Stereotypes of Culture Essay Example for Free

Stereotypes of Culture Essay This essay aims to explore benefits and disadvantages for managers to use sophisticated stereotypes. Stereotypes provide international managers an advantage of ‘first guess’ about cultural behaviors in countries and organizations so that they can develop appropriate strategies to cope with cross-cultural problems. However, it causes three drawbacks. If stereotyping is judging a group of people on the basis of theoretical concepts, it will be called ‘sophisticated stereotyping’ (Osland and Bird, 2000). The greatest benefit is sophisticated stereotype offers basic cultural knowledge, and is useful for managers to guess about cultural behavior in a country. Therefore, it is used as assistant tool in building unitary organizational cultures. The tourist firm relied on Hosftede’s framework. Because Japanese are collectivistic while Danish are individualistic, the Danish director had to consider whether provide guidance to Danish staffs or strict control to Japanese staffs, instead using individual competencies for all employees. Another example, the audio-visual firm took a chance of gender differentiation between Denmark and Japan to recruit suitable talents for their Tokyo office because it knows Japanese prefer masculine values. Hence it can say that sophisticated stereotypes can be a helpful weapon in implementing cultural management strategies. In contrast, sophisticated stereotypes cannot capture paradox which is the first disadvantage. In particular, if there are no exact cultures as described, people who depend on generalization studies cultural barriers will get confused. However, people who are acquired with cultural differences via their knowledge and experiences will be able to foresee what is most important and the best thing to do in foreign countries. Second, theoretical studies in national cultures are not sufficient to intercultural business context because international business embraced various cultures across borders. However, such scholars as Hofstede, Hampden-Turner and Trompenaars, Hall have studied in a single-national culture. Furthermore, sophisticated stereotypes do not describe potential cultural changes in intercultural encounters. These scholars had conducted researches for at least 19 years ago. Corporate cultures might change over time as a consequence of changes in perception and modern societies. In this case, national generalizations are useless to fit to intercultural encounters. Thus, managers merely gain insight into multi-cultural management by their experience and new approaches. In conclusion, because of above risks, sophisticated stereotypes merely are useful at the starting point for managers to guess cultural behaviors. Moving beyond sophisticated stereotypes, they need to make incremental changes by using their own knowledge to manage cultural issues.

Proposal for Obesity Management Programme

Proposal for Obesity Management Programme OBESITY PROGRAMEE: â€Å"FITNESS FOR FULFILMENT† Kathiravan Pillay Kumar Abstract The world has seen a rise in the issue of obesity and its effects on the biological, psychological and social wellbeing of individuals. This proposal reviews literature in relation to the causes as well as effects on obesity specifically targeted at children between the ages of 6 – 18 years old and evaluates current programs in place to curb the rise in obesity. Programs from both the United States as well as Singapore are used to analyse the western and Asian perspectives on tackling the issue of obesity. The proposed program would be aimed at reducing social stigma and increasing self-esteem that past or current programs do not address. The program will be made up of three phases which include implementation, motivation and feedback as well as evaluation of the entire program’s effectiveness. Feasibility and efficacy of instilling the program are also discussed. Introduction and Review on Obesity Obesity has been an issue present through various generations and is one faced by many nations worldwide. Recent years has seen a rise in the levels of obesity especially in western nations but is currently seen to be a growing issue even in Asian nations (Ramachandran Snehalatha, 2010). Based on recent findings by Ogden, Carroll, Kit and Flegal (2014) an estimated two third of the adult population in the United States are overweight or obese with about one third of school going children also falling under this category. A growing trend is also seen in Asia where findings in Singapore indicate that approximately one in nine Singaporean adults between the age ranges of 18 to 69 were considered to be obese in 2010 with obesity rates said to be increasing at an estimated 1 percent per year (â€Å"One in nine Singaporean†, 2014). Multiple factors have been suggested as causes to obesity, often focusing on mainly physical and psychological factors. General physical causes of obesity are often due to genetic factors that cause abnormalities in fat cell metabolism and metabolic defects or simply having a sedentary lifestyle (Bray, York DeLany, 1992). There are also various psychological conditions or disorders that have been suggested to lead to obesity however depression is considered to be the main cause of it as evidenced in Blaine’s (2008) study which indicated that individuals who were depressed were proven to be at significantly higher risk of becoming obese. Obesity is also often comorbid with depression and other eating disorders Blaine’s (2008). The key area of concern especially in recent times would be the effects of obesity on the individual as well as society as a whole. Numerous studies have been done to show the physical and psychological effects that obesity has on an individual. Physical aspects often include the risk of contracting illnesses such as heart disease, hypertension, and diabetes (Sturm, 2002). Psychological effects tend to focus on an individual’s body dissatisfaction and self-image (Wardle Cooke, 2005) as well as well as psychosocial effects such as negative experiences through weight bias at home, in school, at work, through the media and even health and fitness areas (Amianto, Lavagnino, Abbate-Daga Fassino, 2011). Evaluation on Obesity Related Programmes Over the years there have been many programs put into place by governments and private agencies around the world that have been aimed to curb obesity. One key program introduced in the United States was the HEROES Initiative which targets tackling issues on childhood obesity (King et. al, 2014). The HEROES Initiative is a grant-funded intervention that targets schools to play a vital role in educating youth in obesity related behaviours (King et. al, 2014). The key aims of this this initiative would be to take a comprehensive school health approach that decreases childhood obesity that in turn promotes healthy lifestyle habits among students as well as their families and also the school staff (King et. al, 2014). Key features that make the intervention unique would be that it offers a supportive means for participating schools by providing regular oversight, significant funding and various implementation strategies that are catered to a particular needs for certain schools depending on the district and neighbourhood that they are located in (King et. al, 2014). This initiative also enables schools to have a sense of ownership over assessing the needs of their students and in turn coming out with a plan to implement certain strategies for changes in the school’s health programs (King et. al, 2014). The key feature in maintaining the effectiveness of this program would be the strong emphasis on an annual cycle of evaluation and assessment on opportunities in enhancing the program to cater to the needs of the students which turn increases the intervention’s efficacy (King et. al, 2014). The evaluation process was broken down into 3 main areas. The process evaluation stage, school level outcome evaluation and student level outcome evaluation (King et. al, 2014). The process evaluation stage is carried out by site visits to schools to view their administrative processes in carrying out health promotion as well as inspection of the school’s general environment and conducting interviews with the staff to determine challenging areas (King et. al, 2014). Feedback on information obtained is given to the staff as a means to address these issues (King et. al, 2014). In the school level outcome evaluation, assessments are made to the systemic changes in promoting healthy behaviour and reducing obesity rates in the students. The school level outcome evaluation is based on domains relating to physical education/activity, nutrition education, food service, staff wellness, as well as family and community involvement (King et. al, 2014). The student level outcome evaluation , focuses on understanding the changes in behaviour and knowledge in relation to obesity and its effects (King et. al, 2014). This done through weight measurements as well as surveys and quizzes to identify student’s knowledge about obesity (King et. al, 2014). With regard to the effectiveness of this initiative, evaluation between the periods of 2011-2012 showed a significant amount of variability between schools. Based on results obtained from the process and school level evaluation outcomes, it was found that the school’s processes were well implemented however some schools found difficulties in coming up with new or improved health and wellness related policies (King et. al, 2014). Based on the student level outcome evaluation it was found that small but significant changes were made in terms of behaviour and mindset of the students (King et. al, 2014). Students were also more engaged in rigorous physical activities in comparison to the baseline from first 18 months of the intervention (King et. al, 2014). However a set back to the intervention was that changes to behaviour were mostly found in overweight students rather than students who were already obese. In relation to the Asian context, there have been various health related programs and promotions carried out in Singapore. The Singapore health promotion board has come up with various programs and initiatives to promote healthy lifestyle practices to prevent conditions such as obesity. Programs such as the 1 million kg challenge, aims to encourage individuals to lose weight by allowing them to set a weight loss target then setting a period for them to lose this weight. If individuals are able to lose the amount of weight within the given time frame they are rewarded with certain incentives and prizes (â€Å"1 million kg challenge†, 2014). In relation to health promotion in schools, a key program that was introduced in the early 90s was the National Physical Fitness Award Test (NAPFA) and the TAF (Trim and Fit) scheme which aimed to increase physical activity and reduce the weight of overweight and obese students in both the primary and secondary levels of education (Gupta et. al, 2010). The TAF program basically tasked students with physical activities before and after the school day (Gupta et. al, 2010). The initiative was a success in the 90s with obesity levels dropping between 10-17% in students (Gupta et. al, 2010). Success of the TAF scheme would later bring about a collaboration between the Singapore Health Promotion Board and the World Health Organisation to introduce a HPB-MOE bi-annual award aimed at targeting the healthy development of students and awarding schools for good health practices (Gupta et. al, 2010). Challenges faced in the TAF program as well as similar programs introduced in Korea as mentioned by Shin and Shin (2008) was that such programs bring about a sort of negative stigma to students involved. Student then tend to become highly self-conscious and develop body dissatisfaction which in turn effects their self-esteem (Shin Shin, 2008). This is often the result of segregation from their peers due to their weight and appearance and this segregation is further contributed by schools who single out overweight or obese individuals to be part of such programs (Shin Shin, 2008). This effect could in turn lead to depression which has been established as a cause for obesity and would hence defeat the whole purpose of having such health promotion programs. Proposed Health Program Having identified the causes and effects of obesity as well as certain health programs available both on the western and Asian context along with their strengths and weaknesses, an alternative health program could be developed. Through analysing the health programs available in both the United States and Singapore, a program catering specifically to the needs of students between the ages of 6 – 18 year olds could be proposed. The program will be entitled the â€Å"Fitness for Fulfilment Programme† (FFFP) catered specifically in the Singaporean context. The program is also given a name that does not infer or refer to obesity so as to prevent any form of social stigma relating to obesity. The main goals of the program would be to reduce the weight of overweight and obese students but to do so in a manner that will not cause stigmatization or embarrassment. The program would also further aim to instil a healthy mindset in these students and encourage them to maintain healt hy behaviour well into adulthood. The FFFP will mainly be broken down into three key phases. The first phase will be the implementation phase which will introduce rigorous exercise specifically catered to losing weight for obese children. These exercises will be done during school hours as part of an enhanced physical education program and these obese students will carry out their activities together with other students so as to limit any sense of being ostracised. The enhanced physical education program will target the specific needs of each student be it normal weight students or overweight or obese students by focusing on their weak physical areas that are limiting them from passing or getting a good grade on their NAPFA test. The fitness program will be one that gradually increases in rigorousness so as to allow the students time to condition themselves to its requirements. Another key feature of the implementation phase would be the enforcement of strict diet practices during the school day. Since schools are al ready given guidelines by the Health Promotion Board on the type of food to be served, there must be a form of enforcement that ensures that students are getting the appropriate meals. Therefore there should be two to three staff on canteen duty to ensure that proper meals are being served to the students and that obese children are getting sufficient food but maintained at healthy levels. The second phase of the FFFP would the feedback and motivation phase. This would be a key feature of the program as it caters to the psychological well-being of the students involved. This phase will be implemented during the first and last session of the enhanced physical education program. During these sessions, time will be set aside for instructors to carry out one on one interviews or feedback sessions with the students which will aim to understand the challenges that they face with physical exercise as well as issues they have with motivating themselves to indulge in physical exercise. With knowledge of the challenges that individual students face, instructors can cater their physical education session to better accommodate to both the strengths and the weaknesses of the students. This will facilitate a more positive outlook in carrying out physical exercise and encourage students to put in a greater effort and hence may lead better physical results and lower obesity levels. An other aspect of this phase would be educating other students in the challenges that overweight and obese students. Students will be taught to encourage and motivate rather than stigmatize or humiliate their overweight or obese peers. The final phase of this program will be the evaluation phase. Ideally a review council should be formed to evaluate the effectiveness of the program at national level. This phase will be similar to the HEROES initiative evaluation process used in the United States, but will comprise of two instead of three key parts of the evaluation process of the effectiveness of the program. The process and school level evaluation will be combined into one. This part of the evaluation process will seek to understand the challenges that the staff have with the FFFP through means of interviews as well as on site assessments of the program in action. Availability of proper equipment and exercise facilities in the school will be key points at this level of evaluation. The next part of the evaluation will be at the student level, the review council will assess data relating to changes in weight as well as NAPFA standards and also find out the level of knowledge that students have with regard to healthy behaviour through surveys and quizzes which can be done through the internet. The evaluation process should be done annually and aim to identify problem areas so that newer and improved implementation could be introduced in the following years. The feasibility and efficacy of the FFFP would depend on the amount support through funding from private agencies or the government as well as having instructors who are trained in not only physical aspects of exercise and healthy lifestyle but also with the psychological capability to deal and understand the needs and challenges for individual students to overcome obesity. References Amianto, F., Lavagnino, L., Abbate-Daga, G., Fassino, S. (2011). The forgotten psychosocial dimension of the obesity epidemic.The Lancet, 378(9805), e8 Blaine, B. (2008). Does depression cause obesity? A meta-analysis of longitudinal studies of depression and weight control.Journal of health psychology,13(8), 1190-1197. Bray, G. A., York, B., DeLany, J. (1992). A survey of the opinions of obesity experts on the causes and treatment of obesity.The American journal of clinical nutrition,55(1 Suppl), 151S-154S. Gupta, N., Chin, M. K., Yang, J., Balasekaran, G., Chia, M., Girandola, R. N., Mok, M. M. C. (2010). Obesity prevention in Singapore: Collaborative efforts among government, health professionals and the community. King, M. H., Lederer, A. M., Sovinski, D., Knoblock, H. M., Meade, R. K., Seo, D. C., Kim, N. (2014). Implementation and Evaluation of the HEROES Initiative A Tri-State Coordinated School Health Program to Reduce Childhood Obesity.Health promotion practice,15(3), 395-405. Ogden C. L., Carroll, M. D., Kit, B.K., Flegal K. M. (2014). Prevalence of childhood and adult obesity in the United States, 2011-2012.Journal of the American Medical Association,311(8), 806-814. One in nine Singaporean adults were obese in 2010: Survey (2014, January 17).Today.Retrieved from http://www.todayonline.com/daily-focus/health/one-nine- singaporean-adults-were-obese-2010-survey One million kg challenge. (2014). Retrieved August 21, 2014, from http://www.hpb.gov.sg/ References Ramachandran, A., Snehalatha, C. (2010). Rising burden of obesity in Asia.Journal of obesity,2010. Shin, N. Y., Shin, M. S. (2008). Body dissatisfaction, self-esteem, and depression in obese Korean children.The Journal of pediatrics,152(4), 502-506 Sturm, R. (2002). The effects of obesity, smoking, and drinking on medical problems and costs.Health Affairs,21(2), 245-253. Wardle, J., Cooke, L. (2005). The impact of obesity on psychological well-being.Best Practice Research Clinical Endocrinology Metabolism,19(3), 421-440.

Differences Between Travelling In Malaysia Cultural Studies Essay

Differences Between Travelling In Malaysia Cultural Studies Essay Malaysia has tropical climate. The weather of Malaysia is the hot and humid, subject to the monsoon rains. Malaysia has the warm days and fairly feel cool when the night (Climate: WHEN TO GO TO MALAYSIA,n.d). On average, the temperature hold at 86of of which is 30oc with the cooler temperature in the highland which the average daytime temperature year around at Kuala Lumpur which is 82of of 27oc.(Weather in Malaysia-Climate, Local Condition, and Recommend Clothing,n.d). The Kuala Lumpur has the well- distributed rain and fall in form of intense downpour at the afternoon when March and April and September and November but driest at the months of June and July (Climate: WHEN TO GO TO MALAYSIA,n.d). The north east monsoon is bring the maximum rains between October and February follow the east seaside of the Peninsular Malaysia which in the north east of Sabah and west of Sarawak(Climate: WHEN TO GO TO MALAYSIA,n.d). At there, the monsoon bring the rains when September until December(Cli mate: WHEN TO GO TO MALAYSIA,n.d). The humidity of monsoon of south- west seaside of Sabah is less than the north-east of monsoon(Climate: WHEN TO GO TO MALAYSIA,n.d). Besides that, the rainfall is more in the highland and arriving in the Maxwell Hill to 5000mm at year(Climate: WHEN TO GO TO MALAYSIA,n.d). Besides that, Malaysia has mountain, highlands, and coastal. The famous of mountain of Malaysia is Gunung Tahan. The highland in Malaysia is Cameron Highland. Japan has four seasons such as winter, summer, spring and autumn (Weather:n.d). The winter is occurring when December, January and February(Weather:n.d). When the winter season come, a lot of snows occur on the Sea of Japan side; but it dry on the Pacific Ocean side(Weather:n.d). That season was cold, had dry air masses from Siberia move down to the Japan, which is they meet to warm, moister air masses from Pacific(Weather:n.d). It will cause the huge snowfall which is on the side of country will faces to Sea of Japan. (Weather:n.d) The Pacific Ocean side of Japan receive the less snow but still it is cold weather but the big cities such as Tokyo, Kyoto, Osaka, Nagoya have the winter with high in the single digit or above 0oc but at the low few degree(Weather:n.d). It will be the cold but these cold snaps will not be lasting when January and February(Weather:n.d). The summer time is June to augus(Weather:n.d)t. It will be warm and moist air currents from Pacific and it make the tempe rature and humidity is high(Weather:n.d). It also have the rainfall at the mid of May June which is lasting a few week that start at south and gradually work its way northwards(Weather:n.d). Spring is the time when sakura broken to bloom during between March and May(Weather:n.d). Sometime, the sakura start from Kyushu, the sakura zensen advance northwards and mostly pass to the main cities of Honshu in early of April(Weather:n.d). The autumn time is September until November which is the pleasant temperature and soothing colors(Weather:n.d). The autumn folige pattern reverses that of the Sakura and start in the north and sometime in october and peaking step over to the most of Honshu around the November(Weather:n.d). Besides that, The Japan mostly have rugged goround and mountanious(What is Japan terrain, nd). 2.2 People, language, religion, culture and others A) People language Malaysia Malaysia is a multi-racial country. There has many different races in Malaysia but the three major races in Malaysia are Malays, Chinese and India. The race in Malaysia is Sikh people. Besides that, east of Malaysia such as Sarawak and Sabah have their own races such as Iban, Kadazun, Kenya, Kelabit, Melanau, Bidayuh, Murut. Unlike Malaysia, japan just has the Japanese people. The different of mother tongue is based on their different of races. In Malaysia, the Malays mostly speak in Malays as their mother tongue. For the Chinese people in Malaysia, they speak mandarin, Hokkien, Cantonese, Teochew, Hainanese and Hokchius as their mother tongue and the Malay language as the secondary language. Besides that, the mother tongue of India people is Tamil and their secondary languge is Malay language. The Sikh peoples mother tongue is Punjabi and their secondary language is same as the secondary language of Chinese and India people in Malaysia. However, the English for all the races in the Malaysia is their third language. ii. Japan Japan just has the Japanese people. The language of Japanese in Japan is Japanese language and the English is their secondary language. B) Religion Malaysia Malaysia is multi-cultural society.There have the different region because there have different races. The religion of Malays people in Malaysia is Islam. The religion of Chinese people in Malaysia is Buddhism and Taoism. They have celebrated Wesak days. Besides that, the Hinduism is the religion of India people in Malaysia. Another religion is Sikhism which is the religion of Sikh. However, there are also having Chinese and Indian people who are Christians. The Muslim people have celebrate Hari raya Aidil Adha, Hari Raya Adilfitri. Japan For Japan, Shinto and Buddhism are the two majors of the religion (Religion In Japan,n.d). Most religion had made themselves in Buddhist, Shintoist or both. Shinto is the indigenous beliefs of that people and as old as Japan it(Religion In Japan,n.d). It still is the Japans major alongside the Buddhism(Religion In Japan,n.d). The shinto is means that theway of the gods and shinto god are called as kami (Religion In Japan,n.d).Shinto shines are the places of odore and the living places of kami (Religion In Japan,n.d). Besides that, the another religion is Buddhism(Religion In Japan,n.d). It follows the teaching of Buddhism(Religion In Japan,n.d). In the main branches of Buddhism, it is the mahayana which is called as Greater Vehicle. (Religion In Japan,n.d) C) Celebrations Malaysia There have many celebrations in Malaysia which is based on cultural. The examples are Chinese New Year and Moon Cake Festival is celebrated by the Chinese people in Malaysia. Besides that, the Sarawak and Sabah also have their own celebrations which is Keamatan Festival in Sabah and Gawai Festival in Sarawak. The traditional wedding is the kinds of celebration. For Malays people, the engagement (Malay Wedding Culture, Traditions and Custom, n.d) will be done. After the engagement, the henna- staining ceremony will be beginning three days after wedding (Malay Wedding Culture, Traditions and Custom, n.d). Next is the nikah ceremony which is religious solemnization of the marriage and take place on the wedding eve(Malay Wedding Culture, Traditions and Custom, n.d) and this rite is required by the Islamic and civic law(Malay Wedding Culture, Traditions and Custom, n.d). Finally is to be sanding which is the actual wedding day and it mean that sit together between bride and bridegroom on the bridal couch (Malay Wedding Culture, Traditions and Custom, n.d). For Chinese traditional wedding, they select the date of wedding and auspicious (Chinese wedding in Malaysia,n.d). Next step is bet horal gift or ceremony in order to meet their parent to agree and settle about their weeding (Chinese wedding in Malaysia,n.d) . That is known as grand money as mean that a token for the brides parent to let their daughter in order to marry to her groom.(Chinese wedding in Malaysia,n.d).t After that, hair dressing ceremony will be done. (Chinese wedding in Malaysia,n.d). India also has their traditional wedding and the east of Malaysia such as Sabah and Sarawak also have their own traditional wedding base on their dialect. Japan The celebration of Japan Japanese have celebrate the Japanese New Year.Another celebration is Seijin No Hi which is known as Coming of age day and it is the first holiday after the over of Japanese New Year(Japan Festival and celebration,n.d).This celebration is for all the women which is 20 years old as the legal adult(Japan Festival and celebration,n.d).Hina Matsuri is also the celebration of Japan which is called as doll festival(Japan Festival and celebration,n.d). It celebrated on 3rd March every year(Japan Festival and celebration,n.d). Cherry Blossom(Traditional Japanese Weddings,n.d) is one of the celebration of Japan and the Shichi Go San or 7-5-3 festival(Traditional Japanese Weddings,n.d). The wedding also the celebration of Japan. Firstly is the arragement of marriages which arraged by their parent(Traditional Japanese Weddings,n.d).Next is decide the date of marriage(Traditional Japanese Weddings,n.d).After they choose the date of marriage,they choose the ceremony location (Traditional Japanese Weddings, n.d)They will wedding at there. They wear kimono at the wedding ceremony(Traditional Japanese Weddings,n.d).After the ceremony,they welcomes the guest at the reception(Traditional Japanese Weddings,n.d). D) Culture Foods Malaysia Malaysia have many variety of foods which is Malay food, Chinese food, Indian foods and have nyonya foods (food in Malaysia,n.d).The Malay food mostly are popular for the Malays people in Malaysia .For examples, nasi dagang, sate, rendang, ketupat, laksam, fried chicken, nasi lemak(food in Malaysia,n.d). For the chinese foods, it mostly popular for the Chinese peoples. For examples, dimsum, seafood, mooncake which is for moon cake festival food in Malaysia,n.d). The Indian foods are mostly popular for the Indian peoples in Malaysia. The examples are chapati, canai bread, tandoori, nun and hot pork curry (food in Malaysia,n.d). For the nyonya foods, it is mostly popular by baba and nyonya in Melaka. For examples, nyonya assam curry fish, popiah brinjal curry, onde-onde, bubur cha-cha, nyonya fried rice (food in Malaysia,n.d). Besides that, there are also have the famous foods in Sabah and Sarawak. The examples is Sarawak laksa(the most famous food from Sarawak,n.d) which is the famous foods in Sarawak. Japan The Japanese food is most popular. The Japan food can be categorized into the rich dishes, seafood dish, noodle dishes, nabe dishes which is prepared into the hot pot, usually used at table and the ingredient are vegetable such as negi and hakusai which is called Chinese cabbage and other dishes(popular dishes,n.d). The examples of rice dishes are rice bowl, which is same time mixed with a raw egg and soya sauce which is called tamago kake gohan or natto or other tappings be enjoyed, sushi, damburi, onigiri, kare Raisu, Chazuke, kayu(popular dishes,n.d). The examples of noodle dishes are Saba, Udon, Ramen, Somen and Yakisoba (popular dishes,n.d). The examples of Nobe dishes are oden, sukiyaki, Shabu- shabu and Chonka Nobe(popular dishes,n.d). The examples of soya bean dishes are Yudofu, Agedashi Toufu and Miso Soup(popular dishes,n.d).The examples of Yoshoku dishes are korokke, Omuraisu, Aayashi Raisu, Hamubagu(popular dishes,n.d). The other dishes are tempura, Okonomiyaki, Monjayaki , Gyoza, Chawanmushi and Tsukemom.(popular dishes,n.d) Traditional music and dances Malaysia For Malays people, the popular music instruments are the aerophone such as the serunai, pinai, seruling and selumprit, flutes. (Traditional music dances,n.d) Besides that, it also has membranophone such as gendang, gaduk, gedombak, rebang, kompang, tar and jidor drum. . (Traditional music dances,n.d) In addition, it is also have idiophone such as the gong, kesi, canag, saron, kenong, gambang kayu and banang. . (Traditional music dances,n.d) Other type of instrument is chordophone such as the rabib. It also has the nabot which is special royal orchestra which is the nafiri, serunai, gendang nobat besar and kecil and gendang negara. . (Traditional music dances,n.d) The wayang kulit music also is the popular of type of music in Malays culture. The Malays traditional dances are joget, lilin candle dances, zapin, kuda kepang . (Traditional music dances,n.d) For Chinese peoples, their traditional music are erhu,guzheng, guqin, Xun, Pipa(music,n.d). The traditional dances of Chinese people in Malaysia are fan dances, dragon dances and lion dances which is performs when Happy Chinese New Year and launching ceremony of a business. The traditional music of India people in Malaysia are qawwali, Ghazal, Bhaja and Kirtan, Shabad, Bhavageete,Ganasangeet (Traditional india music,n.d). The traditional dances of India are bharata naytam and bhangra .The traditional dances at Sarawak are datun julud and ngajat and traditional music at there are sape(traditional dance and music,n.d). The traditional music of Sabah is Bungkau, Sompoton, togunggak, gong, kulintangan(SABAH TRADITIONAL MUSIC MUSICAL INSTRUMENTS,n.d). The traditional dances of Sabah are sumazau, sumayau, limbai , magunatip, adai-adai, daling-daling dances( abah traditional dance,n.d).The bhangra is also popular dances for Sikh people in Malaysia. Japan The traditional dance of Japan is Bon Odori. The dances that come around to be a welcoming for spirit of the dead (JAPANESE DANCE,n.d). This is performs during the Bon Festival(JAPANESE DANCE,n.d). Another is Kabuki which is the dance that done on stage and is a type of theatre(JAPANESE DANCE,n.d). The Noh Mai is other traditional dances of Japan which is the dance that is done to music that is made by flutes and large and small hand drums(JAPANESE DANCE,n.d).. Japan also has other traditional dances such as nihon buyo, sparrow dances(JAPANESE DANCE,n.d).. The traditional music of Japan is gagaku which is ancient court music from China and Korea, Biwagaku, Nohgaku which played during Noh, Sokyoku which is play with koto, types of zither with 13 strings. (Traditional music,n.d) F) Traditional clothes Malaysia The Malays man at Malaysia wear the baju melayu with a songkok on the head (Malaysia:Clothing, n.d) . Besides that, the men wear batik shirts with trousers but the malys women wears the baju kurung with wear the kurung on their head to cover their Hair(Malaysia:Clothing, n.d). The chinese women at the Malaysia wear the cheongsam (Malaysia:Clothing, n.d) and the traditional clothes for Chinese man is samfoo with the songkok. The traditional clothes of India women is sari and salwar kameez or punjabi suit and the kurta is the traditional clothes of india man (Malaysia:Clothing, n.d). The peranakan ladies as kown as baba and nyonya which is Chinese immigrant who is married with Malays partners (Malaysia: Clothing, n.d). They wear the elegant kebaya that can be described as the traditional high fashion (Malaysia: Clothing, n.d). Sabah and Sarawak also have their own traditional clothes such as the iban man wear the baju burung or the vest and sirat woven loin- cloth which is a warriors o utfit ( Traditional Costumes in Malaysian.d). They also have wear the accessories such as belt, armlet and anklet which is made from the silver and headgear to decorate with the hornbill feathers and the iban maiden wears the ceremonial dress which is consist of the bidang clothes, marek empang which is called chest adorment, the sugu tinggi headdress and other silver ornament such as the coil belt and bangles( Traditional Costumes in Malaysia,n.d). For kadazan people, the male of Kadazan wear a ceremonial costume which is usually for worn when they dance the Sumazau dance( Traditional Costumes in Malaysia,n.d). .It comprises of a jacket and trouserswith gold trimming and a woven destar clothes hedgear is called siga( Traditional Costumes in Malaysia,n.d).. The kadazan female is wearing a cereminial Kadazan Paper costumes made of the embroidered color and gold thread( Traditional Costumes in Malaysia,n.d). It is worn with headgear and made of bamboo a strip which is called the suing and silver coin belt( Traditional Costumes in Malaysia,n.d).. These clothes are mostly made from the velvet or silk( Traditional Costumes in Malaysia,n.d).. However, they wear the normal shirt, blouse, skirt or pants. Traditional clothes of Japanese Japan have their own traditional clothes. The traditional clothes of Japanese are Kimono(Japanese Traditional Clothing,n.d) which is the most famous in Japan. Another traditional clothes are hakama which is cosists of wide pleated of skirt(Japanese Traditional Clothing,n.d), junihitoe which is theworn only for the court ladies in the Japan(Japanese Traditional Clothing,n.d),yukata(Japanese Traditional Clothing,n.d), uwangi(Japanese Traditional Clothin g,n.d), footwear and sock(Japanese Traditional Clothing,n.d), zori(Japanese Traditional Clothing,n.d), geta(Japanese Traditional Clothing,n.d), waragi(Japanese Traditional Clothing,n.d) and sash obi(Japanese Traditional Clothing,n.d). 2.3 Natural beauty Malaysia In Malaysia, there are a lot of sights worth seeing by tourists such as islands, mountains, forest and so on. These natural beauties also can help our country earn more money from the tourists. For example, our country attracts more than one million tourists every year. Besides, this may also increase the reputation of our country and let others know our culture. (Personal preview) One of the natural beauties that attract many tourists is the island in our country. There are many tourists from other countries visit to the island on their holiday. There are also many islands in Malaysia such as Langkawi Island, Pangkor Island, Sipadan Island and so on. These islands are cover by virgin jungle, powdery with beaches and surrounded by sapphire-blue waters. The islands also have resorts provide exceptional services and facilities. (Cuti-cuti Malaysia) The most tourists like to bask when they visit to the island in our country. This is because the weather in Malaysia is hotter than their c ountries. They also enjoy diving and look the life under the sea. On the other hand, mountains also are one of the natural beauties. There was also got tourists like to visit the mountain in Malaysia such as mount Kinabalu, mountain Torq Via Ferrata, mount Trusmadi and others. (Virtual Malaysia) These mountains got more than 1200 species of flora and fauna and also have a lot of birds and animals. (Virtual Malaysia) Japan In Japan, waterfall is the most popular natural beauties and also is the tourism destination. There are a lot of beautiful waterfalls such as Mifune waterfall, Shiraito waterfall, Yasunotaki waterfall and so on. These waterfalls attract many tourists come to visit every years. (Joy site) The falls are particularly attractive in spring as the snows of the mountain melt. It also strengthens the flow. Besides that, mountain also is another natural beauty. There just only have several bird species which are danger of extinctin. (Japan Altas) Conclusion Travel is mean that a person move to another country from their own country in order to improve their own knowledge about that country. The travel also can make a person feel relax, release stress beside to improve their knowledge. Traveler can choose their any favorites country for travel besides travel at their own country. The travel can show the differences between their cultural, people and language. The travel also can show the differences between the natural beauty and tourist spot, religion and superstitious beliefs between their own country and another country. Therefore, different countries have their different famous building and places. Besides that, different countries also have culture, religion, beliefs, language and people. (function() { var scribd = document.createElement("script"); scribd.type = "text/javascript"; scribd.async = true; scribd.src = "https://www.scribd.com/javascripts/embed_code/inject.js"; var s = document.getElementsByTagName("script")[0]; s.parentNode.insertBefore(scribd, s); })() http://www.virtualmalaysia.com/destination/mountain%20climbing-cat.html http://joyfujii.multiply.com/photos/album/28/The_Natural_Beauty_of_Japan_ http://web-japan.org/atlas/nature/nature_fr.html

The Punishment of Homosexuality in Germany Essay -- Homosexuality Nazi

The Punishment of Homosexuality in Germany As the Nazis rose to power, they constructed strict laws regarding male homosexuality for many reasons. The Nazis were primarily concerned with preserving and reproducing people of pure German blood. Consequently, in order to catalyze the purification of the German population, the Nazis sterilized those who were not fit to reproduce and forced those who were fit to procreate. The Nazis wanted all able men and women to produce and bear offspring, however homosexual males would not take part in the male role of reproduction because of their sexual orientation. As a result, many of Germany’s two million male homosexuals were imprisoned and/or incinerated for their homosexual acts and desires. In order to further cultivate the population of Aryans, the Nazis tried to construct a heterosexual society by creating or revising new laws and documents that aimed to discriminate male homosexuals. This goal of discrimination was an attempt to decline the rate of male homosexuality i n order to persuade able men in becoming heterosexual and produce children to support the Volksgemeinschaft. Although female homosexuals existed in Germany, they were not targeted and discriminated against like male homosexuals. Male homosexuality posed a greater threat to the Nazis because it was considered to be a waste of procreation for men to be gay. It also posed a greater threat because it went against â€Å"man’s nature-given position† to woman. Male homosexuality was also far more hazardous because it posed a moral threat to the German â€Å"Volk† and its morals. In the report â€Å"Attacks on Morality† presented in the Humanities Core Course Reader (270-273), Prof. Dr Wenzeslaus Graf von Gleispac... ...e fit to produce into reproduction. The Nazis goal of producing a pure bred German blood race contained problems not only with the Jews, but also with the homosexuals within the nation. The homosexuals were going against everything the Nazis wanted. Because they were homosexual, they were not able to procreate due to their sexual orientation. Along with their lack of procreating, they attacked the morals of the â€Å"Volk† and degraded the nation’s image. They didn’t want to produce offspring to preserve the nation and was only concerned about their own pleasure. They also made Germans appear frail and sickening. Because of this, the Nazis had to find a way to keep homosexuals from their nation. And in order to do so, the Nazis created and revised strict laws to rid the nation of male homosexual activity to fulfill the ideals of the Volksgemeinschaft.

A Womans Role :: essays papers

A Womans Role According to Judeo-Christian tradition, divine edict clearly relegates women to a position of subservience beneath men, as expressed in the Genesis creation account. This idea of female servility has dominated Western culture for thousands of years with virtually no significant changes; only in the past several decades has the notion of male dominance lost wide-spread acceptance in America. Prior to this cultural shift, American ideology mandated that women dutifully obey their husbands and confine themselves to managing the home and raising children, thus depriving them of any power beyond the sphere of the home and rendering them dependent on their husbands. This mentality is especially apparent in the movie, The Sound of Music. In The Sound of Music, female characters are portrayed to be highly dependent upon men, a central aspect of the "traditional" woman's role. This is initially shown in the scene where Ralph and Liesl are singing and dancing in the gazebo. Liesl sings that she is "scared to face a world of men" and would like to depend on Ralph in order to alleviate her fear. Ralph acknowledges and accepts her submission, telling Liesl that since he is "older and wiser" he will take care of her. Liesl offers to submit herself to Ralph in accordance with her preconceived notion of male-female relationships, thus fulfilling her yearning of security in social normalcy. She is willing to become dependent upon Ralph and cross the threshold into traditional womanhood. Although she may wear a mask of independence, Maria also fills the role of the traditional woman. Independence can be measured by the amount of control one has over her own life, and, if Maria's control over herself is analyzed, it is clear that she lacks independence. Initially, Maria appears to be independent when she ignores the Captain's prescriptions for stern child raising and defies his direct orders by making the children "play clothes". When Maria is reprimanded for her actions, she stands up to the Captain, criticizing the way he raises his children. Through these actions, Maria seems to deviate from stereotypical feminine behavior by challenging the Captain's authority, however, upon closer examination, such is not the case. The children are traditionally the woman's responsibility and are a matter over which she is supposed to have control.

The Impostor Syndrome :: Gender Women Papers

The Impostor Syndrome Professor Martine Haas, Organizational Behavior, Cornell University, gave an example of a woman named Vignette who was giving presentations and had to monitor herself in a male dominated setting. She avoided raising her voice at certain times in order not to sound too assertive because she is a woman. Vignette hasn't been the only female or woman who has been faced with this situation. Aside from this type of impression management, there have been many circumstances where many successful women hesitate to take full credit for their success and accomplishments. They often feel insecure, attribute their accomplishments to something other than their own efforts such as luck and often get thrown into a state of paranoia that people will doubt their competency. This is known as the "imposter syndrome." Susan Schenkel, author of â€Å"Giving Away Success† says â€Å"there are many ways we discount ourselves. Three of the most common patterns are: 1) emphasizing the negative 2) automatically attributing success to something other than ability, and 3) automatically blaming failure on lack of ability† (Schenkel, 6). Schenkel explains how women also end up being susceptible to falling into helplessness as a result of uncontrollability, which is the belief that nothing can be done to rectify their current state of misfortunes. As a result they end up withdrawing, for example, stopping, quitting or escaping from making ardent efforts to deal with their existing problems. A second thing they tend to do is to avoid getting into tough situations. They do this by shying away from confrontation with the difficulty they feel unable or unwilling to handle (Schenkel, 19). As a result of this helplessness disrupts behavior such as undermining motivation, interfering with ability to l earn and creating emotional distress (Schenkel, p. 24). Another aspect of this imposter syndrome is fear of failure, where women sometimes get terrified of being judged and found unqualified (Schenkel, 55). When the fear of failure is combined with other behavioral patterns, a resulting consequence is anxiety. This is where women tend to have â€Å"split self-image† which is â€Å"an ongoing battle between positive and negative views of our ability† (Schenkel, 63). Secondly there is a superfluous desire and concern to win approval of others. Lastly, they tend to evaluate themselves and their experiences as either good or bad and with nothing in between (Schenkel, 65). In an attempt to prevent experiencing failure, women make cumbersome efforts to establish extremely high standards and goals for themselves and work indefatigably to meet them (Schenkel, 66).

Community Immersion Essay

It is the city base for Jeff Davis Parish which combined has 6 cities in the parish (U. S. Census Bureau, 2010). Jennings is considered a rural area with a population of 10,909 people residing in the city. According to the census bureau the city of Jennings is populated with Caucasians at 7,736, African Americans 3, 076, Asian 32 and Hispanics 101 (U. S. Census Bureau, 2010). Jennings has two sub communities the south side of town where most of the blacks are under the poverty line and some middle class residents. Downtown is where the whites and a few blacks live, these two sides a separated by a railroad track. The founding of Jennings was a manifestation of the dynamic spirit in Americans which led them to continually seek new frontiers and new areas of economic exploitation. The story of its growth parallels that of many other Louisiana towns, but in two respects it has a claim to distinctiveness: its middle western origin and its connection with Louisiana’s oldest oil field. Jennings McComb, for whom the town was named, was a contractor of the Southern Pacific Railroad. He built the Jennings depot on a divide peculiar to southwest Louisiana (Riser, 1948). It is known that he was president of the Louisiana Western Railroad Company and had been associated with Charles Morgan in certain railroad transactions. McComb accumulated a great fortune, not from the railroad transactions. McComb accumulated a great fortune, not from the railroad but from the acquisition of the patent for the arrow tie buckle used in the baling of cotton. In 1901 an Jennings businessmen brought in oil operators to develop the Jennings Oil Field. This marked the first production of oil in the state of Louisiana. Oil became an important element in the economy of Jennings, but rice, the basis of the town’s economy, was still cultivated. After 1906 oil production declined and the importance of the industry to Jennings decreased. Rice remained, as it always had been, the leading economic activity of the area (Riser, 1948). The one thing about this community is the buildings; they still resemble the old design from in the beginning. This community on one side of the tracks maybe crumbling, but Jennings is a growing city. Jennings can give the illusion of nothing is going on and deep down inside of the town is array of discrimination of race, social class, an economic status. II. Community Structure: Community Function Jennings has few clubs for socializing and due to the divide in the population by race. Socialization between the white and blacks are limited if they do not work together. There are normally around event times in the community two different parades one downtown for the white the other Southside for the blacks. The city is ran by the mayor elected, making all the decisions in the city. During events for the city the decision in regards to can it happen is left to the chief of police. The city has two law enforcement agency the city police which handles everything inside the city and the sheriff’s department which is for surrounding parish cities. Each area or parts of Jennings have police jurors that are elected for the area. Residents are to contact their police jurors with complaints; they are then brought before a town meeting that is held each month at city hall. The meetings are open to all residents in the parish; however they are not openly advertised. There are many community leaders, or shall I say power families. These are the people who basically can have anything they want in Jennings. These families have been living here from the beginning and own most of all the businesses in Jennings. Jennings with these power families there is a lot of corruption within the city. According to an interview conducted with a resident of Jennings, it is a visible corruption. They stated that it’s in the police department and in the court houses. The court house is located in central Jennings and shares a uilding with the parish sheriff’s department. The courthouse has two courtrooms and on judge. One Monday’s, Tuesday’s and Wednesday’s are court days in Jennings. Because this is the parish base surrounding cities in the parish have to attend court in Jennings. The mayor’s office is located across from the courthouse, basically if he is in office the office residents have the opportunity to speak with h im. Election for public office are held every two years, however the judge and chief of police have held the same positions for the last 4 years. They were reelected with majority of the vote. Observing and interviewing residents across the tracks with a low economic status on the government of Jennings. Residents of this community fear the police and the government of Jennings. Most of the residents don’t vote because they believe it does not work. On resident showed me the curfew signs located for two blocks in front of the only club in Jennings. Residents reported having to leave the city to socialize (Jennings Daily News, 2005). III. Community Characteristics Jennings is a booming city new school, shopping centers, restaurants, car lots and new additions to the hospital. This is all downtown Jennings, continue to drive to Southside Jennings and the economy changes. The economy in Jennings is low compared to other cities in Louisiana. Local business owner, own most of the shopping places. The other centers are chain stores and restaurants which provide employment in city. To obtain a good job some resident must leave the city and drive at least 30 miles to the nearest city for work. There are 3 public schools and 2 catholic schools in Jennings there is a technical school which provides training in different fields. Just recently I was informed that Southside had the only elementary school residents. According to the Jennings daily news the school was moved uptown Jennings. There are no schools located in the Southside community of Jennings (Jennings Daily News, 2005). Looking for resources in Jennings is like looking for a needle in a hay stack. There are limited resources in the area for residents living in poverty. There is no office of community services which provides applications and face to face case managers for additional household help; the nearest office is 45 minutes away. There is a health unit that provides parenting classes other services to needed residents. Caring Hands is the only resource of helping people pay bills if needed. They help with light bills, gas bills, and water bills if qualified. There is no transportation system in the city, residents with no cars must walk to the stores. The community even with the lack of services seems not to harm most of the community. It’s for the most part beginning to overcome the racism that has been a factor over the years. However it still a big issue here in Jennings. Jennings have develop over the years an array of issues that need to be addressed like the lack of community services, the sub community of Southside Jennings, lack of activities for children, and jobs. With all this going on the murders of eight young ladies since 2005 has divided and turned the downtown residents against the city police that the city police no longer operate alone in the city the Louisiana state police has taken over (Jennings Daily News, 2005). Its apparent when driving through and speaking with residents, the blacks in the community experience oppression from the local government as well as themselves. There is a large amount of discrimination not only with the government but the local police. Residents state even if they are not doing anything the good suffers for the bad. Police patrol Southside and allow no room for socialization. The park on the Southside is always empty most children rather stay in the house. The local police abuse their power an residents live in fear every day. Jennings, Louisiana do not have a homeless population, most residents that lose their homes move in with relatives. Make some home occupied with multiply families. In this community, it’s a plus along with all the other problems they do not need a homeless problem. IV. Summary and Conclusion Jennings, Louisiana a booming city, with hidden racial problems. Jennings with the majority of the population being white runs the local government, making all the decisions for the city. The lack of resources makes it impossible for some residents to access them. It’s a city that can be two different cities in one. Although education is accessible most of the black don’t attend. Jobs are limited less and there is no public transportation out of city to find jobs. Most residents live under the poverty line for the ones who do not are enjoying this community as long as the blacks stay on their side of the tracks. Reading Netting and observing this community there is a lot going on like Social Darwinism due to the blacks believing that income between not only rich and poor, but white and black is natural (Kettner, McMurty, & Netting, 1998). The manifest destiny in which is going on in Jennings today.