Cross cultural management Assignment Example | Topics and Well Written Essays - 1750 words

Cross cultural management - Assignment Example It is Mr. A’s first experience of staying away from his hometown (India). Following presents the interview findings (see appendix-I for the interview questions) along with the quotes from the interviewee to present his views on his experiences of staying and working in a culture different from his hometown. When the interviewee was asked to share his experience from leaving his hometown to his very first assignment in Singapore he told the interviewer that â€Å"leaving home and going to a completely new place was not an easy job especially when I have never been to any new country†. Mr. A highlighted that going as a visitor and going as an employee are two completely different things. In the words of Mr. A â€Å"it was a sort of cultural shock which was aggravated due to high expectations of the employer leaving lesser time for adjustment; I was expected to get to work immediately and produce results which was not an easy task as I was still in the phase of understanding my surroundings and adjusting to it.† Mr. A told the interviewer that his first assignment was to close a deal with a client and he found it very difficult to set the meeting and meet the client in person. Mr. A says â€Å"though I have good product knowledge and prior experience of selling goods and cl osing deals in India but meeting the person of a new culture and convincing him to use the services of our company is something needs experience of selling in the same culture.† Then the interviewer asked Mr. A how he has prepared for the immersion in a new culture to which Mr. A replied â€Å"I have learned about the culture of Singapore from the internet sites and a few friends of mine who have been to Singapore but experiencing a culture in person is totally a new experience.† Continuing the conversation the interviewer asked Mr. A about his feelings upon knowing that he will be going to Singapore and about his first few days in

Steroids Essay Example | Topics and Well Written Essays - 500 words

Steroids - Essay Example Steroids are not magic pills that produce the desired effects instantly. The truth is that they work only when the user observes certain lifestyles such as consistent physical exercise, healthy diet, and effective sleep schedules (Sterngass 32). Another common misconception is that injection steroids are safer than oral steroids. Safety is an important issue with all classes and types of steroids. Injection steroids do have side effects such as hair loss and acne that are also found in oral steroids. There are many who believe that women do not use steroids. On the contrary, there have been studies that have observed significant numbers of women who use steroids. Skewed body image, self-defense, bodybuilding, and athletics are all reasons that cause women to use steroids. However, there is strong evidence that more men use steroids than women do (Sterngass 33). Anabolic steroids are one commonly known type of steroids. Primarily, anabolic steroids are meant to reduce the breakdown of testosterone and maximize its ability to build tissues. Clenbuterol is an example of anabolic steroids commonly used by bodybuilders and athletes. This anabolic steroid helps in the shedding of body fats and weight loss. Anabolic steroids can be taken either through intramuscular injection or orally. Commentators observe that beginners in steroid use are the ones who prefer to take steroids orally. Oral intake of anabolic steroids has higher chances of side effects than injection (Sterngass 34). There are growth hormone steroids such as hGH (Human growth hormone) that imitates a hormone produced in the brain. Growth hormone steroids have been used to accelerate height growth in short children and increase the strength of the elderly. Most growth hormone steroids increase muscle mass, fat breakdown for energy and enhance musculoskeletal injury healing. Another type of steroids is erythropoietin that helps athletics endure the impact and improve performance. An example of

Critique about how a newspaper, news magazine, website or essay

Critique about how a newspaper, news magazine, website or reports or discusses a mental health issue - Essay Example According to the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, (DSM-IV) the diagnostic features of Asperger’s Disorder include challenges with social interaction, and â€Å"the development of restricted, repetitive patterns of behavior, interests, and activities† (p. 75). There must also be â€Å"clinically significant† impairment in â€Å"social, occupational or other important areas†¦Ã¢â‚¬  (p. 77). Although the information is not totally certain about Asberger’s Disorder, the DSM-IV states that it â€Å"appears to be† (p. 76) more attributed to males. Freckelton and List (2009) state that Asberger’s Disorder is often called â€Å"high functioning autism† (p. 17) and that most of the children or adults with this disorder â€Å"do not show their emotions through facial expressions† (p. 17). There are often sensory problems and gross motor problems (Freckelton & List, 2009). Freckelton and List (2 009) also state that males are more apt to have the disorder than females and 20 percent of fathers and only five percent of mothers may have the disease, thus making it hereditary. The basic issue raised in this articles was that this young boy was killed by the police on purpose. The initial gunshot was in the child’s arm and it seemed that two other officers who responded to the call panicked, and shot the boy in the head. The mother states, â€Å"they murdered my boy†¦they didn’t have to kill him† (Fox Chicago News, 2012, para. 5). The news reporters attempted to report the facts of the case as they knew it but there were two sides of the situation. The police said that the boy was lunging at them with a knife and they had no other choice but to shoot him. The mother and father state that the boy had a butter knife and that the officers could have shot him in the leg again or something, but that they did not have to kill him. Of course, an

Organizational Structure and Culture Essay Example for Free

Organizational Structure and Culture Essay Knowledge – Mastery of facts, range of information in subject matter area. Skills – Proficiency, expertise, or competence in given area; e.g., science, art, crafts. Abilities – Demonstrated performance to use knowledge and skills when needed. KSA Definitions Interpersonal Skill Is aware of, responds to, and considers the needs, feelings, and capabilities of others. Deals with conflicts, confrontations, disagreements in a positive manner, which minimizes personal impact, to include controlling one’s feelings and reactions. Deals effectively with others in both favorable and unfavorable situations regardless of status of position. Accepts interpersonal and cultural diversity. Team Skill Establishes effective working relationships among team members. Participates in solving problems and making decisions. Communications Presents and expresses ideas and information clearly and concisely in a manner appropriate to the audience, whether oral or written. Actively listens to what others are saying to achieve understanding. Shares information with others and facilitates the open exchange of ideas and information. Is open, honest, and straightforward with others. Planning and Organizing Establishes courses of action for self to accomplish specific goals [e.g., establishes action plans]. Identifies need, arranges for, and obtains resources needed to accomplish own goals and objectives. Develops and uses tracking systems for monitoring own work progress. Effectively uses resources such as time and information. Organizational Knowledge and Competence Acquires accurate information concerning the agency components, the mission[s] of each relevant organizational unit, and the principal programs in the agency. Interprets and utilizes information about the formal and informal organization, including the organizational structure, functioning, and relationships among units. Correctly identifies and draws upon source[s] of information for support. Problem Solving and Analytical Ability Identifies existing and potential problems/issues. Obtains relevant information about the problem/issue, including recognizing whether or not more information is needed. Objectively evaluates relevant information about the problem/issue. Identifies the specific cause of the problem/issue. Develops recommendations, develops and evaluates alternative course of action, selects courses of action, and follows up. Judgment Makes well reasoned and timely decisions based on careful, objective review and informed analysis of available considerations and factors. Supports decisions or recommendations with accurate information or reasoning. Direction and Motivation Sets a good example of how to do the job; demonstrates personal integrity, responsibility, and accountability. Provides advice and assistance to help others accomplish their work. Directs/motivates self. Decisiveness Identifies when immediate action is needed, is willing to make decisions, render judgments, and take action. Accepts responsibility for the decision, including sustaining effort in spite of obstacles. Self-Development Accurately evaluates own performance and identifies skills and abilities as  targets of training and development activities related to current and future job requirements. Analyzes present career status. Sets goals [short and/or long term]. Identifies available resources and methods for self-improvement. Sets realistic time frames for goals and follows up. Flexibility Modifies own behavior and work activities in response to new information, changing conditions, or unexpected obstacles. Views issues/problems from different perspectives. Considers a wide range of alternatives, including innovative or creative approaches. Strives to take actions that are acceptable to others having differing views. Leadership Ability to make right decisions based on perceptive and analytical processes. Practices good judgment in gray areas. Acts decisively. KSA Definitions {General Supervisory/Manager Competencies} Problem Solving and Analytical Ability Identifies existing and potential problems; notes, understands, and includes the critical elements of problem situations; obtains and evaluates relevant information; demonstrates awareness that new and/or additional information sources are required; notes interrelationships among elements; identifies possible causes of the problems; recognizes the need to shift to an alternative course of action including innovative or creative approaches; and appropriately terminates information collection and evaluation activities. Planning and Organizing Identifies requirements; allocates, and effectively uses information, personnel, time, and other resources necessary for mission accomplishment; establishes appropriate courses of action for self and/or others to accomplish specific goals; develops evaluation criteria and tracking systems for monitoring goal progress and accomplishment; and specifies objectives, schedules, and priorities. Decisiveness Makes decisions, renders judgments, and takes action on difficult or unpleasant tasks in a timely fashion, to include the appropriate communication of both negative and positive information and decisions. Judgment Develops and evaluates alternative courses of action; makes decisions based on correct assumptions concerning resources and guidelines; supports decisions or recommendations with data or reasoning; defines and implements solutions to problems; and recognizes when no action is required. Communication Skill Presents and expresses ideas and information effectively and concisely in an oral and/or written mode; listens to and comprehends what others are saying; shares information with others and facilitates the open exchange of ideas and information; is open, honest, and straightforward with others; provides a complete and timely explanation of issues and decisions in a manner appropriate for the audience; and presents information and material in a manner that gains the agreement of others. Interpersonal Skill Is aware of, responds to, and considers the needs, feelings, and capabilities of others; deals effectively with others in favorable and unfavorable situations regardless of their status or position; accepts interpersonal and cultural differences; manages conflict/confrontations/ disagreements in a positive manner that minimizes personal impact, to include controlling one’s own feelings and reactions; and provides appropriate support to others. Direction and Motivation Motivates and provides direction in the activities of others to accomplish goals; gains the respect and confidence of others; appropriately assigns work and authority to others in the accomplishment of goals; provides advice and assistance as required. Supervisory role Performance Displays knowledge of the roles, responsibilities, and duties of supervisors and managers; accurately assesses the impact upon others of role performance; and supports and promotes organizational decisions, policies, programs, and initiatives such as EEO and Affirmative Action. Specialty Competence Understands and appropriately applies procedures, requirements, regulations, and policies; maintains credibility with others on specialty matters; uses appropriate procedures or systems in the operation and/or staff environment as the position requires. Organizational Knowledge Demonstrates knowledge of the department’s or agency’s organizational components, the mission[s] of each relevant organizational unit, and the principal programs in the organization. Leadership Establishes work standards and expectations for self and others. Appropriately assigns/delegates work and authority to others in the accomplishment of goals. Keeps goals and objectives in sight at all times, monitors progress toward goals, and works to overcome barriers and obstacles. Provides coaching, advice, and assistance as required; e.g., helps subordinates overcome obstacles and deal with problems. Appropriately assesses contributions and p performance of employees; provides appropriate recognition, and deals with problems as they arise. Instills in others a sense of pride in the job at hand. Executive Core Competencies [ECC] ECC #1Leading Change ECC #2Leading People ECC #3Results Driven ECC #4Business Acumen ECC #5Building Coalitions/Communications ECC #1 Leading Change This core qualification encompasses the ability to develop and implement an organizational vision which integrates key national and program goals, priorities, values, and other factors. Inherent to it is the ability to balance change and continuity – to continually strive to improve customer service and program performance within the basic government framework, to create a work environment that encourages creative thinking, and to maintain focus, intensity and persistence, even under adversity. Key Characteristics: 1. Exercising leadership and motivating managers to incorporate vision, strategic planning, and elements of quality management into the full range of the organization’s activities; encouraging creative thinking and innovation; influencing others toward a spirit of service; designing and implementing new or cutting edge programs/processes. 2. Identifying and integrating key issues affecting the organization, including political, economic, social, technological, and administrative factors. 3. Understanding the roles and relationships of the components of the state or regional policy making and implementation process, including the Governor, legislature, the judiciary, local governments, and interest groups; and formulating effective strategies to balance those interests consistent with the business of the organization. 4. Being open to change and new information; tolerating ambiguity; adapting behavior and work methods in response to new information, changing conditions, or unexpected obstacles; adjusting rapidly to new situations warranting attention and resolution. 5. Dealing effectively with pressure; maintaining focus and intensity and remaining persistent, even under adversity; recovering quickly from setbacks. 6. Displaying a high level of initiative, effort, and commitment to public service; being proactive and achievement-oriented; being self-motivated; pursuing self-development; seeking feedback from others and opportunities to master new knowledge. Leadership Competencies Creativity and Innovation – Develops new insights into situations and applies innovative solutions to make organizational improvements; creates a work environment that encourages creative thinking and innovation; designs and implements new or cutting-edge programs/processes. Resilience – Deals effectively with pressure; maintains focus and intensity and remains optimistic and persistent, even under adversity. Recovers quickly from setbacks. Effectively balances personal life and work. Continual Learning – Grasps the essence of new information; masters new technical and business knowledge; recognizes own strengths and weaknesses; pursues self-development; seeks feedback from others and opportunities to master new knowledge. Service Motivation – Creates and sustains an organizational culture which encourages others to provide the quality of service essential to high performance. Enables others to acquire the tools and support they need to perform well. Shows a commitment to public service. Influence others toward a spirit of service and meaningful contributions to mission accomplishment. External Awareness – Identifies and keeps up to date on key national and international policies and economic, political, and social trends that affect the organization. Understands near-term and long-range plans and determines how best to be positioned to achieve a competitive business advantage. Strategic Thinking – Formulates effective strategies consistent with the business and competitive strategy of the organization. Examines policy issues and strategic planning with a long-term perspective. Determines objectives and sets priorities; anticipates potential threats or opportunities. Flexibility – Is open to change and new information; adapts behavior and wok methods in response to new information, changing conditions, or unexpected obstacles. Adjust rapidly to new situations warranting attention and resolution. Vision – Takes a long-term view and acts as a catalyst for organizational change; builds a shared vision with others. Influences others to translate vision into action. ECC #2 Leading People This core competency involves the ability to design and implement strategies which maximize employee potential and foster high ethical standards in meeting the organization’s vision, mission, and goals. Key Characteristics: 1. Providing leadership in setting the workforce’s expected performance levels commensurate with the organization’s strategic objectives; inspiring, motivating, and guiding others toward total accomplishment; empowering people by sharing power and authority. 2. Promoting quality through effective use of the organization’s performance management system [e.g., establishing performance standards, appraising staff accomplishments using the developed standards, and taking action to reward, counsel, or remove employees, as appropriate]. 3. Valuing cultural diversity and other differences; fostering an environment where people who are culturally diverse can work together cooperatively and effectively in achieving organizational goals. 4. Assessing employees’ unique developmental needs and providing developmental opportunities which maximize employees’ capabilities and contribute to the achievement of organizational goals; developing leadership in others through coaching and mentoring. 5. Fostering commitment, team spirit, pride, trust, and group identity; taking steps to prevent situations what could result in unpleasant confrontations. 6. R3solving conflicts in a positive and constructive manner; this includes promoting labor/management partnerships and dealing effectively with employee relations matters, attending to morale and organizational climate issues, handling administrative, labor management, and EEO issues, and taking disciplinary actions when others means have not been successful. Leadership Competencies Conflict Management – Identifies and takes steps to prevent potential situations that could result in unpleasant confrontations. Manages and resolves conflicts and disagreements in a positive and constructive manner to minimize negative impact. Integrity/Honesty – Instills mutual trust and confidence; creates a culture that fosters high standards of ethics; behaves in a fair and ethical manner toward others, and demonstrates a sense of corporate responsibility and commitment to public service. Cultural Aw3areness – Initiates and manages cultural change within the organization to impact organizational effectiveness. Values cultural diversity and other individual differences in the workforce. Ensures that the organization builds on these differences and that employees are treated in a fair and equitable manner. Team Building – Inspires, motivates, and guides others toward goal accomplishments. Consistently develops and sustains cooperative working relationships. Encourages and facilitates cooperation within the organization and with customer groups; fosters commitment, team spirit, pride, trust. Develops leadership in others through coaching, mentoring, rewarding, and guiding employees. ECC #3 Results Driven This core competency stresses accountability and continuous improvement. It includes the ability to make timely and effective decisions and produce results through strategic planning and the implementation and evaluation of programs and policies. Key Characteristics: 1. Understanding and appropriately applying procedures, requirements, regulations, and policies related to specialized expertise; understanding linkages between administrative competencies and mission needs; keeping current on issues, practices, and procedures in technical areas. 2. Stressing results by formulating strategic program plans which assess policy/program feasibility and include realistic short and long-term goals and objectives. 3. Exercising good judgment in structuring and organizing work an setting priorities; balancing the interests of clients and readily readjusting priorities to respond to customer demands. 4. Anticipating and identifying, diagnosing, and consulting on potential or actual problem areas relating to program implementation and goal achievement; selecting from alternative courses of corrective action, and taking action from developed contingency plans. 5. Setting program standards; holding self and others accountable for achieving these standards; acting decisively to modify them to promote customer service and/or quality of programs and policies. 6. Identifying opportunities to develop and market new products and services with or outside of the organization; taking risks to pursue a recognized benefit or advantage. Leadership competencies Accountability Assures that effective controls are developed and maintained to ensure the integrity of the organization. Holds self and others accountable for rules and responsibilities. Can be relied upon to ensure that projects within areas of specific responsibility are completed in a timely manner and within budget. Monitors and evaluates plans; focuses on results and measuring attainment of outcomes. Entrepreneurship – Identifies opportunities to develop and market new products and services within or outside of the organization. Is willing to take risks; initiates actions that involve a deliberate risk to achieve a recognized benefit or advantage. Customer Service – Balancing interests of a variety of clients; readily readjust priorities to respond to pressing and changing client demands. Anticipates and meets the need of clients; achieves quality end-products; is committed to continuous improvement of services. Problem Solving – Identifies and analyzes problems; distinguishes between relevant and irrelevant information to make logical decisions; provides solutions to individual and organizational problems. Decisiveness – Exercises good judgment by making sound and well-informed decision; perceives the impact and implications of decisions; makes effective and timely decisions, even when data is limited or solutions produce unpleasant consequences; is proactive and achievement oriented. Technical Credibility – Understands and appropriately applies procedures, requirements, regulations, and policies related to specialized expertise. Is able to make sound hiring and capital resource decisions and to address training and development needs. Understand linkages between administrative competencies and mission needs. ECC #4 Business Acumen This core competency involves the ability to acquire and administer human, financial, material, and information resources in a manner which instills public trust and accomplishes the organization’s mission, and to use new technology to enhance decision making. Key Characteristics 1. Assessing current and future staffing needs based on organizational goals and budget realities. Applying sound human resource principles to develop, select, and manage a diverse workforce. 2. Overseeing the allocation of financial resources; identifying cost-effective approaches; establishing and assuring the use of internal controls for financial systems. 3. Managing the budgetary process, including preparing and justifying a budget and operating the budget under organizational and legislative procedures; understanding the marketing expertise necessary to ensure appropriate funding levels. 4. Overseeing procurement and contracting procedures and processes. 5. Integrating and coordinating logistical operations. 6. Ensuring the efficient and cost-effective development and utilization of management information systems and other technological resources that meet the organization’s needs; understanding the impact of technological changes on the organization. Leadership Competencies Financial Management – Demonstrates broad understanding of principles of financial management and marketing expertise necessary to ensure appropriate funding levels. Prepares, justifies, and/or administers the budget for the program area; uses cost-benefit thinking to set priorities; monitors expenditures in support of programs and policies, Identifies cost-effective approaches. Manages procurement and contracting. Technological Management – Uses efficient and cost-effective approaches to integrate technology into the workplace and improve program effectiveness. Develops strategies using new technology to enhance decision making. Understands the impact of technological changes on the organization. Human Resource Management – Assesses current and future staffing needs based on organizational goals and budget realities. Using merit principles, ensure staff are appropriately selected, developed, utilized, appraised, and rewarded; takes corrective action. ECC #5 Building Coalitions/Communication This core competency involves the ability to explain, advocate and express facts and ideas in a convincing manner, and negotiate wit5h individuals and groups internally and externally. It also involves the ability to develop an expansive professional network with other organizations, and to identify the internal and external politics that impact the work of the organization. Key Characteristics 1. Representing and speaking for the organizational unit and its work [e.g., presenting, explaining, selling, defining, and negotiating] to those within and outside the office [e.g., agency heads and other government executives; corporate executives; Department of Administrative Services budget officials; legislative members and staff; the media; governor’s office; clientele and professional groups]; making clear and convincing oral presentations to individuals and groups; listening effectively and clarifying information; facilitating an open exchange of ideas. 2. Establishing and maintaining working relationships with internal organizational units [e.g., other program areas and staff support functions]; approaching each problem situation with a clear perception of organizational and political reality; using contacts to build and strengthen internal support bases; getting understanding and support from higher level management. 3. Developing and enhancing alliances with external groups [e.g., other agencies or firms, state and local governments, legislature, and clientele groups]; engaging in cross-functional activities; finding common ground with a widening range of stakeholders. 4. Working in groups and teams; conducting briefings and othe45r meetings; gaining cooperation from others to obtain information and accomplish goals; facilitating â€Å"win-win† situations. 5. Considering and responding appropriately to the needs, feelings, and capabilities of different people in different situations is tactful and treats others with respect. 6. Seeing that reports, memoranda, and other documents reflect the position and work of the organization in a clear, convincing, and organized manner. Leadership Competencies Influencing/Negotiating – Persuades others; builds consensus through give and take; gains cooperation from others to obtain information and accomplish goals; facilitates â€Å"win-win† situations. Partnering – Develops networks and builds alliances, engages in cross-functional activities; collaborates across boundaries, and finds common ground with a widening range of stakeholders. Utilizes contacts to build and strengthen internal support bases. Interpersonal Skills – Considers and responds appropriately to the needs, feelings, and capabilities of different people in different situations; is tactful, compassionate and sensitive, and treats others with respect. Political Savvy – Identifies the internal and external politics that impact the work of the organization. Approaches each problem situation with a clear perception of organizational and political reality; recognizes the impact of alternative courses of action. Oral Communication – Makes clear and convincing oral presentations to individuals or groups; listens effectively and clarifies information as needed; facilitates an open exchange of ideas and fosters an atmosphere of open communication. Written Communication – Expresses facts and ideas in writing in a clear, convincing and organized manner.

evilmac Macbeths Evil Aspect Essay -- Macbeth essays

Macbeth's Evil Aspect      Ã‚  Ã‚  Ã‚   Macbeth by William Shakespeare rrepresents unrelenting evil from beginning to end. Who is th emost evil? What motivates the evil intentions and actions? This paper intends to answer these questions.    Charles Lamb in On the Tragedies of Shakespeare explains the impact of evil as seen in Macbeth's initial murder:    The state of sublime emotion into which we are elevated by those images of night and horror which Macbeth is made to utter, that solemn prelude with which he entertains the time till the bell shall strike which is to call him to murder Duncan, - when we no longer read it in a book, when we have given up that vantage-ground of abstraction which reading possesses over seeing, and come to see a man in his bodily shape before our eyes actually preparing to commit a murder, if the acting be true and impressive as I have witnessed it in Mr. K's performance of that part, the painful anxiety about the act, the natural longing to prevent it while it yet seems unperpetrated, the too close pressing semblance of reality, give   a pain and an uneasiness [. . .]. (134)    L.C. Knights in the essay "Macbeth" specifies the particular species of evil present within the play:    Macbeth defines a particular kind of evil - the evil that results from a lust for power. The defining, as in all the tragedies, is in strictly poetic and dramatic terms. It is certainly not an abstract formulation, but lies rather in the drawing out of necessary consequences and implications of that lust both in the external and the spiritual worlds. Its meaning, therefore, is revealed in the expansion and unfolding of what lies within the initial evil, in terms of direct human experience. (93)    ... ...acbeth." The Riverside Shakespeare. Ed. G. Blakemore Evans. Boston: Houghton Mifflin Company, 1972.    Knights, L.C. "Macbeth." Shakespeare: The Tragedies. A Collectiion of Critical Essays. Alfred Harbage, ed. Englewwod Cliffs, NJ: Prentice-Hall, Inc., 1964.    Lamb, Charles. On the Tragedies of Shakespeare. N.p.: n.p.. 1811. Rpt in Shakespearean Tragedy. Bratchell, D. F. New York, NY: Routledge, 1990.    Mack, Maynard. Everybody's Shakespeare: Reflections Chiefly on the Tragedies. Lincoln, NB: University of Nebraska Press, 1993.    Warren, Roger. Shakespeare Survey 30.   N.p.: n.p., 1977. Pp. 177-78. Rpt. in Shakespeare in the Theatre: An Anthology of Criticism. Stanley Wells, ed. England: Oxford University Press, 2000.    Wilson, H. S. On the Design of Shakespearean Tragedy. Toronto, Canada: University of Toronto Press, 1957.   

Impact of Whiteness on Blacks in Toni Morrisons The Bluest Eye Essay

The Impact of Whiteness on Blacks in Toni Morrison's The Bluest Eye   Ã‚      Toni Morrison's The Bluest Eye does not focus on direct white oppression of a black community, but rather how whiteness is ingrained in the minds of the black community and serves as a destructive force. There are few white characters introduced in the book, but whiteness and the culturally accepted ideal of whiteness as an indication or measure of beauty is ever present. Morrison's first page, The Dick and Jane story, is a clean, simple and perfect example of whiteness. Mother, Father, Dick and Jane are the family and they live in a pretty house with a cat and dog. This is whiteness. Whiteness is nice, clean, happy and simple. Turning the page we soon discover that perfect simplistic whiteness can turn chaotic and destructive. This first shocking introduction to whiteness not only foreshadows the end of the book, but is also the first of many direct examples of whiteness and its potential to consume the mind and destroy the spirit.   Ã‚  Ã‚  Ã‚  Ã‚   Within the first few pages of the book we find Shirley Temple and a white baby doll, both pretty with their blue eyes and creamy skin. That both of these symbols of whiteness are young and introduced to little black children is very significant. Whiteness is known and begins to warp around and take hold of them from the beginning. They are never allowed to entertain or contemplate their own beauty because they are shown early on symbols of pretty and they will never measure up. White baby dolls are loved and Shirley Temple is adored while their black skin, wool like hair and brown eyes are merely tolerated. We learn from Claudia's example that the only way to keep the whiteness from destroying y... ...whiteness is potentially damaging. It is also effective because is demonstrates how black communities self imploded if they internalized the white ideal. This is very powerful. That notion that whites did not need to by physically present but merely symbolically represented in order to undermine the stability and self-image of a black community. Whiteness then did, and does, have the power to destroy if it is internalized and accepted as the ideal--an ideal that is unobtainable and therefor all the more damaging. Works Cited and Consulted: Davis, Cynthia. "Self, Society, and Myth in Toni Morrison's Fiction." Draper 222. Draper, James P., ed. Contemporary Literary Criticism. "Toni Morrison." Michigan: Gale Research Inc., 1994. Morrison, Toni. The Bluest Eye. New York, New York: Plume, 1994. Steiner, Wendy. "The Clearest Eye." Draper 239.

Research, Writing & Civil Litigation Assignment 1 Essay

For the first assignment, try these short questions involving legal research: 1. Please enter the correct citation for the Supreme Court case of Lamb against California, which was decided on January 7, 1963 and is recorded on page 234 of volume 371 in the United States Reporter. Lamb V. California, 371 U. S. 234 (1963). 2. Please list all of the courts whose decisions are binding upon the federal district court for the District of Massachusetts. Circuit Courts of Appeal, and the U.S. Supreme. 3. From the following sources of law within our legal system, list them in the order of most binding to least binding (assume all involved laws are valid) and explain why that order exists. a. state constitution; b. federal constitution; c. state legislation; d. federal legislation; Constitution The ultimate document that gives governments their authority; also serves to limit governmental authority, to protect civil rights, etc. Other laws, judicial decisions and executive actions must be consistent with the applicable constitution or it falls to the courts to strike down (law, decision or action). Statutes Law written by federal and state legislatures. They become effective upon signature of the president (federal) or governor (state). Statues of limitations Federal and state laws prescribing the maximum period of time during which various types of civil actions nd criminal prosecutions can be brought after the occurrence of the injury or offense. Supremacy Clause A clause in Article VI of the U.S. Constitution that declares federal laws to have jurisdictional authority over state laws in the event there is conflict between laws established by two governing bodies. 4. In what types of cases and/or memos would you be most likely to cite case  law that is not mandatory authority? Determining when a court’s decision is mandatory or persuasive can be tricky, given the multiple jurisdictions throughout the country and the layers of courts within each jurisdiction. Our court systems are founded on the belief that there should be fairness, consistency, and predictability in judicial decision making. The doctrine that expresses this concept is labeled stare decisis. In essence, stare decisis considers mandatory, or binding, an existing decision from any court that exercises appellate jurisdiction over another court, unless the lower court can show that the decision is clearly wrong or is distinguishable from the case at hand. Courts frequently consider the larger context when choosing among persuasive decisions. A typical situation in which decisions from one state may be highly persuasive on another is where both states share a specific doctrine. For example, Texas courts may find decisions of Wisconsin courts in marital property cases quite persuasive because both states adhere to community property law. Rarely would either state consult its neighboring states on marital property law; both have neighbors that are common-law marital property states. In most other situations, however, Texas courts might find Oklahoma or Arkansas decisions more persuasive than those of Minnesota or Illinois (Wisconsin’s neighbors), because demographic, geographic, or historic similarities may have led to the development of similar legal doctrines among neighboring states. Similarly, whether a state has adopted a particular uniform law can affect the persuasiveness of its decisions. Federal courts, too, look at the larger context when choosing among the range of persuasive decisions to consult. And†¦ For good measure, to save the hardest for last: 5. Give an example of a case where the U.S. Supreme Court would be deciding an issue of STATE law. The Justices must exercise considerable discretion in deciding which cases to hear, since more than 10,000 civil and criminal cases are filed in the  Supreme Court each year from the various state and federal courts. The Supreme Court also has â€Å"original jurisdiction† in a very small number of cases arising out of disputes between States or between a State and the Federal Government. Bintliff, B. â€Å"MANDATORY V. PERSUASIVE CASES.† West Group; Retrieved 2001 from http://faculty.law.lsu.edu/toddbruno/mandatory_v__persuasive.htm McWay, D. (2008).†Workings of the American Legal System.† Legal and Ethical Aspects of Health Information Management (third edition). 2008 Delmar Cengage learning.