British Film Culture Essay Example | Topics and Well Written Essays - 2000 words

British Film Culture - Essay Example Rife with nudging and guffawing, Peter Cattaneo 's film about steelworkers turned male strippers is somehow less raunchy, but every bit as jolly and as irreducibly English, as a Donald McGill seaside postcard. Populated by awkward, well-meaning lads who don't have it in them to behave too badly, its Sheffield is apparently the one part of Britain that Loaded never reached. What The Full Monty is, though, is political, in the gentlest, Ealing-comedy way. It starts with a brassy, breathlessly chipper documentary clip, a spot-on parody of the old Pathe Films. The men have nothing much else to occupy them, and Gaz is likely to lose touch with his young son unless he can pay his debts. Then they see some women queuing to see a troupe of male strippers. Gaz, realising there's only one way left for a man to make a fast buck, assembles a rival crew - not so much beefcake as meatloaf and scrag end. Unemployed Northern men trying anything to scrape a living and uphold their dignity sure enough, The Full Monty pays its respects to Ken Loach. There's a cameo by Bruce Jones from Loach's Raining Stones, as a hapless auditioner gauchely attempting to peel off his anorak. But this is light Loach and with a more focused comic touch. What makes the story compelling is that there's more at stake than just the few bob and laughs the lads stand to make. It's dignity they hope to regain, and more fundamentally, masculinity. Fatigued and disenfranchised, they all wonder if they're still men. Dave worries about losing his wife (Lesley Sharp), Gaz is already divorced, and their suicidal pal Lomper (Steve Huison) is living a dreary celibate life. Meanwhile, Sheffield's women are still in work and ruling the roost. They've even taken over the working men's club for women-only nights. A mortified Gaz sneaks behind enemy lines to witness the ultimate horror - women not only invading the sanctity of the Gents, but pissing standing up. The vision persuades him there's only one way for men to retaliate - reclaim their widgers. The Full Monty could have been made as course material for film-studies seminars on Marxism and the Phallus. Cattaneo and Beaufoy could have gone for a harsher lampooning of male sexual attitudes, but their approach yields subtler, more tender returns. Their heroes are adolescents who don't understand women but wish they did, and eventually are only too happy to confess their inadequacies. The presence of women in the film seems a little cursory, largely restricted to Lesley Sharp, Emily Woof, a few mouthy passers-by, and the crowds of the club scenes. But that's because the men see women from the outside - through the toilet window, as it were. Excluded from the female world of adulthood, they form their own society, a Just William club of eternal schoolboys with Gaz's young son Nathan (the engagingly sour-faced William Shape) tagging along as disapproving chaperon. This is something you rarely see a film on camaraderie among straight men (mostly), that doesn't indulge in slobbishness or Californian hugs, but celebrates the virtues of solidarity. Widgers United. The joke is that the men aren't really learning a new skill that will alter their lives. The Full Monty feels celebratory because it isn't about

Homelessness Assignment Example | Topics and Well Written Essays - 750 words

Homelessness - Assignment Example Progressive social change focuses on empowering the weak and defending them from exploitation by the strong community members. It also entails acquiring resources to eradicate human suffering and promotion of social equity and justice. These objectives are achieved through community progressive organizing that is dedicated to continual social change such as health care reforms, increased access to democratic processes and green alternatives to curb pollution. The primary focus of progressive organizing is effecting social change and thus makes the world a better place. Progressive organizing views equity within the community as natural and necessary (Browne, Bassuk & Dawson, 2007). It advocates for informal approaches to power sharing, so that all member interests are represented and power is shared equally especially when making decisions that address social problems. Therefore, progress organizing aims at continually improving the societies and empowering the weak so as to achieve social justice and equity and eliminate social problems. An organizer must have strong event organization and strong interpersonal skills. Social skills are necessary to facilitate interactions with community members in trying to understand their problems and devising ways to address them. In addition, interpersonal skills enable him to approach different people he might to bring social change through funding, policy formation and social education and training among others. Organization skills are a strength that enables him to organize social events aimed at obtaining funding, educating the community on social change and convince policy formulators to support social changing policies. Another strength is tenacity to assist him try new ways of effecting social change when faced with multiple challenges. Homelessness refers to a condition where people lack regular dwelling places. Homeless people are unable to get and maintain safe, secure and

Ethics in International Business Research Paper

Ethics in International Business - Research Paper Example Ethical development is more of an intrinsic process and it cannot be captured through the printed literature. Knowledge of ethical theories and practical experience enable an individual to face the critical situations, in personal life or in business situations and enable one to determine which ethical characteristics need to be adopted. Ethics in international business will not accrue through learning theory alone. A number of practicalities are involved as the international business platform is most volatile on many counts. But one thing is certain. It is in the interest of all concerned, international businessmen, policymakers and politicians involved in business decision making, to learn and execute ethical practices. Accountability and ethical principles need to go in tandem which will contribute to the overall welfare of the global business community in particular and global family of humankind in general. International business has the potential to enhance the country’s capacity to produce goods as well as to export or import them. The Friedman Doctrine is aptly described by Campbell Jones (2005). He dissects the doctrine into three parts and writes, â€Å" First, Friedman explicitly recognizes that capitalism is marked by conflict of interest†¦this conflict of interest is clearly expressed between business and labor†¦.increasing profit is the responsibility of business, and protecting the interests of labor is the responsibility of labor leaders. Between these two groups, there is an unassailable conflict of interest which is a matter of politics and this cannot be wished away by economists or business ethicists.†(p.98) Describing the position of the state and about the social responsibility of the organizations, he elucidates, â€Å" Second, Friedman does not think that the state is a bad thing that should be done away with as if capitalism could continue without the state†¦.Indeed, one of the reasons that Friedman is conc erned about business people exercising functions of ‘social responsibility’ is that these business people have not been democratically elected for the purposes of representing the community at large, are, therefore, unlikely to represent the broader interest.†(p.98) And on the ethical issues relating to business, he does the tightrope walking and states, â€Å"Third, Friedman expands on the earlier noting that business can engage in competition, ‘so long as it stays within the rules of the fame†¦the desire of business will be to make as much money as possible, ‘while conforming to the basic rules of society, both those embodied in law and those embodied in ethical custom.†(p.99) This coverage is comprehensive. Milton Friedman (1970) offers detailed comments and expands his arguments, â€Å"Presumably, the individuals who are to be responsible are businessmen, which mean individual proprietors or corporate executives. Most of the discussion of social responsibility is directed at corporations, so in what follows I shall mostly neglect the individual proprietors and speak of corporate executives.† (The New York Times)This needs further clarifications. A corporate executive is an employee of the owners of the business and his primary and direct responsibility is to them.  Ã‚  

British Film Culture Essay Example | Topics and Well Written Essays - 2000 words

British Film Culture - Essay Example Rife with nudging and guffawing, Peter Cattaneo 's film about steelworkers turned male strippers is somehow less raunchy, but every bit as jolly and as irreducibly English, as a Donald McGill seaside postcard. Populated by awkward, well-meaning lads who don't have it in them to behave too badly, its Sheffield is apparently the one part of Britain that Loaded never reached. What The Full Monty is, though, is political, in the gentlest, Ealing-comedy way. It starts with a brassy, breathlessly chipper documentary clip, a spot-on parody of the old Pathe Films. The men have nothing much else to occupy them, and Gaz is likely to lose touch with his young son unless he can pay his debts. Then they see some women queuing to see a troupe of male strippers. Gaz, realising there's only one way left for a man to make a fast buck, assembles a rival crew - not so much beefcake as meatloaf and scrag end. Unemployed Northern men trying anything to scrape a living and uphold their dignity sure enough, The Full Monty pays its respects to Ken Loach. There's a cameo by Bruce Jones from Loach's Raining Stones, as a hapless auditioner gauchely attempting to peel off his anorak. But this is light Loach and with a more focused comic touch. What makes the story compelling is that there's more at stake than just the few bob and laughs the lads stand to make. It's dignity they hope to regain, and more fundamentally, masculinity. Fatigued and disenfranchised, they all wonder if they're still men. Dave worries about losing his wife (Lesley Sharp), Gaz is already divorced, and their suicidal pal Lomper (Steve Huison) is living a dreary celibate life. Meanwhile, Sheffield's women are still in work and ruling the roost. They've even taken over the working men's club for women-only nights. A mortified Gaz sneaks behind enemy lines to witness the ultimate horror - women not only invading the sanctity of the Gents, but pissing standing up. The vision persuades him there's only one way for men to retaliate - reclaim their widgers. The Full Monty could have been made as course material for film-studies seminars on Marxism and the Phallus. Cattaneo and Beaufoy could have gone for a harsher lampooning of male sexual attitudes, but their approach yields subtler, more tender returns. Their heroes are adolescents who don't understand women but wish they did, and eventually are only too happy to confess their inadequacies. The presence of women in the film seems a little cursory, largely restricted to Lesley Sharp, Emily Woof, a few mouthy passers-by, and the crowds of the club scenes. But that's because the men see women from the outside - through the toilet window, as it were. Excluded from the female world of adulthood, they form their own society, a Just William club of eternal schoolboys with Gaz's young son Nathan (the engagingly sour-faced William Shape) tagging along as disapproving chaperon. This is something you rarely see a film on camaraderie among straight men (mostly), that doesn't indulge in slobbishness or Californian hugs, but celebrates the virtues of solidarity. Widgers United. The joke is that the men aren't really learning a new skill that will alter their lives. The Full Monty feels celebratory because it isn't about

Ethics in International Business Research Paper

Ethics in International Business - Research Paper Example Ethical development is more of an intrinsic process and it cannot be captured through the printed literature. Knowledge of ethical theories and practical experience enable an individual to face the critical situations, in personal life or in business situations and enable one to determine which ethical characteristics need to be adopted. Ethics in international business will not accrue through learning theory alone. A number of practicalities are involved as the international business platform is most volatile on many counts. But one thing is certain. It is in the interest of all concerned, international businessmen, policymakers and politicians involved in business decision making, to learn and execute ethical practices. Accountability and ethical principles need to go in tandem which will contribute to the overall welfare of the global business community in particular and global family of humankind in general. International business has the potential to enhance the country’s capacity to produce goods as well as to export or import them. The Friedman Doctrine is aptly described by Campbell Jones (2005). He dissects the doctrine into three parts and writes, â€Å" First, Friedman explicitly recognizes that capitalism is marked by conflict of interest†¦this conflict of interest is clearly expressed between business and labor†¦.increasing profit is the responsibility of business, and protecting the interests of labor is the responsibility of labor leaders. Between these two groups, there is an unassailable conflict of interest which is a matter of politics and this cannot be wished away by economists or business ethicists.†(p.98) Describing the position of the state and about the social responsibility of the organizations, he elucidates, â€Å" Second, Friedman does not think that the state is a bad thing that should be done away with as if capitalism could continue without the state†¦.Indeed, one of the reasons that Friedman is conc erned about business people exercising functions of ‘social responsibility’ is that these business people have not been democratically elected for the purposes of representing the community at large, are, therefore, unlikely to represent the broader interest.†(p.98) And on the ethical issues relating to business, he does the tightrope walking and states, â€Å"Third, Friedman expands on the earlier noting that business can engage in competition, ‘so long as it stays within the rules of the fame†¦the desire of business will be to make as much money as possible, ‘while conforming to the basic rules of society, both those embodied in law and those embodied in ethical custom.†(p.99) This coverage is comprehensive. Milton Friedman (1970) offers detailed comments and expands his arguments, â€Å"Presumably, the individuals who are to be responsible are businessmen, which mean individual proprietors or corporate executives. Most of the discussion of social responsibility is directed at corporations, so in what follows I shall mostly neglect the individual proprietors and speak of corporate executives.† (The New York Times)This needs further clarifications. A corporate executive is an employee of the owners of the business and his primary and direct responsibility is to them.  Ã‚  

Capitalism and World Countries Essay Example for Free

Capitalism and World Countries Essay Third world countries were seeking ways of making their erms of trade favorable and maximize its benefits from its involvement in international trade. NIEO aimed at overhauling international political and economic order so as to reduce the adverse effects of third world involvement in international trade. NIEO was simply seeking a reversal of the global trading practices institutionalized by the Bretton Woods system. The term was derived from the declaration for the establishment of a New International Economic Order adopted by the United Nations general assembly in 1974. It happened within the framework of North-South dialogue. It is very important from the onset to really excruciate what the New International Economic Order really is and its ramifications especially to the third world in the current global economic order. Primarily NIEO connotes policy directives adopted by the 6-77 with a view of stemming out the wests hegemonic influence in the global economic pecking order. The inspiration behind the NIEO can be traced to the came with the Bandung plan where optimism from the newly independent countries of Asia, Africa and Latin America were looking for ways of reforming the global trading and political system. The main aim was to find a framework within which the third world would find the solutions to their problems of underdevelopment within the ideologue of interdependence imposed by the world economy. The crux of this essay is to make an inference whether economic parity between the west and third world countries is possible in the global capitalist system. The begging question has always been whether the world would move towards a more poly-centric economic balance of power or whether it would be locked indefinitely in the cocoon of mono-centrism, with USA as the axis of the estern capitalist camp in their bid to maintain the status quo as pertains to the resources often with inadequate financial remuneration. But as the third world were as passionate as ever about coming up with a new world order the west coalesced behind the so called Washington consensus and met the pro-third world movement with equal passion and desire to maintain the status quo. NIEO was an order that aimed at achieving the following; Ensure that third world countries were able to benefit from extraction of third world resources. Ensure that there was adequate capital flow from the centre to he periphery coupled with infusion of efficient and cost effective technologies in the third world countries. ? Rally for a reform of the global order and correct the mistakes arising from the Bretton woods order and institutions . Ensure that the third world got fairer terms of trade in the global trading system, together with reasonable value for exports to the periphery. Enhance the strength of regional organizations within the third world like the EAC, COMESA and others in Asia and Latin America, this was aimed at increasing t he volume of trade within the third world and improve general conomic and technology transfer engagements within the third world. And also enhance the third worlds right to set up regional marketing and producer organizations. NIEO also aimed at controlling the activities of Multi National Corporations, their activities and their roles as agents of transfer for ecology and capital to third world states. After a detailed study of the objectives of NIEO we can then begin the odyssey in discovering whether NIEO in its entirety was or is international and whether it qualifies to be referred to as an order.

Practical Ways Of Promoting Resilience Young People Essay

Practical Ways Of Promoting Resilience Young People Essay Resilience as described by many writers is a complex term and therefore needs to be understood in the context. Resilience is normally sought in the child, family and community (Phillips, G. 2008). As professionals, attending training courses helps us to seek something that may assist us in our understanding of those areas. This keeps us in seeking mood and all the time, we tend to keep attention outside ourselves. When we as practitioners recognise resilience in ourselves, we can them be able to facilitate resiliency, thereby linking theory to practice (Phillips, G. (2008). DEFINING RESILIENCE There are many definitions of resilience by different authors. In this context therefore, resilience is defined by Share and Lowlor (2009: 269) as ability to thrive, mature and increase competences in the face of adverse circumstances. Overall, when loved ones absence or presence remains a mystery, meaning and purpose are essential to finding the health and life. After 9/11, some survivors believed that their loved ones being in the Twin Towers at the time of the attack was predestined or Gods will. Many who believed this continue to trust in God to see them through their travels while they move forward with their lives (Boss, P 2006:97). Some characteristics associated with resilient children include cognitive proficiency (especially intellectual curiosity and problem solving), autonomy, good social skills and internal locus of control (Share and Lowlor (2009: 269). Resilience is the capacity to transcend adversity may be seen as the essential quality with care planning and provision should seek to stimulate as a key outcome of the care offered (Gilligan, R. 1997: 14) It is suppressing how resilient people are despite having experienced high risk situation, such as war, disaster, loss, and adversity during childhood and adolescence (Waaktaar, T. Chrisrtie, H, J. Borge, A. Torgersen, S. 2004: 164). Adult who promote resilience make family and institutional supports available to children. They empower children to become independent, responsible, and empathic at altruistic and to approach people and situation with hope, faith and trust (John, M. 1997: 24). However, adults can help children identify resilience behaviours more easily in themselves and others, such as using vocabulary to reinforce these feeling and beliefs that promote resilience and to guide their own childrens behaviour. Therefore, the greater their opinion for acting in the ways that help children met situation such as crisis in their lives with greater strength and hope John, M 1997: 26). Therefore, the most critical key to resiliency is the ability to hold two opposing ideas at the same time. Whatever part is taken, the search for the meaning is much more difficult when the loss is unclear (Boss, P. 2006: 97). THREE THEORIES OF RESILIENCE (1) The Childs Sense of a Secure Base : The growth of a child is influenced by secure attachments which supply him/her with a reliable secure base (Bowlby 1988). Furthermore, it encourages and renders safe exploration of the childs inner world. A young persons sense of secure base therefore is cultivated by a sense of belonging within supportive social networks, attachment relationships to reliable and responsible people and by routine and structures in their lives (Gilligan, R. 1997: 15-16). However, I HAVE factors is one of the external supports and resources that promote resilience in children according to John, M. (1997: 26-27). I HAVE factors includes: trusting relationships, (parents, other family members, teachers, and friends who love and have the interest and welfare of the child), structures and rules at home, (parents who provides rules and routine expects the child to follow them, for example, the task the child is expected to perform, when the rule is broken, the child is helped to understand what he/she did wrong). Others includes: access to health, education, welfare and security services which is available to the child. (2) The Childs Self Esteem: this is based on persons sense of their own worthiness and competences. Rutter (1990) came up with two types of experience which is important in influencing self esteem in young children and they are, secure and harmonious love relationship, and success in accomplishing tasks by others as central to their interests. Also success in an endeavour which the person values may do much to combat a sense of failure in other spheres of ones life (Rutter, 1990 cited Gilligan, R. 1997:17). Therefore, factors such as I AM are the childs internal and personal strengths. These are feelings, attitudes, and beliefs within the child, for example, a resilient child would say: I am proud of myself: this means the child knows that he/she is an important individual and is proud of who he/she is and what he/she is capable of doing and can achieve. I am autonomous and responsible: the child can do a lot with his/her initiative and be responsible and accountable for his/her acti ons or mistakes. I am filled with hope, faith, and trust: the child knows and believes that he/she has hope and there are people and institution which he/she can trust and have faith in. Finally, the child will realise that he/she is loveable and his/her temperament is appealing, he/she is loving, empathic and altruistic (John, M. 1997: 28). (3) Sense of Self Efficacy: this is a situation were parenting style influences whether a child acquires a sense of internal control with regards to attaining desired outcomes. Some factors which promote childs self efficacy includes the parent / caregiver beliefs in the childs own sense of control, responsiveness, consistency, warmth, praise, support and encouragement to the childs to engage / participate in his/her environment (Sandler et al, 1989 cited Gilligan, R. 1997: 17). Moreover, I CAN factor helps to promote the childs sense of efficacy because; it is the childs social and interpersonal skills. Children acquire these skills by constant interaction with others and those who educate them, for example, a resilient child would say: I can communicate: at this stage, the child expresses thoughts and feelings, also be empathetic towards others. I can solve problem: the child can assess a situation of a problem, finds out what needs to be done to resolve the issues and if help is needed form others. Also I can manage my feelings and impulses; I can gauge the temperature of myself and others, and finally seek trusting relationship (John, M. 1997: 29). PRACTICAL WAYS OF PROMOTING RESILIENCE In promoting resilience, any work with children must be similarly in the contexts of their families, school, communities, and the large society (Grotherg, E, H. 2003: 5) Therefore, as a social care practitioner, it is important to know that we are only able to influence that portion of resilience that is amenable to influence through social experience. We cannot affect the degree of resilience that a person has temperamentally due to what they have inherited through their genes (Gilligan, R 2001: 6). As a Social Worker, we can encourage purposeful contact between the child, the family, and other key adults for the childs past, encourage positive school experience, encourage friendships with peers, actively foster interest, strong social network, involvement and talents in sports, music, hobbies or cultural pursuits, help the child to rehearse, and discuss problem solving and coping skills and strategies. Also, each of these I AM, I HAVE, and I CAN factors suggest numerous actions children, parent / caregiver, and practitioner can take to promote resilience (Gilligan, R. 1997: 18-21) This Scenario was adopted from the International Resilience Project by Grotberg, E, H. (2003: 30) A nine year old boy went out of the house even after his father told him not to go out. The father did not know about this until he realized it was late and the boy was not at home. You will promote resilience if you talk to him when he returns and ask why he broke the rules (I HAVE); if you make clear that his behaviour is not acceptable even with his excuses, and that he is responsible for what he did (I AM); and if you talk with him about what needs to be done to prevent this kind of behaviour in the future (I CAN). He will learn from his experience to use resilience to face this adversity, to learn from it, and to behave in a more responsible way in the future. You do not promote resilience if you yell at him or spank him when he comes home, and accuse him of being a bad boy. Then you make him feel guilty, but resentful, and you have given him a label of bad boy, which will influence his idea of himself in the future. He will have difficulty dealing with a future adverse situation, even one that he creates, because he lacks resilience and none is being promoted.