Globalization and its Impact on Global Markets Free Essay Example, 3000 words

Globalization has several facets but mainly it deals with the globalization of markets and products. As far as globalization with respect to markets is considered, it is basically referred to as the merging and integration of distinct markets into one huge marketplace at the world level. It is widely considered that the preferences, trends, tastes, and behavior of consumers in different nations provide an initial base to converge the market on some sort of a single norm and thus assist in developing the global market. Coca Cola soft drinks, burgers of McDonald's, coffee of Starbucks, credit cards of Citigroup, furniture of IKEA, and video games of Sony PlayStations are some leading examples of this trend. By offering a universal product, the companies actually form a global market. In order to gain the benefits of international investments, it is not necessary for a company to be of the same strength as the multinational companies, e.g. in the USA, almost 90% of the firms, which mak e foreign investment at a global scale, don t have more than 100 employees while their market share has been rising for last ten years and now has crossed 20% of the overall market share (World Trade Organization, 2009). We will write a custom essay sample on Globalization and its Impact on Global Markets or any topic specifically for you Only $17.96 $11.86/page Although Coca Cola, McDonald's, Pizza Hut, Starbucks, IKEA, and some other companies have dominating influence on international markets, even then there are certain differences which still persist with respect to various dimensions. It includes consumer behavior like preferences and taste, cultural values, distribution channels, business systems, and legal regulations.

Race And Gender Has Not Only Shaped The Lives Of People

Race and gender have not only shaped the lives of people, but the history of colonial Latin America as well. The hierarchical system in colonial Latin America was that people of whiter skin enjoyed more privilege (white privilege as a category of whiteness) and more power than people of darker skin. In terms of gender, men were seen as superior to women. The issue of racism developed since colonial times, where people of darker skin were the ones who have been oppressed by people of lighter skin, one example of this was slavery. Interestingly, in colonial Latin America, one’s race and gender were not just based on skin color or on biological sex. Instead, colonial Latin Americans placed people into categories used different criteria, as either ‘man’ or ‘woman’ or ‘black’ or ‘white.’ These criteria ranged anything from where one was born, to one’s physical appearance, or even to the amount of money one was willing to pa y to get to move up to a higher class. Essentially, race and gender came down to class in colonial Latin America. That meant that if you had more money the â€Å"whiter† you seemed and if you were a woman the more â€Å"feminine† you would be. Class is intertwined with race and gender and they informed one another. However, race and gender have created significant systems of power in Latin America by intersecting with its economic, political, and social projects. In particular, they have intersected with Brazil’s, Haiti’s, the Dominican Republic’s, Cuba’s, Puerto Rico’sShow MoreRelatedSocial Stratification : Social Class, Ethnicity, Age, And Gender1074 Words   |  5 Pagesthe more wealthy, the higher the ability to pay to achieve your goals. Lastly, prestige is the respect or renown one has within a community. Social identity is shaped by many factors that are affected and effect our everyday life. Common factors include: social cla ss, ethnicity, age, and gender. Britannica encyclopedia defines social class as â€Å"also called class, a group of people within a society who possess the same socioeconomic status.† (Editors of Britannica, 2007). Everyone belongs to a socialRead MoreSocial Aspects Of A Person s Social Location905 Words   |  4 Pagesindividual’s place or location within their society. My social location has mainly been shaped by my past experiences with gender, social class, religion, and race. These four including many other factors have had a substantial influence on the way I view society. Growing up, I didn’t always conform to the normal little girl ways set by my society. I had Barbie dolls but I also had Pokà ©mon, Dinosaurs, and Ninja turtle toys. 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Oliver emphasizes that â€Å"if the predominant images and metaphorsRead MoreAnalysis Of Daughter From Danang 1272 Words   |  6 PagesThrough the process of social construction, various social statuses, such as race, class, and gender, are given a deeper meaning than simply a category. In turn, these statuses begin having an effect on the groups they encompass, causing some groups to become dominate over others and shaping the hierarchy of their society. Once established, these statuses begin to intertwine and influence one another, along with space and time, which is called intersections. These intersections work together to furtherRead MoreThe Workplace Between Men And Women914 Words   |  4 PagesSocial location is the groups that individuals belong to in their communities. A person’s social location is determined by their gender, race, age, income, education and many other social factors. Being a 17 year old, caucasian female from a middle class family make s my social location different from others. As far as age goes, still being in high school greatly affects my social location. I am not an adult yet so I don’t have as many responsibilities as my parents do. This being said, I am not viewed

Teaching Experience What I Learned Free Essays

Final Reflective Essay on Teaching and Learning I have learned three things from my student teaching experience: effective pedagogy, classroom management, and humility. In this expository essay I will briefly explain each of the above-mentioned and explain why it is important. Among foreign language teachers, there is debate about how to most effectively teach. We will write a custom essay sample on Teaching Experience: What I Learned or any similar topic only for you Order Now The debate can be simplified to two pedagogical approaches; grammarbased vs. immersion-based. The grammar approach to learning a foreign language is traditional and still the dominate pedagogy in use today. If you took French, German, or Spanish in high school, this is how you were taught. The grammar approach is a mechanical approach to language-learning and has advantages and disadvantages. For example, if I am teaching a student the verb â€Å"to go,† I would write the various forms on the board: I go, you go, he/she goes, etc.. I would then direct students to practice this verb through written or spoken activities. When I think that I have adequately taught the verb, I would likely give a formative assessment to check student comprehension. And so it goes, piece by piece, I put together a language for my students. The advantage of this approach is that it is simple and very comprehensible. It’s like putting together a puzzle, one piece at a time. Students do not experience tremendous anxiety and do not feel lost in a sea of incomprehensible words. The principle disadvantage of this approach is that it is slow to build fluency. For those of you who took a foreign language in high school or even college, how much do you really remember now? The solution to the problem of fluency is immersion. One form of controlled immersion is called â€Å"TPRS,† and is the focus of the next few paragraphs. Language teachers and learners know that the key component to learning a foreign language is to travel abroad and live in that country. Teachers began experimenting with ways to duplicate this powerful learning experience in the classroom, and I feel that TPRS is the most successful imitation of it to date. TPRS stands for â€Å"Total Proficiency through Reading and Storytelling. † This pedagogical technique recognizes that a class meeting five days per week for less than an hour cannot imitate a true immersion xperience because true immersion involves a 24/7 experience. Instead, TPRS imitates the most salient and valuable features of immersion. Like the grammar approach, it has advantages and disadvantages. In TPRS, the teacher selects the most critical, high-frequency words and tells a repetitive story with them. For example, if I were teaching my students the same ver b â€Å"to go,† I would invent or borrow a simple, silly story. Then I would repeat â€Å"to go† over fifty times in that story. Prior to beginning the story I would briefly explain â€Å"to go† and write it on the board. Students are repeatedly exposed to important, high-frequency words in context, similar to what happens in the true immersion experience. Like the true immersion experience, TPRS builds fluency well. This better fluency is possible because the pedagogy imitates a part of the true immersion. The disadvantage to TPRS is that the grammar is delayed. A first-year TPRS student might say something weird like, â€Å"I eats peaches,† because he hasn’t yet learned that it should be said, â€Å"I eat peaches. † I conclude that TPRS is the most effective pedagogy. Compared to the traditional grammar approach, it builds fluency faster. The TPRS students I speak to report that they feel like they’re learning more and more engaged when compared to their previous grammar experiences. I believe that building fluency is the most important thing I can offer language-learners, and therefore my introduction to TPRS was the most important pedagogical event in my world. Because pragmatism is central to my teaching philosophy, I will most certainly use this technique. Classroom management is one of the most important skills a teacher can have because it really refers to whether or not the teacher has the class on-task and learning. If the class is not on-task, then learning is not taking place! I will briefly tell the story of my experience with eighth-grade students re classroom management and then explain why this knowledge is very important. When I â€Å"took the reins† of my new classroom at C R Anderson Middle School, I purposefully did not change my cooperating teacher’s procedures and routines. I thought that changing to my teaching style immediately would be too abrupt and instead gradually transitioned to my different style. Things went smoothly for several weeks†¦ students were on-task and learning. Then I completed the transition from the student’s familiar routines and procedures to mine. A week or two after all old routines and procedures were gone, I began to lose control of my students. I was flabbergasted by some of the behavioral problems that appeared, often in students that had never been problematic before. I could see that I was losing them, so I tightened up discipline and started giving out detentions. Although my tighter discipline quieted the class down, it was not an effective solution because 1)I was spending class time giving out detentions and 2) they really weren’t on task, they were just more quiet. I read an excerpt from a Master Teacher’s book on classroom management (Mr. Wong) and it changed my life. I realized that the reason my students were no longer on task is because I had failed to provide them with routines and procedures. For example, I did not implement a seating chart. This was a procedure that the students were used to and its absence created a sense of anxiety that translated into classroom management problems. I re-implemented the procedures and routines that had been in place with my cooperating teacher and immediately got my students (for the most part) back ontask. I cannot stress how important routines and procedures are for keeping students on-track and learning. Without solid classroom management, I may just as well be running a study hall. Because a teacher’s purpose is to be teaching, my acquisition of this critical skill changed my life. I owe a thanks to my cooperating teacher, Mrs. Barb Cooper, Mr. Wong, and SOE instructors for providing me with excellent classroom management materials. Lastly, I have learned humility. I am in general a confident person and take pride in being competent in my subject. Student teaching taught me that I did not know everything. I would hate to be in a profession or job where I felt like I was done learning or where I felt bored. I now know with certainty that I love teaching, and knowing that about a career before looking for a job is important. I am not the absolute best classroom manager, nor am I the absolute best at TPRS. I do, however, have very good tools and experience to guide my mastery of these subjects, and I am extremely optimistic and eager to continue teaching as a professional. I am grateful to my cooperating teachers, their schools, and the SOE for the professional support and guidance they provided. The sense of humility I now possess is what allows me to continue to grow professionally, and continued growth, above all other qualities, is important to me. How to cite Teaching Experience: What I Learned, Papers

Epic Theatres Essay Example For Students

Epic Theatres Essay Epic TheatresEpic Theatre turns the spectator into an observer, but arouses his capacity foraction, forces him to take decisionsthe spectator stands outside, studies.(Bertolt Brecht. Brecht on Theatre. New York:Hill Yang, 1964. p37)The concept of epic theatre was brought to life by German playwright, BertoltBrecht. This direction of theatre was inspired by Brechts Marxist politicalbeliefs.It was somewhat of a political platform for his ideologies. Epictheatre is the assimilation of education through entertainment and is theantithesis of Stanislavskys Realism and also Expressionism.Brecht believedthat, unlike epic theatre, Expressionism and Realism were incapable of exposinghuman nature and so had no educational value. He conjectured that his form oftheatre was capable of provoking a change in society.Brechts intention wasto encourage the audience to ponder, with critical detachment, the moraldilemmas presented before them. We will write a custom essay on Epic Theatres specifically for you for only $16.38 $13.9/page Order now In order to analyse and evaluate the action occurring on stage, Brecht believedthat the audience must not allow itself to become emotionally involved in thestory. Rather they should, through a series of anti-illusive devices, feelalienated from it. The effect of this deliberate exclusion makes it difficultfor the audience to empathise with the characters and their predicament.Thus,they could study the plays social or political message and not the actualevents being performed on stage. This process is called Verfremdungseffekt, orthe alienation effect, where instead of identifying with the characters, theaudience is reminded that they are watching only a portrayal of reality. Several well-known Brechtian plays include Drums in the Night, Edward 2, TheThreepenny Opera, Rise and Fall of the Town of Mahoganny, The Life of Galileo,The Good Person of Szechwan, Triple-A Plowed Under, One-Third of a Nation,Mother Courage and her children and the Caucasian Chalk Circle. A play whose dramatic structure and didactic purposes epitomises epic theatre isThe Caucasian Chalk Circle (CCC).The prologue of this play transpires in aCaucasian village of the Soviet Union, where the people of this village arebeing presented a play called The Chalk Circle. This play is narrated by a Singer and embarks on the story of a servant girl, Grusha, who rescues thegovernors son when their city falls under siege. The son, Michael, has beenleft behind, without so much as a backward glance, by his fleeing mother. Grusha escapes, with Michael in her arms, to the mountains where they live forover a year.Along this journey, countless places and people are encountered,a number that would only occur in epic theatre. In truly epic fashion, the play then regresses to the beginning of the story andintroduces a man, Azdak. By chance this character becomes an amoral and almostabsurd judge in Grusha and Michaels former city.The paths of Grusha andAzdak cross when Grusha is summoned to the trial that will determine who is tohave custody of Michael. His biological mother or the peasant Grusha who hascared for him the past years? Azdaks ruling results from the outcome of the Chalk Circle test.Grusha is awarded the child and hence, though the law hassuccumbed, justice has prevailed. It is arguable that Brechts message in thiswas to the Germans, that in order to uphold justice they must revolt againstHitlers law. Many components of The CCC brand it to be an epic drama.The Singer narrateswhat is to occur at the commencement of each scene, so that the audience isfamiliar with enough of the plot in order for them to refrain from becomingemotionally involved. Thoughts that could only be expressed through soliloquiesare also executed by the Singer. This person additionally allows the play touninhibitedly change place and time by just citing several words. The abilityof altering the situation and time is another element of epic theatre. TheSinger accomplishes the transition from Grushas story to Azdaks and thisaction assists in weakening the audiences engagement with Grushas plight. .ufc078955fcd3c2fb58ea2dd2540f85c7 , .ufc078955fcd3c2fb58ea2dd2540f85c7 .postImageUrl , .ufc078955fcd3c2fb58ea2dd2540f85c7 .centered-text-area { min-height: 80px; position: relative; } .ufc078955fcd3c2fb58ea2dd2540f85c7 , .ufc078955fcd3c2fb58ea2dd2540f85c7:hover , .ufc078955fcd3c2fb58ea2dd2540f85c7:visited , .ufc078955fcd3c2fb58ea2dd2540f85c7:active { border:0!important; } .ufc078955fcd3c2fb58ea2dd2540f85c7 .clearfix:after { content: ""; display: table; clear: both; } .ufc078955fcd3c2fb58ea2dd2540f85c7 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufc078955fcd3c2fb58ea2dd2540f85c7:active , .ufc078955fcd3c2fb58ea2dd2540f85c7:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufc078955fcd3c2fb58ea2dd2540f85c7 .centered-text-area { width: 100%; position: relative ; } .ufc078955fcd3c2fb58ea2dd2540f85c7 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufc078955fcd3c2fb58ea2dd2540f85c7 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufc078955fcd3c2fb58ea2dd2540f85c7 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufc078955fcd3c2fb58ea2dd2540f85c7:hover .ctaButton { background-color: #34495E!important; } .ufc078955fcd3c2fb58ea2dd2540f85c7 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufc078955fcd3c2fb58ea2dd2540f85c7 .ufc078955fcd3c2fb58ea2dd2540f85c7-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufc078955fcd3c2fb58ea2dd2540f85c7:after { content: ""; display: block; clear: both; } READ: Crucible Essay HelpBrecht has calculated the character of Grusha to be one that the audience doesnot wish to identify with. Her salvation of Michael is not a maternal and nobleact but more of a disheartened resignation.Throughout her ongoing strugglefor survival she is not courageous but insidious.However, she does ignoreher own interests, putting her life in jeopardy, and is thus humane. Thisaction could be evaluated as a further social directive of Brechts, again aimedat the Germans. It could represent that they can only be humane by striving tothwart Hitler, though they would be endangering their lives by doing so.Theexistence of a social message in this play further in dicates that the CCC isindeed an example of epic theatre. When performing an epic drama many Brechtian alienation techniques can beincorporated.To illustrate these possible techniques, scene 6 of the CCC willbe briefly studied and directed. This scene begins with a narration by theSinger.During this speech the Singer could be finishing erecting the sets upon stage, demonstrating to the audience that the scenery and props are just thatand not authentic.In Brechts time he often used a German theatre called theTheater am Schiffbauerdamn where the auditorium was structured in an extravagantway close to fantasy, while its stage was stark and mechanical. This contrastreminded the audience that, while they were there to be entertained, they werealso to think scientifically. Thus, a theatre resembling this layout could beemployed. In Brechtian plays great care is taken to symbolically portray what social classeach character belongs to and so the costumes of Grusha and the governors wifewould greatly differ.Soldiers called Ironshirts appear in this scene andthese characters could speak in mechanical and non-human voices and movements. By doing this the Ironshirts would be symbolic of their characters, rather thanrealistic, and so the audience would again feel alienated. Another popular Verfremdungseffekt effect is to flood the stage with a harsh,white light. This induces the audience to remember that again they are onlywatching a reenactment of reality. It would therefore be most profitable toutilize this technique when there is the threat that the audience is becominginvolved. Hence, this device should be implemented at the critical moment ofthe Chalk Circle test and before Azdak announces his descision.