Business of Being Born Essay Example for Free

Business of Being Born Essay There is a culture of â€Å"women-only† that runs rampant in spaces for pregnant women. Much of the talk is about how valuable women find the support of other women. It also excludes men from the process and experience of pregnancy, as much as they can experience it. Overall the film focuses on the fact that women have been told they’re not responsible for their birth. Katsi Cook, a Mohawk women and Native women’s health activist said she â€Å"believes that the relationship of trust and respect between a woman and her midwife empowers the woman to ask questions and obtain the information she needs to make real choices about her health and life. (The Mother’s Milk Project, 611) In the film, Ricki Lake wanted to explore women’s â€Å"rite of passage,† by giving the power back to the women. There’s this idea since hospitals are a business that once they â€Å"facilitate† an intervention has been started and it becomes a domino effect after that. When these interventions have started, the questions: â€Å"what’s best for the baby? † â€Å"Is the baby going to benefit from this or not? † need to be well thought out. According to Overview of Maternity, â€Å"medical evidence shows that the routine use of unnecessary interventions put mothers and babies at risk. In the film Marsden Wagner M. D. , stated that there is no history of worthy obstetrical practices and careful studies of the long-term effects of the interventions. The United States has gotten away from midwifery starting in 1955, only 1% of births took place at home. The culture shift portrayed midwives as â€Å"vestige of the old country. † Midwives were understood as dirty, ignorant and illiterate. Now midwives are often perceived as unprepared. Once doctors started graduating from medical school, business took over the birthing process. Births then went into the hospitals and midwives did not follow. The concept of normal changed. Midwives often lack available and affordable malpractice insurance; because of this midwives are then perceived â€Å"inferior† to physicians. Overview of Maternity states â€Å"Midwives recognize birth as a normal, natural process and support the use of less invasive techniques, such as position changes, waiting, hydrotherapy, and perinatal support, that carry fewer risks to mothers and babies and are usually more effective. † Another effect the culture has on the lack of midwives is when the culture as a whole insinuates that birth s scary and dangerous. Yes, there will always be some sort of risks when it comes to birth. However, that is where I believe technology has had a positive effect on birth. More than less, we are now able to detect the dangers ahead of time. The film associates the amount of trust we put into hospitals and technology is reflected upon our infant-mortality rate. Our neonatal statistics are not the greatest. In the film midwives and hospitals are not looked to blame. It is our diverse population that distorts those statistics in where we stand in the world. The argument presented in this film to revitalize midwifery focused generally on the idea of pain suffered during birth was the only way to feel accomplished and provide love for their baby. However, I completely disagree. Women that undergo C-sections and even families that adopt can have the same amount of love for their children as the women that endure pain during birth do. Normal births are not medical issues, yet they may turn into life threatening issues within seconds. Not all women are the same, they have different difficulties, and some even have disabilities that impact their birthing process. Which then increases the risks. According to Overview of Maternity, â€Å"Research shows that midwives are the safest birth attendants for most women, with lower infant and maternal mortality rates and fewer invasive interventions such as episiotomies and surgical births (cesareans). † Optimum outcome of the mother and child is based on how open to suggestions we are with midwives and patient satisfaction. The validity of your options must always be questioned. The safety of the birthing process is going to vary depending on the training, patient choice, and circumstances on geographical constraints.

3 Levels of Society Essay Example for Free

3 Levels of Society Essay Society consists of three levels: the upper, middle, and lower class. This was established by philosophers Friedrich Engels and Karl Marx. Marx stated his views, known as the Marxist Theory. The Marxist view of scientific socialism was based on the short writings and views from two social scientists. The theory conceived by Karl Marx and Friedrich Engels provided theoretical basis for the struggle of the working class to gain a higher class in society. â€Å"They viewed crime as function of social demoralization, caused by the Capitalist society. While Karl Marx himself did not write much on the topic of crime, his views on the relationship between the concept of social conflict, this concept was first applied to criminology by three distinguished scholars: Willem Bonger, Ralf Dahrendorf, and George Vold.† (Pg. 269 Seigel Larry J.). Willem Bonger had the belief that society was divided into two groups, the â€Å"have’s† or â€Å"the ruling class† and the â€Å"have not’s† or â€Å"the inferior class†. The law is supposed to protect all classes of society, but in reality the law serves the will of the ruling class. Unless a situation is in a potentially harmful way of the ruling class, no actions are taken. But when actions such as crime affect the people of power and something has to be done, the legal system discriminates against the poor because of the capitalist society. Being the lower class, people are deprived of materials and are still monopolized by the upper class, they now are more likely to commit crime. Ralf Dahrendorf argued that society of today was organized into imperatively coordinated associations. There are two associations who make up society, the people who have authority and us it for social domination and then there’s those who lack authority and are dominated. He says that society needs to step away from the ruling of classes and adhere to the idea of authority. Ralf states that society is made up of competing interest groups and formed his own theory on human behavior called the â€Å"conflict theory†. This theory is based off of a few ideas, such as, social change is everywhere, social conflict is everywhere, and every element in society iis a contribution to its own change. George Vold argued that the laws are made to help politically orienteered groups, who seek aid by the government. They need help protecting their rights and interests so they need someone with forceful power to help. He feels that a law can be created be enough people who share the same view and interests. In the end every case and criminal situation involves conflict of some sort. Crime is viewed as a social demoralization, as stated earlier. All three of these distinguished scholars had their own theories, overlapping in belief or not, on how society and crime worked. Willem Bonger believed society was divided into two groups, the â€Å"haves† and the â€Å"Have nots†. Ralf Dahrendorf argued that society was organized into imperatively coordinated associations. And George Vold said that the laws were/are made to help politically orienteered groups, who seek aid by the government.

The Pros And Cons Of The Death Penalty Philosophy Essay

The Pros And Cons Of The Death Penalty Philosophy Essay Introduction Capital punishment, which some also call the death penalty, has been around in society for hundreds of years. Ever since it began, there have been discussions as to whether it is morally right, and as to whether it actually deters criminals. Some believe that the prospect of being put to death often stops criminals from committing violent acts. Others believe exactly the opposite, stating that those that commit violent crimes are driven to do so for various reasons, and whether they have the chance of being put to death or not will not stop them from doing what they feel they must do. Some serial killers and other violent individuals believe that they will never be caught. Others think that they are doing Gods work, or they cite other important reasons for the killings and violent acts that they partake in. Sometimes this is due to mental disorders, but there are other reasons that people commit acts of this nature. Regardless of these reasons, however, violent acts can and do occur and whether these people should be put to death for their crimes remains a hotly debated issue. On one side of the debate, there are those that believe that killing is morally and ethically wrong, whether it is the killer and his victims or the government and the killer. The ethical dilemmas that are faced by this issue are not designed to be discussed here. They are important and worthy of discussion and thought, but the scope of this paper does not allow for space to debate the ethical issues that involve the death penalty as it pertains to violent individuals and their reasons for their actions. The purpose of this paper is to leave those issues aside and determine whether there is a basis of truth in the statement that capital punishment deters violent crime. This statement is used by many who believe in the death penalty, and they argue that these criminals will not be able to do any more harm, which is certainly true, and not a question for debate. What is debatable, however, is whether the idea of the death penalty affects those that might commit violent crimes, and whether it stops them from doing so. There are many that believe this, and others that insist that there is little to no effect. Both sides of the argument will be addressed here, so that conclusions can be drawn from the information presented that will hopefully shed some light on the debate and determine which side is correct. There is, however, seemingly much more information available that is against the death penalty than for it. It is also possible that a determination will not be able to be made due to the fact that there are so many issues and beliefs that surround each side, and statistics can be made to show many things, depending on who is utilizing them and how the numbers are manipulated. It is for this reason that statistics will not play a large role in the scope of this paper, as numbers often vary. Argument for the Death Penalty Those that argue for the death penalty state that, not only does it keep the person in question from committing any more violent acts, but it also serves as a lesson for those that are considering these types of acts in the future. It is not only the United States that has this problem, as many other countries are also concerned about crime rates (Bedau, 1998). In some other countries there are people that feel that doing away with the death penalty offers no deterrent for those that would rape and murder innocent people for some reason, or sometimes for no real reason at all (Bayat, 1999). It is believed that the criminal element that is aware of the death penalty will spend more time considering whether the act they are thinking of committing is worth the price that they might ultimately have to pay (Delfino Day, 2008). The opinion is that many criminals will feel that risking their life for the violent act is not worth the price, and they will refrain from committing these kinds of crimes. Few people, even criminals, have a death wish, and it is believed that this lack of desire for their own death will keep them from causing the deaths of others (Delfino Day, 2008). Despite opposition from those that believe the death penalty should be stopped, some statistics do show that the number of murders does rise when the death penalty is not in force, and this number falls when the death penalty is reinstated (Johansen, 1998). Another point of this argument is that the death penalty brings closure for the victims of the families that have lost loved ones. There is apparently a satisfaction, at least for some, upon seeing these people give up their life at the hands of the government. The chapter of their lives that dealt with that person has come to an end, and they can finally feel that they can move on with their lives (Radelet Akers, 1996). This is somewhat related to violent crime, in that there is always the possibility that survivors who have lost loved ones would consider taking their vengeance out on others because of their pain and sorrow, and this could lead to even more violent crimes. Violent criminals that are paroled also run the risk of being killed by those that know what they did and believe that they should have died. This creates more violent acts in society and more problems with how to punish these individuals. Having the death penalty for violent crimes often prevents this. To summarize, the main point of the argument for the death penalty is that crime will go down because of the fear of punishment. This is the belief of those that advocate the death penalty for all violent crimes, and all of the information to the contrary does not appear to change this opinion. Argument Against the Death Penalty There are many different arguments against the death penalty, and some of these come from law enforcement. Recent polls of police chiefs in various areas of the country indicate that a large majority of them believe that the death penalty is no deterrent to violent crime. It ranks last on their lists of how they should go about reducing violent crime, and studies have shown that it is no better at reducing crime than the possibility of life in prison without any chance of parole (Cook, 1999). This is interesting, in the face of the argument that the death penalty reduces the amount of violent crimes that are committed. Studies have also shown that, contrary to the popular opinion that the death penalty brings closure, most people do not feel that watching someone else die helps them to move on in any way (Cassell Bedau, 2005). Sometimes it seems to profane the name of the lost loved one by associating yet another death with it. The death of the loved one is painful enough without ad ding to it (Cook, 1999). Mainly, Opponents of the death penalty argue that (Policy, 2003): those contemplating criminal activities do not rationally weigh the benefits and costs of their actions, the costs associated with obtaining a death penalty conviction are larger than the costs associated with providing lifetime imprisonment, in a world of imperfect information, innocent individuals may be convicted and executed before exonerating information is discovered, and the death penalty has disproportionately been applied in cases in which the defendant is nonwhite or the victim is white. There are several effective arguments against the death penalty, including the fact that some people have been executed, and the government has later discovered their innocence. There is not much to be done at that point, and instead of deterring violent crime, it makes the death penalty seem unjust and unfair. It also draws into question once again whether the death penalty is such a good idea, since it can sometimes be used incorrectly and innocent people are made to suffer for the mistakes of the police, prosecutors, and government (Rivkind Shatz, 2005). It would seem that many criminals would find this more amusing than frightening. They do not take their chances of being caught and subjected to the death penalty seriously enough to be frightened by the penalty like many assume they will be (van den Haag, 2001). According to some that believe in God and feel that the death penalty is acceptable under the scriptures, make one main point, which is that This is not an issue that may be measured accurately in terms of statistics. No one can ever know how many potential murderers have refrained from taking human life due to their fear of prosecution, conviction, and ultimate execution (Jackson, 2003). It is also questioned during this same argument that those who conclude that the death penalty is not a deterrent to violent crime should also be able to conclude that prison is not a deterrent either, since people seem to keep committing crimes, whether or not they think they will go to jail. Another concern over the death penalty and violent crime is the issue of the mentally handicapped (Banner, 2003). They, along with juveniles, also commit violent crimes on occasion. These mentally handicapped individuals, not to be confused with mentally disturbed or insane individuals, often have low IQs and do not realize what they have done. The death penalty in their cases is not any deterrent. They do not even realize what they have done. One mentally handicapped man actually asked the jailers to save his dessert for him so that he could eat it after his execution. It was clear that he did not understand what the execution was about, no more than he understood the crime that he had committed. Executing individuals like this does nothing for society. Many people find it cruel, and even if it is not, it is certainly senseless. There are no important lessons about not committing crimes that are learned by executing someone who is mentally handicapped (Reforms, 2002). The same is true for juvenile offenders. Some juveniles that are convicted of violent crimes are locked away in prison until such time as they are old enough to be executed, which really does not teach juveniles anything valuable about the death penalty or avoidance of violent crime. More often than not, these juveniles are not executed, and most juveniles know that they will not receive the death penalty, even if they are tried as adults, so they are not deterred by the possibility (Radelet Akers, 1996). There are other arguments, but the most effective argument against the death penalty as a deterrent for violent crime appears to be the fact that crime has not gone down simply because the death penalty is out there (Death, 2000). States that have it do not have lower crime rates on average than states that do not have it, and that would indicate that the death penalty in and of itself is not stopping people from committing violent acts (Ikramullah, 2003). Conclusion Crime, including violent crime, has been with society virtually since the beginning, and it will remain with society until it ends. Nothing will stop some people from committing violent acts, and the death penalty does not appear to be the answer. Sometimes, innocent lives are lost to this process, and many times the families of the victims do not experience the kind of closure that one would hope for simply because the offender has been executed. Since it would appear that even law enforcement does not see the death penalty as an answer to the problems of crime in society, one wonders why it is allowed to continue. It is possible, however, that the death penalty would be a deterrent if it were used more swiftly and more often. Many people who are sentenced to death spend years in prison appealing their conviction and appealing their sentence, and this is a large waste of taxpayer money, as well as a huge burden on the court system. Those that are guilty beyond a shadow of a doubt often wait a long time for their sentence to be carried out. Even when DNA evidence shows that they were the guilty party, the execution is still not swiftly carried out, and this allows many criminals to find some way to avoid it. Instead, they end up spending their life in prison, where they get hot meals every day, are allowed to exercise, and have a bed to sleep in every night. They watch TV and read books, and this is more than many of the hungry and homeless in todays society get. Criminals are treated better than many of these people. The criminals have lost their freedom, but they get a lot of things in return for that, and society is required to pay for them through taxes and other avenues that fund the prisons. One is left to wonder why this is so, and whether the death penalty actually would work if everyone found guilty of a violent crime and proved guilty with DNA evidence and/or a confession was executed within 30 days. There would be less prison overcrowding, and appeals would not be allowed. Enacted in this way, the death penalty might be a better deterrent against violent crime, because the stakes would be much higher than they are now, and the chances of being executed would be much greater. It would give criminals more to think about when they were contemplating their violent crimes, and society (at least that part of society that supports the death penalty) would feel better about not supporting these criminals while they appealed and worked to save themselves. It is also possible that more people would come to see the death penalty as a good idea if they could be shown that there was less prison overcrowding and that the amount of violent crime was actually dropping because of it. This might help society out in several ways, but it is unlikely that this will come to pass. There are always those that will fight for the rights of convicted prisoners, and argue that they are misunderstood. There are also those that will maintain the opinion that killing is wrong, no matter who does it. Every individual is certainly entitled to their opinion, and it would appear that those who feel the death penalty is wrong are winning their battle, at least in some states, because executions do not take place very often. Even when they do occur, it is usually after a lengthy appeals process lasting many years and costing much money. Since society will never be free of crime, dealing with that crime and controlling it has become the focus of law enforcement. If the death penalty can be improved and made to work, it should remain. If it cannot be changed so that it actually deters violent crimes, than perhaps it should be done away with in favor of a system that will actually lower the crime rate and work to prevent violent crimes in the future.

Cultural Activism :: essays papers

Cultural Activism In our society we have the convenience of technology--computers, television (the media, film, and video), and other means of communication with the general public. Our society has developed ways to convey ideas and beliefs through the use of technology. In other parts of the world, there are still some societies that are not aware of this technology that our society embraces. However, the growth of technology will soon reach and combine with "traditional" cultural societies. In Faye Ginsburg's article "From Little Things, Big Things Grow", she argues "that these latest products of indigenous expressive culture are part of self-conscious efforts to sustain and transform culture in aboriginal communities, an activity that is linked to indigenous efforts for rights to self-representation, governance, and cultural autonomy after centuries of colonial assimilationist policies by surrounding states". It is important for a culture to sustain its beliefs and not to completely be assimilated into Western culture. However, by the use of the media, we as a society are able to better understand those of different cultural backgrounds and are able to see what other cultures, besides our own, are like. Ginsburg also states, "I suggest that indigenous media work is significant not simply as a transformation of Western technologies, but also as a new form of collective self-production that is being used self-consciously by indigenous producers to mediate historical ruptures within their own cultures and to assert the presence and concerns of First Nations peoples in the broader societies that encompass them". By introducing media technology to other cultures, those cultures, in turn, are able to use the technology and fuse it in with their "traditional" beliefs. Also, these cultures are able to bring forth issues that occurring in their societies that need to be addressed and made known to others. Technology makes for better communication, and with this communication these cultures can reach other cultures besides their own. Through the use of technology (the media), we can better understand the histories of many cultures and the ways of life of in other societies. "†¦.The very creation of media work that both reflects and revisions their lives and histories is a kind of self-conscious and direct social action that establishes and reinforces the visible cultural presence of indigenous lives in a form that can circulate in and among many communities" (Ginsberg, 121).

Morality and Gay Rights Discourse Essay -- Gay Rights Ethics Essays

Morality and Gay Rights Discourse When Aristotle discussed the material premises of enthymemes as being important in rhetoric, he was prescient of the kind of appeals that would be tendered by opponents in the discourse over gay rights issues long after his time. Smith and Windes express the nature of this conflict accurately when they write, â€Å"symbols expressing fundamental cultural values are invoked by all sides† (1997: 28). Similarly, Sarah S. Brown describes the participants in a â€Å"struggle to stake out symbolic positions of good and to frame their side in terms of morally powerful conceptions of right and wrong† (2000: 458). Fascinatingly, she suggests, â€Å"even people with deeply conflicting opinions appeal to the same moral concepts for the force of their arguments† (458). In fact, these same moral concepts are ubiquitous to all discourse and to life. They penetrate the social order at the most fundamental level. They are not static, however, and their malleability gives rise to a constantly shifting landscape of debate wherein, as Smith and Windes (1997) assert, the adversaries literally have so much impact as to drive the process of self-definition for one another. Related to that process is the way in which the landscape itself is defined, which Haider-Markel and Meier see as consequential in terms of â€Å"what resources are important and [what] advantages some coalitions [in the struggle] have over others† (1996: 346). (See also: Kintz, 1998; Smith and Windes, 1997). Particularly, they demonstrate that models of discourse which conceptualize gay issues in terms of morality (or culture) as opposed to politics or civil rights offer a rhetorical upper hand to proponents of anti-gay arguments. It is the objectiv... ...vation in Gay Rights/Special Rights.† In: Kintz, Linda and Lesage, Julia. 1998. Media , Culture, and the Religious Right. Minneapolis: University of Minnesota Press. Patten, Steve. â€Å"Preston Manning’s Populism: constructing the common sense of the common people.† Studies in Political Economy, Vol.50 (Summer, 1996): 95 Schulze, Laurie and Guilfoyle, Frances. â€Å"Facts Don’t Hate; They Just Are.† In: Kintz, Linda and Lesage, Julia. 1998. Media , Culture, and the Religious Right. Minneapolis: University of Minnesota Press. Smith, Ralph R. and Windes, Russel R. â€Å"The Progay and Antigay Issue Culture: Interpretation, Influence, and Dissent.† Quarterly Journal of Speech, Vol. 83 (1997): 28-48 Terry, Jennifer. â€Å"Unatural Acts In Nature: The Scientific Fascination with Queer Animals.† QLQ: A Journal of Lesbian and Gay Studies, Vol.6.2 (2000): 151-193

The Preprogrammin of a Child Essay -- essays research papers

A child is a blank book and a parent is the pen. A parent or elder makes a remark or takes action, and a child often will respond by mimicking what has been said or done. The essence of a child is one of innocence as well as gullibility. Adults serve as an abundance of knowledge, rules, and regulations, which a child is supposed to live and abide by. Not all children will obey the regulations expected of them, yet certain rules are more critical than others. When disciplining children, parents and adults take rules pertaining to gender specifications much more seriously than most other topics of obedience, without acknowledging they are practicing such behaviors. Gender distinctions are apparent within the way children are spoken to, how they are treated in certain situations, and the toys they play and interact with. Ultimately in a media driven society, such as America, it would be nearly impossible to raise a child free from gender stereotyping. Over the course of more recent yea rs the distinct gender defined world of toys has been lessened, yet most of these stereotypes still seem to appear to be engrained into a child’s brain almost from birth.   Ã‚  Ã‚  Ã‚  Ã‚  As early as the birth of a child there are specified gender separations. Once born, a child is distinguished by either the color blue or pink. You can see a pink stork on the corner for a new baby girl or a blue stork for a new baby boy. Of course these colors are not comprehensible to the child, yet children throughout the rest of the neighborhood view these signs. A parent may make a comment pertaining to the neighbors having a new baby boy simply because of a blue sign. This could be one of the initial unconscious comments a parent or adult may make, which instills such beliefs that color defines gender. Throughout adolescence it is a rarity to see a young boy wearing a pink shirt, because there is a stigma associated with a young boy wearing the color pink. We take such an ineffectual concept, a color, and place behind it prejudice. Later on in life wearing the color pink can conjure up assumptions of homosexuality. These judgments have no validation to them, except the stigma American’s associated with this color throughout childhood experiences and understandings.   Ã‚  Ã‚  Ã‚  Ã‚  Another example of the emphasis of color on gender can be directed at the legos toy.... ...bsp;Children are blank books who need direction; it is obvious that parents are not the only ones holding the pen to dictate their knowledge. Other adults, peers, and society take their turn in marking their territory. In order to raise a child free from gender stereotypes, that child must be home schooled, not allowed to entertain themselves with most reading material available, and could not be permitted to socialize with anyone outside their â€Å"regulator.† The way in which society has been constructed restricts the level of censorship available outside the home. In other words this society has such an immense amount of gender stereotypes within every aspect of the outside world that it would be just about impossible to out run their impact. Ideally each person should be able to get past what society dictates, yet it is much easier to fall into the trap of acceptance. It is very difficult to parade a boy of two years old, in a pink outfit without feeling the stare of disapproval from outsiders. People must use the term acceptance rather than exclusion, because the worst oppression is that which is placed on a child who does not have the capability to understand his or her choices.

Encounters with peope of different cultures

Encounters with people of different cultures in their own countries or communities 2 3 4 5 Coping with the customs of host countries or communities, e. g. rules and courtesies that local people observe and may expect me to observe. Encountering the different customs of people from other cultures, e. g. dress, spec al occasions, etc. Adapting to the rhythm of life in other cultures, e. g. getting used to different meal times etc. Integrating with the customs or behaviour of host countries, e. g. eginning to use forms of greeting that is very different from my own. Encounters with different cultures in the host university Clarifying areas of uncertainty about university arrangements, e. g. describing what I am used to and asking what happens in the other culture. Adapting to other administrative and academic practices, e. g. using unfamiliar procedures to complete a work task. Coping with different formal ties, e. g. learning new ways of showing respect to senior colleagues from other cultures.Relating to fellow students from other cultures, e. g. learning what they like to talk about during breaks. Being aware of issues to be avoided with a different cultural group, e. g. learning what opics seem to be avoided and what the group's views are likely to be about a current political situation. Building bridges between colleagues ot my own culture and those ot a ditterent culture, e. g. sensing that someone of my culture has said the wrong thing and explaining the misunderstanding to both sides.Section 3 A continuing record of intercultural encounters In this section you can record many kinds of intercultural experiences and encounters that you feel have helped you develop your intercultural skills. In each record, describe what happened and how this enabled you to advance your nowledge and understanding of – or attitude to – intercultural ‘events' ( interactions with people from other cultures, etc). Date: 31109/2012 As soon I arrived at the rent ed place, I found out that my flatmates were both Spanish and I feared that I would be left apart due to my level of Spanish,.However, to my surprised they were both very welcoming and even try their best to understand my poor Spanish and were willing to show me around and give me very helpful tips in relation, to transportation, nightlife and food consumption. Place: Pozuelo de Alarcon The suggestions made by flatmates were quite helpful, on the next day I went to rder my student travel card wish made really easier to travel around Madrid. Their travel system is very similar London travel system which actually work base on the zones you have to move around. However, the store was closed from 12 to 14 0'clock as well as every store around.Such thing was very strange to me and as my flatmates explained it is common thing in Spain for stores to be close at such time due to their weather conditions is too hot work there for thy take a break. It is at that point were a have notice that weather conditions have a huge effect on Spain Culture. Place: Groningen University The team work experience with the guys, gave me the opportunity to improve my communication skills, because we could express one's need, wants and opinion without offending the sensitiveness of the other guys.In addition, I believe I strengthen my Teambuilding skills, as I was the person who motivated the others. The members recognised that, and I was the point of communication between the others. From this experience I realised how much I would like to work for the Human Resources, as I believe to be able to maintain group cooperation and support, and to keep a group updated how it is moving forward to the achievement of the goals. Date: 31/10/2012 On 31/10/12 1 had a presentation to be done together with 3 more students. It was me, a Spanish girl, a Romanian guy, and a Dutch guy.The Dutch guy most of the times we had meeting was quite rude with the other guys. He wanted the work to be done, and he was actually the first not to do it. The day of the presentation, I had a small argument with him. The presentation went well, we scored 7. 2. This guy, during the conversation with our coach said that he was the best and that the other guys, us, did not have the competencies to do the presentation. Place: At first, I got really upset and offended, as he should not dear to say these bad things to his team member.Secondly, I believe he should have told us in a private conversation, as all of us were really embarrassed, and we all thought that what he was saying was not actually true. Finally, I spoke with him and he apologised about what happened with the guys and l. I hope he understood that he should not criticise others, when he is the first person who makes mistakes. Date: 03/11/2012 In these days I was reflecting how the Dutch academic semester works so differently trom the English semester. Here, every semester is made trom two periods.In each period there are at least three mo dules to study, therefore exams, reports, group works and presentations to do. At my university, we only have four modules for semester, whilst here there are at least six for each semester. I could see how I improved time management planning and organizational skills. Place: Groningen My skills improved because the amount of work to do was higher than my expectations. In fact, I had to develop goals for my personal achievements, and identify tasks to be accomplished. In addition, I learnt how prioritise tasks and take esponsibilities for the decisions I made.Based on the above please prepare a SWOT analysis of the stage that you believe are at in terms of cross cultural competence; (i. e. strengths and weaknesses) and where you would like to get to by January. What are the opportunities for enhancing your competence and what are the threats which may thwart your endeavours if left untackled? Studying the first semester of the second year in ESIC located in Madrid, Spain enables me to break down barriers as well as communicate and interact with people from different cultures in ways beyond no lecture room or university hall can.