The Bourne Ultimatum

The Bourne final proposal is about a person that works for the CIA, and yet is attempting to reveal his personality. The film speaks to an assortment of political messages that depict a degenerate government who through mystery use their capacity to better the personage. The Bourne final offer shows an assortment of political messages, for example, singularity, debasement, struggle, job of government, force and mystery. Be that as it may, the fundamental topic depicted all through the film is the association of defilement in the Central Intelligence Agency. A few people were depicted as having an excessive amount of intensity. To comprehend Bourne final proposal you may need to watch the main film (the Bourne way of life) just as the subsequent film (The Bourne matchless quality). The Bourne final proposal is a film that moves the defilement of the CIA. For instance, the CIA officials, are officials that secure the countries and explore psychological oppression with the goal that it is stopped. How is it conceivable that there are officials that are finished deceivers since they sell out their country. The film additionally exhibited how the defilement is served by double-crossing the nation. As the film disentangles the association of debasement just develops and the connection between defilement, mystery, force and singularity appear to be equivalent. As the hero, Jason Bourne battles to locate his own personality, the inclusion of defilement in the CIA declines. As per Bourne’s head coach Conklin, Jason Bourne is a â€Å"malfunctioning 30 million dollar weapon of the United States government†. He is a profoundly prepared professional killer who is experiencing amnesia battling to locate his own personality. Bourne was associated with a top mystery program called â€Å"Treadstone†, which turned out badly after the program endeavored to ease a contention by killing of a political pioneer. The subsequent film starts before the finish of the occasions in (The Bourne Supremacy). Bourne Ultimatum eventually uncovers the all out debasement engaged with the CIA and Bourne’s genuine character. Bourne at that point peruses an article in The Guardian by Ross about Bourne, Treadstone, and â€Å"Operation Blackbriar. † He at that point masterminds to meet Ross in London at the south passage of Waterloo Station. Ross, be that as it may, is under reconnaissance since his utilization of the word â€Å"Blackbriar† in a call to his editorial manager was followed by Echelon, cautioning the CIA. CIA area Chief Noah Vosen cautions his staff at the Anti-Terrorism Deep Cover in New York to discover any data on Ross, accepting that Operation Blackbriar has been undermined. Vosen orders a professional killer, Paz, to murder Ross and his source. Vosen's group distinguishes Bourne on a surveillance camera and remembers him as the first Treadstone professional killer, and accept he is Ross' source. While Paz gets into a situation with an expert rifleman and executes Ross, Bourne went to Ross body and gets his note and he flee. In this scene, the government’s operators got data that a British journalist revealed something about an activity called Blackbriar, so they attempted to follow him somewhere near looking into his record. They had the option to locate his own data including his location, PDA numbers, and employment area. During this procedure the operators hacked into the news reporter’s email exchanges and found that he purchased a train ticket so specialists were sent to the train station to catch the columnist. At the point when the columnist showed up at the train station the specialists checked everything he might do from a room loaded up with innovative PCs and TV screens that were snared to the observation cameras, and satellite correspondence framework. Observation cameras are there to ensure that no obscure exercises are available. Individuals perceive that they are there, however the CIA utilized the cameras to assist them with catching the journalist and Jason Bourne, so their privileged insights will stay mystery. Later in the film the CIA authorities sent a professional killer to execute the columnist, and the cameras helped with finding the situation of the journalist. At the point when the professional killer shot him, the surveillance cameras were intentionally killed. This isn't worthy! The cameras are not there to assistant killers. The CIA is ensured by the Patriot Act which permits them to get to clinical records, charge records, and data about the books that one purchases or get without reasonable justification, and the ability to break into your home and lead mystery look all of a sudden or reasonable justification (USA Patriot Act). The Patriot Act is focused on fear mongers or individuals that are conceivably psychological militants and it doesn’t enable the legislature to murder honest individuals. Despite the fact that the journalist was not a British Citizen, the CIA operators were from the US so they ought to adhere to American laws. Likewise the columnist in this film was not a fear monger. He was innocuous to society. He coincidentally heard something that he wasn’t assume to hear. This film shows what the legislature can do, and they could be observing the regular daily existences of U. S. Residents, tuning in on our telephone discussions. Pamela Landy is approached to help catch Bourne. With Landy's assistance, Vosen and his group additionally establish that Neil Daniels is Ross' source. By executing Landy in the movies was a fruitful character, the chief endeavored to send a significant message to his crowd. I accept that he attempted to ingrain isolated Landy from the other male characters was defilement, Landy attempted to address questions and discover truth. She was depicted as the perfect CIA official. Vosen and his group additionally confirmed that Neil Daniels is Ross' source. They send a group to Daniels' office in Madrid, to slaughter her, however Bourne get first to spare her and murdering Desh Bouksani that was the person they send to execute Daniels. Bourne later discovered that Blackbriar was Treadstone’s â€Å"dirty little secret†, it gave an approach to degenerate CIA authorities to conceal their slip ups by sending Bourne to wipe out targets. This would permit the authorities to stay quiet about their degenerate ways. They used their capacity; Blackbriar, to complete their own filthy missions. Bourne takes a trip to New York City, he calls Landy while watching her and Vosen from over the road, a similar call that was appeared toward the finish of the subsequent film. Bourne sends an instant message to Landy to mastermind a gathering. Vosen and his group block the message and follow Landy as she leaves the structure. Be that as it may, the gathering is essentially a preoccupation to permit him to enter Vosen's office and take arranged Blackbriar reports. Landy gave Bourne the location of the Treadstone R office in code when Landy gave Bourne his date of birth. Bourne meets Landy and gives her the taken reports from Vosen's office before entering the structure. Landy completes the process of faxing ceaselessly the Blackbriar report that Bourne took to the FBI. Landy understands that the man she is working with to discover Bourne is additionally degenerate. The CIA executive Noah Vosen was Blackbriar’s â€Å"operational chief,† and DR. Albert Hirsch was the â€Å"alleged driving force of the program† She wasn’t ready to demonstrate this if Bourne had procured the documents expected to indict the degenerate CIA authorities. By accomplishing these documents and going up against the authorities Bourne had the option to locate his actual character. In this film we have the chance of perceive how the CIA, works in their mysteries case. I accept the chief might need to train the crowd demonstrating case of how the administration functions and too making to see not make any difference how significant can be the organization there still shelter person that there exploitative. Likewise the executive remembered political messages and painstakingly submitted cameras for request to catch the genuine prospects of defilement, mystery, power in our legislature. The camera points were set as though the film were a narrative, everything was set up with the goal that everything appeared to be genuine and was occurring now. This strategy caused the film to appear to be all the more genuine and credible. It incredibly featured the quality and feeling of reality all through the film. In the feeling of defilement the film is entirely exact in its portrayal of the political framework. For instance, defilement among elevated levels of government like those engaged with the Watergate and the incidental CIA releases that we see on CNN and FOX news stations are built up in the Bourne films. These thoughts are brought and consolidated into the Bourne films which besides increment the movies practical and narrative feel. As a result, the chief effectively builds the legitimacy of the film’s material. Another viewpoint The U. S. Government takes a ton of wellbeing safeguards to ensure its property and individuals, however here and there they go excessively far even similarly as to attack the protection of its residents. In the new film Bourne Ultimatum numerous case of protection attack is illustrated. A portion of these instances of security intrusion are worthy under outrageous conditions, yet others are most certainly not. In any case what expanded the movies the truth was Bourne’s capacity to utilize anything so as to finish his undertakings. He worked with what he was given and it made the crowd truly value his specialty and expertise with his capacity to move things to work in support of himself. Another model are the battling scenes, he was seen utilizing weapons, yet in addition lines, towels, books, to protect himself and kill his rivals. He utilized whatever it took to take care of business and remain alive. This is significant on the grounds that as indicated by field activity officials like Bourne were profoundly prepared in regions, for example, self protection, weapons dealing with, fast driving, mask, and mystery composing correspondences, which all speak to a whole exhibit of what CIA calls the exchange make abilities. A decent fields’ official makes anything his weapon. The more prepared you are with weaponry, more missions will be finished. The film mirrored a negative point of view toward American governmental issues. It showed the U. S. gover

J.K. ROWLINGS HARRY POTTER SERIES FANTASY FOR CHILDREN AND NOTHING MORE essays

J.K. ROWLING'S HARRY POTTER SERIES FANTASY FOR CHILDREN AND NOTHING MORE articles Inside the most recent eight years or somewhere in the vicinity, the artistic works of J.K. Rowling, specifically her profoundly well known arrangement of dim dream books fixated on the character of Harry Potter, has created a lot of social discussion dependent on her utilization of magic and mystery so as to relate the awesome experiences of Harry, an exceptional wizard and professional of the supposed dark expressions. as anyone might expect, the most vocal rivals to Rowling's Harry Potter arrangement can be found inside the strict network which has seen Rowling's works with much doubt, because of what they see as a glaring endeavor by Rowling to present naive youngsters to expressions of the human experience and practice of enchantment, divination, black magic and otherworldliness by means of the activities and dilemmas of Harry Potter. Be that as it may, this perspective, taken predominately by the Christian people group, is in light of the customary goals of sorted out religion which for a considerable length of time has endeavored, absent a lot of progress, to dismiss individuals from any abstract work that conflicts with the lessons and goals of Christian idea and Fabulous writing, as spoke to in Rowling's Harry Potter arrangement, is one of the most convincing of every single abstract kind, for as E.F. Bleiler calls attention to, the quintessence of the awesome by and large requests from the peruser a specific level of creative mind and a limit with regards to separation from regular day to day existence (12). For some perusers, dull dream is the sort of story which is absolutely insignificant to this present reality, and, generally, manages enchantment and the powerful. In contrast to sci-fi, it isn't in view of logical research however unadulterated creative mind and requires the peruser to absolutely suspend his/her doubt. Likewise, generally awesome enchantment and the otherworldly which will in general illuminate the peruser that the occasions The plotlines in most fantast... <!

What to Do with Winter Break

What to Do with Winter Break It is finals week, and that may seem a bit stressful for students. However, winter break is just around the corner! Winter break is a time to catch up on sleep, spend time with family, and get ready for round two  in the  spring. The University of Illinois offers opportunities for a productive winter break regardless of where you end up. Productive things  to do over break include going abroad, taking a winter course, doing a job shadow, or maybe even attending a conference. The University of Illinois provides numerous opportunities for students to go abroad and spend time learning in other countries. I have not been fortunate enough myself to go abroad, but it is on the college bucket list. Many of my friends have had an opportunity to go abroad and have shared that it is something I must do! Studying abroad is a great addition to your resume as well as an opportunity to gain cultural insight you might not be able to gain here. The University of Illinois also offers opportunities for students to take winter courses. Sometimes during the course of your college career, you fall behind and need credits, youre  trying to get ahead, or youd simply just like to take a course for fun. Numerous courses are offered to students to help them to reach their academic goals. Being at home over winter break may put you closer to some top-notch work places. Some students spend their time over winter break learning about what careers they would like to have post-graduation. My academic adviser has shared with me many job shadowing opportunities available in my field. This could be an opportunity for me to grow my network and even gain some insight into the different industries. Last winter break, I was provided with an opportunity to attend a conference with the University of Illinois Leadership Center. The conference was the Leadershape Institute. It was a week long and was held at nearby Allerton Park. This experience helped me to grow academically, mentally, and professionally. I found it to be a productive opportunity for me to maximize my collegiate experience. Winter break should be spent relaxing, connecting with family, and enjoying time away from school. However, winter break can also be productive for your college career. In the past I was fortunate enough to have a productive winter break and hope to continue to do so. Immanuel Class of 2019 I am majoring in Agricultural and Consumer Economics within the College of Agricultural, Consumer, and Environmental Sciences. I am from the northwest suburbs of Chicago. I chose the University of Illinois because of everything it can offer its students.

What to Do with Winter Break

What to Do with Winter Break It is finals week, and that may seem a bit stressful for students. However, winter break is just around the corner! Winter break is a time to catch up on sleep, spend time with family, and get ready for round two  in the  spring. The University of Illinois offers opportunities for a productive winter break regardless of where you end up. Productive things  to do over break include going abroad, taking a winter course, doing a job shadow, or maybe even attending a conference. The University of Illinois provides numerous opportunities for students to go abroad and spend time learning in other countries. I have not been fortunate enough myself to go abroad, but it is on the college bucket list. Many of my friends have had an opportunity to go abroad and have shared that it is something I must do! Studying abroad is a great addition to your resume as well as an opportunity to gain cultural insight you might not be able to gain here. The University of Illinois also offers opportunities for students to take winter courses. Sometimes during the course of your college career, you fall behind and need credits, youre  trying to get ahead, or youd simply just like to take a course for fun. Numerous courses are offered to students to help them to reach their academic goals. Being at home over winter break may put you closer to some top-notch work places. Some students spend their time over winter break learning about what careers they would like to have post-graduation. My academic adviser has shared with me many job shadowing opportunities available in my field. This could be an opportunity for me to grow my network and even gain some insight into the different industries. Last winter break, I was provided with an opportunity to attend a conference with the University of Illinois Leadership Center. The conference was the Leadershape Institute. It was a week long and was held at nearby Allerton Park. This experience helped me to grow academically, mentally, and professionally. I found it to be a productive opportunity for me to maximize my collegiate experience. Winter break should be spent relaxing, connecting with family, and enjoying time away from school. However, winter break can also be productive for your college career. In the past I was fortunate enough to have a productive winter break and hope to continue to do so. Immanuel Class of 2019 I am majoring in Agricultural and Consumer Economics within the College of Agricultural, Consumer, and Environmental Sciences. I am from the northwest suburbs of Chicago. I chose the University of Illinois because of everything it can offer its students.

The African Americans Struggle Throughout Historys...

The cast. Slavery in the civil war and the African American struggle throughout history influences Beloved’s author throughout her works. Born in Lorain, Ohio on February 18, 1931, Chloe Anthony Wofford became one of the most influential and inspiring authors of the century. The second child of four, Chloe was extremely independent and eventually changed her name to Toni. After leaving home, she attended Howard University and Cornell University where she earned a Bachelor of Arts Degree in English and a Master of Arts Degree, respectively. Marrying Harold Morrison in 1958 brought great joy to Morrison, but they divorced in 1964. From that relationship, she was blessed with two beautiful children, Harold and Slade. She often uses her†¦show more content†¦Slavery and its effects drive Sethe and many other characters in Beloved to deteriorate as people. Even after fleeing their plantations, slaves did not feel as if they were liberated because of the way they were exploited while enslaved. Beloved’s characters demonstrate that ex-slaves must first own their identity before truly being free. Identity is a key component to a human’s survival, and the degrading force that slavery had on African Americans did not allow them to have love for their own being. Paul D, an ex-slave, explains that white owners could â€Å"dirty you so bad you couldn’t like yourself anymore,† which scarred many until their death (Morrison 295). When a person cannot love himself, it becomes very difficult for others to appreciate his life. Even mothers and fathers would become detested by their children over time because of their demeanor. The way in which whites treated slaves as if they were livestock became the way in which slaves regarded themselves. Sethe often has identity issues in Beloved and separates herself from her daughter and the black community in which she lives. Names are an essential part of one’s identity and white owners would have no emotional attachment to what they named their slaves. When owners gave names, they assigned them in a mocking or jeering manner. Cynthia Lyles-Scott explains, â€Å"Blacks receive dead patronyms from whites . . . names are

Battle of Charleroi in World War I

The Battle of Charleroi was fought August 21-23, 1914, during the opening days of World War I (1914-1918) and was part of a series of engagements collectively known as the Battle of the Frontiers (August 7-September 13, 1914). With the start of World War I, the armies of Europe began mobilizing and moving towards the front. In Germany, the army commenced implementing a modified version of the Schlieffen Plan. The Schlieffen Plan Conceived by Count Alfred von Schlieffen in 1905, the plan was designed for a two-front war against France and Russia. Following their easy victory over the French in the 1870 Franco-Prussian War, Germany saw France as less of a threat than its larger neighbor to the east. As a result, Schlieffen sought to mass the bulk of Germanys military might against France with the goal of winning a quick victory before the Russians could fully mobilize their army. With France eliminated, Germany would be able to focus their attention to the east (Map). Predicting that France would attack across the border into Alsace and Lorraine, which had been ceded following the earlier conflict, the Germans intended to violate the neutrality of Luxembourg and Belgium to attack the French from the north in a large-scale battle of encirclement. German troops were to defend along the border while the right wing of the army swept through Belgium and past Paris in an effort to crush the French army.   French Plans In the years prior to the war, General Joseph Joffre, Chief of the French General Staff, moved to update his nations war plans for a conflict with Germany. Though he initially desired to create a plan that had French forces attack through Belgium, he was later unwilling to violate that nations neutrality. Instead, he and his staff designed Plan XVII which called for French troops to mass along the German border and mount attacks through the Ardennes and into Lorraine. Armies Commanders: French General Charles LanrezacFifth Army Germans General Karl von  Bà ¼low  General Max von HausenSecond Third Armies Early Fighting With the beginning of the war, the Germans aligned the First through Seventh Armies, north to south, to execute the Schlieffen Plan. Entering Belgium on August 3, First and Second Armies drove back the small Belgian Army but were slowed by the need to reduce the fortress city of Liege.   Receiving reports of German activity in Belgium, General Charles Lanrezac, commanding the Fifth Army at the northern end of the French line, alerted Joffre that the enemy was advancing in unexpected strength.   Despite Lanrezacs warnings, Joffre moved forward with Plan XVII and an attack into Alsace.   This and a second effort in Alsace and Lorraine were both pushed back by the German defenders (Map).      To the north, Joffre had planned to launch an offensive with the Third, Fourth, and Fifth Armies but these plans were overtaken by events in Belgium. On August 15, after lobbying from Lanrezac, he directed Fifth Army north into the angle formed by the Sambre and Meuse Rivers. Hoping to gain the initiative, Joffre ordered Third and Fourth Armies to attack through the Ardennes against Arlon and Neufchateau.   Advancing on August 21, they encountered the German Fourth and Fifth Armies and were badly defeated. As the situation along the front developed, Field Marshal Sir John Frenchs British Expeditionary Force (BEF) disembarked and began assembling at Le Cateau.   Communicating with the British commander, Joffre requested that French to cooperate with Lanrezac on the left. Along the Sambre Responding to Joffres order to move north, Lanrezac positioned his Fifth Army south of the Sambre extending from the Belgian fortress city of Namur in the east to just past the mid-size industrial town of Charleroi in the west. His I Corps, led by General Franchet dEsperey, extended the right south behind the Meuse. To his left, the cavalry corps of General Jean-Franà §ois Andrà © Sordet linked Fifth Army to Frenchs BEF.   On August 18, Lanrezac received additional instructions from Joffre directing him to attack north or east depending upon the enemys location. Seeking to locate General Karl von  Bà ¼lows Second Army, Lanrezacs cavalry moved north of the Sambre but were unable to penetrate the German cavalry screen.   Early on August 21, Joffre, increasingly aware of the size of German forces in Belgium, directed Lanrezac to attack when opportune and arranged for the BEF to provide support. On the Defensive Though he received this directive, Lanrezac adopted a defensive position behind the Sambre but failed to establish heavily-defended bridgeheads north the river. Additionally, due to poor intelligence regarding the bridges over the river, several were left completely undefended. Attacked later in the day by the lead elements of Bà ¼lows army, the French were pushed back over the river. Though ultimately held, the Germans were able to establish positions on the south bank. Bà ¼low assessed the situation and requested that General Freiherr von Hausens Third Army, operating to east, join in the attack on Lanrezac with the goal of executing a pincer. Hausen agreed to strike west the next day.   On the morning of August 22, Lanrezacs corps commanders, on their own initiative, launched attacks north in an effort to throw the Germans back over the Sambre. These proved unsuccessful as nine French divisions were unable to dislodge three German divisions. The failure of these attacks cost Lanrezac high ground in the area while a gap between his army and Fourth Army began to open on his right (Map).   Responding, Bà ¼low renewed his drive south with three corps without waiting for Hausen to arrive. As the French resisted these assaults, Lanrezac withdrew dEspereys corps from the Meuse with the intent of using it to strike Bà ¼lows left flank on August 23. Holding through the day, the French again came under attack the next morning. While the corps to the west of Charleroi was able to hold, those to the east in the French center, despite mounting an intense resistance, began to fall back.   As I Corps moved into position to strike  Bà ¼lows flank, the lead elements of Hausens army began crossing the Meuse.   A Desperate Situation Recognizing the dire threat this posted, dEsperey counter-marched his men towards their old positions.   Engaging Hausens troops, I Corps checked their advance but could not push them back across the river. As night fell, Lanrezacs position was increasingly desperate as a Belgian division from Namur had retreated into his lines while Sordets cavalry, which had reached a state of exhaustion, needed to be withdrawn. This opened a 10-mile gap between Lanrezacs left and the British. Further west, Frenchs BEF had fought the  Battle of Mons. A tenacious defensive action, the engagement around Mons had seen the British inflict heavy losses on the Germans before being forced to give ground. By late afternoon, French had ordered his men to begin falling back. This exposed Lanrezacs army to greater pressure on both flanks. Seeing little alternative, he began making plans to withdraw south.   These were quickly approved by Joffre. In the fighting around Charleroi, the Germans sustained around 11,000 casualties while the French incurred approximately 30,000. Aftermath: Following the defeats at Charleroi and Mons, French and British forces began a long, fighting retreat south towards Paris. Holding actions or failed counterattacks were conducted at Le Cateau (August 26-27) and St. Quentin (August 29-30), while Mauberge fell September 7 after a brief siege. Creating a line behind the Marne River, Joffre prepared to make a stand to save Paris. Stabilizing the situation, Joffre began the First Battle of the Marne on September 6 when a gap was found between the German First and Second Armies. Exploiting this, both formations were soon threatened with destruction.   In these circumstances, the German Chief of Staff, Helmuth von Moltke, suffered a nervous breakdown. His subordinates assumed command and ordered a general retreat to the Aisne River.

Racism in William Shakespeare’s Othello Essay - 2606 Words

Racism in William Shakespeare’s Othello In William Shakespeare’s tragic play Othello racism is featured throughout, not only by Iago in his despicable animalistic remarks about Othello’s marriage, but also by other characters. Let us in this essay analyze the racial references and their degrees of implicit racism. Racism persists from the opening scene till the closing scene in this play. In â€Å"Historical Differences: Misogyny and Othello† Valerie Wayne comments on the racism inherent in the final act of the drama: When Othello finally kills himself and says he is killing the ‘turbaned Turk’ who ‘beat a Venetian and traduced the state’ (V, ii, 349-50), he is killing the monster he became through Iago’s mental poison, but he is†¦show more content†¦The alleged supersexuality of Africans also figures in the play: Iago calls Othello the â€Å"lusty Moor,† describing him with images of animal sexuality. Other characters reflect similar prejudice. (128) Perhaps the charges of racism in the play are exaggerated. Louis B. Wright and Virginia A. LaMar in â€Å"The Engaging Qualities of Othello† comment on the Elizabethan point of view: Much ink has been spilled in the debate over the color of Othello and what physical characteristics Shakespeare attributed to a â€Å"Moor.† Actors who have portrayed the part have also shown much concern over their make-up. There is little to indicate that Shakespeare of his contemporaries would have interpreted the union of Othello and Desdemona as a problem in mixed marriage or would have regarded the racial differences as of vital interest. To the Elizabethans, Othello was an exotic, and such interest as always attaches to exotics attached to him. (129) In the opening scene, while Iago is expressing his dislike, or rather hatred, for the general Othello for his having chosen Michael Cassio for the lieutenancy, he contrives a plan to partially avenge himself (â€Å"I follow him to serve my turn upon him†), with Roderigo’s assistance, by alerting Desdemona’s father, Brabantio, to the fact of his daughter’s elopement with Othello. Roderigo shares Iago’s prejudiced attitude toward Othello: â€Å"What a full fortune does the thicklips owe / If he can carryt thus!†Show MoreRelated Racism in William Shakespeares Othello Essay1059 Words   |  5 PagesRacism in William Shakespeares Othello The play, Othello, is certainly, in part, the tragedy of racism. Examples of racism are common throughout the dialog. This racism is directed toward Othello, a brave soldier from Africa and currently supreme commander of the Venetian army. Nearly every character uses a racial slur to insult Othello at one point in the play. 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Primal scene is a psychoanalysis theory by Sigmund Freud. This theory claims once a child imagines or sees their parents having sexual relations they will be unable to repress this image from reappearing in their mind. The author relates this theory to the play â€Å"Othello† byRead MoreDifferences Between Film And Othello1503 Words   |  7 PagesThroughout the years the play Othello by William Shakespeare has been adapted both on the screen and on stage many times. The questions o r race and racism that have quite often been a point of discussion with William Shakespeare’s play Othello can be seen through the bard, however some may argue that Othello’s skin colour was purely a plot device. 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Othello a middle-aged black moor who is also a general in the defense forces marries Desdemona, a white aristocratic lady against the wishes of her father. Their love, however, does not have the happily ever after ending due to the manipulations, deceptions, and scheming of Iago who is driven by revenge and selfish ambitions.Read MoreOthello - shakespeare and saxs film adaptation923 Words   |  4 Pagestrue of Shakespeare’s Othello and Sax’s film Othello? (700-800 words). Texts reflect their contexts and this is evident in both William Shakespeare’s Othello and Geoffrey Sax’s film Othello. This reflection is established through the two ideas of racism and the inequality between genders. The context of a text plays an essential role as it is the way in which the composers convey their message and this is done effectively as both composers are conveying an important message about racism and genderRead MoreOthello, By William Shakespeare941 Words   |  4 PagesBlack Racism and the public’s reliance on stereotypes to judge individuals of a different decent can be traced throughout literature. The Elizabethan’s are no exception, and as their view of the word grew so did the permeation of racism and xenophobia in their society. Theater in Elizabethan England was full of stereotypical black characters that further perpetuated society’s racist tendencies. One play that challenged these stereotypes was Williams Shakespeare’s play Othello which depicts theRead More Rating Othello1404 Words   |  6 PagesRating Othello  Ã‚        Ã‚  Ã‚   Is this Shakespearean tragedy Othello at the top of the rating chart, or is it just near the top? And why? This essay intends to examine various aspects of this subject, along with critical opinion.    This play ranks near the top. The Bard’s presentation of emotions, character, of good and evil actions that are down-to-earth – these are sometimes seen as the main reasons for the high ranking of Othello. Louis B. Wright and Virginia A. LaMar in â€Å"The Engaging QualitiesRead MoreOthello, By William Shakespeare1140 Words   |  5 Pagesâ€Å"Othello† is a play written by William Shakespeare in 1603. In this play, Shakespeare features three major characters: Othello, Iago, and Desdemona. Othello, a black man, and Desdemona, a white venetian secretly eloped in the play. Iago shows racism and prejudice towards their relationship because of their skin colors. In the play, Iago says: â€Å"Even now, now, very now, an old black ram is tupping your white ewe. Arise, arise! Awake the snorting citizens with the bell, or else the devil will make a

Mark Twains The Adventures of Huckleberry Finn is a novel about a young boys coming of age in Missouri of the mid

Mark Twains The Adventures of Huckleberry Finn is a novel about a young boys coming of age in Missouri of the mid-1800s Essay Mark Twains The Adventures of Huckleberry Finn is a novel about a young boys coming of age in Missouri of the mid-1800s. The main character, Huckleberry Finn, spends much time in the novel floating down the Mississippi River on a raft with a runaway slave named Jim. Before he does so, however, Huck spends some time in the fictional town of St. Petersburg where a number of people attempt to influence him. Before the novel begins, Huck Finn has led a life of absolute freedom. His drunken and often missing father has never paid much attention to him; his mother is dead and so, when the novel begins, Huck is not used to following any rules. The books opening finds Huck living with the Widow Douglas and her sister, Miss Watson. Both women are fairly old and are really somewhat incapable of raising a rebellious boy like Huck Finn. Nevertheless, they attempt to make Huck into what they believe will be a better boy. Specifically, they attempt, as Huck says, to civilize him. This process includes making Huck go to school, teaching him various religious facts, and making him act in a way that the women find socially acceptable. Huck, who has never had to follow many rules in his life, finds the demands the women place upon him constraining and the life with them lonely. As a result, soon after he first moves in with them, he runs away. He soon comes back, but, even though he becomes somewhat comfortable with his new life as the months go by, Huck never really enjoys the life of manners, religion, and education that the Widow and her sister impose upon him. Huck believes he will find some freedom with Tom Sawyer. Tom is a boy of Hucks age who promises Huck and other boys of the town a life of adventure. Huck is eager to join Tom Sawyers Gang because he feels that doing so will allow him to escape the somewhat boring life he leads with the Widow Douglas. Unfortunately, such an escape does not occur. Tom Sawyer promises much but none of his promises comes to pass. Huck finds out too late that Toms adventures are imaginary, that raiding a caravan of A-rabs really means terrorizing young children on a Sunday school picnic, that stolen joolry is nothing more than turnips or rocks. Huck is disappointed that the adventures Tom promises are not real and so, along with the other members, he resigns from the gang. Another person who tries to get Huckleberry Finn to change is Pap, Hucks father. Pap is one of the most astonishing figures in all of American literature. He is completely antisocial and wishes to undo all of the civilizing effects that the Widow and Miss Watson have attempted to instill in Huck. Pap is a mess: he is unshaven; his hair is uncut and hangs like vines in front of his face; his skin, Huck says, Is white like a fishs belly or like a tree toads. Paps savage appearance reflects his feelings as he demands that Huck quit school, stop reading, and avoid church. Huck is able to stay away from Pap for a while, but Pap kidnaps Huck three or four months after Huck starts to live with the Widow and takes him to a lonely cabin deep in the Missouri woods. Here, Huck enjoys, once again, the freedom that he had prior to the beginning of the book. He can smoke, laze around, swear, and, in general, do what he wants to do. However, as he did with the Widow and with Tom, Huck begins to become dissatisfied with this life. Pap is too handy with the hickory and Huck soon realizes that he will have to escape from the cabin if he wishes to remain alive. As a result of his concern, Huck makes it appear as if he is killed in the cabin while Pap is away, and leaves to go to Jackson Island a remote island in the Mississippi River. It is after he leaves his fathers cabin that Huck joins yet another important influence in his life: Miss Watsons slave, Jim. Prior to Hucks leaving, Jim has been a minor character in the novel he has been shown being fooled by Tom Sawyer and telling Hucks fortune. Huck finds Jim on Jacksons Island because the slave has run away. He has overheard a conversation that he will soon be sold to a slave owner New Orleans. Soon, after joining Jim on Jacksons Island, Huck begins to realize that Jim has more talents and intelligence than Huck has been aware of. Jim knows all kinds of signs about the future, peoples personalities, and weather forecasting. Huck finds this kind of information necessary as he and Jim drift down the Mississippi on a raft. Huck feels a comfort with Jim that he has not felt with the other major characters in the novel. With Jim, Huck can enjoy the best aspects of his earlier influences. As does the Widow, Jim allows Huck security, but Jim is not as confining as the Widow. Like Tom Sawyer, Jim is intelligent but his intelligence is not as intimidating or as imaginary as is Toms. Similar to Pap, Jim allows Huck freedom, but he does it in a loving, rather than an uncaring, fashion. Thus, early, in their relationship on Jacksons Island, Huck says to Jim, This is nice. I wouldnt want to be nowhere else but here. This feeling is in marked contrast with Hucks feelings concerning other people in the early part of the novel where he always is uncomfortable and wishes to leave them. At the conclusion of chapter 11 in The Adventures of Huckleberry Finn, Huck and Jim are forced to leave Jacksons Island because Huck discovers that people are looking for the runaway slave. Prior to leaving, Huck tells Jim, Theyre after us. Clearly, the people are after Jim, but Huck has already identified with Jim and has begun to care for him. This stated empathy shows that the two outcasts will have a successful and rewarding friendship as they drift down the river as the novel continues. Twain, Mark Mark Twain and racism almost always appear together in critics articles yet is racism really the problem? There is a major argument among literary critics whether Huckleberry Finn, by Mark Twain, is or is not a racist novel. The question boils down to the depiction of Jim, the black slave, and the way Huck and other characters treat him. The use of the word nigger is also a point raised by some critics, who feel that Twain uses the word too much and too loosely. Mark Twain never presents Jim in a negative light. He does not show Jim as a drunkard, as a mean person, or as a cheat. This is in contrast to the way Hucks white father is depicted, whom Twain describes using all of the above characterizations and more. We see Jim as a good friend, a man devoted to his family and loyal to his companions. The Red Tree analysis essayIn his subtle manner, he creates not an apology for slavery but a challenge to it. Salwen, Peter The entire plot of The Adventures of Huckleberry Finn is rooted on intolerance between different social groups. Without prejudice and intolerance The Adventures of Huckleberry Finn would not have any of the antagonism or intercourse that makes the recital interesting. The prejudice and intolerance found in the book are the characteristics that make The Adventures of Huckleberry Finn great. Wagennacht, Edward C. The author of The Adventures of Huckleberry Finn is Samuel Langhorne Clemens, who is more commonly known by his pen name, Mark Twain. He was born in 1835 with the passing of Haleys comet, and died in1910 with the passing of Haleys comet. Clemens often used prejudice as a building block for the plots of his stories. Clemens even said, The very ink in which history is written is merely fluid prejudice. There are many other instances in which Clemens uses prejudice as a foundation for the entertainment of his writings such as this quote he said about foreigners in The Innocents Abroad, They spell it Vinci and pronounce it Vinchy; foreigners always spell better than they pronounce. Even in the opening paragraph of The Adventures of Huckleberry Finn Clemens states, Persons attempting to find a motive in this narrative will be prosecuted; persons attempting to find a moral in it will be banished; persons attempting to find a plot in it will be shot. Twain, MarkKaplan, Justin The World Book There were many groups that Clemens contrasted in The Adventures of Huckleberry Finn. The interaction of these different social gro ups is what makes up the main plot of the novel. For the objective of discussion they have been broken down into five main sets of antithetic parties: people with high levels of society and people with low levels of society, rednecks and scholarly, children and adults, men and women, and finally, the Sheperdsons and the Grangerfords. Whites and African Americans are the main two groups contrasted in the novel. Throughout the novel Clemens portrays Caucasians as a more educated group that is higher in society compared to the African Americans portrayed in the novel. The cardinal way that Clemens portrays African Americans as obsequious is through the colloquy that he assigns them. Their dialogue is composed of nothing but broken English. One example in the novel is this excerpt from the conversation between Jim the fugitive slave, and Huckleberry about why Jim ran away, where Jim declares, Well you see, it uz dis way. Ole missus-dats Miss Watson-she pecks on me all de time, en treats me pooty rough, but she awluz said she woudn sell me down to Orleans. Although this is the phonetic spelling of how some African Americans from the boondocks used to talk, Clemens only applied the argot to Blacks and not to Whites throughout the novel. There is not one sentence in the treatise spoken by an African American that is not comprised of broken English. But in spite of that, the broken English does add an entraining piece of culture to the milieu. Blair, Walter The second way Clemens differentiates people in the novel of different skin color. Blacks in the book are portrayed as stupid and uneducated. The most blatant example is where the African American character Jim is kept prisoner for weeks while he is a dupe in a childish game that Tom Sawyer and Huck Finn play with him. Clemens spends the last three chapters in the novel to tell the tale of how Tom Sawyer maliciously lets Jim, who known only unto Tom is really a free man, be kept prisoner in a shack while Tom torments Jim with musings about freedom and infests his living space with rats, snakes, and spiders. At the end of this chapter Tom even admits, Why, I wanted the adventure of ità ¢Ã¢â€š ¬Ã‚ ¦ The next two groups Clemens contrasts are the rednecks and the scholarly. In the novel Clemens uses interaction between backwoods and more highly educated people as a vital part of the plot. The main usage of this mixing of two social groups is seen in the development of the two very entertaining characters simply called the duke and the king. These two characters are rednecks that pretend to be of a more scholarly background in order to cheat people along the banks of the Mississippi. In one instance the king and the duke fail miserably in trying to act more studiously when they perform a Shakespearean Revival. The duke totally slaughters the lines of Hamlet saying, To be, or not to be; that is the bare bodkin. That it makes calamity of so long life. For who farfel bear, till Birnam Wood do come to Dunshire, but that fear of something after death. Blair, Walter Thirdly Clemens contrasts adults and children. Clemens portrays adults as the conventional group in society, and children as the unconventional. In the story adults are not portrayed with much bias, but children are portrayed as more imaginative. The two main examples of this are when Huckleberry fakes his death, and when Tom and Huck help Jim escape from captivity. This extra imaginative aspect Clemens gives to the children of the story adds a lot of humor to the plot. Fourthly in the novel Clemens contrasts women and men. Women in The Adventures of Huckleberry Finn are portrayed as frail, while men are portrayed as more outgoing. The foremost example of a frail woman character in The Adventures of Huckleberry Finn is Tom Sawyers Aunt Sally. One example was when Tom and Huck were collecting wildlife to live in the shack that Jim is being held prisoner in they accidentally let loose some snakes in Aunt Sallys house and Aunt Sally, à ¢Ã¢â€š ¬Ã‚ ¦would just lay that work down, and light out. The main reason that Clemens portrays women as less outgoing is because there are really only four minor women characters in the novel, while all major characters are men. Lastly Clemens contrasts two families engaged in a feud. The names of the two families are the Sheperdsons and the Grangerfords. The ironic thing is that, other than their names, the two factions are totally similar and even attend the same church. Blair, Walter This intolerance augments a major part to the plot because it serves as the basis for one of the escapades Huck and Jim get involved in on their trip down the Mississippi. In conclusion the entire plot of The Adventures of Huckleberry Finn is rooted on intolerance between different social groups. Without prejudice and intolerance The Adventures of Huckleberry Finn would not have any of the antagonism and intercourse that makes the novel interesting. Therefore making it not a racist novel, but historically accurate tail of life at that time. Mark Twain is innocent of all wrongdoing.

Market Entry Strategy free essay sample

Anna’s Car is one of the top automakers in the United States that is currently planning on selling its new revolutionized Smart Cars to two foreign countries, Japan and Germany. The company believes that the increasing trend of going green and concerns about the environment in Japan and Germany will merge significant profits shortly after entering those two markets. Anna’s Car has evaluated various market entry strategy alternatives and is now hesitating between direct exporting or foreign direct investment for Germany and franchising or joint venture for Japan. Direct Export The main advantage of direct exporting for Anna’s Car is going to be fact that the company will be able to produce Smart Cars in the United States and then sell them to customers in Germany. Anna’s Car would have a great control over the entire export transactions and would gain the freedom as far as deciding which target buyers to approach or who to use to distribute the cars in Germany. We will write a custom essay sample on Market Entry Strategy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There is also potential for higher profits and a better chance to build a closer relationship with the German marketplace and its buyers. However, Anna’s Car will have to devote more time, personnel, and company’s resources to ensure a smooth and successful endeavor. Many internal organizational changes will be necessary in order to support more complex functions. The important step will be to choose the best channels of distribution and make business connections in order to sell Smart Cars. However, before exporting cars into Germany, Anna’s Car will need to go through custom procedures which involves filling out customer declarations. Furthermore, the company will need to ensure it carries a CE (â€Å"Communaute Europeenne† which stands for European Community) marking that â€Å"indicates that the respective party has successfully assessed the goods for compliance with European safety standards which has to be accompanied by a signed Declaration of Conformity (DoC)† (German Business Portal, 2010). Once selling products in Germany, Anna’s Car will have to pay value added tax – VAT – that all entrepreneurs who are engaged in business that is generating income have to pay. Foreign Direct Investment Anna’s Car may also choose an option of self growth through investing in building and establishing branches and manufacturing facilities in Germany, instead of producing cars in the USA. This form of market entry would lead to increase in profits due to the eligibility of tax cut that is given to those who are interested in foreign direct investment in Germany. However, Anna’s Car first would have to invest a lot of money in opening up factories and sales offices and dedicate a significant amount of time before the business is established in that country. The good news is that Germany has a welcoming attitude towards foreign companies that are interested in direct investment. The German market is open for investments in practically every industry sector, especially in the auto manufacturing industry. According to the Trade Invest â€Å"German law makes no distinction between Germans and foreign nationals regarding investments or the establishment of companies. The legal framework for FDI in Germany â€Å"favors the principle of freedom of foreign trade and payment† (FDI, 2010). In fact, there are more and more international companies that discover Germany due to its security and rewarding investment location. The UNCTAD World Investment Prospects Survey 2009-2011 confirms Germanys reputation as one of the most attractive business locations in continental Europe. Germany ranks second within the EU-15, and seventh internationally in the â€Å"most attractive business locations in the relevant regions 2008-2010 categoryâ€Å"(American Chamber of Commerce, 2010). The Trade Invest explains that study on the attractiveness of the European economic area (2010) also shows that Germany is the number one business location in Europe and even the number five worldwide. Based on this, it will be very advantageous for Anna’s Car to do business in Germany. Franchising Anna’s Car is evaluating an option of buying a franchise of Toyota, Nissan, or Suzuki in Japan. That way there will be less chance of failure in case something goes wrong as Anna’s Car would be buying an established business that has been very successful. Statistics show that â€Å"franchises stand a much better chance of success than people who start independent businesses; independent businesses stand a 70 to 80 percent chance of NOT surviving the first few critical years while franchisees have an 80 percent chance of surviving† (Coltman, 2009). Also, Anna’s Car would receive a lot of help with starting the business and running it afterwards which would be necessary as the company will be performing operations in a foreign country hat has different rules, culture as well as language. Anna’s Car would get all the equipment, supplies and instruction or training needed to start the business. If the negotiations go well, the company would be also able to receive ongoing training or help with management and marketing (for instance, parent company’s national marketing campaigns). Supplies and inventory will cost less than if Anna’s Car was running an independent company. The research shows that â€Å"franchising in Japan has shown a steady growth: the franchising system has been recognized by the Japanese society as a tool of innovation and development for the economy of the country† (Info Franchise, 2007). Starting franchising in Japan may be quite easy as the franchising system is not as regulated – there is no need to get license and register or file a document to become a franchisor. However, in spite of such freedom, Anna’s Car will need to be aware of the Medium-Small Retail Business Promotion Act that enforces some regulations, specifically the tax provisions. Furthermore, Anna’s Car will be able to count on the Japan Franchise Association (JFA) that consists of leading Japanese franchisors and companies which are interested in franchising and whose purpose is to provide help and support to every entrepreneur that wants to start franchising in that country. Joint Venture Another option of entering the Japanese market can be a joint venture in which partners share ownership of a newly created business. The advantages of such entry market for Anna’s Car would be using the ownership’s experience about new market environment, speed, sharing of resources, high profits, and leverage. The joint venture would also enable partners to combine their strengths so they can be more successful in business. However, there are some risks that need to be taken into account too. For example, joint venture partners share not only the rewards but also any losses or there may be a potential conflict between partners which most of the time arise out of cultural differences. The main thing for Anna’s Car before entering into a joint venture will be ensuring that its interests are properly reflected in the joint venture agreement (management responsibilities, shareholder rights, and exit strategies in case one of the partner decides to leave) and that this agreement will be enforceable under Japanese law. Conclusions Anna’s Car has a great potential of becoming very successful in Germany and Japan, especially in times when protecting the environment has become so important in almost every country in the world. The company needs to decide which market entry method is the most suitable for it by firstly evaluating its overall strategy, current resources as well as competitive advantage. Since different regions offer different advantages as well as obstacles, Anna’s Car needs to be able to adapt and acclimatize in those two countries. Also, following the specific rules of entering a foreign country will be crucial in making sure that the company doesn’t get in trouble with the law.

Treadway Tire Case Essays

Treadway Tire Case Essays Treadway Tire Case Paper Treadway Tire Case Paper Treadway Tire Case BY rocker0815 6N212: Management in Organizations Case: The Treadway Tire Company: Job Dissatisfaction and High Turnover at the Lima Tire Plant Harvard Brief Case: # 2190 Oune, 2008) Case Analysis Questions: 1 . Briefly describe the situation today at the Lima Tire plant. Treadway Tires plant in Lima, Ohio must confront strong Job dissatisfaction and high turnover among its line foremen. The foremen are caught in the middle of an adversarial relationship between the union and management, and they must cope with the needs and interests of both. They also perceive limited opportunity for areer advancement. Solving the problem requires rethinking the philosophy that guides workforce management and changing the Treadway culture that has grown up around that philosophy. Facing mounting pressure to reduce costs and increase productivity, director of human resources Ashley Wall must work quickly to analyze the root causes of the problem and provide an action plan to reduce turnover of the line foreman segment 2. What is the relationship between line foremen at Treadways Lima Plant and other groups within the plant: general supervisors and area managers, top management, he union, hourly workers, each other? Why do you believe the relationships are as they are? 3. How do you feel line foreman feel about their Jobs and why? Be specific about their sources of dissatisfaction. How engaged are the line foreman? How would they respond to Gallups 12 Questions of a Strong Workplace? Expand on your position. 4. What are the consequences of those feelings? What is the ripple effect of having disengaged line foreman? 5. What are the costs of turnover within the Lima plant? Direct? Indirect? How would you calculate the cost of turnover if you were Ashley Wall making a presentation to top management? (Hint: Look at number of hours worked per month, salary plus benefits, and how long it takes to come up to speed in the role) What is the magnitude of the turnover problem? Here is a formula for calculating the direct cost of turnover: Average Hours Worked/Month x Wage/Hour (including benefits) x Number of Months for Learning Curve x Productivity during Learning Curve x Number of Positions Turned Over = Direct Cost of Turnover 6. Discuss the elements of the current work system that are contributing to the problem. How does each negatively impact engagement and Job satisfaction? Out of a total of 50 foremen at the Lima facility, 23 of these positions have turn over. and resolve a variety of personnel, resources, and administrative issues in a 12-hour shift. On top of this, line for felt often pulled in different, often conflicting directions by management, the workers, and the union. Meeting performance goals is the most important duty of the line foreman. Every day a break out report of the previous days actual performance vs. orecast was circulated to all line foremen, general upervisor, area managers, and the plant operating committee. The report detailed such metrics as labor hours per unit, units completed, and units rejected owing to quality issues. If the results fell below forecasted levels, the foreman was subject to a severe tongue lashing and usually threatened with poor performance review. Responsibilities A foremans top priority was to start the tire production line each work day a nd ensure that no technical issues would stop production during the shift. Due o the Strenuous nature of long shifts, the scheduled hourly workers often came ate to work or called in sick, causing foremen to scramble for last minute substitute workers and assign them spontaneously to appropriate task. Morale No Matter what happens, were expected to meet or exceed targets, which get higher every year. Feel powerless to discipline the employee due to the union. They dont feel like they have authority, but yet they have all the responsibility. Hiring process-ok Training-Foreman did not receive formal training. The company did not want to invest in the training. Goals As long as you meet targets without aggravating the union or management too much, oure fine. Promotion Line foremen Just dont see any way to move up at Lima. No room for advancement. Survey The company did not offer clear opportunities for advancement Conclusion Morale and productivity were imperiled. The plant was not satisfactorily developing new managers. Relations between management and the union were threatened. Management is sensitive to employee problems. Did not feel prepared to accomplish duties Immediate supervisor is not a positive role model. Tone at the top Training 7. What action plan should Ashley Wall recommend? Be specific in describing your ecommended actions. 8. What key lessons will you take away from this case relative to building an engaged work culture and being an effective manager? Discuss the elements of the current work system that are contributing to the problem. How does each negatively impact engagement and Job satisfaction? In this case, there are many elements of the current work system that are contributing to the problem. The problem can be attributed to the inefficient training system in place, which resulted in undertrained foreman. The current training process was a sink or swim mentality forced upon the foreman. Due to the lack of proper training, the line foreman did not have the proper tools to do the Job right or run things properly. This lack of training has lead to a low Job satisfaction and low employee engagement among foremen. Another element contributing to the problem was the constant pressure from managers to meet or exceed targets no matter what happened in the factory. The foremen were under constant pressure and Judged on a daily basis on their production results. The bosses often threatened the foreman to get results. This type of leadership style caused tension between the supervisors and the foreman. The constant pressures on targets lead toa high stress environment, low employee morale, and low Job satisfaction among foremen. Foremen were also faced with long shifts and very substantial workload. These long work hours increase the stress and fatigue on foremen, which will lead to a less productive employee. Even if foremen are able to handle the long shifts and substantial workload, they are face with few opportunities to move up within the company. The long shifts, substantial work load, and the lack of opportunities have lead to low employee engagement, higher stress, and low Job satisfaction. What action plan should Ashley Wall recommend? Be specific in describing your recommended actions. Ashley should recommend a training program for new and current foremen that will prepare them on how to effectively do their Job adequately. This would be a good long term investment for the company. This training program would enable these foremen to have better experience and results in the workplace. Providing appropriate training and information will make employees feel more valuable and will result in better Job satisfaction. The company should have hiring process to promote from internal candidates. This process accompanied with the appropriate training and employee development will lead to employee retention. These steps will show the foreman that the company is loyal to qualified employees. satisfaction. The company should put less pressure on the foremen for immediate result on things that are outside their control, for example sick employee. The results should be adjusted based on the head count for that particular day. Introduce a productivity measure per employee, not per department. Ashley should also propose shorter shifts. Shorter shifts would improve the productivity of the plant. The longer the shifts lead to less productive employees at the end of a long shift. The current length of time for each shift could be reduced so that it causes less stress on the individuals and help with work life balance. People can work strong for a time, but once they reach fatigue, they begin to make more mistakes and theyre more irritable. The shorter shift will increase employee morale and Job satisfaction. 8. Empower your employees, treat them with respect, and be someone your employees would follow, Train. Empower your employees, treat them with respect, and be someone your employees would follow.

American Government Essay Example | Topics and Well Written Essays - 250 words

American Government - Essay Example The legislature already has enough time to pass whatever bills it needs to. If they were in session longer, all theyd do is pass more laws. And those extra laws theyd pass would be the kind of laws that no one wants or needs (if they wanted or needed them, theyd pass them during the regular session). That and those legislators would start thinking that legislating was their regular job - yuk. How strong militarily and economically was the United States in the 1790s? Could the United States have been very active in world affairs? What was the major goal of U.S. foreign policy then? Was it to protect U.S. citizens and their property? As the United States grew geographically, militarily, and economically, could the government remain isolationist? Why did the United States turn to an interventionist foreign policy? Why did the United States return to isolationist foreign policy after World War I? Could the United States be isolated from the world politically and still remain an economic power? Undoubtedly, the US could remain as an isolationist as it continued to expand outward. Even looking back at history, the country’s attempt to remain an isolationist during both World War II was not susceptible. The US verily had to enter both World Wars since it became a leader in the Western frontier. The United States returned to isolationist foreign policy since domestic problems plagued the country. Furthermore, Europe was in chaos itself and the US could not afford to indulge itself in such petty issues. No, the US has embraced the role of being a leader of the globe and is the world’s super power. Is it easy for the president and Congress to set a course for foreign policy? What kinds of measures can the United States use to combat terrorism? How can it defend its citizens against chemical and biological weapons? Schmidt, Steffen W., Mack C. Shelley, and Barbara A. Bardes.  Handbook of selected court cases to

Do Structure Matter Research Paper Example | Topics and Well Written Essays - 750 words

Do Structure Matter - Research Paper Example In the New Yorker magazine, the designer shared the readers’ position to understand the much-needed topical matters. Additionally, the New Yorker designers attain customers’ attention by using letters and words that enhance connection, employing the use of challenging language and unbelievable revelations and statements that attract readers’ attention. The designer here therefore steps into the shoes of New Yorker Magazine readers to enable bring out their specific needs that would attract and retain their attention to the content of the magazine. The large bold typeface used help communicate the significance of a heading therefore improving readers attention. The different segments running at the top parts communicate the relevance of each topic covered from books, fiction, daily comments among other headings in bold typeface. The magazine avoids excess use of decorative typeface. However much these have a potential of attracting customers, they may make the magazine hard to read through. This would then push readers to other easier, words, and letterforms in the magazine. This little use of decoration improves readers’ attention and retains their concentration to the contents they read (Jessica & Carolyn, 2007). New Yorker magazine achieve tone and texture in its design through integrating lines of type, words and letterforms. Additionally, it makes good use of weight, line spacing, letter spacing and typeface to attain readers’ attention to the content of the magazine. These design quality enhances brightness and density of type that moderates tone and texture in the magazine. Tone and textures determine an order in which readers go through a text. Putting the main topic in bold and coloring of parts of the text makes them more attractive and appealing to readers irrespective of their relevance (Knight & Glaser, 2013). The magazine uses multiple fonts that prove

Influence of Physical Punishment on Adolescents Self-esteem

Influence of Physical Punishment on Adolescents Self-esteem Introduction Disciplinary incidents are central to moral development because disciplinary practices assist to inculcate moral standards and values that provide the basis for self-controlled behaviour within the child (Brody Shaffer, 1982, p.32). Amongst the various disciplinary methods, physical punishment is widely practised across different cultures and countries. The present study focused on non-abusive physical punishment and adopted the definition by Straus (1994) that physical punishment â€Å"is the use of physical force with the intention of causing a child to experience pain, but not injury, for the purpose of correction or control of the childs behaviour† (p.4). This definition was used to delineate non-abusive physical punishment from harsher forms of abusive punishment. The term â€Å"corporal punishment† is synonymous and has been used interchangeably with physical punishment. We used the term â€Å"physical punishment† in this study because it specifically indi cates that punishment is meted out in a physical and bodily manner. A survey conducted in Jamaica revealed that physical punishment is frequently practiced in home and school (Smith Mosby, 2003). Physical punishment is also common in south-west Ethiopia (Admassu, Belachew, Haileamalak, 2006). This disciplinary method, however, is not peculiar to developing countries. Even in socially privileged countries, physical punishment is also used as a disciplinary method. Approximately 60% of Hong Kong Chinese parents admitted to using physical punishment as a form of discipline (Tang, 2006). In America, 94% of 3- and 4-year olds have been physically punished by their parents at least once during the past year (Straus Stewart, 1999), and 85% of Americans believed that â€Å"a good hard spanking is sometimes necessary† (Bauman Friedman, 1998). Beliefs in its positive disciplinary effects contributed to the widespread use of physical punishment (Straus, 1994) and there are evidence-based studies supporting the idea that physical punishment suppresses undesired behaviour (Gershoff, 2002; Larzelere, 2000; Paolucci Violato, 2004). For example, studies in Larzeleres (2000) meta-analysis provided evidence that non-abusive spanking used by loving parents reduced subsequent noncompliance and fighting in 2- to 6-year olds. In relation to Larzeleres (2000) findings, Gershoff (2002) found a large mean effect size for immediate compliance following corporal punishment. However, as noted by Gershoff (2002), these beneficial outcomes are only temporarily because physical punishment neither teaches children the reasons for behaving correctly, nor does it communicate what effects their behaviours have on others. Hence, physical punishment may not facilitate moral internalisation of the intended disciplinary message (Gershoff, 2002). Moreover, the demerits may outweigh the merits of punishment because studies suggested that physical punishment carry with it unintended and adverse effects (Holden, 2002; Rohner, Kean, Cournoyer, 1991; Straus, 1994). In response to the increasingly condemnatory international views about physical punishment, 25 states, to date, abolished all forms of physical punishment on children (Global Initiative to End All Corporal Punishment of Children, 2009). Burgeoning research has related physical punishment to a variety of negative effects. These effects ranged from social-emotional and psychological problems, such as mental distress and withdrawal (Eamon, 2001), to behavioural problems, such as antisocial behaviour and increased aggression (Deater-Deckard, Dodge, Blates, Pettit, 1996; Sim Ong, 2005; Straus, Sugarman, Giles-Sims, 1997; Tang, 2006). Straus et al. (1997) suggested that a â€Å"dose response† to physical punishment for children may exist, such that more frequent and longer usage of punishment will lead to increased probability of behaviour problems. These potentially adverse effects of physical punishment may also carry over into adulthood in the form of increased psychopathology and violent behaviour (Eron, 1996); substance abuse, depression, family violence, and suicide (Afifi, Brownridge, Cox, Sareen, 2006; Straus, 1995; Straus Kantor, 1994). Eron (1996) indicated that the more harshly 8- and 9-year olds we re punished, the more aggressive and antisocial they were in late adolescence and young adulthood. Afifi and colleagues (2006) also found individuals who were physically punished, as compared to those who were not, had higher risk for major depression, alcohol abuse or dependence and externalising problems in adulthood, and these effects were not attenuated after controlling for sociodemographic variables and parental bonding. In addition, Straus (1995) found significant positive correlation between the level of punishment experienced as a child and level of depressive symptoms and thoughts of committing suicide in adulthood, after controlling for socioeconomic status (SES), martial violence, and witnessing violence as a child. In the past decade, at least three meta-analyses were conducted to review research on the effects of physical punishment. Larzelere (2000) reviewed a total of 38 studies and found both beneficial (as discussed above) and negative effects of physical punishment. From 17 causally relevant studies, the author highlighted apparent detrimental effects of physical punishment. He first pointed out that physical punishment predicted increased subsequent negative externalising behaviour, supporting the â€Å"violence begets violence† viewpoint. One of the studies reviewed was the controlled longitudinal studies of the National Longitudinal Study of Youth (Larzelere Smith, as cited in Larzelere, 2000), which provided not only consistent but also causally relevant evidence that physical punishment is associated to subsequent increase in antisocial behaviour. Secondly, Larzelere (2000) indicated that physical punishment predicted increased mental health problems. The links between physic al punishment and both increased negative externalising behaviour and mental health problems were further supported by another meta-analysis, which evaluated 88 published works spanning a 62 year period. Gershoff (2002) found that physical punishment was indeed significantly associated to increased aggression, increased delinquency, increased antisocial behaviour, and decreased mental health, to name a few. All 20 studies involving mental health in Gershoffs (2000) meta-analysis found frequency of corporal punishment to be positively and significantly related to a decrease in childrens mental health. Straus and Kantor (1994) reported that after controlling for low SES, those who experienced corporal punishment in adolescence were still at higher risk for depression, suicidal thoughts and alcohol abuse. Although Paolucci and Violato (2004), who conducted another meta-analyses and evaluated 70 studies between 1961 and 2000, did not find exposure to corporal punishment led to increased risk of developing cognitive problems (e.g., suicidal thoughts and attitudes toward violence), they found that people who experienced corporal punishment were at a small but increased risk for developing behavioural (e.g., aggression and antisocial behaviours) and affective problems (e.g., psychological impairment and low self-esteem). Physical punishment appears to have a dampening effect on self-esteem in its victims. However, studies have been inconclusive and evidence-based literature in this area is much thinner, as compared to the large number of published articles on physical punishment and increased externalising behaviours, such as childrens aggression, which is one of the most studied in the literature on parenting (Paolucci Violato, 2004). Only 3 studies (Adams, 1995; Larzelere, Kein, Schumm, Alibrano, 1989; Sears, 1970) cited in Larzeleres (2000) meta-analysis, investigated the association between physical punishment and self-esteem. Specifically, Larzelere et al. (1989) found the amount of spanking received negatively predicted self-esteem but the negative correlations between punishment, self-esteem, and perception of fairness of punishment were reduced to non-significance after controlling for parental positive communication. The other study included in the meta-analysis did not find a significant correlation between physical punishment and subsequent self-esteem (Sears, 1970). Jouberts (1991) study, which was not included in the meta-analysis, also found no evidence indicating spanking to have any effect on childrens self-esteem scores, regardless whether spanking was administered by mothers or fathers, or both. On the other hand, one of the three studies as cited in Larzeleres (2000) meta-analysis found lower self-esteem among 6- to 12-year olds, especially those who were hit with high frequency (twice a week), even after controlling for ethnicity, cognitive enrichment and poverty (Adams, 1995). Furthermore, recent studies, which were not included in the meta-analysis, also found similar results. Using data from 1,397 children, Eamon (2001) found 4- to 9-year-old children who received more frequent spanking exhibited more socio-emotional problems like low self-esteem. In another study, Amato and Fowler (2002) investigated the relationship between parental use of corporal punishment and childrens self-esteem, using data collected from 3,400 households with a child within the age range of 5-18. Similarly, parents use of corporal punishment was found to predict lower self-esteem. Bauman and Friedman (1998) argued that physical punishment retards the development of self-esteem, and Paolucci and Violato (2004) used findings of corporal punishment being associated with psychosocial problems, such as depression, as supporting evidence that physical punishment is related to impaired self-esteem. Coercive disciplinary techniques are also linked to decreases in childrens level of confidence and assertiveness, and increases in feelings of humiliation and helplessness (Gershoff, 2002). One explanation for these findings is the fear of punishment makes people attempt to escape. However, when escaping from punishment is not possible, feelings of learned helplessness and depression may develop (Paolucci Violato, 2004). Self-esteem, as defined by Rosenberg (1965), is a positive or negative attitude towards the self. Interestingly, self-esteem stability in childhood and adolescence does not differ between genders (Trzesniewski, Donnellan, Robins, 2003). Research has shown that self-esteem has a pervasive impact on an individuals life in numerous areas. Emotionally, individuals with low self-esteem have a tendency to exhibit higher levels of anxiety, experience more frequent psychosomatic symptoms, feelings of depression, lack of personal acceptance and submissiveness (Battle, 1992). Low self-esteem is also an important predictor for disruptive and maladaptive behaviours (Aunola, Stattin, Nurmi, 2000; Vandergriff Rust, 1989). An individuals social functioning can also be affected by his level of self-esteem. Children with high self-esteem are more popular among peers and participate more actively in social groups, unlike those with low self-esteem, who experience more difficulties forming friendshi ps (Battle, 1992; Growe, 1980). Self-esteem has also been supported by research evidence, to be positively related to academic self-efficacy. This significant relationship is found in Western countries (Jonson-Reid, Davis, Saunders, Williams, Williams, 2005; Smith, Walker, Fields, Brookins, Seary, 1999), as well as in Singapore (Ang, Neubronner, Oh, Leong, 2006). An important trend in the international research focuses on the effects of physical punishment on children (Ripoll- Nà ºÃƒ ±ez Rohner, 2006). Considering that self-esteem has a wide range of influence on an individuals life and the current literature remains inconclusive on the effects physical punishment have on self-esteem, we chose to investigate the relationship between non-abusive physical punishment administered by adolescents main disciplinarian and adolescents level of self-esteem. Self-esteem plays a vital role in an individuals development, and if physical punishment has negative effects on adolescents self-esteem, it is likely that his level of self-esteem will affect his psychosocial and educational development, and his overall well-being. For instance, his academic success and ability to socialise contribute to his current and future well-being. The relationship between physical punishment and adolescents outcome cannot be simply described as two distinct categories, such that physically punished adolescents will experience negative outcomes, and adolescents who have never been physically punished will not. Instead, this relationship may lie on a continuum and the frequency of physical punishment may play an important role in the punishment-outcome link, such that increase in frequency of punishment will lead to increased probability of negative outcomes. Since a dose response towards physical punishment was suggested by Straus et al. (1997), and a positive relationship between the frequency of physical punishment and negative outcomes was concurred by Larzelere (2000) and Gershoff (2002), and more specifically, Adams (1995) and Eamon (2001) found lower self-esteem, especially among those who experienced frequent use of physical punishment, we chose to investigate the punishment-self-esteem link by focusing on the frequency of punishment. With increased frequency of physical punishment, lower self-esteem can be expected. The weight of the existing research seems to favour the viewpoint that non-abusive physical punishment carries with it negative baggage. However, unlike physical abuse, the conclusion that non-abusive physical punishment indeed has detrimental consequences on adolescents well-being cannot be substantiated. Researchers at the opposite end of the debate cite conflicting evidence and physical punishment remains the most controversial topic in the domain of parental discipline (Holden, 2002; Larzelere, 1996). The main debate remains on whether non-abusive physical punishment is completely harmful or it has negative effects only when used within certain conditions. As summarised by Ripoll- Nà ºÃƒ ±ez and Rohner (2006), the â€Å"conditional defenders† of corporal punishment argued that the effects of punishment may be positive, negative, or both depending on the conditions in which it was administered. As proposed in Gershoffs process-context model (2002), the link between physical punishment and its impact on the child is not direct and isolated. Instead, contextual factors of varying levels of influence may moderate the processes linking punishment and child constructs (Gershoff, 2002). This is supported by the fact that majority of the 94% of 3- and 4-year-old Americans who experienced physical punishment did not experience negative outcomes, such as developing into clinically aggressive adults or criminals. Critics of past research argued that many studies which linked physical punishment to negative effects have methodological flaws because they did not take into account the influence of moderating variables, which when included, tended to attenuate the relationship between punishment and negative outcomes (Rohner, Bourque, Elordi, 1996). Since not all individuals who experienced non-abusive physical punishment experienced negative outcomes, the present study further examined two potential moderators of the punishment-self-esteem link: namely, adolescents perceptions on the fairness of physical punishment and caregiver acceptance-rejection. Typically, research in this area has relied on parental reports of physical punishment. However, parents may underreport the use of physical punishment due to social desirability. Parents may feel threaten to disclose the frequency with which they physically punish their children because it is not advocated in contemporary society, hence providing inaccurate data (Shum-Cheung, Hawkins, Lim, 2006). Moreover, if parent is the source of data on both the punishment and childrens behaviours, they may attempt to justify their punishment through the parental report of child behaviour (Bauman Friedman, 1998). Following, we collected retrospective account of physical punishment from the recipients of the disciplinary practice, and further explored the possible moderating effect their cognitive perceptions on the punishment, may exert on the punishment-self-esteem link. The impact of punishment on adolescents is not unidirectional because adolescents are not simply passive recipients of the punishment. Instead how adolescents perceive the punishment may affect the impact it has on their outcomes. As noted by Holden (2002), noticeably absent from research is studies of childrens perceptions and reactions to punishment. It has been suggested that effects of physical punishment may be moderated by the meaning children ascribes to the punishment (Benject Kazdin, 2003). Ignorance of this may lead to an inaccurate picture on the effects of punishment because the key to understanding how physical punishment affects its victims lies in understanding how they react to the punishment physiologically, affectively, and cognitively (Gershoff, 2002). Holden (2002) further posited that this reaction involves at least two processes, namely, immediate physiological and sensory reaction, followed by the secondary cognitive appraisal stage. In line with Ripoll- Nà º à ±ez and Rohners (2006) suggestions on variables that are important in the research of physical punishment and its effects on children, we explored the potential moderating effect of adolescents perceptions of fairness of physical punishment, which has been considered to ameliorate the negative outcomes of punishment (Rohner et al., 1991; Rohner et al., 1996). Grusec and Goodnow (1994) suggested that children, who perceive punishment as fair, will be more willing to accept the intended disciplinary message, which then facilitates internalisation. Since adolescents are the recipients of parental disciplinary practices, the knowledge of their perceptions on the fairness of punishment will open the window to their internal mental processes, which is how they interpret and internalise the punishment. This provides a more complete understanding of the relationship between punishment and self-esteem. Concerns regarding whether adolescents are mature enough to make sensible judgments abo ut the fairness of discipline can be allayed because Konstantareas and Desbois (2001) found 4-year-old preschoolers capable of making judgments about the fairness of discipline by mothers, and in a study conducted in Singapore, parents and 10- to 12-year-old childrens responses on fairness of discipline were similar (Shum-Cheung et al., 2006). Therefore, if adolescents perceive physical punishment as fair, the effects of punishment on their self-esteem may not be deleterious. Following, the negative association between physical punishment and self-esteem can be expected to be stronger at lower levels, as compared with higher levels of perceived fairness. Little is also known about the conditions under which punishment occurs (Bauman Friedman, 1998) and if information regarding the context in which the punishment is meted out is not captured, only a snapshot of the impact of punishment on adolescents will be known. Opponents of physical punishment have acknowledged that physical punishment by itself is unlikely to produce negative child outcomes. However, when combined with other risk factors in the family, negative effects of physical punishment may surface (Bauman Friedman, 1998). Therefore, certain factors in the adolescents family may influence the cognitive appraisal process of the punishment and, consequently, buffer the negative effects. Corporal punishment is considered to be beneficial when administered by emotionally supportive parents who share positive interactions with their children (Paolucci Violato, 2004). As discussed above, Larzelere et al. (1989) reported that positive parental communication moderated the punishment-self-esteem link. Therefore, information regarding other aspects of parenting, such as the warmth dimension, will provide a much fuller understanding towards the relationship between physical punishment and self-esteem. As construed in the parental acceptance-rejection theory (PARTheory), parental acceptance and rejection form the warmth dimension of parenting (Rohner, 1991). Perceived parental acceptance-rejection may be one of the most important parenting dimensions to consider because no cultural or ethnic group was found where perceived parental acceptance-rejection failed to correlate with the predicted personality dispositions (Rohner Britner, 2002). PARTheory predicted rejected children, as compared to children who perceived themselves as being accepted, are more likely to have an impaired sense of self-esteem, amidst other negative effects (Rohner, 1991; Rohner Britner, 2002). Rohner (1991) used Meads (1934) significant other concept to explain how parental rejection may affect self-esteem. PARTheory assumed that everyone tends to view ourselves as we imagine â€Å"significant others† view us. Therefore, if parents who are childrens most significant other reject them, they are more likely to define themselves as unworthy, and consequently develop an overall sense of negative self-evaluation, including feelings of negative self-esteem and self-adequacy (Rohner, 1991). Although the term â€Å"parent† is used in PARTheory, Rohner (1991) explained it refers to the major caregiver of the child, not necessarily the parents. Therefore, we used the term â€Å"caregiver† instead of â€Å"parent† in this study. Variations in perceived caregiver acceptance-rejection among adolescents may magnify or minimise the effects of physical punishment and this has been supported by cross-cultural evidence. Rohner et al. (1991), for example, found severe physical punishment to be related to psychological maladjustment among Kittitian youths and the effects became more substantial when it was paired with caregiver rejection. Similarly, results from another study conducted in Georgia showed that the association between perceived harshness of punishment and psychological maladjustment disappeared once perceptions of caregiver acceptance-rejection were accounted for (Rohner et al., 1996). In the context of Singapore, perceived parental acceptance-rejection was also found to play an important moderating role. Sim and Ong (2005) found perceived fathers rejection moderated the link between slapping and daughters level of aggression, and perceived mothers rejection moderated the canning-aggression link among S ingapore Chinese preschoolers of both genders. All these studies uniformly showed that childrens perception of caregiver acceptance-rejection has a significant impact on the association between physical punishment and its outcomes. Thus, at higher compared to lower levels of perceived caregiver rejection, a stronger negative association between physical punishment and self-esteem can be expected. We collected data on adolescents perceptions of caregiver acceptance and rejection, and frequency of physical punishment by their main disciplinarian, rather than their main caregiver. This is because our study used a Singapore Chinese sample, and it is common within this group that the main disciplinarian may not be the main caregiver. In Chinese societies, traditional roles of disciplinarian and caregiver are respectively played by fathers and mothers, and this role differentiation still applies in Singapore (Quah, 1999). In cases where the disciplinarian and caregiver are different persons, the adolescent may experience more punishment from the disciplinarian as compared to the caregiver, and the impact of punishment from the main disciplinarian will not be reflected if punishment administered by the caregiver was measured. Since the main disciplinarian is the adult who administers punishment, effects of punishment may be moderated by the adolescents perceived acceptance from his main caregiver, who plays the key caring role and spends the most time with him. Collecting data on adolescents perceptions of caregiver acceptance-rejection allowed us to examine the punishment-self-esteem link through the relationship between caregiver and adolescent. As pointed out by Larzelere (2000), one of the needs in the research on physical punishment is for studies to take a developmental perspective because reviews by Larzelere (2000) and Gershoff (2002) found outcomes of punishment varied by the childs age. For example, Gershoff (2002) found that with increased age, the association between corporal punishment and aggressive and antisocial behaviours became stronger. Following, we used a retrospective design to investigate the association between physical punishment and self-esteem, and the impact the two proposed moderators may have on this link, at two age frames, namely when the individual was 11- to 12-years old (early adolescence) and 15- to 16-years old (middle adolescence). Although physical punishment is at its zenith when children are aged 3-5 (Straus Stewart, 1999), and its frequency decreases as children grow older, physical punishment is still prevalent during adolescence (Straus et al., 1997). Straus (1994) found more than 6 0% of parents in America reported hitting 10- to 12-year olds, and even at ages 15-17, one out of four adolescents is still physically punished. The two age frames were chosen partly because this study was retrospective in nature, and memories of punishment incidents during early childhood may be weak due to the long time passage that passed. Additionally, an average Singapore student aged 11- to 12-years old and 15- to 16-years old, is in preparation for the national examinations, namely, the Primary School Leaving Examination and GCE ‘O Levels, respectively. Being the periods of their major examinations, memories during these periods may be much clearer and distinct, and this will provide the study with more accurate data. Children below age 8 have not developed the concept of global self-esteem, thus another reason for focusing at these two age frames is that at ages 11-12 and 15-16, adolescents will have developed the ability to â€Å"view themselves in terms of stable dispositions, which permits them to combine their separate self-evaluations into an overall sense of self-esteem† (Berk, 2006, p.449). Moreover, unlike in early childhood, individual differences in self-esteem from early to middle adolescence become increasingly stable (Trzesniweski et al., 2003), which allowed us to explore the punishment-self-esteem link more precisely. According to Eriksons stages of psychosocial development (as cited in Berk, 2006), he organised life into eight stages that extend from birth to death, of which two stages were related to the present study. During the latency stage, where 11- and 12-year olds will be categorized, they enter school and are required to develop a sense of competence through the social interactions in school. With a wider range of socialisation opportunities, their relationships with parents may no longer be the most significant but it remains influential because little or no encouragement from parents, teachers, or peers may lead them to doubt their ability to succeed (Berk, 2006). However, 15- and 16-year olds are in the adolescence stage, where the need to develop an independent identity that is separated from the family, becomes the key developmental task, and relationships with peer groups become the most significant relationship. Hence the attenuation of familial influence for adolescents aged 15-1 6 may decrease as compared to when they were 11- to 12-years old. Moreover, 15- and 16-year olds fall in Piagets formal operational stage, which represents the apex of cognitive development (Siegler Richards, 1982). Unlike the subsequent stage, 11- and 12-year olds are in the concrete operational stage and can only â€Å"operate on reality†. But formal operational adolescents developed the ability for abstract thinking and can engage in hypothetico-deductive reasoning and propositional thought, to conjure more general logical rules through internal reflection (Berk, 2006). Additionally, they can apply their abstract reason abilities to all areas of life (Siegler Richards, 1982). Following, it may be the case that adolescents perceptions of caregiver acceptance-rejection play a greater role, than perceived fairness of punishment, in moderating the link between punishment and self-esteem, when they are aged 11 to 12. Because their social circle though expanded, still centres around their parents and how accepted or rejected they perceived th eir caregiver to be may still play a significant role unlike during middle adolescence. At ages 15-16, adolescents perceived fairness of punishment may matter more than perceived caregiver acceptance because their relationship with their caregiver is not the most critical factor in their psychosocial development. Additionally, their growing need for independence from their parents as well as their capacities to think through their own best interests with their greater cognitive awareness, may influence them to place more emphasis on their personal thoughts, and on their friends views but less on what their caregiver thinks of them. Within the realm of punishment research, it is also important to acknowledge the existing attitudes towards physical punishment within the particular culture. As pointed out by proponents of physical punishment, aside from the family, the cultural context also buffers potential negative consequences of physical punishment (Bauman Friedman, 1998). Acceptance of physical punishment varies across cultures and it may contribute to variations in child outcomes across different groups because cultural values and beliefs affect whether punishment is used more instrumentally or emotionally, and how children emotionally respond to it (Gershoff, 2002; Larzelere, 2000). Larezeleres (2000) highlighted five studies which presented evidence of significantly differential effects of spanking by ethnicity. Deater-Deckard et al. (1996), for example, found maternal use of physical punishment predicted externalising behaviours only for European American, but not African American children. The authors s uggested that this may be due to the stronger acceptance and preference for physical punishment among African American, in contrast to European American parents, hence affecting the manner in which punishment is used and childrens perceptions of its appropriateness. Similarly, Gunnoe and Mariner (1997) found spanking to be negatively related to African American girls later aggressive behaviours, but positively related to European American boys later aggressive behaviours. Majority of the studies, which investigated the link between physical punishment and self-esteem, were conducted in Western countries, such as America. However, attitudes towards childrearing in Western countries are different from those of the Asian cultures in Singapore (Tong, Elliot, Tan, 1996). Unlike Western cultures, which display a lower tolerance of physical punishment, this form of discipline is popular within the Asian culture. â€Å"Spare the rod and spoil the child† is an old saying which reflects the prevalent parental attitude, especially among Singapore Chinese parents, who continue using caning to discipline children and view physical punishment as an effective disciplinary method (Elliot, Thomas, Chan, Chow, 2000). Being a multi-ethnic society, ethnic differences exist in childrearing techniques, which may lead to differences in usage of physical punishment across ethnic groups. A study conducted by Quah (1999) on the Singapore family found Chinese parents t ended to use physical punishment more than other parents, while Malay and Indian parents were most likely to use reasoning, and authority was most frequently used by parents in the group Other. Considering that ethnicity may affect the outcome of physical punishment, this research recruited only Singapore Chinese participants.