Criticisms Of Symbolic Interactionism Sociology Essay

Criticisms Of Symbolic Interactionism Sociology Essay This chapter will outline the research methods which are used to explain procedures for collecting data. In addition, it discusses literature which underlies the methods and reasons for the chosen data collection procedures. The chapter presents an outline of research methodology (qualitative approach) and the tools for data collection which are commonly used with each particular method. The chapter focuses on the research setting, instruments for data collection, data analysis, issues of validity and reliability, and ethical issues. This chapter will clearly define the research methods used to perform the study. The researcher will provide an explanation as to the collection methods of the data and information which was necessary to address the research objectives. As such, all data sources, instruments for research, data collection and analytical techniques, and research design, will be given. Research design There are many methodologies for collecting data, and it can be collected from many different sources. By research methodology, it is meant a set of techniques which are used in certain areas of research activity (Nachmias and Nachmias, 1996.) Methodologies do not fall into categories of right and wrong; it is the duty of the researcher to seek the most appropriate method, according to the questions being researched. Huberman and Miles, in 2002, in addition to Blaxter et al, in 2001, said that data collected is qualitative when it is in word and describes situations, circumstances of phenomenon, or individuals. Data are quantitative if they are represented in the form of numbers, counts, or measurements which attempt to provide precision to the observation set. Hence, the classification between quantitative and qualitative is most commonly used (Smeyers, 2002.) According to Denzin and Lincoln (1994) both quantitative and qualitative approaches can be applied within any philosophy of research. The approach that all genuine knowledge is ultimately grounded in sensory experience is called the positivist approach. This approach also says that knowledge can only be advanced through experimentation and observation. The interpretivist approach, in contrast, holds that only through the standpoint of individuals who are part of the action being investigated, can the social world be understood (Cohen et al. 2008.) Therefore, the nature of the problem being researched will have a direct effect on the choice of research methods being employed. Also, practical consideration, such as funding and time, may influence a researchers choices. Also, when applying the scientific method, the researcher must keep certain considerations in mind, such as the investigators own involvement in the usage of the results, the precision of measuring devices, time constrai nts for obtaining results, difficulty in designing experiments which adequately test hypotheses, and the relative complexity of the subject being investigated. In 1994, Gable reported that literature marked a distinction between the two approaches, but that the approaches are not mutually exclusive. Rather, sometimes researchers apply both. Qualitative and quantitative approaches and techniques may be conceptualized as opposite poles on a continuum (Gable, 1994.) The differences between the approaches are detailed on Table 4-1. Remenyi (1998) argued that the two approaches can be used together due to the complexity of answering how, why, and what questions. Selection Criteria Denzin and Lincoln (1994) defined qualitative research as follows: The word qualitative implies an emphasis on processes and meanings that are not rigorously examined or measured (if measured at all), in terms of quantitative, amount, intensity or frequency à ¢Ã¢â€š ¬Ã‚ ¦ Qualitative researchers stress the socially constructed nature of reality, the intimate relationship between the researcher and what is studied and the situational constraints that shape inquiry. Such researchers emphasize the value-laden nature of inquiry. They seek answers to questions given meaning (p. 124). Qualitative research sits within the phenomenological viewpoint, and involves at least some interaction between the researcher and the situation or individual which is being researched (Hussey and Hussey, 2003.) According to Morgan and Smircich (1980) the qualitative approach to research is not a set of techniques but an approach. As such, the appropriateness of using it is based on the phenomena being studied, and the questions being asked. Additionally, Kirk and Miller (1986) set forth the following steps to describe the qualitative approach to research: invention, discovery, interpretation, and finally, explanation. Other views of the qualitative research approach note its possible design constraints. For example, an individuals own account of attitudes, motivations, and behaviours, may be an influencing factor (Hakim, 2000.) Qualitative research has the problem of subjectivity. This is because the researcher is involved personally in the operation of the measurement tools (Walter and Gall, 1989.) There are several features which distinguish the nature and design of studies which use the qualitative approach, such as a holistic investigation of a particular phenomenon and the understanding of the study itself in its natural setting (Walter and Gall, 1989.) The very nature of the qualitative approach allows for some flexibility and responsiveness to multiple realities and complexity. Purposely selecting the sample, rather than selecting it randomly, can help the researcher avoid missing sample data which could otherwise be considered as outliers, and hence unimportant. Purposive sampling can allow the researcher to enrich the outcome of their research by designing a study which will include both non-typical and typical subjects (Tashakkori and Teddlie, 1998.) Hakim (2000) indicates that the validity of the data being collected has a direct effect on the strength of the qualitative research itself. Data are usually collected in adequate detail so as to allow the results to be considered correct, complete, true, and believable accounts of the views and experiences of the participants. However, sample size continues to be a concern. A qualitative project will normally have a lower number of participants, which cannot be taken as representative (Hakim 2000.) This fact remains even when a fair cross-section of subjects has be carefully assembled. Qualitative design methods usually include: 1) a case study providing data which describes the subject of the study; b) a meta-analysis designed to analyse statistical outcomes of previous research from diverse sources; c) research analysis on relevant administrative records; d) a record of focus group discussions which serve to bring together a group of informants, serving the investigated issue; and d) unstructured, semi-structured, or structured in-depth interviews (Silverman,2000; Kruger, 2001). Qualitative research can be considered an independent field of inquiry, as it is focused on studying objects in their natural settings. It also attempts to make sense of various phenomena in terms of their meanings as related to a set field (Denzin and Lincoln, 1994.) This form of research examines activity which is situated, in which an opportunity is presents to both participate in, and then reflect on, the knowledge production process (Flick, 2002.) Denzin and Lincoln (2003) state that the potential for the interpretation of phenmoena is presented by qualitative research which takes place in a natural setting. The use of multi-methods may be used to provide interpretation and focus on individuals (Denzin and Lincoln,1998.) Additionally, qualitative research usually includes interviews, the practical components of a case study, a life story, observations, and personal experience. It can also involve descriptions of routines or moments which were problematic, and even the meaning in the lives of individuals (Denzin and Lincoln, 2003). Qualitative studies, then, are ultimately concerned with both how its participants fit into their environments, and how they make sense of their individual experiences. Symbolic interactionism The fundamentals of symbolic interactionism as a perspective have been shaped by the work of Mead (1932; 1934) who is acknowledged for his alternate views toward understanding human society (Blumer, 1969; Charon, 2004). Blumer (1969) expanded on Meads work to develop symbolic interactionism into a perspective with a methodology to investigate and interpret the interactions of individuals in a social context. Because we live in a complex, industrialized society, and come from different ethnic, racial, and social class backgrounds, it is unrealistic to think that we all share the same sets of norms, beliefs, and values. People will often have competing and conflicting beliefs rather than shared goals and interests. Instead of being the product of consensus, organized behavior may be the result of self-interested negotiations between two or more parties or the product of coercion on the part of more powerful individuals. Herman-Kinneys observation reflects the appropriateness of symbolic interaction as a suitable framework for this study: acknowledgement that social contexts are complex entities that involve complex interactions between individuals and groups of individuals. The context of a university in Japan that employs individuals with a range of cultural and social attributes reflects Herman-Kinneys intention that people within a specific context carry conflicting beliefs and values, yet can function effectively as a group. Symbolic interactionism provides greater scope to explore such complexity. While other perspectives have made significant contributions to our understanding of the concept of identity, a noticeable absence from analysis of identity formation is the notion of the self as a separate concept to identity (Herman-Kinney, 2003: p.708; Beijaard et al., 2004). One of the fundamentals of symbolic interactionism is its emphasis on the notion of self and its relationship to the concept of identity. The notion of self tends to be overlooked in the literature on teacher identity largely because self and identity can tend to be used interchangeably. Other perspectives imply that an individual is a composite of multiple identities, a view shared by symbolic interactionism. Symbolic interactionism further contends that behind the multiple identities is the notion of self: a core entity that in many ways gives life to those multiple identities. This study is limited to exploring the nature of professional identities and not the nature of self. However, the distinction needs to be made that symbolic interactionism views self and identity as two separate but related concepts. THE EMERGENCE OF SYMBOLIC INTERACTIONISM Symbolic interactionism is a down-to-earth approach to the scientific study of human group life and human conduct. (Blumer, 1969: p.47) Symbolic interactionism is a perspective that emerged chiefly from the work of American tradition of pragmatism, philosophy and social psychology (Fidishun, 2002; Charon, 2004: p.28). It challenged the mechanistic world view and dualistic assumption of classic rationalism (Shalin, 1991: p.223). One of the most recognised challengers was Mead (1932; 1934) who viewed human group life as the essential condition for the emergence of core attributes that characterise an individual. Blumer (1969) identified the core attributes as consciousness, the mind, a world of objects, human beings as organisms possessing selves, and human conduct in the form of constructed acts. From these core attributes, Blumer (1969: p.6) proposed a number of basic ideas or root images to frame human societies: human groups or societies, social interaction, objects, the human being as an actor, human action, and the interconnection of the lines of action. Together, these root images represent the way in which symb olic interactionism views human society and conduct. Symbolic interactionism is used in this study to focus on the interactions of teachers with objects in a specific context. Core to symbolic interactionist principles is a focus on social interaction and meanings that result from the process of interpreting these interactions. The significance of symbolic interactionism, according to Rosenberg and Turner (1981), is that it places emphasis on researching real-life events, such as the practice of teaching. Within an educational context, Hargreaves (1995: p.11) argues that symbolic interactionism helps clarify why teachers (and others) do what they do and that à ¢Ã¢â€š ¬Ã‚ ¦ it addresses the practical realities rather than holding people to perspectives ideals or moral exhortation concerning human change and development. Exploring the identity of teachers who teach English in the context of this study lends itself well to the principles of symbolic interactionism, due to the highly interactive nature of the context that is rich in symbo ls: language, objects and social interactions. CORE IDEAS OF SYMBOLIC INTERACTIONISM As mentioned previously, symbolic interactionism emerged from the work of Mead who viewed human society differently from the traditionally held views of his time. Through his interpretation of Meads work of interpreting human society, Blumer developed three premises that characterise the fundamentals of symbolic interactionism. In his first of three premises, Blumer begins with the nature of meaning that human beings hold towards things that are socially defined. Human beings act toward things on the basis of the meanings that the things have for them (Blumer, 1969: p.2). According to Blumer, meaning is not implicit in humans at birth, instead emerges through social interactions and interpretations of those interactions. Meaning is established in communication (Mead, 1932). Blumers explanation illustrates a divergence from traditional approaches to explain meaning. By traditional, Blumer referred mainly to the fields of psychology and sociology, which were predominant at the time of his writing. From a psychological perspective, factors such as attitudes and conscious or unconscious motives were featured in attempts to understand human conduct, while sociological perspectives relied on factors such as social position, social pressures and cultural prescriptions in its attempt to explain human conduct (Blumer, 1969: p.3). According to Blumer (1969: p.3), the meanings that things have for human beings are central in their own right. That is, instead of focusing on factors that are alleged to produce behaviour, meaning is the focus of analysis itself. Th e process of meaning refers to the act of interpretation, which has implications on our understanding of human beings, human action and human association (Blumer, 1969: p.79). Blumer argues that other research traditions6 bypass a focus on meaning. It is either taken for granted and pushed aside as unimportant or it is regarded as a more neutral link between the factors responsible for human behaviour and the product of such factors (Blumer, 1969: p.3). According to Blumer, these perspectives are more concerned with the behaviour of individuals and with the factors regarded as producing the behaviour. However, while differences remain between symbolic interactionism and other research traditions, similarities are becoming more common, such as both stress the importance of language, the dynamic character of social and cultural life, and the unstable relations of difference (Dunn, 1997: p.689). The source of meaning emerges from social interactions between individuals and things within social contexts and situations. Blumers (ibid: p.3) explanation of things, or objects, reflects the down-to-earth nature of symbolic interactionism to include: physical objects (such as classrooms, office space, textbooks), other human beings (such as a wife, an officemate), categories of human beings (such as friends, management, students, native English-speaking teachers of English, native Japanese-speaking teachers of English), institutions (such as university, government), guiding ideals (such as individual independence, approach to teaching, university policy), activities of others (such as demands from management or requests from colleagues), THE APPROPRIATENESS OF SYMBOLIC INTERACTIONISM Symbolic interactionism is concerned with people, the meaning that people have towards things, and that these meanings are subjected to a process of interpretation within social contexts. Woods provides a convincing argument, claiming that: à ¢Ã¢â€š ¬Ã‚ ¦ the emphasis is upon the construction of meanings and perspective, the adaptation to circumstances, the management of interests in the ebb and flow of countless interactions containing many ambiguities and conflicts, the strategies devised to promote those interests, and the negotiation with others interests that is a common feature of all teaching situations. (Woods, 1996: p.7) Woods account of symbolic interaction reflects the complexity of social situations, viewing symbolic interaction as a perspective that offers flexibility to explore the mysteries of social interaction in educational contexts. Woods was attracted to symbolic interactionism because it offered the kind of intellectual equipment needed to explore some of the mysteries of social interaction in the school (Woods, 1996: p.7). This study recognises that other research perspectives are equally suitable to explore the concept of professional identity. Symbolic interaction, however, allows meanings to be explored in the richness of the context: individuals hailing from broad cultural, educational and personal backgrounds. If identity is formed through relationships and interactions in a social context, a symbolic interactionist perspective is appropriate for exploring the negotiating of identities of EFL teachers in a Japanese higher education context. The nature of teaching English in higher e ducation in Japan is highly interactive between students and colleagues within a context rich in symbols open to complex processes of interaction and interpretation. CRITICISMS OF SYMBOLIC INTERACTIONISM Symbolic interactionism has changed considerably since its emergence as a perspective, becoming fragmented at times as a result of conflict from different schools of thought and interpretation (Fine, 1993). It, however, is not without its imperfections or its critics, of which many emerged from within the perspective itself as well as from other research traditions. The criticisms toward symbolic interactionism were more intense earlier in its history than of late due to its perceived departure from scientific methodology that was dominant at the time of its emergence. Criticisms emerged at a time when qualitative research was seen to be unscientific, with positivist research dominating approaches to research (Meltzer et al., 1975). Rogers (1973) accused interactionists of examining human interaction in a vacuum, focusing on small-scale face-to-face interaction, with little concern for its historical or social setting. Skidmore (1975) found that interactionists failed to explain why people consistently chose to act in given ways in certain situations. While the criticisms are valid, they were made at a time when symbolic interactionism had barely established itself as a theoretical perspective. There is an argument developing that the differences between symbolic interactionism and other perspectives are narrowing (Dunn, 1997). The criticism from within symbolic interactionism is characterised by the four main schools of thought that have been identified under the umbrella of symbolic interactionism: the Chicago school, the Iowa/Indiana school, ethnomethodology, and dramaturgy. The differences are largely methodological, between preferences for more humanistic, qualitative approaches to researching social interactions and those that were more scientific and quantitative (Meltzer et al., 1975). Blumer (1969) argues the case for a distinctive methodology in the study of human behavior that made modern society more intelligible (Meltzer et al., 1975). Regardless of methodology or school of thought, however, symbolic interactionism encompasses both a qualitative and quantitative tradition, reflecting an approach that strives to understand human behavior, not to predict and control it, nor to have more statistical knowledge of it (Musolf, 2003: p.91). Kuhn (1964) argued symbolic interactionism should reflect quantitative methodology, stressing the importance of unity of method in all scientific disciplines. Reflecting on its short history at the time, Kuhn (ibid) identified a number of problems that stunted the growth of symbolic interactionism and its acceptance by other research traditions as a credible research perspective. One of the main issues was lack of scientific credibility, which characterised the schism between the two schools. Kuhn attempted to elaborate Meads view on social behaviorism in an effort to establish a theory of self that was both testable and usable. Kuhns 20-point test to measure the self reflected the leaning toward scientific quantitative methodology of exploring self. According to Dunn (1997) there are critics who claim that symbolic interactionism provides little indication of sources of meanings. While these criticisms are valid, they were made not long after symbolic interactionism emerged as its own perspective and had yet to fully utilise the way in which other perspectives have developed over the past few decades. Dunn (1997) documents recent comparisons between symbolic interactionism and other research traditions to illustrate narrowing differences and shared fundamentals, such as importance of language. Likewise, Callero (2003) argues that recent sociological approaches to self within a symbolic interactionist paradigm reflect emphases on power, reflexivity, and social constructionism. Recent literature on teachers professional identities provides evidence that symbolic interactionism has survived the criticisms to prosper and prove it to be a suitable framework for this area of research (Swann, 1987; Beijaard et al., 2000). Methods of data collection Primary data There are several types of collection methods involved in qualitative research. The Interview Method The definition of an interview is the interchange, between two or more persons, of views on a topic of mutual interest. This enables both the discussion of individual points of view, and the expression of points of view (Cohen et al., 2008.) Cohen et al. note that the interview serves three distinct purposes: 1) as the primary means for gathering information that directly affect research objectives; 2) for the purpose of either testing a hypothesis, or suggesting a new one, also, as an explanatory method for the identification of variables and their relationships; 3) for use in conjunction with other methods. The three types of interviews are: unstructured, semi-structured, and structured. The unstructured interview contains questions which are open-ended, allowing the question to be adapted, according to the intelligence, beliefs, and understanding of the respondent. These interviews are more flexible and may be used for probing issues in greater depth than the other interview types, though it can take more time and involve greater difficulty to analyse (Kidder et al., 1986.) In the semi-structured interview, both open-ended and close-ended questions are employed. This means that not all questions are designed in advance. The semi-structured interview technique has some of the advantages of the other two techniques (Kidder et al., 1986.) This technique has the flexibility of allowing the interviewer to formulate new questions during the interview, as a result of the respondents answers to previous questions. This allows the interviewer to seek additional illumination and information. The interviewer usually has a framework of themes to be explored in a semi-structured interview (Blackman, 2002.) The structured interview, also known as the standardized interview, employs closed ended questions, and a standard sequence which is used in every interview. This approach has the aim of presenting the very same questions, in the very same order, in every interviewing session, and for every interviewee. Though this approach is not very flexible, its data is more easily analysed, and is considered to be more objective (Nachmias and Nachmias, 1996.) Blackman (2002) cites three essential characteristics which can be used to distinguish between the unstructured and the structured interview. 1) A highly structured interview requires that all interviewers present the same set of questions to all interviewees, with use of follow-up questions being prohibited. 2) Structured interviews form the foundation for tighter analysis. 3) Interviewers are trained to use both a priori rules and a standardized rating form in order to strictly rate and score question responses. Researchers choose between several strategies when planning an interview, including (Thomas, 2003, p. 63): An approach of loose questioning, which is meant to elicit the respondents interpretation of a general situation or circumstance. An approach of tight-questions, using a limited number of options (e.g. Yes/no, like/dislike) to discover a respondents preferences. An approach of converging-questions. This is designed to blend the advantages of the loose method and the tight method. At first broad questions are asked, in an open-ended manner. These are followed up with additional questions to more thoroughly explore the interviewees opinions. An approach of response-guided questions. This approach includes the interviewer beginning with prepared questions, which are spontaneously follow-up by questions created as logical extensions of the given answer. This strategy allows the researcher to delve more deeply into the respondents opinions relating to the issues presented in the original question. Focus group interviews A focus group is a special type of group which has more involved as its purpose than simply getting people to have a conversation. It is special in terms of its purpose, composition, size, and procedures, which guides, through interaction, to outcomes and data (Cohen et al., 2008.) Listening to information, and gathering information, is the purpose of this interview, as well as to understand peoples thoughts and feelings about particular issues (Krueger and Casey, 2000.) Focus groups can encourage an environment which allows participants to share their points of view and perceptions without pressure. Researchers may be able to identify patterns and trends from the group discussion. This may lead to a systematic and careful analysis (Krueger and Casey, 2000.) According to Cohen et al. (2008,) focus groups are good for: Orienting to a specific field of focus. The development of topics, schedules, and themes which can be used in subsequent questionnaires or interviews. Use insights and data, collected from the group, to generate hypotheses. Producing and evaluating data relating to differing subgroups of a given population. Assembling feedback related to previous studies. Kruger and Casey (2000) specified some of the characteristics of a focus group. A focus group involves a limited quantity of participants, so that every person has a chance to share; participants should have similar characteristics, so that the researchers my accomplish the purpose of the study; collection of qualitative data, of interest to the researcher, is the primary purpose of the focus group usually to discover the range of opinions between several groups; the group must have a focused discussion; the group should ultimately help to understand the topic of interest. Researchers (Krueger and Casey, 2000; and Cohen et al., 2008) indicate that the data which is collected from a focus group may be negatively influenced by two kinds of participant: a) close friends who may inhibit free expression on a given topic; b) participants who may be difficult to join with others. For this reason, it is considered more useful when the data is triangulated by using traditional interviewing forms, observation, documentation, and questionnaires (Cohen et al., 2008.) Observation methods Observation is routinely used in everyday life (Frank, 1999,) but it is multi- faceted as a scientific method (Wajnryb, 1992.) Bohem and Weinberg (1987) stated that techniques for observation are key to the developments in the sciences, and this is because data which is collected is more likely to lead to decisions, conclusions, and new ideas. Obaidat et al (2002) made the claim that many phenomena and ideas, which are the subjects of study interviews and questionnaires, are selected because of the need to test them and understand them by field researchers. So, observation is considered a prime tool for the gaining of both information and experience. According to Cohen et al (2008,) observation enables researchers to gain understanding of the context which is being investigated, to be more inductive and open-ended, and to see certain aspects which otherwise may have been missed. It also allows for the discovery of issues that participants may not have wanted to discuss in their interviews. While observation in a social context can easily be accomplished, scientific observation may require more detailed planning, and defined recording protocols (Summerhill and Taylor, 1992.) Cohen et al (2008) refer to observations in many settings: physical, human, group or individual, gender, class, and even interaction in settings which may be formal or informal, planned or unplanned, verbal or non-verbal. Additional settings would include programme settings, such as school resources, curricula, and style. Secondary data The analysis of secondary data, involving the analysis of data collected by other institutions and researchers, will be part of the basis for this research. Additionally, by treating this undertaking with diligence and care, an efficient method or learning about research questions, which are both time saving and cost effective, will be gained. The major sources of secondary data, which are used in this research, are: Official stats. This comprises of statistics collected by various bureaus, departments, agencies, and the government. Because this information is easy to obtain and easy to comprehend, it is considered an important secondary data source. Scholarly Journals (Peer Reviewed) As they contain reports of both original research and reports of experimentation, scholarly journals are important to this study. Experts review scholarly journals in order to check their accuracy, originality, and hence relevance. Literature Review Articles these articles review and arrange original research about a particular subject of interest. For this research the researchers consulted online databases and the library, in order to find the requisite relevant pieces of data to be used in this research. Data analysis Qualitative research findings, methods, disciplinary orientation, and types of findings represent great diversity (Yardley 2000). Qualitative research has many traditions. These include, as a partial listing, cultural ethnography (Agar 1996; Quinn 2005), institutional ethnography (Campbell and Gregor 2004), analyses for historical comparison (Skocpol 2003), case studies (Yin 1994), focus groups (Krueger and Casey 2000), interviews (in-depth) (Glaser and Strauss 1967; McCracken 1988; Patton 2002;

The Transformation of George in John Steinbecks Of Mice and Men :: Steinbeck Of Mice and Men Essays

The Transformation of George in Of Mice and Men Of Mice and Men, by John Steinbeck, is a dramatic novel that depicts how different groups of people were treated and how hard life was during the Great Depression. Lennie and George were the main characters along with Curley and his wife, Candy, Slim, and Crooks. Lennie, a big guy and mentally slow, is George's friend and doesn't really change throughout the novel. George, on the other hand, is a small man and changes from a daydreamer to a more down-to-earth, logical person. In the beginning of the novel George daydreams of the future and tells Lennie stories about how they are going to have a farm someday with rabbits. George never really has any set plans on how he will get the farm with Lennie. At about the same time George is telling tales of the future, Lennie is petting mice and killing them. George knows that killing the mice is an accident and doesn't think Lennie would hurt any people. George and Lennie keep drifting and land a job in Soledad, California. Upon arriving in Soledad, George and Lennie meet Candy, an old man with a gimp hand who shows an interest in the farm. Candy offers to throw in $350 if he can be a part of their "dream farm". Suddenly, Georges dreams of the future start to seem more like a reality when they hear of a small plot of land for sale. When everything seems to be going right, a freak accident occurs. Lennie is invited by Curley's wife to pet her hair. He starts to pet her hair when she quickly wants him to let go and screams. Lennie panics and accidentally kills her because he hasn't learned from his mistakes. When Curley, the boss' son, hears of what happened he starts to look for Lennie who is hiding. Curley says that when he finds Lennie he will shoot him in the gut. George knows that him and Lennie couldn't run from this mistake, and Lennie will be hunted and killed painfully. To spare him the pain George kills Lennie quickly. Even though going on with the dream farm would be possible, George knows it wouldn't be the same without Lennie.

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Mel Gibson essays

Mel Gibson essays Mel Gibson: Crazed Maniac or Justice Revolutionary Mel Gibson has played the American's greater good type characters. It started with Braveheart, the movie in which the dashing leading man plays Sir William Wallace, a 13th-century Scottish nobleman who fights to free his people from British rule. Next came Conspiracy Theory, in which Gibson plays a bumbling but likeable conspiracy nut. Finally, there was The Patriot, with Gibson drawn into the American Revolution when the British murder his son. Gibson has also play Hamlet that would make some believe that he has played a wide range of films. Don't be deceived look closely at the roles he has played. He is riding the line between crazed maniac and justice revolutionary. He is always fighting the system. In the films Payback and Hamlet he swerves toward the crazed maniac, but in films like Braveheart and The Patriot he leans toward the justice revolutionary. It was enough that he was white, strikingly handsome, and playing noble characters who risk all to fight the system whether that be tyrannical British officers, government bureaucrats, freedom-hating monarchists, or the mobsters from Payback. Nevertheless, the libraries of those on the greater good are overflowing with copies of these Mel Gibson films. Mel Gibson plays Benjamin Martin, a retired soldier turned farmer, in The Patriot. He is a father of seven, which plays a very important role in the film. His wife has passed away and he is left alone to raise the children himself. The character of Benjamin Martin was originally meant to be Francis Marion, but for the sake of telling the most exciting story and maybe escape some controversy, the filmmakers fictionalized the character and the story. They then added historical factors and the historic figures like Elijah Clarke, Brigadier General Daniel Morgan, Andrew Pickens and Thomas Sumter to the character of Benjamin Martin. Which in turn made the film inaccurate a...

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Developing Coaching Skills for the Workplace Creative Writing on Developing Coaching Skills for the Workplace: A coaching culture is an organizational progress model. It provides the structure that defines how the organization’s members can smoothly interact with their work atmosphere. It also encompasses how to achieve the best results from the coaching experience and apply it in the organization. Culture within an organization serves as the backbone for coaching to take place amicably and acceptably by all members. Several methods exist for developing a coaching culture in an organization. This study will take an in-depth analysis of two ways of developing a coaching culture in an organization. The first one is to bring in managers and leaders who can role model the coaching process. This is because, in trying to change an already entrenched culture in an organization, at some point the issue of scale comes up. In coaching, scale presents a challenge in the senses that, a large number of people need to initiate, grow and sustain cultural change. This calls for selecting the right people, invest in their development and site them as role models for the new coaching tradition. This creates a cycle whereby those who have already been coached take the mantle and pass it to those behind them. Studies have proven this method to be highly efficient in creating a coaching culture within an organization. It also has the advantage of cost effectiveness since it involves training select groups of people, as opposed to all the employees in the organization (Anderson, 13). Another way of establishing a coaching culture in an organization is to link coaching outcomes to the business. This calls for closing the gap between the effectiveness of coaching outcomes and overall business objectives. For this to be done effectively, strategic goals and tactics need to be developed around coaching, and specific` performance metrics be developed for coaching behaviors. By doing this, the coaching process is given impetus as individuals feel the link between what the organization expects from the coaching process and what they are involved in. The best way to achieve coaching success through this method is probably by aligning management behavior with organizational objectives. It is usually axiomatic that senior management’s individual behavior and the overall team behavior models and shapes the organizational culture (Anderson, 14). In most cases, the behavior exhibited by the senior management is what other members of staff tend to consequently follow. In this case, for the coaching culture to take root, the top management both individually and collectively need to recreate their image. They need to remodel themselves along a culture geared towards coaching and learning (Anderson, 14). In conclusion, it is clear that, coaching is one of the ways of increasing knowledge and competence within an organization. For coaching to be conducted effectively, it should be done in a systematic manner. Several ways exist for conducting coaching at an overall organizational level. From the two methods discussed above, it is clear that, for a cultural change to occur, the top management needs to be proactive. For one, they need to act as role models in the coaching process so that other employees’ can follow. They also need to come up with policies that link coaching programs to the overall organizational objectives. This way, an organization can be transformed towards one in which a coaching is accepted as the norm.

Law of Obligations Essay Example | Topics and Well Written Essays - 2500 words

Law of Obligations - Essay Example In this regard, an offer is terminated if it is not accepted within a reasonable time.4 An offer can be withdrawn at any time prior to its acceptance, although withdrawal must be communicated to the offeree.5 However, if the subject matter of the offer is sold prior to its acceptance, the acceptance is not valid because an offer cannot be accepted for the purchase of property that has already passed from the offerer to another.6However, Contemporary Caravan did not sell the motor home, although it claimed to have sold the property prior to receiving the acceptance from Ideal Homes. Nevertheless, an offer and acceptance will not form a legally binding contract unless there is consideration.7 Since there was no consideration, there is no binding contract and Ideal Homes cannot force Contemporary Caravan to sell the motor home to them. Nathan Nobel The communication between Nathan Nobel and Contemporary Caravans indicates a request for information and a response to that request. There w as no definitive offer and acceptance communicated between the parties. Nobel simply asked for the lowest cash price applicable to the luxury motor home and Contemporary Caravans responded. Nothing more was said, and thus Contemporary Caravans had no reason to assume that the stated lowest cash price was accepted by Nathan Nobel. There must be some indication that there was an intention to form legal relations. A mere inquiry as to price will not be sufficient to substantiate that there was an intention to create legal relations on the part of Nobel.8 Moreover, assuming that Contemporary Caravans made an offer in its response to Nobel’s inquiry, Nobel failed to indicate one way or another that he accepted or rejected the... This essay discusses that In light of the fact that the new arrangements were ongoing for 8 months, Right On had a legitimate expectation that these arrangements would continue for the full 12 months. Since Right On had a legitimate expectation that the new arrangements would continue for a year and acted accordingly, it would be unfair for Contemporary Caravans to withdraw their promise. Since the arrangements were ongoing for 8 months, Right On had a reasonable expectation that the new arrangements were genuine or honest and nature and would continue as promised by Contemporary Caravans.Since there was a consideration in the sense that the new arrangements provide for a new method of discharging the loans, Right On can bring an action against Contemporary Caravans for breach of contract or anticipatory breach. In the latter case, Right On may if it likes, apply to the courts for injunctive relief prohibiting Contemporary Caravans reneging on the new arrangements.Whether or not ther e was a consideration, is immaterial because the doctrine of promissory estoppel can be invoked to prevent Contemporary Caravans altering the terms of the new arrangements unilaterally. It is therefore suggested that Contemporary Caravans continue to keep its promise and to allow Right On to continue to make the reduced payments until the 12 month period expires. Since no reasons are given for the desire to back out of the promise and the new arrangements it is likely that a court would find that Contemporary Caravans were not acting in good faith.

Dressy Clothes Personal Statement Example | Topics and Well Written Essays - 750 words

Dressy Clothes - Personal Statement Example You too, also feel pleased with yourself because of all the positive reinforcement gained by the approval of others. Often, what we wear is a reflection of what we feel. At the very least, people think that our clothes reflect what we feel. For example, many folks who are mourning a death wear black for a period of time. When we see a person in mourning wear we are automatically sympathetic and treat them with more sensitivity. When we see someone who is nattily dressed in public, we tend to avoid any acquaintance. Sometimes our reactions are subconscious but nevertheless, the reactions do happen. For this assignment, I went out shopping and treated myself to some new items. I confidently wore my new outfits for four days in a row and must admit that I frankly, was rather pleased with myself. I found that people were more outgoing towards me and I found myself with more confidence. I found that I was more apt to initiate conversations rather than respond to them. I had a desire to expose myself more and be more social then before. I found that I smiled readily and there was a certain new confidence in my walk. It was almost a stride. Most notably, my friends and family were highly appreciative my new fashions and encouraged me to keep exploring my new look. All of this really made me good about myself. In some places I went, people commented on my outfit in a positive way and that made me feel even better and my ego increased. It made a difference not with me, but my husband joined me in this assignment. He too went out and bought a few new items for himself and wore them the same time that I was wearing mine. He too was also complimented by friends and family. Perhaps the most rewarding part was that my husband and myself also found ourselves looking at each other differently. We have always respected one another and admired each other but I found myself looking at him the way I did when we first met. I also found that I was so proud to be standing next to this impeccably dressed may and he felt the same way. Needless to say we have resolved to maintain our new looks! Since then I perceive him differently and I feel the same from him. I feel closer to him and my friends are complimenting me often. From now on I intend to be more