Communication Skill Assessment Assignment Example | Topics and Well Written Essays - 500 words

Correspondence Skill Assessment - Assignment Example y particularly when objectives are not handed-off appropriately; low spirit that originates from misconception of undertakings prompting disarray that may have consequences for confidence; and mix-ups that originate from misconception. Relational abilities are the capacity to pass data in away that is successful and productive to other people. Individuals with great verbal and composed relational abilities are instrumental to associations as they help transfer data for the company’s benefits (Business Dictionary.com, 2014). After taking an interchanges aptitude appraisal test on mindtools.com, I got a score of 55 focuses. As indicated by the appraisal, I am not a fantastic communicator nor am I a terrible one. The score implied that I am a decent communicator yet at the same time have issues in a couple of territories (Mind Tool, 2014). The test had a sum of fifteen multi-decision questions/proclamations that must be reacted to by checking inside a circle. The potential answers would extend from not in any way, once in a while, in some cases, regularly to frequently (Mind Tool, 2014). The main proclamation managed how disarray is taken care of as far as capacity to foresee their causes and arrangements even as the second secured the measure of data given when working with composed data including reminders and messages. The third and the forward proclamations managed responses when something isn't comprehended. The fifth and 6th managed point of view and recognition. The issue of composed data is canvassed in the seventh and the eighth proclamations; here the center is predominantly whether thought is made to utilize messages to adequately convey. It likewise manages whether modification is viewed as when managing composed medium, for example, notices and reports. Motions and representations are managed under the ninth and tenth proclamations. Here it involves focusing on people’s non-verbal communication and utilization of graphs and outlines to communicate musings. The following three explanations managed contemplation before correspondence, what the indiv idual being

Buddhist And Christian Ethics Theology

Buddhist And Christian Ethics Theology Buddhism and Christianity are religions with extensive and differentiating moral laws and customs. All through this article the moral acts of the two religions will be depicted in detail, with an investigation of their likenesses and contrasts introduced. Depiction of Buddhist Ethical Practices Seven weeks after Prince Siddhartha Gautama had accomplished illumination while contemplating under a bodhi tree, he conveyed his First Sermon to his five previous ascetical partners under that equivalent tree. The substance of that underlying message are knows as the Four Noble Truths, which are basically the establishment of the religion. They are as per the following: (Gwynne 2011, p. 93) 1. Enduring: Now this, priests, is the honorable truth of anguish: Birth is enduring, maturing is enduring, infection is enduring, demise is enduring; association with what is disappointing is enduring; detachment based on what is satisfying is enduring; not to get what one needs is enduring; in a word, the five totals subject to sticking are languishing. 2. The Source of Suffering: Now this, priests, is the honorable truth of the starting point of misery: It is the hankering which prompts recharged presence, joined by enjoyment and desire, looking for charm to a great extent; that is, wanting for erotic delights, longing for presence, needing for eradication. 3. The Cessation of Suffering: Now this, priests, is the honorable truth of the discontinuance of affliction: It is the rest of blurring ceaselessly and end of that equivalent hankering, the surrendering and giving up of it, opportunity from it, and non-dependence on it. 4. The Way to the Cessation of Suffering: Now this, priests, is the honorable truth of the route prompting the end of misery: It is this Noble Eightfold Path: that is, correct view, right goal, right discourse, right activity, right employment, right exertion, right care, and right fixation. Like its parent religion Hinduism, Buddhism instructs that a definitive objective of the lives of followers is to break liberated from the wheel of resurrection and accomplish nirvana. Where it contrasts from Hinduism is as opposed to focusing on the significance of commitments identified with station, sexual orientation and age (varna ashrama dharma), it focuses on the exemplification of the radiant truth that was rediscovered by Prince Siddhartha on his night of illumination, which was conferred to his initial adherents in his First Sermon. The substance of Buddhist dharma (instead of Hindu dharma) is the Four Noble Truths which, alongside the Buddha himself and the network of disciples (Sangha), make up the Three Jewels of Buddhism. The remainder of the Four Noble Truths, the Noble Eightfold Path, is regularly separated into three classes: 1. Insight (panna) right view and right goal 2. Contemplation (samdhi) right exertion, right care and right fixation 3. Ethicalness (sila) right discourse, right activity and right vocation. This class explicitly gives moral guidance to Buddhists, demanding that disciples must abstain from oppressive, beguiling or troublesome words through right discourse; calling buddhists to be commonly honest in their activities; and suggesting that specific occupations might be shameless and henceforth unsatisfactory. (Gwynne 2011, pg. 92) Buddhism comes up short on an unmistakable faith in an incomparable being, bringing about Buddhist ethical quality being founded on the degree with regards to which contemplations and activities will progress or hinder ones mission for conclusive freedom. It did not depend on precepts gave by an extraordinary God which are to be undeniably trailed by disciples, similar to the case in the Abrahamic religions. Without a God to direct what is acceptable and fiendish, Buddhists allude to specific activities as capable (kausalya) or unskillful (akausalya) as opposed to right or wrong. Buddhist ethical quality depends on contemplations of individual advancement headed straight toward freedom from the wheel of rebirth instead of rehearsing the desire of a perfect God. The foundation of Buddhist moral instructing is the Pancasila, the five statutes. They are as per the following: I shun devastating living animals I shun taking what isn't given I shun sexual offense I shun bogus discourse I shun intoxicants which lead to lack of regard. (Gwynne 2011, p. 94) These statutes give a fundamental good code to Buddhists, so necessary that they are frequently discussed every day by the people, recited by priests at essential minutes, for example, birth, marriage and passing, and are a well known lesson theme. The Pancasila can be deciphered in an assortment of ways. In one sense it gives a fundamental meaning of goodness or skilfulness in Buddhist confidence, mirroring the temperances of a profoundly propelled individual. In another sense it is comprehended as the five preparing rules (pancasikkha) as they were in some cases alluded to as by the Buddha. In this view the Pancasila can be viewed as a rundown of functional rules to morally direct the individual Buddhist toward an increasingly freed condition, instead of a lot of good instructions cast down from the sky by all-powerful God. The Pancasila is for the most part contrarily expressed, concentrating on what activities ought to be maintained a strategic distance from instead of empowering righteous activities. Notwithstanding, after looking into it further one notification that with each negative, I shun express, there is a positive expression to urge the disciple to take a stab at higher profound headway, drawing nearer and closer to illumination. In this way the principal statute is to abstain from slaughtering living creatures, people as well as creature and even vegetation. This thought fits impeccably with the wheel of rebirth as inside the Buddhist world view one might be resurrected as other living things. (Gwynne 2011, pg. 95) The subsequent statute precludes burglary, stemming into the over the top want of material articles which prompts taking. This decidedly urges disciples to be liberal in all parts of life, monetarily as well as in their time and vitality. The third statute debilitates sexual wrongdoing, making it realized that sexual want is such a solid human sense, that it represents a significant danger to ones otherworldly way. It isn't viewed as unskilful for followers to have sexual relations, however it is realized that chastity is a higher type of otherworldly presence. The fourth statute precludes any lying or type of misleading, producing an adoration for truth which is a pivotal segment of individual illumination. At last, the fifth statute forestalls the utilization of any intoxicant, imparting on followers the significance of lucidity of psyche, a fundamental quality for Buddhists who are not kidding about their otherworldliness. (Gwynne 2011, pg. 96) Portrayal of Christian Ethical Practices Jesus, when drawn nearer by an educator of strict law and solicited which from the precepts is generally significant, addressed The most significant rule is this: Hear, O Israel! The Lord our God is the unrivaled Lord. What's more, you should cherish the Lord your God with everything that is in you, your entire existence, all your brain, and your entire existence. The second is similarly significant: Love your neighbor as yourself. No other edict is more prominent than these. (Imprint 12:29-31, NLT) The rule for Jews to cherish the unrivaled God with all their being is found in Deuteronomy, with Leviticus focusing on the significance of adoring ones neighbor. What Jesus said was not progressive, he simply reestablished the moral qualities that are represented in the Jewish Decalogue. A near table of the Decalogue in its different structures is given underneath (Gwynne 2011, p. 102): Jewish Catholic and Lutheran Standard and Protestant 1. I am the Lord your God who brought you out of the place of bondage. I am the Lord your God and you will have no different divine beings before me. I am the Lord your God and you will have no different divine beings before me. 2. You will have no different divine beings other than me. You will not abuse the name of the Lord your God. You will not make for yourself any graven picture. 3. You will not abuse the name of the Lord your God. Make sure to keep blessed the Lords day. You will not abuse the name of the Lord your God. 4. Recall the Sabbath day and keep it sacred. Respect your dad and mom. Make sure to keep sacred the Lords day. 5. Respect your dad and your mom. You will not slaughter. Respect your dad and mom. 6. You will not kill. You will not submit infidelity. You will not slaughter. 7. You will not submit infidelity. You will not take. You will not submit infidelity. 8. You will not take. You will not endure bogus observer against your neighbor. You will not take. 9. You will not endure bogus observer against your neighbor. You will not desire your neighbors spouse. You will not endure bogus observer against your neighbor. 10. You will not desire whatever has a place with your neighbor. You will not want your neighbors products. You will not want whatever has a place with your neighbor. Jesus himself demystifies any false impressions that may happen in regards to the Christian point of view of the Jewish moral lessons in Matthew 5:17 with Dont misconstrue why I have come. I didn't come to abrogate the law of Moses or the works of the prophets. No, I came to satisfy them. (NLT) Like its parent religion Judaism, the Christian mentality includes a wisely planned world wherein people have the chance to live out Gods divine arrangement for them, to have interminable fellowship with him. Moral conduct is an indispensable segment of this celestial arrangement, being a piece of the last judgment every individual must face. In any case, as can be seen in different religions, Christianity recognizes that every single individual have an instinctual moral code paying little heed to their confidence or absence of confidence (Gwynne 2011, pg. 101). This inward ethical quality is referenced by St Paul in Romans 2:14-16 When pariahs who have never known about Gods law tail it pretty much by impulse, they affirm its reality by their compliance. They show that Gods law isn't something outsider, forced on us from witho

Assume that you are a legal officer in the Department of Foreign Dissertation

Expect that you are a legitimate official in the Department of Foreign Affairs in your nation of nationality (Cyprus). You have been - Dissertation Example Notwithstanding, this declaration may be viewed as a minor convention since the League of Nations temporarily perceived Palestine as a free state just as the 1922 Mandate for Palestine that granted Palestine to Great Britain.1 Again in 1947, the United Nations General Assembly passed Resolution 181(11) Future Government of Palestine ordered the division of Palestine into two expresses: a Jewish and an Arab state. In 1948, the Jewish state was announced as the State of Israel.2 Attempts and progress regarding the acknowledgment of an Arab Palestinian state anyway has been violent. The 1988 assertion did nothing to change the status quo.3 Palestine has made some troublesome memories accomplishing what many feel is its lawful right: free state status. This trouble encompasses the absence of acknowledgment inside the worldwide network, a vital essential for the successful obtaining of state status.4 A primary piece of the issue is the Arab League’s restriction to the acknowledgmen t of Israel as a free state. This has made critical pressures among Israel and Arabs in the district and Palestinians are following through on the cost. None of this reduces the lawful components qualifying Palestine for state recognition.5 The discussion over the proper state status of Palestine is generally partisan.6 This report adopts an entirely non-divided strategy to the issue of the fitting state status of Palestine and inspects the issue from the point of view of the individuals of Palestine and its domain. In such manner, isolated and separated from political thought, this reports analyzes the lawful components of statehood under worldwide law just as the privilege of self-assurance with respect to the individuals of Palestine under global standard and human rights law. Cyprus knows very well the battles that go with regional cases and the disavowal of the privilege to self-assurance having endured its own division and battles for an autonomous state contrary to both Greec e and Turkey.7 This report be that as it may, doesn't advocate for perceiving the state status of Palestine out of compassion, yet basically on the grounds that it is the best activity under worldwide law and fortifies Palestine’s acknowledgment by one of just a couple of part states to the EU. In putting forth the defense for Cyprus’ acknowledgment of Palestine as a free express this report will be introduced in 5 sections. The primary segment gives foundation and recorded setting comparative with the Israeli-Palestinian clash and the state status of Palestine. Area 2 analyzes the Montevideo Convention measures for statehood according to Palestine. Area 3 recognizes and examinations the acknowledgment of Palestine as a state inside the universal network. Area 4 investigations the UN General Assembly Resolution A/67/L.28 which redesigns Palestine’s state status. Segment 5 of this report will break down the privilege to self-assurance under global human rights la w and its suggestions for Palestine’s state

Education Of Fredrick Douglass - Free Essay Example

Fredrick Douglass speaks on his life growing up as a slave. Fredrick Douglassrs educational journey began when his kind mistress begins to teach him his ABCrs. This only lasts until she is forbidding by her husband to do so. His reasonings are such as a slave should know nothing but to obey his master-to do as he is told to. He also goes on to mention that knowing how to read would make the slave unmanageable, of no value, as well as the fact that the slave himself would be unhappy. All these words did the exact opposite of what Thomas Auld was attempting to do. These words introduced Douglass to a whole new thought process. As he calls it a new revelation. Auldrs words demonstrate the value of literacy, because his fear of Douglass gaining knowledge demonstrates that he could use the knowledge against his masters. Through literacy Douglass gains conciseness, and by his masterrs words he realizes the powers he can gain through them. He realizes everything his master wants for him, is what benefits him the least. This persuades him to continue to seek education. His masters bitterness and his mistressrs kindness inspires him to do the opposite of what they wanted. Douglass continues his journey to education, on his own. Having no regular tutor, he still manages to learn to read and write. He does this, despite his owners monitoring him to assure he isnt learning. This shows his persistence, and the fact that he knew knowledge could get him far. He learns by taking lessons from boys on the streets, while he was on his errands. These boys were willing to give him lessons, knowing they could suffer consequences from their actions. As Douglass expands his education and becomes more aware of the details of slavery, he began to question everything. He realized it is not fair for the white boys to be free at 21, while he is destined to be a slave for life. The book The Columbian Orator, was one of his most influential books as it included a slave and master. In their discussions, the slave made some great points, that allows Douglass to further open his mind. The further he reads, the more his hatred grows for his owners, as he realized the unfairness of their actions. His reading makes him realize how awful and unfair his situation actually was, and the fact that he could do nothing about it despairs him. The thought of freedom consumes him, and eventually is all he could think about. The fact that his whole mentality was changed demonstrates how valuable literacy is, especially to someone in his situation. Another one of the writingrs that inspired him is Patrick Henryrs words Give me liberty or give me death, as he realizes he literally almost had to choose between them. In Douglasss fight with Covey, he is tired of being treated awfully. He refuses to be treated like an animal, and fights back. This benefits him as Covey never touched him again. Douglassrs fight is caused by his knowledge that he deserves better, again demonstrating the value of his literacy. This fight also reassures him, as it was the first time he really put his knowledge to use, and the results were very beneficial. Douglass becomes aware of his powers when he compares himself to other slaves who are a lot more ignorant than he is. He realizes he is different from them. Douglass also realizes that the holidays that slaves are allowed to celebrate, arent actually beneficial to them. He becomes aware that this is just a manner that keeps them from revolting, and keeps them enslaved. An advantage that he gained from his wisdom. Douglasss new confidence and his realization of his power allows him to persuade other slaves to begin to learn to read. They go as far as starting a school in a cabin. His already accumulated knowledge and wisdom allows him to take leadership to do this and even go as far as planning an escape, when he feels he is ready for it. Even though this plan failed, his willingness to do it is significant. His knowledge gained from reading, allowed Douglass to attempt to cross the line, and see how far he could get. Every time he did something, and succeeded, it helped him go even further. This allowed him to eventually object to give all his earnings to his master, once he was working for money. Eventually his master allowed him to keep a portion. After his master decides to stop giving him his wage, Douglass becomes angered. Him knowing that he works for it, and he is entitled to his money allows him to decide he deserves better. This is what persuades him to attempt to escape a second time, this time succeeding. When he is successful in gaining his freedom, he confirms all he learned. Slavery isnt necessary, nor is it his destiny. When he is up north he realizes itrs a clean, productive city, without slavery. It is a prosperous city, where even blacks are living in good conditions. His access to education was what gave him not only the mentality that allowed him to succeed at all his accomplishments, but it completely transformed his mind. His ability to understand how truly awful his situation was, when it didnt have to be this way, devastated him, but allowed him to eventually fight against it. If he had never learned to read, Douglass might have lived his life believing slavery was where he was meant to be. Reading allowed him to become more enlightened and realize he was as much of a person as the white people were. Douglass became aware that the only true power the white people had over him, was fear and the social norms. Although his reading, didnt tell him exactly how to escape, he used it as a tool throughout his life as a slave to slowly gain rights. The slave ownerrs grand opposition to slaves learning demonstrate the power behind knowledge, as they knew with knowledge they would become aware of what they deserved, and what else was out there that the y could persuade. Through his story he does an excellent job at demonstrating the value of literacy, as that was essentially what allowed him to eventually reach freedom. Not only did this benefit himself, but he spread his knowledge to his fellow slaves by teaching them, and eventually writing to them, and others. His knowledge inspired his belief that all people are created equal. His courage to persuade education, changed his whole life. Throughout his autobiography he clearly demonstrates the message that knowledge is freedom.

The story is A Worn Path by Eudora Welty - Free Essay Example

The story is about an older women named Phoenix Jackson, who is a poor black women, she is walking through the woods on her way to town and she runs into thorny bushes, a barbed wire fence and a big dog that knocks her down into a ditch. A Hunter comes to help her out and then she continues into town, where she gets medicine for her grandson that she says is still sick. Thorns, you doing your appointed work. Never want to let folks pass, no sir. Old eyes thought you was a pretty little green bush. The theme of this story can be with determination you can overcome every obstacle. The setting is Christmas time in Natchez, Mississippi, its around the 1930s in the Great Depression era. This contributes to the theme because it was a hard time for everybody and they were facing many obstacles. The conflicts in the story are Phoenix Jackson vs. Nature Obstacles on her way into town Has to travel through the woods Phoenix Jackson vs. Racism/Society Racism was big in that time era (KKK) The Hunter even says to her Doesnt the gun scare you? The good in the world vs. the bad in the world The stories point of view is Third Person Omniscient because the narrator knows Phoenixs thoughts and feelings. With the story being in Third Person we are able to know more about Phoenix Jackson, she is hardworking, caring and determined to help her grandson. We dont know anything about her grandson besides that he is sick. The Hunter in the story is helpful to Phoenix Jackson, but also somewhat racist. There are a few smaller characters like the nurse and the black dog. The tone of the story is sympathetic and hopeful because throughout the story the narrator seems to admire that Phoenix keeps going along. At last she was safe through the fence and risen up out in the clearing. this quote shows how the narrator is happy she was safe. Another quote that shows that the narrator admires Phoenix is, She lifted her free hand, gave a little nod, turned around, and walked out of the doctors office. Then her slow step began on the stairs, going down. There is in the story, an example of situational irony is when the nurse asks if Phoenix is a charity case, this is ironic because Phoenix is not a charity case and is stealing money from the nurse and the Hunter. Another example of situational irony is when the Hunter says Id give you a dime if I had any money with me. this is ironic because the Hunter did give her a dime when it fell out of his pocket, he just didnt realize it. Symbolism The hunter symbolizes racism the marble cake that she dreams of, She did not dare to close her eyes, and when a little boy brought her a plate with a slice of marble-cake on it she spoke to him. symbolizes a blending of blacks and whites. The paper windmill she plans to buy her grandson symbolizes the good in the world. The black dog that knocks her over symbolizes the bad in the world, like enemies and people who just want to knock you down.

Stigma And Mental Health Problems - 2610 Words

†¢ Stigma: As it’s stated above, when children have mutually responsive and dependable relationship with their first caregiver, a secure attachment style develops (Sroufe, 2003). This makes the children believe that their primary caretaker (parent) will always be available for them to meet their needs. Bowlby stated that a child who has experienced a secure attachment is however, likely to develop a representational model of attached figure that will be available, helpful and responsive to them (Bowlby, 1980). For the children, this secure attachment serves as a form of self-confidence, healthy sense of autonomy and the capacity to tolerate stress (Bellow, 2012). In an event where the parent is imprison, children may experience disapproval, ostracism, stigma, scorn, bullying and teasing, which might increase their antisocial behavior and mental health problems (Braman and wood 2003 cited in Murrey Farrington 2005). The Stigma and feeling of isolation associated with be ing the family of a prisoner, or being contaminated in some way can lead to abuse from others. According to Boswell and Wedge 2002, the interview with 127 caregivers of children with imprisoned father, suggested that children sometimes get verbal abuse from other children about their parent imprisonment, and when this pressure is too much to handle they end up not wanting to go to school (child s caregiver, quoted in Boswell and Wedge, 2002, p. 67). These attitudes from many families can really be aShow MoreRelatedStigma And Suicide : A Mental Health Problem1005 Words   |  5 PagesIf a person is experiencing a mental health problem and tries to seek help from healthcare providers, will he/she be prioritized or even taken into great importance as other medical issues? 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The Role That Globalization of Television Has Played in the Construction of Cosmopolitan Identities - Free Essay Example

Sample details Pages: 7 Words: 2114 Downloads: 3 Date added: 2017/09/14 Category Advertising Essay Did you like this example? Beatriz Ramirez Lopez s3231464 The role that Globalization of Television has played in the Construction of Cosmopolitan Identities. In this essay, I will expose my thoughts, arguments and ideas of how global television has constructed an identity in which people refer and familiarize that doesn? t necessarily belong the same place. During the last decades television had to face the crucial change that the world has faced known as globalization. This change in the media needs to be understood in the wider context of the globalization of capitalist modernity, since global television is constituted by and of the inherently globalizing nature of modernity (Barker, 1997). Modernity, as Marx and Weber theorized, is a period marked by change, motivation and dynamism. If modernity is a period in which capitalism, industrialism, surveillance and military power (Giddens,1990) can be found, I should say that we have passed that point beyond. We live in a period in which postmodernism as a cultural form can be seen as a radicalized modernity. Don’t waste time! Our writers will create an original "The Role That Globalization of Television Has Played in the Construction of Cosmopolitan Identities" essay for you Create order Nevertheless, this postmodernity doesn? t have to be composed of the same meaning as what it is known as the postmodernity concept in a historical period. This is because in the postmodern culture different concerns have emerged at the same time that a global compression of time and space had took place in the late modernity. Chris Barker describes the culture of global television as postmodern in form and argue that the institutions of transnational television, which are institutions of modernity, are globalizing a postmodern cultural form. (Barker, 1997, p. 1) The institutions that are part of a capitalist modernity had been facing the globalization challenge in which they had to act in order to be part of this change. Television, as a capitalist institution, has also contribute to this challenge through the world-wide circulation of images and discourses. Nowadays, television programs offer a wide range of entertainment, information and persuasion. It also offers a simple re? ecti on of the world with forms of knowledge that represent speci? c constructions of ideas that we receive every time we turn on our Tv. Global television plays a direct role because it penetrates into the local systems and display alternative understandings of time and space. According to Chris Barker; The dynamism of modernity is founded upon its re? exive nature, the continual re-evalutation of knowledge. Re? exivity refers to the use of knowledge about social life as a constitutive element of it and refers to the constant revision of social activity in the light of new knowledge On a more institutional level television has been increasingly re? exive about its own status and production techniques. Television has a history and repeats that history within across channels, this articulation of styles and histories contributes to the viewers understanding of TV history Television contributes to our increasing re? exivity about ourselves, our culture and the history, conditions and techniques of cultural production. (1997, p. 15-16) As a result, television gives us the opportunity to be world travelers in the comfort of our own space being part of a society that lives in a world as a whole, or better described as a globalized space. However, what happens when one half of the world? s largest economic units are nations and the other half are transnational corporations belong to the same nation? Is society changing to a global postmodern culture or just is it becoming a follower of an identity from an speci? c country(ies)? â€Å"Globalization is mainly an economic phenomenon and refers to the economic activity on a global scale and is an aspect of time-space compression or the shrinking world†. (Barker, 1997). This argument is fairly true; although, the process of creating a world economy has grown in an uneven way. Representation, identity and cultural meaning are some issued that are also concerned by globalization. The values and meanings can remain signi? cant, but speaking of a globalized society, these values and meanings can extend far beyond their locations suffering a transformation from its very real meaning. As Hedbidge (1990) argues, cosmopolitanism is an aspect of our every day life. Diverse cultures are becoming more accessible today. That? s how we can choose what type of food we can eat or which artist can we listen to, dress a speci? brand coming from a trendy country or just watch the Tv shows from speci? c countries. We are becoming a global culture but Barker indicates that if by global culture we mean a unitary world culture, or a bounded culture connected to a world state, then we are a long way from that scenario. Cultural values and feelings refer to three main components that are based in a shared experience. These components associate the shared memories of speci? c eve nts and people, sense of generational continuity and a common sense of destiny on the part of the collectivity. In terms of a global culture, a process of integration and disintegration represent an homogenization of a culture. This effect can be well placed in the consumer culture. Brands like Coca-Cola, Starbucks, KFC and many others ring our bell regardless the nation we come from. An interesting point to mention is that in the consumer culture as in the global tv an speci? c country owns the majority of these brands which displays an american way of life. The globalization of television is an aspect of dynamism of modernity in? ected with the logic of capitalism. Capitalism is a system of commodity production premised upon the private owner-ship and control of the means of production whereby the owners of the means of production employ wage labour to produce commodities, which have exchange value, for sale in the market Television is bound up with capitalist modernity both as a set of economic activities and as a cultural force constituted by and constitutive of modernity. The rise of transnational television since the mid-1980s is, thus, an aspect of capitalist globalization whereby this essentially economically riven set of activities is also a set of cultural practices involving the circulation of ideas and images around the world. (Barker, 1999, p. 20-21) Television promotes the capitalism in the postmodern society. There is money to be made from production and sale of programs, from selling the technological hardware of television, and to deliver audiences to advertisers for their target market so that television can be the centre of wid er commercial activities. Particularly the media ? ts into this global economy by supporting transnational corporations. Global television also refers to television in which technology, ownership, program distribution and audiences operates across the boundaries of a nation. But what happens when a nation doesn? t want to be part of that global culture? A clear example is the communist nation Cuba, since Fidel Castro? s dictatorship the media is limited to the national broadcast organization; the government is the one in charge of controlling the media power whereas in some other Latin countries such as Mexico the media power is absolutely independent from the government which allows the exchange of programs distributed in all over the world. National broadcasting systems had to face the concern of international trade in television taking them to be part of the global television. For example, the soap operas, game shows etc that have their version in the country that is going to be consumed, such as Big Brother, The Biggest Loser and many others. Soap operas in the global television are programs that can in? uence the most in creating some patterns with their content. The soap? s ability to deploy a wide range of characters allows multiple identi? cations by the audience who can familiarize with some characters. These programs are often structured by the tension between realism and melodrama (Barker, 1997). The content can represent social issues such as AIDS, race gender, homosexuality, unemployment, drugs addiction etc. Some others include in their content speci? c environments in which the audience expect to be close to the reality. For example, the ? rst time I saw Neighbours, I found that they used a lot of great outdoors scenes such as the beach, their dress-code and the activities that the characters can have which made me think of a holiday. The narrative of soap operas frequently focus on women characters and are structured in a way tends to familiarize a woman? s point of view. In Latin America, Mexico and Brazil are the main countries that export their soap operas to other countries in the continent as well as to Europe and Asia. These programs also show an unrealistic scenery where the audience can identify with some characters and impose trends in which people will follow this type of identity and adapt it to their own necessities. Another thing to mention is that some tv programs can be produced to the immigrant audience promoting some of their values in order to maintain them alive. Another example of global television, besides soap operas, are global news that in the last ten years had played a fundamental role in creating opinions and thoughts in the audience. The terrorist attacks of 9/11 made CNN, BBC, Reuters and other international broadcasters ? owed information in all over the world. This event marked the world because the message that was delivered in every place created a con? ct between cultures giving as a result the prejudgement of islamic people associating them as terrorists. According to Chris Barker argument in Television as a global space. Electronic media break the traditional bonds between geographic place and social identity since mass media provide us with increasing sources of identi? cation which are situated beyond the immediacy of speci? c places. For example, the way in which televi sion brings the outside world into the home rede? nes the boundaries between the private and the public onstitutive of identity in that young people negotiate through talk shared understandings about how to â€Å"go on† in their society as persons within social relationships. (1999, p. 119) The concept of the audience is a social construction, the idea of an audience is never merely an innocent description if the sum total of individuals. In the market the audience is considered the target consumer. â€Å"The most common conception of the audience within the media industries is as a conglomeration of potential and potentially overlapping markets†. Grossberg, 1998, p. 209). Media industries usually spend enormous amount of time and money in order to convince media consumers to buy a particular media product. As a result, media create stereotypes in which a global society ? ts and consumes. The media provides pictures of people, descriptions of different social groups an d of their social identities. This pictures are kept in our head and help us to identify where does the person belong to. Lawrence Grossberg points a de? nition of stereotypes; Stereotypes can de? ne some people? expectations of how, for example, women, or Hispanics, or other groups in the society are supposed to behave. In this sense, stereotypes are neither avoidable nor necessarily bad. In the modern world, the media are obviously a major source of such pictures In this sense, stereotyping is the process of distorting the portrayal of some social group in the media image. That media contribute to stereotypes (and even create stereotypes of groups) is assumed to be the result of systematic biases in the portrayals of social groups. (1998, p. 21) Stereotypes have a real and important consequence in the global cultures. They can affect the self-esteem of those being stereotyped, they can also determine by mistake the way some people think and behave, but the worst is that creates an arti? cial idea in society that will link that group with the stereotypes that can hardly get rid of. Although identities are created in the culture of an speci? c time and space in which a society lives, the new global culture has faced the identity crisis because of the power of the media in the people? lives. Media produces people? s identities of who they are and who others are. â€Å"There are many dimensions on which people have a sense of themselves, a sense of their own identity† (Grossberg, 1998. p. 206) In conclusion media can produce identities in a political, social, cultural, and economic way in order to ? t in the global economy and global culture that the new technologies have challenged a postmodern society. 2025 words References Barker, C (1997). Global Television, an Introduction. Malden, Massachussetts: Blackwell Publishers. Barker, C (1999). Television, Globalization and Cultural Identities. Buckingham, Philadelphia: Open University Press. Giddens, A (1990). The Consequences of Modernity. Cambridge: Polity Press. Grossberg, L (1998). Media Making Mass Media in a Popular Culture. London: SAGE. Hebdige, D (1990). Fax to the Future, Marxism Today. January. Murdock, G (2007). Media in the Age of Marketization. Broadway, New Jersey: Hampton Press.