A Description of Cultural Patterns Essay Example for Free

A Description of Cultural Patterns Essay Cultural patterns are described as the preferred set of responses to different life situations. According to Kluckhohn and Strodbeck’s description of cultural patterns there are 5 dimensions or elements that address the manner in which a culture orients itself to activities, social relations, the self, the world and the passage of time. In the following reflection I will identify each one of these dimensions with the cultural patterns shown in my country. Starting with the activity orientation, which defines how the people of a culture view human actions and the expression of self through activities, we can identify the Puerto Rican culture as a â€Å"becoming† one. A â€Å"becoming† orientation refers to people who are predisposed to think of ways to change themselves as a means of changing the world. Although I do not fully agree on this identifying the Puerto Rican culture, I do agree on other views that the â€Å"becoming† cultures have toward work and play. For example Puerto Ricans do not have a â€Å"clear-cut† separation between work and their social lives. Often you can go into an office and find employees chatting with each other, talking with relatives over the phone or talking about their private lives in a business meeting. The Puerto Rican culture is more relaxed in terms of work compared to the Mexican, Colombian or European American culture, we specifically work for a means to an end and appreciate every second of our leisure time. The social relations dimension describes how the people in a culture organize themselves and refer to one another. In Puerto Rico the degree of importance we place on formality has changed through the years as different generations modify the way we address people. For example teenagers often refer to their elders as â€Å"you† instead of â€Å"sir† or they will say to someone who is serving them â€Å"give me† instead of â€Å"may I have†. The Puerto Rican culture generally does not give much importance to tittles, as they believe that relationships best develop when those involved can address informally to one another. Another thing that cultural patterns prescribe are the social interactions people have between them. In the Puerto Rican culture we have African heritage so it’s no surprise when both our cultures prefer indirectness in conversations with other people of our country but do not require an intermediary to do so. Generally, people in Puerto Rico will â€Å"sugar coat† demands or favors in conversations as a way to ask for something but in a indirect approach so the person won’t perceive us as rude or ill mannered. The self-orientation of cultural patterns describes how people’s identities are formed, whether the culture views the self as changeable, what motivates individual actions, and the kinds people who are valued and respected. Puerto Ricans can easily associate with each other, as our individual self-definition is very similar. On the contrary of the European American culture, Puerto Ricans make decisions for their children based on traditions, values and what they believe to be best for them. Although individuals make their own decisions as they mature and grow up when we evaluate from a group perspective it can be said that there is a heightened sense of interdependence and what happens to the group happens to the person. An example of this can be shown in cultural linguistic tendencies, as individuals modify their usual language others do so as well; also the fact that when national catastrophes occur everyone feels identified with the loss or the pain of the others. Because Puerto Rico is such a small island it is almost predictable that individuals can associate their identity with others from the same country even if there is a social status, age, town etc. aspect that differs between them. One of the most interesting dimensions is the world orientation, which tells people how to allocate themselves in relation to the spiritual world, nature and other living things. As we know Puerto Rico has different heritages because of the cultures that have influenced us trough the colonizing process, so it is not strange that our spirituality relates mostly to the European American beliefs. The general belief in our culture is that human beings can prevent, postpone or overcome natural events such as earthquakes by making buildings stronger, finding cures for illnesses and prolonging the time of death of a sick person. As technology constantly â€Å"improves† individuals believe they have the power to control nature instead of nature controlling them. Despite the fact that we are most influenced by this belief we still have the Latino influence which leads us to believe that we will be measured by our actions in the spiritual world where our souls will rest. The final approach of these cultural patterns is the time orientation, which can be defined as the way individuals conceptualize time. The cultural frame to which the Puerto Ricans relate is the Latino; even though we do not think time is endless we don’t take time as seriously. That is the reason why people are constantly late for everything, from a birthday party to work and even to Sunday mass. Time is mostly seen as ongoing and useful to maintain order, but not of the utmost importance. Analyzing these cultural patterns one can have a more accurate sense of how culture determines the identity of a country and how things like the importance of work and social time can influence so deeply the way a whole culture behaves. Also it gives you the opportunity to compare and contrast with other countries and learn how other people can have a completely different share of values and see life in such a contrasting way. Most importantly I believe that by studying these cultural patterns one can be more sensible to other people’s needs and have more respect for their culture instead of wanting to impose ours.

STAR: :: essays papers

STAR: One such study is called Tennessee’s Student Teacher Achievement Ratio (STAR) Project. This study was made in an effort to find out the best number of students for one teacher to teach. â€Å"STAR was a large-scale, four-year, longitudinal, experimental study of reduced class size† (Reduce Class Size Now, 2003 p. 1). This project kept track of 11,600 Tennessee students in 76 schools (Small Class Size, 1999). This study found out a lot of ways that small classes are beneficial. STAR â€Å"reported in 1997 that students placed in classes of 13 to 17 children, throughout their K-3 years, outperformed students in standard classes of 22 to 25† (Small Class Size, 1999). It was found that if students are placed in smaller classrooms from kindergarten to third grade, they will perform better than students in regular sized classrooms. This is true if the students return to a regular sized classroom for forth grade as well (Small Class Size, 1999). The study found that as long as the student spent a full three years in a small classroom, the advantages would be seen. It has also been reported by STAR that the students in the smaller classes were 6 – 14 months ahead of the students in regular size classrooms. This large gap shows that it is much easier for students to comprehend information in smaller classrooms. A few other benefits from small classes were found, for example, students in small classrooms are 7% more likely to graduate on time. It was also found that students in small classrooms are 4% less likely to drop out of high school (Small Class Size, 1999). Over all, this study showed that â€Å"lowering class size substantially improved student achievement and was especially effective for poor children† (Small Class Size: Education Reform that works, 2003 p. 1). With all these positive effects shown by reducing class size, class size reduction should be strongly considered. North Carolina Lab Schools: Tennessee’s Student Teacher Achievement Ratio (STAR) Project is not the only study that has been conducted on the issue of class size. North Carolina has also conducted a study on this issue. North Carolina established three lab schools for the purpose of providing smaller classes (Harman, 2002). Classes for kindergarten thru second grade range from 14 – 21 students and for third grade thru fifth grade students, the class size ranged from 11 – 22.

Shoehorn Sonata Speech + Related Text

At age 15, you are thrown into a war, fighting for your life and your will to live is slowly diminishing. Are you scared? Probably, but you know that if you show fear, everyone will see you as being weak. This is what the main protagonists of both the play, Shoe Horn Sonata by John Mistro and the movie, Hunger Games directed by Gary Ross endured. Together with photographs, cinematic techniques and symbols, these texts represent the devastation of war, the bonds of friendship forged during a war and their respective will to survive.Friendship is defined as a relationship between friends. In Shoe Horn Sonata, when Sheila and Bridie first meet, it seems unlikely that they will ever be friends. They are complete polar opposites. Sheila cynical statement ‘People always get on when they’re tossed in together. I’d hardly call that friendship. ’, reinforces that Bridie and Sheila initially formed a friendship out of desperation to survive, not because there was mut ual affection for each other. Bitter tone is utilised to convey Shelia’s survival instincts are prioritised over tender friendship.Additionally the alliteration of tossed in together reflects how people in war have no choice of their companions, that it pushes them together in survival. Similarly in the Hunger Games , the friendships that Katniss makes with both Rue and are forged out of necessity and need rather than sentiment. Rue and Katniss team up as they both have valuable skills assets that the other would like to utilise to their advantage such as when Rue manages to take a weapon unnoticed using the trees. In many ways, an alliance with Rue is an alliance to District 11 which Katniss can use to her benefit.Peter and Katniss act as if they are lovers in a ploy for the audience as a means to survive as seen when Katniss receives a note from Haymitch asking ‘You call that a kiss? ’. The sarcastic tone makes Katniss realise that the ploy will be futile as if Haymitch is doubtful then others will be too. Both texts show that although they may not have been friends in normal circumstances, war has pushed them together and this has attributed to them surviving. Symbols are also used in both texts to represent the protagonists’ hope and survival.For example, the shoehorn in Shoe Horn Sonata is first seen when the girls are in the water and Bridie uses it to wake Sheila up and prevent her from drowning. In this scene, it a metaphorical and representative an object of survival and the will to live. As the play goes on, the shoehorn symbolises family for Bridie and sacrifice for Sheila but in the end it unites the girls and demonstrates that not only did they survive the war, they survived the effects of the war as well. Caramel is another symbol of survival.It was the only luxury the girls had during the camp and ‘it had to last till the end of the war’. The caramel was even important enough that it was written into the g irls’ wills. This conveys to the audience that the girls clung to the hope that they would eventually be released from the prison camp. On the other hand, in Hunger Games, the mockingbird pin was not only Katniss’s link to her district, but a symbol of her love for her father as well as her survival. The pin is a representation of a creature with a spirit of her own.By breaking free of the Capitol’s control this show that the Capitol does not have complete control of the districts. Katniss, like the mockingjay, has escaped from the Capitol’s clutches which is why the pin symbolises her survival and spirit. The photographs shown during interview in Shoe Horn Sonata support the dialogue and give the audience a visual representation of what the girls went through during the camp. In scene 7, you see visuals of what the prisoners looked like during the camp. They are emaciated, haggard and impoverish.The effects of the imprisonment of the innocent is clearly highlighted during these photographs. The stark black and white photos depicting the harrowing effects of mistreatment of innocents evokes sympathy towards the prisoners from the viewer and loathing for their captors. In contrast, within the Hunger Games, the film is seen as whirs and jolts with sharply edited scenes intercutting from perspective to perspective which represents Katniss’s inner turmoil and her agitation which accompanies those new changes.Her life is unpredictable and this is shown as the camera shakes around representing the sudden changes in her life and well as extreme long shots used to give the audience a general impression of the places she goes. Little detail can be seen in these scenes which corresponds to the insignificance of these places to Katniss. The audience witnesses the consequences of these changes but to everyone else, they are unable to see this because of the defensive stoic mask she wears.In conclusion, the protagonists in Shoe Horn Sonat a and the Hunger Games have survived horrors unimaginable to us and through distinctively visual techniques such as , photographs, cinematic techniques and symbols, we are able to grasp a small idea of what they have endured on their journey. Therefore, thus despite common circumstances being the catalyst for friendship in times of war, strife and horror they are able to triumph over their circumstances because of the sustenance that this unexpected friendship provides them.

Themes Of Pans Labyrinth - 946 Words

External and Internal Conflicts In Ofelia’s World Guillermo Del Toro’s Pan’s Labyrinth tells the story of Ofelia who experiences magical encounters in this fantasy. One night, a fairy leads her into a hidden labyrinth where she meets a faun who tells her that she is a lost princess. He assigns her three dangerous tasks to prove herself and to claim immortality alongside her father. Meanwhile, her step-father, the captain of a merciless, violent army in fascist Spain attempts to stop a guerrilla uprising. Ofelia struggles to meet the demands of the faun before time runs out. Through this quest, she interacts with creatures and challenges that create a monstrous environment. Director, Guillermo Del Toro was born and grew up in†¦show more content†¦The film grossed $80 million worldwide despite the $18 million budget. Respectively, the film has been nominated and awarded awards since its release in 2006. Pan’s Labyrinth has won a total of three Oscars for best makeup and hair, best cinematography and best art direction (Davies, Shaw, Tierney 173). The film, despite its distinct genre and language, describes the struggles of Spain and the effects war has on its population. Guillermo Del Toro’s Pan’s Labyrinth utilizes both oral and visual conventions to emphasize the monstrous characteristics in Ofelia’s environment that harm her mentality, leading to her â€Å"death†. For the context of this paper, a monster is â€Å"something extraordinary or unnatural, any imaginary creature that is large, ugly, and frightening† (OED). A faun is described as,â€Å"one of a class of rural deities; at first represented like men with horns and the tail of a goat, afterwards with goats legs like the Satyrs, to whom they were assimilated in lustful character† (OED). Another important term is a labyrinth. A labyrinth is defined as â€Å" a structure formed by paths bordered by high hedges, typically as a feature in a garden† (OED). Ofelia’s magical world is inhabited by monsters. The first task the faun assigns Ofelia requires her to meet an ugly creature. This ugly creature is a huge frog, covered in slime who is surrounded by and feeds off of bugs. The frog’s skin is rough and a shadeShow MoreRelatedThe Theme of Obedience in Pans Labyrinth1553 Words   |  7 PagesEl Laberinto del Fauno Obedience is a recurrent theme in El Laberinto del Fauno, discuss at least two examples and what they represent. In El Laberinto del Fauno, Guillermo del Toro uses the theme of obedience to illustrate and condemn two repressive components of fascism: patriarchy and the coercion of free will. This essay will look at two examples of obedience in the film which reveal the abhorrent nature of these aspects of fascism and the importance of resisting them. 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