Schlafly’s Opinion on School to Work Programs

On September 4, 1997, Phyllis Schlafly wrote an article titled â€Å"School-to-Work Will Train, Not Educate. † The article discusses the cons of the school-to-work program and that states that it is portrayed as a â€Å"cradle to the grave. † The article says that the school-to-work program will train and not educate. Schlafly is the president of the Eagle Forum, a organization that stands for the fundamental right of parents to guide the education of their own children, thinks that â€Å"school-to-work is a direct threat to the individual student, his or her privacy, his or her goals and his or her acquisition of an education that can help him reach them. Schlafly†s opinion wrong and will not pass in today†s society. In Schlafly†s criticism, she states that the school-to-work program â€Å"deemphasizes or eliminates academic work and substitutes mandated vocational training to better serve the workforce. † She also says that â€Å"instead of the focus being on developing the child, the focus is on developing a labor force. † Schlafly thinks that school-to-work is training rather then education. In contrast to Schlafly, Olson says that school-to-work give students â€Å"motivation† which will help students because students in today†s society are not motivated enough. Surveys prove that students describe education as â€Å"boring. † Schlafly believes that the STW law stating that vocational training starts â€Å"at the earliest possible age†¦ † is wrong. The reason is that she believes that elementary or middle school children do not know what career they want to fulfill. The last point in Schlafly†s article is she states that â€Å"big businesses support school-to-work because they think that vocational courses in high school for illiterate or semi-illiterate students will train young Americans to compete in the global economy with people in the third world willing to work for 25 and 50 cents an hour. She is basically saying that big businesses are supporting school-to-work because they want some cheap labor. In conclusion to her article, Schlafly says that â€Å"all those who value freedom must defeat and defund school-to-work. † She thinks that school-to-work is oppressing the students from their freedom to learn and receive a good education. Schlafly†s article says that Marc Tucker†s plan for school-to-work is to â€Å"train children in specific jobs to serve the workforce and the global economy instead of educate them so they can make their own life choices. She also says that it is designed on the â€Å"German system. † Where did she get the idea that school-to-work is based on the â€Å"German system? † She does not know what she is talking about and the information she is spreading is invalid. She also states that the program is to â€Å"train† children but she also does not give the option of training and educating together. Olson shows how training and education goes together by showing kids why they have to learn and by creating a desire to learn. Schlafly is absolutely wrong about â€Å"training children. † Beginning school-to-work at the earliest age possible does not mean that elementary and middle school students are going to choose their lifetime career. Giving the children vocational training will give them an option in what they want to do in the future. Children will see if they like the field of training and study and decide whether or not they want to pursue that vocation in the future. In comparison to what Olson says, â€Å"school-to-work activities can provide choices and opportunities for young people, many of whom are not now well served y our education system. Schlafly says that â€Å"big businesses support school-to-work† because it will provide them with cheap labor. Where did Schlafly get this information? Throughout the whole article there is no proof of justifying this idea. She also mentions that governors support the program because â€Å"it gives them control of a pot of money for which they don†t have to account to the state legislature. † This statement also lacks evidence and cannot be used to prove that the program is a failure. School-to-work is not for businesses or governors, but rather for the children themselves and their goals for their future. Like Olson says, â€Å"school-to-work can encourage young people to pursue education and training beyond high school. † Is Schlafly criticism valid at all? Absolutely not, she bases her information on nothing, such as the â€Å"German system. † Schlafly proved that school-to-work is training for a lifetime career but this argument is wrong because training can also be compatible with education. Big businesses and governors may support school-to-work for cheap labor and for the money but there is no proof and even if there was any proof not all businesses and governors would think that way. Until Schlafly gives some proof to her information and can prove that training and education are not compatible, she is not to be taken seriously. School-to-work is a very good idea and to agreement with Olson, â€Å"done right school-to-work can be a powerful tool in the effort to achieve higher academic standards and a more educated citizenry.

The Hohokam vs. Mesopotamian Culture

Hohokam Culture (Pueblo Grande) Comparative Review (Short Comparative Essay) The Hohokam culture is in many ways similar to that of Ancient Mesopotamian culture. Much like the Pueblo Grande site, people of the Ubaid Period in ancient Mesopotamia built elaborate canal systems, groups of residential houses, and centralized buildings (such as â€Å"great houses† or other public buildings). Besides architecture, cultural practices shared by the two groups can be seen in early burial practices, games and agriculture.The canal system of the Hohokam matches a large portion of the prehistoric canals that predated their arrival. Much like the Hohokam, the ancient Mesopotamians built elaborate canals that were focused for irrigation and central water collection in similar arid desert environments. This supplied infrastructure for the development of the two cultures as a collective for village/city organization. The labor involved with building, operating and maintaining these canals req uired thousands of people.Craft production and agriculture among the Hohokam and Mesopotamian peoples was an important part of economy and trade. Agriculture dominated the growth of both cultures. Canal systems, as mentioned before, were used to irrigate crops enabling the cultures to sustain life in harsh arid environments. Architecture: the Hohokam built caliche adobe houses that surrounded the village centre which might contain a public building or a â€Å"great house† as we see at the Pueblo Grande site.In Mesopotamian sites, great ziggurats and other mudbrick public buildings were the focal point of the city. Residential houses surround these centres, whether occupied by elite members or commoners. Other public buildings or architecture that is similar can be seen in that of areas where games and ceremonies were held. The Hohokam created ball courts that were alternatively used for trading centers. In Mesopotamia, they played majore, which is a game similar to that of Ru gby where masses would gather and watch as a collective.Burial Practices: in both Hohokam and Mesopotamian (city-states such as Surghal and El-Hibba) cultures, cremation was an early burial practice. Though inhumation later replaced this practice, it served as a vital religious act in care of their dead. In summary; I feel that given more time to research both of these cultures, I could find more similarities of the two. Regardless of the time and distance that separate them both, there are striking parallels.

Food Scarcity Essay Example | Topics and Well Written Essays - 2500 words

Food Scarcity - Essay Example Hundreds of thousand of families in the Middle East are having a hard time coping with hunger, malnutrition and safety risks because they are forced to increase their spending money on food with high prices. Hence, poor families are further plunged into poverty since they cannot make ends meet. It was also noted that there is a serious humanitarian crisis in the Gaza Strip due to rising food prices, failed crops and market access that is menacing thousands of poor families. Once considered as the â€Å"largest refugee-hosting region in the world (Colin, et al, n.d.),† the Middle East at present regard basic staples like milk or fruit as luxuries. The increases of food prices will continually destabilized the region and make it more vulnerable to current surges of unrests and political conflicts that have been present as long as history can remember. The probable way to solve mass food problem in the Middle East is to develop the agricultural industry and secure sufficient wate r supply by introducing new technology under the support of international organizations and aid.

Completing a Synopsis Appraisal of a Qualitative Research Study Article

Completing a Synopsis Appraisal of a Qualitative Research Study - Article Example In this case, they wanted to produce a description of combined experiences and social processes that health care providers within a region in New Zealand have to face while testing the clinical guidelines framework, and at the same time providing their feedback and comments in their use. This is to assess the applicability of the PARIHS framework in nearly all medical situations, which in this particular research is the applicability of the framework in rural health settings. Data was collected through focus group interviews of all 32 participants, which consisted of three focus groups for primary healthcare nurses, one focus group for general practitioners, one for primary healthcare managers, and one focus group for planners or funders (McKillop, et al., 2012). The main findings generated by the research were able to explain the barriers as well as the enabling situations in the implementation of the PARIHS framework based on context of usage, current work culture experienced by the participants, leadership within the work place, and of evaluating the performance of the PARIHS framework in work settings. It was found out that while having a culture of practicing the guidelines as applicable was a strong enabler in the usage of the framework among participants, the lack of a formal or a proper integration plan of said guidelines into actual clinical practice was a major barrier in its adoption in medical settings, suggesting the need of modifying the framework to adjust for the needs of the medical practitioners. Despite this setback the researchers were able to conclude that the PARIHS framework is still an invaluable tool in guiding practitioners on promoting better patient health. Since the research aims to find out information based on working experiences of healthcare providers, in order to control biases and preconceptions about the effectiveness of the

What is Akrasia (incontinence) according to Aristotle in Book 7 of Essay

What is Akrasia (incontinence) according to Aristotle in Book 7 of Nicomachean Ethics - Essay Example According to Aristotle, the feelings of an incontinent person are not usually more powerful than their reason as people have been made to believe (Aristotle 106). Thus, an incontinent person could also be driven by reason as well as by their feelings and emotions. Other philosophers like Socrates believed that incontinence presents a scenario where individuals have let their emotions control their lives and they have found it difficult to control their emotions. â€Å"It would be strange... if knowledge was in a man, something else could master it and drag it about like a slave† (Aristotle 107). This was an anomaly that Aristotle sought to correct. Aristotle believes that it is on the basis of akrasia that people are influenced or propelled to act irrationally and this is not to say that these people are not logical in nature. Aristotle also opined that the incontinent people have not totally lost their sense of reasoning and even in cases that there seems to be no appreciable amount of reasoning in them, these people could still decide to behave logically, but they prefer to use the pleasures of their emotions (Aristotle 108). Aristotle uses these arguments to explain the uncontrolled and unrestrained nature of the incontinent people that it is not due to the fact that they are incapable of keeping their emotions at bay and this is really not the reason that they behave in an irrational manner. Aristotle believed that the fact that incontinent people have knowledge of their actions goes a long way to show that they also make logical calculations and people should not see them as irrational human beings that are only driven by their feelings. Aristotle believed that akrasia does not imply irrationality or ignorance as he was of the opinion that akrasia is not a total neglect of reason and that people should not assume that incontinence results only from pleasurable feelings. Aristotle agrees that the incontinent person is

Contemporary Art and Marcel Duchamp Essay Example | Topics and Well Written Essays - 750 words

Contemporary Art and Marcel Duchamp - Essay Example The essay "Contemporary Art and Marcel Duchamp" concerns the influence of Marcel Duchamp on contemporary art. He has created a lot of ‘Readymade† objects, which he did not claim as art work, but which certain art groups celebrated. His collection of art works show quite a mind blowing variety of art works that created controversies in the contemporary art. However, his art has influenced contemporary as well as later art movements and techniques and exerted a significant impact on the development of avant-garde movements in the 20th century. Marcel Duchamp created many paintings in canvas in the contemporary Fauvist style. However, he turned to experimentation and created one of the controversial art of his times, the Nude Descending a Staircase, which is in Philadelphia museum of Art now. Marcel Duchamp is looked upon as the champion of two important innovations in the modern art. They are the kinetic art and ready-made art. One of his earliest examples of kinetic art is this controversial piece. He created this piece two years before the Great War. This painting contained movements, with a chain of overlapping cubic figures, which was so far away a technique for then art which focused on static objects. This painting created waves in the Armory show in 1913. The Readymade art is mostly seen as a revolution in sculpture than in paintings. His ready-mades were of everyday objects, and some of the examples were the Urinal and a Bicycle Wheel. The latter is an example of both Kinetic.

Chrysler Group LLC Research Paper Example | Topics and Well Written Essays - 750 words

Chrysler Group LLC - Research Paper Example This is a good stance for our students since they will also learn the basic tenets of corporate social responsibility. As a reputable institution, we should groom our students so that they can meaningfully contribute to the development of different societies rather than just focusing on getting well paying jobs. This will also help to create a good reputation for the institution if we are associated with companies that are socially responsible for their operations. The aspect of good corporate citizen makes Chrysler Group an ideal company to partner with in as far as internship for our students is concerned. Good record of workplace safety The other reason why we should partner with Chrysler Group in terms of internship for our students is that it has a good record of workplace safety environment. Our students will be safe if they are attached to this company and they will also generate knowledge about the significance of creating and maintaining safe working environments. The Nation al Safety Council (NSC) recognized Chrysler Group’s focus on improving safety in the workplace recently. Each company has a responsibility of ensuring that it creates a safe working environment and there is no doubt that Chrysler is good in this particular area. The company also strives to maintain good records of quality working relationships and this will help our students to gain the practical experience they so much require. This will also help our students to transform the theoretical knowledge they have so far acquired from their academic courses into practice. The aspect of good record of workplace safety maintained by Chrysler Group will play a pivotal role in the development of our students. Committed to develop diverse future business leaders Finally, there are indications that the company will uphold its commitment to develop diverse future business leaders. This is evidenced by Zetsche’s outstanding leadership qualities that significantly helped the company to turnaround its fortunes in the early 2000 after unprecedented loses. This leader is accommodative and to date Chrysler Group boasts of diverse and competitive leaders who come from different parts of the globe. The major success of the company can be attributed to its strategy of recruiting talented people from diverse backgrounds. The company also has retention schemes in places that are meant to ensure that all the skilled workers stay for a long period there. The company also has a policy that is meant to attract students for internship and this program is designed in such a way that the students will improve their business communication skills. Of notable concern is the fact that Chrysler Group offer scholarships to talented MBA candidates and it draws the applicants from more than 30 of the nation’s leading business schools. It will be a privilege for our school to be associated with is reputable company since it will help us to create a positive image. On top of tha t, our students will be marketable internationally which will be an added advantage to them as well as our institution. It is my conviction that the company’s commitment to develop diverse future business leaders will go a long way in assisting our students with their internship

Active role in the community offering time and help and DBU have help Essay

Active role in the community offering time and help and DBU have help with this - Essay Example Going by this argument, I am of the opinion that by reading them stories in the nursing homes, I believe that I cheer them up and give them the motivation to live for more years in their remaining lives. The same case applies to Townsend’s (2011) work that argues that for nursing care to be holistic, it must entail both the biological and behavioral aspects. My visit to the nursing homes touches both on the biological and behavioral aspects of the elderly persons. Through reading them the stories, I lighten their day, which has an impact on their biological well-being and also on their behavioral aspect as the elderly become more positive with life; thus, have a chance to believe that they can not only live longer, but also fruitfully. In the thought of Baker (2007), a great percentage of people degrade the elderly homes for the claim that they have a fouls smell, and other simply have the wrong perception of the homes. With this in question, it is evident that a lot of help is required in these homes, if the elderly have to feel that they belong to the society in general. I chose to help the elderly by visiting them as I believe that these homes are dignified homes and are purely directed at making sure the elderly are taken care off. I choose to better the way in which the elderly live by visiting them regularly especially with the help of DBU. I also hold this opinion as I believe that I will be the next victim and will certainly require the help of others to live a perfect old age. Unlike the common perception that the elderly are a burden to the society, Horsfall, et al (2011) recommend that the elderly develop relations that will help them live happily. In the event that the elderly make connection with the community and other caregivers, it has been indicated to be therapeutical for the older people (Horsfall, et al., 2011; My Aged Care, n.d). My move to spend time with elderly and reading

Diversity and Organizations Research Paper Example | Topics and Well Written Essays - 1250 words

Diversity and Organizations - Research Paper Example Although the articles vary in their approach towards managing diversity, almost all of them cite this as being a complex process that can often prove to be ineffective if not executed correctly. It also opens opportunity for further research specially pertaining to other dimensions of diversity such as age, national origin and disability. Keywords: diversity, gender, racial, diversity management Diversity Management and Perspectives towards Diversity The case of race and gender Diversity is almost always defined in narrow terms, thus, ignoring its all-encompassing nature. It is important to note that there are six dimensions of diversity namely age, disability, gender, race, sexual orientation and national origin (Shore, Chung-Herrera, Dean, Ehrhart, & Jung, 2009). The concept of racial and ethnic stereotyping rests on the fact that human beings make judgments about others on the basis of superficial characteristics such as race and gender. The resulting â€Å"group membership† then reinforces the similarities and differences between individuals which leads to the creation of distinctions based on â€Å"in-group† and â€Å"out-group† characteristics. Such judgments often result in negative consequences for minority members or out-group members in the workplace. This may take the form of lack of mentorship provided to such individuals, poor performance evaluation, careers that are stalled and lack of involvement at work (Shore, Chung-Herrera, Dean, Ehrhart, & Jung, 2009). On the other hand, however, is the view that stems from the â€Å"value in diversity† perspective that states that diversity pertaining to race and ethnicity often results in better understanding of different cultures along with more information, enhanced ability to solve problems, higher creativity and decision-making ability along with constructive conflict that helps such work teams to improve their outcomes (Shore, Chung-Herrera, Dean, Ehrhart, & Jung, 2009). Pro ponents of this perspective assert that â€Å"diversity pays† and enables the company to better understand the needs of its customers and enhance the quality of products and services offered by the organization. It is by virtue of this goal that organisations prefer having a diverse workforce that enhances income and profits. Nevertheless, researchers has suggested otherwise by arguing that diversity in race and ethnicity leads to negative outcomes. These skeptics argue that process loss results from diversity because incorporating diversity imposes substantial costs on the firm. Having a different gender or color from the majority is essentially a source of conflict that is emotional in nature (Herring, 2009). This ultimately tends to reduce cohesiveness and harmony in the team which ultimately increases absenteeism and turnover. Furthermore, it is believed that quality of products that the organization offers declines because of jobs being taken up by workers who are unqual ified and are granted the position only by virtue of accommodating the minority group (Herring, 2009). A similar approach is observed as far as gender diversity is concerned where possessing a gender different from that possessed by the majority is concerned conducive to discrimination and prejudice such as low wages and glass ceiling in the case of females. This has substance since the gender and racial gap in organisations is

Conflict in Sri lanka Essay Example | Topics and Well Written Essays - 2250 words

Conflict in Sri lanka - Essay Example Recent absence of a full scale war and ceasefire had been of great value in this direction resulting in Government's concentrating on welfare measures and popular policies, much needed by the island country. It has also achieved the greatest goal of safeguarding quite a few innocent and misled lives. Unfortunately the violence has increased since then threatening to spread and spill over. When all other countries are marching towards better reforms, Sri Lanka had been languishing in civil war without any end or peace in sight and this aspect has literally put a stop to its further growth as a welfare state. The tropical island considered to be a paradise once is like a death trap today.. There were no doubt other players earlier in the Tamil insurgency and most of them were only demanding a better deal for the Tamilians, for which they were definitely entitled to. Today, Jafna area has only tamilians, while Srilankans avoid the region for fear of LTTE. The entire region is cordoned o ff by LTTE and is literally ruled by them. LTTE is facing the international accusation of recruiting children to its ranks, which is true. It is either feared or loved by local Tamilians and they help LTTE, willingly or under duress, by giving them information, saving them, running errands, keeping them informed of the army movements and thus, protecting them from every disaster. It is not easy to point out an exact date for the commencement of genesis of Tamil militancy. Tamil militancy in Srilanka has taken many forms and hues. Apart from a small minority of local Tamilians, a large number of Tamils migrated from the Southern Indian State of Tamilnadu (erstwhile Madras State) during British rule to work in the tea plantations of Ceylon (now Srilanka) and over the years, there set in a feeling that they had been conveniently and systematically ignored by the Government and rest of Srilankan population, politically and socially. Srilankan population had been predominantly Buddhists, a peace loving, friendly and cooperative lot, not very prone to frequent conflicts. With the tamilian youth being frustrated and disheartened, it was left to a charismatic leader to establish his sway over them and mould them not only into a fanatic fighting group, but also to establish personal supremacy and power and this is exactly what Vellupalli Prabhakaran did. There were cr ies and demands for a separate Eelam and Srilankan Government had put down such demands in a rather clumsy way earlier. When a terrorist movement was launched in 1970s, Srilankan Government was short-sighted enough to inflict loss of life, property, and atrocity on not only fighting Tamilians, but also on the innocent people, who had no aspirations of political supremacy. Tamilians were a minority, asking for their rights from the majority population of the country. Government was a bit undecided on the issue, as till then, Tamilians were seen more as a lower working class, than equal partners. Understandably, their demand for a sovereign region was put down. Tamilians made the mistake of asking for their legitimate demands mixed with a free Eelam. They would have been definitely successful, if they had asked only for the right to be considered and treated in par with the rest of the population. Government, disturbed by the Eelam demand, hesitated to give in, thinking if small deman ds were granted, bigger ones, especially the Eelam demand would follow and this

Bipolar World Essay Example for Free

Bipolar World Essay Polarization means the union of like- minded countries into a single homogeneous unit in order to safeguard their national interests. Polarization thus, naturally means that various countries with similar ideas on various problems confronting the world unite around a super power with a view to giving united front. Polarization has been facilitated by the scientific and technological advances under which the world has shrunk in area and distance. In this way, when two centers of power, i.e. two poles appear round which the other countries of the world revolve, the system is known as Bipolar. I would prefer living in a bipolar world order because it tends to reduce international violence. The advantages of bipolar system are: †¢Reduction in Tension With only two world powers, their areas of influence are clearly demarcated. This leads to reduction in tension. In Cold War era, both the Soviet Union and America were concerned with happen ¬ings in different areas of the world. The USA was mostly concerned with America continent and West Europe, whereas the USSR’s sphere of interest was Asia and East Europe. This has led to a solid and determinate balance. Expansion was not so easy, aggrandizement was not a simple work. †¢Leads to balance resulting in peace  In a bipolar system, there are only two rival blocs; competition in every field is relative which keeps the balance, usually resulting in peace. Both the power blocs are equally -or at least similarly- engaged in space race, economic growth, military preparedness, propaganda struggle and domestic issues. â€Å"Policy proceeds by limitation of the other power, with occasional attempts to outflank.† A super power never escapes calculation in terms of international balance and always evaluates the other power’s reaction. By asserting the interests of the two great powers in even minor matters, the balance is sought to be achieved in everything. Neither of the parts can act in a careless manner and this is in favor of stability. †¢Equality of Power  Thirdly, the most important stabilizing factor is the nearly constant presence of pressure and the recurrence of crises. I mean crises are natural and even desirable in a condition of conflict. If crises do not occur, it means that one side or the other is neglecting its own interests. Maintenance of balance will then mean large or small wars. As long as there are only two major powers, the power of both will be almost equal. There will be equal and opposite reaction in crisis instants. (i.e. Cuba Crisis) This will check any one of the two powers to embark on a policy of aggression. †¢Any change anywhere in the world The changes in some parts of the world do not affect the basic position of two powers. Finally, the preponderant power of the two super states means that minor shifts in the balance are not of any great importance. For example, the U.S. lost China due to the Chinese Communist Revolution in 1949 and the Soviet Union lost China after Sino-Soviet border conflict in 1962, but neither change dras ¬tically altered the Russian-American balance. The two states were so strong that they could accommodate change easily. The U.S. and the U.S.S.R. confronted each other on almost every issue but none of the issues was of decisive importance and none led to war. To sum up, in addition to advantages, there are also disadvantages of bipolar system, like continuous pressure in international system. Yet, the balance of power always hinders the crises getting more serious. The world witnessed two world wars in thirty years in a multipolar order, but a third world war never happened in almost fifty tense years between 1945 and 1991, the bipolar Cold War era.

Lord Byron Byronic Hero

Lord Byron Byronic Hero Literature of the Victorian epoch was marked by a close intertwining of romance and realism. It also exhibits other features, such as a strong sense of morality, fusion of imagination and emotion, focus on social unrest, and the accessibility of literary works for common people. Within the Victorian period, a great number of outstanding writers and poets were established, such as Mathew Arnold, the Bronte sisters, Sir Arthur Conan Doyle, Robert Browning, Charles Dickens, George Eliot, Oscar Wilde, and others. These authors played an important role in shaping our modern literary taste. One literary figure that had a great influence on the Victorian epoch was the Byronic hero. Lord Byron created the Byronic hero and then later the Bronte sisters gave this type of character a rebirth in their literature. This influence will be explored in two of the Bronte sisters works: Wuthering Heights and Jayne Eyre. Created in the early nineteenth century, the Byronic hero which became possibly the most striking feature of Victorian literature. The main character Satan in Miltons Paradise Lost was Byrons main fascination. Satan is the true hero of the story, yet he is portrayed as a rebel. Other inspirations of Byrons Byronic hero were the protagonists of gothic novels as well as Napoleon Bonaparte, who was a highly controversial figure. These inspirations helped assist Byron to develop one of the most eminent literary types of all times. The term Byronic hero is defined by Atara Stein as follows: The Byronic hero is an outlaw and outsider who defines his own moral code, often defying oppressive institutional authority, and is able to do so because of his superhuman or supernatural powers, his self-sufficiency and independence, and his egotistical sense of his own superiority. He essentially defines and creates himself, like Wordsworths unfathered vapour, embodying the ultimate development of the individual. He is a loner who often displays a quick temper or a brooding angst, or both, and he lacks the ability to relate to others (8). Byron had created a unique character that is seen as a protagonist but also at the same time a very unstable character, known as the Byronic hero. The Byronic hero is usually distinguished by a certain set of qualities or character traits, which separate him from other dominant character types. These traits include isolation from society, rebellious nature, moodiness, arrogance and self-confidence, cynicism, self-destruction, sophistication and intellect, social and sexual dominance, self-criticism, introspection, and magnetic charisma. Through these traits the Byronic hero is established. The Byronic hero is an outcast, wanderer or recluse who, due to external circumstances or inner struggle, is separated from society. Emily Brontes character Heathcliff is a perfect example of an outcast in the beginning of Wuthering Heights. Heathcliff shows flawed characteristics which make the reader believe he is a misfit. He does not speak, he growls; and he does not smile, he grins. Heathcliff is an orphan, who has been cast out from his prior family. When Mr. Earnshaw takes Heathcliff in, his status is deemed less of an outcast, but then Mr. Earnshaw dies and his son Hindley treats Heathcliff like a servant. Hindley banishes Heathcliff to the servants quarters. He drove him from their company to the servants, deprived him of the instructions of the curate, and insisted that he should labour out of doors instead, compelling him to do so as hard as any other lad on the farm (E. Bronte 49). This passage supports the thought that Heathcliff is an outcast from normal life. This leav es Heathcliff to become a wanderer; he searches for time with Catherine, but due to external forces such as Hindley, he has a hard time not being an outcast. The Byronic hero is usually tormented by his past. However, Heathcliffs past transgressions can be redeemed by his love for Catherine, who can bring out the best in him. This combination of positive and negative traits produces an effect desired by readers as they then can recognize themselves in the Byronic hero, yet view him as an ideal. Heathcliff is outcast from Catherine due to external traits helping him posses characteristics to be a Byronic hero. Lord George Gordon Byron was endowed with the qualities of an unpredictable and controversial persona, thus leading people to wonder if the Byronic hero was modeled after him. Critics concur that Byron had a passionate manner and thirst for adventure. He was also a wanderer and pleasure seeker, traveling to Switzerland, Italy, Constantinople and Greece, looking for relief in new places. Lord Byron was involved in an affair with his half-sister Augusta and was known to be a notorious womanizer. However, some researchers write, during at least three periods of his life, homosexual interests predominated over his numerous heterosexual involvements(Crompton). All of Byrons relationships must have given him a sense of guilt that found its outlet in his famous works because Byron wrote a significant number of poems in this genre based on his feelings for younger boys at Harrow school(Crompton). Although Byron was always surrounded by people, he was seen as a lonely man who brooded over his past and indulged in self-criticism, and he behaved in a reckless manner which got him in all sorts of trouble. Some of his friends abandoned him, as public opinion was more important for them than friendship with an imprudent writer. Broken ties with people whom he had known for years resulted in the feeling of alienation, which Byron shared with his heroes. But Byron always had to take into consideration the publics taste and make the hero appealing to his admirers; this is why the Byronic hero changed over time. But Byron still pushed the limits with the publics acceptance of villainous, unsympathetic, and selfish characters. Although not identical, Byron and the Byronic hero display many similarities; the line between the creator and creation is very thin. Atara Stein maintains that the most appealing quality of the Byronic hero is the defiance of institutional authority (10). This quality can be respected by most individuals because rebels are always viewed as powerful people whether they are respected or not. In the case of a Byronic hero, he is always viewed as a powerful being although at the same time he is sometimes respected and sometimes frowned upon. However, for the Byronic hero his internal morals are more important than the external morals imposed by society. Having a tough exterior keeps the Byronic hero viewed differently by society while his internal code is not often seen by others, only by himself. Stein observes one significant distinction between the Byronic hero of the nineteenth century and his late twentieth century counterpart, stating that the contemporary Byronic hero is much more likely to take on a successful leadership role in the battle against oppression (10). Stein also quotes various researchers to back up her claim that Byron wished to please the audience, especially female readers, providing them with a fantasy image of desire (11). She emphasizes two possible levels of reading Byron. On the first level, we experience the inner turmoil of the main character, putting ourselves in his shoes and seeing the world through his eyes. On the second level, we distance from the characters, viewing them with implied irony. Heathcliff can be seen as an example of these two possible levels. With reference to Steins first level, Healthcliff can be viewed as an independent character that we can relate to at times because he does go through turmoil. The readers can put themselves in his shoes. Although Healthcliff can be seen as a humble man he does dictate ruthlessness. According to Steins second level the readers distance themselves from Heathcliff because his internal dilemmas turn into external problems which help readers realize he may deserve what he is getting. Although Heathcliff is a re bel, we view him differently than he views himself-more through his external attributes than through his actual internal traits, which only the rebel himself knows. Stein believes the quality of a rebel is an appealing quality of the Byronic hero. The Bronte sisters admired Byrons personality and his characters and felt compelled to respond to him in their works, which are considered to be literary masterpieces. For example Lord Byron in The Bride of Abydos and in Manfred explored not so much as morbid perversion, but rather as a narcissistic attraction between a male character and his female alter ego (Ceron). The Bronte sisters reading of Byron (The Bride of Abydos) privileges this dark side of the literary myth, and their main focus is on the mysterious identity and gothic aspects of the Byronic hero (Ceron). Although Romanticism was a dominant literary movement during the Victorian period, at the time the Bronte sisters were writing it was dying out. The Bronte sisters not only revived Romanticism, but also refreshed it with the Byronic hero. Charlotte was fascinated with the dark side of the Byronic hero. This fascination inspired her to develop the complex character of Edward Rochester in Jane Eyre (1847). As a manifestation of the Byronic hero, Rochesters life is under a veil of mystery, and his secret past and ambiguous present add suspense to the story Wuthering Heights. Rochester is depicted as a relentless man who cannot settle down at Thornfield and is constantly on the move. He is always in the sulks and finds difficulty in communicating with the outside world. Even though Edward Rochester does not have a particularly handsome appearance and lacks courteousness, he wins Janes heart: My masters colourless, olive face, square, massive brow, broad and jetty eyebrows, deep eyes, strong features, firm grim mouth, all energy, decision, will, were not beautiful, according to rule; but they were more than beautiful to me; they were full of an interest, an influence that quite mastered me, they took my feelings from my own power and fettered them in his (C. Bronte 331). Rochester was not withstanding his higher financial and social status in comparison with Janes, for all women were seen as inferior and subordinate to men in the Victorian epoch. However, on the intellectual level Edward and Jane were equals. This is especially vivid in the scene where Jane hears Rochesters voice at an enormous distance and runs to save him from misery. The reciprocal telepathy between them reiterates the gothic clichà © of superhuman capacities of two superior minds. However, Rochester deserves moral blame, for he conceals his marriage to Bertha Mason and is thus morally inferior to Jane. Charlotte Brontes character Rochester possesses many characteristics of the Byronic hero; not only is he a protagonist, but he is flawed. In fact, it is Rochesters troubled past that shapes his ambiguous and imperfect present. He recounts his misfortune of being tricked into marrying a mad woman whom he did not even love. Later, he learns of the web of lies weaved by the brides family and his own, but he is tied by a tight nuptial knot. The honeymoon was over, I learned my mistake; she was only mad, and shut up in a lunatic asylum. [à ¢Ã¢â€š ¬Ã‚ ¦]. My father and my brother Rowland knew all this; but they thought only of the thirty thousand pounds, and joined in the plot against me (C. Bronte 583-584). As a result, Rochester develops a sense of distrust and avoids human contact, earning himself a reputation as a social outcast, which again is a trait of Byronic heroes. His whole life is cloaked in mystery that is revealed to the reader in the course of the narration. He could marry a well-to-do and beautiful lady like Blanche Ingram, but prefers poor and plain Jane because of her intelligence. He has confessed that he became a wanderer and abandoned his wife because he intended to find a good and intelligent woman (C. Bronte 592). Like a true Byronic hero, he hits the road and faces hardships. He is far from being perfect, and his imperfections make him an appealing character. Through the depiction of good and bad qualities, Charlotte Bronte reveals the dynamics of her hero, who can be different depending on the circumstances. At the beginning of the novel, Rochester is presented as a harsh, hard-to-deal-with and terse man. However, as the story unfolds, we observe a passionate and affectionate side of Rochester. He completely disregards his social rank and, contrary to social expectation, falls in love with Jane. In chapter 23 Rochester says, You-poor and obscure, and small and plain as you are-I entreat to accept me as a husband(C. Bronte 485), which shows lack of caring for rank which is another trait of a Byronic hero. On the one hand he loves Jane, and on the other he is bound by conjugal t ies to Bertha Mason. The constant internal contradictions are another common trait of the Byronic hero. However, Rochester has some qualities that are not inherent in the Byronic hero: He does not lack courage when it comes to saving the lives of others, and he is willing to sacrifice himself. In Rochester, Charlotte Bronte intended to portray a conventional man who has several flaws that make him down-to-earth and appealing to a female audience. Charlottes reading of the Byronic hero is much more framed within the conventions of the realistic novel (Ceron). This is why he can be viewed as more down-to-earth. In my opinion, Rochester is a border case between a traditional and Byronic hero, for he shares qualities of both. At the end of the novel, the good in him wins, which is celebrated in the happy ending. In Charlottes unique interpretation of the Byronic hero, she wanted to emphasize the possibility of taming him into a loving and faithful husband with the help of an attentive and every bit as caring a woman as Jane, thus portraying Rochester as severely flawed but at the same time very humanistic. Emily Brontes interpretation of the Byronic hero differs substantially from Charlottes. An anti-hero, like Heathcliff in Emily Brontà «s Wuthering Heights, surrenders his life to life-destroying values (Rick). He is sinister and violent, demonic, cold and aloof, handsome and passionate. All these traits have established him as a romantic hero, and therefore, an individualist (Rick), and he is the kind of hero always admired by women brooding, obsessed, and extremely mysterious. Isabella considers Heathcliff to be a hero, but he soon shatters her illusions, accusing her of picturing in me a hero of romance, and expecting unlimited indulgences from my chivalrous devotion. I can hardly regard her in the light of a rational creature, so obstinately has she persisted in forming a fabulous notion of my character and acting on the false impressions she cherished (E. Bronte 241). Isabella seems to be oblivious to the harsh reality. Heathcliff openly states that he will abuse her, but she s uccumbs to her own delusions. She hopes that her love will evoke deep and warm affection that is always attributed to the Byronic hero. Despite his fiendish nature and violence, Heathcliff is still viewed as a romantic hero, which accounts for his passionate love for Catherine. At the beginning of the novel, Heathcliff is called gipsy, wicked boy, and imp of Satan, which are hints about his unruly character and rebellious behavior. Mr. Earnshaw says about the boy, Its as dark almost as if it came from the devil (E. Bronte 57). The society of the Victorian period was racially prejudiced, and the boy felt their hostile and sometimes contemptuous treatment. The Byronic hero is a rebel. Heathcliff is against class distinctions, and this opposition had a major influence on his life and relationships with Catherine. In Victorian England, people were fascinated with gypsies, whose traveling lifestyle and sinister appearance put fear in peoples hearts. But despite Mr. Earnshaws remark, Heathcliffs descent is not traced and his physical beauty is undeniable. He had grown a tall, athletic, well-formed man; beside whom my master seemed quite slender and youth-like. His upright carriage suggested the idea of his having been in the army. His countenance was much older in expression and decision of feature than Mr. Lintons; it looked intelligent, and retained no marks of former degradation. A half-civilized ferocity lurked yet in the depressed brows and eyes full of black fire, but it was subdued; and his manner was even dignified: quite divested of roughness, though stern for grace (E. Bronte 151-152). Heathcliff struggles for dominance and control over the Wuthering Heights and Grange, but his financial and social status as well as ethnic background put obstacles in the way of possessing things he wishes. Heathcliff is shown as a beast at times, committing violent acts and uttering threats. However, his emotional complexity goes beyond reactions and motivations that underlie his deeds. He resorts to violence as a means to express the depth of his love and hate. Catherine is the only person with whom he can be good and caring, but he treats others as nastily as possible, evoking feelings of fear and hatred. Heathcliffs love for Catherine is more like obsession or addiction, and he is tormented by his feelings that are unfulfilled in actual relationships with her. He fits the description provided by Deborah Lutz: The definition of the Byronic hero is the tormented melancholy failure who nears success and then fails and experiences the eternal loss, the repetition of the impossibility of bliss (52). His insatiable passion consumes him, and he rejoices at the prospect of being reunited with her in death. Through his unswerving devotion to the beloved woman, Heathcliff can be redeemed. His pain is self-destructive and palpable, commanding sympathy on the part of the readers. As the story progresses to the end, Heathcliff gradually descends into madness. He muttered detached words also; the only one I could catch was the name of Catherine, coupled with some wild term of endearment or suffering; and spoken as one would speak to a person present; low and earnest, and wrung from the depth of his soul (E. Bronte 530-531). Heathcliff remains aloof till the very end of his life, which is the very nature of the Byronic hero. It is impossible not to notice striking similarities between Charlotte Brontes Rochester and Emily Brontes Heathcliff. Both protagonists share the qualities usually attributed to the Byronic hero, such as moodiness, higher emotional and intellectual capacities, and a lack of heroic virtues. However, it would be erroneous to claim that they fully fit the Byronic hero paradigm. Their characters, attitudes to others, and past experiences constitute a major distinction between the two protagonists and define the degree of deviation from a typical Byronic hero. Heathcliff shares more traits with the Byronic hero than Rochester. The latter is portrayed as a romantic hero with an insinuation of wickedness. It should be mentioned that during the Victorian period men exercised power over the fairer sex and the Bronte sisters expressed their doubts as to the masculine superiority and dominance, skillfully developing male characters with self-destructive qualities. However, one of the common th emes that appealed to the Victorian audience was overcoming limitations of the social situation. In Wuthering Heights and Jane Eyre, the protagonists leave their homes and return wealthy and respected gentlemen. The Bronte sisters proposed Heathcliff and Rochester to be very similar to each other, both possessing traits of the Byronic hero. Despite some similarities, the characters differ in many ways. First of all, Rochester and Heathcliff differ in physical appearance, as the former is viewed as unattractive, and the latter could hardly be called handsome by the Victorian standards of beauty. Still they are regarded to be sexually appealing and manipulative, well aware of their charismatic personalities and popularity with women. The men have different ethnic backgrounds, and for Heathcliff the color of his skin is one of the main problems why he cannot marry Catherine and acquire wealth. Secondly, the characters differ in the way they treat others. Rochester is cold and terse, but he never abuses people he lives with. Heathcliff, on the contrary, can resort to violence, harming others and displaying no mercy to the near and dear. Thirdly, love for good women has a polar effect on the protagonists. For Rochester, Janes love is like a remedy for his tormented soul; it is able to heal his past wounds and make him a virt uous man. For Heathcliff, Catherines affection is a poison that ruins his mind and body, causing his death. Although very similar in some characteristics, Heathcliff and Rochester differ in others. The Bronte sisters displayed somewhat different views of the Byronic hero. Emily Brontes primary emphasis is on the dark side of the literary myth, and her main focus is on the mysterious identity and Gothic aspects of the Byronic hero (Ceron). Emilys Wuthering Heights demonstrates the full adoption of the Byronic hero, egoistic by nature and thus untamable. Charlotte explores the seductive and redemptive sides of her character, believing in his transformation. Charlottes Jane Eyre presents an interpretation of the Byronic hero that becomes acceptable due to redemption. The Byronic hero, being diverse, gives the Bronte sisters options to focus on different aspects of his character. Byron provided modern literature with a type of character that evolved through time and pervaded our collective unconsciousness and captured our imaginations (Stein 9). The evolution of this character helped shape the Bronte sisters writing, creating an influential style, as seen in Wuthering Heights and Jane Eyre. The Byronic hero is a unique phenomenon in literature that is larger than life. He first appeared in Byrons works and changed in the course of time in order to conform to the public tastes. The image of the Byronic hero, although endowed with a number of dark qualities, has never lost its popularity. It is usually ascribed such traits as rebelliousness against rules, laws, and conventions prevailing in society, isolation, moodiness, passionate nature, arrogance, charisma and pangs of remorse. All these traits can be found in male characters developed by the Bronte sisters. Emily and Charlotte were influenced by Byrons life and death, and started their writing careers under his shadow. Byrons works, as well as his reputation, were evaluated and revised in Victorian times. The Bronte sisters showed a considerable influence of Byronism on their writings. They demonstrated that the characteristics of the Byronic hero could be in line with the gothic and sentimental. Emily demonstrates full-scale adoption of the Byronic character, while Charlotte is somewhere between admiring and loathing it. Heathcliff and Rochester are widely recognized as classic examples of the Byronic hero-a type of character that still stirs the imagination and feelings of readers.

Influence Of Cultural Identity On Learning English English Language Essay

Influence Of Cultural Identity On Learning English English Language Essay 1-Background of the study: The disadvantages faced by migrant Muslim women in Australia in trying to acquire proficiency in English may result from their diverse cultural and linguistic backgrounds as well as the ethnic, religious and cultural barriers based on gender discrimination. Due to their religious and cultural beliefs the needs of the Muslim women are different from other NESB (non English speaking background) communities in Australia. Not being able to access their English language entitlements isolates these women and limits them from participating in the general Australian community. Muslims from Asia first migrated to Australia from the 1860s as divers from Malay and as Afghan cameleers to work for the European settlers. Describe English language as a global language and why interested for people for example: (Non-native speakers of English study the English language for different reasons. For migrant non native speakers of English, bilingualism may be matter of importance to them as their the mother tongue is usually reserved for the domestic and social domains while English speaking skills are acquired for use in the public domain. For Muslims, the issue of bilingualism is much more complex as language for them is not only tied to culture and tradition but also has strong links with religion and religious practices. These religious practices impact both the domestic as also the public realm. For Muslims who do not speak Arabic as mother tongue, the language of religion is different from that of the private space where the mother tongue may be retained. This is further complicated by the impact Islam with its strict doctrines on the roles of men and women in domestic and social life has on the publi c and private domains. The three main languages spoken by Australian Muslims are Arabic, Turkish and English. Add in text from Lambert Gardner and Lambert (1959, as cited in Jahan and Roger, p.3) have summed the orientation of English learners into two: integrative and interpretative. The term integrative entails institutionalizing the English language and this is more common in countries where English native speakers occupied as colonizers (Gardner and Lambert, 1959, as cited in Jahan and Roger, p.3). Meanwhile the term interpretative entails a more personal level of learning wherein the objective is use the language for business purposes and other functional and utilitarian purposes; this may also be characterized as having a higher degree of learner?s interest (Crookes and Schmidt, 1991, as cited in Jahan and Roger, p.3). 1-1-Teaching English as a global language: English has long become the lingua franca for most countries. As English grows in importance as a global language, so does the dependence of people on it from across the world. This is perhaps because the language of science is English and most of the scientific development has been recorded using English as the medium of interactive communication. The inter-dependence of nations in the world is growing as businesses and multi-national corporations across the globe develop and grow. That is the reason why English will perhaps remain the most active and dynamic language for global communication. This ubiquitous presence of English in almost all streams of life and human activities may be attributed to the colonization of most parts of the world, by the Europeans. England had covered vast areas in the Americas, Asia, Africa and Australia during colonization and it only reflects as the language most in use in these areas. Implicitly, this distinction may be a clue to how English is viewed in a particular country- for instance, either as a foreign language (true for interpretative orientation) or as a second language (true for integrative orientation). On a very practical level, globalization reinforced the status of English as the world?s lingua franca. Historically, the spread of English results from colonialism (Le Ha, 2008, p.73) and imperialism. Now, at present context, as Tollefson Tsui (2007, p.1) affirm, there are two tools of globalization- technology and English. Indeed, the study of English by individuals with a non-English speaking background (NESB) is now recogniz ed to be of an utmost importance for practical and useful purposes- English is used for the promotion of global economy, trade and even in humanitarian functions (see Garcia Otheguy, 1989, p.3, as cited in Le Ha, 2008, p.72). The trend of acknowledging and promoting this importance is easy to see. For instance, there is the ever-increasing statistics of NESB individuals studying English anywhere in the world (Jahan Roger, 2006, p.1). For instance, in East Asia, Japan and Korea (Tsui Toleffson, 2007, p.4) considered the study and use of English as political and economic strategy to assert presence in the global village (Albrow, 1990, 1996; Giddens, 1990, 2000, as cited in Tollefson Tsui, 2007, p.1). Then try to connect this paragraph to the next paragraph. For example according to important of english to people in the world in general, english is very important for migrants in Australia especially for muslim in particular, in the next subtitle I will explain why english matters for immigrants in Australia. Always make connect with the next subtitle. Status of Muslims in Australia 1-2-Why learning English language matters to Muslim immigrants in Australia :-I want you first to explain the status of immigrants ( in general) in Australia , for example why they leave their home countries and came to Australia( you have to focus on forced immigrants, for example you have to say that they leave their home country because they looking for safe and because the bad security situation in their home countries and the reasons in details then talk about forced Muslim immigrants ,why they leave their home countries and come to Australia, and mention that they leave some members of their families behind them, explain in details(you have to focus on forced immigrants because they will help you in the literature review in next chapter when you talk about longing, belonging and Diaspora because they are forced immigrants and leave part of their family members like fathers or mother or sisters) then talk about Iraqi Muslim immigrants( for example; in the case of Iraqi Muslim im migrants women ,many Iraqi Muslim families leave the Iraq, they left Iraq because their husbands were working as interpreters with the coalition forces(Australian army) , the terrorists in Iraq consider or identify any body working with the coalition forces as a spy, therefore they left Iraq. According to the Islamic/Arabic culture, the husbands consider as a guardian for their wives. Therefore their wives left Iraq with their husbands and left their parents and Islamic community and lived in Australia so the Iraqi Muslim women were forced to leave Iraq and came to Australia. Explain in details by using your own writing.( use citations in the paragraph to support you writing), it is important to make connect with the next subtitle. Why immigrants need to learn English- Then you have to mention why the immigrants must learn English in Australia, for example to integrate with the Australia society, for successful settlement, and to get a job?explain in details, Problems of language learning for adults Then you have to mention that some immigrants facing difficulties in learning English for many problems. In the case of Iraqi Muslim women, they facing many challenges related to their Islamic/Arabic/Iraqi cultural identity. That what want to investigate in this research, the influence of their cultural identity on their learning English as ESL at language centre in Australia. 1-3- Example from my real life as a migrant and ESL learner in Australia:( rewrite this example by your own words , it is very important) Problem of Muslim identity in Australia I and my wife were came to Australia as forced Immigrants, as I mentioned above, I was one of the interpreters who were worked with the Australian Army in Iraq. Therefore, I left Iraq with my family looking for safe in Australia. When arrived in Australia, my wife started learning English at AMES language centre. After three weeks study English at AMES, my wife was much complain and uncomfortable in learning English at AMES language centre. She explained to me that these challenges related to her identity as a Muslim. For example she said that (her Veil/Hijjab represent her identity, so it is important for me to respect the values and traditions in my cultural identity when I learning English language at AMES in Australia. She said that some students in my classroom were aware when I wearing my Veil/Hijjab.in addition to the English teaching materials in Australia reflect the real life in Australia. These values are opposite to my values as a Muslim. Also she explained to me that she is not interest in interact with the Australian Society, because there are many factors in Australia prevent me related to my cultural identity. So learning English is not important for me because one day I will return back to my home country, Iraq). Because the system in the AMES Language centre allow to students to study at Home by sending Tutor to them to their home, My wife selected this choice and started study English at Home. From my wife experience learning English at AMES, I was confused because I thought these factors are not real challenges affect my wifes learning English. And I thought that my wife will back to AMES one day. But later on I realized these challenges that faced my wife when I got a job in Australia. In the first day of my job, my Boss, he was Russian, was angry because he saw me at lunch time praying, he told me it is not good to pray here, I explain to him that I am Muslim and I have 30 minute lunch time and it is the time of pray. The boss told me, you are not in Iraq, you are in Australia. Therefore, I left this job. At this time, I got directly to my wifes challenge in learning English, She tried to maintain her identity by wear her veil and avoiding different and strange values when she learning English. And I tried to maintain my identity as a Muslim by praying. 1-4-The rationale for the study: -To be able to communicate with the Australian community, most immigrants learn English as a second language at AMES language centre in Melbourne, Australia. As I, my wife and many Iraqi Muslim families immigrated to Australia in 2008, most of them of started learning English language at AMES language centre at the same year. My wife explained to me that there are many issues related to her identity as Muslim women has affected her English learning at AMES language centre. At that time I was interest to investigate the same issues with the other Muslim women from Iraq who immigrated to Australia. 1-5-The aims of the study: -Because Iraqi Muslim women are a part of other NESB women, this research focuses on the problems Iraqi women face when pursuing their studies at an English language centre in Australia. In particular, Does maintaining the Islamic cultural identity when learning English in western society is the main challenge facing women with Islamic cultural background? Therefore I will conduct qualitative in which Muslim womens experiences and perceptions are tapped by using in-depth interviews. 1-6-Research Questions: 1- What perspectives of Iraqi cultural identity do Iraqi Muslim women bring to English learning at AMES language centre in Australia? 2-To what extent does Iraqi Muslim identity impact on Iraqi womens learning in western society (Australia)? 3-Why do Iraqi women in Australia prefer learning English at home instead of AMES language centre? 4-To maintain their cultural values, do Iraqi women prefer learning English away from English culture? 5- What are some implications for Adult ESL providers? 1-7-Organization of the thesis: This study consist of five chapters, following this introductory chapter, chapter two is the argument on identity, according to some western scholars identity is always changing according to the place and time because also they thinks religion is a part of culture while the Islamic identity in the Islamic concept is divided in to essentials qualities and non- essential qualities, the essential factors in the Islamic identity will never change. Therefore Muslim women must maintain these essential factors in her identity. So when Muslim women maintain these factors as her identity, there will be many factors in western society (Australia) will affect their learning English in Australia. Also, I will discuss the implications of acculturation in Second language learning to investigate the challenges of Iraqi Muslim women in learning English when they maintain their essential factors in their identity. Chapter two: Literature review: (5000 words) *overview 2-1-1-Definition of identity: 2-1-2- Concept of identity in Western view (it is very important to use many citations in each subtitle with mention Author name,year,page number) Here you have to talk about identity, because Western Scholars affirm that identity is always changeable and not stable according to time and place. How the identity construct. Also they affirm that religion is a part of culture. Depend on Hall, Norton and others. Also some of them asserted that there are multiple identities. Use many citations. (Be careful that you will discuss the concept of identity from Islamic view later on in other subtitle, so prepare for that subtitle here) 2-1-3- language: Use many citations when you talk about language learning. 2-1-4- The relationship between identity and Language learning: (use many citations) use in-text referencing with author name, page number ,year 2-1-5- The Application of Acculturation Theoriesand models in Second Language Acquisition: (use many citations) use in-text referencing with author name, page number ,year. When explain here take in your consideration the immigrants, explain in details about acculturation strategies for immigrants in second language learning and how immigrants deal with strategies? be aware that you will based on because later on in the findinigs chapter 4 ,i wiil investigate why iraqi women separated, because they want to maintain their identity tnen that influenced their learning english 2-1-6- Consideration of identity in Acculturation: Explain the role of identity in acculturation and how it affects. (use many citations) use in-text referencing with author name, page number ,year 2-3-Concept of identity in Islamic view: Explain that identity according to Islamic scholar is not always changeable because there some essential factors in identity will never change such as pillars of Islam and articles of faith. Also they consider culture is a part of religion. How the identity construct. Explain in details and then talk about viel/Hijjab as a part of articles of faith to prepare for the next subtitle. (Use many citations) use in-text referencing with author name, page number ,year 2-3-1- Veil or Hijjab as a Muslim women identity: Explain what veil means in Islam for example as identity of Muslim women. Why the veil is important, what veil means for other Muslims, why veil important in Islam, which values that veil refer to. (use many citations) use in-text referencing with author name, page number ,year 2-3-2- The role of Iraqi culture in English teaching materials:( use citations to support these writing and rewrite this paragraph according to your own writing) In the case of Iraq, it has a closed-culture society where tradition and the impact of culture and religion are strong even in education. The obstacles that may impede hitting the teaching and learning target goals include: (1) the teachers? attitude and (2) the learners? attitude (Doukas, 1996. pp.187-188). Iraq is a country with 28, 506, 000 population). It is a country in the Middle East that is rich with its Islamic and Arabic traditions. These traditions are the strongest factor that exerts a very solid influence on the conduct of everyday life of its citizens, as well as, quite reflected by country?s social structures. These traditions also established a shared set of ideologies among its people. Iraqi culture is a non-western way of life that forms the key foundation in the locals? education. For Iraqis who stayed mainly in Iraq most of their lives, influence is strongest. Iraqis have very strong beliefs in their own system of beliefs, tradition and culture and they readily re ject anything which they recognize as foreign, especially if they are confined in Iraq. This strong affinity with what they own locally is readily apparent in their well-preserved ways of life. As an Iraqi myself, I say that Iraqis tend to respect cultural differences but when it comes to cultural conflict, they reject anything considered as foreign. To utilize the communicative language teaching (CLT) approach to teach English in Iraq using western resources can then be a very challenging position. Iraqi educational culture is essentially teacher-centered. It is readily observed anywhere in Iraq that the mentor posses the concentration of power and authority. The mentor takes the role of knowledge communicator. It is expected that teachers are the ones to give ideas and information. In other words, student- teacher interactions are less frequent and restricted. These interactions always base from respect and so, it is rarely that students would challenge the point of view of their teachers. Indeed, while this may be viewed as characterizing ?a limited, narrow-minded people, whose inert intellects lay fallow in incurious resignation? (Porter, 1994, p.155; cited in Penycook, 1998; as cited in Le Ha, 2004, p.51), it is more of attitude of respect for teachers dictated by the local culture. On the surface, it may seem that Iraqi students would simply take in whatever is fed to them but there is more to it than simply accepting and eventually echoing the information received. In my view, it is never possible to echo what is just received because in the end, students will always process information and take the meaning from the whole, and not in fragments. Additionally, interactions among students are also less frequent and discouraged. In Iraqi culture, interactions like this are considered more as noise or unnecessary disturbance and are thus, prohibited. Lastly, educational resources used are essentially based on the local culture. This comes rather obvious considering how mono-cultural the society is, and where exposure to non-Iraqi local practices is quite less 2-4- Factors that affect Muslim womens English learning at AMES Language centre: 2-4-1-Negative stereotype held by the host society against Islam and womens veil: explain how negative stereotype against Islam and veil affect Muslim learning Englishin general do not mention iraqi women talk about muslim in general in Australia. Please make connection between negative stereotype and its affect on learning English. How the events after 11 September?.. how media affect on in image of Islam?.then talk in details about veil. (Use many citations) use in-text referencing with author name, page number ,year 2-4-2-longing and belonging: explain longing and belonging affect women learning English. They forced immigrants?..(use many citations) use in-text referencing with author name, page number ,year 2-4-3-Diapora: explain how Diaspora affects women learning English, (use many citations) use in-text referencing with author name, page number ,year 2-4-4- A clash of learning culture: explain how when people learning new culture especially muslim affect their learning.(use many citations) use in-text referencing with author name, page number , year The Application of Acculturation Theories in Second Language Acquisition Second language acquisition (SLA) is the process by which individuals learn a language other than their native language (mother-tongue) leading to bilingualism (Norton, 198, 4). The easiness, ability and success with which the second language- in linguistic terms referred to as the target language (TL) is acquired depends on various socio-cultural and psychological factors, which can either encourage or hinder the learnerà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s motivation. Various theories of SLA have been formulated to explain how learners acquire a second language, and the factors that influence the outcome. The acculturation theory explains that social and psychological factors determine the extent to which a second language can be learnt. It is the gradual process by which immigrants or second language learners (2LL) get immersed into the culture of the target language, and as a result learns about that language, à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã¢â‚¬Å"through social and psychological integrationà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ã‚  (Schumann, 1986, 379). Intercultural differences, however, sometimes make it difficult for immigrants to earn a second language in a new culture. This is especially the case for adolescents and emerging adults (Schwartz, et al, 2006, 2), who are still in the process of identity development. Among Muslim immigrants in the US, for instance, factors such as culture shock and dominance may hinder SLA. Culture shock occurs when immigrants are introduced to a new culture, with a lifestyle different from their ethnic background, such as dressing and socialization patterns. In terms of p sychological factors, the immigrantsà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ attitudes about the TL and level of motivation to learn determine the success rate. It affects the level of contact between people of different cultures, and the degree of language learning that takes place as a result (Berry, 2001, 16). For instance, a negative attitude towards the Western culture and way of life will discourage social interaction and hence learning. Nonetheless, second language learners employ a number of acculturation strategies in response to the challenges encountered in the new culture (Bhatia Ram, 2001, 4). They can range from racism to ethnocentrism, both of which can significantly discourage acculturation and in effect, the rate of second language acquisition (Norton, 1986, 13). By assimilation, the 2LL loses their home culture and instead acquires the host culture, such as language and lifestyle. Integration takes place when the 2LL are able to retain their home culture in a culturally plural society (Berry, 1998, 12), while learning and accepting the culture of the TL. On the other hand, separation occurs when the individual refuses to get assimilated or integrated into the new culture. Finally, marginalization takes place if the immigrant suffers rejection, depression and anxiety, and as a consequent gets distanced from both their home and host cultures. In conclusion, second language acquisition is a product of interacting socio-cultural and psychological factors. The acculturation theories identify these factors as responsible for the rate at which immigrants acquire a new language when they are exposed to a different culture. Professor Abdullah Saeed (2004). Muslim Australians. Melbourne: National Capital Printing. [Accessed 30 August 2010]. Available from: http://www.abdullahsaeed.org/book/muslim-australians-their-beliefs-practices-and-institutions.

Conscience Essays -- essays research papers

Conscience Webster's Seventh New Collegiate Dictionary defines conscience as "the sense or consciousness of the moral goodness or blameworthiness of one's own conduct, intentions, or character together with a feeling of obligation to do right or good." In A Man for All Seasons, each character's conscience plays the ultimate role in the outcome of the story. "Individual conscience" is trait that each character possesses. This trait differs in intensity throughout the play in each of the main characters. Sir Thomas More and King Henry VIII show their unchangeable conscience, by their actions. More refuses to accept the King's divorce of Catherine, and marriage to Anne. The King appoints More to Lord Chancellor, hoping to persuade Sir Thomas to accept his marriage. King Henry wants everyone to accept his divorce. He believes he is right for going against Pope's ruling, and he wants all his royal subjects, and men of popularity to accept his decision. This is the King's "individual conscience" talking . He fears that without the acceptance from Thomas, Lord Chancellor, that he has made God angry, and he will pay for his unsupported decision. Sir Thomas More was the only character that believed and stuck with his conscience, by doing so, it cost him his life. Sir Thomas was a very prominent member of the King's council, he was the only member whom did not take bribes to sway his decision. Sir Thomas had always trusted ...

William Morris: Influences of Naturalism in His Life and Works Essay

The main driving element in William Morris’s life has been the nature around him and the houses he lived in. The most prominent influence was the Kelmscott Manor. Therefore, I chose to go with Kelmscott Manor’s layout plan that exhibits the â€Å"inspirational garden â€Å" that led to most of his design decisions, a map that depicts the pockets in the manor and how Morris was inspired by it. In addition to this, an original drawing of the Kelmscott Manor’s exterior that depicts how the manor amalgamated within the garden. To reinforce this, I picked a watercolor of the Kelmscott Manor and a photo that captivates the various perspectives of the garden in the manor. Moving on to his designs that interprets his love for nature I picked up the very first of his wallpaper design of the trellis that has a very naturalistic touch to it with the vines which seemed to be an extension of the â€Å"inspiration garden† on to the paper. Also chose one of the wallpapers he designed during the middle of his lifetime and one of his last designs as well. The underlying concept behind picking those was to outline the consistency in his design concept throughout his life. William Morris was a poet , whose poetry and compositions were also inspired by nature, and to depict his poetry in form of naturalism concept I picked a stance from one of his compositions that talks about forest, flora and fauna which directly ties to his underlying concept. Also the compositions he wrote always had engraved borders which was ... ...an picking the artifacts. Although I did learn about William Morris and his designs in my history classes I learnt about the concept behind his design decisions and in depth analysis of Morris’s evolution as a designer only when I started working on this exhibit. It is imperative that you do research before arriving on any decision in regard to putting up any exhibit. Furthermore after analyzing the different options, it is imperative that you have facts to back up your decisions of the artifacts chosen. Every artifact that you pick for your case should have direct relation to your concept and it should be consistent among all artifacts. Overall a lot of thought should be put into the exhibit and the concept must reflect the ideas distinctly.

Super Leadership and Creativity Potential :: Business, Super Leadership Approach

Research Objectives The body of the literature on management and leadership primarily concentrate on the vibrant nature of the common organization. This paper augments the abundantly available literature on leadership studies for organizations. The minor intentions of this paper is to generate an forward motion that will induce other academics and scholars to focus on the topic of leadership at a much wider level having more comprehensive objectives in mind. The main focus would be to explore the link between super leadership behavior and creative potential through idea generation for an innovative and creative culture within organization. Research Questions The research questions in this case are presented as follows: 1. What is the relationship between super leadership and creativity potential? 2. How super leadership provoke an employee to perform at its best level? REVIEW OF LITERATURE Why to shift from traditional leadership to Super-Leadership? Super-leadership, sometimes also called as â€Å"Self-Leadership†, may be defined as the strategy to lead others is hidden in by leading oneself (Manz & Sims, 2001). The main difference between traditional leadership management concept and Super-Leadership is the main focus on followers rather than leader itself, and especially the belief of improving follower’s capacity to lead who are effective self-leaders. Therefore, concisely, super-leadership is the way of leading others to lead themselves. As argued (Sims & Manz, 1996), for super leadership behavior to be implemented, a leader has to adopt 10 most significant shifts from traditional approach of leadership in order to move towards super leadership approach are as follows:- 1. The leader helps out the team members/group to switch from external observation to self-observation. 2. The focus is on moving from designated goals to goals that are self developed. 3. Organic control is exercised by team/group members’ i.e. external reinforcement for task performance changes in to internal reinforcement with an addition of external reinforcement for self-leadership behaviors. 4. Leadership prefer to motivation techniques not only based on external compensation but also based on the natural rewards associated with work. 5. The leader shifts the group to focus on self criticism rather than external criticism from the organization, which often creates bad impact upon team/group members. 6. There is a move from external problem solving towards self-problem solving techniques. 7. There is a shift from external job assignments to self-job assignments. 8. Leadership moves from external planning to self planning and from external task design to self-design of tasks at step eight. 9. Any problem or issue arises should be treated as an opportunity instead of threat by the group/team members.

The Old Age Home

THE OLD AGE HOME Preface: In Western Country, Old aged person stay in old home is a common incident, but for our country, it is not natural because Bangladesh is a family bonding country. People here like to stay together. But increasing with modern facilities, people now prefer to think only for themselves & their old aged parents seems burden to them & they try to get rid from them. For that reason the number of Old homes are increasing day by day. Mission & Vision of this project: The main mission of the project is to increasing awareness between the young generation for not to leave their parents along in the time of their need.We want to make them conscious in this sense that, if they leave their parents along on their need, one day they also must be leave by their lovely children without any reason. The letter posted in every wall of old home is given bellow: [pic] If we successfully can increase awareness between people, the Rang on Old age home living people must be decrease & our countries family bonding being strong again. By this project we can make better relationship between us & the old people. We come to know about their life style & easily prepared ourselves for our future. IT helps us in many ways.Description & Roles of the old age home : Above 60 up ages men/women who are helpless, unable to earn anymore, who has no place to live, whose sons /daughter are able to look after them but don’t take care of them or who has no child or kit-kin . in a word who are helpless in financially /socially like this old men /women, they stay at old age home with the help of government or any non-government organization. In Bangladesh, there are four old age home. One government, one semi-govt. & two non- govt. The old home we visited is situated at Bishia Kuribari Monipur (hotapara) in joydebpur, Gazipur.The organizer of this old-aged home is the biggest Givency group, which is spread all over Gazipur district. With this many social well-fare work, the Old Aged home is one of them. The Total land area is about 24 Acres. The environment of old home is quiet and evergreen. There are a tin-shed building and three 5-stored building for the old men & women. [pic] By the old age home superintendent / caretaker and the list of old men/women, we came to know, at present there are 205 old men/women among them 93 old men and 112 old women.At first, we talked with some old men/women then they inform us that here they survive their rest life with some given rice. The old people get food in time. They also inform that, when they become seek there is a medical unit for treatment where has experienced doctor, two nurses and others officers and staff. The old age home put for them a noble/great treatment. There is a TV room and a common room for entertainment. They can use those rooms anytime. There are newspapers and books for passing leisure time. There is also a prayer room; all have to pray at time.But for living there, they (old men/women) n eed not to pay. Admission requirement: †¢ Above 60 years old. †¢ They have to be actual helpless. †¢ They have to be able to walk without anyone help. †¢ They have to be mentally strong. †¢ They have to be able to do own walk. †¢ They have to neat and clean. †¢ They have to attend the prayer regularly. †¢ Smoking is not allowed in this institution. †¢ The facilities which are given from the institution, nobody can want more than that. †¢ For religious festival they can get vacation for two times in a year, visitors can meet with them anytime. Description of our visit:May 31st, 2012, the first day, we started our journey from varsity campus at 11. 00 A. M. That day was Thursday and our class finished at 10:40 A. M. At first, we went station road by our varsity campus at 31/05/2012. That day was Thursday and our class finished at 10:40 a. m. at first we went station road by our varsity bus. Then we went to Hotapara, Gazipur by public t ransport. Then we went to Bishia Kuribari Monipur by auto-rickshaw. After 30 min we reached to the old age home. Then we talked with gatekeeper for permission to enter into the old age home. They took us to the office of caretaker and told to seat there until he came.After half an hour the caretaker came to the office and asked what we want, where we from. Then we told him that we are from a varsity, name – IUBAT. And we wanted to visit the old age home and also wanted to meet with the old people who live there. Then he refused us. He said student entering is not allowed without permission of authority. Then he gave us the cell number of the authority. Then we phoned the authority for permission. After requesting a lot, he permitted us to visit the old age home but not allowed to talk with any old people, also not allowed to take any picture. After that, he sent a guard with us.We really become very surprised to see the whole area. It’s really very large. The total Lan d area is 24 acres. It’s filled with green trees. Many kinds of fruits & flowers are there. The authority use jar for keeping water cool. This water mainly naturally purified by natural purifying system. There are almost 5 ponds in the campus. & fisheries is available almost all ponds. Authority also grows different vegetables & seeds there for ensuring all campus members good health. Prayer room, park, Hospital everything is available in the campus. Their also have big grave place for the time after their death.Mainly for Those person, who become death in this area & whose family not came to receive his dead-body after death. Over all the whole campus is nicely maintained by The Givency Group. Their Old age home project is really a non- profitable, helpful project for our general people. For visiting again the campus & talk with old persons, we need permission of the Authority. For that reason, we first approve an application by our course instructor & went to the main offic e of old home (sector-9, Uttara) for seeking permission. A format of that application is attached with this main document:After getting permission, we went there 2ndtime, in the same way. After reach there, we went to the caretaker’s room. We show them the application & request him to give us a chance for talking with the old people who are interested. By seeing the permission paper, He gave a chance to entering there but not allowed taking any mobile or camera. We agreed him and leave the camera and mobile. In that day we got two hours to stay with the old people. We all members enjoyed that day a lot. Some old men and women were so happy to see us. But the guard didn’t give us the chance to talk with everyone.They knew who are interested and who are not interested to talk with us. We talk with them who are interested to talk. In this day some old men and women told us to go again to meet with them. Fillings on their family absence: Almost all the people, who live in the old age home, have a family. They have children, they have grandchildren. But they are living here without their any of family members. Though they are here but they think about their family every moment. Though their family members are not careful about them, but they wish a happy life for their family. They also pray for their family.They always miss them all. They think if they are with their family. A conversation between an old woman and our group member Angkan kanti paul: An old woman called Angkan near her with smiley face†¦ Angkan: As-salamualykum. Woman: oalaikum-assalam, who are you? & What do you want? Angkan: I am Ankan, I want to know about you. I am here to see you, for spending few memorable times with you. Have you few times for me? Woman: I’m fine. I have a grandson as like as you. Angkan: I’m also your grandson. Woman: No. Because after leave me here he never come back for see me. But you come. Where is my grandson?He doesn’t come to m e and he doesn’t hug me anymore. After this conversation the old woman started to cry and went inside the room. Refreshment for them: On that day we got few times for spending with them. We did something for their mind refreshment. There was a few man and woman sitting beside garden, we joined with them. We asked about their health. After some time our one guest sung a song. They were happy with us. We walked some area with them. On the way they said some story of their life. After telling story of their life they became upset. When we understood that we told some jokes of our varsity life.We don’t know when we took place in their mind, when we told we have to go right now, they became upset and told us to come again to meet them. We all became also upset for them. They told us some sort story of their life. One Story of a woman given below: One old woman told as about her life story, how she came there. She had one son and one daughter. Her husband was a govt. employe r. After her husband died she reared her son and daughter. She gave her daughter marry. Her son got a job in privet farm. Then her son got marry. After half a year her son’s wife started to rude with her.One day her son came to her and told her that he will go outside with her for visiting a park. She was so happy. She got ready and started journey with her son. Her son brought her here. It is like a nice park so she didn’t understood. One time her son told her to seat in the park, and told that he is going for few moments, he will be back. But he didn’t back. Even he never met with his mother again. What we have learned from them? : We learn from them that in the last stage of life they are passing their time with full of sorrows, because they are the neglected person of their family. For this reason, they suffer in the long run.Only they know, living without family, how much painful. We also learn that we do not separate our mother, father, grandmother, grandf ather in the last stage of life, because they reared us with love. We will not send them to old age home. We try to feel there sorrows by standing on their present condition & promised us by ourselves that we never ever leave our parents alone in old home. We stay with our parents till their last breath. Limitations of our Project: For completing our project we face few obstacles & there also have few limitations, because in Old home, The Authority doesn’t permit us to talk freely with older.In old home, members are not living happily, if we asked them emotional questions, they become sad. For that reason, we try to talk with them very smartly but not freely. Though Authority gives them all facilities, they also have some limitations. It’s a institution not home, & Older are not fully satisfied with this types of facilities. But maintaining good quality of food & shelter they can’t improved the quality for making it best. Abstracted: Actually no one become happy in his life. But old people who lived in old home are really suffer a lot at their last stage of life.There life is full with sorrows & the pain for not getting happiness. Though their relatives leave them alone, they always pray for their good wish. In their last stage of life they only want to see their lovely child’s face for last time. It’s really shame for us that, we can’t take those persons responsibilities by whom, we came in this beautiful world. They all live here together like family, but this is not their real family. Actually without children they spend their life not happily. They don’t want to live long, they only want a happy Ending of their life.

Dog Saves Life Essay

I was very enthusiastic for my world adventure race and wanted to get in shape, therefore I decided to head out for a run. I took my dog, Tazz along who was my constant companion and was very energetic and playful. Moreover, the route I took was very rough and unstable, despite that I carried on with my run in the remote canyon. During my training run, fortuitously I slipped and plunged 60 feet on to the solid rock smashing my pelvis into pieces. I was dreadfully injured but still alive; it was an abominable pain and my next reaction was to get out of here, despite my broken pelvis I tried standing up but I failed. My legs couldn’t support my body and I was unable to walk, besides that I was separated from my dog which aggravated the situation. I was stranded alone in the barren wilderness and I was facing my worst nightmare. Furthermore, I started dragging myself inch by inch which was causing enormous pain and then suddenly my dog appeared and came to my rescue; I was no longer alone and that gave me a comfort. Since he came to me I knew there was a route out and so I followed him, over and above I was planning to get back to my truck however, the pain was augmenting. As the night arrived it was freezing cold and I struggled doing sit-ups to keep my body warm and prevent hypothermia; I was fighting for my life. I just had my dog that cuddled up next to me. The next morning I tried again to drag myself but I was unable to move any further because I had interior bleeding and I was in a critical situation. It was getting difficult to breathe as well as I was losing vision. Moreover, because of the appalling pain I started crying as well as losing hope that anyone would find me and then Tazz came over to me and saw my tears. I could see that he was also upset. Eventually my family members informed the police that I was not receiving the phone calls, therefore a search team mobilized and a local detective knew about my place where I often train, they came searching for me and found my truck. At that point I was dying and so I said to tazz that I’m hurt and he needs to find help; he turned around and took off which was very depressing because then I had to face death alone. Furthermore, tazz was seen by the search team as he found the way out of the canyon. Tazz ran towards them and starting barking thus, one of the officers followed him and eventually found me. I was thankful to God as my ordeal was over. They gave me water and the feeling of having gulps of water actually go down the throat was incredible. I was glad to be alive.

Lincoln Electric Company Case Essay

After reviewing the case I feel that the main reason of Lincoln’s foreign operation dilemma was because of its unique corporate strategy, which was the similar strategy that made Lincoln so strong in the United States. Lincoln’s competitive advantage in the United States was based in its unique culture and incentive system (Anthony and Govindarajan, 2007). A corporate culture that emphasized open communication and trust began with its top management. Lincoln’s leaders used an approach that encouraged all employees to share their thoughts not only with their managers but also with the CEO (Anthony and Govindarajan, 2007). This corporate wide approach to management, encouraged by the company’s incentive system, created an exceptionally committed and skilled workforce. Lincoln thought that its management style and incentive system would work to regenerate the foreign operations performance by energizing and committing its workers (Anthony and Govindarajan, 20 07). But Lincoln did not realize was that its corporate culture had been created and confirmed for over almost a hundred year and took time to build such a successful corporate culture (Anthony and Govindarajan, 2007). By 1993, Hastings realized the mistakes they had made (Anthony and Govindarajan, 2007). The corporate culture of European countries would not be compatible with their programs. For example, German workers were highly skilled and Germans worked fewer hours a week than Lincoln’s U.S. workers did (Anthony and Govindarajan, 2007). The U.S. workers frequently worked overtime and usually on short notice, which helped to make the incentive system work successfully (Anthony and Govindarajan, 2007). German workers were not as productive as Lincoln’s U.S. workers (Anthony and Govindarajan, 2007). Donald Hastings began to become conscious of what the company was up against. For the first time Lincoln evaluated the projects that it was undertaking with the view of what th e company was facing and what it could actually accomplish (Anthony and Govindarajan, 2007). Lincoln Electric would have to cut back on almost all of the operations it had invested in just a few years prior. Lincoln was forced to begin restructuring plan for all of its foreign operations to go outside the  company to find innovative top management (Anthony and Govindarajan, 2007). In order to improve global operations, I recommend that Lincoln Electric must improve its company relations, its production systems, and its placement in the global community. Lincoln Electric should concentrate on developing and manufacturing inventive products. This action will help Lincoln Electric achieve a competitive advantage to its competitors. Furthermore, contracts should be set up with Lincoln’s supplier and buyers. By creating contracts with the suppliers, Lincoln can lessen material costs and price its products competitively. Additionally, I think that they should have partnerships with great buyers will help in the creation of new products, as well as securing a contractual agreement. Given that Lincoln Electric has gone beyond its experimental global expansion stage, it should carry on such opportunities in profitable and a cost-effective environment. Lincoln should attempt to only come into new markets when it has a firm partner that currently operates in the market. Lincoln’s incentive system should only be put into practice in operations where the workforce and its culture are compatible with their program. This case did alter my viewpoint regarding managing foreign operations. I think that in order to pursue business in another country you must have knowledge of the international markets or cultures. What may work in one country may not work in another country. I think that when deciding which countries to decide to expand in, that all factors regarding culture should be considered. Lincoln Electric Holdings has proven to be a successful, innovative company that holds a immense leadership position in its industry. References: Anthony, R. N., & Govindarajan, V. (2007). Management control systems (12th ed.). New York, NY: McGraw-Hill/Irwin.