Food Safety and Food Borne Diseases Essays -- Exploratory Essays

According to the Centers for Disease Control and Prevention (CDC), food borne diseases cause an estimated 76 million illnesses, 325,000 hospitalizations, and 5,000 deaths in the United States each year. For many students, college is the first time many of you ever had to think about buying your own food or cooking for yourselves. As a result, many students are not educated in proper food safety precautions which can prevent many of these food borne diseases. Storing your food in the proper conditions is the first step in proper food safety. For meat, fish, and poultry, it is best to keep them in the coldest part of your refrigerator, which in most cases is in the drawers or the back of the bottom shelf. Storing meats on the top shelf may be more likely to leak and contaminate other foods that may be underneath. As a general rule of thumb, fresh poultry, seafood, and ground or chopped meat can be refrigerated for one to two days before cooking. Fresh red meat, cooked poultry, and meat leftovers can be refrigerated for three to five days, and lunch meats for three to seven day...

Culture and Identity

BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 29 CHAPTER 2 Culture and Identity BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 30 ContentsKey issues The meaning and importance of culture Dominant culture Subculture Folk culture High culture Mass, popular or low culture The changing distinction between high culture and mass culture Global culture The concept of identity Different types of identity The socialization process Primary socialization Secondary socialization Socialization and the social construction of self and identity Theoretical approaches to the role of socialization in the formation of culture and identity Structural approaches Social action approaches A third way: structuration Social class and identity Social class Life chances Objective and subjective dimensions of class Social class cultures Is social class of declining importance in forming identities? The continuing importance of social class Gender and identity Sex and gender Gender a nd biology The signi? cance of gender as a source of identity Gender stereotypes and hegemonic gender identities in Britain The social construction of hegemonic gender identities through socialization Changing gender identities 31 31 31 32 32 32 33 35 36 Is there a crisis of masculinity? Is gender still an important source of identity? 4 74 38 41 43 44 44 46 46 47 47 50 50 51 51 52 53 59 60 61 61 62 63 63 65 70 Sexuality and identity Gender, sexuality and ‘normal’ sex Changing sexual identities Stigmatized or spoiled sexual identities Gay and lesbian identities A note of caution Ethnicity and identity What is meant by an ethnic identity? Diaspora and globalization Changing ethnic identities: new ethnicities and hybrid ethnic identities Ethnicity as resistance Ethnic identities in Britain Nationality and identity What is nationality? Nationality as a source of identity What is meant by a British identity? Globalization and declining national identities A British identity crisis?Disability and identity The social construction of disability Disability, socialization and stereotyping Disability as a ‘master identity’ Disability – a stigmatized or spoiled identity: an identity of exclusion Age and identity The social construction of age Age groups and identity Leisure, consumption and identity Postmodernism and identity The creation of identity in a media-saturated society How much free choice is there in choosing identities and lifestyle? Conclusion on leisure, consumption and identity Chapter summary Key terms Exam question 76 76 76 77 77 78 79 79 80 81 82 82 87 87 88 88 91 92 93 93 94 95 95 96 96 97 100 100 101 103 109 110 111 112 BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 31 CHAPTER 2 Culture and Identity K EY I SS U ES ? ? ? ? ? ? ? ? ? ? ? ? The meaning and importance of culture The concept of identity The socialization process Socialization and the social construction of self and identity Theoretical approac hes to the role of socialization in the formation of culture and identity Social class and identity Gender and identity Sexuality and identity Ethnicity and identity Nationality and identity Disability and identity Age and identity Leisure, consumption and identity The meaning and importance of culture The term ‘culture’ refers to the language, beliefs, values and norms, customs, dress, diet, roles, knowledge and skills, and all the other things that people learn that make up the ‘way of life’ of any society. Culture is passed on from one generation to the next through the process of socialization. Although there are many aspects of everyday life which are shared by most members of society, there are di? erent conceptions and de? nitions of culture within this general approach. These are discussed below.The dominant culture of a society refers to the main culture in a society, which is shared, or at least accepted without opposition, by the majority of peop le. Dominant culture The dominant culture of a society refers to the main culture in a society, which is shared, or at least accepted without opposition, by the majority of 31 BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 32 32 | Culture and Identity people. For example, it might be argued that the main features of British culture include it being white, patriarchal and unequal, with those who are white and male having things they regard as worthwhile rated as more important than those who are female or from a minority ethnic group.Similarly, those who are rich and powerful (who are mainly also white and male) are in a position to have their views of what is valuable and worthwhile in a culture regarded as more important, and given higher status, than those of others. Subculture When societies are very small, such as small villages in traditional societies, then all people may share a common culture or way of life. However, as societies become larger and more complica ted, a number of smaller groups may emerge within the larger society, with some di? erences in their beliefs and way of life. Each group having these di? erences is referred to as a subculture. Folk culture Folk culture is the culture created by local communities and is rooted in the experiences, customs and beliefs of the everyday life of ordinary people.It is ‘authentic’ rather than manufactured, as it is actively created by ordinary people themselves. Examples include traditional folk music, folk songs, storytelling and folk dances which are passed on from one generation to the next by socialization and often by direct experience. Folk culture is generally associated with pre-industrial or early industrial societies, though it still lingers on today among enthusiasts in the form of folk music and folk clubs, and the Morris dancing which features in many rural events. A subculture is a smaller culture held by a group of people within the main culture of a society, in some ways different from the main culture but with many aspects in common.Examples of subcultures include those of some young people, gypsies and travellers, gay people, different social classes and minority ethnic groups. Folk culture is the culture created by local communities and is rooted in the experiences, customs and beliefs of the everyday life of ordinary people. High culture High culture is generally seen as being superior to other forms of culture, and refers to aspects of culture that are seen as of lasting artistic or literary value, aimed at small, intellectual elites, predominantly upper-class and middleclass groups, interested in new ideas, critical discussion and analysis and who have what some might regard as ‘good taste’.High culture is seen as something set apart from everyday life, something special to be treated with respect and reverence, involving things of lasting value and part of a heritage which is worth preserving. High culture products are often found in special places, like art galleries, museums, concert halls and theatres. Examples of high culture products include serious news programmes and documentaries, classical music like that of Mozart or High culture refers to cultural products seen to be of lasting artistic or literary value, which are particularly admired and approved of by elites and the upper middle class. An elite is a small group holding great power and privilege in society. BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 33Culture and Identity Morris dancing is an example of traditional folk culture | 33 Mass culture, sometimes called popular culture or low culture, refers to cultural products produced for sale to the mass of ordinary people. These involve massproduced, standardized, short-lived products of no lasting value, which are seen to demand little critical thought, analysis or discussion. Beethoven, the theatre, opera, jazz, foreign language or specialist ‘art’ ? lms , and what has become established literature, such as the work of Charles Dickens, Jane Austen or Shakespeare, and visual art like that of Monet, Gauguin, Picasso or Van Gogh. Mass, popular or low cultureMass culture, sometimes called popular culture or low culture, is generally contrasted with high culture. This refers to everyday culture – simple, BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 34 34 | Culture and Identity Video games are an example of popular culture undemanding, easy-to-understand entertainment, rather than something ‘set apart’ and ‘special’. Mass culture is seen by many as inferior to high culture. Such aspects of culture are a product of industrial societies. They are aimed at the mass of ordinary people, but lack roots in their daily experiences as in folk culture, and are manufactured by businesses for pro? t rather than created by the community itself re? ecting its own experiences of daily life.Popular culture involves mass-produced, standardized and short-lived products, sometimes of trivial content and seen by some as of no lasting ‘artistic’ value, largely concerned with making money for large corporations, especially the mass media. Popular culture might include mass circulation magazines, extensive coverage of celebrities, ‘red top’ tabloid newspapers like the Sun or the Mirror, television soaps and reality TV shows, dramas and thrillers, rock and pop music, video games, blockbuster feature ? lms for the mass market, and thrillers bought for reading on the beach. Such culture is largely seen as passive and unchallenging, often fairly mindless entertainment, aimed at the largest number of people possible.Some Marxists argue that mass culture maintains the ideological hegemony (or the dominance of a set of ideas) and the power of the dominant social class in society. This is because the consumers of mass culture are lulled into an uncritical, undemanding pass ivity, making them less likely to challenge the dominant ideas, groups and interests in society. BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 35 Culture and Identity | 35 The changing distinction between high culture and mass culture Some now argue that the distinction between high culture and mass culture is weakening. Postmodernist writers, in particular, argue that mass markets and consumption now make the distinction between high and popular culture meaningless.There has been a huge expansion of the creative and cultural industries, such as advertising, television, ? lm, music, and book and magazine publishing. This means there is now a huge range of media and cultural products available to all. Technology in industrial societies, such as mass communication technology like the internet, music downloads, cable, satellite and digital television, ? lm and radio, printing for both mass production and personal use in the home, the global reach of modern mass media tec hnology, the mass production of goods on a world scale and easier international transportation, make all forms of culture freely available to everyone.Such technology enables original music and art and other cultural products to be consumed by the mass of people in their own homes without visiting specialized institutions like theatres or art galleries. High culture is no longer simply the preserve of cultural elites. People now have a wider diversity of cultural choices and products available to them than ever before in history, and can ‘pick and mix’ from either popular or high culture. High culture art galleries, like Tate Modern in London, are now attracting very large numbers of visitors, from very diverse backgrounds. Live opera is now available to the masses, through popular ? gures like the OperaBabes, or concerts in the park.Strinati (1995) argues that elements of high culture have now become a part of popular culture, and elements of popular culture have been incorporated into high culture, and that there is therefore no longer any real distinction between high and popular culture, and it is ever more di? cult for any one set of ideas of what is worthwhile culture to dominate in society. For example, artist Andy Warhol painted thirty pictures of Leonardo da Vinci’s Mona Lisa in di? erent colours, arguing that ‘thirty was better than one’, turning high culture art into popular culture. Although Warhol’s work has been marketed to millions through postcards and posters, at the same time it is widely admired by the supporters of high culture.In 2007 there was some controversy in Britain when the Victoria and Albert Museum in London, generally seen as an institution of high culture, held ‘Kylie: The Exhibition’ – an exhibition of costumes, album covers, accessories, photos and videos from the career of the then 38-year-old pop singer Kylie Minogue. This drew widespread accusations from critics th at high culture was being ‘dumbed down’. High culture art forms are themselves increasingly being turned into products for sale in the mass market for consumption by the mass of BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 36 36 | Culture and Identity ordinary people, and there is no longer anything special about art, as it is incorporated into daily life. Technology now means mass audiences can see and study high culture products, such as paintings by artists like Van Gogh, on the internet or TV, and have their own framed print hanging on their sitting-room wall.The originals may still only be on show in art galleries and museums, but copies are available to everyone. High culture art like the Mona Lisa or Van Gogh’s Sun? owers are now reproduced on everything from socks and t-shirts to chocolates and can lids, mugs, mouse mats, tablemats, jigsaws and posters. (Visit or for some bizarre images and uses of the Mona Lisa. ) Classical music is used as a marketing tune by advertisers, and literature is turned into TV series and major mass movies, such as Jane Austen’s Pride and Prejudice. Global culture Global culture refers to the way globalization has undermined national and local cultures, with cultural products and ways of life in di? erent countries of the world becoming more alike.The same cultural and consumer products are now sold across the world, inspired by media advertising and a shared mass culture spread through a media-generated culture industry, and they have become part of the ways of life of many di? erent societies. For example, television companies sell their programmes and programme formats like Big Brother and Who Wants to be a Millionaire? globally. Companies like McDonald’s, Coca Cola, Vodaphone, Starbucks, Nescafe, Sony and Nike are now symbols that are recognized across the world, along with the consumer lifestyles and culture associated with them. As Ritzer (2004) shows, using the exampl e of the American food industry, companies and brands now operate on a global scale.For example, McDonald’s is a worldwide business, with 26,500 restaurants in more than 119 countries (in 2007), Pizza Hut and Kentucky Fried Chicken operate in 100 countries, and Subway in 72 countries, with Starbucks growing at a colossal speed. It is now possible to buy an identical food product practically anywhere in the world, promoting a global culture and also weakening local cultures, as local food outlets close in the face of competition and local diets change. Combined with global marketing of ? lms, music, computer games, food and clothes, football and other consumer products, these have made cultures across the world increasingly similar, with people watching the same TV programmes and ? lms, eating the same foods, wearing the same designer clothes and labels, and sharing many aspects of their lifestyles and identities.Global culture refers to the way cultures in different countries of the world have become more alike, sharing increasingly similar consumer products and ways of life. This has arisen as globalization has undermined national and local cultures. Globalization is the growing interdependence of societies across the world, with the spread of the same culture, consumer goods and economic interests across the globe. BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 37 The Mona Lisa †¦ Leonardo da Vinci’s Mona Lisa, c. 1503–1507, oil on poplar, The Louvre, Paris †¦ now has a spliff to relax and a mobile to keep in touch Mona Stoner, c. 2006, posted on internet: Fine art is now available on cubes to play with Source: The Mona Lisa is transformed into a window blindIn what ways do these pictures illustrate the erosion of the distinction between high culture and popular culture? Try to think of other examples of this BROWNE CH 1–4 (M1203). qxp:John Q7 26/3/08 10:47 Page 38 38 | Culture and Identity Activity 1 Refer to the pictures on this page, and explain in what ways they illustrate global culture. Try to think of other consumer products that are also global. 2 In what ways do you think consuming these products also involves lifestyle choices? For example, what’s the difference between having a coffee in Starbucks and in the local cafe (apart from the coffee itself)? Explain what lifestyle you think is identi? ed with your selected products. Identify and explain, with examples, three differences between high culture, mass culture and folk culture. 4 Identify and explain three reasons why the distinction between high culture and popular culture might be weakening. Globalization means that many of the same product brands are now found in many countries of the world. The concept of identity Identity is about how individuals or groups see and de? ne themselves, and how other individuals or groups see and de? ne them. Identity is formed through the socialization process and the in? uence of social institutions like the family, the education system and the mass media. The concept of identity is an important one, as it is only through establishing our own identities and earning about the identities of other individuals and groups that we come to know what makes us similar to some people and di? erent from others, and therefore form social connections with them. How you see yourself will in? uence the friends you have, who you will marry or live with, and the communities and groups to which you relate and belong. If people did not have an identity, they would lack the means of identifying with or relating to their peer group, to their neighbours, to the communities BROWNE CH 1–4 (M1203). qxp:John Q7 3/4/08 15:49 Page 39 Culture and Identity | 39 in which they lived or to the people they came across in their everyday lives. Identity therefore ‘? ts’ individuals into the society in which they live.The identity of individuals and groups involves both e lements of personal choice and the responses and attitudes of others. Individuals are not free to adopt any identity they like, and factors like their social class, their ethnic group and their sex are likely to in? uence how others see them. The identity that an individual wants to assert and which they may wish others to see them having may not be the one that others accept or recognize. An Asian woman, for example, may not wish to be identi? ed primarily as an Asian or a woman, but as a senior manager or entertainer. However, if others still ‘Look, don’t identify me by the size and shape of my body, my social class, y job, my gender, my ethnicity, my sexuality, my nationality, my age, my religion, my education, my friends, my lifestyle, how much money I earn, the clothes I wear, the books I read, where I go shopping, the way I decorate my house, the television programmes and movies I watch, my leisure and sports activities, the car I drive, the music I listen to, the drinks I like, the food I eat, the clubs I go to, where I go on holiday, the way I speak or my accent, the things I say, the things I do, or what I believe in. I’m just me. OK? ’ continue to see her primarily in terms of her ethnic and gender characteristics, she may ? nd it di? cult to assert her chosen identity. Similarly, the pensioner who sees him or herself as ‘young at heart’ may still be regarded as an old person by others.Individuals have multiple identities, asserting di? erent identities in di? erent circumstances. An individual may, for example, de? ne herself primarily as a Muslim in her family or community, as a manager at her work, as a lesbian in her sexual life, or as a designer-drug-user in her peer group. While the example of the Muslim, lesbian, drug-taking manager might seem a somewhat unlikely mix of identities, it does suggest that it is possible for people to assert di? erent identities or impressions of themselves in di? erent soci al situations. Identities may also change over time. For example, as people grow older they may begin to see themselves as di? erent from when they were younger,

the poem Wasted on the Old - 1748 Words

The Road Not Taken: the pathway for free living I wonder how people became more far apart from the real world as time passed, and forgot the valuable asspects of life? Yet wouldn’t it be better if people were not being pushed and directed by the society and media and stop making poor desiciosns? The poem â€Å"Wasted on the Old† written by Mary di Michele is trying to give the message that the society is becoming more and more boring and uncomfortable; also most people in the society are becoming less unique and different by following the media and society. She has represented her message through the perspective of two girl best friends that communicate with each other and talk about the world they are in. Mary di Michele has used different†¦show more content†¦The images in Mary di Michele’s poem are very effective in the way of demostrating her idea of being unique and special in a boring society and there are some very worthy images that could be mentioned. So, because the society is getting older and more boring in a dark way, as an illustration, the girls in the poem compare the society to an apple which is fermenting as it’s getting darker that fewer people would want to â€Å"have† it or as society â€Å"live† in it and the girls used the quote â€Å"exude a vinegary smell†. As I interpret this quote, the apple is like the society that gets darker interms of people’s behaviour, which makes the girls feel sorry for themselves for being part of this society. Even though the society is losing its glories, still some people follow its routine. Also due to another image that could certify Mary di Michele’s point, that is the g irls are tired of even the impulsive people in that society and can’t handle their foolish actions. Another example of the images is when Mary di Michele uses these quotes: first â€Å"sotto voce gossip†, second â€Å"even ice water swears/ in pitchers in the fridge† and also third â€Å"the same books under bug lanterns†. These have the same meaning and will bring up the point in overall, they all are the reasons that the best friends want to leave and not to be a part of this world, because the people in society gossip behindShow MoreRelatedHavisham- Carol Ann Duffy680 Words   |  3 PagesIn her morbid poem Havisham, Carol Ann Duffy redefines one of Charles Dickens most memorable characters, Miss Havisham. Jilted at the alter by her one true love, Dickens portrayed Havisham as an old spinster, her life wasted away trying to gain revenge on all men. Through her dramatic monologue Havisham, Duffy gives the disturbed old woman a voice to express her fe elings about her wasted life. 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Emerson and Thoreau - 831 Words

#8220;Dance to the beat of your own drummer:#8221; A piece of advice that I have been told my whole life, and have tried my hardest to follow. The words were taken from Thoreau#8217;s quote, #8220;If a man does not keep pace with his companions, perhaps it is because he hears a different drummer.#8221; Ralph Waldo Emerson and Henry David Thoreau changed our lives. How? Well, the answer is not so simple as the statement. To understand fully how they affected our lives, we have to understand the philosophy of Emerson and Thoreau, and the relationship between the two. So let#8217;s begin with the relationship between Emerson and Thoreau. Emerson was born in 1803, into a family of ministers. He went to Harvard where he†¦show more content†¦... Thoreau was very much an activist. Whereas Emerson would simply write an essay on something that he felt strongly about, Thoreau would take it to the next level and participate. For example, in the anti-slavery movement. Emers on never took a stand on abolition; he never stated if he was for or against it. This angered Thoreau. Not only did Thoreau write several essay#8217;s on the subject, attacking it in the essay Slavery in Massachusetts, and defending the violent abolitionist John Brown, and his raid at Harpers Ferry in A Plea for Captain John Brown , but he was also an activist for abolitionist principles. Emerson tended to think things out in his head and write them down on paper, as opposed to Thoreau, who acted his feelings out. So how did Emerson and Thoreau change our lives? Without their pioneering essays on such subjects as #8220;Self-Reliance#8221; and #8220;Civil Disobedience#8221;, we might never be able to express ourselves without worries of fitting into the constraints and the conformity of our society. 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So letamp;#8217;sRead MoreThe True Transcendentalist: Thoreau and Emerson775 Words   |  3 Pagestranscendentalism began to start two people played a major role Ralph Waldo Emerson and Henry David Thoreau, but who is truly a transcendentalist. Ralph Waldo Emerson was born in Boston, Massachusetts on May 25, 1803. His father was a minister as well as seven of his male family members. He graduated from Harvard University at the age of eighteen. Then he taught school with his brother William for three years. Which Emerson was unhappy teaching so he decided to go and change his life.Which wasRead MoreWakefulness: Thoreau, Whitman, and Emerson1532 Words   |  7 Pagesâ€Å"To be awake means to be alive†, and to be awake during the time of Romanticism meant one could witness literature as an intellectual achievement. 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Queen Elizabeth The Last Tudor Monarch - 1409 Words

As the child of Henry VIII, Queen Elizabeth was the last Tudor monarch who ruled England from 1558-1603, or Elizabethan Era. Before her reign, England experienced wars and unemployment, leaving many citizens starving and jobless. There were also religious conflicts, mainly between Protestant and Catholic, because of previous monarchs changing religion very often. Due to these conflicts, Queen Elizabeth was compelled to devote her time in resolving economic and religious conflicts. Despite numerous problems in England at that time, the Queen also managed to engage in art including music and painting. Although Elizabeth experienced hardships during her childhood, her efforts in spreading art and establishing new ways of governing contributed in making her one of the most influential figures in both her time and in history. Queen Elizabeth, as a child, experienced scandals that threatened her position in the royal family which led to her pursuing the â€Å"perfect protestant woman† image so she can secure her way to the throne. Since the execution of her mother and Henry VIII’s death, she was driven out of her position in the kingdom and she was forced to live with the new queen Jane Seymour. Because Jane Seymour’s husband, Thomas Seymour, often teased young Elizabeth, members of the royal family started rumors about their relationship. As a result, Elizabeth wore Protestant clothes such as a plain black and white dress without any jewellery to demonstrate that she is pure and hadShow MoreRelatedA Royal Catfight: The Battle Between Queen Elizabeth I and Queen Mary Stuart1465 Words   |  6 PagesThe reign of Queen Elizabeth I was known as the Elizabethan Age. At this time, the Renaissance had spread to England. As a ruler, she was well educated, speaking about four different languages (Beck 963). 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Hamlet and His Characteristics free essay sample

The classic Tragic Hero â€Å"A hero is a man who does what he can. † Romain Rolland What is a tragic hero? Are tragic heroes considered to have better qualities, and yet suffer from the many shortcomings of life? I believe that a classic tragic hero is a person that has many excellent qualities for a hero, and yet dies due to the mistakes that he makes. As Romain said, â€Å"A hero is a man who does what he can† and Hamlet is a perfect example on how he had to give up everything to commit to his revenge. This is why I believe Hamlet is the perfect classic tragic hero, because although he did not do anything that was wrong, he still suffered and died because of his characteristics. This is why I believe that the seven soliloquies of Hamlet, show the progression of his characteristics, and show the multiple qualities of a hero, thus making him a perfect example of a classic tragic hero. The first soliloquy in Hamlet (Act I, Scene II), talks about the suffering that Hamlet is going through as he realizes that his father is dead and his mother has married his uncle. But two months dead! — nay, not so much, not two: So excellent a king; that was, to this, Hyperion to a satyr;† (I. II. 137-140) Hamlet doesn’t get why his mother married so fast and gets extremely mad about that. He wonders if she even loved his father and this causes his to think about suicide, but back in the Elizabethan era, suicide was looked down upon, which is seen in Act I, Scene II, Line 132-133. â€Å"†¦His canon gainst self-slaughter! O God! O God! How weary, stale, flat, and unprofitable Seem to me all the uses of this world! † This is the only reason why Hamlet can’t kill himself. Hamlet felt that he was the only one that thought that this marriage was an unnatural and starts to dislikes Claudius. Back in the day, women were not allowed to marry after their husbands died, so when Gertrude marries Claudius, Hamlet feels that something weird was going on. â€Å"Would have mournd longer†¦dexterity to incestuous sheets! † (I. II. 151-157) I think that he felt that his mother only married Claudius so that she wasn’t alone at nights and so that she could still remain queen over Denmark. He also doesn’t think Claudius can compare to his dad and a beginning of hatred and disgust rises within Hamlet for both Gertrude and Claudius. The first soliloquy also shows the multiple good qualities that develop Hamlet as the play goes on. â€Å"It is not, nor it cannot come to good; But break my heart, — for I must hold my tongue! †(I. II. 158-159) This is the first main quality that Hamlet, he knows when to speak his mind and only talks about his true self with only people he trusts like Horatio, and yet that might be the reason he was able to kill Claudius in the end, it also the reason why Ophelia and Gertrude died too. Since Ophelia died because she felt that Hamlet didn’t love her the way she did to him. His mother thought that Hamlet was really mad, and tried to help him in many a way, one of them was to drink the cup that would promote Hamlets health but which was actually poisoned. This is how the first soliloquy helps in developing his characteristics while showing his true qualities. The second soliloquy(Act 1, Scene 5) in Hamlet which takes place in Act I, Scene V, which when the ghost of his father tells him that he was murdered, and how he was murdered and, who killed him. He doesn’t believe that his father was murdered by Claudius when he says, â€Å"O all you host of heaven! O earth! what else? And shall I couple hell? O, fie! — Hold, my heart ;†( I. V. 92-93) He never thought that Claudius would commit murder to get the throne of Denmark, and he understands why he and his mother married so fast. â€Å"O most pernicious woman! O villain, villain, smiling, damned villain! †(I. V. 105-106) This is the beginning of his hatred towards Claudius, and this is also where he swears to the ghost to kill Claudius. Hamlet also feels confused when this unnatural act of nature happens. He knows that there is a chance that this ghost is either his father or the devil trying to make Hamlet commit a sin. This â€Å"ghost† also sparks a need to connect once again with his father as he continually keeps saying â€Å"Remember thee? † This shows that Hamlet misses his dad a lot, and is willing to do anything to allow King Hamlet rest in peace. This soliloquy furthermore brings out qualities in Hamlet that we have never seen faithfulness and also being honour bound. The perfect in this soliloquy that shows this is, â€Å"So, uncle, there you are. Now to my word;  It is Adieu, adieu! emember me.   I have swornt. † (I. V. 111-112). Hamlet feels that unless he swears to the ghost, he won’t find the motivation to kill Claudius. This also shows that he was faithful to his father ghost, even though he knew there was a chance it was actually the devil trying to trick him into committing a sin. In the third Soliloquy (Act 2, Scene 2), is quite a lon g soliloquy as he realizes that both his mother and Claudius had sent his two best friends to spy on him, and betraying him. This is also the same soliloquy where he plans and prepares for Claudius’s downfall. This is where the story of Hamlet truly begins and the introduction to Hamlet’s inner feelings. This is the first time Hamlet actually tell the audience what he feels inside, and what he will plan to do in the future. This soliloquy also reveals his inner fear on whether the ghost was the devil, seen in line 585 to 590 in Act II, Scene II- â€Å"†¦ The spirit that I have seen May be the devil: and the devil hath power To assume a pleasing shape; yea, and perhaps Out of my weakness and my melancholy, — As he is very potent with such spirits, — Abuses me to damn me†¦Ã¢â‚¬  Hamlet starts to doubt if the ghost was even his father, and if this is the case he needs to get more proof that Claudius killed his father, and then realizes that the actors were his tools to catch Claudius. I think that Hamlet felt that if Claudius had a reaction to the play in a manner that was ‘weird’ it would he knew that the ghost had told the truth. This soliloquy furthermore shows how restless Hamlet is as he wants to complete his vow to the ghost and kill his uncle. This is seen, â€Å"Prompted to my revenge by heaven and hell, Must, like a whore, unpack my heart with words And fall a-cursing like a very drab† (II. II. 571-573). He is angry and impatient that something as easy as killing as a person is so tough. I think that Hamlet, at this point doesn’t want to use words, and instead thinks that actions is the only thing that will help get him to his goals. This is why he uses the actors to re-enact, â€Å"The murder of Gonzago† which was similar to how Claudius killed the King. The one main quality that I found in the soliloquy, and throughout the book, Hamlet, is the fact that he thinks logically and doesn’t try to rush into things too fast. An example in this soliloquy is, â€Å"†¦Ill have grounds, more relative than this. the plays the thing, Wherein Ill catch the conscience of the king† (II. II. 590-592). He thinks that the devil might be trying to fool him and he needed more proof that his uncle murdered King Hamlet. The fourth soliloquy (Act 3, Scene 1) is the most acknowledged soliloquy to the world, â€Å"To be or not to be†. This is where Hamle t talks about life and death, and although we know Hamlet is thinking about death, he says, â€Å"But that the dread of something after death, The undiscoverd country from whose bourn, No traveler returns, puzzles the will† (III. I. 78-80). This means that he is worried on what happens after he dies, and the fact that â€Å"afterlife† hasn’t been proven, he is scared to kill himself. At this point he starts arguing with himself on what happens after death and talks about the multiple trouble and pains of life. Then he realizes that since there is no proof that life after death exists, he might as well continue with his revenge. I believe that this soliloquy is also hints about whether he should continue with his revenge or not. This â€Å"indecision† within Hamlet is what causes the most amount of problems in the book, Hamlet, and with Hamlet himself. This soliloquy doesn’t particularly show any qualities within Hamlet, but one quality that I saw really made me realize how great Hamlet was, was the fact that no matter how he felt, he didn’t give up or deter from his path of revenge, making him a extremely faithful son to the king. The fifth soliloquy (Act 3, Scene 3) is before the play has its climax, before Hamlet talks to his mother and unknowingly kills Polonius. Hamlet is extremely mad with his mother, and wants to hurt her emotionally. He still thinks that she married Claudius so that her nights wouldn’t be lonely. He was so angry with her that he could have killed her, but he instead says, â€Å"Let me be cruel, not unnatural† (III. III. 379), which meant that he would be rude to her but, not commit a sin by killing her. â€Å"I will speak daggers to her, but use none† (III. III. 380). This meant that he felt that he needed to speak severely for what she did, but not physically hurt her. This soliloquy shows one main characteristic of a hero within Hamlet, which was not to harm women. Hamlet ad every right to physically hurt Gertrude for how she disgraced her gender, but he refrained from raising his hands as he felt as though it would be â€Å"unnatural†. The fact that he didn’t lose control till now, over what Gertrude did, shows how noble he is and how he still follows the rules of his era, even though his mother didn’t. This is my most favorite quality of Hamlet, and b ecause of this, Gertrude drank to his health, which caused her death. The sixth soliloquy is Act III, Scene III, lines 73-96 where Hamlet has a chance to kill his uncle, Claudius. As Hamlet enters the room, he sees Claudius â€Å"praying† and runs forwards to take his revenge. Eager Hamlet has a perfect chance to kill Claudius but then realizes that he would just send Claudius to heaven. â€Å"A villain kills my father; and for that, I, his sole son, do this same villain send to heaven. O, this is hire and salary, not revenge. † (III. III. 76-79) This soliloquy shows the eager and crazy side of Hamlet. After quite some time of planning, Hamlet finally sees an easy and quite way to kill Claudius but then like all other soliloquies, he over thinks about what might happen if he kills Claudius and postpones Claudius’s death. He thinks that he needs to catch and kill Claudius while he is committing a sin so that it guarantees that Claudius will go to hell. This soliloquy also shows the multiple good qualities within Hamlet, mainly, the quality of forgiveness and calculating. This is seen when he says, â€Å"As hell, whereto it goes. My mother stays This physic but prolongs thy sickly days. † (III. III95-96). This shows the forgiving nature of Hamlet as Claudius pretends to pray. Hamlet had every right to kill Claudius for his sins. Yet to make sure that Claudius went to hell, he made sure he killed him while Claudius was committing a sin. This is how the sixth soliloquy shows the characteristics and the qualities within Hamlet. The final and the seventh soliloquy is personally my most favorite soliloquy (Act IV, Scene V). This is the scene is where Fortinbras is talking with Hamlet and how steadfast he is on getting â€Å"revenge† on Denmark. He is annoyed when he realizes it takes so long for him to complete a simple plan, and decides to finish his revenge. We also see that he is quite unsure on what might happen, but is still honour bound to his oath, when he says, â€Å"When honours at the stake. How stand I, then, That have a father killed, a mother stained†¦Ã¢â‚¬  (IV. V. 56-57) He feels that Claudius deserves to die, even if it meant his own death. When he says, â€Å"To hide the slain? O, from this time forth, My thoughts be bloody, or be nothing worth! †(IV. V. 65-66). We see that he is preparing himself for what is about to come and know that he might lose his life too. The main quality of a hero that is seen in this soliloquy is courage and determination. Hamlet knows that he might die, and but he also knows that there is a chance that he will be able to kill Claudius. Hamlet feels that till now he was a coward and he needs to honour his father. He is so faithful to his father that he doesn’t care of the consequences that might occur. This is also the downfall of Hamlet’s as he does die in the end. The final soliloquy finalizes his inner feelings and commitments towards himself and his father and shows multiple qualities of a hero. This is why I believe that the seventh soliloquy is the strongest proof that Hamlet is indeed a tragic hero. Hamlet is quite the enigma as he keeps changing his mind about his commitments, but as the story continues we see that no matter what he faces, he continues to accomplish his duty to his father’s ghost. He is strong, philosophical, courageous, faithful, and quite the over-thinker, but overall has the perfect qualities to be called a tragic hero. In conclusion, I believe that the seven soliloquies of Hamlet, show the progression of his characteristics, and show the multiple qualities of a hero, thus making him a perfect example of a classic tragic hero. Works Cited BrainyQuote. Xplore, n. d. Web. 03 Nov. 2012. lt;http://www. brainyquote. com/quotes/authors/r/romain_rolland. htmlgt;. Hamlets Fifth Soliloquy Original Text and Summary. HubPages. N. p. , n. d. Web. 03 Nov. 2012. lt;http://hunbbel-meer. hubpages. com/hub/Hamlets-Fifth-Soliloquy-Original-Text-and-Summarygt;. Hamlets First Soliloquy (Act 1, Scene 2) Original Text amp; Summary. HubPages. N. p. , n. d. Web. 03 Nov.

Diversity and Organizational Communication

Question: Discuss about the Diversity and Organizational Communication. Answer: Introduction: Cultural diversity is known as a combination of societies consists of human within a region or in a world as a whole. It can also be called as multiculturalism in an organization. In the era of globalization there are many societies around the globe who has emerged and carry many differences known as cultural differences like traditions, language, caste, dress and the different to interact.(Bantz, 2000) Diversity can be known as value and make the people unique if they show mutual respect and appreciate the differences and the similarities like religion, gender, ethnicity, education, gender, experience and culture. When in an environment diversity is respected and members work as a team and always be united then it becomes easier for everyone to apply ones talent, experience and the skills in achieving the companys objective along with the competitive advantage, whatever a person wants to become is assisted by demographic characteristics. Cultural experiences and feelings of a partic ular group reflects ethnicity and it also acknowledges that individuals have their primary culture but different from others but they does not exclude the capacity to learn new cultural behaviors from other groups.(Eastman, 2001) Generally people are characterized or culturally determined by the race rather than genetically or biologically as it is the concept through which groups are divided into biological and physical characteristics.(Walck, 2003) Culture should be learned and basically individuals are born and there are one or two characteristics which are common like hair texture or the color but on this basis we cant develop the belief, values and the practices of the cultural group. Benefits and Challenges of Diversity in the Workplace: Cultural diversity impacts day to day life and making the workplace diverse is very common and gives benefits to both the employees as well as the employers. Diversity in the workplace can increase the opportunities in the market, improves business image and make the recruitment easy. Respecting individuals difference can increase the productivity although in the workplace associates are interdependent. Flexibility and the creativity leads to competitiveness so, diversity becomes critical in relation to the success of an organization. Diversity in work place affects the culture and the productivity in various ways:(Gunter, 2010) Diverse background individuals share their talents, experiences and the skills which assists each other in achieving the objectives. Working with the people who have different experiences, background and the working styles leads to the innovation and the creative concepts. Companys who want to expand their business over shores can easily interact on a global basis with a broader client base and make it more relatable. There are various challenges which companies have to face while managing a diverse population. In diverse culture we have to recognize the values of differences, discrimination, and promoting(Joseph. G. , 2004). Negative attitude and behaviors can also affect can act as a barrier as it may harm the relations between the employees along with their work productivity and the morale.(Astrid C., 2004). Managers may get challenges with losing the work productivity and the personnel. Companies should focus on embracing diversity as it may yield a greater productivity and the advantages. Effective people management is directly associated with managing diversity in the workplace. Negative attitude at the workplace may include stereotyping, discrimination and the prejudice which management has never used for retention, hiring and termination. Australias Cultural Diversity: There are many organisations continuously make efforts for making their organisation culturally diverse, the main problem is that when we discuss about the diversity people only think about the gender diversity but it includes various factors like genders, ages and the cultural background. Few organisations in Australia claim that they have diverse workforce in their organisation but generally they meet only one criterion that is related to age but when it comes to representation of gender but they fall short in that. It has been researched that two- third of the population has a two way process of integration in which migrants wilfully adapt Australia and through this community learn more about their customs and the heritage.(Craig, 2016) It has been surveyed that people support multiculturalism, ethnic communities but across all the demographics. They believe that their success is directly related to the culturally diverse and socially cohesive nations and shows adherence to the beliefs and the values in Australian society. They are committed in relation to the law, their parliamentary rules and provide equal opportunity in relation to religion, race and the mutual respect.(Tim., 2015) Due to these reasons more than 7.5 millions migrates to Australia and reason being multiculturalism has become a great success. As a business they are committed for the high performance and provide equal opportunity to prove performance. They try to develop the leadership skills and skills for their female workforce who gives strong business results and as well as gender equality.(Joseph., 2014) Managing Cultural Diversity in Workplace: Managers are aware that for creating a successful and the creative workforce a certain skill is very important. Firstly they must understand the consequences of discrimination and then they must recognize all the prejudices and the biases.(Flagg, 2002) Diversity is related to difference among individuals not the differences in the individuals. Everyone is unique and have their own specialty for a particular group. For the successful future organizations and the managers must learn how to manage the diversity in the workplace. For success there is no single recipe and manager is the best person who can understand the best for the organization for its success a better team work is required at the workplace.(Allen, 2003) A workplace that includes everything is very complex as everyone has its own ideas and the working capability. Hence organizations should focus on to develop, maintain and implement the training sessions so that people may not change the behavior and understand the equa lity among themselves being from the diverse culture.(Eastman D. , 2001). When an organization or a manager address issues that are related to an organization are all addressed that gives positive impact and make the employee comfortable so that they he may not hesitate while giving suggestions and in their involvement with it diversity gives benefits to an organization. Organizations should think twice and try to remove the notions which has been pre conceived and they should wisely invest a specified amount for the betterment of the company and they should create a proper strategy and implement it in the department and functions of the organization. Conclusion: Cultural Diversity is common these days in the era of globalization and to understand it become very important for any of the organization. If company wants to manage leadership along with the company policies then they have to be associated with the Cultural diversity(Limaye, 2001). Managing diverse culture is very important as if not done well then could bring down the financial status of the company and managing cultural diversity is the primary responsibility of a manager. In an organization one should believe that all cultures are equal and they all together can make a dedicated and a motivated workforce which could help in turning companys liability into benefits or assets. (Fine, 2003). To manage peoples perceptions and attitudes is very challenging. Diverse workforce reflects the changed world and the market place. Diverse work teams respects the difference related to individual by increasing work productivity and brings high value to the organization. In the globalized marke t there are many companies who has built their team with diverse workforce and adapt diverse culture also. Companies should use educate about the issues, regulations and laws about the diversity.(Enterprise, 2001) Bibliography: Allen, B. (2003). Diversity and Organizational Communication. Journal of Applied Communication. Astrid C., D. D. (2004). Work Group Diversity and Group Performance:An integrative model and research agenda. Journal of Applied Psychology . Bantz, C. (2000). Cultural diversity and group cross cultural team research . Journal of Applied communication research . Craig, L. (2016). Cultural diversity is one of our strengths. The Australian. Eastman, D. (2001). Improving cross- cultural communication during complex information system development. Journal of Management Systems . Eastman, D. (2001). Improving cross-cultural communication during complex Information system development. Journal of Management Systems . Enterprise, B. (2001). "Managing a multicultural workforce". Black Enterprise Magazine . Fine, M. (2003). New Voices in the workplace:Reseach directions in multicultural communication. Journal of Business Communication . Flagg, A. (2002). Managing diverse workgroupssuccessfully. United Behavioral Health. Gunter, S. K. (2010). Unraveling the effects of cultural diversity in teams:A meta-analysis of research on multicultural work groups. Journal of International Business Studies . Joseph., A. (2014). Diversity in the workplace. Australian Government(Department of Social Services). Joseph., G. (2004). Diversity in the Workplace: Benefits, Challenges and the Solutions. Alpha Measure. Limaye, M. (2001). Responding to work force diversity:Conceptualization and search for paradigms. Journal of Business and Technical Communication . Tim., D. (2015). Cultural diversity in the workplace. Australian Human Rights Commission. Walck, C. (2003). Diverse approaches to managing diversity. Journal of Applied Behavioural Science .