Parapsychology Essays - Parapsychology, Pseudoscience,

Parapsychology In the past centuries people have been becoming more and more curious about the unexplainable things all around them. They are always asking why does this happen? and is that really true? Not until recently have scientists and others actually tried to find out for themselves. Many of their searches evolved around the paranormal. Soon they called their search parapsychology Parapsychology can be defined as the study of apparent new means of communication, or exchange of influence between organisms and environment, (CRL Parapsychology FAQ 2). It can also be considered the science that lies beyond psychology. But for easier terms it is many often times called the scientific study of certain unusual events associated with human experience. These experiments have been called psychic for want of a better term (KPU-Research 2). The experiments study the unique experiences and an unknown capability of the human mind that suggests consciousness is capable of interacting with the physical world that is not always recognized by science. But, it is not beyond science`s ability to investigate (Some common terms in parapsychology 1). Parapsychology has also been coined an anomalous cognition and clairsentience (Psychic Phenomena [The Omniverse] 1). Often parapsychology is shortened to PSI. Parapsychology is not the study of just anything paranormal or bizarre. It is not concerned with astrology, UFO`s, Bigfoot, paganism, vampires, alchemy or witchcraft. It is often linked inappropriately with a broad range of psychic entertainers, magicians and so-called paranormal investigators (CRL Parapsychology FAQ 3). What often passes for psychic is actually fraud, delusion or fantasy (Consciousness Research Laboratory Home Page 1). There are many subjects involved in PSI. They are telepathy, ESP, Premonition/Precognition, NDE, Clairvoyance, Reincarnation, Haunting, OBE, Psychokinesis/Telekinesis, Poltergeist, and channeling. Telepathy literally means distant feeling/perception. It is generally considered to be energy transference between sentient creatures. Where at least one party will be absorbing the thoughts/feelings of the other into its mind (Psychic Phenomena [The Omniverse] 2). It is direct mind-to-mind communication, commonly thought of as mind reading but actually rarely involves perception of thoughts, and does not logically require communication between two minds (CRL Parapsychology FAQ 2). Telepathy should not be considered an OBE (out of body experience) of any kind. The body is not transcended in a spiritual sense, but thought processes or energies might be brought toward the mind and body. It sometimes is considered to be the means of communication with the other side, or afterlife and those already residing there. In some cases it is considered remote viewing (Psychic Phenomena [The Omniverse] 4). In other cases it is explained as clairvoyance or precognition (CRL Parapsychology FAQ 4). By definition you can not practice telepathy on your own, a person has to adapt to it. It has not been possible to do in practice; to find out exactly who the other person is with whom you are interacting (Telepathy 2). Telepathy can take years to develop, it does not just happen. It can actually be a symptom of a mental disorder; this makes it awkward to research. It can happen like this, a person who has lived in a childhood which was not ideal (abusive) stores anger in the cortex of the brain. After about 25 years the natural defense mechanism begins to break down and the consequence is inner thoughts that can be very loud and may appear as telepathy. It happens that the brain does not want to associate the thoughts with what happened, so the person convinces himself it is telepathy. And in some cases this will work and in others it will not and a mental illness can result. ESP stands for Extra-Sensory Perception. It is a general term for obtaining information about events beyond the reach of the normal senses (CRL Parapsychology FAQ 2). It can be considered telepathy, clairvoyance, precognition, and psychic experiences (Some common terms in Parapsychology 1). Premonition/Precognition is the ability to obtain information about future events, where the information could not be inferred though normal means. Many people report dreams that appear to be precognition (CRL Parapsychology FAQ 3). It literally means pre-knowing. And is usually considered to be visions, wherein the seer witnesses an event that may or may not happen. It is taken seriously by a great number of people, yet it still is scientifically unproven. The converse application would be postcogniton (Psychic Phenomena [The Omniverse] 4). Psychokinesis/Telekinesis literally means distant motion. It is mind over matter. It includes moving objects with the mind and disruption or affecting the molecular composition of an object. Levitation and spoon bending are common examples. It also includes the sub-category of pyrokinesis.

Celibacy and Catholic Priests Essays

Celibacy and Catholic Priests Essays Celibacy and Catholic Priests Essay Celibacy and Catholic Priests Essay In today’s universe. many wonder why Catholic priests can’t acquire married and have a household of their ain. This issue and inquiry can be boiled down into one word: celibacy. Bing celibate is defined as being One who abstains from sexual intercourse. particularly by ground of spiritual vows. harmonizing to thefreedictionary. com. This definition is non understood by many because the idea of holding a life without sex is intolerable. particularly in today’s society. By researching this subject in deepness. one can understand why celibacy is an of import factor of the Catholic priesthood. Harmonizing to Father Kenneth Doyle of the Catholic News Service. priests hold this sacred vow for three peculiar grounds: it closely resembles Christ Who was unmarried. it shows and proves that love can be present without being physical. and it allows a adult male to give all of his energy to the Lord instead than to a household. In understanding how celibacy became so of import. we have to look at its history. peculiarly at the 3rd. 4th. eleventh. and 16th centuries. harmonizing to John O’Malley in his article Some Basicss About Celibacy ( 8 ) . In the 3rd century. within the early Church. many priests and even most of the apostles of Jesus were work forces with married womans and households. It was a common characteristic among the early Church. and even some of the Holy Fathers. or Popes. were known to be married and have kids. It is clear that during this clip period. the patristic epoch and early Middle Ages. celibacy was non enforced and non of import within the Church. Early on in this century. Constantine’s acknowledgment of Christianity brought about position alteration for all Christians: because they were non being oppressed and martyred they looked for new ways to follow Christ and dispute themselves to give their lives for Him. John W. O’Malley writes. With St. Jerome ( 345-4 20 ) . every bit good as many others. virginity for those espoused to Christ began to be extolled with new ardor and consistence. This became the edifice block for statute law and more instructions on the topic of celibacy ( 9 ) . O’Malley points out that the 4th century brought approximately more alteration for Christians as they came out of concealment in the catacombs ( 9 ) . The Council of Elvira was held in 305. which consisted of 19 bishops every bit good as a figure of priests. deacons. and laypeople. O’Malley writes that Canon 33 was a merchandise of this council and that it was the first piece of statute law that dealt with the issue of the clergy and matrimony. It reads: It has seemed good perfectly to prohibit the bishops. the priests. and the deacons. i. e. . all the churchmans in the service of the ministry. to hold dealingss with their married womans and procreate kids ; should anyone make so. allow him be excluded from the award of the clergy. ( 9 ) This decree changed things. because it made a tradition into a jurisprudence. and any who violated it would be punished. This edict was truly meant to set continency or temperateness on married clergy. because the thought of mirroring Christ and holding complete dedication to the sacraments was going more of import. every bit good as seeking to take by illustration as clergy to the laypeople. This was really of import in puting up what would alter in the 11th century as more important figures wanted to set up order and put things right within the Church ( 9 ) . Harmonizing to O’Malley. the 11th century sought to retrieve from the Dark Ages and was able to recover patristic epoch canon jurisprudence aggregations ( 10 ) . These recovered canon jurisprudence aggregations contained Torahs related to the thought of celibacy and acted as maps or designs for a series of holy and avid Catholic Popes for 35 old ages. who were determined to put order in the Church and society ( 10 ) . During this clip the pontificate established a regulation of authorization and power. which far surpassed anything that preceded it. and began reforming the Church. The reformists had the chief end of seeking to acquire the clergy’s behaviours and actions to mirror the antediluvian canon Torahs interpreted by the reformists. and were endeavoring to do the clergy and the Church more sanctum in nature. One of the greatest Catholic Popes in history was Pope Gregory VII who came into office towards the terminal of the motion. Thankss to his attempts. the juris prudence of celibacy began to look in the signifier that would most resemble today’s signifier. which is the prohibition of the ordained from being married before or after ordination ( 10 ) . The 16th century saw the beginnings of the reformation. where the thought of celibacy was challenged and questioned by Luther and others. who broke off from the Church and who were besides married. The Council of Trent was the Church’s response to the Protestants ; it solidified what celibacy means today for the Church and condemned three ideas on celibacy. Harmonizing to O’Malley. these were as follows: First. that churchmans in major orders and spiritual priests who have made a grave vow of celibacy can validly contract matrimony ; 2nd. that the ordinance of celibacy is a depreciation of matrimony ; and 3rd. that those who. after doing a grave vow of celibacy. can non detect it are free to contract marriage ( 11 ) . O’Malley points out that the jurisprudence has been modified. Canon 277. which is observed and practiced today. reads: Clerics are obliged to detect perfect and ageless continency for the interest of the land of Eden and therefore are obliged to detect celibacy. which is a particular gift of God. by which sacred curates can adhere more easy to Christ with an undivided bosom and can more freely give themselves to the service of God and world. ( 11 ) Continuing to plunge deeper into the subject of celibacy. it is of import to do a differentiation between the Catholic instructions of tenet and subject. Harmonizing to Catholic Answers. tenet are instructions within the Catholic Church that will neer alter. and a subject can alter. As Catholic Answers points out. because of the many different fluctuations of celibacy in the Eastern Rite Catholics. Orthodox and Oriental Christians where married priests are rather common. celibacy is a disciplinary regulation. non a tenet like the Trinity is. Of class there are regulations and ordinances on matrimony and being ordained in those countries that have married clergy. but it is the tradition in the Western or Roman Catholic Church that their clergy take a vow of celibacy ; exclusions can be made for Roman Catholic Priests who are married because they converted after being Lutheran or some other denomination. Many Fundamentalists attack celibacy as being a subject or pattern that goes against the Holy Bible and against nature itself because Genesis 1:28 says to. Be fruitful and multiply. As Catholic Answers points out. many besides argue that celibacy itself leads to perversion or that it can do illicit sexual behaviour. which is merely non true. It is true that many people are called to be married in their lives. but Catholics Answers provinces. †¦The career of celibacy is explicitly advocated- as good as practiced- by both Jesus and Paul . Therefore. it is easy to see why celibacy is a really intricate and of import portion of the priesthood. because it allows the priests to be more like Jesus and have a more affiliated relationship with the Father and the people they curate to. merely like Jesus Himself. Paul understands the importance of celibacy and complete dedication to the Lord by stating in First Corinthians 7:32-34 that. I should wish you to be free of anxiousnesss. An single adult male is dying about the things of the Lord. how he may delight the Lord. But a married adult male is dying about the things of the universe. how he may delight his married woman. and he is divided . Bing celibate is neither unnatural nor against the Bible. Jesus and Paul practiced and advocated it in their times ; clearly. it is non incorrect. Catholic Priests are highly of import in today’s universe because they provide us with the seven sacraments: Baptism. Eucharist. Reconciliation. Confirmation. Marriage. Holy Orders. and Anointing of the sick. Bing continent aid priests to execute these sacraments in the most holy mode and with complete connexion to God. Unfortunately. in today’s universe the thought or subject of celibacy is going something that is really difficult for some to understand and pattern. even for priests. In her article entitled On the Verge of Ideological Mutiny: Celibacy and the Roman Catholic Priesthood. Cathleen M. Falsani said that. The argument about compulsory celibacy for priests rises ire and eyebrows. as the Roman Catholic Church experiences a intimidating deficit of priests and a worsening involvement in spiritual careers. while narratives of sexual injudiciousness and maltreatment abound ( 16 ) . It is true that today. many people blame celibacy as the chief cause of deficits to the priesthood and many argue that celibacy shouldn’t be forced onto person and alternatively be a personal pick. This issue takes a toll on the full Church and can endanger the handiness of the Mass and sacraments if deficits of priests continue ( 16 ) . Many besides take the Church’s position on sex as a negative thing in that sex is a bad thing and that its lone usage is to make kids. which is why many believe that celibacy is in topographic point for Catholic priests. harmonizing to Falsani and Bob McClory a former Catholic priest ( 16 ) . As Falsani points out. the Church has responded to this position with Blessed Pope John Paul II’s papal missive which stated that. The bosom of a priest. in order that it may be available for this service. must be free. Celibacy is a mark of a freedom that exists for the interest of service†¦ ( 17 ) . This truly is what celibacy for those in the priesthood is all about: it allows them to be focused and be married to the church and God in a manner that many merely many can non grok nor understand. It is about complete forfeit and giving of one’s ego for the greater glorification of God and Eden. which allows them to administrate and execute the seven holy sacraments in a manner that reflects Jesus Christ Himself and His apostles who followed Him and gave up their lives for Christ’s glorification. Yes. many of the apostles may hold been married ; however. they began to develop a greater love and significance to what it means to be a retainer of the Lord to others and to genuinely give up their lives in service to Him. Celibacy is non against Church instructions. Contrary to many people’s beliefs. it really helps beef up and reaffirm patterns within the Catholic Church and proves that life is possible without giving in to worldly desires. In his article Why Celibacy Makes Sense. Robert Barron says that. Celibacy†¦is a signifier of life adopted by people in love with Jesus Christ ( 19 ) . This is precisely what drives priests in their ministry and enables them to go on their work with great ardor and ardor. The Catholic priest is a individual who is able to turn out that being in control of one’s ain desires is possible. particularly in a universe that is filled with sex around every corner. They are able to be that bright visible radiation within the darkness that emulates Christ and His pureness and love. Imagine if Roman Catholic priests were all allowed to be married in today’s universe. This would non raise any superciliums like it does now ; alternatively. it would me rely be another thing that is among the norm in society. However. it is exactly because of this unnatural thing called celibacy that people do raise their superciliums at these holy work forces populating in a universe that urgently needs people to stand out and be different than what society expects them to be. This is precisely what Jesus did. He was person Who stood out like a sore pollex during His clip. but this allowed Him to take by illustration and demo everyone who turned their caputs that a life with Him and the Father was deserving life. no affair how different it was from everyone else’s in society. In The Theological Basis for Priestly Celibacy. the theologian Max Thurian writes. Observing celibacy for the interest of the land of Eden does non intend being any the less a adult male ; by abdicating a natural signifier of being. the priest discovers life in all its comprehensiveness. Jesus was surely no less of a adult male because he did non hold fondnesss other than those for his brethren. and a bride other than the Chu rch. This amounts it up really good: priests try to be leaders of work forces and are to the full committed and faithful to their bride. the Church. and to the flock of people that they curate to. The call to celibacy and the priesthood is a supernatural one. and one which the universe sees as unnatural. Contrary to popular belief. celibacy and the call to be a priest is non for those work forces who have no attractive force to adult females. because like everyone else. priests are human existences and work forces who still have wants. In his survey entitled Seminarians Today. Paul Stanosz writes that sociologists Dean Hoge and Jacqueline have reported that seminarists and immature priests view themselves as. Men set apart ( 19 ) . Many priests are work forces who truly wanted to hold a household and kids but decided to mind the call to give this desire and alternatively be male parents within the Church. The most of import tool for priests and seminarists to remain strong in their preparation and ministry is personal supplication. and Paul Stanosz writes that. When asked what they looked frontward to as priests. the pupils mentioned holding clip for personal supplication and for taking others in prayer ( 22 ) . The chief ground that seminarists and priests enjoy their personal supplication so much is that they are able to come in into a deeper supplication province because of their entire committedness to the Church and non to a married woman or kids. Celibacy is a pattern that allows priests and seminarists to be more affiliated with the Lord. and therefore they can bask prayer more and acquire more out of it. In fact. they can pull others to it every bit good. because of their mirroring of Jesus Christ’s life and their connexion to their alone naming. This truly makes Catholic priests Men set apart and is precisely what is needed in today’s universe and what needs to go on within the Roman Catholic Church ( 19 ) . As we have examined. celibacy is a subject that many do non understand because it is one that goes against the societal norms of today’s society. Ultimately. it is a really large forfeit and one that is necessary for Roman Catholic priests to efficaciously curate and be different from every other adult male in society. It is something that creates a alone bond between the celibate priest and his ministry and continues a tradition that has been handed down through history and advocated by the Church’s most outstanding leaders. As mentioned at the start of this paper from Father Kenneth Doyle. celibacy allows for priests to closely resemble Jesus Christ as the leader and theoretical account of the church. it allows for love to be and be present without being physical. and it allows priests to concentrate all their energy on the Church instead than on a household or kids. This committedness is really sedate in nature. Harmonizing to the Catholic encyclopaedia at newadvent. org. during the beginning of the priestly candidates’ ceremonial. the bishop tells them merely how important this committedness is by stating the followers: You ought uneasily to see once more and once more what kind of a load this is which you are taking upon you of your ain agreement. Up to this you are free. You may still. if you choose. bend to the purposes and desires of the universe. But if you receive this order it will no longer be lawful to turn back from your intent. You will be required to go on in the service of God. and with His aid to detect celibacy and to be bound for of all time in the reliefs of the Altar. to function who is to reign. This is what it means to be celibate: to travel against the grain and serve the Lord and the Church with all that one can offer as a priest and as a true adult male and adherent of Jesus Christ. Bibliography Barron. Robert. Why Celibacy Makes Sense. Commonweal 132. 14 ( 2005 ) : 17-9. ProQuest Religion. Web. 17 Oct. 2012. Celibacy and the Priesthood. Celibacy and the Priesthood. N. p. . 10 Aug. 2004. Web. 15 Oct. 2012. lt ; hypertext transfer protocol: //www. Catholic. com/tracts/celibacy-and-the-priesthood gt ; . Celibate. The Free Dictionary. Farlex. n. d. Web. 15 Oct. 2012. lt ; hypertext transfer protocol: //www. thefreedictionary. com/celibate gt ; . Doyle. Father Kenneth. CatholicPhilly. com: News from the Archdiocese of Philadelphia. Powered by The Catholic Standard A ; Times and Phaith Magazine. Explaining Celibacy for Latin-rite Priests. N. p. . 24 July 2012. Web. 15 Oct. 2012. lt ; hypertext transfer protocol: //catholicphilly. com/2012/07/catholic-spirituality/explaining-celibacy-for-latin-rite-priests/ gt ; . Falsani. Cathi M. On The Verge Of Ideological Mutiny: Celibacy And The Roman Catholic Priesthood. Daughters Of Sarah 22. 1 ( 1996 ) : 16-19. ATLA Religion Database with ATLASerials. Web. 17 Oct. 2012. Griffin. Patrick. Rites. The Catholic Encyclopedia. Vol. 13. New York: Robert Appleton Company. 1912. 11 Sept. 2012 lt ; hypertext transfer protocol: //www. newadvent. org/cathen/13064b. htm gt ; . O’Malley. John W. Some Basics About Celibacy. America 187. 13 ( 2002 ) : 7. Academic Search Premier. Web. 17 Oct. 2012. Stanosz. Paul. Seminarians Today. Commonweal 132. 14 ( 2005 ) : 19-23. ProQuest Religion. Web. 21 Oct. 2012. Thurian. Max. The Theological Basis for Priestly Celibacy. The Theological Basis for Priestly Celibacy. N. p. . n. d. Web. 17 Oct. 2012. lt ; hypertext transfer protocol: //www. vatican. va/roman_curia/congregations/cclergy/documents/rc_con_cclergy_doc_01011993_theol_en. hypertext markup language gt ; . The Catholic Holy Bible: New American Bible. The Catholic Holy Bible: New American Bible.

Challenges to foster a national identity during the Meiji restoration period.

There was a small island in the south of Japan where the Japanese imported goods from the Dutch, Chinese, and Korean nations, but there was little or no trade with any other country. Thus, the country of Japan was closed to outside influences, partly to maintain political domination control and to prevent the foreigners from stealing their gunpowder. In the mid 1860’s an American diplomatic fleet of steam powered battleships arrived and insisted upon the opening of Japanese trade with the US. The feudal Shogun government, however apprehensive of the threat to their control over the people of Japan, had no choice but to allow trade with the US. This opened the door for international trade and relations with the world beyond Japan for the first time in hundreds of years. I 1868, the shogun(the military leader) was forced to step down and the sixteen year old Emperor Meiji was â€Å"restored ,† so that Japan might catch up military with the West. There was the end of a relatively stable number of years of Shogun government called the Edo period. During this period a primary Shogunate (military dictatorship) was essentially running the government and the various different Samurai clans of the country were managed by this primary Shogunate, which was based in Edo (the city now known as Tokyo). Thankfully this particular military dictatorship was a relatively noble group monetarily, but their own noble and self-sacrificing way was actually part of what allowed the imperial family to take over the government of Japan at this rather pivotal moment. Essentially Meiji was the heir son of the imperial family and so those who stood to benefit from him being placed in as leader of the country helped to make it happen. The leadership of the Shogunate in Edo was handed over rather effortlessly as the Shogunate was apparently duped by Meiji and his supporters. Meiji’s primary supporters, of course, were leaders of some of the primary opposition to the Shogunate. This assertion of the leadership of an imperialistic family was known as the â€Å"Meiji Restoration†, yet it was not really a restoration as there had apparently never been a truly united Japan ruled in such a way before. Suddenly Meiji took over and any Samurai opposition to the changes was essentially stopped with force until the Samurai class was finally outlawed. The Meiji constitution was written as part of this â€Å"restoration† and basically fabricated a national identity for Japan. It also conveniently fabricated a nationalistic mythology which attempted to falsely present Meiji and his family as Shinto divinity. The result was a fanatical religious theocracy with a false history and deluded national patriotism. This ultimately led to the sad events of WWII and the immense disgrace of the Japanese people. It was essentially a nation-wide cult fabricated by politicians. Rationale: Westernisation influence in Japan during the Meiji Restoration Period: Political influence: In 1889, a constitution was promulgated which established a parliamentary government but left it accountable to the emperor rather than to the people. Administrative power was centralized in a national bureaucracy, which also ruled in the name of the emperor. There as a change in the feudal system. The classes were declared equal, so that samurai and their lords lost their feudal privileges, while the role of merchants began to be respected. Japan received its first European style constitution in 1889. A parliament, the Diet was established while the emperor kept sovereignty: he stood at the top of the army, navy, executive and legislative power. The ruling clique, however, kept on holding the actual power, and the able and intelligent emperor Meiji agreed with most of their actions. Political parties did not yet gain real power due to the lack of unity among their members. Economic influence: In order to transform the agrarian economy of Tokugawa Japan into a developed industrial one, many Japanese scholars were sent abroad to study Western science and languages and businesses, while foreign experts taught in Japan. The progression and improvements in education would boost the economy because of the increase in knowledge and skills. Industrialization created more importance on businesses and the prospering of them, than the farming and agrarian economy. After means of large governmental investments, the transportation and communication network in Japan were improved. The government also directly supported the prospering of businesses and industries, especially the large and powerful family businesses called zaibatsu. The large expenditures led to a financial crisis in the middle of the 1880s which was followed by a reform of the currency system and the establishment of the Bank of Japan. Thus, Japan’s economic grew tremendously during the Meiji restoration period. Education influence: A universal education was implemented. The education system was reformed after the French and later after the German system. Among those reforms was the introduction of compulsory education. Compulsory public education was introduced both to teach the skills needed for the new nation and to inculcate values of citizenship in all Japanese. This means that the money is going towards education, which goes to the people, and creates more capital, because of more knowledge. Military influence: There was a high priority for Japan in an era of European and American imperialism. Universal conscription was introduced, and a new national army modelled after the Prussian force was established, and a navy after the British force was established. Arts influence: In 1876, the government opened the Technical Fine Arts School (Kobu Bijutsu Gakko) and invited the architect Giovanni Cappelletti (d. ca. 1885), the sculptor Vincenzo Ragusa (1841–1928), and the painter Antonio Fontanesi (1818–1882), who was deeply influenced by the Barbizon school, to teach its students in Western techniques and media. Fontanesi’s students Yamamoto Hosui (1850–1906), Kuroda Seiki (1866–1924), and Asai Chu (1856–1907) all later travelled to Europe to study academic painting, and are looked upon today as the Meiji period’s greatest producers of Western style paintings (yoga). On the other hand, the government took the acquisition of Western art techniques as a means of fostering industrial development, as opposed to promoting an appreciation of Western aesthetics or art theory. This was to let the young Japanese gain appreciation for the potentially important role of the museum in society, and the establishment of Japan ’s first public museum at Yushima Seido Confucian shrine. Conder taught at the University of Technology (Kobu Daigakko). His students Tatsuno Kingo (1854–1911), Katayama Tokuma (1853–1917), and Sone Tatsuzo (1853–1937) were responsible for many of the major architectural monuments during the Meiji period. Education system in Japan during the Meiji Restoration period: School system reform: The reform of the school system has contributed the most to the enlightenment of the Japanese people. By the 1906, the school attendance was as high as 95%, which Japan boosted the one of the highest literacy rates in the world. The resorted Imperial government immediately realised the importance of universal education to the nation’s pursuit of modernisation and progress of Japan. Gakusei, a education system was implemented in the 1872 and the promulgation of the Imperial Rescript on education in the 1890, these laid the foundation for modern education system in Japan. The school system was then modelled after the westernisation. Universities established: Universities as well as technical and professional schools were established to promote higher education to meet the demands of a labour force. Except for the terakoya, small regional schools providing basic education, most traditional schools from the Edo period were almost exclusively reserved to boys belonging to the samurai class. Despite this, the level of literacy in the late Edo period was remarkably high, which no doubt paved the way for the Meiji educational reforms. Primary school: The nationalisation of the education system made primary school compulsory for both boys and girls. At first, the attendance was very low. However, after tuition was abolished for elementary schools in 1900, then there was an increase in attendance. Many things in the school was influenced by the westerners. Firstly, the school was furnished western-style were built throughout the Japan. Secondly, the school curriculum was also based on western models. This includes history, science, geography and arithmetic. Schools also continued to give moral instruction based on Confucian tradition, which encouraged patriotic loyalty and filial piety. Games like sugoroku, the New Year’s game, were used to introduce young children to the scripts in a fun way. The sugoroku board shown here illustrates the different steps a student must follow before earning a degree. Education in the Empire of Japan was a high priority for the government, as the leadership of the early Meiji government realized the critical need for universal public education in its drive to modernize and westernize Japan. Overseas missions such as the Iwakura mission were sent abroad to study the education systems of leading Western countries. After 1868 new leadership set Japan on a rapid course of modernization. The Meiji leaders established a public education system to help Japan catch up with the West and form a modern nation. Missions like the Iwakura mission were sent abroad to study the education systems of leading Western countries. They returned with the ideas of decentralization, local school boards, and teacher autonomy. Such ideas and ambitious initial plans, however, proved very difficult to carry out. After some trial and error, a new national education system emerged. As an indication of its success, elementary school enrollments climbed from about 40 or 50 percent of the school-age population in the 1870s to more than 90 percent by 1900, despite strong public protest, especially against school fees. By the 1890s, after earlier intensive preoccupation with Western, particularly United States, educational ideas, a much more conservative and traditional orientation evolved. Confucian precepts were stressed, especially those concerning the hierarchical nature of human relations, service to the new state, the pursuit of learning, and morality. These ideals, embodied in the 1890 Imperial Rescript on Education, along with highly centralized government control over education, largely guided Japanese education until the end of World War II. There are two different perspective to the modernization of Japan. Some Japanese think that it is a chance to achieve collective, national glory. However, others do not really encourage modernization. Change to them meant danger, decadence and loss of moral virtues. They fear of three areas: gender disorder, cultural concern and political disorders. Firstly, for the gender anarchy, the Japanese banned women from adopting short hairstyle in the 1872. It emerged again when the government sharply restricted women’s political activity in 18890. However, during the Meiji period, the primary duty of the women was to serve the twin roles of good wife and wise mother was not purely reactionary or restrictive. During the Meiji formulation, wise women needed schooling. This was to ensure that the mother raises the children well in a new era, thus the mother needs to be literate. They had to know something about the world beyond the home. â€Å"Good mother, wise mother† was aggressively promoted by the Japanese government that the women have to be educated. The imperial institution took part in the project to prescribe new roles of women for men. The imperial signaled that men should have western haircuts by adopting that style of him. While the hair of the women should be kept long and braided up. The women’s appeara nce was also influenced by the westerners. the westernized facial appearance encourages the women to stop shaving their eye brown and blackening their teeth. However, it was later changed with support from the throne in the face of western examples and criticisms. Secondly, the Japanese fear of political disorder. They fear that a restless populace might challenge their political control which led to the decision for a conservative constitution. It inspires for a call for scarification for the state in Imperial Rescript. It also inspired a spark for military drills in school. Thirdly, it is the open of the port to the outside world. Japanese fear that people from across the sea would poison the soul of the Japan. They fear that they would influence the Japanese or to convert them into Christianity and demolish their true identity and cultural, they fear the lost of their cultural. Due to the rapid modernization and adapting many things from the westerners, they start to fear that there is no unique identity of Japan. Thus a magazine â€Å" The Japanese† was published. The writer thinks that the nation followed a path towards the so-called civilized. They feared that it might â€Å"forfeit our nation national character and destroy all the elements in References: Websites: http://www.japan-guide.com/e/e2130.html 21/4/11 , on the western influence on Japan. http://www.travel-to-japan.com/the-meiji-restoration/ (21/4/11), the background of Meiji Period. http://www.museevirtuel-virtualmuseum.ca/edu/ViewLoitLo.do;jsessionid=AA30BECF533CBA0ECFF8450FC71FF6C1?method=previewlang=ENid=12991 23/4/11, education system during the Meiji period. Challenges to foster a national identity during the Meiji restoration period. There was a small island in the south of Japan where the Japanese imported goods from the Dutch, Chinese, and Korean nations, but there was little or no trade with any other country. Thus, the country of Japan was closed to outside influences, partly to maintain political domination control and to prevent the foreigners from stealing their gunpowder. In the mid 1860’s an American diplomatic fleet of steam powered battleships arrived and insisted upon the opening of Japanese trade with the US. The feudal Shogun government, however apprehensive of the threat to their control over the people of Japan, had no choice but to allow trade with the US. This opened the door for international trade and relations with the world beyond Japan for the first time in hundreds of years. I 1868, the shogun(the military leader) was forced to step down and the sixteen year old Emperor Meiji was â€Å"restored ,† so that Japan might catch up military with the West. There was the end of a relatively stable number of years of Shogun government called the Edo period. During this period a primary Shogunate (military dictatorship) was essentially running the government and the various different Samurai clans of the country were managed by this primary Shogunate, which was based in Edo (the city now known as Tokyo). Thankfully this particular military dictatorship was a relatively noble group monetarily, but their own noble and self-sacrificing way was actually part of what allowed the imperial family to take over the government of Japan at this rather pivotal moment. Essentially Meiji was the heir son of the imperial family and so those who stood to benefit from him being placed in as leader of the country helped to make it happen. The leadership of the Shogunate in Edo was handed over rather effortlessly as the Shogunate was apparently duped by Meiji and his supporters. Meiji’s primary supporters, of course, were leaders of some of the primary opposition to the Shogunate. This assertion of the leadership of an imperialistic family was known as the â€Å"Meiji Restoration†, yet it was not really a restoration as there had apparently never been a truly united Japan ruled in such a way before. Suddenly Meiji took over and any Samurai opposition to the changes was essentially stopped with force until the Samurai class was finally outlawed. The Meiji constitution was written as part of this â€Å"restoration† and basically fabricated a national identity for Japan. It also conveniently fabricated a nationalistic mythology which attempted to falsely present Meiji and his family as Shinto divinity. The result was a fanatical religious theocracy with a false history and deluded national patriotism. This ultimately led to the sad events of WWII and the immense disgrace of the Japanese people. It was essentially a nation-wide cult fabricated by politicians. Rationale: Westernisation influence in Japan during the Meiji Restoration Period: Political influence: In 1889, a constitution was promulgated which established a parliamentary government but left it accountable to the emperor rather than to the people. Administrative power was centralized in a national bureaucracy, which also ruled in the name of the emperor. There as a change in the feudal system. The classes were declared equal, so that samurai and their lords lost their feudal privileges, while the role of merchants began to be respected. Japan received its first European style constitution in 1889. A parliament, the Diet was established while the emperor kept sovereignty: he stood at the top of the army, navy, executive and legislative power. The ruling clique, however, kept on holding the actual power, and the able and intelligent emperor Meiji agreed with most of their actions. Political parties did not yet gain real power due to the lack of unity among their members. Economic influence: In order to transform the agrarian economy of Tokugawa Japan into a developed industrial one, many Japanese scholars were sent abroad to study Western science and languages and businesses, while foreign experts taught in Japan. The progression and improvements in education would boost the economy because of the increase in knowledge and skills. Industrialization created more importance on businesses and the prospering of them, than the farming and agrarian economy. After means of large governmental investments, the transportation and communication network in Japan were improved. The government also directly supported the prospering of businesses and industries, especially the large and powerful family businesses called zaibatsu. The large expenditures led to a financial crisis in the middle of the 1880s which was followed by a reform of the currency system and the establishment of the Bank of Japan. Thus, Japan’s economic grew tremendously during the Meiji restoration period. Education influence: A universal education was implemented. The education system was reformed after the French and later after the German system. Among those reforms was the introduction of compulsory education. Compulsory public education was introduced both to teach the skills needed for the new nation and to inculcate values of citizenship in all Japanese. This means that the money is going towards education, which goes to the people, and creates more capital, because of more knowledge. Military influence: There was a high priority for Japan in an era of European and American imperialism. Universal conscription was introduced, and a new national army modelled after the Prussian force was established, and a navy after the British force was established. Arts influence: In 1876, the government opened the Technical Fine Arts School (Kobu Bijutsu Gakko) and invited the architect Giovanni Cappelletti (d. ca. 1885), the sculptor Vincenzo Ragusa (1841–1928), and the painter Antonio Fontanesi (1818–1882), who was deeply influenced by the Barbizon school, to teach its students in Western techniques and media. Fontanesi’s students Yamamoto Hosui (1850–1906), Kuroda Seiki (1866–1924), and Asai Chu (1856–1907) all later travelled to Europe to study academic painting, and are looked upon today as the Meiji period’s greatest producers of Western style paintings (yoga). On the other hand, the government took the acquisition of Western art techniques as a means of fostering industrial development, as opposed to promoting an appreciation of Western aesthetics or art theory. This was to let the young Japanese gain appreciation for the potentially important role of the museum in society, and the establishment of Japan ’s first public museum at Yushima Seido Confucian shrine. Conder taught at the University of Technology (Kobu Daigakko). His students Tatsuno Kingo (1854–1911), Katayama Tokuma (1853–1917), and Sone Tatsuzo (1853–1937) were responsible for many of the major architectural monuments during the Meiji period. Education system in Japan during the Meiji Restoration period: School system reform: The reform of the school system has contributed the most to the enlightenment of the Japanese people. By the 1906, the school attendance was as high as 95%, which Japan boosted the one of the highest literacy rates in the world. The resorted Imperial government immediately realised the importance of universal education to the nation’s pursuit of modernisation and progress of Japan. Gakusei, a education system was implemented in the 1872 and the promulgation of the Imperial Rescript on education in the 1890, these laid the foundation for modern education system in Japan. The school system was then modelled after the westernisation. Universities established: Universities as well as technical and professional schools were established to promote higher education to meet the demands of a labour force. Except for the terakoya, small regional schools providing basic education, most traditional schools from the Edo period were almost exclusively reserved to boys belonging to the samurai class. Despite this, the level of literacy in the late Edo period was remarkably high, which no doubt paved the way for the Meiji educational reforms. Primary school: The nationalisation of the education system made primary school compulsory for both boys and girls. At first, the attendance was very low. However, after tuition was abolished for elementary schools in 1900, then there was an increase in attendance. Many things in the school was influenced by the westerners. Firstly, the school was furnished western-style were built throughout the Japan. Secondly, the school curriculum was also based on western models. This includes history, science, geography and arithmetic. Schools also continued to give moral instruction based on Confucian tradition, which encouraged patriotic loyalty and filial piety. Games like sugoroku, the New Year’s game, were used to introduce young children to the scripts in a fun way. The sugoroku board shown here illustrates the different steps a student must follow before earning a degree. Education in the Empire of Japan was a high priority for the government, as the leadership of the early Meiji government realized the critical need for universal public education in its drive to modernize and westernize Japan. Overseas missions such as the Iwakura mission were sent abroad to study the education systems of leading Western countries. After 1868 new leadership set Japan on a rapid course of modernization. The Meiji leaders established a public education system to help Japan catch up with the West and form a modern nation. Missions like the Iwakura mission were sent abroad to study the education systems of leading Western countries. They returned with the ideas of decentralization, local school boards, and teacher autonomy. Such ideas and ambitious initial plans, however, proved very difficult to carry out. After some trial and error, a new national education system emerged. As an indication of its success, elementary school enrollments climbed from about 40 or 50 percent of the school-age population in the 1870s to more than 90 percent by 1900, despite strong public protest, especially against school fees. By the 1890s, after earlier intensive preoccupation with Western, particularly United States, educational ideas, a much more conservative and traditional orientation evolved. Confucian precepts were stressed, especially those concerning the hierarchical nature of human relations, service to the new state, the pursuit of learning, and morality. These ideals, embodied in the 1890 Imperial Rescript on Education, along with highly centralized government control over education, largely guided Japanese education until the end of World War II. There are two different perspective to the modernization of Japan. Some Japanese think that it is a chance to achieve collective, national glory. However, others do not really encourage modernization. Change to them meant danger, decadence and loss of moral virtues. They fear of three areas: gender disorder, cultural concern and political disorders. Firstly, for the gender anarchy, the Japanese banned women from adopting short hairstyle in the 1872. It emerged again when the government sharply restricted women’s political activity in 18890. However, during the Meiji period, the primary duty of the women was to serve the twin roles of good wife and wise mother was not purely reactionary or restrictive. During the Meiji formulation, wise women needed schooling. This was to ensure that the mother raises the children well in a new era, thus the mother needs to be literate. They had to know something about the world beyond the home. â€Å"Good mother, wise mother† was aggressively promoted by the Japanese government that the women have to be educated. The imperial institution took part in the project to prescribe new roles of women for men. The imperial signaled that men should have western haircuts by adopting that style of him. While the hair of the women should be kept long and braided up. The women’s appeara nce was also influenced by the westerners. the westernized facial appearance encourages the women to stop shaving their eye brown and blackening their teeth. However, it was later changed with support from the throne in the face of western examples and criticisms. Secondly, the Japanese fear of political disorder. They fear that a restless populace might challenge their political control which led to the decision for a conservative constitution. It inspires for a call for scarification for the state in Imperial Rescript. It also inspired a spark for military drills in school. Thirdly, it is the open of the port to the outside world. Japanese fear that people from across the sea would poison the soul of the Japan. They fear that they would influence the Japanese or to convert them into Christianity and demolish their true identity and cultural, they fear the lost of their cultural. Due to the rapid modernization and adapting many things from the westerners, they start to fear that there is no unique identity of Japan. Thus a magazine â€Å" The Japanese† was published. The writer thinks that the nation followed a path towards the so-called civilized. They feared that it might â€Å"forfeit our nation national character and destroy all the elements in References: Websites: http://www.japan-guide.com/e/e2130.html 21/4/11 , on the western influence on Japan. http://www.travel-to-japan.com/the-meiji-restoration/ (21/4/11), the background of Meiji Period. http://www.museevirtuel-virtualmuseum.ca/edu/ViewLoitLo.do;jsessionid=AA30BECF533CBA0ECFF8450FC71FF6C1?method=previewlang=ENid=12991 23/4/11, education system during the Meiji period.

Development Essay Example | Topics and Well Written Essays - 1500 words

Development - Essay Example 47). Thus development in an organizational context is dependent on some key theoretical aspects like: a) Leadership The main crux of any leadership effort is to motivate people to aspire to achieve a common goal and to extend to them the skills and the attributes that could make them work collectively as a team (Rost 1993, p. 39). A leader always has the ability and the potential to gets things done by others through following the right strategy and attitude. However, such attitude ought to rely predominantly on a feeling of respect for and trust on others and must avoid as far as possible, resorting to fear and submission (Rost 1993, p. 42). Hence, respect and mutual trust are the key elements of leadership. b) Motivation It is very common to come across the reality that varied personnel constituting an organizational team tend to have diverse purposes, goals and aspirations (Mackay 2007, p. 24). Not to say that the eventual success of any project is predominantly dependant on the c ollective commitment of all the team members to the envisaged goal. This is mostly a direct function of their levels of motivation. Motivation in an organizational context is a two pronged process. ... to be bound by a common sense of purpose, thereby extending maximum cooperation to the respective group members, the organizational leadership, the diverse stakeholders associated with the organization and the organizational administration (Lantz 2007, p. 12). Teamwork is always the final outcome of good team building and effective leadership. Team building efforts comprise of varied tasks like defining goals and targets, extending and establishing leadership, management of conflicts, and motivating the respective team members (Lantz 2007). Team building also consists of processes like encouraging the interpersonal behaviour that aids effective communication and negotiating the roles ascribed to respective team members and establishing the procedures that go with them (Lantz 2007). It goes without saying that the team building efforts in an organization are certainly bolstered by the ability of a team leader to solicit the backing and support of the top management. Team building is a lso to a great extent dependant on the ability of a team leader to come out with appropriate reward systems. d) Communication Most of the experts consider communication to be the single most important factor that could make or mar the eventual success of any project (Harris 1993). The success of a project to a great extent relies on the effective communication between team members, between team members and the leadership, and between a team and the diverse stakeholders associated with a project (Harris 1993). A hassle free and open communication is the way to success and achievement. Proper communication is the one potent way to better and improve professional relationships between the varied team members. Hence, a team leader ought to learn about the varied communication aspects of the

Blue ocean strategy Research Paper Example | Topics and Well Written Essays - 750 words

Blue ocean strategy - Research Paper Example Due to these underlining causes, the strategy of BOS is offered high concentration by the organizations operating in this era, among many other rival players (Kim & Mauborgne, 2013). The product, Yellow Tail of Casella Wines of Australia needs to implement the strategy of Blue Ocean as it might prove effective in developing new markets as well as wide range of customers. Other than this, by implementation of Blue Ocean strategy, the organization of Yellow Wine might offer more concentration over wine market as compared to others. This strategy might highlights its market segments in a more effective way such as wine drinkers, easy to go drinkers like beer, cocktail, soft drinks etc as well as any individual desiring to attain a refreshing feeling. However, in order to increase its range of customers or to reach beyond the existing demand, extensive promotion or campaigns is essential. Other than this, the organization of Yellow Wine is implementing Blue Ocean in order to reduce driving cost by amplifying the values of the products. This might prove extremely effective for the customers, thereby amplifying their demand and loyalty over the brand among many other rival players. By doing so, maximum extent of the customers desiring to drink wine or beer might get attracted towards the product line that may increase its productivity in the market among others. Along with this, the position and loyalty of the product line of wine might also get improved to a significant extent. Hence, due to these underlining reasons, the organization of Casella Wines might try to implement Blue Ocean strategy so as to amplify its portfolio and brand value in this competitive market among many other rival players. So, the popularity and demand of Blue Ocean Strategy is increasing day by day. Red Ocean Strategy is a strategy used to compete with the existing rival players

Does Modern Technology Help Students Essay Example for Free

Does Modern Technology Help Students Essay Sample Essay 2 Question: Does modern technology help students learn more information and learn it more quickly? Answer: Marvelous as it looks at first sight, modern technology does not help students learn information at greater speed and with higher efficiency in most cases. On the contrary, it works towards the opposite direction which led students to lose their initiative to learn and explore. First of all, one property of modern technology is latently harmful to any learning mind it distracts. One thing we feel about when we are searching for information online is that the internet, as an outstanding example of modern technology, provides us with not only relevant results to make use of, but also external links to click. More than once I turned on my computer to check school library for resources, but ended up watching Youtube videos. In this case, computer as a representative of modern technology plays a negative role in learning information. We do acquire more information with the convenient tool, yet most of them are irrelevant and in the end procrastinating would lower our learning. Also, students would easily become disoriented in the huge sea of information. Although modern technology could equip us with easy access to information, the huge amount of resources would actually leave us confused. Therefore, it is only we obtain information more quickly rather than we learn it more quickly. A telling example is my experience with a digital library which stores almost all the books I need. At first I enjoyed downloading them from the database, however, one month later I ended up with hundreds of books stored in my laptop yet none of them finished or ever clicked. Furthermore, modern technology gives students an illusion that information and real knowledge is easy to learn just by clicking mouse or watching videos. But in fact this is only the first step towards useful information and effective learning, as learning of any kind requires full concentration and interactive thinking, which are almost absent in the process of popular e-learning experience. To summarize, modern technology does not help students learn more information and learn it more quickly, though it does make access to information and resources much more easily. The popular e-learning still lacks the concentration, depth, and interaction that are the hallmark of traditional ways of education and learning.

Illegal Immigration Essay -- Immigration History

Illegal immigration is a grave issue that affects everyone in the world. Illegal immigration is the process of an alien, or non-citizen, who has entered a country without government permission or stayed beyond the termination date of a visa (Free Online Law Dictionary). The flow of illegal immigrants is almost entirely from countries of lower socioeconomic levels to countries of higher socioeconomic levels. Basically, foreigners tend to migrate from undeveloped countries to developed countries. Many from Africa, an undeveloped continent, illegally migrate to Europe, a developed continent, in search of opportunities. Similarly, many Mexicans illegally cross the American border every month in search of the American dream (The Telegraph, 2004; White, n.d). Each person has his way in how to immigrate to their new homes. For instance, in Africa, few decide to bribe the cops to show a blind eye to their actions, others pay about 3000 euro to trafficking organizations, and others decide to secretly get on commercial trucks and into Europe. Regardless of how immigrants get to their new homes, they decide to take a huge risk and leave their old home in search for a better life (Cornelius, et al., 1994). As a result, many leave or lose loved ones and possessions. Some immigrants leave their home country due to political or economic reasons; generally, choosing to immigrate to countries that are more technologically advanced, have abundant resources, and that offer more opportunities. Others that have a more futuristic perspective migrate to give their children better lives. In a few countries, such as the United States, children of illegal immigrants are automatically given citizenship. Eventually, once in a foreign country, illegal immigr... ...the crime rate in countries that harbor illegal immigrants has increased. In the US, for one, about 30 percent of all inmates are illegal immigrants (Illegal Immigration, 2008). Overpopulation is another issue that has resulted from illegal immigration. Overpopulation is now a growing issue because of illegal immigration (Cendrowicz, 2011). Annually, many illegal immigrants are crossing borders into countries around the world; mainly into the US and Europe (considered developed nations). This is a rising issue that should be prevented because overpopulation will become â€Å"the plague of the 21st century† (Wooldridge, 2003). As Arun Gandhi said (2003), â€Å"If massive population is so good, why is India so poor?† As a society, we should try to bring a halt to this increasing issue of illegal immigration and help our citizens by providing the best services and all we can.

Rural Marketing in India

RURAL MARKETING IN INDIA: In a market where life has revolved around deep rooted community values, joint families, and social customs and taboos (women, for example, are not allowed to wear trousers), marketers realize that the traditional routes of market entry and brand building employed in urban India are often not feasible. As Adi Godrej, Chairman of the Godrej Group, says, â€Å"The challenge [for brands] is to understand the [psyche] of the rural consumer, create better distribution, and [appreciate] the heterogeneity. In recent times, rural India has witnessed a wave of change. Dinesh Malhotra, general manager of Linterland (rural arm of Lintas), points out, â€Å"With media exposure and increasing literacy levels, people in rural India are now demanding a better lifestyle. † The educated â€Å"rural yuppie† (males in the 15-34 age group) is moving out to work in nearby towns and cities, and sending money home to his family. This has created an indirect increase in disposable incomes and a surge in demand for consumer goods. The rural youth are slowly evolving as â€Å"opinion leaders† in influencing brand and product decisions in a market that was swayed by village elders for centuries. When building a brand in rural India, word-of-mouth is a huge motivator. Focused brand-building initiatives—like participation at community events such as â€Å"melas† (village fairs), â€Å"haats† (markets), street theater, van campaigns, and puppet shows—generate positive word-of-mouth and influence buying decisions Cholayil Ltd. , a purveyor of the herbal soap â€Å"Medimix,† campaigned in mobile vans to promote its brand. We run a van campaign which visits the interior villages where there are no distributors. We halt the van at specific points [where village folks congregate and watch videos shown on these vans] and give out product samples. † However, contrary to claims of Medimix’s success, Malhotra believes that â€Å"van campaigns can be very expensive. [Al ternatively, promoting one’s brand] in large congregation points like village markets and fairs has a far wider reach, and is more cost effective. † Direct media promotions have helped build knowledge of product categories and change long-entrenched living habits. Colgate-Palmolive, a leading oral hygiene product manufacturer, entered the rural market at a time when â€Å"Neem† twigs (the Neem tree has herbal properties) and non-dentifrice products like ash, charcoal, or salt were the norm for brushing teeth (in fact in some rural pockets, this tradition still continues). In 2001, Colgate-Palmolive launched â€Å"Operation Jagruti† to educate villagers about oral hygiene and its benefits vis-a-vis traditional products like â€Å"Neem. † Through product trials and free samples, the company was able to generate awareness in this new market. On a similar note, CK Ranganathan, managing director of Cavin Kare, notes, â€Å"When we entered the rural areas in South India, people used to wash their hair with soap. When we launched the ‘Chik’ brand of shampoo we educated the people on how to use it through live ‘touch and feel’ demonstrations and also distributed free sachets at fairs. This strategy worked wonders in the rural areas of Tamil Nadu and Andhra Pradesh—two important states in India. Colgate and Cavin Kare have shown that communication is key when it comes to building brands in rural markets. As R. V. Rajan, managing director of the Anugrah Advertising Agency, adds, â€Å"To communicate effectively, it is important to understand the fears, aspirations, and hopes of the rural consumer. † Not to mention the traditions and stereotypes that have governed their lives for centuries. While communicating the brand message, marketers must realize that language plays a prime role. Though a large part of urban India is well versed in English (thanks to the British and modern television), in rural India, heritage plays a powerful role and regional languages are predominant. There are 15 regional languages, and 1600 dialects in India, and as one moves into the countryside, English is replaced with regional tongues. V. S. Sitaram, Dabur India executive director, explains, â€Å"Often people treat India as one big market, but the reality is that India is more like the European Union—a mix of different cultures, habits and languages. † Dabur is also considering the use of South Indian celebrities to propagate the brand message in South India. Marketing companies not only need to customize their communication, but in some cases they must also change their product names to match regional differences. Take toothpaste, for example: â€Å"Dabur’s Lal Dant Manjan† (red toothpowder in Hindi) was rechristened as â€Å"Dabur Sivappu Pal Podi† (red toothpowder in Tamil, the local language) for the South Indian market. Affordability of the product is also a critical success factor when building brands. A spokesperson from Tata Group, which retails the Sonata brand of watches to rural India, says, â€Å"[rural folks] think of a purchase in terms of how it serves their needs and how well its suits the family, rather than the individual. Products must be affordable and immensely practical. Furthermore, since the rural consumer often survives on daily wages, he engages in daily purchases. Several companies like Cavin Kare, Godrej, and Dabur adopted the â€Å"single use† sachet strategy, which has worked in their favor. As Byas Anand, Senior Manager, Corporate Communications, Dabur India, claims, â€Å"We introduced one-rupee sachets (2. 5 cents) for Dabur Vatika shampoo which resulted in doubling of volumes in the rural market. † Though pricing is important, rural consumers favor quality as well. For rural consumers, a purchase is a bigger investment than it is for the urban, veteran consumer. Hence, a particular brand will be rewarded only if it earns the rural consumer’s trust through consistent product quality. As R. V. Rajan says, â€Å"the rural consumer is conscious of value for money, and it might be difficult to convert him to a new brand. However, once converted he is fiercely loyal to the brand. † This issue will be a challenging one for corporations when they strategize their brand entry and decide how to balance pricing with brand quality. The challenge doesn’t end with just building brand awareness. While television and direct marketing activities help rural consumers learn about different brands, ensuring product availability is even more critical. Marketers in rural India claim that setting up a supply chain that reaches the remotest rural areas is extremely arduous given the infrastructure in the country. According to Harish Manwani, chairman of Hindustan Unilever Limited (HUL), â€Å"The rural market [centers] are scattered over large areas and [their] connectivity to the urban centers is poor. To overcome the distribution challenge and increase penetration in rural hinterlands, HUL launched a unique operation called Project Shakti in 2001 (â€Å"Shakti† is a Hindi word which means â€Å"strength†). The project targeted rural women from existing self-help groups to work as â€Å"direct-to-home† distributors for HUL products, and helped the company break into a market they were unfamili ar with. Malhotra (Linterland) believes that, â€Å"While Project Shakti might have worked for HUL, it is not an established channel. Reasons like relatively high capital investment, gender roles, and taboos could present an upper limit to those sales numbers. According to Malhotra, a â€Å"hub and spoke† model of distribution is the â€Å"future. † As he explains, â€Å"We successfully adopted the hub and spoke model for Dabur India and it has worked very well. Here, feeder towns, primarily on the highways serve as hubs, where companies can rent a warehouse and stock their products. [Spokes are comprised of] ‘cyclist salesmen’ [who] then distribute products to small retail outlets in nearby rural pockets. † In short, customized and affordable products, effective distribution, and focused marketing initiatives are essential factors in building credibility for a brand in rural India. Brand awareness and trust will play a key role in combating the blitz of local copycat brands that are formidable competition. If marketers tailor make their brand building initiatives according to the dynamics of the rural market, it may no longer come as a surprise to see the rural Indian consumer sitting before a Samsung television, enjoying a bag of Frito-Lay potato chips, and drinking a bottle of Coke.

Management Styles in the Workplace

Title: Management Styles in the Workplace Purpose Statement: My purpose today is to inform you on four different management styles in the workplace. Thesis Statement: It is important for managers to understand their management style when certain situations arise in the work place, by knowing your management style you will become a better leader. Introduction: Have you ever been told, â€Å"Do it this way or don’t do it at all? † if so do you know what type of leadership or management style this. Well today, I’m going to inform you about four different type of management styles; democratic, autocratic, paternalistic, and laissez-faire.Also, I am going to explain the advantages and disadvantages of each management style. Main Point 1: Democratic Management Style A. What is it? a. According to Building a Management Style, Democratic management builds commitment among employees in order to generate new ideas. It is one that seeks input from all employees and allows t he staff to use their own work methods, to get the task done in a timely matter. The Democratic Management Style is similar to the participatory leadership style because it produces moderate task efficiency but high satisfaction, according to the textbook.These two types of management style result in a transformational leadership approach according to the publication by Larry Thompson. This approach results in staff empowerment by making the staff or team feel that they are part of the decision making process, which will motivate your team and generate new ideas. B. What are the Advantages and Disadvantages a. Advantages: i. It is people centered ii. Encourages others to share ideas iii. Tolerating alternative views (understanding at there is more than one way of accomplishing the goal) b. Disadvantages: i.The manager could be taken advantage of due to employees not working to their full potential. ii. Moderate task efficiency iii. Slow down decision making process Main Point 2: Aut ocratic Management Style A. What is it? a. According to Building a Management Style autocratic managers do a complete 180 has far as treating his/Her staff. The book states this type of manager is single-minded about getting long-term results, and help from others. b. Autocratic management style is very similar to high directive leadership style studied in the textbook, such as; productivity is high, with little concern for people and their satisfaction level.The autocratic management style only offers one-way communication, and that is through the leader. This type of management style falls into the transactional theory according to the publication by Larry Thompson. B. What are the Advantages and the Disadvantages? a. Advantages: i. Although this type of management style seems pretty forceful there are many advantages. According to Managementstyle. org a few of the advantages are: 1. Instructions are forceful, 2. can make fast decisions, 3. less unexpected side track situations du e to lack of communication. b.Disadvantages: i. With such a Hitler style management approach there will disadvantages to using the autocratic management style, according to Managementstyle. org, such as: 1. The staff may feel useless as they are not consulted 2. Input from the staff is not allowed 3. Staff waiting on instructions (will cause delays) Main Point 3: Paternalistic Management Style A. What is it? a. According to learningmanagement2. com the paternalistic management style is combination of both democratic and autocratic management styles.Paternalistic managers will ask for the staff views and opinions, which allows them to feel involved, but in the end the manager will make the finial decision. b. According to Dr. Daniel Theyagu, who is a corporate trainer and seminar leader, suggest that by using the paternalistic management style approach, the leader will learn to move away from delegation to empowerment. i. Dr. Daniel Theyagu suggests leaders should stay involved with the development of their staff, so that the manager can be aware of his/her staff’s needs. ii.It is important for constant communication, to clear up any uncertainty among the staff and make sure everyone is on the same level for common values and goal of the project or task. iii. Dr. Daniel Theyagu also believes that when people feel involved they are more likely to ‘â€Å"buy in’ the visions and values of the leader. † Main Point 4: Laissez Faire Management Style: A. What is it? a. Laissez Faire Management style is also known as negligent leadership style in the textbook. According to the business dictionary website, laissez-faire management styles is a non-authoritarian approach to management.This type of manager feels that or â€Å"believes that people will excel when they are left alone to respond to their responsibilities and obligations in their own ways. B. What are the advantages and disadvantages? a. Advantages: According to about. com this type of management can be very effect if: i. When leaders are still there for consultation and feedback ii. Members are able to work alone and still be motivated iii. If Members are highly skilled, they do not need to wait on management to tell them how to complete the task. b.Disadvantages: In most cases the disadvantages out way the advantages because i. The lack of guidance may leave the staff feeling neglected. ii. According to the textbook, leader take no part in the decision-making process and offers little advice or direction. Conclusion: We are all managers of your own lives, but one day we will be leaders of others. Democratic management style allows others to take part in the decision-making process. Autocratic management style leaders make decisions without regards to others. Paternalistic allows for others input, but the decision is still up to the leader.Laissez-faire management style is a more hands off approach, and this type of leader style is not recommended for most si tuations. Knowing what the different types of management styles are, and what they mean, this can be an informative advantage to maybe using certain management styles in certain citations. References Autocratic,Paternalistic, Democratic, Laissez faire and Unorthodox management styles Laissez faire management style  » Tag Archive  » Business tips – BSMR. COM . (2011, October 8). Business tips – BSMR. COM  » Tips and advice about business . Retrieved February 23, 2012, from http://www. smr. com/tag/laissez-faire-management-style/ Matlwa,  M.. (2009,  May). Building a management style. Accountancy SA,18-19. Retrieved February 28, 2012, from Accounting & Tax Periodicals. (Document ID:  1748263211). Management Styles. (n. d. ). Welcome to Learn Management 2. com. Learn about management here. Free management lessons and revision notes.. Retrieved February 23, 2012, from http://www. learnmanagement2. com/leadership%20styles. htm Autocratic Management Style. (n. d. ). Management Style. Retrieved February 24, 2012, from http://managementstyle. org/autocratic-management-style. hp/ Dodd, C. H. (2012). Managing business and professional communication (3rd ed. ). Boston: Allyn & Bacon. The Democratic Leadership Style. (n. d. ). Leadership Toolbox: Your Source for Leadership Development Resources. Retrieved February 24, 2012, from http://www. leadership-toolbox. com/democratic-leadership-style. html Theyagu, D. (n. d. ). Autocratic vs Consultative Leadership. EzineArticles Submission – Submit Your Best Quality Original Articles For Massive Exposure, Ezine Publishers Get 25 Free Article Reprints. Retrieved February 23, 2012, from http://ezinearticles. com/?Autocratic-vs-Consultative-Leadership&id=1054914 Thompson,  L.. A study of the relationships between leadership style and employee and customer satisfaction in a wireless telecommunications company. Ph. D. dissertation, Our Lady of the Lake University, United States — Texas. Retrie ved February 28, 2012, from ABI/INFORM Global. (Publication No. AAT 3354209). What is laissez-faire leadership? definition and meaning. (n. d. ). BusinessDictionary. com – Online Business Dictionary. Retrieved February 23, 2012, from http://www. businessdictionary. com/definition/laissez-faire-leadership. html

How to Say Want or Desire in Japanese

How to Say Want or Desire in Japanese There are many ways to express wants or desire in Japanese depending on the situation. Are you in want of an object or an action? Are you speaking to a superior or a peer? Are you telling a statement or asking a question? Each scenario will require a different way to express to want or to desire in Japanese. Lets go through them! Involving a Noun When what one desires requires a noun, such as a car or money, hoshii (to want) is used. The basic sentence structure is  someone) wa (something) ga hoshii desu.  Note that the object of the verb to want is marked with the particle ga, not o. Here are some sample sentences: Watashi wa kuruma ga hoshii desu. ç § Ã£  ¯Ã¨ »Å Ã£ Å'æ ¬ ²Ã£ â€"㠁„㠁 §Ã£ â„¢Ã£â‚¬â€š - I want a car. Watashi wa sono hon ga hoshii desu. ç § Ã£  ¯Ã£  Ã£  ®Ã¦Å" ¬Ã£ Å'æ ¬ ²Ã£ â€"㠁„㠁 §Ã£ â„¢Ã£â‚¬â€š - I want that book. Watashi wa nihonjin no tomodachi ga hoshii desu. ç § Ã£  ¯Ã¦â€" ¥Ã¦Å" ¬Ã¤ º ºÃ£  ®Ã¥ â€¹Ã© â€Ã£ Å'æ ¬ ²Ã£ â€"㠁„㠁 §Ã£ â„¢Ã£â‚¬â€š - I want a Japanese friend. Watashi  wa  kamera  ga  hoshii  desu. ç § Ã£  ¯Ã£â€š «Ã£Æ' ¡Ã£Æ' ©Ã£ Å'æ ¬ ²Ã£ â€"㠁„㠁 §Ã£ â„¢Ã£â‚¬â€š - I want a camera. Involving a Verb There are times when people dont want a material object but instead desire an action, like eating or buying. In such a case, to want in Japanese is expressed as ~tai desu. The basic sentence structure is (someone) wa (something) o ~tai desu. Here are a few sample sentences: Watashi wa kuruma o kaitai desu. ç § Ã£  ¯Ã¨ »Å Ã£â€šâ€™Ã¨ ² ·Ã£ â€žÃ£ Å¸Ã£ â€žÃ£  §Ã£ â„¢Ã£â‚¬â€š - I want to buy a car. Watashi wa sono hon o yomitai desu. ç § Ã£  ¯Ã£  Ã£  ®Ã¦Å" ¬Ã£â€šâ€™Ã¨ ª ­Ã£  ¿Ã£ Å¸Ã£ â€žÃ£  §Ã£ â„¢Ã£â‚¬â€š - I want to read that book. When you want to emphasize a subject, the particle ga is used instead of o. For instance,   Boku wa sushi ga tabetai desu. Ã¥Æ'•ã  ¯Ã£ â„¢Ã£ â€"㠁Å'é £Å¸Ã£  ¹Ã£ Å¸Ã£ â€žÃ£  §Ã£ â„¢Ã£â‚¬â€š - I want to eat sushi. Informal Setting When speaking in informal situations, ~ desu 㠁 §Ã£ â„¢ can be omitted. The following are examples of more casual sentences: Watashi wa okane ga hoshii. ç § Ã£  ¯Ã£ Å Ã©â€¡â€˜Ã£ Å'æ ¬ ²Ã£ â€"㠁„。 - I want money. Watashi wa nihon ni ikitai. ç § Ã£  ¯Ã¦â€" ¥Ã¦Å" ¬Ã£  «Ã¨ ¡Å'㠁 Ã£ Å¸Ã£ â€žÃ£â‚¬â€š - I want to go to Japan. Watashi wa eigo o benkyou shitai. ç § Ã£  ¯Ã¨â€¹ ±Ã¨ ªÅ¾Ã£â€šâ€™Ã¥â€¹â€°Ã¥ ¼ ·Ã£ â€"㠁Ÿã â€žÃ£â‚¬â€š- I want to study English. When to Use ~Tai Since ~tai expresses a very personal feeling, it is usually used only for the first person, and in a question for the second person. Note that ~  tai  Ã£ Å¸Ã£ â€ž) expression is not normally used when asking about the desire of ones superior. Nani  ga  tabetai  desu ka. ä ½â€¢Ã£ Å'é £Å¸Ã£  ¹Ã£ Å¸Ã£ â€žÃ£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š - What do you want to eat? Watashi  wa  kono  eiga  ga  mitai  desu. ç § Ã£  ¯Ã£ â€œÃ£  ®Ã¦Ëœ  Ã§â€ »Ã£ Å'㠁 ¿Ã£ Å¸Ã£ â€žÃ£  §Ã£ â„¢Ã£â‚¬â€š - I want to watch this movie. Watashi wa amerika ni ikitai desu. ç § Ã£  ¯Ã£â€š ¢Ã£Æ' ¡Ã£Æ' ªÃ£â€š «Ã£  «Ã¨ ¡Å'㠁 Ã£ Å¸Ã£ â€žÃ£  §Ã£ â„¢Ã£â‚¬â€š - I want to go to America. Third Person When describing a third persons desire, hoshigatte imasu æ ¬ ²Ã£ â€"㠁Å'㠁 £Ã£  ¦Ã£ â€žÃ£  ¾Ã£ â„¢) or the stem of the verb ~ tagatte imasu 㠁Ÿã Å'㠁 £Ã£  ¦Ã£ â€žÃ£  ¾Ã£ â„¢ are used. Note that the object of hoshii  Ã£  »Ã£ â€"㠁„ is marked with the particle ga  Ã£ Å', while the object of hoshigatte  imasu  Ã¦ ¬ ²Ã£ â€"㠁Å'㠁 £Ã£  ¦Ã£ â€žÃ£  ¾Ã£ â„¢ is marked with the particle o ã‚’.   Ani wa kamera o hoshigatte imasu. 兄㠁 ¯Ã£â€š «Ã£Æ' ¡Ã£Æ' ©Ã£â€šâ€™Ã¦ ¬ ²Ã£ â€"㠁Å'㠁 £Ã£  ¦Ã£ â€žÃ£  ¾Ã£ â„¢Ã£â‚¬â€š - My brother wants a camera. Ken wa kono eiga o mitagatte imasu. Ã¥  ¥Ã£  ¯Ã£ â€œÃ£  ®Ã¦Ëœ  Ã§â€ »Ã£â€šâ€™Ã¨ ¦â€¹Ã£ Å¸Ã£ Å'㠁 £Ã£  ¦Ã£ â€žÃ£  ¾Ã£ â„¢Ã£â‚¬â€š - Ken wants to watch this movie. Tomu wa nihon ni ikitagatte imasu. ãÆ'ˆãÆ'  Ã£  ¯Ã¦â€" ¥Ã¦Å" ¬Ã£  «Ã¨ ¡Å'㠁 Ã£ Å¸Ã£ Å'㠁 £Ã£  ¦Ã£ â€žÃ£  ¾Ã£ â„¢Ã£â‚¬â€š - Tom wants to go to Japan. Desire to Have Someone Do Something for You Hoshii is also used to express a desire to have someone do something for him or her. The sentence structure will be ~te (verb te-form) hoshii, and someone is marked by the particle ni. Here are some examples: Masako ni sugu byouin ni itte hoshii n desu. é›…å ­ Ã£  «Ã£ â„¢Ã£  Ã§â€"…é™ ¢Ã£  «Ã¨ ¨â‚¬Ã£  £Ã£  ¦Ã¦ ¬ ²Ã£ â€"㠁„ん㠁 §Ã£ â„¢Ã£â‚¬â€š - I want Masako to go to the hospital right away. Kore o kare ni todokete hoshii desu ka. 㠁“ã‚Å'ã‚’å ½ ¼Ã£  «Ã¥ ±Å Ã£ â€˜Ã£  ¦Ã¦ ¬ ²Ã£ â€"㠁„㠁 §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š - Do you want me to deliver this to him? The same idea can also be expressed by ~ te moraitai. Watashi wa anata ni hon o yonde moraitai. ç § Ã£  ¯Ã£ â€šÃ£  ªÃ£ Å¸Ã£  «Ã¦Å" ¬Ã£â€šâ€™Ã¨ ª ­Ã£â€šâ€œÃ£  §Ã£â€šâ€šÃ£â€šâ€°Ã£ â€žÃ£ Å¸Ã£ â€žÃ£â‚¬â€š - I want you to read me a book. Watashi wa Yoko ni unten shite moraitai desu. ç § Ã£  ¯Ã¦ ´â€¹Ã¥ ­ Ã£  «Ã© â€¹Ã¨ » ¢Ã£ â€"㠁 ¦Ã£â€šâ€šÃ£â€šâ€°Ã£ â€žÃ£ Å¸Ã£ â€žÃ£â‚¬â€š - I want Yoko to drive. This pattern can be used when stating ones desire for someone of a higher status to do something. In this case, itadaku which is the humble version of morau is used. Watashi wa Tanaka-sensei ni kite itadakitai. ç § Ã£  ¯Ã§â€ °Ã¤ ¸ ­Ã¥â€¦Ë†Ã§â€Å¸Ã£  «Ã¦  ¥Ã£  ¦Ã£ â€žÃ£ Å¸Ã£   Ã£  Ã£ Å¸Ã£ â€žÃ£â‚¬â€š - I would like Professor Tanaka to come. Watashi wa shachou ni kore o tabete itadakitai desu. ç § Ã£  ¯Ã§ ¤ ¾Ã©â€¢ ·Ã£  «Ã£ â€œÃ£â€šÅ'ã‚’é £Å¸Ã£  ¹Ã£  ¦Ã£ â€žÃ£ Å¸Ã£   Ã£  Ã£ Å¸Ã£ â€žÃ£  §Ã£ â„¢Ã£â‚¬â€š - I want the president to eat this. Invitations Although in English, expressions like do you want to~ and dont you want to~ are informal invitations, Japanese questions with ~tai cant be used to express an invitation when politeness is required. For example, Watashi to isshoni eiga ni ikitai desu ka is a straightforward question, asking if one wants to go to a movie with the speaker. It is not meant to be an invitation. To express an invitation, negative questions are used. Watashi to isshoni eiga ni ikimasen ka. ç § Ã£  ¨Ã¤ ¸â‚¬Ã§ ·â€™Ã£  «Ã¦Ëœ  Ã§â€ »Ã£  «Ã¨ ¡Å'㠁 Ã£  ¾Ã£ â€ºÃ£â€šâ€œÃ£ â€¹Ã£â‚¬â€š - Dont you want to go with me? Ashita tenisu o shimasen ka. 明æâ€" ¥Ã£Æ'†ãÆ'‹ã‚ ¹Ã£â€šâ€™Ã£ â€"㠁 ¾Ã£ â€ºÃ£â€šâ€œÃ£ â€¹Ã£â‚¬â€š - Wont you play tennis tomorrow?

Network managment Essay Example | Topics and Well Written Essays - 5000 words

Network managment - Essay Example r down; today performance management has become a crucial part of the IT teams role which brings about a host of challenges -- especially for global organizations. MAN: Metropolitan Area Network, a data network designed for a town or city. In terms of geographic breadth, MANs are larger than local-area networks (LANs), but smaller than wide-area networks (WANs). MANs are usually characterized by very high-speed connections using fiber optical cable or other digital media. A MAN is optimized for a larger geographical area than is a LAN, ranging from several blocks of buildings to entire cities. MANs can also depend on communications channels of moderate-to-high data rates. A MAN might be owned and operated by a single organization, but it usually will be used by many individuals and organizations. MANs might also be owned and operated as public utilities. They will often provide means for internetworking of local networks. Metropolitan area networks can span up to 50km, devices used are modem and wire/cable Some technologies used for this purpose are ATM, FDDI, and SMDS. These older technologies are in the process of being displaced by Ethernet-based MANs (e.g. Metro Ethernet) in most areas. MAN links between LANs have been built without cables using either microwave, radio, or infra-red laser links. DQDB, Distributed Queue Dual Bus, is the Metropolitan Area Network standard for data communication. It is specified in the IEEE 802.6 standard. Using DQDB, networks can be up to 30 miles long and operate at speeds of 34 to 155 Mbit/s. MAN adopted technologies from both LAN and WAN to serve its purpose. Some legacy technologies used for MAN are ATM, FDDI, DQDB and SMDS. These older technologies are in the process of being displaced by Gigabit Ethernet and 10 Gigabit Ethernet. At the physical level, MAN links between LANs have been built on fibre optical cables or using wireless technologies such as microwave or radio. The Asynchronous Transfer Mode (ATM) composes a

Consequences of Divorce for Children Essay Example | Topics and Well Written Essays - 1250 words

Consequences of Divorce for Children - Essay Example Without touch, even physiological systems will not function properly since the human skin is the first to develop and is the largest and the neediest sense organ (Linn et al., 1997: 29). Children in divorce-wreaked abodes generally lack parental touch due to the distress that the hurt and separation caused both parents, who need time alone and go through a process of grief, especially for one party who felt cheated. Studies of adolescents found a positive correlation between drug abuse and home environments with having little or no touch (Huttmann, 1993:168). Similarly, amidst the fact that a mother's care is critical during infancy, infants need touch and care from their fathers too, and little or lack of it will result to "abnormal" bonding behavior, such as the high amount of incestuous behavior among stepfathers who never had the chance to bond with their stepdaughters as infants (Hamilton,1985: 10). Studies show that when fathers interact with their infants, those infants thrive and grow up securely surrounded by the love of two parents rather than just one. The rate of development of children who frequently stayed with their fathers rather than just their mothers is found to be high (ibid). On the contrary, infants who are seldom touched tend to develop slower and are passive (Linn, et al., 1997: 30). Hence, it is apparent that in homes where the parents decide for divorce, the child is usually deprived of the needed frequent touch from each parent, and since legal laws provide the custody of children to the mother, it is often the father's touch that is missed. Based on this discussion, when the most striking impact of divorce happens at the time when the child is in infancy stage, the parents' lack of attention due to the grief that divorce had caused results in slow physical, social, and even mental development for the child (ibid). Erikson describes children in their early childhood as experiencing a conflict between autonomy vs. shame and doubt. Autonomy develops as the child tries to develop his own will and tries to get what he wants, while shame and doubt are the result if the child chooses his own will and consequently disappoints his mother (Cordes, 1985: 33). However, Erikson clarifies that when the child chooses his own will, he does not disconnect from his mother but rather seeks a separate sense of self in order to relate to her in new ways (Stern, 1985: 10). It may be inferred that children at this stage are learning many things; thus, they become their own person. They are learning how to talk, walk, and go where they want. Piaget posits that children in this stage can understand that divorce is something bad, that somebody must be responsible for this, and the concept of guilt does not enter their minds (Jensen and Mckee, 2003). Hence, during this stage, divorce is not related to guilt. Children m ake judgments from their own viewpoints and cannot easily imagine that there are other judgments other than their own (ibid). Erikson posits that it is important that at this stage of the child, parents are firm but loving so that the child will not grow into a little Hitler if they are too permissive, or will not be deeply hurt if they always say no to everything he wants. If children do not sense that they have a will, then anything