The Influences of Cross Cultural Training Essay Example for Free

The Influences of Cross Cultural Training Essay The influences of cross cultural training on the organisation and staffs Cross-cultural efficiency is very fundamental in international organisations and even in domestic organizations that have suppliers, customers and partners in other countries. We need to firm understanding of it into everything we do, when working across cultures becomes our normal way of working. Therefore, cross cultural training becomes an important part of training employees because organisations want to push their performance to success. Furthermore, by cross cultural training such as leadership development for management across cultures, companies will become more competitive in the global business world. In addition, there are different programs to cover cross cultural training; each program will try to achieve a better understanding of client needs. Generally, Paige,1986 quoted in Bhawuk Brislin (2000) â€Å" defined cross-cultural orientation as training programs designed to prepare people to live and carry out specific assignments as well as those that is designed to prepare people to return to their home country after completing their assignment in another culture†. Nowadays important and big companies send their staffs to other countries to establish and manage their businesses, those staffs are usually chosen because of their skills but it sometimes these skills will be difficult to use in a new environment. So increase the possibility of success of those staffs to use their skills at the same level of their work in their country will be the priority of companies. Therefore cross cultural training is a significant importance to help to reduce the chance of failure in a new work environment. Bean (2006), gives useful information of this topic as in the Australian Context project over 60% of participants like to take more training because their knowledge improved about the culture, also 88% of participants want to be compulsory for all employees in positions of customers contact, and a survey of public sector show that in year 2000 to 2005 the cross cultural training was able to achieve its goals although the level of the training was low compared with the level of demand of increasing the training. So this study will exam the applying of the CCAC theory to cross cultural training, positives and negatives impacts of cross cultural training on both organisation and staffs. Initially, Tarique and Caligiuri (2009), stated that based on CCAC theory cross cultural training will be more effective in a country than pre departure because an employee will exercise what he has learned from training in own country in a country he will work in. Moreover, the theory takes about the sequencing of training activities, which is the activities of cross cultural training, should be over a suitable period to increase employees learning. Finally, CCAC provides guidance about the delivery of cross-cultural training when this guide is used the employees will be able to achieve a good understanding about the training. So based on the theory employees who has trained the cross cultural training will achieve a good improvement about the country culture, knowledge at work, and adjustment in the work and out the work. Secondary, the positive and negative impacts of cross cultural training on organisation and staffs. Firstly, a main goal of CCT is to improve more cosmopolitan directors who have more ability to understand cultural differences and who can apply this understanding in cross-cultural cases. This improvement requires more care to both the reactions and behaviours (Harrison, n.d.). The positive effects as Roysircar, Gard, Hubbell, and Ortega (2005) that described that in the process of self-reflection there was a good result of trainees in the improvement of multicultural organisations. The benefits of cross cultural training (1) decrease the strong of culture shock (2) help trainees to get a level of cultural proficiency faster (3) develop the effective of work (4) the general adjustment of trainees’ families will improve (5) improve the ability of employees to make relationships in work and out of work (6) develop communication, self-maintenance, and perceptual skills ( Eschbach, Parker, and Stoeberl 2001). Selmer (2006) found that big international firms could use cross cultural training to improve the level their global projects and to ensure their expatriates have skills required also they use it to ensure the success of their foreign assignment. Anderson’s (2001) showed that nearly all the expatriates in the private, public and non-government sectors said that their previous overseas experience had helped them to adjust to their new environments. Cultural awareness training use to strengthen the capacity of the team members to Adapt to conditions is unknown. It does not focus on specific geographic areas, but uses any area and clarification of adjustment challenges (Gudykunst et al, 1996). Brandl and Neyer (2009) analysed that goal of Cultural awareness training to change the members of teams behaviours toward information and alternative perspectives. Instead of seeing new information as a threat and refuse it, it teaches trainees to see new information as a chance to master unknown conditions. Brandl and Neyer (2009) also discussed that cultural awareness training improve team knowledge to know ways to deal with unknown situations. This is significantly important to manage uncertainty when working in a team in another environment . We say that CCT helps team members training in a more open approach with other members in global teams, too, it is more likely to be able to control errors that can not be avoided in the interpretation of others Messages and predict their behaviour (Gudykunst, 1998, p. 237). The CCT is so important because May rely on ready-made ​​concepts for others adversely affect the adaptation and experience is likely to lead to a climate of mistrust and exclusion team (Richards, 1996). Training in cultural awareness, When faced with team members how to Solutions for supporting and activating resourc es, they are more willing to explore unknown cases (Glanz et al, 2001). Moreover, cultural awareness training is the study of the main culture of the trainees and their impact on his / her attitude to enable the trainee to understand the differences of a cultural nature (Eschbach et al., 2001). CCT helps to increase managerial benefits in world operations such as cross-cultural discussions, increase the ability of making decisions, improve the relationship with customers, and other management prospects (Harris Moran, 1991). In hierarchical cultures, leaders are the ones who make decisions and staffs are implemented them without any rejection or modification of these decisions, while in cultures of equality, leaders and staffs work together to make decisions and do the implementation of the decision, so employees ,who do cross cultural training to understand these differences, should improve their cultural knowledge as a team early in the formation of the group to build confidence and decrease misunderstandings (Goodman, 2012). In British Petroleum Company a manager of employees mentioned that CCT assists BP Oil managers to create policies for national needs (Hagerty, 1993). CCT affects highly upon the trainees ability to make a positive relationship with the local employees, to achieve the aim of their global assignments (Ko Yang, 2011). Because the world is becoming smaller so CCT has become important for multinational companies to improve the knowledge of cultural difference and to succeed of their expatriates on global assignments, so CCT should lead to increase the performance of these companies (Caligiuri et al, 2001). CCT is important because distressed trainees are appropriate to have emotional support and encouragement to be given at this time (Grove and Tobin, 1985). Also Grove and Torbiorn (1985) proposed that cross-cultural training should try to changes in three psychological things, ‘applicability of behaviour, clarity of mental frame of reference, and level of mere adequacy’, Which leads to maintaining personal identity of the trainees while Change some of the values, behaviour, and ways of thinking patterns and behaviour to make them consistent with those prevailing in the new environment. There is a high demand for the CCT program at private and public firms to increase customer service performances, the fact that short training programs even lead to benefits and generate interest investments in CCT stronger and more focused on the work is likely to achieve greater returns for organizations measurable (Bean, 2006). Ashamalla (1998) argues that foreign language training has to be in CCT because knowing about the language of the host country is the main thing for success in living and working in that country. Rubin (1967) wrote that CCT may be an important technique to reduce of ethnic prejudice. Finally, CCT is concentrating on doing international assignment, and specific cultural issues (Shen and Darby 2006). On the other hand, the negative influences are Berrell, Wright and Hoa (1999), explained that the conflicts can be a significant problem as Australia managers, who worked in joint ventures with Vietnamese managers, wanted to control and manage the work on own way but Vietnamese managers wanted to work together with Australia managers to achieve the goals, also the view of Australia managers with the dealing with issues was open and enthusiastic which pushed Vietnamese managers to view this thing as a negative experience, but they try to solve any disagree problems while Australia mangers faced problems directly which created conflicts. Scullion and Collings (2006) wrote that the realisation of time and energy will be worthless if the cross cultural training programme fail to address key factors of effective performance in the host country. Cultural awareness training recognizes that cultural patterns are difficult tools and inconsistent (DiMaggio, 1997). Cross-cultural training may fail to make an important variation in cross-cultural adaptation and in performance on the global job results in transfer of training problem which is known as the trainee’s failure to apply the knowledge and skills gained in training to his/her work (Burke and Hutchins, 2007; Saks and Belcourt, 2006). The financial cost of trainees’ return to their countries, who fail to do the CCT successfully, is high; some studies put a cost from $50000 to $150000 which loss firms more money than the fact (Black Mendenhall, 1990). When managers, who do CCT, are unable to achieve high chances to their businesses because of they do not have enough cross-cultural skills, they prevent the firms from successfully achieve its strategic goals, also a shortage in management in cross cultural training programme may result a shortage of growth and success internationally (Harrison, n.d.). In summary, this study has sought to show CCAC theory, and its view about cross cultural training which it prefers the trainees do CCT before leaving their country to have an overview about the host country. Furthermore, it shows the positive and negative influences of CCT on both firms and staffs, for example, CCT will improve the performance of both global organisations and employees, communication skills, reducing cultural shock. Although it can create a conflict between staffs and financial cost can be more than needing but this study thinks the advantages of cross cultural training overcome the disadvantages. References: Anderson, B. (2001) Expatriate management: An Australian tri-sector comparative study. Thunderbird International Business Review 43, no. 1: 33–50. Ashamalla, M. (1998). International human resources management practice: The challenge of expatriation. Commercial Reviews, 8(2), 54-65. Bean,R. (2006) The Effectiveness of Cross-Cultural Training in the Australian Context. Research Report. Australia ,Commonwealth of Australia. Berrell, M., Wright, P., Hoa, T. (1999) The influence of culture on managerial behaviour. Journal of Management Development, Vol. 18 No. 7, 1999, pp. 578-589. Black, J. S, Mendenhall, M. (1990), cross-cultural training effectiveness: A review and a theoretical framework for future research. Academy of Management Review, 73(1), 113-136. Brandl, J., Neyer, A. (2009) APPLYING COGNITIVE ADJUSTMENT THEORY TO CROSS-CULTURAL TRAINING FOR GLOBAL VIRTUAL TEAMS. Human Resource Management, May–June 2009, Vol. 48, No. 3, Pp. 341– 353. Burke, L., and Hutchins, H. (2007), Training transfer: an integrative review. Human Resource Development Review, 6, 263–96. Caligiuri, P., Phillips, J., Lazarova, M., Tarique, I., Biirgi, P. (2001). The theory of met expectations applied to expatriate adjustment : the role of cross cultural training. Int. J. of Human Resource Management, 12 :3 May 2001 357-372. DiMaggio, P. (1997). Culture and cognition. American Review of Sociology, 23, 263–287. Eschbach, D., Parker, G., Stoeberl, P. (2001) American repatriate employees’ retrospective assessments of the effects of cross-cultural training on their adaptation to international assignments. Int. J. of Human Resource Management, 12:2 March 2001 270–287. Glanz, L., Williams, R., Hoeksema, L. (2001). Sensemaking in expatriation: A theoretical basis. Thunderbird International Business Review, 43(1), 101–119. Goodman, N. (2012). Your Brain on Culture. Learning Officer, 32-34. Grove, C.L. and Torbiorn, I. (1985) A New Conceptualization of Intercultural Adjustment and Goals of Training, International Journal of Intercultural Relations, 9: 205–33. Gudykunst, W. B., Guzley, R., Hammer, M. R. (1996). Designing intercultural training. In D. Landis R. Bhagat (Eds.), Handbook of intercultural training (2nd ed., pp. 61–80). Thousand Oaks, CA: Sage. Gudykunst, W. B. (1998). Applying anxiety/uncertainty management (AUM) theory to intercultural adjustment training. International Journal of Intercultural Relations, 22(2), 227–250. Hagerty, B. (1993). Trainers help expatriate employees build bridges to different cultures. Wall Street Journal (June 14), Bl. Harris, P. R., Moran, R. T. (1991). Managing Cultural Differences. Houston, TX: Gulf Publishing. Harrison, J. (n.d.). Developing Successful Expatriate Managers: A Framework for the Structural Design and Strategic Alignment of Cross-Cultural Training Programs. HUMAN RESOURCE PLANNING, 17(3), 17- 35. Ko, H., Yang, M. (2011). The Effects of Cross-Cultural Training on Expatriate Assignments. Intercultural Communication Studies XX: 1 (2011) Paige, R. M. (1986). Cross-cultural orientation: New conceptualizations and applications. Lanham, MD: University Press of America. Quoted in: Bhawuk, D., Brislin, R. (2000). CROSS-CULTURAL TRAINING A REVIEW. Delhi Business Review, Vol. 1, No. 1, Jan.2000 Rubin, I. (1967). The reduction of prejudice through laboratory training. Journal of Applied Behavioral Science, 3, 29-50. Richards, D. (1996). Strangers in a strange land: Expatriate paranoia and the dynamics of exclusion. International Journal of Human Resource Management, 7(2), 553–571. Roysircar, G., Gard, G., Hubbell, R., Ortega, M. (2005) Development of counseling trainees multicultural awareness through mentoring English as a second language students. Journal of Multicultural Counseling and Development, 33, 17-36. Saks, A., and Belcourt, M. (2006). An investigation of training activities and transfer of training in organizations, Human Resource Management, 45, 629–48. Scullion, H., Collings, D. (2006) Global staffing [ Internet], Abingdon, Routledge. Available from: http://books.google.co.uk/books?hl=enlr=id=w3LnFQhk_FICoi=fndpg=PA117dq=cross+cultural+trainingots=PO7QGtYn7hsig=KNU3g8vlJXgTMP7AnqRFuIMOzAA#v=onepageq=cross%20cultural%20trainingf=false [Accessed 13 October 2013]. Selmer, J. (2006) Munificence of Parent Corporate Contexts and Expatriate Cross-Cultural Training in China. Research Report. Denmark, Asia Pacific Business Review. Shen, J., and R. Darby. 2006. Training and management development in Chinese multinational enterprises. Employee Relations 28, no. 4: 342–58. Tarique, I., Caligiuri, P. (2009) The role of cross-cultural absorptive capacity in the effectiveness of in-country cross-cultural training. International Journal of Training and Development, 13:3, 148-164.

Classifying Rocks Essay -- Geology Geological Rock Essays Papers

Classifying Rocks   Ã‚  Ã‚  Ã‚  Ã‚  Rocks are classified to make it easier on people to identify them in the future. This can be done by a numerous amount of ways. Each rock type has their own specific ways, but there are two distinct characteristics that apply to all. These are texture and composition. These two, along with many others helps to classify igneous, sedimentary, and metamorphic rocks.   Ã‚  Ã‚  Ã‚  Ã‚  Igneous rocks are classified first by texture. This is broken down mainly into grain size. First there are intrusive, or plutonic igneous rocks. These types of rocks cool within the crust and forms large, visible crystals. The opposite would be extrusive, or volcanic rocks. These cool at the surface rapidly, forming small grains. A combination of the two would be porphyritic, large grains in an aphanitic, or extrusive matrix. Secondly, composition is used to classify igneous rocks. There are four types, ultramafic, mafic, intermediate, and felsic. Ultramafic rocks are very dark and contain and extreme amount of iron and magnesium. Mafic rocks are also dark in color; they too contain high iron and magnesium amounts. An example would be olivine, or pyroxene. Intermediate igneous rocks are made from silica and plagioclase. They tend to be grays and browns in color. Finally, felsic socks are light in color and contains high amounts of silica. Quartz and potassium feld spar are examples of felsic igneous rocks. Other types of rocks are classified similarly.   Ã‚  Ã‚  Ã‚  Ã‚  Sedimentary rocks form...

Substance misusers

Identify and act upon immediate risk of danger to substance misuse's 1. 1 – Describe the range of different substances subject to misuse and their effects There Is a whole range of different substances and they all create different effects. Substances fit Into three different categories, with more than one category fitting some substances. The three categories are: Stimulants, Depressants and Hallucinogens. I will proceed to list the main substances, their effects, how they are taken and the category they fit into: Alkyl Nitrates (poppers, amyl nitrate, butyl nitrate, gibbously nitrate): Category:Hallucinogens Effect: Brief but intense head rush, flushed face and neck, effects fade after 2-5- minutes Form and how taken: Vapor which is breathed in through the mouth or nose or from a small bottle or tube. Amphetamines (speed, waltz, poet, belly, sulfate, crystal meet): Category: Stimulants Effect : Excitement, the mind races and users feel confident and energetic, suppresses app etite, smoking crystal meet will produce a more intense rush Form and how taken: Grey or white powder that is snorted, swallowed, smoked, injected or dissolved in a drink.Base is a strong version of the powder form and is white or yellowish in color and is usually swallowed or injected. Tablets which are swallowed. Crystal meet is crystalline and is smoked or injected. Anabolic Steroids (rods): Category: Users say the drugs make them feel more aggressive and able to train harder, helps build up muscle with exercise, helps users recover from strenuous exercise Form and how taken: Tablets that are swallowed or liquids that are injected BGP – Phenylalanine (BIZ, pep, pep love, pep twisted, pep stones, the good stuff, exodus, frenzy): Category:Causes effects similar to amphetamine but not as strong. When combined with other types of prissiness the effects seem to be compounded which gives a greater sense of euphoria – (effects can differ from pill to pill due to the nature of the chemical make-up) Form and how taken: Pills – many shapes, forms and colors – Often have Imprints such as fly, crown, heart and can often be sold as ecstasy Cannabis (Marijuana, weed, puff, skunk, blow, phonic, draw. Soapbox): Category: Users feel relaxed and talkative. May cause hilarity. Usually brings on cravings for food.Strong skunk can cause hallucinations. Form and how taken: A solid dark lump known as resin/hash or leaves, buds, stalks and seeds, or a sticky dark oil. Can be rolled either with or without tobacco in a Joint or smoked in a pipe, or eaten in a cake or biscuits. Cocaine and Crack (Cocaine, Charlie, coke, crack, wash, rock, white): Category: Sense of well-being alertness and confidence. For cocaine the effect can last for around 30 minutes, users are often left wishing for more. Crack has the same effects as cocaine but is much more intense and a much shorter high with a ore intense craving for more.Form and how taken: Cocaine – white powder that is snorted up the nose, dabbed on gums, swallowed and sometimes dissolved and injected. Crack – small raisin sized crystals which are smoked in a pipe Heroin (smack, gear, brown, H): Depressants Strong feeling of warmth, contentment and well-being (happy bubble) Form and how taken: Usually brown, sometimes white powder. Either smoked on foil or prepared for injection and injected. Ecstasy (E, doves, pills, burgers, disco biscuit, maturities, MADAM): Category: Users feel alert and in tune with their surroundings.Sound, color and emotions seem more intense. Users may dance for extended periods. Effects may last for 3 to 6 hours. Form and how used: Tablets of different shapes, size and color – often with some kind of logo on. Pure MADAM (the main ingredient in ecstasy pills) is a brown colored crystal and is crushed and snorted. Gases, glues and aerosols (lighter gas, aerosols containing products such as hairspray, deodorants and air fresheners, tins or tubes of glue, some paints, thinners and correcting fluids): Category:Hallucinogens Similar to being very drunk, also thick headed, dizzy, giggly, dreamy, and hallucinations Form and how used: Sniffed or breathed into the lungs from a cloth or sleeve. Gas products are sometimes squirted directly into the back of the throat. Alcohol: Disinherited, euphoria, loss of coordination and unconsciousness Form and how used:Drunk as a liquid Astatine (K, special K, vitamin K): in severe cases Form and how used: Legally produced as a liquid, illegally produced as a pill or grainy white powder – usually snorted or prepared for injection ND injected.Painlessness's (Valid, digamma, tempera, neutralize, planetarium, yellows, blues, smarmiest, bonzes, reopen, trains, Jellies, valise, mommies, roofers, downers): Long acting bonzes such as valid/digamma are commonly used for stress and anxiety management. Short acting ones such as tempera are often used for help with sleep. Used in detoxification w here there is risk of fitting. All cause a calm relaxed feeling or bring on sleep. Form and how used: Either swallowed as a pill, injected or used in a suppositoryOpiates (Methadone, codeine, Dehydrogenate (DIF 18), Diction, Petitioned, Opium, Morphine, Playful, Subtext – partial opiate): Category: Can be divided into long acting and short acting. SHort acting can depending on dose, give feelings of contentment and relief of distress that is also offered by heroin. Longer acting opiates such as methadone cause less euphoria and are mainly used to relieve symptoms of withdrawal. Form and how used: Pills – swallowed, linctuses – swallowed, enunciable preparations. GHB (GHB, Liquid Ecstasy, gammahydroxybutyrate, RE, rib, blue Juice, roofless, liquid E):Small amounts may cause happiness and distribution. Increasing amounts brings out depressant effects. Sometimes used for bodybuilding. Induces sleep and is often associated with rape. Form and how used: Odorless slig htly salty liquid. Concentration is variable so may be difficult to measure dosage – often mixed with a drink LSI (Acid, trip, tab, blotter, stars): Time distortion, perceptual changes, visual colors and patterns Form and how used: Usually a small tab of paper with a colorful pattern on – usually eaten or wiped around gums

Theories Of The Pursuit Of Knowledge - 1581 Words

This quote claims that the viewpoint of a learner is not only present but necessary in the methodology of the pursuit of knowledge in all scenarios. While I disagree with the absolute, I do agree with the statement in select contexts. However, in objective human sciences, the subjectivity of a knower’s perspective and bias are not only nonessential, but may be dangerous to the initiation, methodology, and resulting outcomes of inquiry. Meanwhile, in the study of ethics, perspective is theorized to be totally essential to the pursuit of knowledge by some and totally nonessential by others. Even in the pursuit of knowledge in a specific subjective area, it is possible to limit the subjectivity of one’s perspective by attempting to disregard the values of one’s context. Whether or not a knower s perspective is essential to the inquiry of knowledge depends upon the objectives and aspirations of the thinker and the individual circumstances of the topic within the hum an sciences or ethics. While one’s own perspective may help the knower to understand the principle of human sciences, the human sciences are generally objective as they are a science. The knower’s perspective is not as important in the complexities and advanced end of the department, and in many cases can misconstrue or invalidate the findings by wrongly altering the process. To understand why perspective is considered damaging in the field of human sciences, one can research the history of the perception ofShow MoreRelatedHuman Science And Natural Science1276 Words   |  6 PagesDisagreement may aid the pursuit of knowledge in the natural and human sciences because disagreement leads to new discoveries. Disagreement is about gathering reliable knowledge as well as using this newfound knowledge, and occurs when a group fails to reach a consensus over the logic of an argument. Knowledge is composed of facts, information, and skills acquired by a person through experience or education. Two ar eas of knowledge that are impacted by disagreement are human science and natural scienceRead MoreScience Is The Pursuit Of Value And Meaning Essay1637 Words   |  7 PagesScience and religion have a complicated relationship in modern society. In this paper, I argue that science and religion are non-overlapping; science is the pursuit of truth in the natural world, and religion is the pursuit of value and meaning. This position is based largely on Stephen Jay Gould’s NOMA, and it seeks to address weak areas of his argument. In order to properly defend this position, I will define science and religion, establish that they’re exclusive to their domains, present an argumentRead MoreThe Examination Of Human History Displays The Connection Of Learning And Technology764 Words   |  4 Pagestechnology. eLearning theories provide guiderails for educators and students to express and cultivate a systematic approach to distance education in an increasingly online world. Variou s eLearning theories informed recent DE Practice; however; this paper thesis is supported by two: Constructivist and Online Collaborative Learning (OCL). The fundamental principles of each theory and the implications those principles have on distance education (DE) will be explored. The Constructivist Theory The ConstructivistRead MoreA Career in Geograpy Essay525 Words   |  3 Pagesperception. What intrigues my further pursuit of geography is how Geography unlike other subjects has direct links to both human and physical attributes. By further pursuing geography at a higher education level, I wish to enrich my understanding of the wider significance of issues being faced and how it affects society on a local and global level. It is important to identify and understand the interconnecting aspects of the world around us and apply such knowledge towards a more sustainable futureRead MoreComparing Plato s The Symposium1704 Words   |  7 Pagestopic of alcohol and the significance of drinking in The Symposium. Through this text, Plato is writing about philosophy is the setting of a narrative in order to reinforce the context of the story. Plato was a metaphilosophist that supported the theory of forms. He believed that understanding pure form, achieving true wisdom, is something that c annot be defined or reduced to words, and all people should strive to understand pure form. The main symbol in The Symposium, is wine, a representation ofRead MoreThe And Placebo Effect On Human Sciences1410 Words   |  6 Pagespeople gain their knowledge in a way largely influenced by the perspective. It is difficult to be convinced of any knowledge that is without bias. The knowers all pursue the answer to their questions when researching or learning the knowledge, which results in the similar way of thinking among the similar communities. Few can detach themselves from the contemporary situation since the cultural background, various eras, and diverse ways of knowing all help to shape the pursuit of knowledge. While to a greatRead MoreEssay on Counseling Ethics1249 Words   |  5 Pagesof western philosophy to concern oneself with second order questions about ethics; specifically the semantics, epistemology and ontology of ethics. NORMATIVE ETHICS Normative ethics often called moral theory was the study of what behaviors or motifs make actions right or wrong. The theories served as an umbrella principle that could be used to settle tough moral issues. The turn of the 20th century, saw moral theorists becoming more complex. By then they no longer concerned themselves solelyRead MorePlatos Theory Of Education Essay1278 Words   |  6 PagesHowever, an individual cannot obtain this without first being educated in the system developed by Plato and after surpassing his methods, the individual will remain in a constant state of pursuing the classical virtues. To fully analyze Platos Theory of Education, an understanding of his Allegory of the Cave is necessary. This parable begins with several prisoners chained by their legs and necks to restrict their movement. They cannot converse with one another; they can only see the dark wallRead MorePresident Park Geun Hye Of South Korea1606 Words   |  7 Pagescertain type of effects to the people’s pursuit of knowledge. Using examples from astrology/science and history, I would investigate whether knower’s perspective is always or is not essential in the pursuit of knowledge through usage of language and emotions. In this essay, perspective is defined as a concept or opinion built upon one’s experience or background such as gender, race, religious position, historical era, education experiences, and ‘pursuit of knowledge’ as act of learning or researchingRead MoreBuddha’s Ceasing of Woe Effectively Constitutes the Good Life as Compared to Epicurusâ€⠄¢ Theory of Pursuit of Pleasure1739 Words   |  7 PagesGood Life as Compared to Epicurus’ Theory of Pursuit of Pleasure I will argue that although Epicurus holds validity in his argument on achieving happiness through the pursuit and fulfillment of pleasures, it is Buddha’s method of the ceasing of woe through following the eightfold path to enlightenment that most comprehensively constitutes the good life. I will first explain Epicurus’ vision of the good life through his invitation to join him in studying the pursuit of pleasure; and then argue against