The Great Gatsby Essay Example | Topics and Well Written Essays - 1500 words - 1

The Great Gatsby - Essay Example As more and more minorities and women began adding their voices to the literary realm, ideas regarding identity became more confused and ill-defined as it became realized that who we are is often the result of how we interact with others. To understand how this realization of the sociological imagination was expressed, it is helpful to analyze how a master author of the period, F. Scott Fitzgerald, portrayed these ideas in his novel The Great Gatsby. Sociological imagination is the way in which we stratify ourselves within our society and in how we develop our own identity. By linking our own personal experience with the collective understanding of what that represents, we are able to classify ourselves as well as others within specific social groups. It is upon this understanding that we form and understand our own identity. Three aspects of the sociological imagination include class, race and gender. Class is based upon a variety of factors including profession, income levels and educational attainment. People with a great deal of education are often identified as holding higher level professional positions and higher rates of pay than less educated individuals. While class is often considered quite flexible, race and gender remain difficult to change. Race is determined based on physical characteristics, but can also be influenced by ethnic concerns. Generally, ethnicity is considered to refer to a person’s national or igin, language, religion, dietary practices or common historical heritage. Although race is inherited through the genes, ethnicity is the result of socialization from one generation to the next. Gender is a learned identification with a particular biological sex – male or female – while sexuality refers to the way in which people organize their world based on sexual identity. All of these things are used to help shape and compare ourselves with the people around us so that we can determine just what kind of person

Why people prefer to choose to eat low-fat food(research paper) Essay

Why people prefer to choose to eat low-fat food(research paper) - Essay Example In the U.S., obesity is almost an epidemic with nearly 65% of the adult population being estimated to be either overweight or obese (Hedley et al., 2004). The rapid economic and social changes that have occurred in China and other developing countries have also been associated with changes in diet, physical activity and health. Higher fat diets, and high incidence of obesity are found among lower-income and rural Chinese as well (Wang et al., 2006). Global availability of cheap vegetable oils and fats is one of the reasons for the observed increase in fat consumption among low-income nations (Drewnowski & Popkin, 1997). Consumption of fast food is associated with higher caloric intake and the excess calories consumed will contribute to obesity, excess sodium intake, and higher saturated fat intake as well (Lin & Frazao, http://findarticles.com). The science of nutrition has changed significantly in recent years, and information on healthy eating, wrong diet and its health effects is readily available in magazine articles. People have more access to the Internet, print media, and TV for nutrition advice than before. Information on the benefits of eating low-fat foods is easily available (www.medicinenet.com/script/main/art.asp?articlekey=51537). Public health initiatives of government institutes also offer information on low-fat foods e.g., the Obesity Education Initiative of the National Heart Lung & Blood Institute in the U.S. (http://www.nhlbi.nih.gov/health/public/heart/obesity/lose_wt/lcal_fat.htm). College students are also becoming health-conscious and seek advice from online sources (http:// askville.amazon.com/SimilarQuestions.do?req=low-fat-easy-quick-vegetarian-cookbook-college-student). Several universities too offer healthy eating tips to students online e.g., University of Oregon (http://healthed.uoregon.edu/10tips.htm). In addition to the health benefits, it has become a fashion for many people, even

The greatest inventions Essay Example for Free

The greatest inventions Essay Introduction to Second Language Studies (ONLINE). Hudson This course introduces students to second language studies, as represented in the MA in SLS program at the University of Hawai‘i at MÄ noa, and to the field(s) of applied linguistics more generally. This course also serves as an introduction to the kinds of work that will be expected of students as they progress through the MA in SLS program. Students will become familiar with the following: 1. The scope of second language studies/applied linguistics, including central issues and problems, key concepts and terminology, and work done by applied linguists in society 2. Professional issues and expectations for second/foreign language educators 3. The major domains of second language studies as they are addressed specifically by the UH SLS 4. A wide variety of research approaches employed by applied linguists The course will be online. There will be extensive online discussion group activity. SLS Course Descriptions Fall 2014 600- ­Ã¢â‚¬  through 700- ­Ã¢â‚¬ level SLS 610 (1). Teaching Second Languages. Hudson This course provides a survey of current theory, research and practice in the major components of second and foreign language pedagogy and teaching programs. These components include needs and means analysis, syllabus and curriculum design, materials writing, methodology and pedagogy, skills and skills integration, student assessment, and program evaluation. Consideration will also be given to the changing social, economic, and political roles of language teaching and the profession in the world today. Both theoretical and practical dimensions of classroom teaching will be treated. By the end of the course, the students will have an understanding of the following: 1. Current theory, research and practice in second/foreign language teaching and teacher training 2. The socio-cultural, psychological and linguistic factors that have an impact on language teaching 3. Issues involved in teaching and integrating the different skill areas as and approaches to curriculum design and language teaching SLS 614 (1). Second Language Writing. Gilliland The course aims to provide insights into theories of teaching writing, with particular emphasis on the experiences of student writers composing in a second language. Consideration of various approaches to the teaching of writing in second and foreign languages is included as well as consideration of response to student writing. Students will: †¢ Identify current and historical theories of teaching SL writing. †¢ Discuss and critique approaches to teaching SL writing. †¢ Describe and analyze contexts for teaching SL writing in US and internationally. †¢ Assess the instructional needs of a given writing class and/or student. †¢ Evaluate and respond to student writing. †¢ Plan appropriate and effective syllabi, units, and lessons in SL writing courses. Required text: Ferris Hedgcock (2013). Teaching L2 Composition (3rd edition). Routledge. SLS 618 (1). Language and Learning Technologies. Zheng What is language? How do we understand language and language learning in the light of learning technologies? How do we make sense, make meaning and realize values when technologies are involved in the learning environment. Learning technologies, ranging from vernacular use of Skype, to sophisticated virtual world technologies, and to ubiquitous mobile devices, bring us new challenges and opportunities for communication and social networking, as well as learning teaching. What are the roles of learning technologies in learning, instruction and communication? Do they function as an input to aid learning, such as acquisition of lexicogrammer? Do they function as tools to help with problem solving, such as looking up a new word while reading an article? Do they function as a media to make distance communication and interaction possible? Do they function as objects that have potential to change the way we live so that our communication (language) is becoming inherently different? We will explore these questions as central themes of the course, so that we can gain a deeper understanding and be tuned to affordances of technology in the most broad sense. Explore dialogical perspectives of language and its implications for sharing, coconstruction, co-authoring and co-creation of identity and meaning in technology supported learning environments. Investigate the affordances of technologies as indicated by members of the  class (through dynamic needs analysis) for language learning and teaching. Design and conduct studies of a specific technology that you are interested in. A range of research questions are encouraged by using quantitative methods, ethnography, discourse analysis, conversation analysis and multimodal analysis. Develop a mini curriculum that has major components of technology integration. Develop materials using the Web as a major resource for your target learners. SLS 650 (1). Second Language Acquisition. Ziegler This course is designed to provide a review of current theory and research in child and adult second language acquisition. In addition, it will review relevant research in first language acquisition and explore relationships between theory and practice in the second and foreign language learning classroom. Various theoretical perspectives and issues are addressed, including cognitive-interactionist, emergentist, social, and psycholinguistic approaches, and principal areas of research such as age effects, cognition, development of learner language, and individual differences will be discussed. We will also examine the available  quantitative and qualitative research methods and how they might be used in second language (L2) research. Suggested reading: Ortega, L. (2009). Understanding second language acquisition. Oxford: Oxford University Press. This course covers basic concepts and issues in sociolinguistics with a focus on multilingual language learning and teaching. The initial course readings (Davis, 2012a, 2012b) provide an overview of the theoretical foundations and diverse research methods of sociolinguistics, including the work of sociologist Goffman (presentation of self in everyday life); sociolinguists Sacks, Schegloff, and Kasper (conversation analysis); sociolinguist Gumperz (interactional sociolinguistics), anthropologist Hymes (ethnography of communication); language and education anthropologists Cazden, Philips, Heath, Erikson, Geertz, and Anzaldua (ethnography of communities and schools); and critical anthropologists Hornberger, Davis, Valdà ©s, Zentella, and McCarty (language policies and practices). Subsequent course readings and the final project then focus on the most recent trends in sociolinguistics that include: multilingualism/super diversity; interdisciplinarity, fluidity, and multiplicity in langu age use, identity, and learning (translanguaging, multiple identities); neoliberalism/ideological analyses; public and counter public discourses;  and engaged language policy, practices, and ethnography. The final course project assignment involves designing and presenting a proposal for either research or instruction that draws on current sociolinguistic theories and language learning practices. SLS 673 (1). Applied Psycholinguistics and Second Language Acquisition. Grà ¼ter This course provides an introduction to the psychological processes involved in language behavior, with a particular focus on those relevant to speaking and understanding a non-native language. Areas covered include speech perception and accent, lexical access in bilinguals, structural and discourse processing by native and non-native speakers, the role of working memory, neurological correlates of (non)native language processing, and language disorders and bilingualism. Experimental methods used in psycholinguistic research on second language acquisition will be introduced and discussed. SLS 675 (1). Second Language Qualitative Research. Kasper The course will introduce students to the principles and practices of qualitative research and their application to research problems in the domains of social institutions, multilingualism, and learning and development, including the development of language and professional competencies. The course pursues two aims: (1) to develop students’ ability to critically appraise reports of qualitative (L2) research and (2) to prepare students to conduct a qualitative study on an applied linguistic topic of their choice, or to further develop a study that is already under way. In order to meet both of these goals, particular emphasis will be given to the articulation of theory and methodology, i.e., the coherent transformation of theory into method. Students will get first-hand experience with practices of observation and interviewing, visual analysis, document analysis, and multimedia analysis. Course requirements will include reading and discussion of methodological texts, reviews of reports on qualitative studies, and practical activities. SLS 680P (1): Philosophy of Teaching. Crookes Participants will explore philosophical positions underlying S/FL teaching. We will address philosophical systems and procedures (including critical, moral and ethical thinking) in the contexts of S/FL teaching, and in respect to the decisions teachers are faced with daily, as well as long-term, as they shape their careers and their positions in society. Since all of the ideas about S/FL teaching and their philosophical dimensions have historical contexts, a historical perspective will be emphasized in the initial sessions. The concept of a philosophy of teaching can be set in practical terms because a philosophy of teaching statement is often called for in employment actions, such as job applications, contract renewals, and job interviews. It also falls into the area of professional development and personal growth, since it assists with that reflection without which efforts at a consciously constructed professional practice are not possible. SLS 680R (1). Narrative Analysis. Higgins This course introduces students to narrative analysis as an analytical framework for the exploration of research questions in sociolinguistics and applied linguistics. Most centrally, narrative analysis is used to explore questions of identity by examining how speakers construct their social worlds in and through telling stories. Narratives are also useful for examining ideologies on any number of topics. Because people tell narratives in their everyday interactions with others, researchers can also examine the role of stories in conversation and in various forms of institutional talk, including classrooms, courtrooms, clinics, and workplaces. This course will provide students with the foundation for analyzing narrative data by focusing on both ‘big stories,’ or, narratives which relate to speakers’ life histories, as well as ‘small stories,’ or narratives which take place in everyday settings. As the focus of the class is on the analysis of narrative s, students will be expected to contribute narrative data in the form of data workshops in class and to write a 20-page term paper on data they have collected. A final presentation will also be required. Required text: De Fina, Anna Georgakopoulou, Alexandra (2012). Analyzing narrative: Discourse and sociolinguistic perspectives. Cambridge University Press. Additional readings will be in the form of journal articles and book chapters, available on Laulima or through UH library. SLS 680R (2). Classroom Action Research. Gilliland This course is a companion to the summer SLS 690 Teaching Practicum in Ubon Ratchathani, Thailand. All students must have participated in the practicum during Summer 2014. Required text: Burns (2010) Doing Action Research in English Language Teaching: A Guide for Practitioners. Routledge. SLS 730 (1). Seminar in SL Pedagogy: Literature in the L2 Classroom. Day This seminar explores the use of literature in the second and foreign (L2) classroom. The primary goal is to help you develop a systematic and principled approach to using literature in your teaching. In addition to a focus on the major theoretical and research issues, the seminar explores how a literature component might be integrated into the L2 curriculum. Assignments provide opportunities to use and evaluate a variety of tasks and activities designed to incorporate literature into the L2 classroom. You will develop your own classroom materials and explore how those materials might be utilized in ways relevant to your own situations. The learning outcomes include being able to discuss the concerns and issues involved in using literature in L2 classrooms and to develop, adapt, and evaluate various literature genres and activities for the L2 classroom. SLS 750 (1). Ecological and Sociocultural Approaches to Second Language Learning. Zheng This seminar is designed to explore second language acquisition and language learning from perspectives that classical SLA does not usually take into consideration, namely ecological, sociocultural approaches. Topics regarding both epistemological and ontological orientations will be organized into the following modules: †¢ Learners: Are they truly individual beings cognizing or processing learning only in the brain, or are they only social beings who learn through socialization and interaction? Or are they ecological and dialogical beings who appropriate biological substrate, sociocultural values, semiotic resources for sense making? †¢ Environments/contexts: All research paradigms and pedagogical treatments consider the relationship between the learner and environments. Are environments considered as containers that function in the background? Are learners and environments reciprocally co-defining and co-changing? How are learners and environments connected? What are the roles of teacher, technology, community and personal biography in language development? †¢ Unit of analysis: Unit of analysis is the major entity that defines the ontological nature of your research and ultimately determines the values of finding in pedagogical practices and phenomenological discoveries. We will consider and compare a wide array of approaches on unit of analysis from different research paradigms, such as individuals, groups, tasks, t-units, turns, agent-environment coupling, communicative projects, etc. †¢ Methods and Analytical tools: technological prevalence and advancement pushes the envelope of human limitations on data management, such as data collection, analysis and report. We will examine readily available tools that can advance conducting research from ecological and sociocultural approaches. †¢ Pedagogical Implications: Synthesizing the first 4 topics, this module explores what an ecologically and socioculturally oriented classroom looks like. This includes such topics as action-based learning, place-based learning, pedagogy as multimodal design, studentteacher relationships that are beyond the segregation between teacher-centered and learner-centered dichotomies. This seminar is dedicated to the legacy of Leo van Lier’s work on The Ecology and Semiotics of Language Learning. Required texts:  van Lier, L., 2004. The Ecology and Semiotics of Language Learning: A Sociocultural Perspective. Kluwer Academic Publishers, Norwell, MA. Additional journal articles, book chapters/sections and website will be available in Laulima and course website. SLS 750 (2). Child L2 Acquisition. Schwartz The purpose of this seminar is to examine research on child L2 acquisition, with particular emphasis on syntax and morphology. Research into child L2 acquisition has the potential to inform our understanding of adult L2 acquisition as well as L1 acquisition. We will examine some of the very few studies that directly compare L2 (and L1) children and L2 adults in the acquisition of particular grammatical phenomena. Students will become familiar with the theoretical issues at stake as well as the empirical base of recent work. We start off by focusing on the critical period issue, or more neutrally, on age-dependent effects of L2 acquisition in terms of ultimate attainment. We next consider the issue of endstate (ultimate attainment) vs. development for L2 children and L2 adults. The third area is research on child L2 acquisition itself, where exposure to the nonnative language starts approximately between the ages of 4 and 7; this is likely to be the crucial age range, because it is after the native grammar has been (more or less) established and yet falls clearly within what is  traditionally considered to be the critical period for language acquisition. Of special interest here are three issues: (1) whether child L2 acquisition replicates L1 acquisition; (2) whether child L2 acquisition exhibits features of adult L2 acquisition, in particular L1 influence; and (3) whether there are characteristic differences between L2 child and L2 adult acquisition, especially with respect to different domains, specifically syntax vs. inflectional morphology. The course will be a combination of lectures and student presentations of readings. While familiarity with introductory syntax is highly desirable, time will be taken in class to ensure understanding of the necessa ry linguistic background. SLS 760 (1). Intercultural Communication. Higgins Within a sociocultural linguistics framework, this seminar focuses on how the constructs of ‘culture’ and ‘cultural difference’ are enacted by speakers of more than one language in conversational interactions. The course will pay equal attention to the ways that cultural difference is associated with miscommunication and the ways that culture can be used as a resource in interactions among multilingual speakers. The course will emphasize the perspective that culture and cultural difference are social constructs that cannot be presumed, but rather are the result of active processes in interaction among conversational participants, processes which sometimes  point to the relevance of cultural models, interpretive schemas, discourses, and ideologies. Students will examine seminal work in the field, starting with cross-cultural communication studies, followed by an examination of the developments in the field that have led to the reconceptualization of this ar ea of inquiry. Following a seminar format, students will regularly lead discussions of readings and present data for analysis in workshop format during the semester. A final term paper of 20-25 pages (with deadlines for proposal and first draft) will also be required for the course. SLS 760 (2). Language Ideologies, Policies and Practices: An Engaged Ethnographic Approach. Davis While language policy (LP) scholars increasingly explore policies as shaped by global sociopolitical and economic ideologies, LP and applied linguistics scholars are increasingly calling for on-the-ground language practices that resist, negotiate, and appropriate inequitable policies (Davis, 2009, 2014; Johnson, 2013; Wyman, McCarty, Nicholas, 2014). This course takes an  engaged ethnographic approach that is designed to draw teachers, students, community members, and others into dialogic exploration of language education policy as an interactive process; covert ideologies and policies as potentially marginalizing; and plurilingual policies as desirable, effective and possible (Davis, 2014; Phyak Bui, 2014). While challenging dominant neoliberal ideologies (Gegeo Watson-Gegeo, 2001; Tollefson, 2013; Warner, 2002), the course explores ways in which to support practices that meet local language, education, economic and human welfare needs. Thus, the course takes an interdisciplina ry approach in exploring societal and schooling issues such as multilingualism, translanguaging, and identities while considering the agency of individuals and communities as the epicenter of language policy reform (Davis, 2014; Pennycook, 2013). The course draws on the above theoretical perspectives in exploring engaged dialogic and participatory efforts to promote equitable education in both developed and developing countries. Through readings, course activities and discussion course participants will develop both ideological analytical and engaged ethnographic abilities that can guide current and future work in schools, communities, and with education administration. Course participants will further gain insight into engaged ethnographic research methods through designing research proposal and/or documenting engaged efforts with teachers, parents and/or concerned others in promoting equitable language education policy and practices. These efforts can focus on research and/or documentation in one or more of the following areas: 1) Conducting ideological analyses with parents, educators, and concerned others towards raising awareness of harmful neoliberal commodification and standardization language education policies; 2) Exploring and planning resistance and alternatives to marginalizing and ineffective national, state, and regional language ideologies and policies; 3) Developing community and school based language and education policies that are locally relevant, educationally forward-looking, and serve to provide models for wider change and 4) Developing relevant and engaging instructional practices through supporting teachers and building on local knowledge for schooling that is studentcentered and engaging. In sum, this course actively involves course participants in drawing on current theories and utilizing engaged  ethnographic methods towards promoting equitable policies and practices.

Gino and Mogilner’s (2014) Hypothesis | Critical Review

Gino and Mogilner’s (2014) Hypothesis | Critical Review Critical Review of Focus Paper: Assessing the credibility of Gino and Mogilner’s (2014) hypothesis and applications Joanna Huang Abstract The focus paper by Gino and Mogilner hypothesises that the reason for previously witnessed relationships between time, money and morality is due to the mediator, self-reflection. Gino and Mogilner (2014) operationalise the construct of morality to measure the subsequent cheating in participants through controlled laboratory experiments. The methodology employed in the paper uses validated and reliable techniques to maintain internal validity (Wicklund and Duval, 1971). In addition, the paper controls and removes possible confounds that may impact the consistency of the results to improve internal reliability. However, the applicability of Gino and Mogilner’s (2014) findings are limited by the controlled laboratory conditions which reduce external validity. Greater applications of this study can be found in alternate research directions regarding the relationship between time, money and morality. Main body The nature of morality and its determinant is a long debated and theorised topic; many experimental investigations in morality attempt to produce supporting evidence for hypothesised relationships between morality and related factors. The focus paper by Gino and Mogilner endeavours to provide empirical evidence that supports the underlying mechanism between time, money and morality is self-reflection. Gino and Mogilner (2014) draw their conceptualisation of morality from the theoretical framework provided by previous studies which have shown a conclusive relationship between time, money and morality. Their methodology operationally defines morality and maintains a standardised procedure to maximise the reliability and validity of their experimental results. Whilst Gino and Mogilner (2014) are able to reliably demonstrate that self-reflection is the underlying mechanism connecting money, time and morality, the immediate applications of the research finding is limited by their approach . The multifaceted definition of morality provides difficulties in measuring the construct within laboratory environments. However, by simplifying moral behaviour to cheating, the seemingly abstract construct has been operationalised by many for experimental research and produced consistent findings, such as Gino and Pierce (2009). In addition, by eliminating the monetary reward (in Study two) and providing anonymity, potential bias from the motivation of money and social desirability of participants to appear competent has been removed. When compared to previous studies by Diener and Wallbom (1976) where anonymity was not provided in the experiment, the recorded cheating could have resulted from two viable motivations; moral ambiguity and possible demonstration of competence (Vallacher and Solodky, 1979). Gino and Mogilner (2014) have shown superiority in operationalising and controlling their experiment to produce empirical evidence that supports their hypothesis. The study follows a standardised procedure to ensure greater generalisability and reliability. Study three uses the mirror technique, a reliable method to encourage self-reflection (Wicklund and Duval, 1971), and improving internal validity by the use of a reliable and consistent technique in the methodology. The mirror technique further validates the robustness of the effect by showing internal consistency between the effects of priming money and time to a validated method. In comparison to the use of environmental stimulus (real cash) by Gino and Pierce (2009), the subtlety of priming money and time constructs benefits external validity by increasing generalisability (Mogilner and Aaker, 2009). Priming the constructs allows greater generalisation to the real world situation by broadening the stimulation of time and money to include mental as well as environmental stimuli. It should be mentioned that the focus paper does have flaws, notably in the use self-reporting scales in Study 4 to measure self-reflection. Self-reporting is limited by the assumption that individuals are insightful and truthful about their own attitudes and behaviours. Additionally, self-reporting may be skewed by the individual desire to appear moral (Nargin and Pogarsky, 2003). Thus, many studies have included social desirability tests to identify to remove possible contenders of lying, such as Nargin and Pogarsky (2003) and Gino and Pierce (2009). Despite lacking such a social desirability test, the questionnaire used to measure self-reflection is similar to the one used by Gino and Pierce (2009), which has proven reliability. Furthermore, Gino and Mogilner (2014) do include a mediation analyses using bootstrap analysis to verify that self-flection was the underlying mechanism between money, time and morality; presenting convincing empirical evidence of the relationship between the constructs. In conceptualising morality as cheating, the study may risk over-simplifying and limiting the construct as cheating may only represent a form of moral judgment rather than morality as a whole (Abend, 2012). Indeed, the experiment essentially limits the concept of morality to the individual moral judgment in response to the given conditions of the study, such as anonymous cheating opportunities. Furthermore, these confined laboratory conditions inhibit the external validity of the study due to the variability of cheating opportunities and occurrence in real life (Gino and Pierce, 2009). However, Gino and Mogilner are not alone in their approach; studies with a similar method include those by Gino and Pierce (2009), and Shu, Gino and Bazerman (2009). These studies adapt their conceptualisation from Jones’ (1991) definition of immorality as behaviour that violates the moral and legal regulations of the wider community; supporting Gino and Mogilner’s operational definition of morality as a standardised method. Whilst using more subtle primes can increase generalisability, as aforementioned, the limitations of applicability are inevitable in laboratory and experimental research. Experimental research is challenged by the difficulty to maintain external validity within the controlled laboratory conditions. Whilst encouraging moral conduct in society is a worthy pursuit, direct application of Gino and Mogilner’s (2014) findings may be difficult and limited by situational and environmental influences of morality. A study by Reed, Aquino and Levy (2007) develops the construct of morality in an alternate approach, suggesting instead that individual concept of morality directly influences attitudes towards money and time. This reverse approach is advantageous in having immediate applications, specifically in marketing; non-profit organisations can manipulate the community for more time or money donations based on the prominence of the respective constructs in their advertisement (Reed et al., 2007). Despite forgoing the mediator role of self-reflection, the research does not contradict Gino and Mogilner. Hence, given that the thought of time can increase ad herence to moral conduct (Gino and Mogilber, 2014), the focus paper may find applications in an indirect way, such as time prominent marketing strategies. The work of Gino and Mogilner (2014) may be limited in the short run for immediate benefits to society; however it will inarguably be a great asset when considering the growing prevalence of immorality. Gino and Mogilner (2014) present reliable empirical evidence to determine that self-reflection is the mediator between time, money and morality. The focus paper appropriately operationalises morality to construct a reliable and valid research that increases the credibility of the results. In demonstrating sound empirical results, Gino and Mogilner have proposed a plausible method to reduce immoral behaviours in society. However, the immediate applications of this method are restricted by difficulties in generalising the experimental research to the external, real world environment, and may have to wait until further research is conducted regarding ethical and effective applications. References Abend, G. (2012). What the Science of Morality Doesnt Say About Morality. Philosophy of the Social Sciences, 43(2), 157-200. Diener, E., Wallbom, M. (1976). Effects of Self-Awareness on Antinormative Behaviour. Journal of Research in Personality, 10(1), 107-111. Gino, F., Mogilner, C. (2014). Time, money, and morality. Psychological Science, 25(2), 414-421. Gino, F., Pierce, L. (2009). The abundance effect: Unethical behaviour in the presence of wealth. Organisational Behaviour and Human Decision Processes, 109(2), 142-155. Jones, T.M. (1991). Ethical Decision Making by Individuals in Organizations: An Issue-Contingent Model, The Academy of Management Review, 16(2), 366-395. Mogilner, C., Aaker, J. (2009). The Time vs. Money Effect. Journal of Consumer Research, 36(2),277-291. Nagin, D.S., Pogarsky, G. (2003). An Experimental Investigation of Deterrence: Cheating, Self-Serving Bias, and Impulsivity. Criminology, 41(2), 167-194. Reed, A., Aquino, K., Levy, E. (2007). Moral Identity and Judgements of Charitable Behaviours. Journal of Marketing 71(1), 178-193. Shu, L.L., Gino, F., Bazerman, M.H. (2011). Dishonest Deed, Clear Conscience: When Cheating Leads to Moral Disengagement and Motivated. Personality and Social Psychology Bulletin, 37(3), 330-349. Vallacher, R.R., Solodky, M. (1979). Objective Self-Awareness, Standards of Evaluation and Moral Behaviour. Journal of Experimental Social Psychology, 15(3), 254-262. Wicklund, R.A., Duval, S. (1971). Opinion change and performance facilitation as a result of objective self-awareness. Journal of Experimental Social Psychology,7(3), 319-342. 1 Nella Larsen Novel: Passing Nella Larsen Novel: Passing Nella Larsens novel Passing was written in 1929 and reflected the reality she experienced herself as for the questions of racial identity and hard integration of African Americans into the civilized society. On the whole, Passing is, in contrast to the title, the story of complete failure of two girls who tried to divide themselves from their race and be normal citizens adopted by the society. One of them, Irene Westover Redfield, was a common representative of the middle class who suffered from fears and discomfort being among people and who wanted only to be tranquil because security was the most important and desired thing in life (Larsen 235). Everywhere in the street she felt disturbance and threat of impermanence, instability and lack of confidence. All those symptoms, as Neil Sullivan (26) investigates, testify to Irenes inevitability of disintegrating subjectivity meaning that not only circumstances themselves were obstacles on her way to integration and passing, but from the very beginning, by her nature and through entire life she was never ready to become an adequate part of the community. For Irene, the reality was disgusting and she was disgusting to herself, she was awkward in that reality. Her friend, Clare Kendry Bellew, doesnt look like a Nig (as her own husband calls her playfully), but she has African routes and thus all her story is a story of inner conflict, of bifurcation and lack of perfectness, of wholeness. She struggled since her early childhood, as was born in misery and privation, and furthermore lost her father (alcoholic janitor) and had to live with her two white aunts, Grace and Edna, not a jot better than Cinderellas stepmother and sisters. From her early years she had to work hard, and the aunts even tried to persuade her that physical labor was nothing but useful for her. And at the same time she had to tolerate not only physical exploitation, but also moral tension because loving relatives never missed a trick to remind her where she was from and what she was like. But nevertheless she didnt make complaints against her life: I was, it was true, expected to earn my keep by doing all the housework, and most of the washing. But do you realize, Rene, t hat if it hadnt been for them, I shouldnt have had a home in the world? (Larsen 158). Clare is described as truly light (as her name is translated) person trying to enjoy life and to take everything from it, but again, from the very beginning, she is doomed as she has no integrity in herself and cant find stability neither at home nor outside. Her husband, a white financier John Bellew, leads on the processing started by her aunts: he repeats again and again that he hated Negroes and that no Negroes can live in his house: When we were first married, she was as white as as well as white as a lily. But I declare shes gettin darker and darker. I tell her if she dont look out, shell wake up one of these days and find shes turned into a nigger, he jokes (171). If Clare could simply forget her origin and live a normal life of a white person, she may have found serenity and her place under the sun. But the hostile attitude and moods of the nearest, let alone rest of the society leaves n o chance for her. She is punched by words, and she is constantly being lynched morally. Hence her end is determined from the very beginning. Her passing is determined as, to certain extent, the author uses the word not only in the meaning of merging of African Americans with the white community in the United States, but obviously in its colloquial meaning standing for death. The two girls fates are tightly bound and one is used to tint another one. They are different, but they have much in common, and their lives turn to interweave in strange, dramatic matter. The two persons conflicting each within herself cant help conflicting with other, and passions burning between them have ambiguous nature. The uneasy circumstances have made them suspicious and emotionally very sensitive, therefore by interaction they not only help each other to survive, but do help each other to fade. The matter is, assimilation is always a problem, even when all the circumstances are favorable and the accepting party is really adopting. A lot of things must be changed in your conscience, in your style of life, in your attitude to things of everyday life and, broader, you view of the world. The question, what is more, is why you should forget your true identity, why you have to play your origin false and adjust to others. It is always difficult to put up with such injustice, and no matter how hard you try, you will always stay the second sort. Sometimes such subordination is hidden well, and with time you may forget about all those difficulties. But when day after day you are reminded that you are mud blood (nigger, nig, creature, boy,), how much strength do you need to cope with it? Especially it turns out to be unbearable for Clare who is already not belonging to the Black community and neither is she one of the Whites. Then, negative reputation is regularly supported by media, they are accused of all the most awful crimes, and this prejudice based only on the color of their skin is being spread from family to family, from generation to generation. The cycle with no way out. Or, to be more precise, with the only way out chosen by Clare the entrance to freedom through the window. In the meantime her need for recognition was much higher than Irenes. Clare experiences deliberate courting of attention (203); her husband has taken her out of poverty and provided her with almost everything for happy bourgeois living. So she spends days dressing this and that and trying to adopt white values, but cant find peace and through the whole novel seeks for the answer from everyone: what am I to you? What am I of you? It is interesting to underline that the two girls benefit from each other: While Clare claims Irene as her link to blackness, Irene mediates her desire for whiteness through Clare (Sullivan 31). When associated with Clare, Irene finally was aware what was wrong in her life and she feels sorry that Clare was not born a Negro (Larsen 225). The conflict is sharpened in the scene with letters from Clare torn by Irene: The destruction completed, she gathered them up, rose, and moved to the trains end. Standing there, she dropped them over railing and watched them scatter, on tracks, on cinders, on forlorn grass, in rills of dirty water (178). While we are all dependent on what others think of us, it is not easy to stay cheerful when you are oppressed on the ground of your minority identity. In this way total rejection brings Clare to the tragic final: Clare vanishes, and Irene faints in pursuit of her. Panama: An Introduction Panama: An Introduction Panama La Republica de Panama, or just simply Panama, is a country slightly smaller than South Carolina located south of Costa Rica and north of Columbia. Panama is most famous for the Panama Canal, which allows passage from the Caribbean Sea to the Pacific Ocean. Panama has a chain of mountains along the west of the country, has moderate hills in the interior, and has flat land along the east coast. There are vast forests in Panamas tropical weather. Panamas tropical temperature makes it possible for Panama to grow its biggest exports: coffee, sugar, shrimp, bananas, etc. However, Panama cannot grow or manufacture certain items, such as capital goods, foodstuffs, consumer goods, and chemicals. Some of Panamas major trading partners include the U.S., Sweden, Spain, Netherlands, Costa Rica, Antilles, Japan, Mexico, and Colombia. Panama has one of the most important trading ports in the world. Its geographical location makes it one of the busiest ports in the world. Panama is most famous for the internationally known Panama Canal. The Panama Canal was first thought up in 1513 by Charles V, who at the time was the king of Spain. Although Charles V never followed through, the Spaniards built paved roads to transport goods. In 1880, French companies directed by Ferdinand de Lesseps, the builder of the Suez Canal, started construction on the Panama Canal. After seven years, the project was abandoned. In 1903, when Panama was declared independent, a treaty was signed which authorized the United States to begin construction of the canal in 1904. The canal was completed and started operation on August 15, 1914, when the US cargo ship, Ancon, made a historic first passage. However, before the canal was built, Panama struggled for its independence from Columbia. In 1821, Central America revolted against Spain, which is when Panama joined Columbia. For the next eighty-two years, Panama unsuccessfully tried to break away from Columbia. Between 1850 and 1900, Panama had 40 administrations, 50 riots, 5 attempted secessions, and 13 US interventions. Panama eventually gained its independence in 1903, with US giving its support. The Panamanian flag was a symbol of the newly freed country once it gained its independence from Columbia. It was designed be Mr. Amador Guerrero and it was made by his wife, Ms. Maria Ossa de Amador. The flag was baptized on December 20, 1903 by Reverend Fray Bernardino. It is celebrated on November 1. Today, the Panamanian government is an example of a constitutional democracy. It contains executive, legislative, and judicial branches of government. The executive branch consists of a president and two vice-presidents. The presidential position is held by Martin Torrijos Espino and the two vice-presidential positions are held by Samuel Lewis Navarro and Ruben Arosemena Valdes. The Legislative Branch has a unicameral National Assembly which contains seventy eight seats. The judicial branch is a Supreme Court of Justice, which contains nine judges who serve ten year terms, five superior courts, and three courts of appeal. When the Spanish controlled Panama, they brought with them Spanish cultures and traditions, creating a new culture. The natives of Panama, the Kuna, are a close community. They are close with their families and live a simple way of life. In the Kunas culture, ties are passed from the mothers side of the family, meaning that after the marriage, the husband must move into the wifes familys house and work for her family. In all countries, sports are a major part of the culture. Panama is no exception. The main sport in Panama today is baseball. Some of the Major League Baseball most prominent baseball players have come out of Panama. The most famous of them include Rod Carew, who played for the Minnesota Twins and the California Angels, Omar Moreno, who played for the Pittsburg Pirates, Ben Oglivie, who played for the Boston Red Sox, Detroit Tigers, and the Milwaukee Brewers, Mariano Rivera, who currently plays for the Yankees, and Manny Sanguillen, who played mainly with the Pittsburg Pirates and briefly with the Oakland Athletics. Some of todays Panamanian baseball players include Manuel Corpas, who plays for the Colorado Rockies, Carlos Lee, who plays for the Houston Astros, Mariano Rivera, who plays for the New York Yankees, Carlos Ruiz, who plays for the Philadelphia Phillies, and Olmedo Saenz, who plays for the Los Angeles Dodgers. As well as sports, food is a major part of a countrys culture. Some of Panamas most popular dishes include carimanola, empanadas, tortillas, tamales, tajadas, and patacones. Carimanola is a roll made from ground and boiled yucca and filled with chopped meat and boiled eggs. The roll is then fried before it is served. Empanadas are similar to a Cornish pastry that can be filled with meat, chicken, or cheese. Tortillas are a common meal in all of Latin America. In Panama, tortillas are made from ground maize and fried like a pancake. Tamales are a local delicacy made from boiled ground corn with spices, chicken, or pork inside. It is then wrapped in a banana leaf and boiled before serving. Tajadas are a dish that that are more commonly known as platano maduros. It is made from a ripe plantain cut i slices, length ways and baked with cinnamon. Lastly, patacones, also known as tostones, is made from green fried plantain, which is cut crossways in pieces, with salt, pressed and fried. Today, Panama remains most famous for the Panama Canal. However, it has also received attention from people due o the fact that one of their former leaders is imprisoned in Miami, Florida as a result of drug trafficking charges. Manuel Noriega used to be one of the United States top allies in Latin America. However, their relationship deteriorated when it was discovered that Noriega was a major player in drug trafficking in the Panamanian region. The US also accused him of violating human rights and rigging elections in 1989. Soon after their was a stand-off between US forces stationed at the Panama canal zone and Noriegas soldiers. Later, President Bush Sr. launched an invasion of Panama because a US marine was killed in Panama City. Noriega surrendered to US forces in 1990 and was flown to the US as a prisoner of war. He was found guilty of multiple charges and was sentenced to forty years in prison which was later reduced to thirty years in 1999. After serving seventeen years in p rison, he was scheduled for release on September 9 of this year. However, he is now wanted by the French for using profits from drug trafficking to buy land and remains imprisoned. In conclusion, Panama has a culture and history decorated by the people, food, and infrastructures that it has become famous for. Most people know Panama for the Panama Canal, but Panama is more than the Canal. People who will go down in American culture have come out of Panama. These people, such as Mariano Rivera and Rod Carew, have imprinted themselves into Americas favorite past-time (baseball). Panama has bred a culture that has made a name for itself in todays society and will forever be known for it uniqueness and cultural and historical offerings.

Use of Duality in Alfred Hitchcock’s Shadow of a Doubt :: Movie Film Essays

Use of Duality in Alfred Hitchcock’s Shadow of a Doubt Alfred Hitchcock’s Shadow of a Doubt utilizes dualism to express the juxtaposition of good and evil. The dualism expressed throughout the film is not only done through the use of juxtaposing characters, it is also accomplished through the use of dualism within a character, as well as the literal duality of people as being placed in shots as two’s. This element allows the audience to be drawn in, creating intrigue and mystery around the plot and the characters, because the audience now wants to figure out the strange behavior that is being exhibited. Having the dualism of the two Charlie’s allows the idea of them being two sides of one person to come out. Young Charlie is an innocent young woman, while Uncle Charlie is a murderer. The two seem to have a connection that’s deeper than the average niece and uncle relationship. This connection allows the dualism of the two Charlie’s to take on a life of its own and create a game of cat and mouse or the s truggle between â€Å"hate and love† of oneself. The dualism that Hitchcock wants to create with the two Charlie’s is similar with the way he juxtaposes the all-American small town family with the â€Å"Merry-Widow Murderer† Uncle Charlie. It’s as though Hitchcock is making a social commentary on the nature of human beings, that we all have good and evil within us, the idea is choosing the part that will be expressed in your daily life. The ending of the film follows the dualism that is exhibited throughout the film. Uncle Charlie gets killed (the good won over the evil) and during his eulogy we see young Charlie talking about Uncle Charlie and his actions juxtaposed by the wonderful things being said about him in the eulogy. This blatantly points out the dualism that Hitchcock works hard to incorporate throughout the entire movie.

Heroes (my Parents) :: essays research papers

When one thinks of heroes, names such as Ghandi, Martin Luther King, and Mother Theresa often come to mind. These people had done a lot of favors, courage, helps, and more of things for the people who needed them. They have change the world. But, heroes can be in anyway, even in each of individuals in the world. I have the persons who I think is the best hero in my mind. They are my parents.   Ã‚  Ã‚  Ã‚  Ã‚  My parents are brave; they will do anything for my happiness. Not only mine, but also their friends, and families. My father has many friends, and he always helps them whenever they need them most. Without my parents, I probably will not survive. Heroes usually best described as selfless, brave, and often inspiring. A friend of my mother just heard a bad news from her family back in Indonesia, telling that her father has a cancer that already spread in his body. She has to go back and visit her father, but can't afford the plane ticket. My mom not hesitantly let her borrow her money for the ticket. During The May riot in Indonesia, everybody in my complex tried to run away since the natives were going to kill the Chinese. But, My father and couple of his friends ordered them to stay and fight back, and it worked. The natives ran when they saw a crowd of Chinese trying to kill them back. My parents are the most inspiring people for me. They taught me things that I need to know like drugs, and other important things. My father always inspired me to do the right things, to be strong, and be independent. I am sure that all parents that did a lot of things for their children are heroes.   Ã‚  Ã‚  Ã‚  Ã‚  Heroes always change in our mind as we grow. As a child, we think Hercules, Xena, superheroes, imaginary friends, comics', and cartoons' heroes as the real heroes. As we grow older, our opinions keep changing from time to time.

Anderson Leadership Management Contribution to Success or Failure

Analyze the leadership and management at Arthur Andersen and evaluate its contribution to the company’s success and failure. Leadership has been defined as the individual traits, behavior, interaction patterns, role relationships, follower perceptions, the influence over the followers, task goals and organizational culture (Yuki, 1989). Through the years, the firm Arthur Anderson has gone through many leaders and their style and leadership and behavior has affected the firm in certain ways.From the beginning when the leadership role was in the hands of Arthur Anderson, he placed very strong emphasis on ethics and demanded honest accounting from all his employees despite the conflict of interest amongst some of his clients. His pacesetting leadership style requires all new partners and employees to undergo a series of mandatory trainings annually to ensure that all of them were able to remain focused on the company’s philosophy and values.Pacesetting leadership style dem ands the followers to do as the leader says and such a leadership style produces positive results only if the team is already motivated and skilled. Which in this case, Arthur Anderson has it covered. However, when used extensively, it could overwhelm and stifle the team’s innovation which was what we observed of the firm when analysts view the training process as â€Å"making of androids†. The stifling of innovation may not be such a huge issue at this point as creativity and innovation was not what Arthur Anderson was looking for in his team but instead, structure and following the books.Furthermore, while leading the team, he had a directive leadership behavior which refers to assigning team members specific tasks, clarifying expectations on their work and setting rules and regulations to be followed etc. This behavior pattern has been known to initiate structure which is the goal of Arthur Anderson which explains the success of his leadership during his time. When Arthur Anderson passed on, Leonard Spacek took over the rein of leadership and made use of the authoritative leadership style by coming up with a new logo that he thinks â€Å"epitomized the common vision† that he has or the firm. This style of leadership is effective when the team needs a new vision as circumstances have changed which was true as the firm now has to readjust themselves to the leadership of Spacek instead of Anderson. Such style of leadership inspires entrepreneurial spirit and vibrant enthusiasm for firm which proves success. As the years went by, the leaders that followed up had their priorities wrong and lost focus of what was built throughout the years. The rules and standards set were gradually removed from the system.Eg: the mandatory 2 year audit practice was removed. Such leaders will model the wrong behaviors and will inevitably spread themselves too thin and organizations are at the greatest risk when leaders lose their focus and led to the failure of Anderson. Leaders who are self-serving will also cause the downfall of a firm as it would cause the team to have no confidence in him. For example, Kapnick was reportedly said to have wanted to head both departments by himself and it could have been one of the reasons why the other partners lost trust in him causing him to resign.