Music and Architecture n Britain during the Period 1600 to 1750 Coursework

Music and Architecture n Britain during the Period 1600 to 1750 - Coursework Example The development in architecture has been influenced by a number of happenings in Italy during the initial Baroque period as in the case of Music. Subsequently, by early 18th century the Georgian Architecture evolves from the Baroque as an alternate and not so rich. The literature study will go through these periods of musical and architectural history to delve deeper into the happenings during this period, the development of both and their structure. Baroque period was the beginning of a major change in the approach to music in the Western Europe. The growing power of the Europe both economically and militarily led the music industry also to take its turn and grow. Baroque music is very complicated with motets and madrigals and movement of voices over and across one another creating the opera and the Oratorio. While one had the musical ingredients combined with drama and scenery, the Oratorio did not have the scenery making it just the voice and the music alone (Saddie J A, 1998). Du ring this period of Baroque, there was no piano and it is yet to be invented. The major musical instrument was the violin, which was considered the queen of all instruments. The keyboard instruments are the harpsichord and the organ. The Baroque period also saw the rise of what are called the Orchestras. Chamber music was played by the Chamber Orchestra which had a small group of players playing specific instruments. These were in Trios (3), Quartets (4) or in Quintets (5) and can go up to 10 players in all (Colles 1927). During this period the most common form of music came in as Instrumental Suite. They were mixed with dances so that the music and dance went together along with drama in some cases to make a complete presentation. In Opera, the voice was added. The Baroque Period was made proud by a number of composers and renowned musicians. The early Baroque period is normally looked at as the period between 1600 and 1654. Baroque's dividing line from the Renaissance period starts with the rise of the Opera, the musical drama. This was first staged in Italy by Claudio Monteverdi (Franklin Zimmerman, Jul 1958). This is normally referred to as the 'recitative style' which also permeates architecture and painting. While at the same time, on the music front the major change in the figured bass and in the polyphonic composition in association with the harmonic one. This was also the period when the music was slowly weaned away from the influence of the Catholic Church and a slow but steady move towards secular thought in music came up. The Protestant thought also reflected in the music and most of the developments in music can be attributed to the rising competition between catholic and protestant churches. One of the other major changes in mu sic was the text form of music which could transcend language barriers and was being used in Germany by Heinrich Schutz. This was completely redone from the prima practica, by Monteverdi as seconda practica (musica 2007). The Monteverdi style includes idiomatic writing, virtuoso flourishes and other new techniques. This became the core of the early Baroque Period and goes on up to the very end of this period in 1750. The influence of the Italian composers continued to dominate the music scene during the early

The Shoe-Horn Sonata Essay Example for Free

The Shoe-Horn Sonata Essay John Misto, the person behind the play The Shoe-Horn Sonata, uses his distinctively visual text as a memorial for the Australian Army nurses who died in the war, as they were refused one by the government. â€Å"I do not have the power to build a memorial. So I wrote a play instead. † This drama illustrates the way the women were treated in the Japanese prisoner of war camps, during World War II through the two main characters Bridie – an Australian army nurse and Sheila – an English woman. The different dramatic techniques used in this play aid in the manipulation of the audience’s emotions and sway the preconceptions of the group. Misto utilises projected images and the emotive dialogue to create a vivid image in the viewer’s mind that is both distinctively visual and evokes emotions from the audience. Misto is not the only author to have used this technique in his work, John Schumann’s I Was Only 19 is a song that also features distinctively visual elements throughout the song. This text explores the conditions of the Vietnam war and the effect it has afterwards on someone as young as nineteen and has a similar purpose to Misto’s, to expose the terrible conditions of war and the effect it had and is still having on them today. Schumann uses intense emotive language to influence the listener’s opinion on war and draw attention to the conditions prisoners of war face. The Shoe-Horn Sonata digs deep into the readers mind and challenges their thoughts on the way they perceive injustices been done to the memory of the nurses, and of the thousands of other women and children who suffered with them. Misto is able to do this by projecting images onto a screen in the background. â€Å"Projected onto the screen is a photograph of row upon row of captured British and Australian women bowing to the Japanese. These images contribute to the creation of a physical, distinctively visual element in the drama. The confronting images shown forces the audience to reconsider their understanding of the prisoner of war camps in Japan. The audience begins to visualise the conditions the women faced and this leaves an impact on the viewer. Through this, Misto is able to convey his message to his audience through the distin ctively visual images, not only projected on the screen, but shaped in the viewer mind. Although Misto only intended to expose the injustices that had been done to the women’s memory, he has revealed the effect the war had on them and the aftermath of the camps. Misto brings to light the influence the camps had on the women involved in the war. â€Å"She stole every sheet and towel in her room – once she found out the Japanese own this place. † In this quote it is obvious that the women have still not recovered from the traumatic experience in the camp and still feel livid towards the Japanese. The distinctively visual dialogue is enough for the viewer to visualise the event taking place. The fact that the prisoners of war still feel resentment towards the Japanese suggests to the audience that the things they went through must have been worse than the responder originally assumed. The distinctively visual scene allows Misto to manipulate his audiences thinking, this emphasises the injustices that have been done to the women’s memory as the audience begins to realise the damage done to the women, mentally. The Shoe-Horn Sonata continues to battle the audience’s preconceptions of the prisoner of war camps in Japan by using stage directions as a medium for further exposing the effect the war had on its prisoners in Japan. The final scene Bride and Sheila finally feel free after over fifty years. â€Å"Bridie and Sheila are confidently dancing and the theatre is filled with Srauss’ music. It is the music of joy and triumph and survival. † As the two are dancing, triumphant music begins to play emphasising in the viewers mind that after all the years of fear and uncertainty, they finally feel free and confident again. The distinctively visual dancing reinforces the idea that they are free and dancing is a way of expressing your freedom. Misto was even able to, in his stage directions; convey the drama’s purpose through distinctively visual elements. John Schumann’s I Was Only 19 is abundant with different examples of how the distinctively visual conveys the author’s purpose. Schumann uses strong emotive language to produce a distinctively visual image in the reader’s mind. â€Å"And the Anzac legends didn’t mention mud and blood and tears,† the egative connotations attached to the words â€Å"mud†, â€Å"blood†, and â€Å"tears† contrasts with the idea of the Anzac legends, which has a positive connotations. These ideas contrast forcing the reader to reassess their thoughts on the Anzac legends and how they affected the Anzacs during and after the war. The emotive words create a distinctively visual image in the readers mind as they vi sualise the mud-covered jungles of Vietnam and the pain (blood) and suffering (tears) the Anzacs went through. Schumann is able to form a distinctively visual image using only strong emotive language, and he uses this technique to convey the purpose of his song. I Was Only 19 includes many more examples of how Schumann uses distinctively visual language to convey his message. â€Å"And night time’s just a jungle dark and a barking M16? † The emotive word â€Å"dark† creates a distinctively visual image of a dark, dangerous jungle which also incorporates an almost life-like sound of an M16 firing in the background. This image is formed from the powerful emotion in the language and the imagery it creates. As the viewer pictures the dark jungle, they are confronted with the idea that an actual person had fallen into that unfortunate situation and this is what Schumann wants his readers to reflect on, the idea that someone had to experience those conditions for years. Schumann is hopefully able to evoke sympathy in the reader for the soldiers that were in Vietnam. The distinctively visual imagery aids in the creation of this process. John Misto and John Schumann both have a message they want to get out to the world. They may be similar but they both are just as important as the other. These composers are trained in using language and dramatic techniques to manipulate the audience’s emotions and persuading them to think what they wanted them to think, which in this case, is to spread the story of the women nurses in prisoner of war camps and how this affected them and the Vietnam veterans, including their mental and physical diseases. They have successfully done this, using distinctively visual elements in their texts.

Development During Adolescence: Questions Essay -- Child Psychology

Question 1: Discuss adolescence: a)The period of adolescence and the cultural aspect thereof Pinpointing the start of any developmental phase is difficult as different people view adolescence and who is classified as an adolescent in different ways. This is because of perspective as well as cultural differences of what an adolescent is. As a rule of thumb,we say that the onset of adolescence is when puberty starts. This is fairly easy to notice because of the physical changes. However, determining the end of adolescence is much harder. There are criteria from a social, legal, psychological and economic perspectives which determine the end of adolescence. In some cultures, youth are expected to go through an initiation of some sort or have to partake in a ritual in order to be accepted as an adult in the communities. Other cultures mark the start end of adolescence with a feast. As you can see,it is almost impossible to pinpoint the exact start and the exact finish of adolescence. As a norm though, we say that it starts between 11 and 13 and ends between the ages of 17 and 22. b)Educational implications of Physical Development Adolescents are trying to figure out who they are and who they are meant to be and they are trying to figure out what their place in the world is. Something that plays a huge role in these searching is the feeling of being accepted. Physical development doesn't occur on a certain day at a certain age with certain effects, each person starts developing at a different time and at a different speed. This can cause feelings of embarrassment and shame so as educators, it is important to be able to speak openly and frankly about the development that takes place including their sexual development. It is ... ... and supported and at the same time should have the freedom to deny assistance. They need to feel free to try different 'styles' and to attempt new 'ways of being' without feeling judged or rejected. Since adolescents are in a phase where they imitate other people in attempt to find their own identity whilst complying to the demands placed upon them by society and striving to become their ideal self, the example set is one of the strongest teaching methods. By handling myself well in confrontations and conflict and by applying myself in the things that I do, I show them how they could do it and how society rewards it. I think it is important to make them aware of what kinds of differences people their age have ( i.e. The different levels of cognitive thinking and the differences in physical development) so that the extent to which they feel inferior is minimized.

Gcom 123 Study Guide

Study Guide for GCOM 123 Students are recommended to know this information for class tests and the final exam. Fundamentals of Communication Chapter 1: Competent Communication What are the most common myths about communication? Explain the differences between the three models of communication: linear, interactive, and transactional. Define the basic communication elements contained in the communication models (channel, sender, receiver, message, encode, decode, context, fields of experience, noise, and feedback) Explain the two aspects of every message: Content and relationship.Understand the communication competence model. How could you enhance your communication competence? What differentiates a constructive communication climate from a destructive communication climate? Chapter 2: Perception of Self and Others Define the perceptual process. What is a perceptual schema (prototype, stereotype, and script)? How is self-concept developed (reflected appraisal, significant others, and s ociety)? What are some of the influences on perception (gender, culture, past experiences, mood, and context)? What is self-disclosure? Define the concepts of depth and breadth in terms of self-disclosure.What are the guidelines for offering and receiving self-disclosure? Why is reciprocal sharing important? Define the term â€Å"self-serving bias†. What is the self-fulfilling prophecy? What does it influence? Define the process of attribution? How does the fundamental attribution error impact competent communication? What is empathy? Chapter 3: Culture and Gender Define what culture is. Explain how culture influences communication. Define ethnocentrism, cultural relativism, and multiculturalism. Explain the major differences between individualistic and collectivistic cultures.Explain the major differences between low-power distance and high power-distance cultures. Explain the major differences between feminine and masculine cultures. How does culture influence nonverbal com munication? Chapter 4: Language Explain the nature of the relationship in languages from phonemes, morphemes, syntax, and semantics. Define the four essential elements of all languages (structure, productivity, displacement, and self-reflexiveness). Explain the abstracting process (sense experience, description, inference, and judgment). Explain the two versions of the Sapir-Whorf hypothesis.Explain how connotative meaning differs from denotative meaning. What is the difference between a fact and an inference? What are jargon and euphemisms? Chapter 5: Nonverbal Communication What are the differences between verbal and nonverbal channels of communication? What are the functions of nonverbal communication (repetition, substitution, regulation, contradiction, accentuation)? Explain the major types of nonverbal communication (kinesics, paralanguage, territoriality, proxemics, and haptics). Can you identify the kind of nonverbal communication exhibited in an example? Chapter 6: Listenin g to OthersDefine listening by its basic elements (comprehending, retaining, and responding). What are the types of listening (informational, critical and empathic)? What are the most common problems that thwart competent informational listening (conversational narcissism, competitive interrupting, glazing over, pseudo-listening, and ambushing)? What are the most common listener response styles used in empathic listening? Interpersonal Communication Chapter 7: Power Define power. Explain the difference between assertiveness and aggressiveness. What are the major power resources (expertise, legitimate authority, reward, punishment, personal qualities)?How is power indicated in communication (verbally and nonverbally)? Chapter 9: Interpersonal Conflict Management Define conflict. Differentiate between destructive and constructive conflict. Define the three internal relational dialectics (openness-closedness, novelty-predictability, and autonomy-connection). How do we address these rel ational dialectics? Define the five most common conflict negotiation strategies (accommodating, avoiding, controlling, compromising, and collaborating). Group Communication Chapter 10: The Anatomy of Small Groups Define what a small group is. What are the advantages and disadvantages of small groups?What is cohesion? How is it developed? What influence does cohesion have on task and social dimensions of small groups? What are group norms? What is a small group role? What is the difference between formal and informal roles? Explain the difference between the three types of informal group roles (maintenance, task, and disruptive). What is leadership? What are the different approaches to leadership (traits, styles, and situational)? Define the major leadership styles (directive or autocratic; participative or democratic; laissez-faire, and situational). Chapter 11: Effective GroupsExplain the distinctions between a team and a group. What is brainstorming? What is critical to its succes s? Explain the steps in the Standard Agenda. Explain the differences between the major forms of decision-making (majority rule, minority rule, and consensus). What are the benefits and disadvantages of consensus? What is groupthink? How might groupthink be avoided? Public Speaking Chapter 12: Preparing Speeches What are the components of audience analysis (demographics, values, beliefs, & attitudes)? What elements of speech making are influenced by audience analysis (preparation and presentation)?Define the general purpose, specific purpose, and central idea in public speaking. What should be considered when choosing a topic (speaker, subject, and person addressed)? How does one avoid plagiarism? What are the types of supporting materials used in speeches? What are the criteria for evaluating supporting material? What are the basic elements of a competent outline (symbols, coherence, completeness, balance, and division)? Identify the organizational pattern used in speeches (topical, spatial, causal, chronological, problem-solution, and Monroe’s Motivated Sequence)?Chapter 13: Presenting Speeches What is speech anxiety? What are some guidelines for managing speech anxiety? What are the critical elements of a speech introduction? What are the critical elements of a speech conclusion? What is the difference between oral and written styles of speech making? What impact do various delivery considerations have on an audience (eye contact, vocal variety, verbal fluency, poise, dynamism)? Explain the differences between the major delivery styles (manuscript, memorized, extemporaneous, and impromptu). Chapter 14: Informative SpeakingWhat distinguished informative speaking from persuasive speaking? What is a transition? What is necessary for an appropriate or effective oral citation? What are the types of visual aids that can be used during a speech? What are guidelines for the competent usage of visual aids? Chapter 15: Persuasive Speaking Define persuasion. Wha t are the primary dimensions of credibility (competence trustworthiness, dynamism, and composure)? Define the three Aristotelian modes of proof (ethos, logos, and pathos). Identify propositions of fact, value and policy.

Tropical fish Essay

Tropical fish by Doreen Baingana is a collection of linked short stories which was published in 2005. In this writing, we will be discussing on the novel and a critical review of the novel paying more attention to the novels context, theme, style and ideology. Doreen Baingana grow up in Entebbe, Uganda, and now divided her time between Uganda and the United States her bood, Tropical fish won the 2006 common wealth writers prize, best first bood, Africa, and an AWP short fiction award. She graduated from Makerere university with a JD, and from the university of Maryland with an MFA while at Makerere university Baingana was an active member of FEMRITE-Uganda Women Writer Association, which she has referred to as â€Å"a literary home of sorts†. Tropical fish by Doreen Baingana is a collection if eight linked short stories about three sister- Patti, Rosa, and Christine- as they journey through life in the town of Entebbe, Uganda. The story is a bildungsroman. With the exception of lost in in Los Angeles, all eight stories are set in Uganda and they all deal with the choice they made and where it led them even though the story was set in the period after Idi Amin’s misrule abd the deterioration that was impossible itself on the country, politics was never the object, except in some places where references are made to it such as when an ex all-european school was left to deteriorate and the seventy-two hours ultimatum given to the idians in Uganda to leave. The story begins with Green stones as the youngest of the three daughters admires her mother’s jewellery purchased by her husband anytime he arrives from the numerous fraves. The title story Tropical Fish is the story of Christine, before she left for the US, and her newly found boyfriend, peter, an expatriate who exports tropical fish. The story is about the high-risk teenage life of sex, drinking and abortion. Peter and Christine met the dated almost instantly. They started having sex in peter’s huge white house located in a plush hill top residential area –christine got pregnant but would not tell peter because he might think she wants his money. Doreen Baingana’s Tropical fish works to undercut monolithic nations of Africa female experience of womanhood. The writer consciously writes against the stereotype of Africa woman as victim. Baingana’s shot stories linked three sisters, forming a family that is stronger than its individuals parts, providing a variety of perspectives on growing up African, Ugandan and relatively privileged. This form and narrative technique is a departure from traditional, postcolonial women’s coming of age, in that it provides the perspectives of three very different young women at different developmental stages. In this way, Tropical fish works to undercut monolithic notions of Africa female experience of womanhood. Baingana provides a textured and complex picture of middle-class African womanhood within a specific urban location. As the children of government buveaucrats, the three sisters attend the best schools in Entebbe, are sent to prestigious private boarding schools, and are part of the elite at Makerere University. In the words of rosa, one of the sisters, the girls are. The cream of the crop. â€Å"hunger† is also written from oldest sister The writer Doreen Baingana also focused on the minutiae of the girl’s lives, rather than larger political themes in the volatile period after Idi Amin’s dictatorship, is a strategic choice the story demonstrates the ways in which ordinary people go about living their lives, sun living political repressions and economic decline. With Tropical fish Baingana has also startedto create a new language for exploring week female subjectivity. Though some stories will grip the reader more than others, the collection gives singular insights into women’s lives on the African continent and in the diapora, and will be useful for exploring race class and identity in a women’s studies classroom Baingana’s Tropical fish explores some thematic preoccupation in which some of them will be discussed †¢ Sex and relationship: The story Tropical fish is a refusal to feel ashamed of sexual pleasure in the face of nightmarish circumstances, a riposte to the politics of respectability and that often get in the way of dealing with the epidemic, and it draws together the rest of the stories ever bringing some previous characters back which are all about female hungers and desires in one way or another. †¢ Family saga: The novel is about series of short stories connected into one modern day Uganda family’s history. It really gives a flavor of modern east African life. The author so subtly sands the reader into the upheaval of an upper-class family upended by an angry alcoholic father, the post Amin era, the protagonist’s eransition from African to American and back again. †¢ Indecency on campus: This can be seen in the way peter lives his life by drinking on campus. Also, the way Christine lives her life as a young girls shows indecency. †¢ Exploitation: This can be seen when a white man exports exotic fish. Peter exports tropical fishes in so many parts of the world. Explaining Doreen’s style of writing, firstly on how she came up with the title for the book, Doreen explains that she intends. The fish as a metaphor for the lives of the three sisters. Swimming through life with this rough and calm water. Doreen also tells the audience that adults try to suppress the child in them, but she has found writing as a way to unsuppress the child in her, this is especially evident in the first story â€Å"Green Stores† Also, Doreen Baingana uses sex to lead us into a scientific question to put out our hypothesis in form of research. Tropical fish looks like a vividly narrated story. Doreen description of tropical fish is a unique form of everyday life practice in our planet that humans and animals do to succeed in getting there, where they want to be in life. Doreen Baingana exemplifies the deep rooted African problem of abusive relationships that our women find themselves in but can not end due to cultural sanctions. The story Tropical fish also dissects a domestic crisis that men have long ignored selfishly, with consequence weighing heavily on women. Doreen also uses the idea of addressing culture and identity with so much history. It is crystal clear from Doreen’s outline and her idea that we virtually labor for everything that we do be it for pleasure or game. Nothing good comes easily. After having a critical study on the novel Tropical fish by Doreen Baingana, we have discussed so far about the author, the summary of the novel, the context of the novel which is African female experience of womanhood, the thematic preoccupation, the style at which the writer writes the play in which she makes use of narration and also, the writers ideology on the novel.

Women in the Military essays

Women in the Military essays In January 1991, thousands of women found themselves in a place no one thought they would ever be; in combat. Even though the women werent in the traditional combat roles as infantry and armor, they were fighter pilots, military police, military intelligence and hundreds of other specialties who fought in Iraq. Keeping women out of combat specialties hasnt protected them either. Being in a job such as a mechanic or fuel handler is just as dangerous as a front line soldier. While in combat, tanks need fuel handlers and mechanics close at hand to keep them running. Who is to say that the enemy wont attack a fuel truck and their drivers? This was the case many times in Iraq. Many women had to fight right along with the men. With the rate of women recruitment at its highest in modern day history it was inevitable that the American military would be putting more women into harms way. To protect all soldiers, we must hold them all to the same training and standards. Discipline in the Army is accomplished through many techniques, but the most effective technique is the achievement of set standards or guidelines emplaced by the military. There are standards for almost any task that needs to be accomplished. Marching for example is one of your most basic standards; it is done in the most militarily direct manor, taking thirty inch steps, your head held in a generally rigid manor, your arms swinging at your side moving nine inches to the front and six inches to the rear. A standard like this and many others easily equate to both genders, it seems the standards associated with combat are where the important differences lie. One of the most important war fighting standards is Physical Fitness. If women soldiers are put in situations where theyre fighting side by side with men then they should be expected to obtain the same physical standards set for the males. Physical fitness can mean life or death on t...

Subordinate influence ethics

Subordinate influence ethics Appreciating ethical issues and maintaining business ethics are crucial concepts in driving successful relationships at individual and societal levels. These values are also crucial towards business growth bearing in minds that ethical congruence is a crucial factor in guiding both the short and long term focus in the sustainability of a business venture.Advertising We will write a custom essay sample on Subordinate influence ethics specifically for you for only $16.05 $11/page Learn More According to Tang (2008, p. 249), ethics can be defined as the generally acceptable standards or rules that concerns social or personal welfare and which govern the conducts and operations of a particular society or organization. It is also evident business ethics take different forms and is commonly applied at all levels and stages of its operation and management. Scholars of organizational behavior like Ralston and Pearson (2010, p. 149) concur with ethical theorists and point out that it is crucial for individuals in a society both at micro and macro levels to assimilate behaviors that culminate to improved levels of organizational performance and productivity. As such, an understanding of subordinate influence ethics plays an important role of appreciating both self serving and pro-organizational ethical behaviors. While good organizational ethics behavior influences subordinates to enhance their work performance, I have come to acknowledge that poor business ethics forms one of the most retrogressing factors that negatively affect a society and national economy. Reported numbers of unethical cases have been out of bad influence, practices and undesirable behaviors by management personnel in organizations. The cumulative effect has been cited as one of the worst element to an economy. This has been compounded by spontaneous emergence of opportunistic chances for self- indulgent ethical behaviors and destructive ethics in an organization stetting A major question many researchers ask themselves is whether the perpetrators of bad business comprehend their overall impact on the society and economy. It is also definite that personal effectiveness is instrumental towards reinforcing ethical practices. The effectiveness of an individual at workplace depends on the communication system in the working environment as well as the ability to listen and to speak.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is important to observe that in all the communications that takes place in an environment, many people tend to get and remember half of what they listen, understand and believe. Additionally, personal effectiveness of an individual is greatly affected by ineffective communication that comes from clichà ©, jargon, inappropriate language and too much information. Also, there are instances when individuals communicate messages that are unclear and sometimes these can be as a result of poorly structured thoughts. This becomes a barrier to effective communication and personal effectiveness. Also, other barriers include a verbal messages that conflicts with a non-verbal messages, distractions from other activities or noise in the environment and misinterpretation of the intent or content of the communication by the receiver. Furthermore, individuals at workplace respond to stimuli that makes them interested, angry, sad or happy. Communication is of significant importance in creating such emotions at a particular time in the lives of the workers. Good communication would mean motivation and effectiveness which is the opposite of bad communication manifested by an arrogant, presumptuous and patronizing way of passing information that would exist between employers’ and employees. Pro-organizational, self- centered and destructive ethics Perry, Kulik and Zhou (1999, p. 341) argue that subordinate influenc e by an organization may lead to organizational beneficial behaviors among workers. Many organizations set sanctioned and prescribed standards for employees which play a crucial role of influencing their behaviors. Indeed, subordinate influence as Perry, Kulik and Zhou claims is critical for enhancing work performance in organizations. Employees under such influences will ensure that they have good working relationships with others, will behave in an appropriate manner and will put effort to accomplish tasks.Advertising We will write a custom essay sample on Subordinate influence ethics specifically for you for only $16.05 $11/page Learn More Using life stage hypothesis, understanding the dynamic nature of human personality has become a complex issue in the contemporary society owing to numerous factors such as nature, genetic makeup and the social environment that control and influence individual’s behavior. Sociologists like Galperin, Bennett and A quino (2011, p. 407) argue that human behavior, besides being influenced by the environment, is also controlled by certain aspects such as culture and common life events. In agreement with Marangos and Astroulakis (2009, p. 385) whose arguments on development of ethics concur with Ralstons and Pearson (2010, p. 160) argument , I would like to point out that understanding the complex nature of human behavior requires appreciating certain concepts such as human development, cultural competency, corporate culture and human diversity. It is agreeable from the analysis in the article by Ralston that human behavior in terms of both life stage theory and convergence theory denotes that gaining knowledge on human development and their experiences throughout their life period is important towards understanding the role of influenced ethics behavior. Park, Rehg and Lee (2005, p. 387) point out that behaviors related to subordinate influence manifests themselves strongly in certain stages in l ife. In agreement, it is evident that the young and middle adulthood stages in life are some of the most challenging periods in life as individuals in these stages grow and experience massive life developments. I would like to point out that at these stages, especially at the beginning of early adulthood, individuals become more focused and ambitious with exceeding hope rising in the corporate ladder. To concur with Grojean et al (2004, p. 223), individuals in this stage due to their ambitions become more self interested and individualistic than other individuals in the middle adulthood and later stages. This could be due to the fact that individuals in this group are offered with an opportunity to typically move to an ‘elevated economic and social status, begin a career, get employed, marry and raise a family or contribute to the development of society. These factors among others according to life stage theory cause individuals in the early adulthood stages to engage in destr uctive and self indulging behaviors.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the other hand, middle adulthood period as described by Valentine et al (2011, p. 354) is a time when an individual is at his or her prime of life. A person at this age is both psychologically and physically capable, has vast experience and wisdom in variety of areas in life, and may have a stable career in place. It is a fact that at this stage many individuals tend to become universalistic, collectivistic and more nurturing. As such, it is notable that even without organizational influence, their level of development allows them to involve in ethical behaviors. In organizations, the ethical behavior exhibited by these groups becomes organizationally beneficial as they assist in the realization of organizational goals. The model of cross convergence I would like to point from the perspective of the social divergence theory that the sole determinant of the various values an individual possesses at a personal level is the social cultural influence. Societal cultures as Klinefelter (2010, p. 937) mentions differs and can either be collectivist or individualistic. These cultures are crucial and potential in influencing a business’ ideology. Many different societies in the world today have diverse cultures (Essers, Bohm and Contu 2009, p. 130). In international business, culture plays a very important role especially decision making processes. Research points out that effective understanding of other people’s nationalistic cultures when conducting business in other countries is important for effective interaction. When properly applied, concerns, anxiety and frustrations that come with cultural differences are minimized. Using the model of cross divergence, it is clear from the perspective drawn for the articles that different cultures of diverse nations like the US, China, Brazil and Germany are based on different independent dimensions that include short term or long term orientation and individualism or collectivism (Tang 2008, p. 249). The arg ument points out that these aid businesses in predicting how societies or nations that host them culturally operate. It is imperative to note that the culture of a given society is the sum of its assumptions, beliefs and values. The man-made part of the culture of a society is influenced by the perceptions individuals have of their social environment. As such, a prescribed behavior of a particular society is shaped by those shared perceptions (Fritzsche and Oz 2007, p. 335). An individual may not be able to directly observe culture, but can easily infer it from verbal exchanges and daily societal activities. References Essers, J., Bohm, S. Contu, A. 2009, Corporate Robespierres, ideologies of management and change, Journal of Organizational Change Management, vol. 22, no. 2, pp. 129-140. Fritzsche, D. Oz, E. 2007, Personal values influence on the ethical dimension of decision making, Journal of Business Ethics, vol. 75, no. 4, pp. 335-335. Galperin, B.L., Bennett, R.J. Aquino, K. 2011, Status differentiation and the protean self: a social-cognitive model of unethical behavior in organizations, Journal of Business Ethics, vol. 98, no. 3, pp. 407-424. Grojean, M.W., Resick, C.J., Dickson, M.W. Smith, D.B. 2004, Leaders, values, and organizational climate: examining leadership strategies for establishing an organizational climate regarding ethics, Journal of Business Ethics, vol. 55, no. 3, pp. 223-241. 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