A Study On Mass Media Social Norms Media Essay

A Study On Mass Media Social Norms Media Essay Chauhan (2001) in his book television and social transformation has empirically studied the impact of television on college students with regard to their social life, political attitudes, educational performance and their reactions to the advertisement and entertainment programmes. The study suggested that the majority of the respondents admitted that changes have come in their sleeping timings, study timings and also the visiting and the entertaining the guests. Some political serials and programmes have promoted the feelings of patriotism, the political talk-shows was able to establish rapport with the masses as it was admitted by the respondents. Majority of the respondents liked viewing advertisements. Regarding the projection of women on television screen the students did not like the way in which the women are shown on the screen. Moreover, they had no objection regarding the projection of children on T.V. screen. Most of the students admitted improvement in their examination r esults. Finally the respondents suggested allotting more time to entertainment programme as compared to other programmes.39 Shanahan and Morgan (1992) conducted a comparative case study of how adolescents use T.V. and how this relates to interactions with their families in five countries, namely Argentina, Taiwan, Korea, China and USA. In the following study the issues addressed including television exposure, family conflict over television and the relationship of T.V. viewing to family communication. The study indicates a strong positive association between the parents in Argentina, Taiwan and USA. Most of the adolescents watch television with their parents and feel closer and more satisfied the amount of time spends together. 40 Kuo-Yi Wu (1990) studies the role and contribution of television in shaping of social perception such as sex roles, crime and violence, inter-personal relationships and ageing in Taiwan. In terms of perception of sex roles, contribution of television viewing is distinctly contingent upon the background and other social conditions. A more liberal stance is related to heavy viewers both Chinese or American programmes among females and those with high parental education. They generally prefer the foreign programme to the indigenous programmes. A consistent and significant relationship is found between weekday viewing and a more mistrustful world view. 41 Kang (1989) studies the measures of the pervasiveness of the cultural outlook in Korean T.V. programming. The study focused on Korean students perception about traditional and western values in terms of sex roles, the family system, violence and social deviance. He conducted his study on 1169 Junior High School students in Seoul, Korea. Although the finding are not statistically enormous, they seem to indicate that heavy Korean T.V. viewing is weakly related to traditional sex roles, the liberal attitudes towards dating and marriage and to a distorted social reality on violence and social dominance.42 Kang (1989) in his study indicate that Korean students who watch more AFKN (American Forces Korean Network) are more likely to take more liberal position on the sex role attitudes. He apprehended that compared to male, females are predisposed to think and behave in certain non-traditional ways such as wearing jeans and willingness to discount Confucianism. The females also felt that they would share dating expanses. 43 Ware and Michael (1994) analysed 17 quantitative studies from 16 publications using the Meta analysis approach. A significant positive association between exposure to entertainment programmes and the dependent variables suggest that programmes imported from U.S have a small but statistically significant impact on the foreign audience. The study revealed that exposure to U.S. entertainment programmes is more likely to increase preference for American products and influence attitudes toward America. The study also says that exposure to U.S. Television programming alone will not automatically generate an adoption of U.S. values. This impact is influenced by both study characteristics and types of dependent measure.44 Sharriffadin (1995) in his study looks at some of the major economic, cultural and social issues faced by the developing countries arising from the new technology. Author concludes in his study that the new communication era should not be perceived on purely technological phenomenon. It ultimate impact on social and cultural, although technological advancement is the key factor. This new era invites a change in social and cultural patterns.45 Goonasekera (1995) conducted a study on 263 viewers of two metropolitan cities revealed that most popular channels were DD, Star Plus, BBC, Zee and sun TV. Overall opinion towards foreign programme was positive. The elements not liked in foreign programmes are sex, vulgarity, violence and crime. But the overall opinion of the viewers was firmly against foreign television programmes. 46 Kya Bobo and Husten (2000) reveals key finding from the large body of literature on socio-cultural mechanisms that encourage tobacco and alcohol use among adolescents and adults. Authors state that these mechanisms exert similar effects on both alcohol and tobacco use behaviours. Socio-cultural factors that encourage smokers to drink and drinkers to smoke have not received extensive study, but they may account for some of the substantial variations in adult tobacco use rates seen among different levels of alcohol consumption. The authors explains the recent wreaking of association between drinking and smoking that is consistent with changes in societal attitudes toward tobacco and standards of care in alcoholism treatment facilities, the connection may continue to be quite strange among some population.47 Menon and Vohra (2001) conducted a study on the sample consisted of 70 urban middle class (annual income between 4-10 lakh rupees) students in the age range of 18-23 years from colleges in New Delhi affiliated to Delhi University. The upper middle class sample was chosen for their access to television and satellite channels. University students were selected as it was felt that this segment had the independence to watch what they want, and when they want as unlike school children, their free time is not rigidly regulated by the school curricula or parental rules regarding what to watch. Finding indicates the significant gender difference was noticed in the viewership of the sports channel, music channels, English serials, Hindi serials and the family portrayal in the serial they would create (i.e. portraying new trends, nuclear family or a joint family). Further, educational differences between the postgraduate and undergraduate sample were evident in the statistically significant di fferences in the viewership of Hindi serials and family portrayal in the self-creation section. These results indicate that the hypothesis suggesting that females would favour soap operas while the male sample would favour sports and information programmes.48 Verma and Larson (2002) conducted a study to understand the effects of T.V. on youth. A sample of 100 urban middle class Indian families selected for research. The author found in his study on an average adolescents viewing T.V. about 12 hours per week, 90% of this viewing occurred at home, 73% done with other family members, including 7% with grandparents, uncle or aunts. The study indicates that T.V. viewing for these youth is typically a family activity. The finding indicates that the T.V. viewing is typically a relaxed antidote to the stresses of the day that they share with their families.49 Zia Anjum (2004) conducted a study on Cable Television Watching Habits of the Youth in Pakistan. This study was aimed at to collect precise data to analyze the opinion preferences and requirements of the youth in Lahore regarding their cable T.V. watching habits. For this purpose, students of both genders of different colleges and Universities have been contacted so that people belongs to all section of the society can be reached. A sample of 300 respondents in totality selected the result show that young people only acquire entertainment from the cable T.V. They wish to have access to only those selected channels that do not promote immorality and untraditional indecency.50 further, indicates in her study that a large majority (85%) of the college and university students have their own access to cable T.V. A vast majority of the youngsters (62%) spend 3-4 hours daily to watch cable television programmes. The largest portion of the sample under study (39%) only watches cable T.V. for the sake of entertainment, second major reason for which youngster prefer to watch cable T.V. is for Leisure (18%). Majority of youngsters are interested in watching foreign channels instead of Pakistani channels on the cable T.V. 51 ibid Hemamalini et.al (2010) states that though violent images are portrayal in chutti T.V is no relationship between these images and children violent behaviour. Comparing to the television news channels and other adult focussed other channels mostly in native channels the T.V. so not have any moorings towards Indian culture since they are foreign productions. It is stated by authors that it is very difficult to dissociate violent images from the surroundings violence in which the children are captive. Authors state that the programmes that adults watch from in which the children are not spared are more violent images that Chutti T.V. For some children aggression is an expression that gives vent to their emotions. Authors state that children could be aggressive if he or she is hyperactive. This requires a need to channelize the aggression depicted in T.V. images so that it is expressed in a society acceptable manner. Authors explain that children should be discouraged to watch T.V. one h our before they go to bed. 52 Daud et. al (2011) in his study state that television advertisements in general and those involving some celebrities have immense and long lasting impact on youths lifestyle, religious values, family bonding and their decision making for buying various items. Authors state that some of the effects are really damaging for our society which are generally based on combined family system, established religions and cultural value and where majority of people cannot afford to purchase the products, which have severe temptation for youth in the race of show power. 53 Ahluwalia and Singh (2011) revealed in his study that T.V. competes with family, school, society and religious institutions to provide role models and information that affect childrens beliefs, values, behaviour, attitude and lifestyle. This study was conducted to make note of T.V. viewing patterns amongst children from middle and upper middle socio-economic strata of the urban society. A sample of 400 children of 8 to 16 years of age, across the region of Punjab was selected. Both the authors found in his study that on an average children watch 2 hours or less T.V. daily and most of them indulge in bedtime T.V. viewing. They watched T.V. primarily for entertainment and for learning. Childrens most preferred programme was childrens show/serials followed by cartoon/animated programmes. 54 THEORETICAL FRAMEWORK This study has analysed Socio-cultural Impact of Television on Youth. The main purpose of this study was to find out the impact/influence of television programmes/channels on the life patterns of youth. As a communication technology, television has a great acceptance and is being used extensively in India. Television viewership is no more restricted to the upper and upper-middle class of India as it used to be a few years back. Being inexpensive and easy to access, television spread rapidly in India. It has become one of the common household commodities. Therefore, this study attempted to understand whether demography influenced the viewership patterns of respondents or not. Television provides a variety of local and foreign channels and helps people in selecting programmes according to their taste and choice. Therefore, the first part of this study explored respondents preferred channels and kinds of programmes, reasons for watching television, preferred time of watching and control over the remote. It justified the application of Uses and Gratification Theory. This theory identifies television consumption patterns according to needs and satisfaction of targeted class. The gratification factor leads to the exposure of channels/programmes which in turn can generate impact/effects. Main part of the present research comes under the impact tradition. It demands discussion on theories based on observational learning and information processing emphasize lasting impact/effects of exposure to media contents. Thus, the study also applies Cultivation Theory in terms of impact through exposure (depending upon heavy and light viewership of television) and Social learning Theory which says that viewers attend and learn from models which are attractive, powerful, rewarding and similar to themselves. They do not act immediately on what they learn from television. Instead, they store such knowledge to be used when their own circumstances elicit it. Hence, the framework of this research is based on the set of three theories i.e. Uses and Gratification Theory, Cultivation Theory and Social Learning Theory. These theories are discussed below in relation with the present study in brief. 2.1Uses and Gratification Utility Theory, often known as the Uses and Gratification Approach offers another way of explaining why people expose themselves to some communications and not others (the preferred channels/programmes); why they perceive a fraction of these to which they are exposed and why they remember- correctly or incorrectly. Blumler and Katzs Uses and Gratification Theory suggest that media users play an active role in choosing and using media. Users take an active part in the communication process and are goal oriented in their media usage. Theorists say that media users seek out source that best fulfils their needs. Uses and Gratification Theory assumes that users have alternate choices to satisfy their needs (Griffin. 2000).55 Focus of this theory is that viewers attend perceive and remember information that is pleasurable or that will in some way help satisfy their needs. Therefore, this research probed into which television channels/programmes are preferred by the targeted audience and which of their needs are satisfied by viewing them. Uses and Gratification Theory takes a more humanistic approach to looking at the media usage. Blumler and Katz believe that there is not merely one way that the populace uses media. Instead, they believe there are as many reasons for using media as there are media users. According to the theory, media consumers have a free will to decide how they will use the media and how it will affect them. Blumler and Katz believe that media consumers can choose the influence media has on them as well as the idea that users choose media alternatives merely as a mean. Uses and Gratification Theory is the optimists view of media. The theory takes out the possibility that media can have an unconscious influence on our lives and how we view the world. The idea that we simply use media to satisfy a given need does not seem to fully recognize the power of media in todays society. (West, R. and Turner, I..H. 2000: 332).56 2.2 Cultivation Theory (Cultivation theory-sometimes referred to as the cultivation hypothesis or cultivation analysis-was an approach developed by Professor George Grebner, dean of the Annenberg School of Communication at the University of Pennysylvania. He began the Cultural Indicators research project in the mid-1960s, to study whether and how watching television may influence viewers ideas of what the everyday world is like.) 57 Cultivation Theory in its most basic form, suggests that television is responsible for shaping or cultivating viewers conceptions of social reality. The combined effect of massive television exposure by viewers over time subtly shapes the perception of social reality for individuals and, ultimately for our culture as a whole. Thus, cultivation research is in the effects traditions. Cultivation research looks at the mass media as a socialising agent and investigates whether television viewers come to believe the television version of reality the more they watch it. Gerbner and his colleagues argue that television drama has a small but significant influence on the attitudes, beliefs and judgement of viewers concerning the social world. The focus is on heavy viewers. People who watch a lot of television are likely to be more influenced by the ways in which the world is framed by television programmes than are individuals who watch less, especially regarding topics of which the viewer has little first-hand experience. Light viewers may have more sources of information than heavy viewers. 58 This study has used Cultivation Theory by George Gerbner as a guide in exploring the consequences/effects. Under guidance of this theory, this study may be able to emerge as a new theory. Essentially, the theory states that heavy exposure to mass media namely television creates and cultivates attitudes more consistent with a media conjured version of reality than with what actual reality is. The cultivation theory asserts that heavy viewers attitudes are cultivated primarily by what they watch on television. Gerbner views this television world as not a window on or reflection of the world, but a world in itself (Mc Quail. 1993: 100).59 Cultivation theorists argue that television has long term effects which are small, gradual, indirect but cumulative and significant. They emphasize the effects of television viewing on attitude rather than the behaviour of viewers. Heavy viewing of television is seen as cultivating attitudes which are more consistent with the world of television programmes than with the everyday world. Cultivation theorists are best known for their study of television and viewers and in particular, for a focus on the topic of violence. However, some studies have also considered other mass media from this perspective and have dealt with topics such as gender roles, age groups, ethnic groups and political attitudes. Cultivation theorists argue that heavy viewing leads viewers (even among high educational/high income groups) to have more homogeneous or convergent opinions then light viewers (who tend to have more heterogeneous or divergent opinion). The cultivation effect of television viewing is one of the levelling or homogenizing opinion. Gross considered that television is a cultural arm of the established industrial order and as such serves primarily to maintain, stabilize and reinforce rather than to alter, threaten or weaken conventional beliefs and behaviours (Boyd. Barrett. Braham. And Peter, B. 1987: 100).60 Cultivation theorists are well known for their study of television and viewers and in particular for a focus on the topic of violence. However, some studies have also considered other mass media from this perspective and have dealt with topics such as gender roles, age groups, ethnic groups and political attitudes. A study of American college students found that heavy soap opera viewers were more likely than light viewers to overestimate the number of real life married people who had affairs or who had been divorced and the number of women who had abortions (Wimmer and Dominick. 1993: 512).61 Gerbner reported evidence for resonance a double dose effect which may boost cultivation. This is held to occur when viewers everyday life experiences are congruent with those depicted in the television world. For instance, since on television women are most likely to be victims of crime, women heavy viewers are influenced by the usual heavy viewer mainstreaming effect but are also led to feel especially fearful for themselves as women. The cultivation effect is also argued to be strongest when viewers neighbourhood is similar to that shown on television. Crime on television is largely urban. So urban heavy viewers are subject to a double dose and cultivation theorists argue that violent content resonates more for them. The strongest effects of heavy viewing on attitudes to violence are likely to be amongst those in the high crime areas of cities (Gerbner. 1993).62 2.3 Social Learning Theory The principle understanding of social learning theory is tied the social context of learning. Bandura has emphasized the fact that people who observe responses of individuals tend to exhibit the same when placed in similar settings. According to Bandura, behaviours and responses that are repeated, perceived as real, distinct, functional and salient are more likely to be attended to, thus more likely to be learned. When observing an event, which receives some kind of reward like social approval, pleasant experience and when the observer feels confident to perform, its symbolic imitation is facilitated. The social cognitive principle has been widely employed to explain in television effects on a variety of social issues such as aggression, ethnic stereotypes, alcohol, attitudes and behaviour. It also stresses the importance of viewers cognitive activities when consuming television messages (Bandura. 1977). 63 Any person socialization process is influenced by innumerable factors such as family, school, environment factors etc. Direct experience and participation are important parameters which shape the youths impressions of the perceived structure of their environment. Mass media, particularly television plays a crucial role in bringing the outside world into homes. As an important institution, mass media enters the socialization process of an individual. The Social Learning Theory explains how environment influences the behaviour of an individual. DeFleur and Sandra (1989) stated despite general in nature, social learning theory is particularly relevant to study the impact of mass communication because the description and portrayal of social life is a frequent subject in media contents. The most common (and pervasive) examples of social learning situations are television commercials. Commercials suggest that drinking a certain beverage or using a particular shampoo will make us popular and win the admiration of attractive people. Depending upon the component processes involved (such as attention or motivation), users may model the behaviour shown in the commercial and buy the product being advertised. Actions of characters in the audio-visual media can serve as a model for others to imitate. Modelling Theory is also useful for describing the application of general Social Learning Theory which explain how new behaviours are acquired b y people from media portrayals. An individual observes a character, identifies him/her as a model and remembers actions of model and performs them when confronted with similar circumstances (DeFleur and Sandra. 1989).64 In light of all these theories stated above, it is important to mention that the researcher has formulated a combination of the three theories in order to assess what is the main reason of their watching, their preferred channels and programmes (Uses and Gratification Theory). While on the other hand, it has also measured what kind of effects are taking place in the lives of the sample under study? If there are some affects that are changing attitudes of youth under the study. Are these effects long-lasting or short term (Cultivation Analysis and Social Learning Theory). Hence, the researcher intended to explore all this for which the base of above mentioned theories was most suitable and required. Based on the Social Learning, Cultivation and Uses and Gratification theories, the present study hypothesized that characters and their behaviour in programmes of television channels serve as a model for heavy viewers. They may acquire certain characteristics which in turn influence their attitudes. It was also assumed that the youth (aged18-25 years) are vulnerable to influences and tend to be inclined towards change. Youth would serve as a barometer to assess the influence of television. Hence, youth of age 18-25 were selected for the study to determine the degree to which their attitudes were influenced by television. Now, with the availability of the foreign channels, an important question arises: does a youths behaviour reflect what his/her has watched on the television screen? The impact of foreign television programmes on youth involves a number of indispensible factors such as interest in the programmes, viewing pattern, reasons for watching, attitude towards programmes and models of social reality that these programmes promote. The study aimed at finding out whether and to what extent television affect youth in Rohtak and Jhajjar districts. The researcher aimed at finding answers to questions such as what youth think about these programmes in terms of their preferences and relevance. Is there any restriction on youth for watching television channels? Whether they experience an impact of these programmes on their attitudes or not? End Notes Kennedy Shannon. 1997. Television and Society, Journal of Asia Pacific Communications, Vol. 8, No. 1, pp. 199-204. Gary A. Steiner, The People Look at Television: A Study of Audience Attitudes. New York Alfred. A Knopf 1963. pp. 4-5. George Cromstock, The Impact of Television on American Institutions, Journal of communication, vol. 55, Oct. (1978), pp. 18-28. Robert Hargreaves, Television and current affairs: In politics and the media, (ed) M.J. Clark Oxford: Pergamon Press Ltd. (1979), pp. 9-10. Gilbert A. Churchill, T.V. and Interpersonal Influences on Adolescents Consumer Learning, Journal of Consumer Research Vol. 6, No. 1, June (1979), pp. 23-35. Jha R.C. and B.P.Sinha, Programmes and Audience of Delhi T.V. Analysis, Vidura, Vol. 16, No. 5 Oct. (1979). Comstock George, Television in America, London Sage Publication (1980), pp. 30-36. Jackson Beech et.al, The social world of Heavy: Television viewers, Journal of Broadcasting, Vol. 24, No. 1 winter (1980), pp. 5-11. Harvey W. Eastman and Marsha B. Liss, T.V. Preferences of Children from four parts of the U.S.A. Journalism Quarterly Vol. 57, No. 3, Autumn (1980), pp. 488-491 Hansra, B.S. and Chauhan, H.K. 1980, Television and the Youth Elite, Indian Journal of Social Research, Vol. 21, No. 3, pp. 42-47.) Robert Churchill, Childrens and parents viewing and perceptions of violence: Journalism Quarterly Vol. 58, No. 4, Winter (1981), pp. 562 and 581. Thomas D.Cook, Deborah. A. Kendzieraki and Stephen V. Thomas, The impact assumptions of Television Research: An analysis of the 1982 NIMH Report on T.V. and Behaviour, Public Opinion Quarterly, Vol. 47, No. 1 spring (1983), pp. 189-201. Lesley Johnsono, The Uses of the Media: An Interpretation of the significance of the mass media in the lives of young people, Discourse Vol. 4, No. 2, April (1984), pp. 25-31. Charles Atkin et. al. (1984). Teenage Drinking: Does Advertising make a difference? Journal of communication Vol. 34, No. 2, spring, pp. 160-167. 15. Sirgy M. Joseph, Lee Dong-Jin, Kosenko Rustan , and Meadow H. Lee. (1998). Does T.V Viwership play a role in the Perception of Quality of Life? Journal of Advertising, Vol. 27 Issue 1. Pp. 125-142. 16. Das R.P. 1987. Consumer Behaviour in TV-A Case Study in Kurukshetra University, Kurukshetra University Research Journal, Vol. 41, pp. 16-21. 17. Shah, Anupama and kaushal, Anjana. 1988. Impact of Television on Students, Journal of Indian Education, Vol. 13. No.5, pp. 24-29. 18. Sharda, P.V. 1989. Impact of Television on Rural Areas, Communicator, Vol. 25, No. 4 p. 2. 19. Mohansundaram, V. and Dass, Benny. 1990. Television Impact on the Family, Social Welfare, Vol. 37, No.7, pp. 11-13. 21.Mehrotra, N.1991. Impact of Television Viewing on Household Activities, Indian Journal of Extension Education, Vol. 2, No. 3-4, pp. 123-124. 22.Gangadharappa, M. 1991. Impact of Afternoon TV on Housewives in Dharwad City, Communicator, Vol. 26, No.3, Sept. Pp. 32-33. 23.Cosby, C.D. 1992. The Influence of Television Imagery on Selected African-American Young Adults Self-Perceptions, Dissertation Abstracts International, Vol. 53, No.6, Dec., P. 1875A. 24. Singh, Saraswati and Arora, S. 1992. Effect of Television Viewing upon Youths of Doon Valley, Indian Psychological Review, Vol. 38, No, 9-10, Sept.-Dec. Pp. 21-26. 25.Bhasha, S.S. 1992. Impact of Television Violence on Teenagers, Experiments in Education, Vol. 20, No. 11, pp. 289-297. 26.Chauhan, Kanwar. 1992. Social Structure and the Objectivity of Television News in S.R.Mehta (ed), Communication in Social Development, New Delhi: Rawat Publication. 27.Aggarwal, V.B. 1993. Impact of Cable TV on Social Life, Communicator, Vol. 28, No. 3, July-Sept., pp. 7-9. 28.Murthy, J.S. 1994. Students preference for DD and ZTV Programmes, Communicator, Vol. 24, No.4, pp. 10-11. 29.Ninan,S., Through the Magic Window: Television and Change in India New Delhi: Penguine Books, 1995. 30. Chompaisal, Sawangchit. 1995. The perceived Influence of Television on Achievement in Children and Adolescents in Thiland, Dissertation Abstracts International, Vol. 56 No.3, Sept., P. 74 A.) 31.Unikrishnan,N. and Bajpai,S., The Impact of Television Advertising on Children, New Delhi: Sage,1996. 32.Saksena,G., Television in India: Change and Challenges, New Delhi: Vikas Publishing House. Pvt. Ltd, 1996, pp. 54-55. 33.Karla,R.K.,and Kalra,A., Impact of Cable Television on Adolescents. Kurukshetra Jan-Feb.1996, pp. 78-80. 34.Midson, J. 1997. Television viewing habits of Children in Virginia, Journal of Asia on Pacific Communication, Vol. 8, No.1, PP. 176-189. 35.Kang Jong G. 1997. Television Influence on Cultural and Societal Values Among Japanese Students, Journal of Asia Pacific Communication, Vol.81,pp. 181-190. 36.Hadique Mala and Ms. Ahmed, Jasmine. 1998. TV Viewing Time Pattern of School Children, Communicator, Jan-March, pp. 14-17. 37.Kaur, Jasbir. 1999. Influence of Television on Social Life, Communicator, Vol. 34, No. 1, Jan-March, pp. 32-35. 38. Gaikwad, N.B.2000. Parental Views about the Effects of T.V. Viewing on their Childrens Interest and Activities, Indian Journal of Applied Psychology, Vol. 37, pp. 21-25. 39.Yanovtzky, I.2001. Mass Media, Social Norms and Health, Communication Research, Vol. 28, No. 2, pp. 208-239. 40.Chauhan, Kanwar. 2001. Television and Social Transformation, New Delhi: Swarup and Sons. 41. Shanahan, James and Michael Morgan (1992). Adolescents, families and television in five countries- Implications for cross-cultural educational research, Journal of Educational Television, Vol 18 Issue 1 pp. 35-55. 42. Kuo, Yi-Wu. (1990). Television and the value system of Taiwans adolescents A cultivation analysis. Ph.D Dissertation, University of Massachusetts. Dissertation Abstract Inter-National, Vol. 50 No. 12 pp. 3783 A 43. Kang, Jong Geum (1989). Cultural Indicators-The Korean Cultural Outlook Profile, Ph.D Dissertation, University of Massachusetts, Dissertation Abstracts International, Vol. 50 No. 5 pp. 1126A 44. ibid 45. Ware, William and Michael Dupagne (1994). Effects of U.S. Television Programmes on Foreign Audience-A Meta analysis, Journalism Quarterly, Vol. 71 No. 4 pp. 947-959. 46. Goonasekera, Anura (1995). Asian viewers do not see Western programmes as corrupting their culture, Media Asia, Vol.

The righteousness of God

The righteousness of God The righteousness of God emphasizes the perfection of His divine character while exposing the fallen nature of man. Romans 3:10 says There is no one righteous, not even one. Verse 11 goes on to say that there is no one who understands, and no one who seeks God. Mankind is fallen, and doomed to eternal damnation if not for the righteousness of God. The thesis of this study will demonstrate that Pauls epistle to the Romans more than any other book of the Bibleprovides profound insight into the free gift, and meaning of the righteousness of God. Gods righteousness is attained by grace, through faith in Jesus Christ. Righteousness is a relationship word, and at the foundation of its meaning is the idea of being right with the other person; doing what is called for to preserve and continue the relationship. God has placed us in right relationship to Him through Christ. Gods righteousness demands He condemn sin, and judge sinners (1:18-3:20). In lieu of that condemnation and judgment, He has provided forgiveness of sin for all who believe in Christ Jesus (justification; 3:21,5:21), and power for living a holy life in right relationship to Himself (sanctification; 6:1, 8:39). Righteousness is the position commanded by God, in which we put on the new self that is created to be like God (Eph. 4:24; 2 Cor. 3:9; 6:14). Its conformity to all He commands or appoints. Since God Himself is the standard, the righteousness of God is the righteousness which belongs to God (Matt. 6:33; James 1:20). Righteousness is Gods standard for which people are expected to attain. Righteousness is what man should do, and righteous are those who do it. What does righteousness mean? The righteousness of God is a righteousness of faith (Rom. 4:11). A brief study of the word righteousness and faith, in their Greek and Hebrew form, will be necessary in order to fully comprehend the righteousness of God. Word Study Righteousness: Greek: (dikaiosune); (1) Pauline thought of the divine action by which God puts a person right with himself, and which then becomes a dynamic power in the believers life making righteous, or a state of having been made righteous (Rom. 1:17). Hebrew: (1) righteousness, justice, rightness, i.e., the state of doing what is required according to a standard (Ps 31:2); (2) justice (Is. 5:23); 3. innocence, i.e., the state of not having any sin or its associated guilt. Faith: Greek: (pistis), (eos), (he): a state of certainty with regard to belief (Ac 17:31); the state of complete dependability (Ro 3:3); Christian faith, belief in the Gospel (Ro 1:8; Eph 2:8; Gal 1:23; Jude 3). Hebrew: (emuwnah); 49 occurrences; AV translates as faithfulness 18 times, truth 13 times, faithfully five times; faithfulness, trustworthiness, steadiness, entrusted, i.e., a state or condition of being dependable to a person or standard. The message of Romans essentially says, we are made righteous because God puts a person in right standing with Him through the faith of the believer in the gospel of Jesus Christ. The Righteousness of God expressed in the Old and New Testaments The idea of the righteousness of God is a fundamental biblical idea that encompasses both Testaments. In the Old Testament God says: Turn to me and be saved, all the ends of the earth; For I am God, and there is no other. I have sworn by Myself, the word has gone from My mouth in righteousness, and will not turn back (Isa. 45:22-23). I bring near My righteousness, its not far off: my salvation will not delay (Isa. 46:13; 51:5). In these passages the righteousness of God is conceived as going forth, as projected from the Divine essence, and realizing itself among men. In Is. 54:17 its expressly said, Their righteousness [which] is of Me; and in Is. 45:25 the process is described as one of justification (in the Lord shall all the seed of Israel be justified. In close attendance on the righteousness of God is His salvation; where the one is, the other immediately follows. Pauls message to the Romans shines a new light on the righteousness of God. His righteousness flows forth and embraces man, when its met by faith. In Romans 3:21, Paul claims that this righteousness of God is attested to in the Old Testament. Paul makes clear that only those who believe will experience Gods righteousness. He reiterates the importance of faith with a quotation from Habakkuk 2:4, The righteous will live by faith.? No other New Testament book exposits the righteousness of God as thoroughly, and precisely, as the book of Romans. From the opening introduction to Pauls final exhortation, Gods righteousness is the pervasive topic. The Righteousness of God by Faith Its unlikely that one can find a passage in Scripture that concisely summarizes the message of salvation more effectively than Romans 1:16-17. The word righteousness occurs ninety-two times in the New Testament, and thirty-six times in the book of Romans. Paul states the righteousness of God is revealed from faith to faith (v. 17). Its difficult to know exactly what Paul had in mind with this phrase. He may be saying its a faith from first to last, indicating that faith must govern our approach to God throughout our walk with him. We never outgrow our need for faith, and God never changes that requirement. My view is that Paul is describing the faith that Gods people had in Old Testament times (Old Covenant), and the faith that is in Christ Jesus in the New Testament times (New Covenant). Its a continuation of faith from old to new, and first to last; from faith to faith. Righteousness is doing that which is expected within the Covenant relationship. Under the Old Covenant God gave the Law, and thereby demonstrated that man is under obligation to meet with his approval. Under the New Covenant; God gave His Son Jesus, and promises to give his approval if man responds to Christ in faith. Christ is now the object of our faith. Apart From the Law, the Righteousness of God is Manifested In this section (Rom. 3:21-26), Paul shifts to a more positive approach to the gospel. This passage restates the thesis of Romans 1:17, after elaborating its antithesis in 1:18-3:20. If 3:21- 26 is contrasted with all of 1:18-3:20, then its possible to say, As the wrath of God dominated the old era (1:18), so the righteousness of God dominates the new. Now but without Law rightness of God has been demonstrated having testified by the Law, and the spokesmen (Rom. 3:21). This translation shows the challenge of bringing the full meaning of one language into another, but in this verse we see the changing of the guard, so to speak, in relation to Gods righteousness. The fulfillment of the Law is in Christ Jesus: its in Him, and through Him that we obtain righteousness. In other words, according to Paul, God gave the Law not only to regulate the conduct of his people, but more importantly, to reveal their sin until the fulfillment of the promises in Christ. Righteousness came to man by way of proper behavior under the Old Testament Law. The Law reveals the righteousness of God, because the Law is holy, righteous, and good (Rom. 7:12). Through the Gospel righteousness comes by believing in the person, and work, of Jesus Christ. The righteousness of God refers to the manner in which God brings people into a right relationship with Himself. He does this apart from the Law, because by the works of the Law no flesh will be justified (v. 20). If it were possible to keep the Law perfectly, where is righteousness to be found? That encapsulates Pauls theology of Justification. Righteousness is attained through faith (3:22). The cost of Justification is free to us; for God, the price is His Son. Gods wrath was poured out on Jesus as a ransom in order to purchase us for Himself. Through the sacrifice of his Son, God has demonstrated, and satisfied His righteousness (3:25, 26). Its the righteousness which proceeds from God (gen. auctoris), which personally appeared in Christ, who is our Righteousness,? and which is communicated to the believer for Christs sake in the act of justification by faith. This new method of acquiring righteousness does not rely upon works; but on faith, and devotion to Jesus Christ. Its therefore no longer confined to any particular people, but is thrown open without distinction to all, on the sole condition of believing; Jew or Gentile. As stated previously, Justification is through faith in the Lord Jesus Christ. However, its not enough to say, I believe, and go to church. Even demons have belief in God, yet they are not justified (James 2:19). A person must believe in the Person, and work of the Lord Jesus Christ; the source of justification. Justification is for all people. Its not what you have done or who you are, its what Jesus has done, and who He is. What mankind could not do for himself, God has done for him through Jesus Christ. All have sinned, and become unacceptable to a holy and righteous God (v. 23). Paul reminds us that the universal invitation to believe is the flip side of the universal need for salvation. There is no difference, he affirms at the end of verse 22, continuing in verse 23 with the well-known summary of 1:18-3:20: all have sinned, and fall short of the glory of God. Everyone stands condemned: in need of Justification. There is none who seek God; all have turned aside.there is none who does good, not even one (Rom. 3:11-12). Abraham Believed and Righteousness was Credited to Him Romans chapter four is one of the key chapters relating to the righteousness of God. Continuing his discussion on justification by faith from chapter three, Paul presents Abraham in chapter four to establish his argument for the righteousness of God, to all who believe (Rom. 4:3-5). Paul refutes the assumption of 4:1 by arguing in 4:9-12 that Abraham is not simply the father of the Jews but of all who believe (4:11b). Abraham was not justified by his works but rather by faith (4:2-3). Abraham; the father of us all, and the heir of the world, was credited with righteousness because he believed God through the righteousness of faith (4:13). No other chapter demonstrates Gods righteousness through faith as succinctly as chapter four of Romans because it ties together the old and the new Covenants. Jew is not superior to the Gentile because of their father Abraham. The faith of Abraham is the same faith that allows all nations to accept the righteousness of God through Christ Jesus (4:16-18). When we believe in Christ an exchange occurs, Christ allows our faith to be the incentive for forgiveness, and the bestowal of His righteousness on us. There is absolutely nothing we can do to earn this new position in Christ; its a gift of grace. The remainder of chapter 4 is quickly explained. Pauls remark in 4:16 concerning the faith of Abraham cues the description of Abrahams faith in 4:17-22. Then Paul makes the present day application of the Abraham example in 4:23-25. The Free Gift of Righteousness Where Adam inaugurated a solidarity in sin and death, Christ is presented as the inaugurator of a new, and immeasurably more powerful solidarity in righteousness and life. There is nothing in man that would give cause for God to save him. No person seeks God on his own (Rom. 3:11). That is what makes Romans 5:8 so amazingly incomprehensible. God demonstrates His love for us while we were yet sinners, and died for us. Everyone deserves condemnation unto death. Through Gods perfect love, He chose to provide everyone with the opportunity of receiving His free gift of grace that leads to the righteousness of salvation (5:8-9). Our righteousness is a gift from God, turning condemnation into justification (5:15-17). The disobedience of the one man, Adam, caused many to be made sinners, and the enemies of God (5:8;10). In contrast to the disobedience of Adam, the obedience of the one man, Jesus, made the free gift of righteousness possible through His atoning work on the cross (v. 16). Since we have been justified by faith, we have peace with God through our Lord Jesus Christ. Paul frequently uses the term righteousness in a paradoxical sense by showing how God offers righteousness to the unrighteous as a free gift by declaring them justified through Jesus Christ (Rom. 3:24). In Romans 5:9, the ungodly of v.6, sinners of v.8, and enemies of God in v. 10 are now declared righteous. They become the recipients of the abundant provision of the gift of grace, and righteousness, through Jesus Christ (Rom. 5:17). There is mercy in God, there is sufficiency in the satisfaction of Christ: the promise is free, and universal. Nothing is or ever can be goodness in man except for the spirit of Christ revealed in his soul. Christ in us is our only goodness, as Christ in us is our hope of glory. Christ in us is the pure free gift of God to us because the wages of sin is death, but the gift of God is eternal life in Christ Jesus our Lord (Rom. 6:23). There are many things we will never fully understand this side of heaven. Gods love is one of those things. How can we comprehend the love He has for us? He laid down His life for His friends. (John 15:12-14). We are His friend if we love each other as He loves us. The origin of Gods justification is His grace; the historical basis of this gift is the redemption that came through Christ Jesus. Living Out the Righteousness of God The righteous requirements of the Law . . . fully met in us who do not walk according to the flesh, but of the spirit (Rom. 8:4). When Paul said that the righteous requirements of the Law are fully met in the believer, he was making an astonishing statement. Rightly understood, the Law does not just speak to what we do and say outside, it calls for us to be changed inside as well. Do not let sin reign in your body so that you obey its lusts (Rom. 6:12). Paul says we are to count ourselves dead to sin, but alive to God in Christ Jesus (Rom. 6:11). The person once guilty, but now saved by grace, has been set right in relation to God. Christs work fulfils the need for sanctification. He made allowance for this in His atonement, and in the abundance of His grace. Its completed in Him, and must be accepted as the free and perfect gift through Christ alone. You are in Christ Jesus, who has become for us wisdom from Godthat is, our righteousness, holiness and redemption (1 Cor. 1:30). Does sanctification mean we are dead to the sinful self? That life has been crucified with Christ already, on the cross. We need only hand it over to Him. He will do away with it, and lay it to rest forever in His grave. Is sanctification a new life of purity, righteousness, peace, and joy in the Holy Spirit? Christ Himself must be our life, our peace, our purity, and our full and overflowing joy. We are to live as living sacrifices to Him, presenting our members to Him as instruments of righteousness (Rom. 6:13). The word Instruments (opla): properly signifies arms, or implements of war; but it also denotes an instrument of any kind which we use for defense or aid. Here, it means that we should not devote our members; hands, tongue, etc., as if under the direction of sinful passions, and corrupt desires, to accomplish purposes of iniquity. We should not make the members of our bodies the slaves of sin reigning within us. Christians must cultivate peace and harmony with each other. We are to keep the unity of the Spirit in the bond of peace (Eph. 4:3), and be of one mind; live in peace (2 Cor. 3:11). The cultivation of unity and peace are derived from love. Love will lead us to bear one anothers burden, and so fulfill the Law of Christ (Gal. 6:2). That Law is freedom through grace, and faith in Christ Jesus. The slaves of sin can have no part in this freedom from the Law since they are still subject to the penalties of the Law, which are the necessary results of sin. In Romans 6:16, Paul is saying the one who is our master is the one whom we obey. If you obey sin, then that is your master. Do not say Christ is your master if you are living in sin; sin is your master. If the Son therefore shall make you free, ye shall be free indeed (John 8:36). Free to live for Him, and free to obey Him. Sin is our former master; grace through Christ is our new master. You have been set free from sin, and have become slaves to God (Rom. 6:22). As long as we are living on this earth, the flesh (the body) will cry out for attention, and that is the instrument by which Satan works to destroy our faith. Platonists frequently use metaphors relating to warfare, imprisonment, rule, and slavery to explain the relationship between the souls parts. Platonism is distinctive in appealing to a vision of the soul locked in a fierce struggle between reason and the emotions, the rational and irrational faculties, or the better and worse parts of the soul. In Romans 6:12-14, Paul sees a mind that has been formerly enslaved to sin, now liberated by Gods intervention. Sins rule still threatens, as Paul eloquently points out in chapter 7 of Romans. Roman 7 presents an extended monologue about the struggle with sin. Sin does the exact opposite of what the soul knows is just and good. The rule of sin, and the rule of God are developed as antithetical forms of enslavement. What a wretched man I am! Who will rescue me from this body of death? Thanks be to God through Jesus Christ our Lord! (Rom. 7:24-25). Conclusion This paper has clearly shown that the epistle of Romans describes Gods righteousness more thoroughly than any other book of Scripture. Pauls letter to the Romans takes the reader on a journey that outlines the sinfulness of man, the Good News of the Gospel, and application of the righteousness of God to daily life. God does not judge us on the basis of who we are, or on the basis of how much we know about Him, but on the basis of what we do with what we know. Paul begins in Romans 1:16 by stating he is not ashamed of the gospel because its the power of God unto salvation. Its the power of God unto salvation because the righteousness of God is revealed in it from faithfulness unto faith. Gods righteousness is the righteousness that belongs to God, and more specifically, the righteousness God gives when a person trusts Christ (Rom. 10:3-4). God righteousness is the theme that flows from the beginning to the end of the letter to the Romans.

Economic Consequences of Software Crime Essay -- Economics Piracy Econ

Economic Consequences of Software Crime In 1996 worldwide illegal copying of domestic and international software cost $15.2 billion to the software industry, with a loss of $5.1 billion in the North America alone. Some sources put the total up-to-date losses, due to software crime, as high as $4.7 trillion. On the next page is a regional breakdown of software piracy losses for 1994. Estimates show that over 40 percent of North American software company revenues are generated overseas, yet nearly 85 percent of the software industry's piracy losses occurred outside of North America. The Software Publishers Association (SPA) indicated that approximately 35 percent of the business software in the North America was obtained illegally. In fact, 30 percent of the piracy occurs in corporate settings. In a corporate setting or business, every computer must have its own set of original software and the appropriate number of manuals. It is illegal for a corporation or business to purchase a single set of original software and then lo ad that software onto more than one computer, or lend, copy or distribute software for any reason without the prior written consent of the software manufacturer. Many software managers are concerned with the legal compliance, along with asset management and costs to their organizations. Many firms involve their legal departments and human resources in regards to software distribution and licensing. Information can qualify to be property in two ways; patent law and copyright laws which are creations of federal statutes, which are subject to Constitutional authority. In order for the government to prosecute the unauthorized copying of computerized information as theft, it must first rely on other theories of information-as-property. Trade secret laws are created by provincial law, and most jurisdictions have laws that criminalize the violations of a trade-secret holder’s rights. The definition of a trade secret varies somewhat from province to province, but commonly have the same elements. For example, the information must be secret, not of public knowledge or of general knowledge in the trade or business. A court will allow a trade secret to be used by someone who discovered or developed the trade secret independently if the holder takes adequate precautions to protect the secret. In 1964, the National Copyright Office began... ...hared by anybody that is involved with any aspect of the software industry. As the future of approaches, more and more people are gaining experience with technology. That experience doesn’t come without a price. That price is the power to manipulate technology for personal gain which usually results in a detriment –typically financial–to others. Bibliography: Brandel, William, "Licensing stymies users," URL:"http://www.viman.com/license/license.html#policy", Viman Software, Inc., 1994. Business Software Alliance, "Software Piracy and the Law," URL:"http://www.bsa.org/bsa/docs/soft_pl.html", Business Software Alliance, 1995. Software Publishers Association, "SPA Anti-Piracy Backgrounder," URL:"http://www.spa.org/piracy/pi_back.htm", Software Publishers Association, 1995. Business Software Alliance, "Did You Know?," URL:"http://www.bsa.org/cgi-bin-bsa.org/seconds.cgi?", Business Software Alliance, 1997. The Economist, "Slipping A Disk, " URL: "http://www.economist.com/issue/27-07-96/wbsfl.gif", The Economist, 1994. Business Software Alliance, "Software Piracy," URL: "http://www.bsa.org/privacy/privacy.html", Business Software Alliance, 1997.

Free College Essays - The Fall of Othello :: GCSE Coursework Shakespeare Othello

The Fall of Othello The Othello of the Fourth Act is Othello in his fall. His fall is never complete, but he is much changed. Towards the close of the Temptation-scene he becomes at times most terrible, but his grandeur remains almost undiminished. Even in the following scene (III iv), where he goes to test Desdemona in the matter of the handkerchief, and receives a fatal confirmation of her guilt, our sympathy with him is hardly touched by any feeling of humiliation. But in the Fourth Act "Chaos has come". A slight interval of time may be admitted here. It is but slight; for it was necessary for Iago to hurry on, and terribly dangerous to leave a chance for a meeting of Cassio with Othello; and his insight into Othello's nature taught him that his plan was to deliver blow on blow, and never to allow his victim to recover from the confusion of the first shock. Still there is a slight interval; and when Othello reappears we see at a glance that he is a changed man. He is physically exhausted, and his min d is dazed. He sees everything blurred through a mist of blood and tears. He has actually forgotten the incident of the handkerchief, and has to be reminded of it. When Iago, perceiving that he can now risk almost any lie, tells him that Cassio has confessed his guilt, Othello, the hero who has seemed to us only second to Coriolanus in physical power, trembles all over; he mutters disjointed words; a blackness suddenly intervenes between his eyes and the world; he takes it for the shuddering testimony of nature to the horror he has just heard, [Endnote  6] and he falls senseless to the ground. When he recovers it is to watch Cassio, as he imagines, laughing over his shame. It is an imposition so gross, and should have been one so perilous, that Iago would never have ventured it before. But he is safe now. The sight only adds to the confusion of intellect the madness of rage; and a ravenous thirst for revenge, contending with motions of infinite longing and regret, conquers them. T he delay till night-fall is torture to him. His self-control has wholly deserted him, and he strikes his wife in the presence of the Venetian envoy. He is so lost to all sense of reality that he never asks himself what will follow the deaths of Cassio and his wife.

Goal, time and communication Essay

What is a successful student? Many people tend to regard them as people who are successful in academic area only. However, this is the age of change, our society, which includes the economic and political surroundings as well as the natural environment, rapidly change. Not only should a successful student excel at academic sphere, but they also need to equip themselves for adopting with the changing world. Therefore, three qualities are needed urgently: goal setting ability, efficient time management, and effective communication ability. First, goal setting ability is vital for a student to be successful. Goal setting provides students meaning to learn and knowing what they wish to get in the future. People without goal do not know what they should work hard for, as well as why they should concentrate their attention and time to study. As a result, they will tend to waste their time and money in their college, making them sigh and regret for these when they come to the society and lo ok for their job in a flummoxed way. In root, they do not know how to set a goal for their future development. Knowing how to set a goal, student’s life will be different. They will work hard and attentive in class, participate in activities positively, finding their life meaningful. Meanwhile, This ability help students adopt to work as well. When they set up their goal, everything comes clear and meaningful. With goal, they will learn initiatively. In such a enormously changing world, goal is important for student to adopt to the world. Second, time management is essential for a student to be successful. Time management is a process that controlling over the amount of time spent on specific activities to increase effectiveness, efficiency or productivity. Students not knowing time management usually act causally, sometime even are not punctual when they have a meeting. As a consequence, they waste a lot of time looking for what they have ever arranged before. Moreover, they may not do the homework well even since they cannot handle well a big project by dividing it into different par ts and finish it well on time, not to mention their work. When they manage their time well, they will  be more confident to learn and work in an effective way. In such a rapidly changing world, time management is of vital importance for student to adopt to the world by manage their time well. Third, communication ability is significant for a student to be successful. Communication ability include language skill and ability to detect other’s meaning. Student without good communication skill usually tend to be distracted in the class, not to mention listening to the instructions clearly and making notes. Actually, people’s knowledge come from communication, student not handling communication skill must be not knowledgeable and making decision in a poor way. Now is the age of information, the third industry contributes to the economic a lot. People always corporate with people and communicate with others to get something in the society. If students may not handle communication ability, how can them get adopt to others and the quickly changing world? Goal setting ability, efficient time management, and effective communication ability, these all integrate into one is planning. Good planning always makes people get satisfying result with less effort in an effective way. These will not only help them improve academic result, but also prepare for our future life. To conclude, a successful student is not necessarily genius, but he should manage himself well to release his talent completely and cultivate himself to be adoptive to the society, as well as contribute to the society. In such a changing world, we are facing lots of problems caused by rapid economic growth in the past such as environment deterioration like climate change and resources depletion, widening gap between rich and poor and so on. These abilities will eventually help us save us from the social problems when we take action.

Ellen Carlson

Case of Ellen Carson 1) Discuss at least two intellectual property issues that might arise in the operation of the Web site. Two intellectual property issues that I see and fall under the copyright law are the expression of ideas and the arrangement of element. Ellen will need to be very original in the creation of her Web site, as law protects many ideas and the arrangement of element. Her Web site will need to very different to other children’s sites out there. 2) Describe the ethical issues that Ellen faces because of the ages of her intended audience members. Some of the ethical issues that Ellen will face based on the age of the intended audience, is that by law children under the certain age (12 or 13) don’t have the ability to read and understand privacy statements or the risk of providing personal information. 3) Outline the law with  which the site must comply when it registers site visitors under the age of 13. Include recommendations regarding how Ellen can best comply with those laws. In the US, the Children Online Privacy Protection Act of 1998 (COPPA) provides restrictions on data that can be collected on Web sites that are attracted by minors. One recommendation that Ellen could use on the Web site would be that when children under age 13 are trying to register to her site, she can collect parents’ email address to notify parents that their child is registering to her Web site. Parent will need to respond to the email as an approval confirmation. Many Web sites that are for children are using the email response as a way of approval and knowledge. 4) Describe the sales tax liabilities to which the Web site will be exposed. Assume that Ellen will operate the site from her  home office in Michigan and that EPE will manufacture the merchandise in Texas. The merchandise will be warehoused at EPE distribution centers in New Jersey, Ohio, and California. Based on the assumption that Ellen conduct business from five different states: Establishing business connection with several states will create Nexus, which mean that the company could be responsible of paying taxes to the different states that the company is connected to. The company can become subject to several type of taxes: income taxes, property taxes and transaction taxes. In regards to the sales tax, companies that have establish Nexus with a state will need to collect sales tax from the customer.

Language and Cultural Barriers

With so many people immigrating to the United States and all the companies that are doing business internationally, we must find a way to make it work. There are many ideas, learning groups and classes that are specifically designed to help people of all languages and cultures learn to work together and understand one another. The internet has shown that progress is inevitable; it is time for a change. Foreign-born immigrants are rapidly becoming a central part of the American labor force. This entry of immigrants is creating jobs in the fields of manufacturing, service and construction.With so many immigrants joining our workforce, it is the best idea for employers to embrace this idea and find ways to link these languages and culture barriers. Charleston, WV Immigrant Statistics (quickfacts. consensus. gov, 2010) †¢ Charleston, WV Population as of 2006: 50,846. †¢ Foreign Born Persons as of 2000:3. 2% †¢ Language other than English spoken:5. 3% In 2006, the foreign-b orn population of West Virginia was 2. 5%. The majority of immigrants in West Virginia are from the following (usimmigrationsupport. com, 2010). †¢ 34. 9% Mexico 10. 1% Canada †¢ 6. 7% Germany †¢ 23. 6% UK, Korea, Philippines, China, Japan, India and Soviet Union Cultural and language barriers can create communication problems which can cause hazardous conditions, especially in the blue collar fields. People’s stereotypes can get in the way of hiring a good worker, we need to look beyond the stereotypes and see what kind of person they really are. Some companies require certain educational backgrounds, and don’t take into consideration the applicants experience and education when coming from another country.All countries can stand to learn a little bit about tolerance when it comes to foreigners. In foreign countries, certain acts are considered social suicide, such as receiving a business card from someone in Japan and stuffing it in your pocket. The Ja panese consider their business cards a symbol of themselves. Some other common cultural differences are: †¢ Roles and Status—in some countries women are considered inferior and are expected to walk behind the males. Some countries females are not expected or allowed to work.What is considered normal in American culture regarding etiquette for a working woman is far different in other countries. In Latin American countries, colorful business attire is welcomed, however, in Asia and the Middle East, the norm is neutral-colored clothing and nothing else. When conducting a meeting in Islamic Middle East, a female must have a male host that accompanies them to their meetings, where they may well be the only female in attendance. †¢ Personal Space—Americans usually stand about 5 feet away from each other, however, Japanese cultural likes more space and the Latin cultural likes to stand closer.In China it is acceptable to push your way through a crowd and you may be invited to spa where nudity is considered appropriate. †¢ Body Language—In America, eye contact is considered a sign of respect. People in the Japanese culture considers it is a sign of disrespect to look directly at a superior. Where Americans are very animated with their facial expressions, Asians are sometimes considered emotionless. Closed eyes mean a person is bored or sleepy in America, but in Japan and Thailand it shows that you are listening and concentrating.Such a simple gesture as a friendly kiss is prohibited in parts of Asia where it is considered a sexual act. In the Middle East and parts of Indonesia, the left hand is considered unclean. †¢ Personal Appearance—In various parts of the world, Americans are considered careless with dress, manners and body movements; generous with neighbors, superficial, shallow and short-lasting with friendships, ethnocentric—less interested in others, independent, and individually feeling. In some countri es, our dress is considered provocative and rude.In countries such as China, India and Russia, women must keep their knees and elbows covered and shirts must be buttoned completely up to the neck. Pants are frowned upon in Japan and in the Middle East, cleavage is a definite no-no! However, in Latin America, women are appreciated for wearing bright, stylish clothing. Employers can help by being practical and learning to tear down the barriers, employers can reduce worker’s compensation injuries, improve the ability to recruit, hire and retain workers and increase productivity (charlotteworks. org, 2010).There are a lot of people in the United States who feel that people who live in our country should learn to speak our language; while this might not be the most practical statement, it makes sense when talking about positions such as customer service or anything that requires directions. It is so easy to misunderstand someone and then something goes terribly wrong. However, wh o’s to say it shouldn’t be the same way when we go to another country to work? Most foreign countries have a large number of citizens that do speak the English language, especially in terms of the business world.However, the more languages you can speak fluently will help you if you plan a future in International Business. International businesses should require employees to take language classes in at least one language where they conduct business; it’s only fair to the people in that country. So many things can be misconstrued if you don’t know the language and try to conduct business without an interpreter, especially when it comes to jobs that require strict policies to keep employees safe. If an employee doesn’t understand instructions, or misinterprets them, there is a significant change of injury which can hurt the company as well.Even when foreign workers in America can speak English, there are so many slang terms that they may not really u nderstand what is being said. When going to a foreign country to work, the employee must conduct research and learn as much as they can about the country and their customs and realize that they cannot generalize the people of a certain area. There are many different cultures inside a country and they should not all be lumped together under a stereotype. We must learn that every person is an individual and has different values and ways of life.The employer can provide a mentor to the new employee so they can get better adjusted with the culture and office policies. Culturosity. com (2010) provides the following 10 Strategies for Overcoming Language Barriers: †¢ Speak slowly and clearly. †¢ Ask for clarification. †¢ Frequently check for understanding. †¢ Avoid idioms. †¢ Be careful of jargon. †¢ Define the basics of business. †¢ Be specific. †¢ Choose your medium of communication effectively. †¢ Provide information via multiple channels. â € ¢ Be patient. In summary, our world is changing and the idea of International Business is coming upon us quickly.We must learn patience no matter if we are the foreigner in a different country, or if we are welcoming new employees into our company. They key to overcoming language barriers is education. We must learn about the countries we do business with and they must learn about our country. There are so many different cultures and languages that it will be helpful to learn different languages and brush up on other countries way of life.References 1. 10 Strategies for Overcoming Language Barriers. (n. d. ) Retrieved from www. culturosity. com 2. Breaking Down Language Barriers. (November 19, 2005) Retrieved from www. forbes. com 3. Communication Breakdown; Overcoming Cultural and Language Barriers in the Global Gear Market. (May 2008); Retrieved from www. geartechnology. com 4. Cultural and Language Barriers in the Workplace. (February 2002). Retrieved from the www. charlottew orks. org 5. State and County Quick Facts. (October 26, 2010). Retrieved from www. quickfacts. census. gov 6. Immigration to West Virginia. (n. d. ) Retrieved from www. usimmigrationsupport. org.