves social customs, attributes and behaviours whereas sex can be seen as a more personal demonstration of such characteristics. In its simplest form sex is biological and gender is sociological. Gender role is seen sociologically as the characteristics and behaviours that society can attribute to the sexes. What it means to be a real man, in any society requires a male to be both recognised biologically as a man plus what the culture of that society defines as masculine characteristics and behaviours, likewise a real woman needs biological female attributes and feminine characteristics. Such stereotypical features are clearly defined for each sex, with those who break such guidelines being seen as deviant, outcasts in their given society. This paper will look further into what are expected gender behaviours and the sociological explanations for these expected personas. Gendered differences can depend on the given society and the cultural values, economic system, history and family structures that it holds, and are thoroughly maintained through these mediums. As a result of this a continuous loop-back effect between so called gendered institutions and the social construction of gender within individuals can be seen to exist (West and Zimmerman 1987) Gender identity goes beyond just recognising the physical biological gender characteristics belonging to male and female and identifying them from each other. Gender identity is in fact an internal and personal conception of how individuals view themselves as male or female and therefore how they conduct their actions within society. Gender cannot be equated with biological and physiological differences between human males and females. The building blocks of gender are socially constructed (Lorber 1994:17). As a social group, communities are embedded with gender, all members experience gender constructed experiences throughout their childhood, adolescence and eventually adulthood. These experiences are reproduced in and through those that they interact with. To what extent individuals accept the expected gender roles they are shown is debateable although no matter how much or how little they see themselves as masculine or feminine, gender can still influence their day to day existence. British sociology saw the only significant form of stratification within any given society was that of class. The term gender wasnt mentioned in early sociological thought, with any reference to difference between men and women categorised and referred to as sex. Sex being considered as an important and influential sociological concept only came into consideration with the emerging and developing feminist perspectives of the 1970s. Feminists had to fight through traditional theories to change existing thought on the concept of differences and inequalities brought about by an individuals gender and sex identity. Socialisation is a fundamental sociological concept and can be applied to many areas of society that are seen as important to sociological study. As highlighted earlier, socialisation is defined as the way in which an individual learns to become part of a group, including wider civilization, as well as their small immediate environment and community. Socialisation begins the moment an individual is born, and they encounter different degrees of the process throughout all their life stages in order to help them adapt to each and every social group they encounter. Socialisation also helps to equip a social actor with the tools they need to cope and bend with any changes that may occur within their existing social group. Given the importance of socialisation within the discipline of sociology as a whole, concentrating on a focused area of socialisation can help with building a general knowledge that can be applied to further study of sociology and its topics. Gender is something that is experienced and encountered by all members of any given society and there are many different theories about what exactly affects an individuals gender socialisation, but this paper shall focus on early socialisation and the influence family life can have in the socialisation process. Parental influence on gender identity A childs initial experiences come from their parents; therefore as a result their first experience with gender identity also comes from their close family environment. With the advancement in technology, expectant parents can learn the sex of their unborn child as early as 14-16 weeks into a pregnancy (nhs.co.uk). From that moment the words its a boy/girl! leave the technicians mouth, gender expectations begin. The most innocent of tasks such as buying a babys first blanket is gendered. A pretty pink flowered one for your baby girl is associated with the expectation that she will be soft and delicate, whereas purchasing a vivid blue truck covered blanket for the soon to be baby boy, can be seen to set him up to be strong and tough. Associating such gender traits in a simple act may seem extreme but it is just the start of teaching a child what is expected from their gender. The process of gender socialization can be seen to begin in the context of the family (McHale et al., 2003). The family unit is the environment that a child is introduced to the world in and what their developing gender demands. Although many factors are seen to have an influence on the socialisation of a child and teaching them what is expected from their gender, parents are seen to act as the principle source of socialisation, the primary socialising agents of a childs gender roles. (Block, 1983; Witt, 1997). Studies have shown that gendered treatment of children is evident in the first 24 hours after birth. Children internalize what they see from their parents behaviour and by the age of two, they have a compressive awareness of the difference in sex roles. Ruble and martin (1998) studied preschool children whose socialisation had only occurred at home (primary) and saw that children showed awareness of stereotyped gender traits. They could recognise males as having a higher power them females, but also associated negative connotations with a male figure, such as anger or unfriendliness, whereas they saw women as having less significant social standing but associated with positive traits such as kindness and approachableness. Children also demonstrated to discover gender identity through their own gendered perception. For instance, when asked to assign a sex or gender to a neutral doll, a girl would use female associations similar to them, whereas a boy child would make the doll into a male and demonstrate traits that are associated to societys masculine gendered attributes. Parents are seen to encourage such gendered behaviour by adhering to sex-based toys and games for their children, which have a heavy influence in the construction of gender identity and stereotypes. While both mothers and fathers contribute to the gender stereotyping of their children, fathers have been found to reinforce gender stereotypes more often than mothers do (Ruble, 1988). Lytton and Romney (1991) conducted a meta-analysis of 172 parents and their treatment of the boy versus girl children they were raising. Within this study, Lytton and Romney discovered that out of multiple identified socialisation areas; the only area that showed mothers and fathers treating children differently was giving them activities based on their separate genders. Giving boys and girls activities initially based on their sex, resulted in an enforcement of gender roles and becoming gender orientated. Encouraging their daughters to play house or with dolls and prams, or by allowing their sons to play with trucks or building blocks, parents may both knowingly and unknowingly be encouraging their childs future gendered persona. Perhaps due to an influence of western culture norms, Lytton and Romney saw that parents scold and punish boys more severely in the advent of misbehaving or going out of their gendered expectations, then that they do with female children. This idea shall be further explored in a later section of this paper. A further study, this time by Cowan and Hoffman (1986), saw that a childs first words are also seen as gendered. For instance, being taught to assign a different name to each of their parents, mother for female carer and father for male carer, demonstrates how parental influence takes place. Hoffman also noted that the

Technological Advances and their Effects on Media of Art

Some people find comfort in being involved in art. For them, their creations are the product of self-expressions that have no other better way of being expressed than through art. Some feel that they connect to the world or to their surroundings and arouse feelings through art. There may be some people whose passions center on art. For whatever reasons, art has become one of the areas where changes took place. Particularly, the media of art changed through the many technological advances that were introduced into the public. Art can be defined in many ways.There were traditional and contemporary definitions of art (Adajian). Generally, art refers to creative human endeavors. It also refers to any product of a creative impulse. Although it usually refers to visual arts, art also includes music, plastic arts, performing arts, and decorative arts. Moreover, art has many forms, including music, sculpture, painting, literature, performance art, drawing, and architecture. With the changing times and new technologies, art has included other forms such as conceptual art, computer art, photography, comics, video art, and film (WordIQ).All of these forms of art evolved as the world slowly became modernized. Recent technological advances have also placed great burden on some of the traditional media of art such as pencil and canvas. Many people think that along with hi-tech devices such as computer and camera, the use of pencil, coloring materials, ink or paint would become obsolete. Other technological advances that affected the media of art will be discussed as follows. The Quantel Paintbox The Quantel paintbox, which was launched in 1981, is a computer system which aids in manipulating video and in creating graphics.Through Quantel paintbox, the production of television graphics was further developed and improved. Quantel paintbox can now be run on workstations, unlike before when only hardware can run it. Moreover, professionals use Quantel paintbox up to this day for TV production. It was used extensively in creating artwork for the â€Å"Painting With Light,† which was a 1986 BBC series. Additionally, the Quantel was used in Arte, a European Network which created original TV designs. There were also new designs made for Quantel, namely: the Paintbox, Paintbox gQ, and QPaintbox (BroadcastEngineering).Computer Computer impacted the media of art in such a way that no traditional art media is needed to create art. For instance, with just the mouse, an artist can create cartoons and visual effects, unlike before when artists really must use pencil and paper. Artists before used materials for creating a film and sometimes these materials were unstable. For instance, images were placed in cels, or sheets of clear plastic. To avoid creating brushstrokes, colors must be manually painted from the back of the cel.Artists also used substances such as cellulose nitrate and cellulose acetate during the early 1900s. But today, artists are spared from using materials that decompose (Worth). Moreover, the ease of using computer and saving the works in it is an advantage that traditional medium cannot compete with. An artist can make use of visual or special effects with just a few clicks. A lyricist can write his songs in the computer. There is even software which allows the recording of songs. The invention of the computer has encouraged artists to use it for art purposes.Animation Software We see it on movies. From The Lion King to Bolt. There are even movies where humans and cartoon characters were incorporated as though the world of humans and that of the cartoons are one. Thanks to animation softwares that are of much help, everything can be possible today. The implementation of animation softwares among artists has also affected the media of art in major ways. With these softwares, it is much easier for artists to make animations. However, traditional media of art is still used.For instance, an artist creates a storyboard us ing pencil before the output can be fed into the computer for further changes or improvements. In another instance, character designs are created first by animators or artists. Then these designs would be produced on Model Sheets (or photographic stats) before distribution to the other artists (Worth). Camera Camera was first invented in 1841 by Joseph Nicephore Niepce. It has evolved from the machine that only takes images from the dark to the high-tech ones today (ShotAddict). With the invention of the camera, photography became the â€Å"in† thing.As time passed by, many more persons added features to the first camera. There was the invention of film, and now there are digital cameras which do not use films. It is also much easier to print out pictures taken by a digital camera. With the appearance of digicams, the traditional cameras slowly become obsolete, although there are still some artist which prefer using ones that they can manipulate Paints From the paints that we re used on canvas, now there are paints that can be used for clothing, foils, and specialty papers.With these paints, artists can turn any flat surface into printable surface. These paints have affected paint as a traditional medium of art because now paints are not only limited to paper or canvas (ArtMedia). With the fast paced world, art has been under a lot of changes, particularly in its media. Pencils, markers, paints and the other materials that were used before were now substituted with more hi-tech materials such as computer, camera, and animation softwares. However, despite the technological advances, art has always been there and man continually seek art.

How to Perform the Instant Fire Chemistry Demonstration

Heres a simple fire chemistry demonstration that produces instant fire without using matches or any other type of flame. Potassium chlorate and ordinary table sugar are combined. When a drop of sulfuric acid is added, a reaction is catalyzed which produces heat, an amazing bright/tall purple flame, and a lot of smoke. Instant Fire Materials Potassium chloratePowdered (confectioners) sugar or table sugar (sucrose)Sulfuric acidSmall glass jar or  test tube Procedure Mix  equal parts potassium chlorate and table sugar (sucrose) in a small glass jar or test tube. Choose a container you dont value, as the demonstration will probably cause it to shatter.Place the mixture in a fume hood and equip lab safety gear (which you should be wearing anyway). To initiate the reaction, carefully add a drop or two of sulfuric acid to the powdered mixture. The mixture will burst into a tall purple flame, accompanied by heat and a lot of smoke.How it works: potassium chlorate (KClO3) is a powerful oxidizer, used in matches and fireworks. Sucrose is an easy-to-oxidize energy source. When sulfuric acid is introduced, potassium chlorate decomposes to produce oxygen:2KClO3(s) heat — 2KCl(s) 3O2(g)The sugar burns in the presence of oxygen. The flame is purple from the heating of the potassium (similar to a flame test). Tips Perform this demonstration in a fume hood, as a considerable quantity of smoke will be produced. Alternatively, perform this demonstration outdoors.Granulated table sugar is preferable to powdered sugar which is, in turn, preferable to reagent grade sucrose. The powdered sugar is capable of smothering the fire, while the granules of the reagent-grade sucrose may be too large to support a ​good reaction.Follow proper safety precautions. Do not store the potassium chlorate and sugar mixture, as it can react spontaneously. Use care when removing the potassium chlorate from its container, to avoid sparking, which can ignite the container. Wear the usual protective gear when performing this reaction (goggles, lab coat, etc.).The Dancing Gummi Bear is a variation on this demonstration. Here, a small quantity of potassium chlorate is carefully heated in a large test tube, clamped to a ring stand over a flame, until it has melted. A Gummi Bear candy is added to the container, resultin g in a vigorous reaction. The bear dances amidst bright purple flames.

How Does Special Needs Improve Patient And Professional...

Teacher Ignacio Estrado said, â€Å"If a child can’t learn the way we teach, maybe we should teach the way they learn.† There are many people in this world are considered special needs and it differs from Autism, Down syndrome, ADHD, etc. I think that these people need multiple ways to understand somethings and need to learn in different ways as well as being taught whatever ways suits them best. People that were born like this shape our world and a lot of people who are â€Å"normal† are to ignorant and stubborn to realize that because they are too busy judging them or are â€Å"too cool† to actually help them/hangout with them to make them feel like they fit in. Handling people like this takes patience and professionalism, consistency, caring, and a†¦show more content†¦Special needs people are great no matter what teachers they have, how they are taught, and even when they work with their peers. At this school there are twenty one teachers that deal with special education. â€Å"Teachers must always keep in mind why the student’s acts that way and they do not need to take verbal attacks personally, but realize that they respect authority, and that the student may not.† (Special educational needs teachers†) Teachers must win special needs children’s trust and it will take a lot of time but it gets easier as they grow on you. These students are with teachers for about 6 to 7 hours every day, five days a week, and the whole school year. They can be one of the most important people in these kids’ lives just by being there and wanting them to succeed. Teachers that are successful and care about their students who also care about the teacher can have a burn-out very quickly. A burn-out is when a teacher may lose professionalism or caring to much about these students and getting very upset when they fail to succeed. These things do happen after jus t due to teachers getting overwhelmed and frustrated. â€Å"Teaching learning disabled youngsters will present you with some unique and distinctive challenges. Not only will these students demand more of your time and patience; so, too, will they require specialized instructional strategies in a structured environment that supports and enhances their learning potential. It is important to

Essay on Life and Death in Poetry - 2090 Words

Life and death are two things that we as humans must all face. The road from one to the other, from life to death, is a long and at times, both joyous and painful one. Robert Frost’s poems are a prime example of these times and trials. The poems I chose for this paper highlight them, and with Frost’s allegory, they present a sort of silver lining to the string of dark and dreary words he’s pieced together for these poems. The depressing tone to the poems â€Å"Acquainted with the Night†, â€Å"Nothing Gold Can Stay†, and â€Å"Stopping by the Woods on a Snowing Evening† could be attributed to the death of many of Frost’s family members, and how despite this he overcame it all, and at the end of his life, was a successful writer. These poems to not go†¦show more content†¦I think that the decisions that we make, and that he has made have lead him out of the furthest city lights. The second portion, looking down the saddest city lane, is telling us that the character has seen some very depressing things as the result of his decisions and the decisions of others. â€Å"I have passed by the watchman on his beat And dropped my eyes unwilling to explain.† (Frost) These two lines give us a much better direction as to where this poem, and whatever situation this poem is about has gone. The character has passed by authority, carrying whatever burden he has on his shoulders, be it legal or illegal, and gone unnoticed. This may not mean a police officer; it could be a parent, a religious figure, perhaps even God, or someone who is supposed to be able to sense the wrongness of this sad, darkened walk. â€Å"Remaining unnamed, the emotion of Frosts poem bridges the gulf between the personas conception of God and his spiritual capacity† (Murray). The character drops his eyes in shame, unwilling to explain such deeds to them. I believe that this is a good description of how sometimes , though we have made decisions and followed through on them, we are burdened by making them, and even more burdened by their outcome. Shame is too strong of a word to use here. We can compare such a decision to a mother of two children taking a better job. However, though this job offers her more money, she works more than forty five minutes awayShow MoreRelatedLife, Poetry, And Death1467 Words   |  6 PagesLife, Poetry, and Death Death, madness, and love are the main points of impulse in Sylvia Plath’s life, a habit that can be described as part of the unconscious. According to psychological studies, the effects of trauma and experience on an author can manifest itself in their writing (Caruth). For instance, we learned that the suffering of Sylvia Plath her whole life due to depression, the attempted of suicide, and the death of her father. Those traumatic experiences influenced the writing and interpretationRead More Death in Life in Alfred Lord Tennysons Poetry Essay981 Words   |  4 PagesDeath in Life in Alfred Lord Tennysons Poetry Alfred Lord Tennyson, a Victorian poet, used characters from history and mythology for his poetry. Much of his poetry touches upon the subject of death and loneliness. For example, the Lady of Shallot dies when she looks beyond her inner world, Mariana lives in constant sadness over her departed lover, and Tithonus lives forever in an agony worse than death. With a background of melancholia, isolation or anguish Tennyson conveys themes ofRead MoreEssay about Death in Life and Love in Dorothy Parkers Poetry529 Words   |  3 PagesDeath in Life and Love in Dorothy Parkers Poetry Dorothy Parker, an accomplished American poet, exposes the darker side of human behavior through her epigrammatic style of poetry. She believed that a writer must say what he feels and sees. She specialized in the hard truths, particularly about death, in both life and love. Some major motifs present in Parker’s work include loneliness, lack of communication between men and women, disintegration of relationships, human frailties, and theRead MoreEssay about Death in Emily Dickenson1313 Words   |  6 PagesDeath in Emily Dickenson With the thought of death, many people become terrified as if it were some creature lurking behind a door ready to capture them at any moment. Unlike many, Emily Dickinson was infatuated with death and sought after it only to try and help answer the many questions which she pondered so often. Her poetry best illustrates the answers as to why she wrote about it constantly. She explains her reason for writing poetry, â€Å"I had a terror I couldRead MoreJohn Keats s Life Of Poetry1024 Words   |  5 Pagesvery troubling and traumatic life and it shows in his writings of poetry. Death and many other awful troubles causing him to have a life that anyone would feel horrible in. John Keat’s poetry has many dark recurring themes. One speculation is that his poetry was an escape from his melancholy filled life. There are many aspects to Keats’s life that could have been motivation to write his poetry. One would say that he connected works of poetry with the events of his life. John Keats was on born OctoberRead MoreEmily Dickinson: An American Poet1793 Words   |  7 Pagesway people view poetry and female authors. Her exceedingly complex life has proved a tremendous influence on her instrumental poetry, creating its originality and distinguishing her from other great poets of the nineteenth century. As well, her use of symbolism and imagery has continued to make her work celebrated. 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Often focusing on topics that were taboo at the time like mental illness and suicide, it is no surprise that Sylvia Plath wrote poetry in this style. Plath suffered from depression most of her life and used writing as an outlet (Spinello). In her works â€Å"Cut,† â€Å"I Am Vertical,† and â€Å"Lady Lazarus,† Plath exemplifies confessional poetry through the themes of resentment, death, and mental illness. To understandRead More The Mystery of Edgar Allan Poe Essay1499 Words   |  6 Pagesspecial because he helped change poetry by giving it different focuses. Through looking at Edgar Allan Poes life, we will understand what motivated him to write what he did, what the meaning was behind these works, and how this changed poetry. Before Edgar Allan Poe, the common belief was that poetry should be about Truth, and that it should impart some morals. Poe disagreed, and strongly felt that poetry was not at all about passing along the Truth. Poetry should be about Beauty, and the excitementRead MoreEssay on The Death and Transfiguration of Poetry897 Words   |  4 PagesHonors September 30, 2012 The Death and Transfiguration of Poetry One of the greatest poetic minds of the 20th Century once said, â€Å"Poetry is not a turning loose of emotion, but an escape from emotion; it is not the expression of personality, but an escape from personality. But, of course, only those who have personality and emotions know what it means to want to escape from these things.† It was Solari’s chief aspiration to show this to the world. â€Å"The Death and Transfiguration of a Teacher†

Management Control in Mnc’s Free Essays

string(224) " which lets us believe that differentiation and / or integration processes are still on going; †¢ the adoption of heterogeneous organizations according to function maintains tension between integration and differentiation\." Control and organizational learning in MNCs: an analysis through the subsidiaries Abstract : For any large complex organization the problem of ensuring its constituent activity in accordance with overall policy and, at the same time adapt to its environment, is a central and continuing concern. Thus, the fundamental question which must be answered is ‘what control mechanism can facilitate the adaptation process in the local market? ’ In multinational corporations (MNCs), the control mechanism, imposed by headquarters, has an objective to integrate the subsidiaries’ activities to the global strategy. However, the presents on the local market necessitates the adaptation to the local environment characteristics. We will write a custom essay sample on Management Control in Mnc’s or any similar topic only for you Order Now The objective of this paper is to contribute solving the dilemma between control and learning in an MNC. The interaction between control and learning process will be analyzed. The literature study leads us to develop a typology based on two factors: the stage of the learning process (knowledge production and mobilization) and its locus (local or global). The combination of these two factors provides four configurations. The control system produces knowledge, both locally and globally, which can be mobilized by the local or global units. A proposition to resolve our main problem is formulated. The combinations of these four configurations make it possible for an MNC to resolve the dilemma between control and learning. An application of this typology has been carried out by analyzing case studies of MNCs operating in Indonesia. Keywords: control, organizational learning, multinational corporations, local / global 1 Introduction For many companies the process of internationalization strategy leads them to operate in many countries spread over whole continents; they are then confronted with the increasing risks related to uncertainty which rapidly developing countries present (e. g. Argentina in 2001 or Asia in 1997). The MNCs must thus deal with a great number of local heterogeneous situations, fast growth in one, crisis elsewhere, which require local adaptive apacities, but at the same time require the implementation of coordination mechanisms or effective control systems, which do not paralyse initiative and innovation. In order to define the issue of globalization, the question of integration and differentiation can be asked, as was initially developed by Lawrence and Lorsch (1967). The new element which emerges is that of the scale, that of planetary organizations. It is thus a question of answering the centralization / decentralization dilemma which is also described as a local / global dilemma. Beyond the terminologies, this traditionally structural issue has developed in a context where differentiation is at a maximum: national cultures, logistic structures, regulation, local industrial structures and, more generally, multiplicity of specificities. One of them seems worthy of interest to us, the case of a local situation which is characterized by a fundamental crisis. These situations are of particular interest for the researcher: adaptation to major upsets and the decisions taken to respond to these random upsets within a time and space period. This question can also be found in the design of the control mechanisms. Whereas the definition of Anthony (1988) lets us believe that the only purpose of management control is to implement strategy, but the reality is more complex with an explicit role of questioning that strategy (Simons, 1995). Control appears thus not only one factor of order and integration, which fights against entropy and inefficiencies, but also like a vector for learning intended to restore the effectiveness of inadapted local or global strategies. This aspect is even more relevant when the environment is strongly heterogeneous, even more so when it is changing a lot. While taking into consideration that â€Å"the suitability of the control systems to forms of learning which are sought after within the framework of the strategy ensures a certain organizational performance†, we will try to reformulate the traditional integration / differentiation dilemma in terms of control / learning interactions. This movement, this rotation, has the advantage of representing a traditional problem in a more dynamic way. After all, the question of adaptation is not so much a problem of structure as a problem of process. After having specified the subject of our analysis, the MNC, and having outlined the meanings selected of control and organizational learning, we will then describe their possible interactions in order to define an analysis grid. This grid will be tested on French companies located in Indonesia. Control / learning interactions in MNCs The denomination of an MNC covers various realities which all raise such varied problems, in particular as regards integration and differentiation. Between the global specialist which provides a more or less universal model in all the countries of the world and the transnational organization which locates its global processes according to the comparative advantage; there are major differences in terms of goals as well as means. After having assessed the various forms of organization involved in international activities and specified their dynamics, we will develop a framework of analysis of the control / learning interactions in order to propose an analysis grid. The structure of the MNC and its dynamics The diversity of MNCs has led to the proposal of various typologies. The most frequently quoted are those of Bartlett and Ghoshal (1989) which distinguish global, multidomestic and transnational firms, and Heenan and Perlmutter (1979) which identify the ethnocentric, polycentric, geocentric and regiocentric models. These two typologies have some common points, for example, the ethnocentric can be associated with the global firm. The typology of Bartlett and Ghoshal (1989) will be used in preference to that of Heenan and Perlmutter (1979) which is more focused on the personal element. This factor remains the first lever of control but we wanted to focus on the way in which operations are organized, which will induce, inter alia, choices in the field of human resources. The configurations described by Bartlett and Ghoshal are ideal types which are seldom observed (Harzing, 2000). Organizational type Configuration of assets and competences Every MNC is faced with the integration / differentiation issue for two main reasons: †¢ organizations always show differences in relation to the standard described ideals, which lets us believe that differentiation and / or integration processes are still on going; †¢ the adoption of heterogeneous organizations according to function maintains tension between integration and differentiation. You read "Management Control in Mnc’s" in category "Management" There are strong differentiating and integrating tensions within the MNC; they are sometimes reformulated in the form of a centralization / decentralization dilemma. These same tensions are observed in the divisional company; they are at the origin of the appearance of a particular coordination mechanism, management control. The basis of this coordination mechanism is on the one hand the decentralization of responsibility and on the other hand the centralization of information. This observation indicates to us a particularly relevant analysis approach. Whereas the differentiation forces introduce into the organization a form of entropy which requires an additional control effort, the integration forces, initially motivated by the search for economies of scale, pose problems of local adaptation. Therefore, the increased learning capacities are essential in order to benefit from these economies. The idealtypic model of a transnational organization would thus be that of a company which is able to strongly centralize information, but at the same time able to inspire considerable learning faculties within its subsidiaries. An other way to appreciate the differentiation integration link is to analyse the relationship between learning and control. The need for the latter must nourish the former. A larger meaning of control Since its emergence in the 1920s at General Motors and its first definition as suggested by Anthony (1965), management control has always proved delicate to define. Nevertheless, there is a certain consensus around the second definition of Anthony (1988), who stated management control â€Å"as the process by which managers influence other members of the organization to implement the organisation’s strategies†. Analytical vision Synthetic vision The analytical vision leads us to consider control systems as a whole set of control tools or means. The synthetic vision provides varied analysis grids in terms of dimensions, goals or configurations. Whatever the approach adopted, the field of management control appears in the end to be particularly wide: there is a divergence between the organizational practices and the meaning outlined by the majority of the researchers. This is why it appears preferable to use the expressions â€Å"control† or â€Å"organizational control† which cover management control but largely exceed it. By retaining such a definition, it is not a question of defending a hegemonic vision of control but simply of underlining the need for developing a whole set of systems with coherent objectives. This coherence is necessary in order to reach its strategic objectives, which is the main aim of control, but also to induce the essential learning in order to reinforce or to question the strategy. The definition of organizational learning is quite as difficult as that of control. Organizational learning and associated concepts The literature reviews devoted to organizational learning are numerous (Koenig, 1994; Huber, 1991;Levitt and March, 1988; Fiol and Lyles, 1985). Each one proposes an individual analysis of the phenomenon. For Levitt and March (1988), â€Å"organizations learn when they code in routines, which guide the practices, of the lesson of their history†. The definition suggested by Argyris and Schon (1978) is complementary: â€Å"we learn when we detect an error and correct it. An error corresponds to a difference between what we await from an action and what occurs indeed, once the committed action. An error, it is the difference between the intention and the result obtained. We also learn when we obtain for the first time an agreement between the intention and the result†. Although Levitt and March (1988) emphasize the organizational dimension whereas Argyris and Schon insist on the individual dimension, the two reflexions indirectly agree about the recognition of distinct levels of learning. For Levitt and March (1988) referring to the work of Cyert and March (1963, pp. 123-125) and Nelson and Winter (1982, pp. 96-136), the two main categories of routine must be distinguished. In order to characterize these two categories of routines, they can be qualified as static and the dynamic ones. The static routines consist of the simple repetition of former practices whereas the dynamic routines are continually directed towards new learning. This second category is a risky process made of trial and error; these routines enable innovation and thus allow organizations to change. These two categories can be put in parallel with the two levels of learning as described by Argyris and Schon (1978): the single and the double loop learning. The first process, when a dysfunction is noted, aims at correcting it by rehabilitating the practices (single loop). The second process requires the principles which underlie the practices to be reformed in order to correct the noted dysfunction (double loop). Based on the work of Argyris and Schon (1978), Sinkula (1994) proposes a more detailed analysis by retaining seven hierarchical levels ranging from encyclopaedic knowledge (declaratory) to the deutero learning (way of producing new knowledge). Management control, in its most traditional and restrictive meaning, plays a privileged role in the learning process: its aim is to identify the deviances, the variations and to explain them in order to undertake corrective action. But is it a question here of individual or organisational learning? The question is of utmost importance even if the individual learning is the basis of the organizational learning. Learning is thus the production process of knowledge. Having defined the concepts of control and learning, their interactions can now be analyzed. Control / learning interactions The link between control and learning is frequently made (Simons, 1995; Macintosh, 1994) even if systematic analysis are still rare. This is one of the research avenues as identified by Bouquin (1999) which are all the more promising as the reporting system activities are the principal sources of knowledge (Huber 1991). Only Kloot (1997) has thoroughly investigated this interaction, even if particular consideration has to be given to the context of the empirical investigations: two Australian districts. Kloot (1997) associates control systems with phases of the learning process but she concentrates mainly on illustrating the role of control systems in generative learning, which is the only way of facing the changing environment. Control systems as varied as appropriate accounting information, performance evaluation systems or a quality improvement program all appear to enable generative learning. These observations confirm those of Simons (1995): that organizations, in general, have an interactive control system which, through debate and dialogue, must enable the emergence of new ideas and new strategies. Simons (1995, p. 106) evokes double loop learning for the interactive systems whereas the diagnosis control systems do not generate single loop learning. Nevertheless, there is a contradiction between the two approaches. Kloot (1997) identifies within the two districts, multiple control systems which enable a higher level whereas learning according to Simons (1995 ), organizations should only have one interactive system. One can envisage two explanations which are more complementary than exclusive: either the identified learning is not of a higher level, or the districts observed are undergoing a crisis period so that they use all their diagnostic control systems in an interactive way. However, the learning process can not only be limited to the sole acquisition of knowledge. Thus, Huber (1991) described this process through the following phases: acquisition of knowledge, distribution of information, interpretation of information and organisational memory. The interest of this division lies in the variety of locus of these phases. Acquisition can be dispersed or on the contrary concentrated in specific services, distribution can be spontaneous or planned, interpretation specialized or generalized and the memory can be distributed or centralized, thus producing a great number of possible configurations. Without exploring all of them one is able to notice that a control can be carried out with each phase. It thus channels the knowledge production process and in return also mobilizes it. knowledge and control: If control is described as a vector of learning (knowledge production), it should also be noted that, in order to have a global vision of the interactions, control systems also mobilize knowledge. This last point will not be developed1 just like the influence of strategic orientations on the types knowledge produced. It is possible to think that the prospectors, such as they are defined by Miles and Snow (1978), will seek to induce more generative knowledge whereas the defenders will privilege more adaptive learning. According to the strategy, the control systems process different types of data. The control mechanisms thus appear as a privileged means of organisational learning, in particular from the point of view where organisational learning is considered as the transformation of individual knowledge into organisational knowledge. The vision of organisational learning as a process which was developed by Crossan et al. 1999) break the learning up into four phases (intuition, interpretation, integration and institutionalization) and associate them to three observation levels. This enables the transformation conditions to be specified. It is first of all advisable to outline that Crossan et al. are interested in strategic change whereas we are interested in all types of learning or knowledge, fro m the most factual to the most elaborate . To resume again with the terminology suitable for international management, institutionalization can be local as well as global. Incremental learning can also lead to local and global change; the same is true for radical learning. It is in the phases of interpretation and integration that the control systems play a major part in the transformation of individual learning into organisational learning. We will not talk about the intuition phase which is basically individual, or the institutionalization phase which consists of using produced knowledge2. During the interpretation phase, the individual, through language, names things and starts to explain what was only feelings, foreboding or sensations. When interpretation moves from the individual to the group, it becomes integration. It is through the permanent exchanges between the members of a community and through shared practices that shared interpretations or the collective conscience develop. The financial indicators illustrate this process. The operations managers generally start by interpreting only the consequences of his actions (intuition followed interpretation). Analysis grid proposal The analysis of control/organisational learning interactions reveals two phases of the same process: knowledge production and mobilization. Vis-a-vis the great diversity of knowledge produced, as illustrated by the typology of Sinkula (1994), it is essential to specify the range the learning. In the case of the MNC, the characterisation of the scope of the learning can be made by analysing the learning locus. Does it relate to a local or global scale? Does it occur in an operational unit or in a central body? By associating the process phase (production / mobilization) and its localization (local / global), four cases thus appear. They correspond to four major types of interaction, which bring out four forms of learning induced by the control tools. The terminology adopted in this typology is more than metaphorical: Knowledge mobilization Global Box 1: The media model ERP, CRM and SCM The integration of information systems enables global knowledge to be produced and circulated, erasing any local specificities, which will be mobilized in the same way. Knowledge is mediatized by technology. Box 2: The initiatory model Studies carried out by head office Studies carried out by head office (global production) are circulated to all the subsidiaries. Each one interprets them to its own local situation. Global knowledge is adapted. Knowledge production by the control system Local Box 3: The evangelist model Identification of best practices The development process of a product used by a subsidiary (local production) is used by all subsidiaries (global mobilization). The best practice, once identified, will be the good word spread through out the organization. Box 4: The epidemic model Benchmarking Exchanges between subsidiary managers, within a benchmarking process, could mean that a locally eveloped practice could be used elsewhere, but always in a local context. Contagious circulation could be more or less widespread. Analysis grid for control/ learning interactions Let us describe these four situations by means of some examples. During a monthly meeting between a manager and his subordinates, a performance follow-up system makes it possible to identify an interesting management practice (local production). This knowledge can be mobilized locally through interpersonal exchanges (box 4, benchmarking being another illustration) or globally if the practice is formalized and circulated throughout the organization (box 3, the ideas box is another example). By processing information from databases, an analyst based at head office will be able to identify a good practice (global production). If these conclusions lead to the formalization of a new management process, the mobilization will be global (box 1, example of a new procedure). If its conclusions are merely available, only the interested people will interpret them and use them freely; the mobilization will be local (box 2). To emphasize the link between the place where the knowledge is produced and that of its mobilization gives the control systems a logistical viewpoint, how then does the control reach its targets? Learning in general, is not limited to the production of knowledge; it is also a way of transmitting that knowledge. The substance of our typology can be found in this dual observation. The â€Å"controlled learning† can thus be defined as the effort made when applying the resulting knowledge and therefore intended to make organisational control effective. The four highlighted forms address this problem very precisely. The media model is also that of the mass media (corporate communication) as well as that of individualized media. It is also that of propaganda, of Utopia which makes us think that a small group can produce a single mental framework, circulated by means of communication technology, thus mediatizing the message. The initiatory model is characterized by two attributes: it can be secret but more often discrete and specific to the person addressed. Discretion guarantees its specificity. In this model, the head office which produces knowledge circulates in a general and ritualized way, by adapting its application to local situations. The main aim of ritualization is to obtain commitment from the receiver. The evangelist model is based on the gospel truth, which solves the problem of circulating a general message by a minority or marginal employee of a message with universal vocation. In extreme cases, one could speak about prophecy. At the heart of the evangelist model one can find the problem of conversion. Finally the epidemiologic model corresponds to a kind of organized anarchy, a network model, without any center or aim, is built through a dynamic of individuals and thoughts. Is there an ideal type? Are some types more adapted than others to certain situations? At this stage of the analysis it is still difficult to decide. It is probably the combination of these four types of mechanism which increases the chances of succeeding internationally by exceeding the local/global or integration/differentiation dilemma. The purpose of empirical study is to further appreciate the relevance of this analysis grid by seeing it in action. Methodology The complexity of the phenomena studied as well as the exploratory character of this research justify the choice of a qualitative method. One must defend the right level of analysis. By asking the classical question concerning the link between differentiation and integration or, in a more dynamic way, the interactions between control systems and learning process, the favoured observation point is the subsidiary. From a strategic point of view, the question is not so much that of choosing a structure than that of the capacity of managing in a way which is adapted to each local unit. These factors are enough to justify the level of analysis but do not take into account the interest of the case which we are studying with the precise aim of testing our analysis grid. It was necessary to find a critical situation in which the need for adaptation was increased by the specific nature and dramatization of local conditions. Indonesia was very recently one of those environments which best met our methodological requirements. The contingencies enabled a multiple yet quite informed examination. These contingencies have their limits, they bare subjectivity. We will have controlled them through different circuits. The managers of six subsidiaries of the largest French groups setup in Indonesia were met by the members of a bicultural research team made up of two Indonesian and two French researchers. In all cases one of the team members spoke the mother tongue of the managers. We met other local members of staff who provided us which additional information. The interviews lasted between 2 to 4 hours. In five cases out of six, more than two interviews were carried out. An information retrieval made it possible for us to prepare and complete the information collected. In all cases, the interviews took place on site, and were accompanied by site visits. They were supplemented by other meetings at the Franco-Indonesian Chamber of Commerce and Industry, within the economic development department and from among other Indonesian colleagues and specialists. Indonesia is the fourth most populated country in the world with 220 million inhabitants. The country began to climb out of the 1997 crisis which affected the all of South-East Asia. Although it is very rich in natural resources (oil, natural gas, tin†¦ ) and very vast (1. 8 million square kilometres), in 2002 the primary sector only represented 17% of the GDP as compared with 44% the secondary sector and 39% for the tertiary sector. The year 2002 is the period of study, i. e. during the period immediately after the fall of Suharto, after the social, political and economic shock. This was a period during which the companies interviewed had no clear general direction. The interviews carried out were general. They concerned three main topics: the description of the Indonesian subsidiary, the manager experience and the relations with the group. During these meetings, we gave greater importance to the facts while being very conscious of the limits of such an approach: the crisis situation encouraged the managers to rethink the facts or modify their interpretation in order find some sort of coherence. We sought to identify the actions and the reasons which caused them. The actions seemed to us to be more important than the mental framework. The limits of this test lie in the difficulty of separating the actions from their intentions. Complex coordination mechanisms Given the impact of the strategic orientations on the types of learning, the six cases were split into three groups which are characterized by the combination of two criteria: the degree of the firm’s involvement in Indonesia, and the level of centralized or decentralized control. The degree of involvement is characterized by the level of the investment and assets; the centralized nature can be evaluated by the number of expatriates, the share of the capital controlled and the reporting characteristics. This classification is more down to the researchers than the application of strict criteria. It outlines an analysis in terms of strategic groups, from the nature of the criteria used, but also in the way they describe of homogeneous configurations. This aspect will not be developed. This split only has a methodological aim: to compare control and learning systems by partially controlling the data through the strategies which generate them. The first two companies which correspond to the first group, are characterized by (1) minimal involvement, the following two (2) through a relative immersion in the culture and the economy of the country linked to a large-scale involvement and by the autonomy given to the local unit, and (3) global piloting is the last involvement strategy identified, as it implies a large-scale investment, but with global piloting. Let us remember that all the companies observed are in a similar situation: they are confronted by a country with an attractive market but whose political uncertainties induce risks which strongly influence the entry strategies. Minimal involvement The potential of the Indonesian market is arousing a lot of interest. The first to enter this market could take a decisive lead. Any lost time could only be made up for by paying the full price later on; the preemption market strategy is thus a reasonable one. However, all the companies do not have the necessary financial resources to tap the market or wish to reduce the risk; they thus minimize their investments, while ensuring a presence on the market. Two cases corresponding to this situation were studied. The way in which involvement is minimized is very different in both cases: an alliance in the first case and a commercial presence in the second case. The common point between these two cases is that the local entity is used as place for learning, for experimentation and for observation. One could wonder whether the law rate of involvement does not simply reflect the intention to learn. Giving up immediate profits is the corollary of the hope of substantial profits in the medium/long term. EXAMPLE: PT Bank BNP Paribas Indonesia began its operations in Indonesia in November 1989 under the name of PT Bank BNP Lippo Indonesia. This was a joint venture between the BNP group and the Lippo Indonesia group, one of largest Indonesian conglomerates. Up until February 2000, the distribution of the capital was split between the BNP group with 70% and Indonesian partner with 30%. In October 2000, following the merger between BNP and Paribas, this joint venture became Pt. BNP Paribas Indonesia. For the Lippo Group, the co-operation with BNP Paribas was the result of its strategic development plan in the financial business through an alliance with an organization of worldwide reputation. However, the drop in business after the 1997 crisis led BNP Paribas to increase its share to 100%. PT BNP Paribas Indonesia provides corporate banking services for large Indonesia companies and MNCs. That means that BNP Paribas does not have a retail activity on the Indonesian market, which would be very heavy in terms of investment. The presence of BNP Paribas in Indonesia can be justified by its will to accompany its traditional clients, the MNCs, on the majority of their markets. It is also a question of eing present on a market which could experience strong growth. Thus, BNP Paribas is preceding its clients when they decide to enter the Indonesian market. The weak presence of the competition frequently puts BNP Paribas in a position of being the only key player, hich enables it to demonstrate its know-how and which can help it to grow on other markets. The interest of this strategy is further intensified by the fact that BNP Paribas represents other banks in Indonesia. The manager of the subsidiary carries out the daily management operations. The strategic decisions are taken after consultation with the regional office based in Singapore. Many operations are carried out using the regional SOP (standard operation procedure) or logistics platforms. As with every corporate bank, PT. BNP Paribas Indonesia uses strict procedures in terms of credit granting. For these decisions, the senior banker who is located in Paris or New York plays a determining role; he ensures the follow-up of major worldwide account portfolio. In other words, the manager of the Indonesian subsidiary is the nterface with the client (large Indonesian companies or MNC subsidiaries) but also with the market to make the regional office aware of business opportunities. Immersion Whereas the two preceding case is characterized by a will to minimize investment in Indonesia, the following case can be distinguished by the amount of heavy investment. From these two cases, it is articularly hard to generalize, but the local managers appeared to us to be very receptive to the local culture. The two managers interviewed have few contacts with the French expatriate community This situation is also the result of the plant location of these groups which are not present in the center of the Indonesian capital, but rather symbolic located on industrial parks in the suburbs of this large city. Another common point, lies in the large amount of autonomy in decision making and action taking at the subsidiary. The control mechanisms which have been developed are particularly complex; they illustrate perfectly the local / global dilemma. 4 Case n °3 : Aqua, a subsidiary of Danone This agro-food company has invested heavily in Indonesia by taking a majority share in a family company with more than 7. 000 employees. The family was unable to finance its large industrial investment projects. However, the transition was carried out carefully, over several years, with the objective of completely taking over the Indonesian company. The local manager shows the group culture: after 4 months of presence, he speaks to its teams in ndonesian. The manager is the only expatriate; the other managers are Indonesian and mainly trained in the United States or in Australia. The company also benefits from support functions in finance, marketing and human resources, called â€Å"task forces†, all based in Singapore. Every month, one of these teams plays a consulting role. As concerns technology, the local managers are kept directly informed; indeed, the law wage costs bring about very different problems from those encountered elsewhere. Generally speaking, there are few procedures. The group values are internalised, except communication which has to meet the group’s standards. Besides the geographic mobility of the few foreign managers, training is one of the main vehicles for spreading culture. This is only â€Å"in-house training† according to their specificity, which is organized in Asia or in Paris. One is tempted to conclude that control is based on values, ways of thinking, enabling the company to adapt locally with complete freedom. It can be noted that the Singapore regional coordination ensures the group’s presence even if it is only temporary, minimal and specific. The subsidiary is responsible for its financial performance, but the group influences the marketing methods, technologies and finance through a close but discrete piloting. Global piloting The last two subsidiaries studied have one main feature: they both â€Å"undergo† strict control from their head offices. The difference being from the two previous cases is that these companies are based in the Jakarta business district, completely immersed in a cosmopolitan culture. They are characterized by the large presence of expatriates and various and numerous contacts with the Parisian headquarters. Case synthesis and discussion The observations carried out reveal three recurring factors: the presence of French expatriates, the existence of an intermediary level between the parent company and the Indonesian subsidiary and the misuse of the joint venture. The French expatriate manager often represents the first lever of control. This observation must however be balanced: there are other mechanisms highlighted in the case presentations and there is also bias in the case selection. The French expatriate manager is happy to share his experience which, for the researcher, facilitates the exchanges a lot. It is a means for them to break with a certain form of nsulation. However, when reading the directory of French companies located in Indonesia, one can see that usually the manager is French. The proposed theoretical framework was based on the local / global distinction whereas the reality appears to be more complex with the existence of a quasi-systematic regional direction. A buffer seems necessary either to apply decisions or to support local initiatives. The Asian office is often located in ingapore or Bangkok but sometimes in Paris. The office generally has few means; it is a country manager who frequently carries out this coordination role. The analysis of the role of this level would in itself be a research subject. Finally, the joint venture is often presented as a privileged way to enter an unknown market. This type of governance would make it possible to spread the risk and take advantage of the local partner’s market knowledge. This is what we observed for only one of our six cases. In the other cases, the co-operation is only an administrative constraint which should imperatively be respected in order to obtain authorization to invest in Indonesia. One of the limits of this type of organization is that it makes us believe that development opportunities can only be seized with a minimum of involvement hereas a strong implication is essential to overcome the real cultural barriers. For example, how can one imagine working with a partner who always says â€Å"yes† or more precisely never dares to say â€Å"no†? Having raised these recurrent facts, it is now interesting to present a synthesis of the control mechanisms observed by classifying them according to the proposed a nalysis grid A first striking fact is the difficulty to observe mechanisms enabling the global circulation of local learning, except in the case global piloting strategies (case 5 and 6, L’Oreal and Total). The fact that these mechanisms are not emphasized does not mean that they do not exist. The two cases are in particular engineers who go back to France presumably with bags of local knowledge thus contributing without doubt to the constitution of a more global knowledge. In the other case, his type of knowledge is circulated through interaction between the local manager and his international business manager in Paris. In both cases, one can witness the role of a local information agent. The similarity between the two cases is to be found in the media learning models which move from the center to the periphery and which make up a form of group culture, including sophisticated reporting systems, as well as a specialized structure for international business. The tools which make it possible to produce and mobilize global knowledge (box 1), in accordance with the global corporate model, are mainly not that suprising: it concerns information systems and communication strategy. When products need to be adapted to a market, apart from communication, RD centralization is a powerful control lever. An original tool has been identified with the case of the senior banker who can make us think of operational form of matrix structure. For the two global piloting cases (L’Oreal and Total) one can see the emergence of a configuration which is based on linking a media learning model (where the center lights up intensely the whole of its empire) and of an evangelist model, limited in range, which would seem to balance the other model. At this stage of the research, one could formulate the idea of a relation between these two models: the first would arouse the second, the latter being finally the control of the control. If the amount of investment justifies uniform knowledge, the weaknesses of the imperial model could be corrected by inoculation in the center of the organization coming from the periphery and brought about by the channel of conviction and personal experience from among the expatriate executives who were then repatriated. One observed the tools enabling organizations to capitalize from learning which is only produced and mobilized locally (box 4, the epidemic model). That mainly concerns cases 1 and 2 (Sanofi and BNP Paribas). It can be explained by the careful strategies of these firms and their limited involvement. The subsidiaries would be laboratories where one tries to adapt and control the local conditions for a possible expansion on a regional level. There is therefore a balance between the epidemic model and the media model which takes on the form of centralizing some knowledge which is mainly related to the technology of the product or service. This learning configuration thus enable a certain acclimatization, if possible, of a core competence and letting local learning processes adapt them. It has been noted that some tools producing global knowledge which will be differently mobilized from one country to an other: training, international experts and tasks forces (which only have an advisory role and distinguishing them from the senior banker). At first sight, we could have thought that these tools would not be widespread; that is not the case. Some of the tools observed are used in different ways. This is the case with corporate culture (box 1 or 2) or expatriates (box 1 or 4). A strong culture can lead to homogeneous behaviour at a global level (Total). However, when the respect for and the adaptation to local cultures are key values (Danone and Air Liquide), the culture brings about different behaviour according to the context. These two last cases are characterized by an initiatory learning model which is based on important information, expertise and training, but leaves the subsidiaries with a strong amount of autonomy. These companies core competences (technology, brand, markets knowledge†¦) could be circulated gently and unintentionally with support from the regional offices as concerns the cultural implications. This is backed up by a second occurrence: the need to adapt locally leads to the organization of learning around a central point made up of a local manager and his regional alter ego. Let us note that it is in these two cases that one observes the lowest number of expatriates and in some cases totally absent. These few cases not only illustrate the different types of control mechanisms used but also the variety of their uses. Two main results emerge. The first one is the identification of three learning configurations linked to the control systems. The first includes two flows, one based on the media model which is balanced by an other flow from an evangelist model. The second one is also based around a media model and uses local support through an epidemic mode. The third one which is also based on a media model which guarantees the group values, is organized around tension between an epidemic and an initiatory model. The first one ensures a certain homogeneity of initiatives and the second one the adaptation and the suitability. Conclusion The proposed analysis grid concerning the interactions control / learning which are based on the phases of the learning process (production and knowledge mobilization) and its locus (local / global) has been developed to study parent company / subsidiary relations. Numerous control tools which can be used in different ways have been observed; tools enabling the control / innovation or integration / differentiation dilemma to be overcome, to broaden its dynamic perspective and to provide deeper analysis of the adaptive process. This grid which was used during the observation period, even though superficial, has finally provided positive results. It reveals learning structures and takes into account their internal and external coherences. It appears to be relevant. One needs, of course, through further in-depth case studies, to test the validity of those three configurations which have been identified. Finally, since we are limited to examine the learning produced by the control system, it would be suitable to examine the relevance of this grid in relation to other sources of knowledge (i. . : dealings with the suppliers and customers, market research†¦ ). These results will necessarily be confirmed through further investigations. The perception of headquarters would be very enriching. One could also contemplate making some comparisons with the practices of American, British, Japanese or German companies. The interviewees have often underlined the differences that exist in practices between their group and their main competitors. It would appear that in terms of international management there exists a French exception. As far as the expert are concerned, the analysis grid represents a diagnostic tool which enables control system weaknesses or further action levers to be identified, to understand further the general configuration of relations between the parent company/ subsidiary and also the general coherence of adaptive mechanisms. It is finally possible to envisage using this grid to analyze other control situations. If we have chosen to work from the specific point of an international management problem, the suggested model could also be applied to other issues, provided that we take are taking into account a question of suitability between local and global learning and that there is a central link between this two points. We should also consider that organizational control systems play a key role in the acquisition, circulation, memorization and use of organizational knowledge. How to cite Management Control in Mnc’s, Essays