Criticisms Of Symbolic Interactionism Sociology Essay

Criticisms Of Symbolic Interactionism Sociology Essay This chapter will outline the research methods which are used to explain procedures for collecting data. In addition, it discusses literature which underlies the methods and reasons for the chosen data collection procedures. The chapter presents an outline of research methodology (qualitative approach) and the tools for data collection which are commonly used with each particular method. The chapter focuses on the research setting, instruments for data collection, data analysis, issues of validity and reliability, and ethical issues. This chapter will clearly define the research methods used to perform the study. The researcher will provide an explanation as to the collection methods of the data and information which was necessary to address the research objectives. As such, all data sources, instruments for research, data collection and analytical techniques, and research design, will be given. Research design There are many methodologies for collecting data, and it can be collected from many different sources. By research methodology, it is meant a set of techniques which are used in certain areas of research activity (Nachmias and Nachmias, 1996.) Methodologies do not fall into categories of right and wrong; it is the duty of the researcher to seek the most appropriate method, according to the questions being researched. Huberman and Miles, in 2002, in addition to Blaxter et al, in 2001, said that data collected is qualitative when it is in word and describes situations, circumstances of phenomenon, or individuals. Data are quantitative if they are represented in the form of numbers, counts, or measurements which attempt to provide precision to the observation set. Hence, the classification between quantitative and qualitative is most commonly used (Smeyers, 2002.) According to Denzin and Lincoln (1994) both quantitative and qualitative approaches can be applied within any philosophy of research. The approach that all genuine knowledge is ultimately grounded in sensory experience is called the positivist approach. This approach also says that knowledge can only be advanced through experimentation and observation. The interpretivist approach, in contrast, holds that only through the standpoint of individuals who are part of the action being investigated, can the social world be understood (Cohen et al. 2008.) Therefore, the nature of the problem being researched will have a direct effect on the choice of research methods being employed. Also, practical consideration, such as funding and time, may influence a researchers choices. Also, when applying the scientific method, the researcher must keep certain considerations in mind, such as the investigators own involvement in the usage of the results, the precision of measuring devices, time constrai nts for obtaining results, difficulty in designing experiments which adequately test hypotheses, and the relative complexity of the subject being investigated. In 1994, Gable reported that literature marked a distinction between the two approaches, but that the approaches are not mutually exclusive. Rather, sometimes researchers apply both. Qualitative and quantitative approaches and techniques may be conceptualized as opposite poles on a continuum (Gable, 1994.) The differences between the approaches are detailed on Table 4-1. Remenyi (1998) argued that the two approaches can be used together due to the complexity of answering how, why, and what questions. Selection Criteria Denzin and Lincoln (1994) defined qualitative research as follows: The word qualitative implies an emphasis on processes and meanings that are not rigorously examined or measured (if measured at all), in terms of quantitative, amount, intensity or frequency à ¢Ã¢â€š ¬Ã‚ ¦ Qualitative researchers stress the socially constructed nature of reality, the intimate relationship between the researcher and what is studied and the situational constraints that shape inquiry. Such researchers emphasize the value-laden nature of inquiry. They seek answers to questions given meaning (p. 124). Qualitative research sits within the phenomenological viewpoint, and involves at least some interaction between the researcher and the situation or individual which is being researched (Hussey and Hussey, 2003.) According to Morgan and Smircich (1980) the qualitative approach to research is not a set of techniques but an approach. As such, the appropriateness of using it is based on the phenomena being studied, and the questions being asked. Additionally, Kirk and Miller (1986) set forth the following steps to describe the qualitative approach to research: invention, discovery, interpretation, and finally, explanation. Other views of the qualitative research approach note its possible design constraints. For example, an individuals own account of attitudes, motivations, and behaviours, may be an influencing factor (Hakim, 2000.) Qualitative research has the problem of subjectivity. This is because the researcher is involved personally in the operation of the measurement tools (Walter and Gall, 1989.) There are several features which distinguish the nature and design of studies which use the qualitative approach, such as a holistic investigation of a particular phenomenon and the understanding of the study itself in its natural setting (Walter and Gall, 1989.) The very nature of the qualitative approach allows for some flexibility and responsiveness to multiple realities and complexity. Purposely selecting the sample, rather than selecting it randomly, can help the researcher avoid missing sample data which could otherwise be considered as outliers, and hence unimportant. Purposive sampling can allow the researcher to enrich the outcome of their research by designing a study which will include both non-typical and typical subjects (Tashakkori and Teddlie, 1998.) Hakim (2000) indicates that the validity of the data being collected has a direct effect on the strength of the qualitative research itself. Data are usually collected in adequate detail so as to allow the results to be considered correct, complete, true, and believable accounts of the views and experiences of the participants. However, sample size continues to be a concern. A qualitative project will normally have a lower number of participants, which cannot be taken as representative (Hakim 2000.) This fact remains even when a fair cross-section of subjects has be carefully assembled. Qualitative design methods usually include: 1) a case study providing data which describes the subject of the study; b) a meta-analysis designed to analyse statistical outcomes of previous research from diverse sources; c) research analysis on relevant administrative records; d) a record of focus group discussions which serve to bring together a group of informants, serving the investigated issue; and d) unstructured, semi-structured, or structured in-depth interviews (Silverman,2000; Kruger, 2001). Qualitative research can be considered an independent field of inquiry, as it is focused on studying objects in their natural settings. It also attempts to make sense of various phenomena in terms of their meanings as related to a set field (Denzin and Lincoln, 1994.) This form of research examines activity which is situated, in which an opportunity is presents to both participate in, and then reflect on, the knowledge production process (Flick, 2002.) Denzin and Lincoln (2003) state that the potential for the interpretation of phenmoena is presented by qualitative research which takes place in a natural setting. The use of multi-methods may be used to provide interpretation and focus on individuals (Denzin and Lincoln,1998.) Additionally, qualitative research usually includes interviews, the practical components of a case study, a life story, observations, and personal experience. It can also involve descriptions of routines or moments which were problematic, and even the meaning in the lives of individuals (Denzin and Lincoln, 2003). Qualitative studies, then, are ultimately concerned with both how its participants fit into their environments, and how they make sense of their individual experiences. Symbolic interactionism The fundamentals of symbolic interactionism as a perspective have been shaped by the work of Mead (1932; 1934) who is acknowledged for his alternate views toward understanding human society (Blumer, 1969; Charon, 2004). Blumer (1969) expanded on Meads work to develop symbolic interactionism into a perspective with a methodology to investigate and interpret the interactions of individuals in a social context. Because we live in a complex, industrialized society, and come from different ethnic, racial, and social class backgrounds, it is unrealistic to think that we all share the same sets of norms, beliefs, and values. People will often have competing and conflicting beliefs rather than shared goals and interests. Instead of being the product of consensus, organized behavior may be the result of self-interested negotiations between two or more parties or the product of coercion on the part of more powerful individuals. Herman-Kinneys observation reflects the appropriateness of symbolic interaction as a suitable framework for this study: acknowledgement that social contexts are complex entities that involve complex interactions between individuals and groups of individuals. The context of a university in Japan that employs individuals with a range of cultural and social attributes reflects Herman-Kinneys intention that people within a specific context carry conflicting beliefs and values, yet can function effectively as a group. Symbolic interactionism provides greater scope to explore such complexity. While other perspectives have made significant contributions to our understanding of the concept of identity, a noticeable absence from analysis of identity formation is the notion of the self as a separate concept to identity (Herman-Kinney, 2003: p.708; Beijaard et al., 2004). One of the fundamentals of symbolic interactionism is its emphasis on the notion of self and its relationship to the concept of identity. The notion of self tends to be overlooked in the literature on teacher identity largely because self and identity can tend to be used interchangeably. Other perspectives imply that an individual is a composite of multiple identities, a view shared by symbolic interactionism. Symbolic interactionism further contends that behind the multiple identities is the notion of self: a core entity that in many ways gives life to those multiple identities. This study is limited to exploring the nature of professional identities and not the nature of self. However, the distinction needs to be made that symbolic interactionism views self and identity as two separate but related concepts. THE EMERGENCE OF SYMBOLIC INTERACTIONISM Symbolic interactionism is a down-to-earth approach to the scientific study of human group life and human conduct. (Blumer, 1969: p.47) Symbolic interactionism is a perspective that emerged chiefly from the work of American tradition of pragmatism, philosophy and social psychology (Fidishun, 2002; Charon, 2004: p.28). It challenged the mechanistic world view and dualistic assumption of classic rationalism (Shalin, 1991: p.223). One of the most recognised challengers was Mead (1932; 1934) who viewed human group life as the essential condition for the emergence of core attributes that characterise an individual. Blumer (1969) identified the core attributes as consciousness, the mind, a world of objects, human beings as organisms possessing selves, and human conduct in the form of constructed acts. From these core attributes, Blumer (1969: p.6) proposed a number of basic ideas or root images to frame human societies: human groups or societies, social interaction, objects, the human being as an actor, human action, and the interconnection of the lines of action. Together, these root images represent the way in which symb olic interactionism views human society and conduct. Symbolic interactionism is used in this study to focus on the interactions of teachers with objects in a specific context. Core to symbolic interactionist principles is a focus on social interaction and meanings that result from the process of interpreting these interactions. The significance of symbolic interactionism, according to Rosenberg and Turner (1981), is that it places emphasis on researching real-life events, such as the practice of teaching. Within an educational context, Hargreaves (1995: p.11) argues that symbolic interactionism helps clarify why teachers (and others) do what they do and that à ¢Ã¢â€š ¬Ã‚ ¦ it addresses the practical realities rather than holding people to perspectives ideals or moral exhortation concerning human change and development. Exploring the identity of teachers who teach English in the context of this study lends itself well to the principles of symbolic interactionism, due to the highly interactive nature of the context that is rich in symbo ls: language, objects and social interactions. CORE IDEAS OF SYMBOLIC INTERACTIONISM As mentioned previously, symbolic interactionism emerged from the work of Mead who viewed human society differently from the traditionally held views of his time. Through his interpretation of Meads work of interpreting human society, Blumer developed three premises that characterise the fundamentals of symbolic interactionism. In his first of three premises, Blumer begins with the nature of meaning that human beings hold towards things that are socially defined. Human beings act toward things on the basis of the meanings that the things have for them (Blumer, 1969: p.2). According to Blumer, meaning is not implicit in humans at birth, instead emerges through social interactions and interpretations of those interactions. Meaning is established in communication (Mead, 1932). Blumers explanation illustrates a divergence from traditional approaches to explain meaning. By traditional, Blumer referred mainly to the fields of psychology and sociology, which were predominant at the time of his writing. From a psychological perspective, factors such as attitudes and conscious or unconscious motives were featured in attempts to understand human conduct, while sociological perspectives relied on factors such as social position, social pressures and cultural prescriptions in its attempt to explain human conduct (Blumer, 1969: p.3). According to Blumer (1969: p.3), the meanings that things have for human beings are central in their own right. That is, instead of focusing on factors that are alleged to produce behaviour, meaning is the focus of analysis itself. Th e process of meaning refers to the act of interpretation, which has implications on our understanding of human beings, human action and human association (Blumer, 1969: p.79). Blumer argues that other research traditions6 bypass a focus on meaning. It is either taken for granted and pushed aside as unimportant or it is regarded as a more neutral link between the factors responsible for human behaviour and the product of such factors (Blumer, 1969: p.3). According to Blumer, these perspectives are more concerned with the behaviour of individuals and with the factors regarded as producing the behaviour. However, while differences remain between symbolic interactionism and other research traditions, similarities are becoming more common, such as both stress the importance of language, the dynamic character of social and cultural life, and the unstable relations of difference (Dunn, 1997: p.689). The source of meaning emerges from social interactions between individuals and things within social contexts and situations. Blumers (ibid: p.3) explanation of things, or objects, reflects the down-to-earth nature of symbolic interactionism to include: physical objects (such as classrooms, office space, textbooks), other human beings (such as a wife, an officemate), categories of human beings (such as friends, management, students, native English-speaking teachers of English, native Japanese-speaking teachers of English), institutions (such as university, government), guiding ideals (such as individual independence, approach to teaching, university policy), activities of others (such as demands from management or requests from colleagues), THE APPROPRIATENESS OF SYMBOLIC INTERACTIONISM Symbolic interactionism is concerned with people, the meaning that people have towards things, and that these meanings are subjected to a process of interpretation within social contexts. Woods provides a convincing argument, claiming that: à ¢Ã¢â€š ¬Ã‚ ¦ the emphasis is upon the construction of meanings and perspective, the adaptation to circumstances, the management of interests in the ebb and flow of countless interactions containing many ambiguities and conflicts, the strategies devised to promote those interests, and the negotiation with others interests that is a common feature of all teaching situations. (Woods, 1996: p.7) Woods account of symbolic interaction reflects the complexity of social situations, viewing symbolic interaction as a perspective that offers flexibility to explore the mysteries of social interaction in educational contexts. Woods was attracted to symbolic interactionism because it offered the kind of intellectual equipment needed to explore some of the mysteries of social interaction in the school (Woods, 1996: p.7). This study recognises that other research perspectives are equally suitable to explore the concept of professional identity. Symbolic interaction, however, allows meanings to be explored in the richness of the context: individuals hailing from broad cultural, educational and personal backgrounds. If identity is formed through relationships and interactions in a social context, a symbolic interactionist perspective is appropriate for exploring the negotiating of identities of EFL teachers in a Japanese higher education context. The nature of teaching English in higher e ducation in Japan is highly interactive between students and colleagues within a context rich in symbols open to complex processes of interaction and interpretation. CRITICISMS OF SYMBOLIC INTERACTIONISM Symbolic interactionism has changed considerably since its emergence as a perspective, becoming fragmented at times as a result of conflict from different schools of thought and interpretation (Fine, 1993). It, however, is not without its imperfections or its critics, of which many emerged from within the perspective itself as well as from other research traditions. The criticisms toward symbolic interactionism were more intense earlier in its history than of late due to its perceived departure from scientific methodology that was dominant at the time of its emergence. Criticisms emerged at a time when qualitative research was seen to be unscientific, with positivist research dominating approaches to research (Meltzer et al., 1975). Rogers (1973) accused interactionists of examining human interaction in a vacuum, focusing on small-scale face-to-face interaction, with little concern for its historical or social setting. Skidmore (1975) found that interactionists failed to explain why people consistently chose to act in given ways in certain situations. While the criticisms are valid, they were made at a time when symbolic interactionism had barely established itself as a theoretical perspective. There is an argument developing that the differences between symbolic interactionism and other perspectives are narrowing (Dunn, 1997). The criticism from within symbolic interactionism is characterised by the four main schools of thought that have been identified under the umbrella of symbolic interactionism: the Chicago school, the Iowa/Indiana school, ethnomethodology, and dramaturgy. The differences are largely methodological, between preferences for more humanistic, qualitative approaches to researching social interactions and those that were more scientific and quantitative (Meltzer et al., 1975). Blumer (1969) argues the case for a distinctive methodology in the study of human behavior that made modern society more intelligible (Meltzer et al., 1975). Regardless of methodology or school of thought, however, symbolic interactionism encompasses both a qualitative and quantitative tradition, reflecting an approach that strives to understand human behavior, not to predict and control it, nor to have more statistical knowledge of it (Musolf, 2003: p.91). Kuhn (1964) argued symbolic interactionism should reflect quantitative methodology, stressing the importance of unity of method in all scientific disciplines. Reflecting on its short history at the time, Kuhn (ibid) identified a number of problems that stunted the growth of symbolic interactionism and its acceptance by other research traditions as a credible research perspective. One of the main issues was lack of scientific credibility, which characterised the schism between the two schools. Kuhn attempted to elaborate Meads view on social behaviorism in an effort to establish a theory of self that was both testable and usable. Kuhns 20-point test to measure the self reflected the leaning toward scientific quantitative methodology of exploring self. According to Dunn (1997) there are critics who claim that symbolic interactionism provides little indication of sources of meanings. While these criticisms are valid, they were made not long after symbolic interactionism emerged as its own perspective and had yet to fully utilise the way in which other perspectives have developed over the past few decades. Dunn (1997) documents recent comparisons between symbolic interactionism and other research traditions to illustrate narrowing differences and shared fundamentals, such as importance of language. Likewise, Callero (2003) argues that recent sociological approaches to self within a symbolic interactionist paradigm reflect emphases on power, reflexivity, and social constructionism. Recent literature on teachers professional identities provides evidence that symbolic interactionism has survived the criticisms to prosper and prove it to be a suitable framework for this area of research (Swann, 1987; Beijaard et al., 2000). Methods of data collection Primary data There are several types of collection methods involved in qualitative research. The Interview Method The definition of an interview is the interchange, between two or more persons, of views on a topic of mutual interest. This enables both the discussion of individual points of view, and the expression of points of view (Cohen et al., 2008.) Cohen et al. note that the interview serves three distinct purposes: 1) as the primary means for gathering information that directly affect research objectives; 2) for the purpose of either testing a hypothesis, or suggesting a new one, also, as an explanatory method for the identification of variables and their relationships; 3) for use in conjunction with other methods. The three types of interviews are: unstructured, semi-structured, and structured. The unstructured interview contains questions which are open-ended, allowing the question to be adapted, according to the intelligence, beliefs, and understanding of the respondent. These interviews are more flexible and may be used for probing issues in greater depth than the other interview types, though it can take more time and involve greater difficulty to analyse (Kidder et al., 1986.) In the semi-structured interview, both open-ended and close-ended questions are employed. This means that not all questions are designed in advance. The semi-structured interview technique has some of the advantages of the other two techniques (Kidder et al., 1986.) This technique has the flexibility of allowing the interviewer to formulate new questions during the interview, as a result of the respondents answers to previous questions. This allows the interviewer to seek additional illumination and information. The interviewer usually has a framework of themes to be explored in a semi-structured interview (Blackman, 2002.) The structured interview, also known as the standardized interview, employs closed ended questions, and a standard sequence which is used in every interview. This approach has the aim of presenting the very same questions, in the very same order, in every interviewing session, and for every interviewee. Though this approach is not very flexible, its data is more easily analysed, and is considered to be more objective (Nachmias and Nachmias, 1996.) Blackman (2002) cites three essential characteristics which can be used to distinguish between the unstructured and the structured interview. 1) A highly structured interview requires that all interviewers present the same set of questions to all interviewees, with use of follow-up questions being prohibited. 2) Structured interviews form the foundation for tighter analysis. 3) Interviewers are trained to use both a priori rules and a standardized rating form in order to strictly rate and score question responses. Researchers choose between several strategies when planning an interview, including (Thomas, 2003, p. 63): An approach of loose questioning, which is meant to elicit the respondents interpretation of a general situation or circumstance. An approach of tight-questions, using a limited number of options (e.g. Yes/no, like/dislike) to discover a respondents preferences. An approach of converging-questions. This is designed to blend the advantages of the loose method and the tight method. At first broad questions are asked, in an open-ended manner. These are followed up with additional questions to more thoroughly explore the interviewees opinions. An approach of response-guided questions. This approach includes the interviewer beginning with prepared questions, which are spontaneously follow-up by questions created as logical extensions of the given answer. This strategy allows the researcher to delve more deeply into the respondents opinions relating to the issues presented in the original question. Focus group interviews A focus group is a special type of group which has more involved as its purpose than simply getting people to have a conversation. It is special in terms of its purpose, composition, size, and procedures, which guides, through interaction, to outcomes and data (Cohen et al., 2008.) Listening to information, and gathering information, is the purpose of this interview, as well as to understand peoples thoughts and feelings about particular issues (Krueger and Casey, 2000.) Focus groups can encourage an environment which allows participants to share their points of view and perceptions without pressure. Researchers may be able to identify patterns and trends from the group discussion. This may lead to a systematic and careful analysis (Krueger and Casey, 2000.) According to Cohen et al. (2008,) focus groups are good for: Orienting to a specific field of focus. The development of topics, schedules, and themes which can be used in subsequent questionnaires or interviews. Use insights and data, collected from the group, to generate hypotheses. Producing and evaluating data relating to differing subgroups of a given population. Assembling feedback related to previous studies. Kruger and Casey (2000) specified some of the characteristics of a focus group. A focus group involves a limited quantity of participants, so that every person has a chance to share; participants should have similar characteristics, so that the researchers my accomplish the purpose of the study; collection of qualitative data, of interest to the researcher, is the primary purpose of the focus group usually to discover the range of opinions between several groups; the group must have a focused discussion; the group should ultimately help to understand the topic of interest. Researchers (Krueger and Casey, 2000; and Cohen et al., 2008) indicate that the data which is collected from a focus group may be negatively influenced by two kinds of participant: a) close friends who may inhibit free expression on a given topic; b) participants who may be difficult to join with others. For this reason, it is considered more useful when the data is triangulated by using traditional interviewing forms, observation, documentation, and questionnaires (Cohen et al., 2008.) Observation methods Observation is routinely used in everyday life (Frank, 1999,) but it is multi- faceted as a scientific method (Wajnryb, 1992.) Bohem and Weinberg (1987) stated that techniques for observation are key to the developments in the sciences, and this is because data which is collected is more likely to lead to decisions, conclusions, and new ideas. Obaidat et al (2002) made the claim that many phenomena and ideas, which are the subjects of study interviews and questionnaires, are selected because of the need to test them and understand them by field researchers. So, observation is considered a prime tool for the gaining of both information and experience. According to Cohen et al (2008,) observation enables researchers to gain understanding of the context which is being investigated, to be more inductive and open-ended, and to see certain aspects which otherwise may have been missed. It also allows for the discovery of issues that participants may not have wanted to discuss in their interviews. While observation in a social context can easily be accomplished, scientific observation may require more detailed planning, and defined recording protocols (Summerhill and Taylor, 1992.) Cohen et al (2008) refer to observations in many settings: physical, human, group or individual, gender, class, and even interaction in settings which may be formal or informal, planned or unplanned, verbal or non-verbal. Additional settings would include programme settings, such as school resources, curricula, and style. Secondary data The analysis of secondary data, involving the analysis of data collected by other institutions and researchers, will be part of the basis for this research. Additionally, by treating this undertaking with diligence and care, an efficient method or learning about research questions, which are both time saving and cost effective, will be gained. The major sources of secondary data, which are used in this research, are: Official stats. This comprises of statistics collected by various bureaus, departments, agencies, and the government. Because this information is easy to obtain and easy to comprehend, it is considered an important secondary data source. Scholarly Journals (Peer Reviewed) As they contain reports of both original research and reports of experimentation, scholarly journals are important to this study. Experts review scholarly journals in order to check their accuracy, originality, and hence relevance. Literature Review Articles these articles review and arrange original research about a particular subject of interest. For this research the researchers consulted online databases and the library, in order to find the requisite relevant pieces of data to be used in this research. Data analysis Qualitative research findings, methods, disciplinary orientation, and types of findings represent great diversity (Yardley 2000). Qualitative research has many traditions. These include, as a partial listing, cultural ethnography (Agar 1996; Quinn 2005), institutional ethnography (Campbell and Gregor 2004), analyses for historical comparison (Skocpol 2003), case studies (Yin 1994), focus groups (Krueger and Casey 2000), interviews (in-depth) (Glaser and Strauss 1967; McCracken 1988; Patton 2002;

Global Education Essay

According to the historical analysis in the 1990s, the global education movement in the United States took on a number of ethnocentric individuality. Largely since of attacks from the political Right, global instructor worked hard to avoid issues that were contentious. In adding up, they frequently strove for what was euphemistically called â€Å"equilibrium. † That is, â€Å"teach concerning other peoples plus condition, but do it ‘patriotically. ‘† It also turn into clear at this time that, as lots of American educators advocated counting the study of global issues in the curriculum, mainly did not particularly think to seek interface by means of educators from around the world who also were concerned through the teaching of global issues. For these reasons, I set out to find out what was being done about the world to comprise global education in the set of courses. I drafted a opinion poll, had it translated into French and Spanish, in addition to sent it to people in 100 countries who were well-informed about global education. Responses were established from 52 countries. No doubt these data have been reported in other researches. In the residue of this research, I will present highlights from this study along by means of updates on what is happening in the state most concerned in the global education group. Definition of Global Education The definition of global education specified to respondents was the one from the 1991 ASCD (Association for Supervision and Curriculum Development) annual, Global Education: From consideration to Action: Global education involves learning concerning those troubles and issues which cut crossways national boundaries and regarding the interconnectedness of systems — educational, environmental, financial, political, and technical. If we analyze then we come to know that global education also involves learning to appreciate and be grateful for our neighbors who have diverse cultural backgrounds from ours; to see the earth through the eyes as well as minds of others; and to realize that extra peoples of the world require and want much the similar things. Local School Vs Global Education Place of work diversity has taken a new face today; workplace diversity focuses on the impact of council’s base line. Not only can it monetarily benefit a council, but also by embracing diversity an organization can augment their ideas, insights, and a variety of pools of talent. Leveraging workplace variety is more and more seen as an essential strategic resource for competitive advantage. More companies are connecting workplace multiplicity to their strategic objective and objects. Greenwich Manufacturing has realized that diversity has an enormous impact and in addressing these issues; the council is implementing a Public Relations (PR) campaign to position itself as a leader in encouraging and promoting diversity in its workplace. This paper will outline Greenwich Borough PR campaign including its defined target audience, an overview of public relations issues, and implications of ethical issues. In addition, Greenwich has implemented a marketing research plan and sought to bring into line its marketing and public relation strategies In several cases, deforestation can be helpful. Given the right mix of social needs, financial opportunities, and environmental circumstances, it can be a rational change from one type of land use to a more prolific one. It can lead to thoroughfare of communication being created. Minerals that bring a state much wanted capital can be used to generate a better life for the peoples of that nation. In the long term these behavior may be fuelling Brazil’s advance into a major deal power. These are far reaching and all surrounding effects. The disaster lies in the fact that mainly lands that have been deforested in current decades are not suited for lasting farming or ranching and they rapidly degrade once the forest has been cut and burnt. Different the fertile soils of temperate latitudes, most tropical forest soils cannot sustain annual cropping. The carrying ability of the soil will not support concentrated annual cropping devoid of rapid, irreversible squalor. Likewise, intensive cattle grazing cannot be supported since grasses grown on forest soils do not have the same productivity levels as those on arable soils. In fact, there are very few forested soils in rising countries today that are obtainable for future agricultural growth, underscoring the urgent need to increase agricultural manufacture on existing farmlands rather than converting additional forests to farms. In global, local, human and economic terms, the tropical forests destroyed each year represent a loss in forest capital valued at US $45 billion (Hansen, 1997). The Hansen report is independent and so a source that can be trusted. By destroying the forests so quickly now and creating a hardwood ‘drought’, all potential future revenues and future employment that could be derived from their sustainable management for timber and non-timber products disappear. Probably the mainly grave and most short-sighted consequence of deforestation is the defeat of biodiversity. It is a result with consequence on every level. The sterile phrase â€Å"loss of biodiversity† (Anne Baker, 2003, p. 1) masks the fact that the yearly obliteration of millions of hectares of tropical forests means the death of thousands of species as well as varieties of plants and animals, numerous of which have never been catalogued methodically. How lots of species are lost every year? The exact research is not recognized, a consequence of our incomplete knowledge of steamy forest ecosystems and our insufficient monitoring systems. Some approximation put the annual loss at 50,000 divide species but this is a cultured guess at best. This gene pool obliteration could be destroying curers to some of today’s most lethal diseases, such as cancer, as we have so little information of the rainforest, but 35% of our medication comes from it. Ethical Considerations It makes good trade sense to be sight as an ethical council, and it benefits the workplace to have an additional optimistic work environment. There are a variety of definitions of ethics. One source states ethics has to do by means of what my feelings tell me is right or wrong or being ethical is doing what the law states. One more ethics theory variety from utilitarianism, states the definition as â€Å"most good for the most number† (Seitel, 2004). In addition to ethics, a corporation has a social blame that is closely related to the ethical conduct. It is a council’s social liability and ethical blame to employee diversity in keep hold of a promoting minorities and women. Employee safety and health is an additional responsibility to give a safe and healthy labor environment have polices in place, accident safeguards and medical facilities (Center, A. H. , Jackson, P. 2002). There is no real safeguard for companies or individuals to be ethical, however there are standards and polices for corporation to put in place, such as an annual code of ethics meeting or acknowledgement to instill the importance of ethics in the workplace (Kitchen, PJ 1997).

Essay Topics for Jazz by Toni Morrison - Overview

Essay Topics for Jazz by Toni Morrison - Overview As the book unwinds, there's a terrible comprehension of human nature revealed. It isn't important to us, whether you're too busy on the job concentrating on a passion undertaking, or simply tired of a seemingly infinite stream of assignments. Together with the importance of the core theme of the topic regarding situation of exact very same issue in the modern society, and the way it has changed, if changed in any way. You should have your reasons, and our primary concern is that you find yourself getting a great grade. There's, naturally, a limit on the variety of pages even our very best writers can produce with a pressing deadline, but generally, we can satisfy all the clients seeking urgent assistance. To be able to be meaningful to new readers, texts have to be edited. The passage is just one of several examples of the attractive language in the book. Actually, this might be the very first year which I do not read the text, which is probably an indication that I should. The Good, the Bad and Essay Topics for Jazz by Toni Morrison The novel also utilizes the call-and-response type of jazz music, letting the characters to explore precisely the same events from various perspectives. Sula maps a discourse of maternal intimacy as a way of reclaiming a feeling of self and an awareness of community. Jazz dance is an essential part of American history. It, as an example, doesn't match the traditional book format in terms of design, sentence structure, or narration. For all of its cultural and critical importance, it has been praised primarily for its lyricism. Jazz then, is a sort of violence. You would have thought everything was forgiven the way that they played. When the previous painful and complete blood literally echoes for an. That might be the significance of life. In a feeling, like jazz music, the creative act of production grows more important than the simple fact that the work is going to be received by means of an audience. Getting the Best Essay Topics for Jazz by Toni Morrison The rest of The quadrants may be particularly vulnerable, but try to remember that the prisoners who aren't currently being watched can do whatever they want but are discouraged from doing this. One particular tiny alteration in how someone thinks. The prison warden in the central tower can't watch all the prisoners at the same time, he relies on the psychological consciousness of the prisoner and their paranoia so as to provide the impression he is all seeing. Real-life surveillance on the opposite hand watches without discretion, but doesn't instigate the exact quantity of fe ar and paranoia from the overall populace. This was a good humiliation for virtually any family. It is certainly a labor of love. Racial discrimination isn't merely the issue of prior generations. This ends any hope which their mothers will become along. My initial professional encounter with Toni Morrison came as a consequence of music. Jesser's article demonstrates that the place isn't a real house for the slaves even when Mr. Garner is the master because it doesn't value their humanity. Throughout the book, Toni Morrison is in a position to deliver subtle hints about the period of time in ways no other author has the capability to do. Harris, in the interim,, is a black man who's mentally talented. I write a great deal of young adult fiction and at times poetry and short stories. For a first-time reader, it's important to be aware that the narrator is unreliable. Jazz music has an important part in the tale of Violet and Joe. Joe has a great deal of experience sweet-talking ladies. Books are a sort of political action. This is the ideal book I have read up to now. The Demise of Essay Topics for Jazz by Toni Morrison After discovering our website, you will no longer will need to bother friends and family with these kinds of requests. Rumors had been whispered for at least a year. Our customer support will gladly tell you whether there are any special offers at the present time, along with make sure you are getting the very best service our business can deliver. So she commenced to gather the remainder of the info. If you pick a program that's ABA-approved, you are going to be guaranteed several perks. A web-based paralegal program might be the sole viable choice for you, permitting you to pursue the profession irrespective of your geographic site.

Harriet Tubmans Fight Against Slavery - Free Essay Example

Sample details Pages: 2 Words: 740 Downloads: 3 Date added: 2019/06/10 Category History Essay Level High school Tags: Harriet Tubman Essay Did you like this example? Harriet Tubman was a very accomplished woman with many great aspects under her belt. Using the underground railroad Harrietrs greatest accomplishment will bring down slavery freeing over 300 slaves. This meant the north aided in the escape of the slaves from the south, as a result, this made the south angrier leading to the civil war. In Dorchester County, Maryland in the early 1800rs Harriet Tubman was born into slavery. Her name was originally Araminta Ross later changing it to Harriet after her mother. Araminta (Harriet) was one of eleven children and the daughter of Harriet Green Benjamin Ross. All throughout Harrietrs childhood she experienced a system of slavery in which she was isolated from the rest of her family. Harrietrs childhood only lasted a few years by the age six and seven she was considered an adult and had to work. For all of Harrietrs jobs, she was forced to do them for the most part independently. Some of Tubmanrs jobs included being a nursemaid looking after younger children, she was also hired out to be a hunter and trapper and a weaver breaking flax. If the owners she worked for werent happy with the results of her work or satisfied enough she was whipped servilely. Don’t waste time! Our writers will create an original "Harriet Tubmans Fight Against Slavery" essay for you Create order The main reason Harriet Tubman fought so hard for her beliefs and for her freedom stemmed from her hardships in life and the conditions she was raised in. She was constantly whipped, she was even hit with a heavy iron weight crushing her skull making it a lot harder for her down the road. When Harriet was around twenty years old, she married a free black man named John Tubman hoping she would become free herself. Unfortunately, it did not work in her favor and later Harrietrs owner dies and she risked being sold like her sisters. This is when Harriet took the opportunity to escape through the underground railroad. Tubman risked being captured, her ears being cropped off (cut) and being branded as she traveled from Maryland to Pennsylvania. Harriet had freed herself and now intended to free her family and others as well. As Harriet started to free the slaves congress was handling matters of slavery because if slavery was outlawed the southerners threatened to leave the union. In around 1850 the fugitive slave act was passed, and all citizens had to return runaway slaves. This also meant that even if you were a free slave you could still be charged as a runaway slave like the former freed slaves that were sent back to slavery. For Harriet, this meant that she had to be extremely careful that she nor her followers were caught. Because of the changed made by the fugitive slave act, Harriet Tubman decided to redirect the underground railroad so that it would lead to Canada because their slavery was completely banned. Although It was a lot tougher on Tubman, she continued to make trips back and forth, in fact, she never lost a single passenger. After saving her niece and kids from getting sold Harriet returned to Maryland for her husband to discover he was remarried and had no desire to be with her any longer. Harriet becomes very well known in the north for all her hard work. She no longer worked alone she was accompanied by abolitionists who were important to her. People that vindicated the abolition of slavery by helping with food clothes and shelter guiding the slaves to freedom. Two of the most compelling abolitionists who helped Harriet were William Still and Thomas Garrett and the most influential Frederick Douglass. Garett had provided Harriet with all of his money and supplies, he made sure she was safe through her journey. On the other hand, Fredrick compared himself as being very different from Harriet. He felt he had done his antislavery work in the light with encouragement as Harriet had done hers in the dark. Fedrick applauded Harriet for being so brave and strong hearted as he stated I know of no one who ha s willingly encountered more perils and hardships to serve our enslaved people than you have At this time Harrietrs actions had led up to the Civil War. During this time Tubmanrs role was working side by side with the men in the Union army. She was set on helping the united states helping fight for everyoners freedom. Harriet Also served as a spy reporting to the army and aiding left behind blacks.