Did Japan Benefit Economically as a result of the World Cup 2002? :: Economics

Has Japan really benefitted economically as a result of the World Cup 2002? Introduction ============ From the 31st of May until June 30th, Japan & Korea hosted the World Cup in which 32 teams competed to be crowned football champions of the world. Many thousands of people watched the matches live and hundreds of millions worldwide watched on T.V. The World Cup has been the most popular sporting event ever since the 1930s when Uruguay hosted and won the first ever World Cup. Since then the World Cup has been hosted every four year in different countries apart from during World War 2 and there have been 17 World Cups. Since the 30s football has became the world's most popular sport and with the introduction of commercial air flight, motorcars and the global T.V network it has become an important source of revenue. In 1994 the World Cup was hosted in the USA and a record 3,587,530 people watched it live. Since the 1986 World Cup held in Mexico the total attendance had begun to rise to over 2 million live viewers a World Cup. This would result in host countries gaining massive revenue from ticket sales and money received from the T.V companies broadcasting the match. The rights for broadcasting the 2002 World Cup were bought for  £622 million by Kirchmedia showing just how valuable World Cup football is. Also a study by HSBC securities in 1998 showed that countries which hosted the World Cup after 1966 saw their respective stock markets do better on average by 9%, 6 months prior to the tournament. However the study also showed that 6 months after the tournament most markets under performed by an average of 6%. In 1998 Japan was chosen to joint host the World Cup with South Korea and began a vigorous development project to upgrade and build good quality stadiums, improve public transport, build more hotels and create an excellent security force for the games. Stadiums such as the Shizuoka stadium, Sapporo dome, the Oita stadium and Niigata stadium were built just for the games and are considered some of the most modern stadiums in the world. Japan's aim from the 2002 World Cup was to attract many tourists, have a smoothly run games, encourage Japanese citizens into football and to improve its international reputation as an excellent place to host international sports events. From joint hosting the World Cup Japan achieved many economic benefits and in this essay I will explain how and why this improved Japan's economy. The Japanese economy improved because of the following effects of the World Cup during and before the event. Economic Concepts ================= Economic growth is caused by improvements in the quantity and quality

Hakim Bey, Chaos: The Broadsheets of Ontological Anarchism :: Essays Papers

Hakim Bey, Chaos: The Broadsheets of Ontological Anarchism Such is the fast-paced world and style of Hakim Bey’s writings. Sporadic and rarely rounded up for interrogation, Bey’s Ontological Anarchism pervades all his writings, on topics as varied as â€Å"Islam and Eugenics†[1], â€Å"The Information War†[2], â€Å"The Evil Eye†[3], a critique of multiculturalism[4], and Celtic-African entheogens[5]. Hakim Bey’s zine writings and early 90’s hipsterism have made him known to some as â€Å"The Marco Polo of the Subunderground†[6] and a counter-cultural guru to many more. With information becoming more firm only in the last few years, Hakim Bey has been identified as a pseudonym for Peter Lamborn Wilson, a New York based translator and author. Drawing on his experiences wandering India, Asia, and North Africa, Hakim Bey authors (what offer to be) outrageous manifestos and leftist anarchist essays primarily for zine publication and distribution or for lectures and performance. He draws explicitly on a Moorish and sufiist intellectual heritage with occasional references to contemporary philosophers and cultural theorists. He situates himself as a post situationist anarchist informed by critical theory, and has written in both ctheory and Trip. Bey’s writing is ultimately so fascinating precisely because it does not fit neatly into a schools of thought, academic discipline, or a relation between the major figures of contemporary theory (eg loves Baudrillard, ignores Lacan, sometimes uses Foucault). As such, his writings are rather esoterically his own, and not only do not make their ties with other theorists explicit, but also cannot be immediately connected to theirs (because Bey’s assumptions are so different on account of his background’s differences from western academic philosophy). His work, as a theorist of media (and everything else), operates at a straightforward and accessible level, filled with obscure references that don’t point towards an expertise in his readership so much as an explosion of it. For some, his writings are meaningless babble on the level of Principia Discordia[7]. He does not get much mainstream citation except in regards to his concept of PT and the TAZ[8], but he does get plenty of crap. This disdain culminated in the publication of a ‘fake’ Hakim Bey book, actually written by â€Å"Luther Blissett†[9]. Hakim Bey is a persona. His behaviors and secrecy are all a part of the body of work of which he is accredited with authorship.

Romanticism, Realism and Local Color in The Awakening Essay -- Chopin

Romanticism, Realism and Local Color in The Awakening    Kate Chopin is an author who was born in 1851 and died in 1904.   Her father died when she was young, and her husband died when she was thirty-one leaving her with six children.   Due to this, she had little male influence throughout her life.   This may possibly be why she had so little inhibition when writing her novels.   She seemed to concentrate on the oppression of women and presented socially unacceptable ideas at the time of their publication.   Although Kate Chopin stirred up great controversy in her time, today her novels, short stories, and poems are often regarded as great literary works that incorporate bold concepts, grim social realities, and also elements of romance.   One such novel of Chopin's that embodies these characteristics is The Awakening, first published in 1899.   At the time of its release, men held the reigns of society and women basically catered to their every whim.   Acts, such as adultery and the abandonment of children, were rarely co mmitted, and they especially were not discussed.   The Awakening came as a shock to society as Kate Chopin presented a novel that developed her opinions through examples of Romantic, Realistic, and local color writing.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Like many novels of its time, The Awakening is an example of Romanticism.   Romanticism can be defined as a literary or art movement of the late eighteenth and early nineteenth century that emphasizes individualism, love of nature, celebration of common man, freedom, emotion, exotic worlds, fantasy, and a tendency to look to the past.   The Awakening's main character, ... ...s examples of local color help to intensify the characters, setting, and conflict.        Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Chopin showed what a talented writer she was by her incorporation of Romanticism, Realism, and local color in her novel The Awakening.   She combined these elements to add dimension to her writing and further develop her thoughts and ideas.   Kate Chopin was not a typical writer nor was she a typical person.   As shown in her book, The Awakening, she was audacious and wrote about what she truly felt rather than what was expected of her.   Literary devices, such as romance, realistic events, and local color, do add a volume to novels, but without Chopin's skill in using these devices, this novel would not have been the eye-opening masterpiece it is today.  Ã‚  Ã‚     Ã‚  

Classroom Field Study Report Essay

General Description Disston Elementary School, located at Knorr and Cottage Streets, in the Tacony/Wissinoming neighborhood of Philadelphia, is a four-story brick building. The school, K through 8, has a gym, auditorium, and library. There is also a computer lab, consumer education classroom, and a music room. The floors are organized by grade levels, starting with the lower grades on the first floor and working their way up the building. The ground floor, or basement, is reserved for specialty classes, such as music, etc. The school, built in the early 1900’s, has very few modern improvements, mainly because it is a historical landmark. There are no elevators or ramps making it inaccessible to those with walking disabilities or are wheelchair bound. The school, which has approximately 800 students and 40 teachers on staff, is maintained well and kept clean. The staff members I encountered at the school were well informed and professional. The neighborhood is predominately middle class, but does include some low-income families. In addition, about 15% of the students are bussed to Disston from neighborhoods that are at or below the poverty level. The cooperating teacher, Ms. Bledy, was happy to share her classroom as well as her experiences. She provided a pleasant atmosphere and gave me the opportunity to observe her seventh grade science, mathematics, and social studies classes, and fifth grade reading and English classes, which she also instructed. Her seventh grade classes consist of 29 students and her fifth grade RELA (Reading/Language Arts) class consists of 25 students. Learner Differences In the 7th grade class, there are 26 students with average or near-average ability and three students who have been identified with reading and math disabilities. These 3 students attend special classes for those subjects and return to Ms. Bledy for science and social studies. Ms. Bledy adapts the content in science and social studies according to each of the special education students’ I. E. P. (Individual Education Plan). Since all three students are at, or below a second grade reading level, Ms. Bledy uses the school library to find appropriate stories, books, or articles at each students grade level. She looks for material that is parallel, or as close as possible, to the content that is being covered in science and social studies. While lower grade level books have less detail, the teacher tries to provide the special education children with some reading material on the same or a related topic. For example, in a science class on metamorphosis, Ms. Bledy found a story called â€Å"The Very Hungry Caterpillar† by Eric Carle. This grade 1 story, through pictures and words, shows the four life stages from an egg to a butterfly (Surprisingly, the students of average ability also enjoyed this 1st grade book). Ms. Bledy also provides daily hands-on and visual learning experiences for all her students; therefore she finds it easy to adapt lessons for the special education students mainstreamed into her classroom. With the exception of the 3 special educations students, the remaining 26 students in Ms. Bledy’s math class are instructed on a 7th grade level. The teacher uses various visual, auditory, and hands-on learning techniques to adjust to each students learning style. Disston School provides a â€Å"reading cycle† for 90 minutes each day from 10:15 to 11:45 a. m. During this time, students throughout the school change classes to attend reading and language arts at their ability levels. Ms. Bledy teaches level 5 reading, writing, and English. In this class, there is a mixture of 28 students from grades four through eight. Within the groups of students I observed, there were no students with physical handicaps, nor did I observe anyone with severe emotional behavior differences. Ms. Bledy did inform me that 2 students receive the prescription drug Ritalin daily, administered either by the school nurse or a parent. There were very few behavior difficulties in Ms. Bledy’s classroom. She has created a structured, firm and fair atmosphere that the students find comfortable. Motivation Techniques Ms. Bledy facilitates safety, belonging, and positive self-worth to each of her students on a daily basis. The atmosphere in the class is one of calm, encouragement, respect, and unity. During the entire time I attended her classes, I saw students actively engaged in learning, any disruptions were addressed quickly, quietly and effectively. The children seemed to have little difficulty in dividing work in cooperative learning groups and they readily helped each other during class activities. I observed Ms. Bledy’s classes in the last few weeks of school, but it was apparent that the students had become accustomed to routines and had a sense of trust among them. The special education students mainstreamed into the regular education classes were not afraid or embarrassed to show their group members any lower level materials they were using. Although the students were grouped heterogeneously, Ms. Bledy is careful to place the special education students in groups with students that are more patient and have a kinder disposition. These easy-going students are more compassionate toward a special education group member who might take longer to complete an assignment. Some examples of motivation techniques I observed are: Safety: While Ms. Bledy was giving directions for a map activity in social studies class, one of her students, Brandon, rolled up a few small pieces of paper and was proceeding to put them into an empty pen tube. Just as he was about to put the pen to his lips, Ms. Bledy made eye contact with him as she continued giving directions for the activity. She walked over to Brandon and put out her hand so that he could hand over the â€Å"spitball† tube. She never stopped giving directions, but did stop this young man from throwing spitballs around the class causing a disruption. She then pointed to the behavior book and motioned for Brandon to sign it. He shrugged, but quietly walked over, found the page in the book with his name on it and wrote the date and what he did. Brandon wrote, â€Å"trying to make spit ball tube, but Ms. Bledy took it from me. This is a warning, if I do something disruptive again today I will receive a penalty. † At the beginning of the school year Ms. Bledy taught and practiced with her students the class rules and what was expected of them. She feels that if the students write down what they did and make some notation of either a consequence or some other thing that helps them improve their behavior, that there are fewer disruptions in class. Effort and Improvement: Eric is having difficulty creating a circle graph from information on a complicated bar graph. Ms. Bledy gives Eric some individual attention. She goes over to his desk and helps him create some simple circle graphs from simple bar graphs. She then has him practice a few more circle/bar graphs escalating the difficulty each time. She gives encouragement and approval when he is correct and guidance as needed. In a short time, Eric is on his own, confident that he can probably handle the more difficult work. Ms. Bledy moves on, but keeps a watchful eye out for Eric. By the end of class, Eric is successful in completing his graphs. Rewards: Ms. Bledy makes positive comments to her students regularly. She also gives students simple, but effective, rewards. One student, Melissa, not only was helpful to the teacher, but she went out of her way to help Antoine (a special education student) locate the Allied countries of WWI on a map. At the end of class, Ms. Bledy used her cell phone to call Melissa’s mother and told her what a wonderful person Melissa is. Multiple Intelligence: Like most classrooms Ms. Bledy’s class has a variety of intelligences. One of the techniques she uses to address this is by having students divide up work in cooperative learning groups according to their interests. In science class where the students were working on a project on acid rain, the students in each co-op group were required to provide research, complete an experiment, keep a daily journal of results and conclusions, make drawings and graphs of the results, and complete a cover page. Each group is permitted to divide the work according to their talents, although all group members must share in the experiment. Behavioral Learning Principles Ms. Bledy’s classroom atmosphere stresses learning, from the various information provided on classroom bulletin boards, posters, and at workstations to the organization and structure of daily activities she creates for her students. Here are some examples I observed: Fact Learning: Ms. Bledy begins each math class with a math warm-up. The students complete a few simple questions (no more than 5) in two or three minutes. These warm-ups are designed to practice various skills. Students practice basic multiplication, addition, subtraction, and division skills by playing the math game â€Å"24†. Students prepare study cards, usually for homework. They are similar to a flash card, where they put a definition on one side and the term on the other side. This is done on 3Ãâ€"5 index cards. In class, the students play a memory game either in pairs or small groups, using these cards. Reinforcement: Ms. Bledy uses positive reinforcement in her classroom. When she praises a student she uses concrete words that describe the achievement made. One student, Regina, who struggles with math but excels in social studies, was trying to figure out the average winter temperature in Celsius in the country of Germany. She knew the temperature in Fahrenheit. Regina recalled that during a math and science class, Ms. Bledy had shown them how to convert Fahrenheit into Celsius. During this social studies class, Regina applied those skills and was successful in finding the answer. When she told Ms. Bledy the answer, the teacher complimented her on her math skills. Regina beamed the rest of the afternoon and took pride in showing her classmates how to convert the temperatures. Punishment: I observed Ms. Bledy use both presentation and removal punishment techniques. She regularly removes items from the students that can cause them to be disruptive, such as when she removed Brandon’s spitball tube. But, I only saw her need to remove one student to a time-out area. Patrick refused to cooperate with his group and Ms. Bledy had him complete a writing activity (presentation punishment) on cooperation in a time-out area (removal punishment). When he completed this activity he was eager to get back to his group. Ms. Bledy allowed him to rejoin the group where he participated mannerly. Schedules of Reinforcement: Ms. Bledy uses a variable ratio as the schedule of reinforcement in her classroom. She calls on students randomly who offer answers. Although Ms. Bledy schedules particular educational trips with specific dates, she randomly assigns points that students need to earn toward that trip. At the beginning of an activity on statistics in math class, Ms. Bledy told the class that each student could earn 10 points toward Spirit Day, by completing the activity in a timely and thorough manner. One of the requirements she listed was that each group member helps each other complete the assignment. Behavior Modification: Ms. Bledy uses a daily report for students to help them improve behavior. On this report the students identify the behavior they are trying to improve, whether it is disciplinary or academic. The student presents the daily report to all teachers throughout the day. Each teacher writes whether or not the child improved that targeted behavior for that class and lists any suggestions the student can follow for further improvement. At the end of the day, the child takes the daily report home for a parental signature (This is not always a requirement. It is done on a case-by-case situation). Ms. Bledy and the student review the daily report each morning and discuss other ways the child can help him/herself. Modeling: Ms. Bledy uses modeling as part of her direct instruction at the beginning of most classes. In one instance, the students were to create a time line of their future. Ms. Bledy created a time line for herself and shared it with the class. She showed them how she started out by making a list of 10 goals for herself on paper. Then she explained how long she thought (realistically) it would take her to achieve each goal. Finally, she picked 2001 as a starting point and systematically set up her time line. The students grasped the idea and went quickly to work. Cognitive Learning Principles Ms. Bledy increases her students learning by using a number of cognitive learning principles. Concepts are learned through practice and examples, information is processed by using chunking, categorizing, etc. and her students regularly participate in meaningful activities linking new information to existing knowledge. Concept Learning: Ms. Bledy writes a list (or row) of terms that are related and adds one that is unrelated. In a science lesson on solutions she listed the terms â€Å"dissolving, hard water, soft water, bacteria, solute, solvent. † The students identified the term â€Å"bacteria† as the one that did not fit into this list. She continued by listing 3 or more groups. Information Processing: Ms. Bledy makes constant use of charts and graphs. The students created bar graphs for a math class I observed based on statistical information they collected. Students surveyed Ms. Bledy’s class as well as seven other classrooms on how they would like, or wish, to spend their summer vacations. They combined their information and converted it into percentages. Then they created bar graphs and later in the week made circle graphs. Constructivism: Ms. Bledy’s students went on to accumulate information on how they actually spent their summer vacations (meaningful activity) and created graphs using this information. As a conclusion to this assignment, Ms. Bledy had the students compare the way they actually spend vacation to how they wish their vacations would be like. Classroom Management Ms. Bledy’s classroom is well organized and well managed. She has three osters above the side blackboard that lists rules, penalties, and rewards (see attached copy of Ms. Bledy’s Discipline Plan).

Walt Disney: the Man Behind the Magic

Disney's empire has spread throughout the world, with his films being translated Into dozens of languages and his theme parks being located in many different countries. Animation became an important part of society with the innovative mind of Walt Disney who shook up the 20th Century with his quirky characters and charming storyline. Walter Alias Disney was born on December 5, 1901 in Chicago, Illinois. Walt Disney was named after his father, Ells Disney who was â€Å"a peripatetic carpenter, farmer, and a bulling contractor† that would do any Job he could find do make money for his Emily.His mother, Flora Disney, spent most of her time as a public school teacher. Alias and Flora had five children: Herbert, Raymond, Roy, Walt, and Ruth in order of oldest to youngest, descending in age with Herbert being their oldest. Soon after Walt was born, â€Å"the family moved to a farm near Marline, Missouri, a typical small Midwestern town. † There Walt Disney started studying th e art of cartooning and even attended classes at the Kansas City Art Institute and School of Design. Chicago called the Disney back to the windy city In 1917 when â€Å"Walt entered McKinley HighSchool, where he took photographs, made drawings for the school paper, and studied cartooning on the side. † Disney eventually striver to become a newspaper cartoonist when he graduated (Crotchet). Walt Disney's childhood dream of being a newspaper cartoonist was shattered with the outbreak of World War I In which he participated as an ambulance driver for the American Red Cross In France and Germany (Crotchet). When Disney got back home he started pursuing his career as a cartoonist again with â€Å"little than a public education, a few art courses in Chicago, and a year's service as an ambulance driver n France. He tried to open an animation studio in Kansas City with his previously listed experience and five hundred dollars of poker winnings he had made overseas. Disney was not su ccessful in his attempts, though, and he ended up even worse off than he had been before. He was seen sitting on a box, eating cold beans from a can and dry bread (Nilsson). Diane Disney Miller, his daughter, recalled her father telling her of his misfortunes before his fame and said that, â€Å"when Dad was telling me this story I asked, Wasn't this about the low point of your life? And he said, No, it wasn't ad.I love beans'. † Disney's adult life was full of struggles to reach his dreams but Walt fell for his secretary, Lillian, and they were married on July 13, 1925 (Sitting 40). Even with his unfortunate situations and hopelessness at times, â€Å"by the time he was 30 years old, Walt Disney had become a public figure† (Finch 15). Back in Kansas City together. The dynamic duo â€Å"acquired a secondhand movie camera with which they made one and two minute animated advertising films for distribution in local theaters. † Finally things had begun to look up fo r the two when aNew York film distributor cheated them out of their money and they were forced to â€Å"file for bankruptcy in 1923† (Crotchet). When Disney moved to California to pursue a career as a cinematographer, lowers stayed behind (Finch 50). Surprisingly, one of Disney's Alice films compelled Walt and Roy, his brother, to open another studio in Los Angels. Although, the Disney brothers realized they needed the fellow cartoonist's genius at Disney Brothers Productions in California (Finch 50). Walt Disney decided to â€Å"change the company name from Disney Brothers Studio to WaltDisney Studio† (Sitting 42). Some believe it was his selfish decision to hog all of the fame, but supposedly it was Roy Disney who suggested the new studio name (Sitting 43). The Great Depression and its economic hardships that came along with it in the early sass's hardly hurt Disney. Walt Disney tried his hardest to make his cartoons appeal to audiences all over the world, so he made money in spite of everyone else's suffering. Many people know that Walt Disney wasn't the sole animator of his characters, but most do not know Just who he worked with in the beginning (Crotchet).Pub lowers who was said to be â€Å"easily the best animator of the day' was Disney's other half (Finch 49). Together they invented one of their first characters that became semi- famous, the character was named Oswald the Lucky Rabbit. Oswald was one of Disney's most famous characters of his early career which â€Å"propitiously launched their small enterprise. † 1927 was a huge year for lowers and Disney, little did the men know that they were designing what would become Disney's most prized, well- known character â€Å"a cheerful, energetic, and mischievous mouse calledMackey' (Crotchet). Although most credit for Mackey Mouse is given to Walt Disney, lowers was primarily responsible for perfecting Mickey's physical characteristics (Finch 49). lowers may have been responsible fo r Mickey's physical characteristics, but Walt Disney invented his personality and behaviors. Mickey's voice was â€Å"supplied by Disney himself, a task which he continued to perform for many years after. † After Mackey, Disney and lowers developed many legendary characters such as Pluto, Goofy, and the prominent Donald Fauntleroy Duck. Donald F.Duck came into existence when Clarence Nash, one of Disney's employees, witnessed an ill-mannered duck at the park and became greatly amused. Disney loved the impression Nash gave, so Nash provided the comical, aggressive voice for Mr.. Duck (Alexander). During the early days of Disney, the cartoon sketches called Laugh-O-Grams that were soundless were popular as well as a â€Å"series of seven minute fairy tales that combined both live action and animation called Alice in Cortland. † Disney was able to distribute his films at $1 ,500 each at times, which helped launch what was his mall business at the time.Talkies were being i ntroduced into society and he began to â€Å"recognize the possibilities for sound in animated cartoon films. † Disney's third Mackey Mouse cartoon, Steamboat Willie was fully equipped with music and voices, and it totally overshadowed his last soundless cartoons. Steamboat Willie appeared in 1928 and â€Å"was a sensation† (Crotchet). Walt Disney began making his first full called Snow White and the Seven Dwarfs and cost Walt Disney $1 but over the years has made over $20,000,000 (Davidson 73).Roy Disney tried to bring in more none by â€Å"franchising the tie-in sales with the cartoons of Mackey Mouse and Donald Duck watches, dolls, shirts, and tops which reaped more wealth for the company† (Crotchet). Walt Disney passed away from lung cancer on December 1 5th, 1966 in Los Angels, California at the age of 65 years old. The Disney Company, which changed its name again in the sass's, became one of the â€Å"world's largest entertainment conglomerates† (Cr otchet). Disney's words, planned and unplanned, were translated into numerous languages and his image could be found on any magazine or swapper across the world (Finch 15).Disney has said, â€Å"Maybe it's because I Just make what I like- good human stories where you can get with people and prove that the better things of life can be as interesting as the sordid things,† which is Just the attitude and way of thinking that almost everyone loves about the man behind the magic (Davidson 74). Disney's Mackey Mouse and Donald Duck, the first two characters to be multilingual, were great successes overseas. Disney has become the â€Å"world's most celebrated entertainer and possibly its best-known non-political public guru† from the spread of his achievements.

Respect Toward Your Superiors Essay

â€Å"He who scorns instruction will pay for it, but he who respects a command is rewarded.† Proverbs 13:12-14 NIV. There are only forty five instances of the word respect in the NIV bible. I try to live my life as though I were being watched by God Himself, because I believe that I am. I try, and hopefully achieve, to show respect to all people, NCOs and Officers, I even call civilians â€Å"sir† and â€Å"ma’am.† As a Christian I know that I am an example for God, and the only way some people will ever see God is through me; my actions and words. I know the power that God has in my life and how He would like for me to act by constantly talking to me. Some people call the voice of God their â€Å"conscience,† a feeling or a still, small voice that they â€Å"should have listened to.† My wife is a very spiritual person and hears the voice of God clearly, like a person’s voice and not a still, small one. She often acts as my guide in matters that I am facing, and if I don’t listen to her advice, it often ends badly. I say that to say that I once had a problem with respect and saw my superiors as only the people that they were and not the rank or position that they held. She warned me to start to treat my superiors with the respect that they get as a certain rank and not normal people; she would not have said if God had not had talked to her because she is a civilian and knows very little about the ways of the military. Respect by definition is the â€Å"willingness to show consideration or appreciation.† In terms of military respect, as in the LDRSHIP acronym, respect is to â€Å"Treat people as they should be treated.† And in the soldiers code, we swear an oath to â€Å"treat others with dignity and respect while expecting others to do the same.† With respect being defined so many ways, how is one to tell which to choose from? A seemingly obvious answer is the â€Å"Army’s way.† But to those who serve a higher calling it would be God’s way, or even the non-believing military rationalists might word respect different. Though the grasp on the true definition for respect is put so many ways, it is a true attitude a person shows another in respect, regard, or preference to their grade, position, or stature. Though a person leads his/her life showing respect toward others, they may have a hard time getting the respect back from those that he/she has shown, and continues to show, the respect to. Respect should be a two-way street,  in my opinion, to achieve maximum affect for all parties. â€Å"Show those with the same respect that they show you† is a common â€Å"new† military idea, to curse at if you were cursed at, to push if you were pushed. I feel that a person should get what they give; such as, if a person is constantly degrading people and belittling them, then they should not be surprised if they get the same treatment in return. On the same scale, if as a superior, you get upset with a soldier and start to disrespect them out of anger, then you should not expect to get respect in return. But my belief in Christ out rules the ways of normal behavior and thinking, I try to remain respectful even if I am being respected. Many people see it as a weakness, something to be ashamed about as a leader. I feel that it shows self control, a collectiveness that most people will neither possess nor will ever understand. A â€Å"level-headedness, cool under fire† sort of attitude. In this given situation, however, even if a certain person, i.e., NCO, a SSG to be exact, feels that they were disrespected because they were contacted by a certain Sgt’s spouse, then that SSG should have brought the issue up with that particular person in which contacted him or her. There is such a thing as free speech by the civilian sectors, not necessary in the military itself, but as a civilian they are entitled to the right of free speech. And if an alert roster is given out and the spouse has access to it, anyone’s individual phone number could be looked up and called. If this basic freedom were denied then we wouldn’t enjoy and live in the democracy that we do today. Respect is something that everyone wants, not many have, and few want to give. Most people would appreciate â€Å"just a little bit,† and most should give just that. Unfortunately, a lot of the time, this does not happen. Perhaps this is because the concept of respect is not understood. What exactly is respect? To respect anything is to think it through positively and hold it in some high regard, but estimation gets us into trouble because while we sometimes win, we also sometimes lose. To respect something, on the other hand, is to accept it. The dictionary defines it yet another way as an act of giving particular attention or high or special regard. This does not explain what it is; it only outlines what it may consist of in regards to  personal feelings. The word respect is very a very strong word in itself; it is a word that draws your attention from the start. But there is more to it than just being a word. There is the idea behind it, which is the beginning of many ideas and characteristics of a particular individual, group, or culture and the statement, theories, and sought understandings that forms a political, social, and economic program. By another definition, respect is ‘to consider deserving of high or special regard.’ Society defines respect as the way one person or group of people treats another person or group of people and also the way they look upon those persons. We in the Army define respect as the common courtesy we give to our peers, subordinates and superiors and the way in which we carry out our orders and our duties on a daily basis within the United States Army. Respect is a common bond in today’s Army because all of us are, or should be, well trained soldiers and it is a building block that our training is based upon. Respect is basically how we treat each other, the actions shown toward other people. Respect is the way in which you help others out whenever they need a hand. Respect is also the way you take the time to discipline and train your subordinates. And respect is the way you work harder than anyone and longer hours to do an excellent job for your career and your unit. These are all ways of showing respect- toward each other, our subordinates, our peers, our superiors, our unit and our country. This is the respect that we have been trained to give and which we show on a daily basis. For us serving in the military it also represents the sacrifices that we are giving for our fellow soldiers. The definition itself is all well and good, but what exactly is respect? What does it mean to me, a soldier in today’s Army? Respect is something everyone is capable of achieving, but at the same time it is not just a right or privilege. It has to be earned. We as soldiers have been well trained and disciplined at respecting the ranks of superiors. But is respecting their rank or position enough? All soldiers within the Army must earn the respect of their fellow soldiers. To earn the respect of your fellow soldiers you must do many things. For your subordinates, you must be fair and just and take care of all problems that may arise. For your peers, you must be  technically and tactically proficient and set the standard for both of them to follow. And for your superiors, you must accomplish the mission quickly, efficiently and sometimes even in the absence of orders. These are just small examples of the many, many things that can help you earn the respect of your fellow soldiers. The key to remember is that you must do something other than just sit around. You must earn respect and work hard to gain it. Your rank or position deserves the military honors that are presented with it, but no more. The rest is up to us as soldiers and individuals. Through our own actions we can earn the respect of fellow soldiers, and through the actions of our fellow soldiers, they will earn our respect and all that goes with it. In the Army we adhere to a standard called military bearing. Military bearing is a code of conduct in the U.S. Army, and when you come right down to it dignity is maintained in military relationships, reflective of an individual’s pride in his military service and of the organization he represents. Military personnel should be courteous and controlled to show dignity as well as respect. Part of possessing dignity is to also have the ability to respect his juniors and seniors, and acknowledge the dignity of others. This sense of pride in military service is shown during work as well as when on liberty, carrying himself at all times with reverence and a proper sense of self-worth. By admiring his seniors, the individual can be guided in presenting good conduct, and can likewise demonstrate his pride and decorum to those who in turn look to him for guidance in presenting military bearing. Dignity and respect can be taught, and examples can be shown, but the willingness to present military bearing also comes from within, especially when showing courtesy and respect toward others. To respect others you first have to respect yourself, if you have no self esteem then you will have a hard time respecting yourself. In an Issue of Self-Respect Being a Christian has changed my perspective on the way people perceive themselves. Since becoming a Christian I have had a hard time understanding why or how a girl or guy could belittle herself by so freely giving her body to someone else. Growing up in Indiana, I witnessed this in many different ways. Whether it is a prostitute standing on the corner in  the closest big city, or a good friend that sleeps around, the lack of respect these people have for themselves is very visible, and very sad. I am a very social person, and I would someday like to work as a minister of some sort, which is why I am taking the time now to try to understand the reasoning for their foolish and dangerous choices. Why do teenage boys and girls have such little respect for themselves? I am sure that each of these kids have her own theories and reasons for his or her actions. I believe the most obvious causes are; they were never taught that it was wrong, most guys treat girls with disrespect, and the fact that somebody wants them make them feel loved. Sadly enough, a girl having no respect for herself is not a new thing. Girls just aren’t taught that it is wrong to abuse their bodies or give away something that is supposed to be so sacred. It seems that some parents these days do not know how to handle their kids and are often too lenient with them. It also seems that role models in today’s society advertise sex in subtle, yet noticeable ways. I think the media plays a huge role in the misleading of teenage minds. Entertainment, such as singers and actors are not even chosen based on talent anymore, they are hired based on the right look; it is all about sex appeal. Another obvious cause is, there are so many guys in today’s society who were not raised to respect women. They think of women as sex objects, and unimportant people they can control. It is normal to be somewhat dependant on men, but women today seem to become totally reliant on men. In most cases that can be very unhealthy or dangerous. Men know these women â€Å"need† them, so they think they can get away with playing with their heads and their hearts. Women are under the false impression that if a man wants to sleep with her he must love her. When in reality, most men are really out to satisfy themselves. They will tell a girl whatever she wants to hear, until she falls into the â€Å"trap† and gives herself to him. Then he dumps her. You would think the girl would learn after being dumped, but she doesn’t, she just looks to be loved by someone else. In most cases it becomes a habit and can be tough to break. Teenage girls in the world today have very little respect for themselves because they really don’t know any better. They are just following the pattern that women have been following for generations. In society’s eyes as well as their own they are not wrong. My desire for them is that they will be taught that they are very special and they deserve so much more than they think. I  pray everyday that they will realize God loves them more than anyone ever could. They have so much to offer, if they just believe in and respect themselves. There are the beginnings of respect, starting in the classrooms of America. How does respect for your superiors begin? Many people have ideas on how to reclaim the virtue and morality that made America a great nation. However, the only sure way that everyone can achieve this goal is if parents start teaching and demonstrating respect to their kids. The dictionary defines respect as- â€Å"to have regard for the quality of a person† or â€Å"to refrain from obtruding upon or interfering with†. The problem with society today is that there is a complete lack of respect. The lack of respect is evident everywhere, people have no respect for the law, they have no respect for their peers, and they definitely do not have any respect for themselves. What parents need to do is from an early age teach their kids to respect everyone, from the person sitting next to them in school to their coworkers in the future. People do not understand how much better the nation would be if the respect was there. Even if some parents do not teach their kids this valuable trait, if enough people are taught to respect others it will catch on. In most cases, if someone shows respect to someone else, that person is more likely to respect them back; causing a chain reaction. Right now, not enough parents are teaching their kids respect and this causes violence, crimes, and can even lead to drug use. It is easy to see how these problems can be easily solved or would be nonexistent if their was respect. Violence would not be a problem, because no one would fight if they had respect for the other person. The next problem is crime. Nobody is going to steal or vandalize someone’s property if they respect them. One other problem is drug use, this would not be a problem is people respected themselves enough to not harm their bodies with drugs. They also would not sell drugs because selling something to someone that will harm them is not showing respect to that person. It is extremely easy to sit back and say that parents should teach respect, but it is not as easy to actually teach it. For there is really no way to  teach a child to respect others. Parents can tell their children to respect others all they want, but the only way a child will actually learn respect is from observing their parents as well as others showing respect. This is why teaching respect is so difficult, even if a child sees his parents respecting others it may not be enough, the child must see other people respecting others. They must also feel that other people respect them, because if they do not get respect they will not respect anyone. This is why it is so important for everyone to show respect to everyone else, not only will kids see it, but the more respect that is shown to others the more respect that is received. For these reasons respect is the chief ingredient in reestablishing the morality and virtue that made America a great nation.

Marx and Weber’s Theories of Class Structure in Modern Society Essay

Karl Marx has given us the most influential overview of how industrialization has affected the modern social formations. According to his industrialization gave us two new classes, which had evolved from the old feudal society. The bourgeoisie and the proletariat (Bradley, 2006: 134-135). The bourgeoisie in England, the new economically dominant class. At the beginning of the nineteenth century, they tried to strengthen its social and political power. At the local level, they obtained the power in many villages, especially north of the country. They did this through by starting schools and leisure facilities to the people. At the national level, they tried to challenge the old power group, the aristocracy. With the political reforms they tried to take from them the benefits they had gained through having had the political power. Especially important was the fact that, corn law that kept the price of agricultural commodities artificially high, and thus protected landowners from the free market, was abolished. In political terms, was not dissolved landowner class, but the bourgeoisie was to share power with them (Bradley, 2006: 135). Proletariat or working class, is the second class in modern society formations, according to Marx. Deprived of the opportunity to produce their own livelihoods, they were forced to sell all they possess, their labor, in order to survive. According to Marx, the relationship between these classes both that they were dependent on each other and hostile to each other. Workers needed for the bourgeoisie to find them work, and the bourgeoisie needed workers for a profit. But the relationship was an inherent conflict because of the exploitative nature of these financial arrangements contained (Bradley, 2006: 135). Like many other community comments from the nineteenth century, Marx thought that the pay no workers were paid, did not represent the value of the goods they created through their work. Through parts of their working hours, a worker producing goods corresponding to a value of their existence will cost. The rest of their working time, the goods they produce, represent additional value. Parts of this value was taken by the bourgeoisie, in the form of profit. It can be argued that the bourgeoisie, to take a risk nvestments and take the initiative to create jobs, deserve the profits. It is an important argument used by many today. Marx, however, believes that there are workers whose work produces goods that are entitled to these profits. But the payroll system, where you get paid a day’s job, not based on the effort you put down, hides the fact that the workers are taken from the profits of their work. This was what Marx meant by the exploitative nature of these financial arrangements contained. It was also in the interests of the bourgeoisie and increase their profits, to either cut the salaries of workers or get them to increase their production, without getting a higher salary (Bradley, 2006: 135-136). Marx believed that when the working class began to understand how they were exploited, and saw how unfair the system was, they would try to change it. They shared experiences and awareness of exploitation will be the basis for a whole class, which will stand up and dissolution of this economic system, replacing it with a fairer system where workers controlled the profits (Bradley, 2006. 36). Marx recognized the existence of multiple classes of society, but they seemed unimportant compared to the great struggle for power that we have described over here. Max Weber, however, wrote about the social importance of what are now described as the new middle class. These are variations of the groups of officials, from office workers to teachers, and leaders. Weber noted that the large growth of bureaucracy, led to a high increase in this new middle class. As the working class, this class was also quite maktlos, in the fact that they owned what they produced, but had to sell his own labor. Yet they received higher social benefits than the working class, and was thus placed in a situation of competition and rivalry with them. Weber believed, along with many other sociologists, that the growth of this new middle class would block the working class would rise up against the bourgeoisie (Bradley, 2006: 136). Weber’s concept of classes avveik from Marx on other important areas. While he acknowledged that there were important divisions in society between the classes of property and the propertyless, Weber believed that there were large differ even within these groups. Not only was it than the gap between the working and middle class, as described here, but also within classes. These divisions were created by the market that rewarded groups differ in terms of what skills they had. Scholars workers were more appreciated than the unlearned, because of their experience and training. The middle class had different groupings varying levels of qualifications, education, and training to offer. Within classes of property, there were also divisions between groups with according to what kind of property they possessed. While Marx’s exploitation theory and class conflict, he was to highlight the potential for unity between the two major classes, was Weber’s emphasis on the shared roles in the market resulted in his views on different groups within classes, that they existed in a climate of rivalry with each other. The conflict was as great within the classes as between the different classes (Bradley, 2006: 136-137). This effect was reinforced, according to Weber, because the economic conditions within the classes was further complicated by two other overlapping sources of social divisions, namely Weber call status and party affiliation. Differences in status refers to the different amount of prestige or social position held by different groups. Weber argued that the different status within the working class, working against Marx’s theory of a combined class that would stand against the bourgeoisie. Finally, Weber believed that the parties and other political organizations would go across class and status divisions in its membership, as they sought to mobilize the power to get to meet the interests of its members. On this basis, Weber produced a model of community formation that was more complex than Marx’s polar model (Bradley, 2006: 137). If you look at history at the beginning of the nineteenth century, it is more like speaking in relation to Marx’s model, than Weber. The period between 1780 to 1840 was a time of constant upheaval, in which workers fought against the new industrial system and tribulations, and poverty that industrialization brought with it. There were food shortages, hundreds of strikes and demonstrations in the industrialized areas. These riots led to political reforms such as voting rights for all men. But most riots were ocal and small scale, reflecting the fact that industrialization was a rough prosesss, which took different forms and occurred at varying speeds around. Which meant that workers were in rebellion against a seat, was not a problem elsewhere (Bradley, 2006: 137-138). As an introduction to the Communist Manifesto Karl Marx wrote the text and civil proletarian. In this text Marx portrays class organization in modern society. Out of the feudal ruin, developed the modern bourgeois society itself. This happened without the class divisions that existed in the society was abolished. In this new modern bourgeois society, new classes were inserted in place of the old, it was added to the new conditions of oppression, new forms of struggle between classes. The change that stands out in this era, as the bourgeois era, however, is that it has simplified class antagonisms. The whole society sharing more and more into two great hostile camps, two classes that are directly against each other: bourgeoisie and proletariat. Large industry has created the world market that had been prepared by the discovery of America. The world market has made trade, shipping and transport across an immense development. This has again appeared back on the industry distribution, and to the same extent that the bourgeoisie developed, increased its capital and it needed all the classes that came from the Middle Ages in the background. Thus we see how the modern bourgeoisie is itself a product of a long development, a series of upheavals in the mode of production and communication conditions. The bourgeoisie has not drunk during this century they have had class domination, created a more comprehensive, colossal productive forces than all preceding generations together. Subjugation of natural forces, machinery, application of chemistry to industry and agriculture, shipping traffic, railways electric tickers, cultivation of whole continents, rivers made navigable, whole populations stamped out of the earth – what earlier century knew that such production forces hidden in society’s womb . The most important prerequisite for citizenship class existence and domination is that wealth accumulate in private hands, that capital formation and increased; condition for capital is wage labor. Employment depends solely on the competition the workers hemselves. Progress in the industry, that the bourgeoisie will-less and without resistance the carrier, leading to a revolutionary union of workers of associations rather than their division by mutual competition. With great industrial development thus loses the bourgeoisie itself the basis on which it produces and appropriates products. It produces mainly his own executioner. Bourgeoisie doom and victory of the proletariat are equally inevitable (Englestad, 1992: 235-243). Max Weber’s theories of social classes, is seen as the main alternative to Marx. Weber takes, like Marx, based on the economic conditions. But unlike Marx, Weber adds not only focus on the relationship between employers and employees, but several types of economic relations. As the basic class relationship Weber looks at Community in living conditions and life chances. This allows, for example, under certain historical conditions, creditors and debtors constitute classes in line with workers and employers (Englestad, 1992: 221). Weber parts Marx’s view that capitalism is a distinctive and hoyviktig event in Western society. But he does not share Marx’s view that the bourgeoisie will lose in the class struggle and class struggle that will create conditions for a society without classes. He looks instead at the â€Å"citizen† as the embodiment of a particular type of action, the purpose of rational action – a type of action that would overcome the national figure of history. The centralized socialist â€Å"bureaucracy† will also be an objective rational character or social position. However, this role will mean less freedom for the individual, and socialist planned economy would threaten society with tilstivning. Max Weber defeated why socialism and the beginnings of a political revolution in Germany in the last years of his life, because he preferred a civil society (Osterberg, 1984: 103-104). Marx believes that capitalism has led to a system where those who have much, the citizen will receive more, while those who have little, the worker will receive less. He believed that this was a system that the worker would not find themselves in, and therefore rebel against the bourgeois. Weber, however, was not so concerned about how the system could be changed. He was ore concerned with finding out why capitalism has evolved as it has done in the West. Marx sees the citizen as a tyrant utilization above the worker. This new social class utilizes the community for their own growth. Citizen control means of production, and to use them, he needs to buy labor from workers. The citizen does not work and even sympathize not with worker. Borg’s only interaction with the worker is when he goes around and complain that the worker is not working hard enough. The worker who does all the work but where is the citizen who has all the benefits. Marx wanted the worker’s revolution to create a society where everyone is equal and care about everyone’s welfare. Capitalism has no thoughts of a common welfare and does not care about the individual, only the capital and production. Here, Weber disagreed. He believed that the growth of capitalism, was a result of what he calls the Protestant ethic. Marx believes that the capitalist boss is lazy and demanding, does not match this with Weber’s view. Because of the Protestant ethic, he could not sit and pretend to, because it would be a sin. This meant that they would stand to work out of reverence to God. This is what Weber believes is the reason for the growth of capitalism. As capitalism grew up and the economy improved, they would continually reinvest their income. They worked hard and instead of using up what they earned with the same, one would set it aside. The continuous work ethic was a result of the belief that God wanted that to work, and working hard was hoping more to get to heaven. Weber believed that the Christian citizen would work hard for the income he received. Working for God’s glory, and the more successful you are, the more one is priced of God.