A Cross-Cultural Study of British, Indian, and Portuguese College Students Essay Example for Free

A Cross-Cultural Study of British, Indian, and Portuguese College Students Essay Love Styles: A Cross-Cultural Study of British, Indian, and Portuguese College Students Love is a feeling known to many people. Sometimes, it becomes a goal for different individuals to find their love through different ways. Moreover, love is a feeling which helps individuals to be compassionate to other people. Hence, love is not a mysterious thing yet no one has really attempted to study such topic for its very vague concept. However, there is a study which presented varying aspects regarding love. The article Love Styles: A Cross-Cultural Study of British, Indian, and Portuguese College Students. Furthermore this article provides a very significant understanding towards the subject of love. Therefore, as stated by the author is categorized into six different types of love. The types of love which were mentioned are Eros, Ludus and Storge which are categorized as the primary styles of love. The secondary styles are Pragma, Mania and Agape. These are all composed of different categories which mostly provide the concept of love in the current society. Eros is known to be the romantic and passionate type of love. Ludus is known to be the game playing love. Storge is a love which is based on friendship. Pragma is meant to name the practical kind of love. Mania is the possessive or dependent kind of love while Agape is the unselfish kind of love. Thus, all of these kinds of love is dynamic that could interchange or develop through time (Neto, 2007). Hence, the author was able to create a study which does not focus on the concept of romantic love but also the varying kinds of love in the society. Hence, in order to understand the concept of love, the author view various culture such as the British, Portuguese and the Indians in order for to attain the accurate results of the data. In the conclusion, the author realized that the need to view love must go through a gender, cultural and psychological aspects for there are great differences in the ethnicity of varying individuals. The research question in the author’s mind is definitely leaning on the concept of love through utilizing the concept of Lee on various students from India, Britain and Portugal. Hence, this is the main basis utilized by Neto in order to derive to such study. In order to get the accurate data, the author used various students of different nationalities such as Indians, British and Portuguese that shall provide different view points of the study. The study was composed of 562 individuals who are not equally divided between male and female. The results stated that different cultures of people are important in predicting the kind of styles of love which they make. Furthermore, the cultural perspective mainly predicts what kind of love the participants wanted to experience. Moreover, the gender of the students who participated is significant in the study. Therefore, there are studies which show that Eros is important to both genders. Hence, in the study Indians is much leaning into three secondary type of love such as Pragma, Mania and Agape (Neto, 2007). Thus, the Portuguese and British participants are much active in the Ludus kind of love. In the whole study, I view that all the information provided is very interesting. The kind of love that is being practiced by different individuals from varying countries is truly affected by the culture and environment they have experienced. Furthermore, I find it very interesting that Indians tend to have a Mania style of love. Although I have learned their culture, I do not believe that Indians’ love style could lead into a very deep and possessive state. I have learned that although love is needed by everyone, the types of love could be different. Love is not only defined through an Eros relationship but also through different kinds of love such as Storge or Agape. Most people see love as a serious relationship that could end up in marriage. Friendly relationships and companionships are also love but with limitations. References Neto, F. (2007). â€Å"Love Styles: A Cross-Cultural Study of British, Indian, and Portuguese College Students. † Journal of Comparative Family Studies. Retrieved on May 13, 2010 from http://findarticles. com/p/articles/mi_hb3248/is_200704/ai_n32226385/? tag=content;col1

Motivation and Organizational Culture Essay Example for Free

Motivation and Organizational Culture Essay What makes a good manager? What makes an employee motivated? There are different types of leaders and everyone has a place in workplace psychology. What is the role of the managers and employees? In workplace psychology management’s role should be to motivate employees and get the tasks completed. Managers are a key in the workplace; they are role models for the employees. Managers should keep a professional relationship with employees but not be so strict that their employees are scared to ask for help or talk about what they need. The key to being able to talk to managers is a positive for managers and employees. It tells the manager what the employee needs to be motivated and always the manager to know where the employee is. Managers keep some of the pressure of the upper level managers and owners. Motivating employees is a key part of management because it helps get the job done and keep the employees happy. If an employee is not motivated and unhappy with their job then they will not do a good job and their work becomes sloppy, eventually they will quit. In workplace psychology employees have the role of carrying out tasks and helping the company become successful. Employees need a clearly defined task, adequate working environment, motivation, and feedback. I the case of Ayame Nakamura, managers need to talk with her to understand her work style and how she can be motivated to do her best. Each person is different and coming from a non-confrontational culture Ayame needs to work in a non-confrontational environment. Her managers need to give her positive feedback so she knows what she is doing right. Being told what she is doing right and wrong in a positive, non-confrontational way may boost Ayame’s motivation, and she may enjoy work again (Robbins, DeCenzo, Coulter, 2011). Ayame was brought up to avoid being confrontational and always be polite. Japanese are very strict in their business and are very straight forward. If Ayame’s work environment is hostile then she is more likely to think she is doing a bad job. In most cultures, if someone feels they are doing bad then they will try harder, if they never receive the feedback for doing a good job they lose motivation and eventually just stop trying. Ayame comes from a very straight forward culture and does not understand when someone is not straight forward with her. Ayame’s employer needs to change his approach with Ayame to give her more motivation and understand feedback clearly (Robbins, DeCenzo, Coulter, 2011). Paul Hersey and Ken Blanchard have a model called situational leadership theory. In Hersey-Blanchard theory there are different types of managers; telling managers tell employees when, where, and how to complete tasks. They also have low relationships with their employees. Selling managers provide detailed tasks and have a high relationship with employees. Participating managers give low detail on tasks and have high level of communication with employees. Delegating managers give little direction and have low level relationships with employees. Ayame’s managers could help make her more motivated by taking time to get to know the way she works. If they talk to her and understand where she is at in her hierarchy of needs then they can come up with a reward system to motivate Ayame. Also, understanding that Ayame needs to have a non-confrontational environment this is another thing that can motivate her. It seems that Ayame has telling manager and she needs a selling or participating manager. Giving Ayame a good relationship and communication will help her know what she needs to do. Ayame relies on feedback from her employer and is not getting it in her current situation (Robbins, DeCenzo, Coulter, 2011). Giving employees what they need and keeping them motivated is the job of the manager. There are many different types of managers and some do not give employees what they need. Managers have responsibility to the company to make it as efficient as possible. Some key things managers should remember is that employees need tasks that are clearly defined, some employees may need more direction then others, and all employees need high level of support. Feedback lets employees know what they are doing well and what they can work on. Having something to work toward keeps an employee motivated. A motivated employee is more likely to be happy on the job and complete tasks efficiently; while, an unhappy employee is more likely to be slower, sloppier, and more likely to quit.

Multiple Determinants of Health in the Workplace

Multiple Determinants of Health in the Workplace Melissa Evans    Introduction Occupational Health is a two-way relationship between health and work. According to Occupation Health (2007), Occupational Health is as much related to the effects of the working environment on the health of workers as to the influence of the workers state of health on their ability to perform the tasks for which they were employed. Its main aim is to prevent, rather than cure, ill health from wherever it arises in the workplace. A persons health can impact on their work and their work can impact on their health. Approaching the impacts on work health holistically, we can look at the determinants of health within the workplace through the use of various models; however we are going to focus on the Dahlgren-Whitehead Rainbow Model. In essence the Dahlgren-Whitehead model highlights a causal relationship between individual lifestyle choices, social networks, working and living conditions and economic, political and environmental factors, globally, nationally and locally. While the configuration of these different layers and factors can have both positive and protective influences on our lives, they can also undermine health and wellbeing, both for individuals and communities. For example, adverse economic conditions have implications for employment and training opportunities, public services such as health, social care, education, the wide range of services provided by local authorities, as well as the funding they provide to support local voluntary sector services. Where adverse conditions persist, they can have a significant and negative impact on social attitudes, social cohesion and social mobility(NHS Education for Scotland). Developed in 1991 by Goran Dahlgren and Margaret Whitehead the Dahlgren Whitehead Rainbow maps the relationship between the individual, their environment and health. The rainbow looks at five main areas. These areas include: Age, Sex and Constitutional Factors This is the core of the Dahlgren-Whitehead model and it focuses on the key areas of age, sex, ethnicity and genetic/biological constitutional factors. A workers age, sex or constitutional factors can reveal if the worker brings with them a pre-existent health status to the workplace such as inheritance and genetic susceptibility. Other factors in the extended layers can also be influenced by this component of the model. Individual Lifestyle Factors This layer focuses on a persons lifestyle choices. Behaviours such as alcohol and other drug misuse, poor diet, smoking, lack of physical activity, the number of jobs they do or if they play a sport can have an impact on a workers health and in turn could affect their ability to complete certain tasks in the workplace. Injuries caused by lifestyle choices such as sport could impact on a workers ability to carry out certain tasks or could put them at a higher risk of aggravation within the workplace which could lead to more serious injuries. Social and Community Networks This layer focuses on family support, friends and wider social circles. In this layer we can look at things like different cultural backgrounds, communication, community support groups and interpretation services. Quality not quantity should be taken into consideration. Living and Working Conditions This layer focuses on access to opportunities such as work, unemployment, training, health care services, housing, public transport and amenities. It also includes items such as water, sanitation and access to essential items such as food, fuel and clothing. When we focus on work we need to focus on the type of work to see if there is a potential for occupational disease or stress. Financial instability and access to health services could be a result of unemployment. General Socio-Economic, Cultural and Environmental Conditions This layer factors that impact on health and wellbeing such as social, economic, cultural and environmental. Items include availability of work, wages and taxation, prices of essential items such as food, clothing, transport and fuel. Cultural factors could include health being affected by traditions and beliefs of the family community. These conditions get reported on through to the government and in turn can influence the priorities of health policy and spending by the government. Whilst there is extensive documentation and evidence prior to the development of the Dahlgren-Whitehead with respect to Occupational Health, the model has been widely used to assist with research of the vast array of factors that can impact our workers from both a health and work level. The development of the model now allows us to look into reviews and research papers, and including qualitative and quantitative evidence in a more in-depth way. When using this information it should be supplemented with local and expert knowledge, policy information, and proposal specific information. According to the Declaration on Occupational Health for All by the World Health Organisation (1994) by affecting the health of the working population, occupational injuries and diseases have profound effects on work productivity and on economic and social well-being of workers, their families and dependants. Depending on the type of occupational injury or disease its effects can be far reaching. Whilst a majority of occupational injuries and diseases are minor there are also those that are more severe that the outcome could be long term, for example, could result in ongoing hospital treatment for an extended period, may need extended rehabilitation, permanent disability or even death. Lets look at the potential outcome of a worker who sustains a permanent disability and is wheelchair bound for the remainder of their life, it is not just the worker who is effected but their family, friends, their wider community, the costs that it generates, the loss of productivity at the workplace and the impact on social security systems. The World Health Organisation (1994) states that health and safety problems at work are, in principle, preventable and should be prevented by using all available tools legislative, technical, research, training and education, information, and economic instruments. In order to achieve this outline a workplace needs to consult Federal, National and State Legislation such as the Work Health and Safety Act 2011 as well as Australian Standards and Codes of Practice to assist with the development of a Safety and Health Policy in the first instance. From the policy a workplace then needs to delve further and design and implement Safety Management Systems, work instructions, job descriptions, job dictionaries, etc. Once the documentation has been researched, designed and implemented they then need to look at training and education. As part of this phase they need to identify hazards, conduct risk assessments and look at controls and interventions for prevention and control. Reference List Aw, T.C., Gardiner, K. and Harrington, J.M. (2007) Occupational Health. NHS Education for Scotland. Retrieves March 20, 2017 from http://www.bridgingthegap.scot.nhs.uk/understanding-health-inequalities/introducing-the-wider-determinants-of-health.aspx Dahlgren, G. and Whitehead, M. (1991). The Dahlgren Whitehead Rainbow. Retrieved March 18, 2017 from http://www.esrc.ac.uk/about-us/50-years-of-esrc/50-achievements/the-dahlgren-whitehead-rainbow/ World Health Organisation (1994). Declaration on Health for All.

Periodontal Disease Essay -- Dental Dentistry Teeth Disease Health Ess

Periodontal Disease   Ã‚  Ã‚  Ã‚  Ã‚  Periodontal disease is more commonly known as gum disease or gingivitis. This infection is serious enough, that it can lead to tooth loss if left untreated. This chronic infection starts around the tooth and it affects the supporting bone and gums. Periodontal disease can affect anywhere from one tooth to all thirty-two teeth. The disease pathology starts with the plaque that builds up on your teeth everyday.   Ã‚  Ã‚  Ã‚  Ã‚  The plaque build up causes the gums to become red and inflamed. If not properly brushed off, the remaining plaque will also cause the gums to bleed. This stage of periodontal disease is commonly referred to gingivitis, literately meaning  ¡Ã‚ °swelling of the gums. ¡Ã‚ ± There is no real pain associated with gingivitis. It is curable with a good dental cleaning and proper brushing and flossing at home. However, if left untreated gingivitis can lead to advanced periodontal disease.   Ã‚  Ã‚  Ã‚  Ã‚  After a person has had untreated gingivitis for some time, plaque starts to grow and spread. It travels down below the gum line and the bacteria produce toxins. These toxins irritate the gums and cause the body ¡Ã‚ ¯s natural defenses to kick in. When the inflammatory response has been triggered for a while it causes the tissues that support the teeth and bone to break down. The gums begin to pull away from the tooth and a pocket forms. A pocket is a space between the gums and teeth. The deeper the pocket is (in millimeters), the further the gums are from the tooth, and the more advanced the Periodontal disease is. A normal pocket depth of a health tooth is between one and three millimeters deep. Gingivitis is 4 millimeters deep. A pocket depth of five to tooth loss is advanced periodontal disease. (I ¡Ã‚ ¯ve seen pockets as deep as 12 millimeters deep) When your dental professional is checking pocket depth, they are performing what is called a perio-chart. Perio-charting should be done annually as a preventative measure of gum disease. Plaque is the main cause of gum disease, but there are many contributing factors. Smoking is one of them. Most people are aware of the dangers of smoking. Not many people are aware that tobacco use significantly increases a person ¡Ã‚ ¯s chance for periodontal disease. Once diagnosed with periodontal disease, a smoker ¡Ã‚ ¯s chance of healing is dramatically decreased. If a smoker does heal from periodontal disease... ...ointment can cost around two hundred dollars. Crown lengthening and tissue grafts can easily cost three times as much. Not to mention the cost of prescriptions and lost time. Insurance companies will help on select procedures, but the amount covered varies per plan. The cost of a toothbrush, toothpaste, floss and Listerine is considerably cheaper. To avoid treatment costs, one should do all they can to prevent the infection.   Ã‚  Ã‚  Ã‚  Ã‚  As a trained dental assistant of four years, I have seen my share of mouths. When I first started in this profession I was amazed at how many patient I saw who were educated and well off, and who still had poor hygiene. People now days may be getting better about see the importance of taking care of their teeth, but there are still many out there that need some encouragement. Brushing your teeth is not enough in many cases. Make friends with the floss as well. It may prevent you from contracting periodontal disease. If a person has heart disease and periodontal disease their risk for death increases greatly. This disease isn ¡Ã‚ ¯t something that you can forget about. It needs to be taken seriously or it may come back to haunt you and your wallet later.

Middle Age Entertainers :: Art

Middle Age Entertainers Both entertainment and education have been integrals parts of the human experience since the beginnings of time. Many scholars insist that the two institutions often serve jointly, with entertainers and entertainment serving as a main source of education. There is little argument, then, that in addition to generally appealing to the masses, entertainers have regularly fulfilled the role of a teacher to typically unsuspecting audiences. Entertainers have served as educators throughout history, from the origins of oral narratives through the Middle Ages. The earliest forms of unwritten communication were essentially used to spread knowledge from one source to another. Religious disciplines were the first information passed from person to person through entertainment. In the third century B.C., Buddhist monks tried to win converts outside India through the use of theater and song (Burdick 97). They taught the precepts of Siddhartha and Buddha in such theatrical epics as Ramayana and Mahabharata, setting exacting rules for theater performance in the process (Burdick 99). Similarly, Irish monks established singing schools, which taught uniform use of music throughout the church (Young 31). Through chants which were all the same, they spread identical teachings. Christian psalms and hymns in Apostolic times were sung to spread the knowledge and faith of Christianity. In fact, Christianity was promoted from the start by music. Churches were for long the only centers of learning, with monks teaching all lessons through music (Young 39). Through the use of sacred music, monks and clergy successfully spread the teachings of their religions in a practical manner. Entertainers used the theater as a place to tell the stories of the day, both fictional and topical. The African oral tradition was rich in folk tales, myths, riddles, and proverbs, serving a religious, social, and economic function (Lindfors 1). Likewise, Asian actors covered their faces with masks in order to act out a scandal of the day without the audience knowing who was passing along the gossip (Archer 76). European puppets were another medium which permitted entertainers to spread current gossip without revealing the identity of the storyteller (Speaight 16). The theatrical productions of the Greeks further explored the use of theater as an instructional tool. Because the theater provided such a diverse forum for expression, stage actors and playwrights consistantly utilized this locale to eduate the general public. Oral communication was widely used to educate society about morals and basic truths.

When Laughter is the Solution, Not the Problem Essay -- Literature Hum

One of the many ways to cope is through the power of laughter. An old saying goes â€Å"Laughter is the best medicine,† useful in situations of grief and difficulties. Lately, however, laughter combines with politics and international news. While this is effective, is it right to do so? Not only do Jon Stewart and Stephen Colbert pick-and-choose the stories they wish to cover in their TV shows, they choose them based on the comedic potential, blinding their viewers to the real problems the stories present. Known for her comedic approaches in literature, Margaret Atwood also uses humor in her short story â€Å"Rape Fantasies† to effectively warn her female readers about the dangers of desensitizing and underestimating the possibility of rape. The admonition worked, although it was a risky maneuver and Atwood could have used another method just as effectively to caution her female audience. Published in 1975, right in the middle of the free love, hippie movement, Margaret Atwood’s â€Å"Rape Fantasies† evoked some extreme reactions from her readers. Some believed it to be too humorous to seriously study as a social critique, while others thought it just what society needed to wake up and consider this awful occurrence called â€Å"rape† (Tyler np). Focusing on gender studies, especially a woman’s role in the world, this story displays just how little women understand power. As a group, we consider ourselves powerful and strong; however, we do not understand exactly how powerless we are since we actually know so little about rape. For example, study the group of women in â€Å"Rape Fantasies† who eat and play bridge during their lunch break. One day Chrissy stops reading her magazine and asks if any of the group members have had a rape fantasy. ... ...r the value of each life, the danger of not reacting to a horrific news story, the possibility that anything can happen, and the fact that nobody can be overly protective. Works Cited Disaster Center. â€Å"United States Crime Rates 1960-2009.† Disaster Center. Disaster Center, 2010. Web. 9 Dec 2010. http://www.disastercenter.com/crime/uscrime.htm. Rape, Abuse, & Incest National Network. â€Å"Statistics.† Rape, Abuse, & Incest National Network. Rape, Abuse, & Incest National Network, 2009. Web. 9 Dec 2010. http://www.rainn.org/statistics. Tyler, Lisa. â€Å"Rape Fantasies: ‘I Just Don’t Understand It’: Teaching Margaret Atwood’s ‘Rape Fantasies’.† Short Stories for Students. Ed. Marie Rose Napierkowski. Vol. 3. Detroit: Gale, 1998. eNotes.com. January 2006. 9 Dec 2010. http://www.enotes.com/rape-fantasies/just-dont-understand-teaching-margaret-atwoods.

The character of Claudius

The character of Claudius can be recognized as the major antagonist in the play. Traits such as being cleverly evil, lustful, and conniving were the factors that won him the crown as the King of Denmark.As a king, Claudius focused on protecting his throne from being relinquished from him. He was a smooth talker and had the ability to manipulate others as a faà §ade of his corrupt nature as a politician.There is great question when it comes for his love for Gertrude as it is seen to be a political move to gain power. Although, even if he did remotely cared about Gertrude, he still allowed her to drink from the poisonous goblet knowing that she would die so he would not be implicated in an attempted murder (Hylton 2000, Act V). His craftiness and love for power prevented him from showing that he sincerely cared for the people around him.The random times that he had shown genuine emotions for other people than himself was when Polonius died and the kindness he had shown for Ophelia. He could not bring himself to kill Hamlet himself because of his feelings for Gertrude. He cannot resist worldly desires and choose them over his soul. He was not a monster with absolutely no moral fiber instead he was morally weak and unable to choose good over evil.Q)2 Gertrude, Hamlet’s mother was a beautiful queen of Denmark who remarried her late husband’s brother Claudius shortly after her husband’s murder. There are significant questions to her character in terms of the purity of her intentions in remarrying as well as her involvement in Claudius’ murder of the king.She was a woman with much love for her status in society, much like her new husband, and for affection and sexual attention. Hamlet was disgusted with her inability to exist without a man by her side and how she uses them for her own self-preservation and called his mother frail (Hylton 2000, Act I).Hamlet was greatly distraught with how morally frail his mother was and was even in agony because of it. He was affected by his mother’s lack of morality and suffered because of it. There was nothing exaggerated with how Hamlet felt about his mother. It would be disheartening for anyone who would see his mother be so sickening, what more to see a queen of a nation act in such a manner.He was depressed because he had deep and genuine affections for his parents. He felt significantly associated to his mother because they were related and her corruption is directly his corruptions as well as they are family. He felt defiled by his mother’s inability to uphold moral strength that he himself exhibited such weakness in his own relationship with Ophelia. Hamlet’s focus on his mother’s morality was aligned with a son’s nature that cared about his mother’s wellbeing.Q3) There were so many similarities in the character of Hamlet and Laertes as men, although Hamlet holds some qualities that make him somewhat better than Laertes.   They we re both impulsive at different degrees when they are angered. They both sought revenge for revenge for the death of their fathers.Laertes wanted to kill Claudius when he suspected him for killing his father, Polonius (Hylton 2000, Act IV).   However, Hamlet could not bring himself to kill Claudius to avenge his father without evidence sufficient for his intellect. He was always drawn to answering philosophical and difficult questions.   He contemplated about a lot of things before acting on them while Laertes was impulsive and quick to act.Although, there had been times when both acted spontaneously because of rage, like when Hamlet killed Polonius instead of Claudius. Both men shared great love for their families and exhibited domineering qualities in the women in their clans. Laertes warned Ophelia about Hamlet’s intentions and Hamlet was troubled by his mother’s marriage. However, it is still Hamlet’s completative nature that wins out because it is always wiser to think before one act. Reference:Hylton, J. (2000). The Tragedy of Hamlet, Prince of Denmark. From The Complete Works of William Shakespeare. Retrieved on August 23, 2007 from http://shakespeare.mit.edu/hamlet/full.html.