ICT and an Adult in Education Essay Example for Free

ICT and an Adult in Education Essay Mr Williams is a teacher at my school, he teaches ICT and Business Studies at KS3, ICT at KS4, Form Tutor, Production, Collection and Collation of Reports for the whole of my school. He produces information on students and for staff to help in teaching and learning, he also produces statistics for staff, senior staff, LEA and DFES. He also produces information to do with effort grades ad target setting information. So he uses a lot of technology, this includes; * PCs on a Network * Apple Macs on a Network * Internet via 10MB broadband * E-mail * Laptop also on Network * Digital Video Camera * Digital Still Camera * Digital LCD Projector * Palm m515 PDA * Wireless Notebooks Window/MAC OS * USB Memory sticks * Data Logging Hardware * Control hardware/software * Fax * Also available Interactive Whiteboard Mr Williams is a teacher of I. C.T and business studies at Key Stage 3, teacher of I.C.T at Key Stage 4, Production, collection and collation of Reports for the whole school, effort grades and target setting information he produces also. He produces of information on students for staff to use which will help in teaching and learning. He has achieved the Electronic registration system for the whole school within 12 months for people to use and view. He performs general backup for staff using RM software, he also performs General Network Administration which is adding new pupils and staff users. He gives advice on purchasing new equipment for the whole school and departments. He selects, purchases and setups laptops for teachers using E-Learning. Mr Williams analyses exam results so senior staff and heads of years or departments so they are aware of achievement compared to the expected results. Staff are also able to view these results so they can be aware of performance issues. Subject staffs, heads of years and de partments, senior staff and form tutors are also able to access these results, grades and comments. Extra software is available which will help staff by using the system that was introduced by Mr Williams, (software produced using Microsoft Visual Basic). The RM Network The RM network system allows Mr Williams to access the information on students and is able to update it if needed such as if the student changes address or phone numbers. Mr Howells can now, after Mr Williams has set the network up, can get access to LEA Management Information System and the school records. Data bases are creates to hold student information on staffs users names or folders on their laptops. Mr Williams has also enabled access from home, using the internet and school passwords. He has also updates the Pupil Achievement Tracker software which allows staff to store progress of students within classes or year group. The RM connect system enables Mr Williams and two other members of staff, who are supervisor users, to access students work areas to solve problems and to check appropriate use of programmes and internet. The E-mail system is also filtered so inappropriate E-mails are redirected and staff are able to view them, the access of websites with inappropriate langua ge or content such as pictures, Mr Williams and the other two members can check. The RM system is set up to allows staff to open Read only documents so they can give students access to related subjects. Mr Williams uses this for providing information, revision materials, coursework guides and modelling situations and simulation materials. Also used is a Virtual CDROM software and a multimedia server this allows staff and students to access CDROM images, such as the Applied ICT On-Line course used in years 9, 10 and 11. Digital Multimedia Technology Mr Williams also uses digital multimedia technology to help provide teaching and learning resources. Mr Williams used a digital camcorder, a still camcorder and Video editing software on Apple computers on a programme called IMovie and Windows, Microsoft Movie Maker2 to interview staff in local company. The final video clips were used on Matchware Mediator, which helped him to produce a series of web pages which students now use for their coursework tasks. Digital LCD Projector Mr Williams uses a digital LCD projector to allow students to use and interact with progressing work. Either Mr Williams or a Student will control the PC being used in the demonstration or teaching session. Mr Williams also uses this technology with teachers on Inset days for staff. School Internet Network Mr Williams uses the internet the school provides for teaching and learning and links on the school system. The internet is used for research for topics and to help Mr Williams keep up to date with the education and subjects. Students and staff use the school e-mail system to communicate or send work for marking or that has been marked via E-mail. Mr Williams can view students progress on GCSE grades by using created databases in DataPower which stores coursework marks, comments and examination marks. Formulae is used to estimate the final grade the student may be given to the student, he can do this by using board supplied information. This information is shared with students and used to report back to parents. Virtual Learning Mr Williams has helped in the introduction of a Virtual Learning Environment (VLE). The VLE allows students to upload web pages to the school system and also as a secure data and information storage area for students work. PDA Mr Williams uses PDA in school; this holds a lot of useful information such as Diary information, pupil performance information, examples of E-book for future reference by students in the school. Software and information can be beamed using Infra Red technology to members of staff or to certain Infra-Red equipped printers in the school. USB Stick Mr Williams has introduced the use of USB stick technology which enables transport of large amounts of data in a compact secure form (32 or 128 Mb at present). Data Logging and Control Hardware Mr Williams uses Data Logging and Control hardware in teaching and provides INSET days for ICT and Science staff, these days are needed to improve the quality of teach Wireless Mr Williams uses the wireless (55Mb) notebooks with students in school and with adult learners to allow them to experience new technology. The advantages are obvious, a lot more space recommended for each machine, extra infra form is required, (Wireless access points can be plugged into network sockets, for easy movement), students can also work in groups in a more adjustable way. The School Network The School Network System enables Mr Williams to access information on students or necessary by students or staff anywhere in the school. Software He uses a lot of software such as Microsoft Word Access, Microsoft Excel, Microsoft PowerPoint, Microsoft Publisher, DataPower 2, Macromedia dreamweaver, Macromedia Fireworks, Macromedia Flash, Macromedia Freehand, Adobe Acrobat, Adobe Photoshop, Pupil Achievement Tracker (PAT), IMovie, Microsoft Movie Maker 2, QuickTime Pro, Microsoft Visual Basic, Internet Explorer, EasyMail and Outlook Express. Hardware and Network, Windows Desktop PCs, Windows Laptop, Apple IBooks (wireless) Apple G4 desktops, Apple Network using MACOS Xserver, RM Connect network using 5 NT4 servers and a multimedia server, Fibre Optic spine connecting four cabinets which contain Hubs and Switches, 100Mb Ethernet to the desktop, 10Mb Broadband Internet access with RM SmartCache technology, Palm m515 PDA using IR and USB technologies for transferring data. He also uses a Promethean Interactive Whiteboard, Sony digital video camera, Canon digital video camera, Sony digital still camera, Canon digital still camera. The Internet Mr Williams uses the internet for research, if he did not have the internet he would have to get information from textbooks, and use more textbooks during lessons while he teaches. If he had to do this it would be expensive. If he was not able to have access to the internet it would mean he would have to photocopy from books so he would have to arrange time before and after lessons to photocopy the information needed. To do this more money is needed to be spent and more time would be needed, so other jobs will not be able to be completed as time would be wasted on photocopying. As Mr Williams will always be up to date with resources as he uses the internet. Mr Williams also uses the internet to buy gifts for friends and family, such as buying tickets fro the cinema or theatre, with his friends and family. He likes using the internet to but gifts as he gets an online discount, that isnt available in the shops and by using the internet he doesnt have to waste time waiting in queues. Al though there is a disadvantage about purchasing online as he doesnt always get to see all the objects in the shop, and he also has to pay for delivery, but that works out the same as the amount of money he would of spent driving to the shop and parking. The PDA The PDA had several facilities this means Mr Williams will have all the information he needs for the day. If he didnt have this piece of technology Mr Williams wouldnt be able to travel around school to see students and teachers as he would have to carry lots of papers with him if he didnt have this technology. Sometimes he is not able to take his laptop into meetings but with this programme he is able to save work to his area, this is handy as he will never loose his work or information, like he would if he had to carry paper around with him. The PDA has facilities which a useful to Mr Williams, such as alarms and a diary, this meets his needs as he is never late to an appointment or meeting and never misses a private party or function, like a family members of friends birthday party. Digital Camcorder He uses a digital camcorder to create applications for his students ICT classes. This allows Mr Williams to download the resources directly to the system. Mr Williams can now uses student friendly resources in his teaching schedules, enriching and improving the experience of his students education. Memory Stick Mr Williams uses a memory stick which allows him to be more resourceful and more flexible in his job. This means Mr Williams can hold data on and be able to transport it around school easily. As he can store more work it means he can do more work at home in his own time in the evenings and at the weekend. This means Mr Williams can now spend more time at home as before he had a memory stick he would have had to spend more time at school, which before he felt he was missing out on his family life. Notebook Dell D810 He uses a Notebook Dell D810, this means he now has more freedom than he used too. Before he had this laptop it meant that he had to sit at a desktop, which is usually in a classroom, and could not get much work finished. This programme means that he can move around during school, as long as it has a wireless connection to the network, having this means he can complete all of his work. Microsoft Word This Microsoft programme can give Mr Williams a variety of options and facilities. One of the facilities is mail merge is useful for producing reports for students. If Mr Williams did not have this option of using Microsoft Word, it would take him an awful long time to add addresss and reports for students. The word processing software also checks his spelling and grammar so it looks professional and correct. Power Point is also used by Mr Williams to create presentations for students. Having this programme allows students how to create different fun pieces or work. E-Mail Mr Williams uses E-mail for school and his social life he uses this so he can send work to and from home, also he can sends work to students via e-mail, with suggestions on how to improve their work. He also uses this to communicate with his family and friends to arrange events in his social life. He likes e-mail because he knows that when he sent an e-mail, it will be viewed by the person he has sent it to, when they open their inbox. This therefore means he can communicate. This means he can communicate with anyone when he is on his computer and isnt near a phone. Doing this means he doesnt have to wait until the person turns on their phone or leaves a message or is at home. Mr Williams feels that when he leaves a message on a phone, he doesnt feel he can communicate properly. He knows that if he sends an e-mail, all of the necessary information will be displayed once read. Network System Mr Williams is able to access information anywhere in the school. This means that he can complete his work anywhere and any time, when he has spare time.

Overview of Culture in Taiwan

Overview of Culture in Taiwan The republic of China took over Taiwan and the surrounding islands from Japan in the year 1945. The official language used is Mandarin. Taiwanese people are all citizens of the Republic of China who hold the countrys citizenship and the people living in Taiwan. There are three paradigms that are used in identifying the Taiwanese people; self-identification, national criteria and the social cultural criteria. Taiwanese are popular for holding on to most of their traditions, customs and beliefs despite the influence of modernization and external cultural influence (Schubert 2011, p. 4). In this essay, we will look at cultural aspects that define the identity of the Taiwanese Chinese and the essence of being one. Values The Taiwanese people have a considerable diversity among them in regard to genetics, cultural and linguistic. This is as a result of the assimilation of various ethnicities and tribes within china and thousands of years of immigration (Immigrant adaptation, 2012). Confucianism has had much influence on the Taiwanese culture. Confucianism is known for shaping the thoughts of the Chinese and initializes the values of filial piety, which implied the conducting of certain shared rituals (Chen 2001, p. 45). The villagers in this society lavished on wedding and funeral ceremonies, imitating the Confucian virtues of the emperors. Most of the Taiwanese wear the Western style clothing with just a few wearing the traditional clothing on a regular basis. In terms of family matters, the Taiwanese have a family manager who is in charge of income and the family head that represents the family to the world. The families are run on set rules and the whole family traditionally stays in a large triangular house (Chen 2001, p. 48). The cross-cultural psychology makes an effort to understand individuals of different cultures and how they interact with each other. The implicit culture theory indicates that the underlying stereotypes, assumptions, beliefs, and schemas influence the way they relate with each other. The beliefs, stereotypes, and schemas differ across cultures, and given that Taiwanese is formed of different people, some assimilated immigrants who come with their own beliefs, then the implicit culture can help us as a society to understand each other (Hsiau 2000, p. 67). Literature and Art The Taiwanese have literature and art that defines their culture. Dancing is part of the community activity which started as early as 8000 years ago. A dance is the main component of Taiwan culture and involves worship and prayer. The community uses sleeves, long scarves and extensions to contribute to the unique forms of dances (Hua 2001, p. 84). Similarly, we use metaphors in this society to define peoples character traits. For example, the spider is used to represent varied things in society. In this society, the Spider symbolizes persistence and patience because of its hunting technique. The spider sets webs and waits for the prey to become ensnared. The Taiwanese use the spider web to indicate malice and mischief since the spider has poisonous venom that kills slowly (Eberhard 1974, p. 56). The onion metaphor has been used to describe the learning styles in Taiwanese culture. The external layers of the onion represent the peoples preferences with regard to where they wish to study. As one peel the onions, the inner part represent the way people perceive information differently and the inner part of the onion represents the cognitive styles of information processing. The core of the onion represents the personality traits of the people. The metaphors describe ones character and attributes as the onions metaphor can be used to describe an extrovert or introvert (Taiwanese Literature Movement, 2011). The five factor model of personality; extraversion, neuroticism, agreeableness, openness to experience and conscientiousness are used to explain the character traits of the people in different societies. The five factor model originated from two independent research traditions. The first research was that of the Lexis analysis of personality terms which occurs in Natural language. Lexis analysis insists that encoded language can be used to describe the individual differences in traits. The other approach is the factor analysis which is based on different theory-based personality inventories (Martin Gates 1981, p. 91). One of the researches based on the NEO Personality Inventory established that all the five factors had strong genetic bases. Despite the fact that individual differences are substantially stable, personality traits show modest maturational changes that are briefly summarized by noting that most people tend to decline N, E, and O and increase A and C in their adulthood. The model generalizes across cultures despite the differences in history, languages, political systems, religion and other cultural features. The model considers the age differences and the sex differences too (Martin Gates 1981, p. 93). The other forms of art found in this culture include the sculpturing, drawing and music. The society has beautiful patterns of ancient cooking utensils which are as a result of sculpturing. Using pictures and paints to express the imaginative thoughts is a common happening in Taiwanese society. Similarly, the culture has classic texts such as the Art of War and the analects of Confucius (Martin 2003, p. 23). Customs, Traditions, and Practices of Taiwan Culture The mainland China and Taiwan, the traditional Chinese customs and culture still hold sway. However, Cultural Revolution and political movements have contributed to the destruction of the culture and customs. The traditional religious beliefs are almost extinct. In addition, Taiwan members in the society rarely read the classics for themselves. The Taiwanese people have been able to absorb the western customs and cultures (Hsin 2012, p. 23). Taiwanese offer traditional cuisines whose richness surpasses that of Korea and Japan. The traditional festivals have been preserved, and people still do reunite with their families in these festivals. Among the festivals are the Lantern Festivals, the Chinese New year Eve, Dragon Boat Festivals, Chinese Valentine day and the Tomb Sweeping Day among others (Martin 2003, p. 23). The ancient Chinese did not celebrate their birthdays because it was seen as the day the mother to the child was suffering. After the Tang Dynasty, the Chinese started celebrating birthdays as a result of influence from India. The fusing of the Western and the Chinese tradition has made the celebration of birthdays more enjoyable than that of the decade. As we are not too bothered about the religious differences, we have different funeral practices in Taiwan. With the Taiwanese people having an open mind, it is easy to blend the traditional and the foreign customs. This has resulted into a diversified Taiwanese culture (Liao Wang, 2006, p.81). There exist harmful socializing practices among the Taiwanese youth. On normal family interactions, a caregiver spends time with children on a variety of playing and mundane activities. Research indicates that more than 300 events of shame are identified in over a hundred hours of video typed spontaneous home interactions (Katz Rubinstein 2003, p.19). Language and Ethnicity Taiwan is a multiethnic and multi lingual society. The majority of the ethnic groups are the Holos with 73.3%, mainlanders 13%, Hakka 12% and the indigenous 1.7%. The Holo, Hakka and the mainlanders constitute the Han people whose language is a contrast to the Abogriges. The Abogriges differ from the Han people by their ethnic language. Language and ethnicity are bound to change with alterations in the environment. Research has indicated that the Hakka are losing their mother tongue faster than their identity. The Taiwanese identity has been promoted through its language (Davison 2004, p. 45). Religion and Rituals Religion plays an essential role in the cultural identity of the Taiwanese. The Chinese folk religion has had a profound influence on the people. Taoism and Confucianism share aspects of a religion without a demand for exclusive adherence, which culminates to cultural syncretism and tolerance. In the 20th century, the Confucianism was a state official philosophy that governed the moral code with some religious elements like the ancestor worship (Davison 2004, p. 48). One of the ancient rituals is the Ji-tong ritual. It involves people hitting themselves on the head until a gush of blood comes out. Tainan and Lugang are the destinations popularly known for the ancient Chinas culture, old temples and the traditional religious practices. Probability of witnessing the Ji-tong ritual in these places is half given that the ritual takes place on the birthdays of the Chinese gods. As such, the people depend much on the spiritual communication (Davison 2004, p. 56). The Taiwans indigenous people ritual is often focused on the adulthood, good harvest, hunting and spirits rituals. The aim of these rituals is to request for good fortune, consolidating peoples hearts, thanksgiving and survival training. The rituals are considered the major spiritual symbols of the Taiwanese traditional culture (Davison 2004, p. 58). In-Groups According to Murray Hong (1994), the Chinese culture is more of collectivist than individualist. However, both the individualist and collectivist values are endorsed in this society. Two layers of personal relationship have been identified to distinguish how people conduct their social interactions. The in-group perceives others to be part of them while the out-group does not consider themselves as part. In Taiwanese culture, our immediate family members always constitute our in-group while our current and potential enemies constitute the out-groups. As much as we are collectivists, the world sees us as middle group because we do not view the people outside the in-group as totally out-group. We do not categorize them immediately as in-group or out-group when we meet people for the first time. Being a Taiwanese teaches one to be part a member of the larger society and not to be individualistic (Murray Hong 1994, p. 64) There is flexible acculturation during the transmigration process of the Taiwanese in China. The Taiwanese government has identified three strategies that enable flexible acculturation; reinvention of the ethnic identities, spatial movements and the graduated sovereignty. The different transmigration processes have been found to have influence on the Taiwanese women social image, ties to the children, careers, spatial relocation and self-perception. In the Taiwanese acculturation, we single out the extramarital affairs between the Taiwanese men and the Chinese women (Liu 2008, p. 70). Family Importance in Taiwan Culture Taiwan culture emphasize on familial bonds as it shapes the culture of the entire nation. Family plays an influential role in the Chinese culture despite the modernization role of family in China has shifted. The Taiwanese believe that the family membership is inherited through the father. This implies that families are normally headed by the Chinese male members in that family. The elders in the society command much respect and have the most authority (Lu 1997, p. 96). According to the filial piety rationale, the older people within the family have the prevailing will over the younger and inferior members of the society. The culture emphasizes on paying reverence to the ancestors that have passed on, especially the male with failure to do so attracts bad luck to the family. Families that lack the male descendants are thought to become volatile ghosts upon death. In the family set up, each position has its own name allocated to it. For example, fathers older brother is referred to as the Bo fu, while the younger one is shu fu. In the modern society, women are gaining more power in the family set-up which has challenged the traditional patriarchal set-up. The young ones have apparently been allowed to have a say in their future life unlike in the previous decades (Lu 1997, p. 96). The Chinese citizens of the Han descent had a child policy in 1979, which stipulated that a couple ought to only bear one child to themselves (Gu 2006, p. 21). The law was to help control the Chinese population boom. A couple faced a hefty fine on breaking this rule. A great number of cases of sterilization and forced abortions existed in this era. The policy was exempted for a family that bore male children as maleness is highly valued in the Chinese culture (Schubert 2011, p. 33). The relationship guanxi describes the basic dynamics in personalized networks of influence, in the Chinese society. In this relationship, the people are to be of equal social status. It refers to the social benefits gained from the school friends, extended family workmates and members of the same organization. The Guanxi relationship echoes the collectivism that is emphasized in this culture. The collectivism just as Guanxi relationship helps maintain the family and friend contacts and strengthen the bond between groups of people and family. The reciprocal favors are the ones that maintain this Guanxi web where failure to reciprocate is considered an unforgivable offense (Lin 2011, p. 42). In conclusion, being a member of the Taiwanese brings a sense of belonging. The cultures and traditions are friendly to assimilate. This has seen most immigrants being assimilated into this culture without much difficulty. The society is more accepting to the out-group than any other countries. We hold the family set up of importance to the image of the entire country. We uphold the cultural values emphasized in the Confucianism and classics. In addition, the people in this culture are allowed to perform their religious rituals in regard to their religion.

Two Social Reformers In India History Essay

Two Social Reformers In India History Essay As a result of the expansion of British imperialism to Asia, Sri Lanka and India became British colonies in the 18th and 19th centuries respectively .Subsequently due to the mode of administration introduced by the British, many significant changes were caused in political, social, economic, cultural and religious spheres. Most of these transformations were not beneficial for the people of both these countries as they rather conformed to the British way of life. Mostly affected by these were the ordinary people while a section of the middle class society in both countries acquired the English education and were actively supporting the British another section of the same class who was also nurtured by English education worked with dedication to safeguard the indigenous identity. This section further formed the necessary background for liberating their countries from British imperialism by initiating social reforms. Raja Ram Mohan Roy of India and Anagarika Dharmapala of Sri Lanka coul d be shown as two significant personalities among those who contributed towards such social reforms. They first brought about a religious revival and subsequently contributed towards achieving economic, political and cultural awakening. These two leaders expected to awaken the masses through this and to finally uproot the British imperialism from the two countries. Raja Rammohan Roy As no any aspect of western political history can be spoken without mentioning Aristotle, the most revered name of Raja Rarnmohan Roy is engraved in the political history of modern India. It was Aristotle is political thoughts that inspired the Western world after twenty-three centuries. Similarly there was a need for a movement in modem India to go back to the ideal of Raja, who is regarded as the pioneer of many fields in the social and religious movements. Raja is well known throughout the world as the pioneer of the school of comparative religion. This great Vedantist, opposed the influence of the Christian missionaries, while laying the foundation of monotheistic revival in India. He is the most famous advocate of the social reformation on the logical principles, and one of the pioneers of Western education in this country for the understanding of the political thought of modern India. (Sharma 1996) It is essential to have a very deep understanding of the political ideas of this great reformer. Raja was essentially a philosopher. Philosophers like Plato and Aristotle were the pioneers of the western political field. India did not have a shortage of philosophers in the middle ages, but none of the philosophers from Sankaracharya of the eighth century to Valadeva Vidyabhushan of the eighteenth century were interested in the political field. Politics had no appeal to anybody when there was guarantee of independence, or enlightened public opinion. Politics was thought to be a concern of the princes alone. That was the situation of India in the middle ages, under the Rajputs and the Mohammedans. Responsibility of the government to the people of India was being slowly but gradually awakened. He set out the vernacular journal, Sambad Kaumudi in 1821 to make the political thoughts of the people of Bengal improve and it was the earliest favourable opportunity that helped the spreading of political ideas in Bengal (Samuelson,1889). Security of life and property had been ensured in Calcutta. If not, the English language might have been picked up by a small number of wealthy citizens, and their ideas might be broadened and liberalized with their connections of the English merchants and officials in Calcutta. A selected band of devoted followers had gathered round him with a determination to spread English education and to reawaken the country by means of social and religious reforms. We find Raja R. Roy fighting vigorously against the corrupt practices in the Hindu religion, against the superstitions and inhuman customs of the Hindu society and against the narrow parochial outlook of Indian mind. But a letter of Raja says that all his ideas of social and religious reforms were based on the ideal of bringing about the political regeneration of India. Raja said in 1828, I regret to say that the present systems of religion adhered to by the Hindus is not well-calculated to promote their political interest.(Bimanbihari 1967) Of these the names of Dw arkanath Tagore, Ramanath Tagore, Kaleenath Roy, Uoykontonath Roy, Ram. Chunder Bidyabagish, Hurehuricler Ghose, Gowrechurun Bonnerjee, Shibchandra Dcv and Tarachand Ghuckcrvcrty were associated with Raja in his social, religious, educational and political activities, and in demanding elementary political rights for the people of India. He did not have to see the establishment of a free press in India, but neither the European nor the Indian citizens of Calcutta forgot that it was the effort of Raja which secured for them the freedom of the press in 1835.Raja was acknowledged and respected not only in India but also in England as the pioneer of the political movement in this country. In the Free Press Dinner given to Sir Charles Metcalf in the Town hall on the 9th February, 1838, Mr. Leith proposed a toast to the memory of Ramrnohan Roy, and Prasannacoomar Tagore rose as a friend of the late Roy to thank the liberator of the Press. (Chunder 1901) Rammohan was deeply attached to the right of expressing ones opinion freely. His memorandum to the Supreme Court and appeal to the King in Council regarding the freedom of the press are regarded as the Areopagltica of Indian History. He drew upon history as well as the broad principles of political science to show that freedom of the press is beneficial to the government. Raminohan shows that whatever is of highest excellence in government, or of greatest virtue and social conscience, it can be secured only by the freedom of the Press; while licensing and tyranny of opinion have always gone hand in hand with bad government. He claimed that the Indian people had enjoyed the liberty of the press for so many years since the establishment of the British Rule. (Bimanbihari 1967) A free press means to be the very best channel of information to the supreme authorities in England. Roy did not claim clear liberty for the Indian press. He brought it to the attention of the King in Council that in the past high offices had been open to the people. The freedom of the press had a significant effect to change the thought of the people. The principle of economic activities of Roy was based on the very important practical matters in the country, rather than on the theoretical and philosophical matters. He was strictly attached to the institution of individual property. He deeply believed that the benefits of permanent settlement should be extended to the cultivators, the farmers and labourers in every part of the country. He did not want to see the direct management of land by the Government. Roy believed that every man is entitled by law and must be allowed to enjoy the fruits of his honest labour and good management. (Dutta 1944) He was in favour of the existing prosperous middle class in the country. Roy strongly thought that the duty of the government must be to protect the poor cultivators from the powerful Zamindars. Also the Hindu females must be protected from the oppression of their male relatives. But no legal protection was afforded to the cultivators by the Government.'(Poonam 1990) Raja was moved deeply on seeing the poor condition of the peasantry. Raja suggested three methods for this. The first was the taxation on luxuries which are not necessities for life. The second was the reduction of expenses of the revenue establishment. He proposed that respectable Indians might be appointed collectors on a salary of about three or four hundred rupees per month, instead of European collectors getting a salary of a thousand or one thousand five hundred rupees per month. He wanted to help the over-burdened peasants through reform. And also he wanted to make the higher class of Indians contented and efficient. For the reduction of the cost of administration another reform of far-reaching consequence was suggested. (Tagore 1981) He maintained that permanent settlement with the cultivators would make them attach to the British Government. The question of the drain of Indian wealth was discussed for the first time in the periodical Press. To check such a large drain of Indian wealth, he propos ed that the European capital earned in India should be encouraged to settle in India. Then the wealth might not go out of the country. That is what he believed. Roy opposed the ordinary labourers of England to come and cultivate the land. He expected to welcome only European skill and capital but not labour. He hoped that Europeans would introduce better methods of agriculture and effect improvements on the mechanical side. He knew, however, that it was futile to make a prophecy about the course which History might take in future. (Tagore1981) He wanted to help the Government in improving the moral, social, cultural and political condition of India. He insisted on the moral obligation of the Government to protect the cultivators. He demanded that the Government should promote a more liberal and enlightened system of instruction, embracing Mathematics, Natural Philosophy, Chemistry, and Anatomy, with other useful Sciences. He was the earliest pioneer of the rights of women. In 1822 he wrote a book Brief Remarks regarding Modern Encroachments on the ancient rights of females according to the Hindu Law of Inheritance. He pleaded here for the rejection of the modem doctrine limiting womens rights in favour of the older and more liberal views. (New Delhi Publications 1977) By citing texts from ancient law- givers he showed that daughters were entitled to one-fourth part of the portion which a son could inherit. He regretted that the Government had not taken any step to regulate the custom of taking a second wife during the life time of the first. He wrote Had a Magistrate or other public officer been authorized by the rulers of the empire to receive applications for his sanction to a second marriage during the life of the first wife, and to grant his consent only on such accusations as the foregoing being substantiated, the above law might have been rendered effectual, and the distress of the female sex in Bengal and the number of suicides would have been necessarily very much reduced, (Chunder 1901) Roy, the first great thinker, suggested a plan for breaking down the barriers of caste system by introducing inter-caste marriage. (Nag 1972) In this matter, he took the help of the permission given in one of the scriptures In the Mahanirvana Tamtra the Saiva form of marriage is described: There is no discrimination of age, caste or race in the Saiva marrege. As enjoyed by Siva, one should marry a woman without husband and who is not Sapindaie, who is not within the prohibited degree of marriage. (Barua, ed. 1988) He wanted to make this form of marriage more widely prevalent in Hindu society. Had his plan been acceptable to the people, widow-remarriage, inter-caste and interracial marriage would probably have become valid without any fresh legislation. R.R. Roy refused that women were inferior to men in understanding and firmness of character. In his Persian weekly journal, entitled Mirat- ul- Akkhbar, Rammohan wrote an article in April, 1822 on the principles of the English Constitution. He explained the basic objectives of Government as follows, It is not concealed from rational men, that in order to preserve mens lives and properties from the attacks of their fellow-citizens, and to form friendly relations with neighbouring states, and resist the aggressions of nations who aim at aggrandizing themselves on the ruin of others-it is absolutely necessary that every nation should have some kind of government. (Collet 1913) To conquer other peoples territories had been a time-honoured custom of the state in ancient and medieval India. Following the traditional classification of the forms of Government, Roy said, There are three species of Government that may be deduced from reason namely, first every individual of a nation may have an actual share in the executive government; or secondly, the reins of government may be commi tted to a single person ; or thirdly, the affairs of the nation may be entrusted to a portion of the higher class or of the lower class of the people. (Bimanbihari 1967) He did not like to have the rule of a monarch with unlimited power for the best of men are not supposed to be free from passion, and immoderate desires which very often overcome the dictates of reason; or exempted from those errors and vices which belong to human natureà ¢Ã¢â€š ¬Ã‚ ¦. Having thus shown the defects of all the three categories, of Government Rammohan supports the cause of limited or constitutional monarchy in the following words As it is absolutely necessary to have some form of Government, the executive power should be committed to a single individual on condition that he does not infringe the laws established by the nation; which has been experienced to be the best of all forms of Government, since in this case the subjects have the power, of watching the proceedings of the executive Government; w hich is thus obliged to court the goodwill of its subjects. (Bimanbihari1967) Raja Rammohan Roy was one of the earliest champions of the noble ideal of international cooperation. The prayer he made to the Supreme Being was May God render religion destructive of differences and dislike between man and man, and conducive to the peace and union of mankind. Rammohan, the strong thread of the universal brotherhood, suggested various means by which the union between India and Great Britain might become strong and permanent. He thought that the complete security of property, equality before the eye of law, enjoyment of all the civil rights, appointment to high offices according to merit, and consultation of public opinion, if allowed by the Government, would make the Indians firmly attached to the present system of Government, so that it may become consolidated, and maintain itself by the influence of the intelligent and respectable classes of the inhabitants, and by the general good-will of the people, and not any longer stand isolated in the midst of its people, supporting itself merely by the exertion of superior force. (New Delhi Publications 1977) But Raja was no doctrinaire and did not believe in political prophecy. He knew perfectly that in spite of all he had said about the means of securing the permanence of Brit ish rule in India, a time might come for India to become independent of England. He expected that the separation should be a peaceful one and that India with the help of the Christian powers of Europe should take up the task of enlightening and civilizing the surrounding nations of Asia. Anagarika Dharmapala One who was to be born in1864 fathered by a businessman called Don Carolis Hewavitharana, was named as Don David. His parents had to name him so because a Christian name had to be given to a child born during this period. Don Carolis Hewawitharana was one of the most cordial and the closest helpers and the followers of Henry Olcott. Don David was educated in English at Saint Benadict College and at Saint Thomas college and finally at Royal college. Then he had to learn Christianity. In the meanwhile he was taught Buddhism at home by his parents. Colonel Henry Olcott came to Sri Lanka with his wife and were warmly welcomed. In 1880 he joined the Anti-Alcoholic Movement (Amadyapa viyaparaya) and became a fulltime activist. In 1883, the attack on the procession at Kotahena was witnessed by him and he determined to devote his time and energy for the improvement of the standard of the Buddhists in Sri Lanka. In 1884 with Madam Blawtski-the wife of Henry, he went to India. In 1886 he was t he interpreter of Sir Olcotts speeches at his journey of reformation of Buddhism and the Buddhists and for this duty he decided to resign from his government job. Then onwards he devoted his full time and energy for the securing of the Buddhism and the Buddhists. In 1886-1890 he was appointed as the General Manager of the School of Idealism. In 1888 he changed his name given to him in his birth certificate and came to be named as Dharmapala. In 1895 he left his lay- life or the household life andbecame as a monk. In1890 he went to India and experienced the destructive situation of the temples in India and started a reconstruction campaign. He established the Maha Boddhi Society (The Great Buddhist Association) and brought all those temples and their administration under the control of the above association. In the establishment of the G.B.A, he was helped by Ven..Hikkaduve Sumangala, Colonel Olcott, G.P.Weerakkodiand Charles Batuwantudawe. In 1893 at the World Religious Conference i n Chicago he worked and appeared for the Theravada Buddhism. At this conference his speech brought him an invitation to England made by Sir Edwin Arnold. He was on the religious diplomatic service of Buddhism in countries like Japan, Burma, Englandand Switzerland. He became a very famous figure at the judicial trial made in 1895 at Buddhagaya. After this trial Buddhagaya was brought under a Buddhist administration. As a result Dharmapala became a prominent figure among the Buddhists and was recognized as a hero for securing the Buddhagaya. (Sangharakshita 1983)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      Around the 1890s ,his an article arousing the patriotic feelings among the Sinhalese Buddhists through the Sarasavi Sadaresa newspaper, became a very crucial matter of his career as a national hero. He wrote, By studying the stone scriptures and stone structures in Anuradhapura it is very clear that the incomparable, invaluable and skilful works of talented ancient Sinhalese but he wrote on today the white men are addressed as Sir by all Sinhalese and they must not be slaves to them at any cost.(Sarasavi Sandarasa 1881) His devotion on the upliftment of Buddhism and the Buddhists made him a very popular figure among the people of the country. In 1911 he came to Sri Lanka after a long of journey on religious services. In 1906 he started a Sinhala Buddhist newspaper called Sinhala Bauddhaya and it was the main means to unite the Sinhala Buddhists. (Karunarathna 2002) In 1903 he started a project to protect the holy places of ancient value in Anuradhapura.(Jayawardene 2004) He started an Anti-alcoholic Movement under the slogan of Alcoholic addict is an outcast. (Jayawardene 2004) He had many lectures against the use of alcohol by the Sinhalese. He was strictly against the slaughtering of cattle for flesh eating. Dont drink toddy and dont be a toddy cat were the words which came out of his lips seeing the mad addiction of people on alcohol. He voiced out saying Dont do any menial services to the whites. (Karunarathna 2002) Around 1911 he became a pioneer social reformer. He was a patriot and made speeches arousing the patriotic feeling of the people. He wanted to keep the younger generation stand against the whites and to make them stand erect with the real Sinhalese backbone. The speeches made by him resulted in motivating the self-confidence in the heart of the nation. He attacked verbally to the Westernized well to do class in Sri Lanka very seriously. He made them aware of the need of their full cooperation in the case of the development of the Sr i Lankan nation. (karunarathna 200) Dharmapala said that while Tamils and Muslims were keenly participating in business the Sinhalese Buddhists never attempted to develop themselves. He blamed the Sinhalese at point blank for their weak points and asked them to think and start practising the skills they had for the benefit of themselves and for the country. Whatever the wealth the Sinhalese had, he said that they only followed the life of the white and were their followers. He had seen that the resources we had, werent utilized by the majority of the Sinhalese instead what they did,   according to him, was copying the Western life ,culture and spending money only on that.(Nawarathna 2007) He expected a self-developed, self dependant and an independent economic system in the country based on the exemplary plans of Japan. During 1860-1905 Japan could overcome all the difficulties caused by the war and she became an industrialized nation and it was more prominent during the Russian-Japan war. In this situation it was Japan which exhibited that Asians could win the goal of industrialization better than Europeans. Above were the ideas Dharmapala motivated to go ahead of fighting for an independent self confident and self-developed nation. Once he described how Japan reached the goal of self- prosperity like this In 1870 Europeans knew nothing of Japanese. In the same year some nobles of Japan left for America, England, France, Germany and Russia on an educational tour. There they could examine the cultural environment and the skilfulness of their technical methods. Coming back to their mother country they planned their own way of teaching these aspects to the Japanese youn ger generation. More than fifty students were sent to such developed countries and they were given a thorough knowledge of the relevant fields. They came back to Japan and started their duties and responsibilities to develop the country in an indigenous way securing their local culture and customs. Then only they were able to produce high standard industrial productions instead of importing them from European countries. He further explained that without producing anything and waiting for the goods to come from other countries agape the rich class in Sri Lanka tried to earn money from unnecessary sources. He criticized this practice very gravely and the oppressing of common people by the haves was also critically rejected by Ven.Dharmapala. (Sinhala Bauddhaya 1911) He had a great expectation to secure the development through harmonizing the working people and the businessmen and achieving the industrial knowledge for the development process. He was a great believer in developing the local economy based on local resources. Once he said that there is no other stupid nation in the level of as Sri Lanka. He wrote to Sinhala Bauddhaya, Every basic need is expected to come from the ship. The richest in my country are the best fools in the world. The other nations in other countries collect wealth through businesses. Some are producing many goods and earn enough money. But the richest in my country do nothing but only kill cattle, eat their rotten flesh, establish taverns and bars or distil arrack. They enjoy life by drinking alcohol and enwrapping the westernized cultural cloth around their fleshy naked body. (Sinhala Bauddhaya 1911) The common Sinhalese were very fond of listening to his speeches and he was very popular among them. He was a prominent leader among the common folk. His speeches depicted the urgent necessity of reawakening of Sinhalese into the self prospering future. He expressed that Sinhalese are fools with no abilities of handicrafts but only have the abilities of begetting children. He seriously opposed and rejected the way of addressing the whites by our Sinhalese. He didnt like to hear them being addressed as Sir. He understood that the whites will never develop the country but they wanted only to earn money here and destroy the Sinhalese nation. (Karunarathna2002) He said that only 10 Sinhalese youth who knew the crafts would be enough to develop the country. He strongly believed in the self governing system. (Sinhala Bauddhaya 1912) It was the experience of Japanese. He requested the local wealthy class to come forward and be the leaders of the development process of the country. On the ot her hand, he was a racist. He believed that by rousing the thoughts of Sinhalese racism the awakening of Buddhism and economic development could be gained. For this he invited the rich to take the lead. To enjoy the self- government and the Buddhist cultural environment he stressed the need of racism. He made an invitation to three groups in society. They were the working class, crafts men farmers and businessmen and the educated lot such as Sir Obeysekara, Sir James Peries, Paul Peries, Simon Silva, Richard Silva, John Silva, Donald Obeysekara, Jayawardhana, Hulugalle Adhikaram and the authors of the press. From the business class the figures like M. Don Karolis and sons H.Fernando, D.D. Pediris, W.E.Bestian, etc were among them. (Sinhala Bauddhaya 1912) Anagarika Darmapala strongly objected to the taking over of the lands under the Barren Lands Act. He did not like to see the Sinhalese landowners to become labourers of their own lands under the whites. (Bandara 2007) The Colonial authorities paid their keen attention to the continuation of Dharmapalas bitter criticism of their regime. Dharmapala wanted to have an organization of the people to work against the English rulers in the country. On the 20th of September in 1911 he wrote an article to the press speaking of the need of self government of Sinhalese for the Sinhalese land. (Sinhala Bauddhaya 1912) Dharmapala was reported to be an extremist by the Colonial Secretary to the then Governor. As a result it was decided to bring him before the court for acting against the Crown. (Guruge1965) But Attorney General said that there was no clue to have any law suit against him. But the Governor didnt accept it. Further, Attorney General wrote that, after a long period of investigation w ith the help of the police, on his work, there was no evidence to sue him. (Bandar 2007) The saddest thing was that some Sinhalese who were the followers of English rulers went against his ideas. Such a one was the author of Lakmini Pahana Reginold Fernando. He wrote a letter to the Colonial Secretary dated 17th October in 1912 (Guruge1965) requesting to take legal action against the patriot Anagarika Dharmapala for being a real local hero for fighting for the independence of the nation. However, the Government couldnt take action against Dharmapala and instead the author of the paper was taken into custody and was sent to prison for 3 months. (Guruge1965) Whatever the struggle he made for the protection and the establishment of Buddhism and the benefits of the Buddhists and the freedom of the country Anagarika Dharmapala didnt have any vision of a political movement. Among the business society and the educated class he was not welcomed as they were afraid of him to be their closest friend. This is because his ideas were against the British rulers. He was accused of being against the working class. He wrote to the Governor saying that he only opposed the ways the officials worked and it was a truth that he worked against them but not against the British Crown. He firmly said that he was a strong believer in the Crown and he was much trustworthy of the Crown. (Guruge1965) He insisted that his only aim was to work for the sake of Buddhism and the people of the country and for the ethics, customs and the cultural values of the people but not for the British government. (Siri Sumedha 1999) But the rulers did pay careful attention to his wo rk. As the things went on like this he started a campaign for making the people of the values of enjoying the self economical development and Buddhist based self-sufficiency with the process of self government. He made a scholarship scheme to Japan and educated the able students for establishment of a systematical industrial economic situation in the country with the improvement of handicraft abilities of the youth. As a result in 1913 at Rajagiriya, Hewawitharana Weaving School was started with the patronage of Hewawitharana family. (Dinamina 1915, Sinhala Bauddhaya 1922)   Finally, he invited the educatedand other well to do groups in the country to take the leadership of building a Buddhist cultural and economic country based on racism. However, his addressing focused only on the well to do Sinhalese Buddhist figures in society. Those who benefited from the rulers of the Crown didnt pay any attention to Dharmapalas propaganda. Tamils, Muslims and Europeans were not addressed by him for the progress in the country. In 1915 Sinhalese and Muslim conflict made him a prisoner in India for about 5 years. (Jayawardene 200) But except a very few, others didnt speak for him because of his racist thoughts. Though he was a Sinhalese Buddhist racist, if there was a Buddhists leader who worked for the benefit of the Buddhist people it was none other than Anagarika Dharmapala. Conclusion Raja Rammohan Roy and Anagarika Dharmapala could be recognized as two great personalities who fulfilled a special role in the social reform activities of their respective countries. Both of them had a good English education and learned various facts from books and newspapers as well as through social contacts about the freedom enjoyed in other countries of the world. Therefore they very well realized the miserable situation of the masses in their countries caused by the British hegemony. To rectify this and to supply the needs of the suffering masses they introduced social reforms. These were introduced along political, social, cultural, economic and religious lines and a national identity was formed through this. Therefore Roy and Dharmapala should indisputably be accepted as pioneer social reformists who paved theway for the national freedom urgently needed by the people of both countries.

cuba :: essays research papers

Fidel Castro Liss, Sheldon B. Roots of Revolution: Radical thought in Cuba. Lincoln: University of   Ã‚  Ã‚  Ã‚  Ã‚  Nebraska Press, 1987, The document that I chose is the picture of Fidel Castro and his band of revolutionaries at a secret camp somewhere in Cuba. The picture was taken in 1957, on January 1st 1959 Castro and his army took over the authoritarian government of Fulgencio Batista. In the picture all the men are holding rifles and look like they have been fighting in their Guerilla warfare style. Guerilla warfare is where you use your surroundings to your advantage. It often uses sneak attacks, ambushes, hit and run tactics and is known to be extremely brutal. Guerilla warfare does not require a big well trained army, which works to Castro’s advantage because it allowed him to arm the peasants who were fighting for revolution.   Ã‚  Ã‚  Ã‚  Ã‚  January 1st 1959 is one of the most important days in Cuba’s history and has had substantial effects on many other countries. When Castro over took Batista’s government Castro was gaining in popularity, especially with the middle class and peasants who wanted change. Two of the countries most affected by the take over were the Soviet Union and United States. After the take over the Soviet Union paid one hundred million credits for Cuban sugar, it’s primary export. Over the next few years Castro and the Soviet Union became closer. On December 2 1961, Castro publicly announced that he was a Marxist-Leninist and would remain that way until the day died. Cuba became the first Communist country in the Western Hemisphere, and this worried the United States who was in the midst of the Cold War with the Soviet Union In October of 1960 The United States declared a trade embargo against Cuba. Then on January 3, 1961, the United States broke all diplomat ic relations with Cuba. This pushed Cuba closer to the Soviet Union and led eventually to the Cuban missile crisis. The United states has been obsessed with the idea that the Soviet Union is using Cuba as a surrogate foster of Marxist subversion throughout the Caribbean, Central and South America   Ã‚  Ã‚  Ã‚  Ã‚  The Cuban revolution is seen as a bad thing to Americans, but it did give the Cuban people some social gains. Castro was always liked my the peasants and middle class because he promised to improve their living conditions. Two areas that improved were health care and education. cuba :: essays research papers Fidel Castro Liss, Sheldon B. Roots of Revolution: Radical thought in Cuba. Lincoln: University of   Ã‚  Ã‚  Ã‚  Ã‚  Nebraska Press, 1987, The document that I chose is the picture of Fidel Castro and his band of revolutionaries at a secret camp somewhere in Cuba. The picture was taken in 1957, on January 1st 1959 Castro and his army took over the authoritarian government of Fulgencio Batista. In the picture all the men are holding rifles and look like they have been fighting in their Guerilla warfare style. Guerilla warfare is where you use your surroundings to your advantage. It often uses sneak attacks, ambushes, hit and run tactics and is known to be extremely brutal. Guerilla warfare does not require a big well trained army, which works to Castro’s advantage because it allowed him to arm the peasants who were fighting for revolution.   Ã‚  Ã‚  Ã‚  Ã‚  January 1st 1959 is one of the most important days in Cuba’s history and has had substantial effects on many other countries. When Castro over took Batista’s government Castro was gaining in popularity, especially with the middle class and peasants who wanted change. Two of the countries most affected by the take over were the Soviet Union and United States. After the take over the Soviet Union paid one hundred million credits for Cuban sugar, it’s primary export. Over the next few years Castro and the Soviet Union became closer. On December 2 1961, Castro publicly announced that he was a Marxist-Leninist and would remain that way until the day died. Cuba became the first Communist country in the Western Hemisphere, and this worried the United States who was in the midst of the Cold War with the Soviet Union In October of 1960 The United States declared a trade embargo against Cuba. Then on January 3, 1961, the United States broke all diplomat ic relations with Cuba. This pushed Cuba closer to the Soviet Union and led eventually to the Cuban missile crisis. The United states has been obsessed with the idea that the Soviet Union is using Cuba as a surrogate foster of Marxist subversion throughout the Caribbean, Central and South America   Ã‚  Ã‚  Ã‚  Ã‚  The Cuban revolution is seen as a bad thing to Americans, but it did give the Cuban people some social gains. Castro was always liked my the peasants and middle class because he promised to improve their living conditions. Two areas that improved were health care and education.

Analysis of The Monkey by Wu Cheng-en :: Asian Literature The Monkey Essays

Analysis of The Monkey by Wu Ch'eng-en This historical and Chinese novel Journey to the West, which is also known as the Monkey, is the most popular book in East Asia. Originally written by Wu Ch’eng-en in the sixteenth century, which consisted of one hundred chapters but was traditionally cut-down to various lengths to suit different audiences. Then was translated into the words of David Kherdian who wrote the book that was chosen for our class. David Kherdian only based the Monkey on two complete translations, which takes a more traditional approach, including many more of the original episodes, in an abbreviated form. Monkey who is the main character is sent on a journey where he encounters lots of problems but through this time he makes many friends and faces many enemies. The characters that Monkey must face represent universal qualities of human nature. Husuantsang represents â€Å"everyman† the ordinary nature of all human beings. Pigsy symbolizes uncontrollable sensuality and pure appetite while also representing energy when needed on the spiritual path and Sandy who Chinese commentators identify with the qualities of sincerity or whole heartiness. These are Monkeys companions in the Journey to the West. Then there is Monkey who has the â€Å"monkey mind† which must be tamed by discipline before the spiritual journey can begin. Monkey and his companions face many demons and monsters along the way can be seen as projections of the mind. Monkey is set forth on the spiritual path. Monkey than goes on to search for his immortality than is lead to getting weapons where he turns the weapons into a hatpin which helps lead him to his immortality. Throughout the novel. Keeps trying to find the Western paradise he faces many obstacles he ends up going back where he started and try for a second time. Where the second time he than he succeeds in the Journey to the West and has faced many obstacles in trying to get there.

Chemistry Experiment Essay

How did your proposed procedures or flow charts at the beginning of this experiment compare to the actual procedures of this lab exercise? I had to change the process I did things a little to allow adequate time for the sand and the benzoic acid crystals to dry on the paper towels, and for the water in the paper cup to evaporate from the salt. 2. Discuss potential advantages or disadvantages of your proposed procedure compared to the one actually used. The advantage of my original proposed procedure was less time consuming. see more:chemistry matriculation notes semester 1 The disadvantage compared to the one actually used would be the reliability of the information. Giving adequate drying time on an experiment in which you are weighing something is crucial. 3. How would you explain a sand recovery percentage that is higher than the original sand percentage? The sand absorbed some of the water and expanded, or some of the components in the sand is part of another mixture and you did not extract all the components from the original sand correctly. 4. What were potential sources of error in the experiment? Several things could go wrong with this experiment. I think the hardest part and biggest source of error is extracting each substance from the mixture and weighing it by itself. You have to be careful to extract each substance correctly or you will get the wrong weight. Conclusion: Weighing all the substances as one should weight the same as weighing them each separate and adding them together.

Communication Climates, Responses, and Dynamics

This paper will discuss small teams on a reality show called â€Å"There goes the Neighborhood†. This show is about a neighborhood that allows a brick wall to gate them in and they must learn to work together, not only as a family, but as neighbors too. In the beginning of the game, everything is taken away from them. For example, all of the luxuries such as appliances, televisions, snacks, video games, and children’s toys were all removed. There was no need for their cars since there was a huge wall around the neighborhood. These teams not only had to learn to become a team, but it would also teach them to appreciate everything that they have. The game encourages team work, because without teamwork the teams would lose the challenges that are presented to both teams. Even though the challenges are staged, they push the competitors to extreme emotional, physical, and mental states. The challenges are rewarded with prizes for the winning team. Defensive and supportive climates are always going to be a part of communication. With that in mind we look at a certain style and that is certainty vs. provisionalism. The Nelson Family seems to believe that everything should go their way, and were working on the Johnston’s as allies to get rid of the people they did not like. Since the Nelson family did not approve of the Mullinax family because they were lesbian mothers they wanted them out of the game. This shows certainty because they were very defensive on the subject. The other families showed provisionalism because they were open to the Mullinax’s situation. This began to tear families apart and finally the other families were tired of being followers and kicked the Nelson family off. Later on in the game, the families started to notice that the Mullinax family was just giving excuses every week for why they should not be eliminated. First it was for stereotypes, and then it was for nobody liking them, and this week it was they live paycheck to paycheck and have two children going to college soon. It seemed as though other family members were getting tired of the excuses and felt as if they might be using it to their advantage to win the game, so they eliminated the Mullinax’s. The Mullinax’s started to show defensive behavior thinking it would save them and people would show sympathy for them, but it seemed to backfire on them. The person who behaves defensively, even though he or she also gives some attention to the common task, devotes an appreciable portion of energy to defending himself or herself. Besides talking about the topic, he thinks about how he appears to others, how he may be seen more favorably, how he may win, dominate, impress or es cape punishment, and/or how he may avoid or mitigate a perceived attack. (Gibb, n. d. ) This same situation takes place in confirming and disconfirming responses. During the elimination ceremony, the Mullinax family poured their hearts out stating that the Nelson family made them feel outside of the core. The Nelson family showed disconfirming responses by failing to acknowledge them and talking to other family members while they were talking. This also showed their nonverbal behavior such as rolling their eyes and smiling at their family members. Nonverbal communication is defined as all the messages that people transmit through means other than words (Alberts, 2007). The Nelson’s would someday see themselves on television and see how much they used non-verbal behavior in a negative way. Sometimes people have to acknowledge someone’s negative non-verbal behavior before the main person recognizes it. Other families tuned in and really listened to what the Mullinax family had to say and showed confirming responses. None of the other families knew that was how the Mullinax family felt deep inside and they changed their minds to eliminate the Nelson family. Cohesiveness relates to the degree to which members are attracted to and motivated to remain part of that team. A cohesive group member values his or her membership and strives to maintain a positive relationship within the group. Often, cohesion is viewed from an affective perspective; as interpersonal attraction among members or to the group. However, cohesion can also be envisioned as â€Å"attraction to a collectivity† as opposed to an attraction to the individuals who make up that grouping. (Ratzburg, n. d. ) It is important that every single member never work against each other but strive to work with each other toward their shared goal(s). Any negative force that threatens the team's success redirects itself into something ositive as long as team members share the same purpose. Cohesiveness is a process whereby a sense of we-ness emerges to transcend individual differences and motives (Kinicki ; Kreitner, 2004, p. 15). Some of the teenagers in the families did not approve of how their parents were acting on decision making. Since these people were actually neighbors in real life, these teenagers were friends with the other teens in the game. This caused problems because some of the parents were being immature and this caused the teens to rebel against their own family. In certain challenges the teens would not try as hard as they should because they disapproved of what their parents were planning. Finally, one of the mothers talked to them and explained that it was only a game and more than anything they needed to work together as a family first. The teen realized that this was more important and strived to help his team out. Effective listening is an important part of working as a team. When effective listening does not occur it can result in misunderstanding, failed goals and accomplishment, or even a conflict between team members. This situation came into place as the teams had their challenges. The teams were supposed to build a house of card which taught them how to listen to each other and work as a team. One of the children was very experienced in building houses of cards, but the parents were ignoring his ideas on how to build it because of his age. The family ended up losing the challenge because they did not listen to each other. The same thing that the child was explaining to his family, the other team listened and took the idea and won the challenge. This also showed a barrier between the adults and the children. Some parents still live the old fashion way where children are not really paid attention to, especially in a situation where a huge lump sum of money is involved. Some of the old fashioned quotes would be, â€Å"Don't speak until you're spoken to†; â€Å"Children should be seen and not heard†. Due to this, children never get a chance to express themselves or help out so they either give up or rebel. Some children feel why they should bother if no one is going to pay attention to them. There were also several barriers between the families such as cultural, physical, and emotional. There were a lot of stereotypes going on in this show. Like mentioned before, the Nelson’s had a problem with the Mullinax’s because they were lesbians. The men had issues with Cameron Johnston because he was a stay at home dad. They secretly would mention that they did not feel that he should be staying at home while his wife worked. They figured he was a real man, so they would never include him in the things that they were doing outside of the challenges. There was also the Upshaw family who were a bi-racial family where the mother was white and the father was black, and they were definitely nonverbal looks at the beginning at this family. The Upshaw dad felt out of place being the only black man, so he was always staying on his toes and making sure that his family won the challenges so that they would not be sent home. He was one of the families at the beginning that sided with the Nelson’s because he knew that they were in charge. He was also the main person who sided with the Mullinax’s and eliminated the Nelson’s too. In conclusion, watching reality shows definitely show real team work and the positive and negative outcomes. When watching fictional sitcoms or series, we really do not get the full effect of how teamwork really works but how the director and writer perceive it. Since this was the summer time it was hard to find a decent reality show to discuss compared to the fall season where there are wonderful shows like Survivor which would have great examples. There goes the neighborhood still showed enough examples on teamwork and interpersonal communication. As the teams were eliminated, the audience could definitely tell which ones actual learned for the experiment compared to the others who were still defensive. Watching a reality show provided different camera views to catch the families nonverbal and verbal communication. If they rolled their eyes or whispered something it was all caught on camera with subtitles. Nonverbal and verbal communication work together to convey and explain messages sent between people. Together they support the thoughts and ideas of the speaker. We use nonverbal communication to illustrate the verbal communication. Without one or the other two types of communication we would not be able to fully understand each other.ReferencesAlberts, Jess K. (2007) Human Communication in Society Nonverbal Communication (144-161) Upper Saddle River, New Jersey: Pearson Prentice Hall Gibb, Jack R.. (n.d.). Defensive Communication. In Definition and Significance. Retrieved Sept 13, 2009, from http://www.geocities.com/toritrust/defensive_communication.htm. Kinicki, A., ; Kreitner, R. (2004). Organizational behavior: Teams and Teamwork for the 21st Century. New York: The McGraw-Hill Companies. LeVrier, Peggy. (n.d.). Parent University. In Establishing your posture as an effective listener. Retrieved Sept 13, 2009, from http://www.pasadenaisd.org/parentuniversity/parent9.htm. Ratzburg, Wilf H.. (n.d.). Group Cohesiveness. In Organizational Behavior. Retrieved September 13, 2009, from http://www.geocities.com/athens/forum/1650/htmlgroups18.html.