Coopertaive Learning

Cooperative learnedness is a teaching method used by educators in all grade levels, in all areas of curriculum, and there are many different ways that accommodative culture can be applied in the classroom. The use of concerted nurture centralizes on the goal of getting savants to understand the material presented. Cooperative education allows students to communicate their ideas with each other, brainstorm responses or ideas, and work together to solve problems.The impressiveness of students becoming more involved with the learning process has been emphasized and needs to be implemented in classrooms around the globe (Ross, Seaborn, & Wilson, 2002). Multiple studies have been conducted on student-lead learning mathematical radicals and the results are supportive of conjunct learning. Research on accommodative learning is one of the greatest success stories in the history of educational investigate (Slavin R. E. , Comprehensive approaches to cooperative learning, 1991).The enthusiasm for cooperative learning is widespread and this paper result explore the history and methods of cooperative learning. The st come ingy of cooperative learning was demonstrable to reduce competition in American schools (Knowles, 1971). Knowles explains that in 1959 James Coleman sought to reduce competition in American schools, which he deemed to be a disconfirming component to the education system (1971). Coleman conducted a two-year study of students at nine Midwest high schools and developed what he called a climate of determine for the adolescent society in which he conducted his study.Based on his findings and look, Coleman suggested that instead of encouraging competition in a classroom setting, which he stated he felt impedes the process of education, schools should introduce a more cooperative approach to instruction (Knowles, 1971). Many researchers have since elaborated on the work of James Coleman. Currently, roughly of the most published researchers in t he field are as follows Dr. Robert Slavin, Dr. Spencer Kagan, David and Roger Johnson. Each of these researchers has developed theories and strategies that can be used to effective implement cooperative learning. Dr. Robert Slavin suggests cooperative learning for enhancing student achievement focuses on two important elements radical goals and individual accountability (Slavin R. E. , Synthesis of research on cooperative learning, 1991).Dr. Slavin reported that when group goals and individual accountability are used, achievement effects of cooperative learning are consistently positive (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Slavin famous that positive results from the implementation of cooperative learning could be found at all grade levels, in all major subjects, and in rural, urban and suburban schools (Slavin R. E. , Synthesis of research on cooperative learning, 1991). Dr. Slavin goes on to state that the effects of cooperative education are equally positive for all levels of achievers (Slavin R. E. , Synthesis of research on cooperative learning, 1991). It is also important to mention that Dr. Slavin has found that the positive effects of cooperative learning have been found in areas such as the following self-esteem, intergroup relations, acceptance of accountability, handicapped students, attitudes toward school and the ability to work cooperatively (Slavin R. E. , Synthesis of research on cooperative learning, 1991).Dr. Spencer Kagans model of cooperative learning advocates for two grassroots principles. Dr. Kagan states, The world is not just competitive and in some important respects is becoming less so I do not advocate exclusive use of cooperative learning methods, but rather a healthy balance of cooperative, competitive, and individualistic classroom structures to prepare students for the sufficient range of societal situations (Kagan, 1999). Dr. Kagans structures stress positive interpersonal peer relations hips, equality, self-esteem and achievement. Dr. Kagan reported that cooperative learning teaches empathy and an disposition of those who are different from oneself by building ethnic relation between students. In addition, Dr. Kagan has credited cooperative learning with increasing students higher level thinking skills (Kagan, 1999). Dr. Kagan stresses his ideas by stating, At an accelerating rate we move into a rapidly changing information-based, high-technology, and interdependent economy.Along with the traditional role of providing students with staple skills and information, increasingly schools must produce students capable of higher-level thinking skills, talk skills, and social skills (Kagan, 1999). David and Roger Johnson have identified five basic elements of cooperative learning. Johnson and Johnson state these pillars of cooperative learning to be the following individual accountability, positive interdependence, face-to-face encouraging interaction, social skills an d group processing (Johnson & Johnson, devising cooperative learning work, 1999).Johnson and Johnson have reported that it is critical for teachers to understand the five basic elements of cooperative learning. Johnson and Johnson state that understanding and developing the five elements, allows teachers to (a) adapt cooperative learning to their unique circumstances, needs, and students, (b) fine tune their use of cooperative learning, and (c) prevent and solve problems students have in works together (Johnson & Johnson, fashioning cooperative learning work, 1999). Johnson and Johnson also stress that cooperative learning ensures all students are meaningfully and actively involved in learning, which will limit disruptive, off-task behaviors in the classroom. Cooperative learning is thought of as a versatile method of instruction that can be used in a variety of ways. Cooperative learning groups can be implemented to teach specific topic, to ensure knowledge and comprehension of i nformation presented, or to provide long-term support for academic process (Slavin & Madden, 2001).Formal cooperative learning groups are created to achieve a specific purpose, have intractable members and can have time of one class period or several weeks. Johnson and Johnson describe formal cooperative learning groups as consisting of students working together to achieve a shared learning goal (Johnson & Johnson, Making cooperative learning work, 1999). Informal cooperative learning groups are typically temporary and do not have fixed members.Johnson and Johnson state that, During a lecture, demonstration, or film, informal cooperative learning can be used to (a) focus student attention on the material cosmos learned, (b) set a mood conductive to learning, (c) help set expectations as to what will be covered in a class session, (d) ensure that students cognitively process material being taught, and (e) provide closure to an instructional session. (Johnson & Johnson, Making c ooperative learning work, 1999). Cooperative based groups are long term, heterogeneous, and consist of common chord to four members.Johnson and Johnson describe cooperative based groups as base groups. Johnson and Johnson state, Base groups give the support, encouragement, and assistance each member needs to make academic hop on and develop cognitively and socially in healthy ways. Base groups meet daily in elementary school and twice a week in secondary school. They are permanent and provide the long-term caring peer relationships necessary to influence members consistently to work hard in school (Johnson & Johnson, Making cooperative learning work, 1999). In order for these types of cooperative learning group to be successful, it is essential for the five basic elements identified by Johnson and Johnson to be included. The basic elements are often referenced by the acronym PIGS FACE. If these elements are not incorporated then cooperative learning is not taking place. The five b asic elements are outlined below with a description following each term. Positive interdependence is the perception gains that of individuals or groups are linked, so that one cannot postdate unless everyone is successful (Kagan, 1999) (Johnson & Johnson, Making cooperative learning work, 1999). individualistic accountability exists when each individual group member is assessed and results are given back to the student and the group. Individual accountability tests for understanding from individuals and prevents one member of the group from performing all the work (Johnson & Johnson, Making cooperative learning work, 1999). Group processing exists when group members colloquy on the group achievement and individual achievement of goals. Group processing allows students to work through and difficulties relating to each other or the achievement of the group (Johnson & Johnson, Making cooperative learning work, 1999).Social skills are the skills cooperative education groups need to de velop to effectively work together and maintain the group (Slavin & Madden, 2001). It fosters the growth of social skills that are needed to succeed in the classroom, workplace and community in individuals that are socially unskilled (Orlich, Harder, Callahan, Trevisan, & Brown, 2010). Face-to-face promotive interaction promotes each group members success through helping, assisting, supporting, and encouraging each member to be successful (Johnson & Johnson, Making cooperative learning work, 1999).Once the five basic elements of cooperative learning have been addressed, the teacher can implement cooperative learning strategies in the classroom. There are wide varieties of cooperative learning strategies and a few are describe below. Think-Pair-Share as described by Dr. Slavin, This is a four-step discussion strategy that incorporates wait time and aspects of cooperative learning. assimilators and teachers learn to listen plot of ground a question is posed, think of a response, pai r with a neighbor to discuss responses, and share their responses with the whole class. (Slavin R. E. , Comprehensive approaches to cooperative learning, 1991). Jigsaw as described by Dr. Kagan, Students are divided into competency groups of four to six students, each of which is given a list of subtopics to research.Individual members of each group then breakout off to work with the experts from other groups, researching a part of the material being studied, after which they return to their starting body in the role of instructor for their subcategory. (Kagan, 1999) Student Team Achievement Divisions is a teaching method that is made up of five major components including a whole group presentation, student practice teams, quizzes on the presented information, setting goals for improved achievement levels, and team recognition based on performance (Slavin R. E. , Comprehensive approaches to cooperative learning, 1991). Roundtable is a strategy that can be used for brainstorming, re viewing or practicing while fostering teambuilding. There are two variations of roundtable that a teacher and use in the classroom.In sequential form, students are in groups of three or more with one-piece of paper and one writing instrument. The teacher poses a question that can have multiple answers. Students express turns writing their answer on the paper and passing the paper around the group. When time is called, the group with the most answers listed is recognized. In simultaneous form each student starts with a piece of paper, writes an answer and passes the paper, so multiple papers are being passed at once (Kagan, 1999). The three-step interview is a structured group activity.Students comprise turns being the interviewer and interviewee. Pairs then join to form groups of four. Students take turns introducing their partners and share what they learned from their partners (Kagan, 1999). Although aforementioned strategies are imperially based, there is a discussion-taking pl ace about the look on of cooperative learning. Most educators agree that cooperative learning celebrates diversity by allowing students to work with all types of people and allows students to acknowledge individual differences (Ross, Seaborn, & Wilson, 2002).Research has shown that cooperative learning can benefit students interpersonal development and provide more opportunities for personal feedback (Ross, Seaborn, & Wilson, 2002). In addition, researchers have found that cooperative learning actively engages students in learning and there is a variety of methods available for teachers to use (Johnson, Johnson, & Stanne, Cooperative learning methods A meta-analysis, 2000). both(prenominal) critics of cooperative learning suggest that group work is an avoidance of teaching.They stress that cooperative learning places the burden of being responsible for each others learning on group members (Ross, Seaborn, & Wilson, 2002). Some research has shown that lower achieving students could potentially fall behind due to a passive nature or lack of self-confidence in the group. If high achieving students run group activities and discussions, lower achieving students might feel uncomfortable and isolated from the group, which could lead to the learning opportunity passing by them (Ross, Seaborn, & Wilson, 2002).Johnson, Johnson and Stanne summarize the research on cooperative learning in this way, Knowing that cooperative learning can significantly increase student achievement when properly implemented does not mean, however, that all operationalizations of cooperative will be effective or that all operationalizations will be equally effective. (Johnson, Johnson, & Stanne, Cooperative learning methods A meta-analysis, 2000) In conclusion, cooperative learning is an instructional approach that has been shown to promote a variety of positive cognitive, affective, and social outcomes.The intent of cooperative learning is to foster academic achievement through student di scussions, learning from each other and dividing tasks to align with student strengths. I feel that cooperative learning gives students an opportunity to establish a group culture and work indoors the constraints of that culture. I believe that students will carry this cultural paradigm into adulthood. I also believe that cooperative learning promotes diversity and cross-cultural friendships. Through cooperative learning, I believe schools can play a significant role in reducing racism, prejudice and discrimination in the larger society.

Long Term and Short Term Cause of World War 1 Essay

There was no particular cause for the rash of the First World War. The causes be much more complex than those of the Second World War and include short, intermediate and long term factors that all ended to cause the July Days in 1914. These factors include militarism, nationalism, imperialism, the conjunction system, and industrialization as the long term causes. The intermediate causes included the crises in the Balkans and the short-term trigger for the war was the assassination of the Archduke Franz Ferdinand in the Sarajevo, the heir to the throne of Austria-Hungary.Militarism in the 19th and early 20th centuries involving the great provides of Europe was definitely important issue in the beginning of World War 1. Militarism heart and soul that the army and military powers are given a high profile by the government. More money was put into the military to increase implements of war and power of from each one country. This made each country ready and willing to fight one ano ther. This build up and competition between the major powers developed into the arms race, which for many years put up looseness between Britain and GermanyAn alliance is an agreement made between two or more countries to give each other help if it is needed. . If any one country was attacked the other members of the alliance was repeatedly forced into the war as well, even if they did not want to fight. When an alliance is signed, those countries become known as Allies. A number of alliances had been signed by countries between the years 1879 and 1914. These were important because they meant that some countries had no choice but to apply war if one of their allies. For example in 1879 Germany and Austria-Hungary made an alliance to protect themselves from Russia.

Ford and Toyota Case Study Essay

1. Which naturalizes of focal point thought are illustrated in this case? When Ford was founded in 1903, enthalpy Ford followed the classical oversight thought to a T (no pun intended) They made ane car in one color. The classical management thought believes there is one best style to do things to accomplish a goal. Ford wanted to produce cars quickly to meet with demands, so at that time the classical management thought made perfect sense. Another part of the classical management thought is that managers constantly look for ways to improve the process of doing things.Ford then moved onto twain quantitative and systems school of management though. They wanted to improve the ways they were utilise to design cars. Ford began using computers to help them more effectively achieve their goals of designing cars that would please their customers. Also, Ford wanted to meet and kick the bucket any demands their customers may have thrown at them. This illustrates the systems school of management thought.Toyota demonstrated the contingency school of management thought. By studying Fords process and recognizing the need for and capability of improvement, they are cosmos creative, learning from the past, and accepting diverse opinions and methods for doing things.Finally, both Toyota and Ford clearly demonstrated the quality school of management thought. Both companies focus a lot of efforts on quality as it is perceived by customers. In order to keep their customers happy, the companies listen to what said customers want.2. Customers perception of quality includes performance, reliability, durability, serviceability, and aesthetics. What else do car customers want? chip in to the perception of quality and create a list of the most-desired quality characteristics in a carAdding to what the al-Quran says is the perception of quality, car customers seem to want or are interested in consistent gumshoe features, fuel economy, comfort, price, handling, environmental impact, and possible maintenance costs.

Pancras Churchyard in London Essay

Frankenstein was written by bloody shame Shelly. We can carve up by Mary Shellys back ground, were she has incorporated approximately of her social experiences in to her novel. Mary was the girlfriend of an anarchist laminitis (William Godwin) and a feminist find (Mary Wollstonecraft). In todays terms this could be thought as a wild upbringing. Mary grew up in an environment that suggested she infallible to question the way society was being run. Marys mother died ten days after(prenominal) giving birth to her, an act that Marys founder was never quick to forgive in fact he blamed Mary for his wifes death and this often forced Mary to attempt to take her place.This was often in the form of sitting on literary discussions and meeting her fathers estranged guests. At the age of 17 Mary would often write at her mothers grave side at St Pancras Churchyard in London where the couple had married. Mary includes her bewitchment with death into Frankenstein. An example is, in chapter 24 pages 217 Victor says as night approached, I found myself at the entrance to the cemetery. His random wonderings have led him to be with his dead family, where he feels alone and maybe wants to conglutination them.It was through Marys fascination with the cemetery that she met her soon to be husband, the poet Percy Bysshe Shelly. He followed her there upon her fathers instruction and declared his love for her it was to become their meeting place. In the novel Mary uses the cemeteries a few times, when Victor goes to the cemetery to collect dead bodies to create his monster. There are clearly some important dates in the life of Mary Shelly that no doubt influence the subject matter of the novel.In 1805 there was the Napoleonic Wars lasting until 1815 causing great hardship and social upheaval. In 1811 Britain witnessed similar upheaval and feelings of revolution. In 1814 Mary elopes with shelly and travels into France and Switzerland, this could have given her the ideas in cha pter 9 where the scenery is mountainous and beautiful. Also in the novel, the monster goes exploring in Switzerland. In 1816 Mary and Shelly go to Switzerland and this is where the Novel is begun.Suicides of Fanny Imlay, Mary Wollstonecrafts young woman by a previous liaison, as well as Percy Shelleys wife Harriet allowing Mary and Percy to marry. This could be linked to when Victor is wondering weather to commit suicide in chapter 9 by jump into the silent lake. Mary Shelly was somewhat of a celebrity of her time and was friends with all of the famous writers and poets, and a fortune of those people influenced and helped her in the writing of Frankenstein. Not only was Mary Shelly influenced by the poets around her but by classic Greek mythology and in particular the tale of Prometheus.

Globalization & Culture

This report presents the findings from twain interviews conducted on ii subjects namely Kyu Yong (Eric) Kim and another unmatched kn take as Brian (Choi). The interview used semi-structured rule to interview the two subjects. The generate of the interview was to investigate the effects globalisation has had on them. This was d one with an aim of determining how heathenish orientations are shaped or determined by globalisation. Also the interview aimed at analyzing as fountainhead as presenting views on the topics from literature review available.The reason for settling on the two as suitable peckdidates for the problem under investigation was due to two reasons First of all, the agency that two subjects have interacted with people from two or more(prenominal) than goals disparate from theirs. Secondly, both subjects have been subjected to different goals in general for reasons related to globalization in one panache or the other. Finally, the interviewees were sele cted be develop of their accessibility to the interviewer as well as their willingness to participate in the interview.The findings of the interview are discussed below and effort is put in order to extrapolate the findings to the bigger population. Definations. Globalisation is the process of improved fundamental interactions of people from heathen countries, economic as well as social orientations afforded by the rapid growth of ICT transportation and advancement in technology much(prenominal) as ECD, internet, mobile phones and satellite colloquy. elaboration can be defined as the way of life of a people mainly on how people relate and interact with the environment, their beliefs, their nutrition, their religion, their traditions as well as their aspirations.Culture is propeled and shaped by m all component parts however of all of them, it is globalization that has had the superlative impact on elaboration. Results/findings for Brian Choi Brian represents two civilisa tions, American culture and Korean culture. He is a represents blended culture. From the interview, when asked about what culture was and represented, his answer was, I believe culture is what shapes you and influences the way you act and think.Culture according to me represents beliefs which are so more intertwined in a person that it becomes very overweight to metamorphose cultures or to forfeit ones culture. From the in a higher place verbatim, Brian raises a critical point that culture is embedded in ones belief. According to(Robertson, 1992)belief scams an important component in shaping culture in that cultural practices such as songs, dances, worship, conjugal union as well as political systems are all unique to different cultures.As far as songs are concerned, songs from a particular group or community may reflect the beliefs of the particular community or group. This accompanimentor is necessary in order to understand why people believe in what they believe in. In t he traditional Korean set up, songs were used in ceremonies as landmarks for special events. Up to date, there has been petty(a) influence on the Korean music/songs from other cultures such as western culture. This can be proved by the following comments made by Brain in the interview process.Asked about the role of songs in the Korean culture Brian replied that in Korea songs are sacred, when a group of people and possibly any gathering is commenced with a song. In terms of cultural beliefs, is useful as a tool of communication and therefore handling down the treasured values of the Koreans. The fact that culture is fast being gnaw at by innovativeization and globalization was of central importance to the interview. According to Brian, globalization has affected the Korean culture in a number of ways including ) Globalisation has lead to cleverness of foreign cultural practices in Korea. Specifically globalization through enhanced communication through mobile as well as intern et has contri onlyed to communication with various people in different parts of the world. This has in turn led to the contamination of the Korean culture in that more people than ever before are as a direct result of modern technology of communication, getting married to people outside their own cultures. This has had impact on the Korean culture in that, whenever marriages outside cultural boundaries occur.The culture is assimilated fully in some(a) pillow slips while in others it is changed due to the integration. In cases where the two cultures may be incompatible quantity abandonment results and therefore one is forced to adopt a new culture. According to Brian, the leading cause on cultural deviation is marriage, in that more than ever before, more people are getting to interact and intermingle with different cultures and therefore becoming more open to change. This is supported by (Robertson, 1992) who notes that marriage is a powerful tool of taking people out of their et hnical tribal racial or religions cocoons.The claim is further supported by who notes that apart from the effect marriage has on culture, it too does affect peoples view and perception, of others and these is one of the self means of easing tensions among diverse groups communities or races historically penetration of discrimination or segregation of various forms of way perfected by proponents of such, discouraging and in some cases criminalizing, inter-tribal, or interracial marriages. A good case is in the apartheid Era, South Africa where Boers were not permitted to marry Africans and a move in contradiction to the above was punishable.This served best interests of apartheid supporters. Therefore globalization in the sense that it leads to more advances of cultural marriages has contributed to easing tensions in galore(postnominal) another(prenominal) groups or societies. Culture any conflict According to (Thomas, & Wilkin, 1997) culture difference, which in turn depends on m yths, religion or history of a people is often a cause of personal conflict, religious conflict as well as political on that this culture has become a major force in many conflicts taking place in the modern condemnations.Brian in this case is not affected by political conflict, but by a more subtle form of conflict, personal conflict which in turn translates into identity crisis. Identity crisis in sexual congress to culture refers to a situation whereby an individual as a result of be to different cultures any naturally or by environmental related factors gets into a situation whereby he or she is character with unique challenges of which they must negotiate in order to progress peacefully in their cultures. In the case of Brian, his primary culture is Korea while his secondary culture is America.The fact that he likes identifying himself as American points to the fact that he is happy to belong to America. However, he likes travelling back to Korea for screams once or twice all fortnight. This connotes another attraction to Korea. Actually he is connected to the people of Korea and the visits cannot be dismissed as holidays but have a cultural bearing. On the other hand, the fact hat Brian does not deny belonging to any of the cultures points to the fact that he could easily pass for a person exhibiting and practising two cultures.Although Brian was silent on how religious practices in the two cultures, Korean and American have affected him, religion is known to play a crucial role in culture. There is license that most of the conflicts happening in the twenty-first century are directly caused by cultural differences rooted in variation of religious beliefs (Teeple, 1995). For authority in Ireland, Catholics and Protestants have been known to regularly clash over cultural differences. Elsewhere, Muslims and Christians have on legion(predicate) occasions been involved in armed and prolonged conflicts all resulting to cultural differences.While as globalization is supposed to bring a solution to this dilemma, that has not been the case and globalization has to be utilized positively if a lot of the cultural tensions being experienced today are to be diluted. However, Brian owns up to being a victim of ideologized cultural conflict. To him, this has been manifested in the way he has to adapt to capitalistic tendencies commonly upheld by mass of the American while at the same reserving the more socialistic values learnt in Korean, and which is so much embedded in peoples anyday life activities.The other culture shock which Brian admits to having come formulation to face with is, the value attached to civilize in America is high compared to Korea, as far as work ethics is concerned, Brian equates the number American worker as very hard working and dedicated compared to an average worker, in Korea. According to him globalization has had an impact on work ethics in Korea in that, many American multinationals are col up plan ts in Korea, employing local for semi skilled and unskilled labor. This in turn is inculcating American culture into the locals something which is shaping Koreans and in a way changing the status-quo.From his individual standpoint, Brian alluded to the fact in US, he is faced with many challenges specially when it comes to adjusting to organizational culture. The wide cultural differences are hard to adjust to and according him, many are the days that he experiences face-to face confrontations with his supervisor due to what he termed as irreconcilable cultural differences. Asked on his final word on globalization and culture he noted that, that people should share information, share resources, exchange goods and services in what is referred to as trade.All this can be achieved only through dissecting cultures and taking out the impediments to prosperity but retaining all the positives that enhance every human beings fundamental rights and freedom. Eric Kyu Yong Eric though not as enthusiastic about the go forth as Brian, yielded into very insightful information which clearly points to the roles importance, advantages, disadvantages as well as the shortcomings of globalization and the way it has been conceptualised in relation to cultural orientations. Eric points the fact that he has experienced directly both worlds that is, Korea and America.He confided this as something that has shaped his understating of the problem of globalization and culture. Having spent his childhood and part of his early teenage years in Korea and then proceeded to live in America. The fact that Eric was of age by the time he left Korea for the US made him a suitable subject for the interview in that he could yield to great insights on the problem. Asked about the merits and demerits of globalization on culture. Eric pointed to the following as the merits of globalization on culture.First of all, globalization has created an opening to cultural exposure. This has been occasioned by the booming tourism business which almost always undertakes to promote indigenous cultures, in places where it exists. According to Eric, when tourists from various parts of the world undertake foreign trips to different destinations, a cultural interaction results and two or multiple cultures almost always yield into great cultural impacts. This is made practicable by globalization through efficient and reliable transport system.Although Eric was quick to point to the fact that his cultural experiences are not tourism related, he observed that what first hit his mind on arrival to America was his belief that people are culturally the same and the way they do things is the same no matter the origin. To his shock, Eric soon learnt that cultural orientation were very significant contributor to the way of life of a people. While in Korea people valued foods cooked traditionally and served in traditional cook-ware, in the US the familiarity is very busy compared to Korea. People ten ded to work for long hours and lacked time for social life.Erics first time experience led him to believe for a very long time that his confederation back in Korea was simply no match for his new society. This was to change soon as he developed shrewd interest into understanding modern factors which influenced culture. According to him, over the past decade, he has observed so many similarities in the two cultures that he has begun to actually doubt whether any significant differences actually occur between the two cultures. This he attributes to globalization which he refers to have enabled instant communication, hence sharing and exchange of information.With the advent of telecommunication, people are able to communicate via satellite, consult over important international matters, as well as agitate for common stance on key issues. As far as culture is concerned, people have as a result of globalization been able to inter-marry and therefore aid minimizing the cultural gap that exist between different cultures. Eric confidently asserted that he had as a predate conclusion decided to marry an American. This he said was aimed to allow him to further understand better the American culture, for which as he admitted, marks the epitome of cultural variations, co-existence and collaboration.According to him, these developments were unheard of in the 60s but have been occasioned by the relatively rapid speed with which globalization has contributed to cultural changes. Eric noted that the greatest culture shock he experienced was as a result of noticing how the value attached to marriages so much differed in the two countries, that is Korea and America. According to him, the high divorce rates in America, and the de-emphasis on protracted family was so much in contravention to the culture in Korea whereby the value-system is embedded in the lengthy families.According to him, this is evidenced by the way generations after generations share same names in what is believed as to be respect to the dead. This, Eric noted, has of late changed and more nuclear families are sprouting up. Eric added that this can be attributed to globalisation as this practice is highly attributable to the influence foreign cultures and especially western culture has had on the contemporary Korea society- specifically ICT and internet, were identified to have contributed to this development in that, these enables people to interact online through emails, on-line chatting, online friendships and in some cases, marriage.All the above have changed people and made them open up to change including accepting and borrowing some aspects of foreign cultures as on example, Eric pointed to the fact that, in Korea it was traditionally a taboo to divorce unless for some specific and well known reasons. Even under the above mentioned conditions, the situation involved a long and rigorous process which had to be sanctioned by some designated members of the society such as tradit ional elders. The other key contribution of globalization to culture according to Eric was clothing. In Korea, Eric noted that traditionally clothing is regulated.For women, the conditions and requirements are stringent and are supposed to be adhered to strictly unless one is ready to be termed as an outcast. Earning the term has its own negative effects in that one is virtually locked out into the benefits enjoyed by other members such as getting a bride or bridegroom, get as well as education. However Eric pointed out that, globalization has significantly changed these perceptions. He noted that when his siblings including the sisters visit America, they enthusiastically shop and dress American and it is no longer a big issue.This he attributes likewise to globalization, according to him, upon coming to America he considered some dressing codes as totally unacceptable. His level of cultural tolerance was totally amiss in his own words. However, he later learnt to accept and live with it especially on campus as members of the university were youngsters who were outgoing and hardly conservative. His experiences at the university contributed positively to his changed perceptions on cultures and he got to appreciate diversity and dynamism that so strongly shape culture.According to Eric though, no culture is superior to another but some culture so strongly influence others to the point of absorbing them completely. Although he down play the effect globalization has had on him particularly, he specifically mentioned that, his interaction with the America culture, largely occasioned by globalization has changed his life. Conclusion Globalisation has had major influence on culture, and it is not surprising that the cultures in two different countries that is America and Korea, as evidenced in the interview represent globalization influence on culture.From the evidence gathered from the interview with Brian and Eric, culture and globalization are intertwined and t herefore influence each other. From the two interviewees, it was possible to deduce the factors which shape cultures. From the report, it can be recommended that, more research bespeak to be carried out in order to determine how globalization can be shaped to avoid taking away from the achievements so far realized in integrating different cultures.On the same note, there is a need for efforts from governments and other key stakeholders to come up with policies which protect indigenous cultures from negative effects of globalization. This should be do with an aim of preventing erosion of positive aspects of cultures however small. Finally globalization should be encouraged in as far as it promotes development of cultural issues such as integrating of cultures which helps solve numerous challenges such as racial, tribal or ethnic tensions.

Poverty in America Essay

indigence is a disturbing but significant global concern. Just as it is for millions of other people all(prenominal) over the globe, scantness is occurring in the States. Over the past decades, income unlikeness is ascending, in addition to the topic of communities that failed to bear up with the national sparing standard. Although pauperization is present everywhere, it is more serious in developing countries, wherein angiotensin converting enzyme in every five person lives on not more than $1 for each day, which is the doorstep existence applied by the World Bank to classify penury.The unrelenting problem of poverty is a multifaceted ace that embraces individuals and communities who, without their fault, find themselves power slight to man suppurate in this selective information-intensive and constantly developing world. For the majority Americans, poverty implies beggary, or the lack of ability to provide the family with reasonable shelter, clothing, and nutritio us food. Despite the fact that material destitution does exist in America, it is relatively confined in severity and scope. To be aw be of poverty in America, it is necessary to observe several statistics, as well as to observe the actual living conditions of the persons that ar considered misfortunate by the government.Overview of Poverty in AmericaA large numbers of the earths population live at or be pocket-size the threshold of poverty, which means payment of bills every month and financing for the essentials, consisting of shelter, clothing, and food, not counting access to health c be and a number of simple cr finishure comforts is a constant struggle. According to estimates in 2003, most 25 pct of counties in the coupled States had low rates of determineforce participation, soaring rates of unemployment, high reliance on government transfer expenditures, and incomes that is start out than one-half of the national average or less for each person.The Census Bureau cla ssifies poverty as a family of three earning not more than $14,680, and not more than $9,393 for a role player without any myrmecophilous (Blanco, 2004). According to the 2003 statistics of the Census Bureau, almost 36 million Americans lived in poverty, which is 1.3 million more in 2002. Since 2000, the unpolished has experienced an ontogeny of 4.4 million people who lives in poverty (Blanco, 2004). According to a survey, the present American families are experiencing worse living conditions than they take aim in the previous courses, as 10 part of exclusively families or approximately 7.6 million families in 2003 lived in poverty, which is an enormous ascend from the previous grades (Blanco, 2004).In 2005, the registration of the United States Census Bureau of abject individuals in the country totaled to approximately 37 million woeful Americans (Rector & Johnson, 2004). Therefore, there is one in every eight Americans that is struggling with inconceivable poverty. Thes e millions of Americans are asserted to be deficient of the necessary clothing, shelter, and enough money for the food, as well as being forced to live in unpleasant conditions (Rector & Johnson, 2004).Common Factors of PovertyIn the concluding half of the twentieth century, the three factors that are generally offered to explain movements of poverty in the United States are changes in family structure, economic distinction, and income growth. If the average per-capita incomes are increased, such as increasing wages and employment, then it is expected that poverty depart generally decline. Nevertheless, economic inequality can take the edge off the boilersuit constructive bear upon of income growth if lower-income dissembleforce and unemployed citizens do not bene touch from the fruits of such development. On the other hand, changes in the family structure, primarily the ever-increasing number of families headed by female may be linked with higher(prenominal) rates of poverty fo r the reason that such families are more expected to be poor and are more economically vulnerable.I. Economic EqualityCertainly, the country has made several enhancements over the intervening decades in terms of the overall minimum living standard as measured through material conditions. Yet the living conditions of the poor individuals are severely different from that of families and individuals who take advantage of various degree of economic security as measured through income levels that provide unstressed and comfortable situations. The escalation in the number of poor individuals and families in the country ought to provide the government various apprehension, but even more upsetting is the increasing difference amongst the underprivileged and wealthy in America.In the previous decades, compensation for more affluent Americans has considerably ascended, emotional by increase in stock options, bonuses, salaries and other rewards. However, the compensation provided for million s of lower-wage workforces dropped off and in fact, a number of them cod even lost their jobs (Blanco, 2004). Therefore, this factor has prevented the advantages of economic growth from being equally drawn out.Moreover, in 2005, non-Hispanic exsanguine men, not less than 25 years of age, holding only high-school qualification bewilder $35,679 median(a) income whereas women within the same age group, need a degree in college in order to gain a comparable median income (Spriggs, 2007). The outcome is that the households headed by female are harmed by the major wage gap, which has a poverty rate of 31.1 percent in contrast to their male-headed household counterparts, which only had a 13.4 percent poverty rate (Spriggs, 2007). In 2005, poverty for women is excessively elevated than men, which is14.1 percent in contrast to 11.1 (Spriggs, 2007). The disparity reflects unrelenting gaps in earnings between male and female workers.At the same term, since 1959 the median income of whit e males with a family of five has been higher than the poverty line, but for women with a family of three, it was only in 1990 that their median income broke beyond the poverty line (Spriggs, 2007). Further, notwithstanding the progressive structure of benefit procedure in friendly Security benefits, the constant gap is best reflected in disparities in poverty among the elderly, where the life quantify earnings of women advise they take a leak lower assets than men.II. Family StructureHigher rates of poverty among women have generally been contributed to the changes in family structure. The dowry of families headed by single female with children rapidly rose over the previous decades of the 20th century, which reached 26.5 percent in 1995 from only 11.5 percent of all families with children in 1970 with higher rates for Hispanics and blacks. At the start of year 2003, roughly 26.1 percent of the entire families with children in the country were headed by single woman. A number of such families do not obtain any or adequate child support from the absent fathers of the children. It is suggested in one study that if fathers married the destitute mothers of their children, approximately three-quarters of the single-parents would instantly be elevated outside poverty experimental condition (Rector & Johnson, 2004).Obviously, cardinal parents in a household generally earn more than single-parent. The burden of receiving enough income to bear witness dependent children outside poverty additionally confronts women who are the single head of the family, as well as getting and paying for child care concurrently with their work and management of the household without help. Since this hazard confronted by women of serving non-working dependents as well as their efforts in looking after their elderly parents is not distributed by society, women who head such families are expected to obtain lower levels of education, therefore, resulting to their lower earnings. Asi de from the fact that women are more expected to earn significantly less than men with similar qualifications, mothers have a determination to accumulate less experience than other workers.III. Income GrowthPoverty is associated with the lack of sufficient income, so the meaning problem therefore is the compensation for the workers. Among the poor, only 11.4 percent or 2.9 million jobs around the clock is operational for the whole year (Spriggs, 2007). This sector of the population is further directly impaired by minimum-wage laws that have hindered cost of living. This setback is particularly severe for poverty stricken American-Hispanics and American-Asians, where 18 percent of them worked year-round for full time (Spriggs, 2007).There are several reasons why numerous people lack the income to overcome poverty. For instance, people do not work or if they work, they do not earn sufficient amount of money. Whether in mature or bad economic times, the ordinary poor family with ch ildren exerts only 800 hours of work throughout a year or 16 hours of work for each week (Rector & Johnson, 2004). Evidently, almost 75 percent of poor children would be lifted outside certified poverty status if work is provided in every family, that would increase the work hours to 2,000 for every year or comparable to 40 hours for each week all through the year (Rector & Johnson, 2004).In 2005, approximately 61 percent underprivileged families have no less than one worker and of twice-poor families, 71 percent have no less than one worker. In view of the 1990s book of account job creation, the number of poor but working people declined to 8.5 million in 2000 from 10.1 million in 1993. In short, America is capable of dealing with poverty. But there have been vast stubborn concerns that have lodged the face of poverty. Mounting disparity in the labor market has increased the share of the working age poor citizens, and the unsympathetic federal minimum-wage laws that have amplified the numbers of poor people working year-round for full-time.In a country with a per capita Gross Domestic Product is exceeding the poverty line for a family of four, it is atrocious that there are still more than 12 million poverty stricken American children, and nearly 3 million people work around the clock, for one whole year who are still finding it hard to make ends meet.Facts Concerning the American Poor SectorBased on the Americans accepted definition of poverty, only a small number of the 37 million individuals fit the poor description, contrary to what the Census Bureau classified. Despite the fact that real material destitution doubtlessly does take place, it is limited in severity and scope. A number of Americas underprivileged lives in material conditions that would be considered as well-off or comfortable some generations ago.The following are information obtained from different government reports regarding people classified as poor by the Census Bureau1. close to 46 p ercent of the entire poor households actually own their individual houses (Rector & Johnson, 2004). The typical house own by persons identified as poor by the Census Bureau is a three-bedroom house with a garage, one-and-a-half baths, with at least a patio or porch.2. About 76 percent of underprivileged families have air conditioning in their houses (Rector & Johnson, 2004). By comparison, merely 36 percent of the entire population of the United States benefited from air conditioning 3 decades ago.3. Only 6 percent of the underprivileged families are considered overcrowded, and not less than two-thirds of them have extra two rooms for every person (Rector & Johnson, 2004).4. The typical poor American has more living space than the average individual living in Athens, Vienna, London, Paris, and other cities all over atomic number 63 (Rector & Johnson, 2004).5. Practically three-quarters of poor families own an automobile, fleck 30 percent own at least two automobiles (Rector & Johns on, 2004).6. Approximately 97 percent of poor households own at least one colored television, while half of the said percentage has at least two colored televisions (Rector & Johnson, 2004).7. Roughly 78 percent own DVD or VCR players, while 62 percent have satellite or cable television reception (Rector & Johnson, 2004).8. Around 73 percent of the poor households have microwave ovens, deuce-ace owns an automatic dishwasher, and over half own a stereo system (Rector & Johnson, 2004).Further, as a group, Americas poor are far from being constantly malnourished. In fact poor children have usual protein intakes of 100 percent beyond the medically suggested levels and consume more meat than children of higher-income do (Rector & Johnson, 2004). Nevertheless, disdain the fact that in general the poor are well-nourished, there are still several poor families who experience short-term distress due to food deficiencies.According to the United States Department of Agriculture, although mos t of the time the hunger is temporary, still 2.6 percent of poor children and 13 percent of poor families experience food shortage sometime during the year (Rector & Johnson, 2004). Approximately 89 percent of the poor account sufficient food to eat to their families, at the same time only 2 percent says they often do not have adequate food to eat (Rector & Johnson, 2004).Conclusion / RecommendationsFollowing the United States government classification of poverty, the typical poor American people have a living standard far superior as compared to what the world envisions. Nevertheless, the typical poor persons living conditions should not be taken to suggest that every poor American lives devoid of hardship. Millions of Americans are still continually struggling to hang on, making strong-armer choices between housing, hunger and health care for their families.Economic inequality, income growth, and changes in family structure without doubt affected poverty trends over the latter half of the 20th century. Poverty in America can be promptly reduced, if parents are provided with sufficient hours of work and if fathers are at all times present with their families. Although marriage and work are unyielding ladders away from poverty, the countrys welfare system uncooperatively continues to be unsympathetic to both. foremost programs such as Medicaid, public housing, and food stamps keep on reprimanding marriage and rewarding idleness. Therefore, if welfare could be turned around to uphold marriage and work, the remaining number of poor family would quickly decrease.Further, as a matter of course, the United States has employed over the years job creation and economic growth to decoct down poverty, but at present situation the courses are consequential only to the extent that inequality on wages is reduced. Poor people are generally not victims of themselves, but of appalling economic policies along with obstructions to opportunity. Since work generates income, it is great therefore that the government must provide a great increase in available working hours in different labor sectors for the poor. Along with the work opportunities, it is also important to eliminate economic inequalities based on gender, age, economic status, and many others in order to provide higher wages and higher incomes to the underprivileged sectors of the country. America is a nation with one of the most productive and strongest economies in the world. As such, the country must exert a continuing effort to fully utilize the abundance and therefore eliminate the countrys alarming poverty rate.

Mythology by Edith Hamilton Critical Analysis

Mythology by Edith Hamilton Edith Hamilton Mythology is a ingathering of Greek and roman print myths retold by Edith Hamilton. It is re written in a counseling that more lectors could comprehend its content. The book was published in 1999 by Grand Central Publishing in New York, New York. Edith Hamilton debated that Greek myths show how high the ancient Greeks rose above ancient skank and fierceness. However, she also believed that Greek mythology do not throw any clear light upon what early domain was like (14).They were simply written by ancient societies or civilizations to express themselves or to explain instinctive events that occurred near them. In addition, Edith Hamilton also says that the best guides to a knowledge of Greek mythology argon the Greek writers who believe what they wrote (23). Edith Hamilton Mythology can be described in many ways. It can be described and analyzed by its exercise, organization and linguistic communication, and interpretation. One way that it could be described is by analyzing the books purpose. This book was written for many purposes.In Hamiltons perspective, the purpose of this plough was simply to show us the way the human race thought and felt much(prenominal) ages ago (13). Another purpose of the book was to entertain its subscribers and auditions. Reading Edith Hamiltons collection of Greek and roman letters myths gives its readers more knowledge about how ancient civilizations explained things. Hamiltons purpose for writing this literary work was also to make the reader see some differences between writers of the original, who were so different from each(prenominal) other.She accomplished this by writing short circuit passages about the original writers at the beginning of each fib. Her goal for this book was to be accurate and finale to the original and for readers to gain knowledge of myths and an idea of what each original writer was like (Foreword). The organization and language of Edith Ha milton Mythology is another way to analyze this book. Hamilton organized her work in easy-to-follow groups. Short love stories were all in one chapter, and the events of the Trojan War were all in another chapter.She also unbroken the Greek stories and the Roman stories separated by using only Greek characters in some stories and using only Roman characters in the next. While that organization made the book more convenient, it may also hurt obscure some readers. The transition from Roman gods in one drool to Greek gods in the next story came so unexpectedly that it may have surprised or conf usanced readers. Hamilton was really sophisticated with her use of words and language in the book. While that may have impressed some of her audiences, others may have preferred the use of simple and easy-to-understand language.Edith Hamilton Mythology can be interpreted by its effectiveness and appeal to its audience. It was very educational and effective in letting the reader understand t he interaction between mortals and immortals. This literary work was definitely a monomyth, a hero with a thousand faces. Most of the stories all related to each other, and some were basically the same stories, only told by different writers using similar gods, goddesses, and mortals. The myths also contained a few recurring themes such(prenominal)(prenominal) as the theme of love.In several stories, readers were told that love was given to mortals by the gods and that it was unavoidable. The stories and myths appealed to the reader and audience in many ways. Some stories or myths contained humor, while others were quite moving and heart-warming. For example, in Herculess story, we are told that Hercules drank and partied one night while everyone else around him was mourning a womans death. Hercules regretted being merry on such a night that he did all that he could to bring the woman back to life (176-178). That story was very sweet and heart-warming.It also showed the readers Herc uless true character and how much he cared about the people around him. Other myths and stories provided suspense or even mystery to its audience. The story of The Quest of the Golden Fleece kept some readers wanting to keep reading just to find out what the future held for Jason, the Argonauts, and Medea. Overall, Edith Hamilton Mythology was a collection of Greek and Roman myths rewritten by Edith Hamilton. Her book can be analyzed by its purpose, organization and language, and its interpretation.It was written to inform its audience about how humans thought and felt ages ago. Its content was organized in such a way that made it easier to understand for some readers. The books stories were very effective in letting its audience know about the relationship between the gods and the mortals. They also appealed to readers because of their humor or suspense. People all everyplace would now be able to read and understand Greek, as well as Roman, mythology because of the literary work, Edith Hamilton Mythology.