Culture in today's society

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There are many different cultures in the world today. What makes up a culture is different for every group. Culture is the specific learned norms based on attitudes, routine behaviors, dominant values and shared beliefs. Culture is often based on long standing traditions that have been passed from generation to generation. It can be evolved through societal and religious influences. Changing culture would almost be impossible because it is in every society in every country today.

I always thought that people act and behave the way they do because they were born that way. It never occurred to me that their beliefs and actions could be caused by the things that surround them and in turn, makes them who they are. I experience different forms of culture everyday of my life. Tacit models and Rules are two important aspects of culture that affect me daily.

Tacit models are a big feature that my family follows. My mother and father have brought us up to respect our elders and peers, speak with politeness, and always use our manners. I feel that these are very ethical ideas to follow and my parents brought us up to be very respectable young adults. I see other children and adults daily that have not been brought up with such patterns of behavior and I think it is disturbing. The lack of respect for elderly and the rudeness that comes out of their mouths is a disgrace. I also see older adults, at the Nursing Home that I work at, and their manners are very bad also. I take offense a lot of times when I do something for them and they can't even say thank you. I guess it has become second nature for me to always say thank you. Because of the way I was brought up, I feel that it shows disrespect not to say thank you if someone does something to help you out. Tacit models is just one of the patterns that I use because of the culture I was brought up in.

Rules are the other feature of culture that my family follows. Growing up with six family members, my mother, father, and three sisters, rules were a big part of holding our family together. I don't mean strict rules, but common everyday rules that we had to follow. For instance we had to make sure our job of the day was done before we could go out and play. This was to insure that our house was kept nice and clean, and that we all did a share of the 'dirty work'. I feel that the rules that we followed were very easy and helped our family become the responsible and helpful family we are today.

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The most effective way to undestand contemporary culture is to analyze the trends of its youth

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As the famous historian Marc Blauch said "Chidren are more alike to its epoch than to its parents". Considering this, I am convinced that there is a strong link between a generation and the time this generation lives in. Adults used to be the leading force in a society, however some decades ago, the youth's ideas start ruling. In these times, we can consider the youth as a good sample to understand our contemporary culture. The way the youth thinks, acts and expresses helps us understand the way our culture behaves. I am supporting my position by considering the following points

· Historical approach

· Social impact

· My personal experience

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As a person deeply interested in history, I have read several books of the famous historian Marc Blauch. One that I found particularly interesting is " The evolution of men". In this book Blauch, analyzes how each generation has more things in common with its peers than with its parents. Blauch puts as an example an American family in the decade-160s, where the daughter and son are quite liberal and revolutionary, while the parents are very conservative. One particular aspect where he found this to be more evident is with the music each member of the family prefered. The children love The Beatles, while the parents rather prefer Frank Sinatra. So, if we had to choose between the parents or the children to understand the contemporary culture of the sixties, definetely we would have chosen the children, as they are more representative if that epoch.

The youth has participated in almost every major revolution that has taken place in the world. Last year I traveled to Hungary where I met Ana Prosineki, Director of the Hungarian Center for Culture Studies. She told me that in recent studies that the center has conducted they have found that everyday young people influence elder people. One very intresting study was about how children, ages 7 to 16, influence the way the parents dress. Ana told me that this phenomenon was very interesting for Hungarian Dress Industry, the biggest in the country, because with the results of this study they determined to redesign a their existing line of clothes for adults, ages 45 to 65, which was very conservative and dull. They redesigned it to look very similar in colors and style with the line for young people, ages 16 -5.

I would like to relate my personal experience as a member and active player of my generation. The best example to describe how youth has participated and changed the world of today is the Internet. It is amazing how a bunch of undergraduates help build and designed the software that made Internet accessible for everybody. More spectacular is the fact that some of the most powerful companies of the Internet era were founded and are currently run by young people. Back in 16 and 17 when the Internet was introduced massively in Mexico I decided I want to participate in it. So I bought a book at amazon.com, my first ever Internet transaction, on programming web pages "Learning HTML in 4 hours". I was amazed with the book, learning HTML code was not that hard and that meant that I could build pages for everybody else. I bought my own web domain www.zatun.com and founded my construction and design web site. Today I run a very successful and trendy Internet era company.

With all this in mind I strongly believe that the youth is the primary engine of contemporary culture. Now more than ever young people are making more and more decisions that help shape the world.

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OUTLINE THREE MAJOR TYPES OF MANAGERIAL SKILLS

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There are three types of skills managers use to perform functions in management. The three managerial skills that are essential to successful management are technical, human, and conceptual skills. When achieving organisational goals, managers need these key management skills in order to understand and perform their functions, which are planning, organising, leading, and controlling. 'Management is an ongoing activity, entails goal attainment, and involves knowing how to perform management's major functions.' (Bartol, K., Martin, D., Tein, M. and Matthews, G., 000, Management, A Pacific Rim Focus, rd Edn, McGraw-Hill Sydney, pg. 5)

The function of planning is deciding the best method or plan to achieve organisational goals. The function of organising concentrates on using and allocating organisations resources, such as staff and non-human resources, so that plans can be carried out. Leading involves influencing employees to engage in the work behaviors required to reach organisational goals, and managers control organisational activity so that performance harmonizes to expected organisational missions. Managers routinely perform all of these functions, regardless of their level of hierarchy in the organization. However, managers also routinely perform the technical, human, and conceptual skills to create and maintain the internal environments of organisations.

To carry out a task or procedure, it is necessary for managers to have the knowledge of techniques and understanding of the organisation's field of interest. A technical skill is the ability to use knowledge, methods, techniques, and equipment necessary for the performance of specific tasks. Marketing, E-business, technical skills, analytical skills, decision-making skills, problem-solving skills are only a few examples of technical skills that managers all around the world acquire. It is also a sound knowledge of management theories, and the abilities to apply the theories practically in the place of work. This skill may be acquired from experience, education and training. When made evident that tasks are effectively accomplished according to plan, technical skills are used.

To reach organisational goals as a team, managers lead employees to work towards their aim. Therefore, human skills are needed in order to control and motivate the workers. The ability of judgment for working with and through people is vital for managers to understand whether or not tasks are being accomplished. Developed human skills are observant in advantages and disadvantages of certain attitudes, assumptions, and beliefs in themselves, other individuals and groups in relation to the organisation. Case problems and improvised role-playing can effectively assist in the development of human skills, and self-examining personal concepts and values support the growth of useful attitudes towards him and others. Examples of human skills are delegating skills, leadership skills, negotiation skills, recruitment and selection, communication skills, mentoring and coaching skills, staff training and motivation.

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'It is common for many organisations to undergo restructuring in their human resources and personnel functions to ensure that the right people with the right human skills are at every level in the Department.' (UK Government Changes at the Home Office; Top management focus on delivery, M Presswire, Coventry, February 00)

Conceptual skill involves the ability to see the organisation as a whole, to identify how different functions in the organisation depend on one another, and to associate the organisation with the outside world. Managers analyse and diagnose important issues or patterns in complex situations. Training, coaching, guiding and assigning responsibilities allows managers to be aware of their internal environment, which can also strengthen and develop their conceptual abilities. To act according to the objectives of the total organisation rather than only on the basis of the goals and needs of ones immediate work group, managers must understand the complexities of the overall organisation and where ones own operation fits in the organisation. With this skill, they are able to construct strategy-making processes to approach existing and new opportunities that may benefit their organization.

In assisting to planning their goal, managers should acquire knowledge and be kept informed of new information relating to their organisation's field of interest. Managing Director of Janata Bank Murshid Kuli Khan believes that 'to meet the requirements of the customers of the 1st century, Executives conceptual skills should be enriched by acquiring knowledge in specific business areas, for example e-business.' (Bankers urged to acquire knowledge on e-commerce, The Independent, September 00)

The three managerial skills, technical skill, human skill, and conceptual skill apply at all hierarchy levels of management. The hierarchy levels are the basis of two main dimensions. One is the vertical dimension, which is the managerial level of the organisation that includes the first-level, middle-level, and top-level managers. The other is the horizontal dimension, which are the variations in managers' task and responsibility. However, the use of management skills varies in the vertical dimension of the hierarchy, as different levels of management require different amounts of skills.

Generally, the first-level managers need the greatest amount of technical skills, as they are responsible for day-to-day operations in pursuit of their goals. They are directly responsible for the work of operating and supervising technical and professional employees. However, technical skills decreases as managers move up the hierarchy levels for the reason that managers are moving away from people that are performing the technical work of the organisation.

Conceptual skills are the lowest amount of skill required for first-level managers. Yet, this is variable if strategic management responsibilities are delegated down from higher-level managers.

The decrease amount of technical skills for the middle-level managers is due to the fact that they are more distant from the technical employees. Middle-level managers implement the goals of top managers and co-ordinate the work of first-line managers. They also set tactical objectives, which focus on departmental issues and describe the results necessary to achieve organisation's strategic goals. Therefore, there is an increase in conceptual skills.

For the top-level managers, conceptual skills are the largest and most important skill required. These managers have the most power and take overall responsibility for the organisation. To stay ahead of competition, top-level managers set strategic goals that focus on broad issues and apply to the organisation as a whole.

In contrast, there is the smallest amount of technical skills required for the top-level management. Although top managers are furthest away from the technical day-to-day operations, it is vital that they have some technical knowledge of their organisation's products and services.

Naturally, all three levels of management require the same amount of human skills. To understand other employees, work effectively with them, and to get them to work together as a team is the effectiveness of this skill. Managers must establish good relationships with people internally and externally from the organisation.

Principles of good management are generally uniformed in both profit making and non-profit organisations. Management success is gained through accomplishment of mission and objectives. As managers perform their role and execute management functions, the three skills are routinely exercised. With the specific technical skills, they are able to reflect both an understanding of and accomplish daily tasks in their organisation's specialised field. To accomplish tasks through people internally or externally, managers must have strong communication skills to be able to develop relationships. This human skill allows managers to recognize different mixes in the skills according to the environment, which also allows them to lead and control activities to reach expected goals.

Although all three management skills are important at all three levels of management, conceptual skills become relatively more important at the top-level of management. They need the ability to visualize their organisation as a whole, and understand how they fit into the wider industry.

Nevertheless, throughout the organisation managers of different level requires different amount of technical skills, and conceptual skills to function effectively, but all require the same amount of human skills. 'All effective leaders have some technical, human relations, and conceptual skills, but leaders may vary considerably in their styles.' (Jordan, Debra J, Leadership styles Which one is right for you? The Camping Magazine; Martinsville; Mar 16)

Please note that this sample paper on OUTLINE THREE MAJOR TYPES OF MANAGERIAL SKILLS is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on OUTLINE THREE MAJOR TYPES OF MANAGERIAL SKILLS, we are here to assist you. Your cheap research papers on OUTLINE THREE MAJOR TYPES OF MANAGERIAL SKILLS will be written from scratch, so you do not have to worry about its originality. Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

A STREET CAR NAMED DESIRE

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Street Car Named Desire

The play A Streetcar Named Desire was a playwright by Tennessee Williams and has

deservedly since had over half a century of success. This remarkable success can be credited to

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the intricate characters and their interactions with each other. Sisters, Stella and Blanche have

had an enjoyable upbringing on the family plantation, Belle Reve. As the name suggests Stella

and Blanches time at Belle Reve was near perfect. Like all things perfect it had to come to an

end.

Stella did the logical thing and left the "beautiful dream" and married Stan, Blanche

hung on to it unable to move on and face reality. Blanche comes to Stella in an unbalanced state

of mind in need of her sisters aid. The impression is given that this isnt the first time Stella has

been there to help Blanche through a time of trouble. As much as she needs her help and as

much as she respects her, Blanche strongly disapproves of her sisters new life. Stella tolerates

Blanches continual criticism of her husband, home and friends very well. From this and many

other incidents throughout the play I can see what a tolerant and adaptable person Stella is. Stan

and Stellas relationship is far from ideal. Stan is a violent man. On occasions he hits Stella, but

comes after her to satisfy his sexual needs. This is not to say that Stella is unhappy in her

marriage to Stan. She has adapted to the way of life in Elysian Fields where its accepted that

women have arguments with their husbands and as a result are hit by them. Eunice and Steve

have a similar relationship it is normal. Despite their violent relationship Stella relies on Stan as

much as he does on her. Stella really does need Stan and the security he provides, especially

with a baby on the way. Even if she wasn't expecting a child Stella would have a lot of trouble

leaving Stan. She admits to Blanche that, "I can hardly stand it when he is away for a night…and

when he comes back I cry on his lap like a baby." From the moment Blanche first came to stay at

Stella and Stans home she posed a threat to Stan. He was used to being the only one Stella cared

for, the one who ruled her. He wasnt happy that somebody he had never met could move into his

own territory and while residing there, treat him as an inferior and call him a survivor of the

Stone Age. He felt so threatened by her presence that he competed for dominance over Stella. He

overstepped the boundaries on several occasions; such as going through Blanches personal

belongings, he spread malicious gossip about Blanches past. Which ruined any hopes she had

for a future with Mitch and in one last final act to ensure he had won he raped her. Stan appears

not to feel any guilt whatsoever for his acts that led to the complete mental destruction of

Blanche. Stella had to choose between her sister and her husband. There is no way that two

people as incompatible as Stan and Blanche could live comfortably around each other. For a

considerable amount of time Stella did her best to support both Blanche and Stan, negotiating

middle ground. However, this couldnt last for long because they were forever competing with

each other, the ultimate prize being Stella. Stella chooses to ignore the truth about Stans sexual

assault on Blanche. This could either be a result of his incredible power over her, or the fact that

she sees the future would be a lot easier for her, her child and Blanche should she stay with Stan

and let Blanche be committed to a mental asylum.

A Streetcar Named Desire would hardly have a story if the characters werent so complex

and didnt interact with each other in the way they do. Its the intriguing fragile character of

Blanche, the amazing tolerant, adaptable Stella and the power and sex driven Stanley that makes

the play so interesting. And then tension between Stan and Blanche, Stellas test of what is

thicker water or blood? All of these things brought up by the strong personalities of the main

characters and their interactions add to the play; making it very appealing.

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Nuclear Weapons Americas Greatest Moral Issue

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Nuclear Weapons The United States Greatest Moral Issue

Introduction

The invention and introduction of nuclear weapons into our society was an astronomical find that shaped the way nation states around the world perceived war. Nuclear weapons use the power of the atom to create tremendous explosive force. They also produce radiation, which can cause genetic mutations and be lethal for thousands of years. These weapons of mass destruction allowed states to possess weapons capable of destroying cities along with masses of civilians. The nuclear weapon gave nations to power to eliminate foreign foes and extend fear in the psyche of nations with less military might and weapons of mass destruction. This imminent threat started with the one the most important figures of the nuclear age, the Danish theoretical physicist Niels Bohr. Bohr set the nuclear path by helping to harness atomic power. However the perils presented by the atomic energy deeply troubled him. Bohr could envision the disastrous effect this bomb would have on all facets of life throughout the world and history. "He carried on a personal campaign during the war to alert the leaders of the United States and Great Britain to these perils, and to persuade them to put the new force under national supervision" Mandelbaum 6). Bohr understood if these weapons were put to use by a nation that it would be revolutionary development in which the effect could not be reversed. Nation-states like the United States and Soviet Union did not share his belief and decided to advance their military armaments with the atomic bomb. After the US bombing of Nagasaki and Hiroshima, the world had turned in a nuclear arms race as politics and national ideologies sparked the arms race. Many questions arose from the initial bombing of the Japan cities Nagasaki and Hiroshima. The greatest issue facing nuclear weapons was the morality of the bombing by the United States on Japan to end WWII. This paper will explore major issues the United States that affected my position in determining whether it was proper for the United States to use nuclear weapons to end the WWII.

The Dilemma

A great nation such as the United States was faced with a major issue during WWII. The United States, fresh from victory in Europe, was faced with a weakening Japanese military, whose fight until death attitude, prolonged to war. In addition, hatred of Japanese was very high in the United States, particularly because of treatment of Allied prisoners of war and the unexpected Japanese bombing of Pearl Harbor. Brower wrote, "The refusal of Japanese soldiers to stop fighting in the face of hopeless odds further strengthened the decision to eliminate the enemy (4). The German defeat in May and successful testing of the bomb in July 145 presented the U.S leaders with a situation.

"A weapon of unprecedented power was available. But its use was no longer to deter the enemy believed to be developing its own nuclear weapons but to destroy an opponent defenseless against air attack and fighting a land war to the death. The U.S. government chose with little hesitation to drop the bomb on Japanese cities…One August 6 one bomb obliterated the city of Hiroshima, killing over 100,000 people; a second destroyed much of Nagasaki on August . The world had entered the age of the nuclear war"(Brower 5).

The absolute epitome of war destruction had happen. The question of whether it was proper or moral to execute such as mass killing now has to be addressed by all Americans including myself.

Personal Position

My personal position on the bombing is that it was not proper for the United States to end World War II with a nuclear weapon. Many issues attribute to my position of the bomb First of all, the U.S. bombing of Hiroshima and Nagasaki was unnecessary in war were Japan was susceptible to countless air attacks and a strong American land presence;

As Thomas Schelling has noted, "With a combination of bombing and blockade, eventually invasion, an if necessary the deliberate spread of disease, the United States could probably have exterminated the population of Japanese islands without nuclear weapon…Against defenseless people there is not much that nuclear weapons can do that cannot be done with an ice pick"(Mandelbaum ).

The bombing could have been avoided if America had been patient enough to continue the air bombing and ground warfare. The decision to save the lives of several hundred American soldiers was far more important than to avoid killing 40, 000 innocent people. Winston Churchill wrote, "The fate of Japan was settled by the atomic bomb"(55). The bombings had immediately triggered many issues that were to be debated.

These weapons of mass destruction destroyed numerous families and broke off the link between the past and the present. Children who died and received radiation illness may have grown up to become prominent figures in society. The bombings destroyed any links those innocent victims may have had in the future. The bomb, known as 'Little Boy', exploded ,000 feet above Hiroshima destroying everything within its radius.

"A blinding heat flash was followed by the blast, radiating out with devastating effect to a radius of 4,000 yards and flattening 47 square miles of the city" (Mina).

Grotesque pictures showed thousands suffering from appalling injuries and radiation sickness that ruined their lives forever. It is unimaginable to think a nation has the power to provoke such a disaster on another state. A nation has to consider the morality of these killings.

The dropping of bomb proved to have an everlasting effect on the way the American government is viewed. U.S leaders should have considered the chain created once the bomb was dropped. First major powers of the world felt the need to enhance their nuclear technology and arms. The Cold War was accelerated by the arms race as tensions rose between the Soviets and US. Since 145 the most formidable weapons have been nuclear. Mandelbaum wrote, "States worry about the devastation and sophisticated armaments…but they also worry about what their neighbors will do if they themselves do not have these weapons"(5). "Even the United States, the world first nuclear proliferator, built the bomb because it feared that Hitler would get one first" (Schell). The United States is directly and indirectly responsible for the 4, 000 nuclear weapons on earth today. Countries such as Pakistan, India, Israel, and recently North Korea and Iran are interesting in acquiring or extending their nuclear arsenal. Johnathan Schell wrote, "the Bush Administration has given up on its goal of preventing North Korea from acquiring nuclear weapons and instead will concentrate on stopping the export of weapons". This country will have to continue to be involved in control of nuclear weapons around the world, as national security remains an issue in the world.

The use of nuclear weapons also can be viewed as a form of terrorism. Terrorists use weapons to kill innocent people. Nations with nuclear weapons point their targets at major cities or populations with heavy civilian occupancy. The nations based their security on threatening to kill millions of innocent people. There is no justification for the bombing of those two cities. Hundreds of thousands of innocent people died. Therefore an act of terrorism was committed. Whether a nation or an individual, one has to question his or her morality when targeting and killing innocent people.

Conclusion

The bombings of Hiroshima and Nagasaki Japan has left a lasting impact in the lives of many Americans, Japanese, and millions of people throughout the world. The debate on whether it was proper to drop the atomic bomb to end WWII will continue to be a debated issue for decades and centuries. I believe there is no justification for taking the lives of innocent victims by dropping the bombs. The United States should have considered many things when faced with the dilemma of ending the war with the atomic bomb. First the war was already in favor of Americans. Next, issues such as thousands of innocent killings, destruction of life and property, example that would be set by instituting the bomb, and also how the bomb is linked to terrorism. All of these issues question the morality of the United States. It takes a great nation to spread diplomacy around the world, but it takes a bad nation to drop a weapon of mass destruction on innocent victims and live with that decision

Brower, Daniel. The World Since 145 A Brief History. Upper Saddle, NJ Prentice Hall, 000.

Churchill, Winston Sir. "Triumph and Tragedy". The Second World War. Great Britain Houghton Mifflin Company, 185. Vol. 6

Mandelbaum, Michael. The Nuclear Question The United States Nuclear Weapons 146-176. Cambridge Cambridge University Press, 17

Mina, Samer. "Nuclear Peace Age Foundation" Frequently Asked Questions www.wagingpeace.org, 00

Schell, Johnathan. "A Nuclear Education." Nation 6 May 00 Vol. 76 Issue 0, pg 7.

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