Forty Studies That Changed Psychology Essay

Something important in psychology is to differentiate between what is considered normal and abnormal. Psychologists need to do this to decide what to diagnose as a mental illness, and the treatment for this mental illness. Unfortunately, for everyone involved, it is not always easy to discern between what is normal behavior, sometimes called effective psychological functioning, and abnormal behavior, which could possibly be the result of a psychological disorder. To help determine between, psychologists use a few decisive factors. This includes the context in which someone observes the behavior. In relation to context, it means that the situation matters because in one situation a behavior may be normal, but not necessarily in all situations. Another factor is the persistence of the behavior or how often, over time, the behavior continues or occurs. How far, from the accepted social norm, the behavior deviates is also an important factor. Whether or not someone is aware of his or her own psychological difficulties is subjective distress. This subjective distress is often a great help to mental health professionals in making a psychological diagnosis. When a person finds it impossible to be satisfied with life due to psychological problems, this is considered a psychological handicap. Effect on functioning could be considered the bottom line in psychological diagnosis: the extent to which the behaviors in question interfere with a person’s ability to live the life that he or she desires and that society will accept. These â€Å"symptoms† and characteristics of mental illness all involve judgments on the part of psychologists, psychiatrists, and others. So these mental health professionals still need to answer to important questions. Are mental health professionals truly able to distinguish between the mentally ill and the mentally healthy? In addition, what are the consequences of mistakes? These are the questions addressed by David Rosenhan in his study. Rosenhan questioned whether the characteristics that lead to psychological diagnoses reside in the patients themselves or in the in which the people diagnosing find the patients. He reasoned that if the training mental health professionals have received for diagnosing mental illness are adequate, then those professionals should be able to distinguish correctly. Rosenhan proposed that one way to test mental health professionals’ ability to correctly categorize would be to admit normal people to psychiatric facilities to see if they would be categorized as healthy. If these â€Å"pseudo patients† behaved in the hospital as they would on the outside, and if they were not discovered to be healthy/normal, this would be evidence that diagnoses of the mentally ill are tied more to the situation than to the patient. Rosenhan recruited eight subjects to serve as pseudo patients. The subjects’ mission was to try to be admitted to twelve different psychological hospitals. All of the pseudo patients followed the same instructions. They called the hospital and made an appointment. Upon arrival at the hospital, they complained of hearing voices that said specific things. Other than this one thing, all subjects acted completely normal and gave very truthful information to the interviewer other than personal information. All the subjects were admitted to the various hospitals, and all but one was admitted with a diagnosis of â€Å"schizophrenia. Once inside the hospital, the pseudo patients simply behaved normally. The subjects had no idea of when they would be allowed to leave the hospital. It was up to them to gain their release by convincing the hospital staff that they were healthy enough to be discharged. All of the subjects took notes of their experiences. At first, they tried to conceal this activity, but soon it was clear to all that this secrecy was unnecessary, since this was seen as just another symptom of their illness. They all wanted to be released as soon as possible, so they behaved as model patients, cooperating with the staff and accepting all medications (which were not swallowed, but flushed down the toilet). The key finding in this study was that not one of the pseudo patients was detected by anyone on the hospital staff. When they were released, their mental health status was recorded in their files as â€Å"schizophrenia in remission. † There were other interesting findings and observations. While the hospital’s staff of doctors, nurses, and attendants failed to detect the subjects, the other patients could not be so easily fooled. Contacts between the patients and the staff were minimal and often bizarre. One of the tests made by the pseudo patients in the study was to approach various staff members and attempt to make verbal contact by asking common, normal questions. Rosenhan’s study demonstrated that normal people cannot be distinguished from the mentally ill in a hospital setting. According to Rosenhan, this is because of the overwhelming influence of the psychiatric hospital setting on the staff’s judgment of the individual’s behavior. Once patients are admitted to such a facility, there is a strong tendency for them to be viewed in ways that remove all individuality. The attitude created is that if they are there, then they must be crazy. More important is what Rosenhan refers to as the stickiness of the label. That is, when a patient is labeled as schizophrenic, it becomes his or her central characteristic or personality trait. From the moment, the label is given and the staff knows it, they perceive all of the patient’s behavior as stemming from that label. The hospital staff tended to ignore the situational pressures on patients and saw only the behavior relevant to the pathological traits assigned to the patients. Remember that all the subjects gave honest accounts of their pasts and families. The results pointed out two crucial factors. First, it appeared that the sane could not be distinguished from the insane in mental hospital settings. Second, Rosenhan demonstrated the danger of diagnostic labels. Once a person is labeled as, having a certain psychological condition that label overcomes all of his or her other characteristics. The worst part of this sort of treatment is that it can become self-confirming. That is, if a person is treated in a certain way consistently over time, he or she may begin to behave that way. Out of Rosenhan’s work grew greater care in diagnostic procedures and increased awareness of the dangers of applying labels to patients.

Impact of online shopping on shopping centres in Australia Essay

Module 2 How would you define the industry to be analysed? Is the industry global? Is the organization mentioned Australian or overseas based? Can you make any inferences about the industry value chain from the article? What are the key product and services segments in the industry that are mentioned in the article? Are you able to identify the stage of the industry life-cycle from the facts in the article? What have been the remote environment trends that have driven the industry to its current state? Are these factors changing? What will be their impact on future growth in the industry? Remember an article may only make reference to some of the factors in the remote environment. What are the forces within the industry that determine the current profitability of the industry? Are these forces changing? What will be their impact on the future profitability of the industry? Again, remember an article may only make reference to some of the forces in the external industry environment. Does the article make any reference to the different customer market segments in the industry, and can you make an assessment of what drives customer demand in them? Given your remote and industry environment analyses, and your customer and market analysis, are you able to assess the basis of competition in the industry? What are the key factors that are critical for the organisation to do well in order to be successful? Are there any strategic groups that organisations in the industry compete in? Analyse the competitors if mentioned in the article, to gain a clear and specific profile of each major competitor in the industry. Module 3 Who are the key stakeholders of the organisation, and what are their  expectations from the organisation? What is the current business strategy of the organisation? Are you able to assess how the organisation has performed to date in meeting its objectives based on the given facts? Identify the capabilities of the organisation in the context of the competitive environment, and analyse them to determine whether these capabilities are strategic capabilities. Determine whether there are any inconsistencies (gaps) between the current business strategy and the remote environment, the industry environment and the performance of the organisation compared to its key competitors. Review the current business strategy against the expectations of the key stakeholders, the organisation s performance and the capabilities of the organisation. A review of these gaps, and an extended SWOT analysis, may reveal some possible alternatives and strategies that the organisation could pursue. These will often relate to improving the operational side of the organisation, while strategic growth options usually fall into the category of new products and/or new markets, which is discussed in Module 4. Module 4 Consider whether the organisation has leveraged its existing capabilities to its maximum market position and market penetration. Does the article indicate any strategy regarding development of new products or expanding its markets to remain competitive and/or to grow? Or is it possible that the company is taking another approach to growth (e.g. vertical integration)? If the organisation is considering new product development, review the important aspects to consider, including the key success factors for new product development. If the organisation is considering new market development, is the organisation trying to enter a new customer or geographic market, or both? Review the important considerations for new market development, including the strategic objectives for new market entry, evaluating the attractiveness of new markets, the key success factors for new market development and the advantages and disadvantages of different modes of market entry. Consider the accounting challenges that moving into new products or markets are likely to bring. Module 5 Evaluate each of the strategic options, such as different product and market options, on the basis of appropriate criteria, having regard for effective management of the organisation’s portfolio of projects. What are the risks assessed for each of the strategic options? Scenario planning should be undertaken in order to quantify and compare the variation in their potential outcomes. Evaluate each of the strategic options in terms of their consistency with the organisation’s external and internal environments, the feasibility of successfully undertaking the option and the competitive advantage it will give the organisation. Make the recommendations to key decision makers of which strategic options to adopt, demonstrating the alignment of the options to the business strategy and providing information on the benefits, risks and key steps in implementing the options. Module 6 What challenges is the organisation likely to face, or is currently experiencing, in implementing its strategies? How has the organisation performed in its implementation of the strategy? Determine the fit between the desired strategy and the business systems of the organisation, the organisational structure and the internal politics of the organisation. Is there a good fit between the desired strategy and the organisational culture? Consider any cross-cultural issues for the organisation. How is and/or should the process of change be implemented in the organisation? Module 7 Has the organisation considered any misalignments with all the interconnected 7- aspects of the implementation plan? Review the nature and the scale of change required to gain an understanding of the type of leadership required to lead it. How has, or should have, the leader performed in their strategic analysis, selection and implementation role?

African American Studies paper Essay

The civil rights movement was a mass protest movement against racial segregation and discrimination in the southern states that came to a national eminence during the mid 1950’s. This movement can be said to be a â€Å"long time coming† for African slaves and their descendants to resist racial oppression, especially after the United States abolished slavery. Although, slaves were emancipated during the civil war & were then granted basic civil rights through the passing of the 14th amendment and 15th amendment they still struggled and suffered trying to get â€Å"equality† for the next hundred years. Throughout the period of time in which African Americans fought for equality, desegregation and racism, the United States made massive changes. Beginning with the Jim Crow Laws, the countless court cases and the vast impact on the Civil Rights leaders during this time period of trying to gain â€Å"equality† there were two sides to this fight. One side was through the nonviolent protest while the other side was more of an active resistance. The modern period of the civil rights movement can ultimately be divided into several phases. Each act of a protest first started off small and ultimately became big. The Brown vs. Board of Education demonstrated that the process of taking legal action strategy of the NAACP could challenge the legal foundations of southern. This thought or strategy would only work if blacks came together instead of individually trying to conquer. Therefore during the 1950’s and 1960’s the NAACP sponsored legal suits and social movement seeking social changes accompanied legislative lobbying. The primary phase of the black protest began on Page 2 December 1, 1955 when a woman named Rosa Parks, of Montgomery, Alabama, refused to give up her seat to a white bus rider. In the result of not giving her seat up she was defying a southern custom that required blacks to give seats toward the front of the buses to whites. Therefore by not giving up her seat she was then arrested and put in jail. When she was jailed a black community boycott of the city’s buses began. The boycott lasted more than a year, demonstrating the unity and determination of black residents. The well-known Martin Luther King, Jr. who was most famous for his â€Å"I have a dream† speech was the most active leader of this boycott. Although King and Parks were apart of the NAACP the Montgomery movement led to the creation in 1957 of a new organization called the Southern Christian Leadership Conference with King as the president. On February 1, 1960 four freshmen at North Carolina A&T College began a wave of sit-ins designed to end segregation at southern diners. These protest resulted in the new organization called the Student Non-Violent Coordinating Committee. August 28th though was the climax of the civil rights movement. That was the day blacks did the March on Washington & Martin Luther King, Jr.gave his â€Å"I have a dream† speech. King with the help of many others helped bringing the passage of the Civil Rights Act of 1964. After the passing of the Civil Rights Act of 1964 the last major racial protest would be the Selma to Montgomery march. Soon after the march Congress passed the Voting Rights Act of 1965. By the late 1960’s there was a growth of a new organization with more of a radical approach, the organization was called the Black Panther Party. During the late half of the 1960’s there were a series of â€Å"riots†. Page 3 Supporters of black liberation saw civil rights reforms as an insufficient method because they did not address the problems faced by millions of poor blacks. Elijah Muhammad and Malcolm X influenced the Black Nationalism group. After the 1960’s civil rights movement blacks witnessed both group of leaders, Malcolm X and Martin Luther King Jr. , assassinated. The mark these two men left behind did not fade away though. Despite the civil right’s gains of the 1960’s racial discrimination remained a significant factor in America. Even after President Johnson declared a war on poverty and Dr. King initiated a Poor People’s Campaign in 1968, the distribution of the nation’s wealth and income moved toward greater inequality during the 70’s and 80’s. Some advantages of the Civil Right’s & Black Power movement was that ethnic minorities gained rights that should not have been denied to them on the basis of skin color. The common law did not provide satisfactory protection of basic human rights for the future of the community. The civil rights movement ensured that rights are protected and courts require a clear direction about what rights should be protected. The con about the civil rights movement was that the increase of litigation in the courts would give excessive power to the judiciary rights. Earlier in the essay I referenced the different movements but what I didn’t mention was that both groups took different strives to achieve their goals. Martin Luther King Jr. and the Southern Christian Leadership Conference took more of a non-violent approach to reach their goals according to the â€Å"Southern Christian Leadership Conference† website. While King and his group was more of a non-violent group, the Page 4. Black Nationalism and Malcolm X were more radical. Malcolm X had coined the phrase â€Å"by any means necessary† which meant he wanted to achieve equal rights at any length of sacrifice. Even though Malcolm X said, â€Å"by any means necessary† according to Dr. Stephanie L. McKinney he only used violence as a â€Å"self defense†. Martin Luther King Jr. on the other hand realized that nonviolent tactics was the way to go. Ultimately both leaders pursued the same goal and both achieved it. As you can see in the paragraphs above both Martin Luther King Jr.and Malcolm X had two different approaches to gain equality but I support Martin Luther King Jr. ways of gaining equality more than Malcolm X’s. Martin Luther King Jr. was one of the few people who lived up to what he preached. Martin Luther King Jr. sold out to his cause, was passionate about his mission, and connected with the audience. Malcolm X’s radical movement was the reason why I couldn’t side with him. I respect Malcolm X but disagree with any view that encourages violence. King wanted change with his voice, which in my opinion is the strongest tool for someone, who doesn’t support violence. If you think about it physical punishment is dealt to one person and everyone else doesn’t necessarily feel the pain but words can be felt through everyone who’s listening. Just like many other movements and eras the Civil Rights & Black Power movement started, climaxed, then faded. Although, this era influenced many generations that came later and many people still benefit from the efforts of the Civil Rights leaders such as Rosa Parks, Martin Luther King Jr. , & Malcolm X. Some former civil rights activists, such as John Lewis, Andrew Young, and Jesse Jackson, launched Page 5 careers in electoral politics. American civil rights legislation of the 1960s became the center for affirmative action programs that increased opportunities for many black students and workers as well as for women, disabled people, and other victims of discrimination. However, civil rights issues continued to stimulate protests, particularly when previous gains appeared to be threatened. Overall, the 20th-century struggle for civil rights produced an enduring transformation of the legal status of African Americans and other victims of discrimination. It also increased the responsibility of the government to enforce civil rights laws. APA Citations Page 54h. Malcolm X and the Nation of Islam. (n. d. ). Malcolm X and the Nation of Islam [ushistory. org]. Retrieved December 5, 2013, from http://www. ushistory. org/us/54h. asp From Black Revolution to â€Å"Radical Humanism†: Malcolm X between Biography and International History. (n. d. ). Home. Retrieved December 4, 2013, from http://www. humanityjournal. org/humanity-volume-3-issue-2/black-revolution-radical-humanism-malcolm-x-between-biography-and-internat. McKinney, S. (n. d. ). Malcolm X. About. com 20th Century History. Retrieved December 4, 2013, from http://history1900s. about. com/od/people/a/Malcolm-X. htm Nonviolent Resistance. (n. d. ). Nonviolent Resistance. Retrieved December 4, 2013, from http://mlk-kpp01. stanford. edu/index. php/encyclopedia/ Southern Christian Leadership Conference. (n. d. ). Southern Christian Leadership Conference. Retrieved December 5, 2013, from http://www. historylearningsite. co. uk/southern_christian_leadership_co. htm.

Theorist Research Paper Example | Topics and Well Written Essays - 1750 words

Theorist - Research Paper Example Freud was born in 1856 in to a family that consisted of his father and his third wife. At that time Freud was the first child born by this union which afterward would bring seven brothers and sisters. An interesting point to make is that he also had half-brothers who were similar in age to his mother and Freuds nephew was a bit older than he was at this time. (Rowel, 1999-2009). The experience of living in this type of family dynamics may have given rise to his interested in how children were developed. Freud was a genius and a deep thinker. As he was growing up he studied Shakespeare before he was 10 years old, and during his adolescence he was able to listen to a lecture by the great philosopher Goethe which was said to have made a great impression on him (Rowel). Freud studied at Vienna University and majored in medicine. He was particularly interested in the nervous system at that time. He later married and had six children with his wife Martha. As he set up practice, his first area of study was nervous disorders and he wrote extensively on cocaine (Rowel). Freud coined the word "psychoanalysis" and this is what he is most famous for beyond his look at child development. When his father died in 1897 it caused sever emotional challenges for Freud and he began to self-analyze himself through his dreams. Freud later became a psychiatrist and developed his structural theory after work within a mental institution. Freud published a book in 1923 that he called, "The Ego and Id" which many people suggest was the beginning of his structural theory. Most people will recognize his association with the id, ego and superego whether they agree with him or not. Freud believed that the id, ego and superego formed together to help a person in their personality. As he developed this understanding and applied it to child development he found that children usually went through several stages that had something to do with their

American economic issues Essay Example | Topics and Well Written Essays - 1000 words

American economic issues - Essay Example Because debt plays such an integral part in the economy, it must be measured appropriately to convey the long-term impacts it brings forth. Currently, the national debt held by the public is over $13 trillion, which is around 74 percent of the country’s economy, as measured by Gross Domestic Product (GDP) (Fisanick, 2010). The gross debt, which includes money owed to other parts of the federal government, is over $18 trillion. The National debt has accumulated to that because, over the last 40 years, the federal government has generally spent more than it collected in revenue. When this occurs, the government must borrow money to cover the difference. The government borrows by selling securities such as treasury bonds, then agreeing to bondholders back with interest. Over time this borrowing accumulates into the national debt. Presence of a National debt in the economy directly affects the public in the following ways: The high cost of living: High debt levels mean higher inte rest rates on everything from credit cards to mortgage loans. Since incomes do not rise at the same rate as interest rates, what follows is a pinch in consumer pockets as goods and services become more expensive. Slower wage growth: In times of high debt and high-interest rates, every dollar an investor spends buying government debt is a dollar not invested elsewhere in the economy, hence slower economic growth. Reduced fiscal flexibility: The debt levels doubled between 2008 and 2013, as a response to the 2008 financial crisis.

Effective Learning Environment Essay Example | Topics and Well Written Essays - 1500 words

Effective Learning Environment - Essay Example In this area, there are cushions and stools where the children can read independently. Independent reading includes rules like â€Å"no talking,† and basically, just reading to oneself. The reading corner also features books of authors they are currently studying as a class. Through this reading corner and through the rules of â€Å"no talking,† a learning environment is established. This corner is therefore highly beneficial to all the children. Most importantly, the teacher has established a comfortable environment in placing the cushions and stools. However as this reading corner has its own routine, and as it focuses on an author or a theme, the English outcomes are still being accomplished based on the English Syllabus. Under these conditions, the class is working at Stage 2, Learning to Read- Reading and Viewing Texts (Board of Studies, 2007, pg 29). The way in which Mrs. Daniels has designed the corner for reading is bound to attract the children’s attention as the space is exclusively for the children. The corner will encourage them to read, and have moments to read to themselves. Hence, attracting children’s attention and getting them excited to read links to their literacy as declared by Radcliffe (2007) in her article about literacy in the classroom. She states that â€Å"acknowledging students’ attitudes and beliefs has become (the) first step toward the literacy divide† (Radcliffe, 2007). The teacher has accomplished this by encouraging the students to read the reading materials that Mrs. Daniel uses and the activities that are related to literacy. In addition, an overall effort in organising the ‘library’ and choosing books children are interested in reveals that reading for the students’ learning is very important. More importantly, as the class may have different abilities, Mrs. Daniels adjusts to pedagogical practice (Winch, Johnston, Holliday, Lijungdhal & March, 2010);

Running Economy Essay Example | Topics and Well Written Essays - 1250 words

Running Economy - Essay Example Unfortunately the authors did not report the extent of the improvements in running performance. Yet it is well known that even a small increase in running economy dramatically improves running performance. Secondly in a study by Paavolainen et al, (1999) found that 9 weeks of explosive resistance training (plyometrics) improved running economy by 8.1% and this resulted in a 3.1% improvement in 5km running time without an increase in VO2max. The authors claim improved neuromuscular characteristics lead to this improvement. Running economy can be improved with resistance training and all endurance athletes studied performed resistance training without causing a reduction in VO2max or other endurance measures, thereby dispelling the myth that resistance training will hinder aerobic performance. However more studies are needed in this area to support these observations in already highly trained runners. All future studies should also always include a measure of performance e.g. Improved race time or time trial performance. It is well documented that the main physiological prerequisites for success in endurance events are VO2max, lactate threshold and running economy (in running events). In elite athletes, the VO2max has been found to be the dominant factor of success in endurance events. Traditionally, the training in endurance events such as long distance running and cross-country skiing has been targeted to improve the function of the cardio respiratory system to increase the VO2max, aerobic and anaerobic thresholds. There has been little attention to the anaerobic performance ability in endurance events. It is well documented that explosive strength and speed training cause specific adaptation to the neuromuscular system improving explosive force production ability such as rate of force development, increased rate of activation of motor units, improved anaerobic energy production and neural adaptation. When endurance athletes (runners, cross-country skiers) have engaged in explosive strength and sp eed training, it has been found that the endurance performance was improved significantly. Also, it has been noted that endurance athletes performing well in explosive strength tests outperformed their fellow athletes in endurance tests. Paavolainen et al. (1991) reported that national level cross-country skiers who engaged in explosive type strength training in addition to their normal training, were able improve their force-times i.e. improve their ability to produce a given amount of force in shorter time. This was also described by a significant improvement of jump heights in both static and counter movement jumps, whereas their counterparts in control group did not. The authors concluded that the explosive type strength training is beneficial to the cross-country skiers, which improves their force production ability without reduction in aerobic capacity. In another study, Paavolainen et al. (1999) studied the effects of explosive-strength training on 5-km running performance. In this study, the endurance athletes were able to improve their 20-m sprint time, 5-jumps and maximal isometric force in leg extensors as a result of explosive-strength type training. What was interesting, these athletes were also able to improve t

Final project - intellectual property ( the ethical implications of Essay

Final project - intellectual property ( the ethical implications of file sharing ) - Essay Example Thus, the computers that are used to share the information and files are called ‘peers’ as they do the functions of both; retrieve information and store it. Although this type of sharing was introduced by the technology so that it could help the users to share their digital files such as photos, documents etc, and was thus not initially known to be anything illegal or unethical, there is evidence seen of unauthorized sharing of the data which is copyrighted. This unauthorized and unethical file sharing is what has contributed towards the file sharing controversies in the recent past. This may also become an issue of piracy and infringement of rights as the legal owner of the copyright is not benefitting from the file sharing. However, without clear definition of infringement rights from the file owner, it becomes quite a daunting task to classify file sharing as ethical or ethically wrong. Initially when the idea of the file sharing was introduced, the technologists had not thought about the impact that it would have on the society. In the present day when the practise has become so common, it can be analyzed that it comes to the people with good and bad aspects. At many places technology provides ease and at the same time takes away much. In this way, the popularity of the file transferring had allowed many users to use it for personal data transfers to reduce the time taken but on the other hand, it entered many controversies and thus adverse impacts for the society which included unethical effects too. The impact of the file sharing in the society is used as the best example for the ethical judgment of the file sharing practise (Lucibella 32). Piracy occurs when illegal file sharing takes place along with the illegal downloading associated with the internet. The internet piracy is considered to be dangerous and is illegal. Out of the many, file

Choju Giga Essay Example | Topics and Well Written Essays - 1500 words

Choju Giga - Essay Example Anthropomorphism: this is the attribution of human behavior or manner to that of an animal. Various cultures have a long-standing anthropomorphized tradition characteristic that represent behaviors of human in both art and storytelling traditions. This paper will illustrate the influence of animal representations in â€Å"Choju Giga† artwork. Satire: This form of art and literature brings about vices and conventions fun among individuals and groups with a significance of ridiculing them. This paper will apply â€Å"Choju Giga† as context to demonstrate the use of animal characteristic in order to make connections between visual and literary satire. Parody: this an artistic and literary work that imitates the style of characters of the author or work for effects of comic or ridicule. This paper will use the satirical emaki examination as a context to illustrate the use of images of animal in animation. â€Å"Choju Giga† is regarded as unusual from other build hand scrolls the difference being that, it is limited to an accompanying text, and for its humorous matter of subject. The scrolls are acknowledged as a satirical observation on monastic life and moral decrease in Japan’s 12th century (Baker 88). In difference to West, where animation has performed a significant cultural role in the Japan’s 20th century, the country has a long pictorial tradition. Various scholars comment that these scrolls are important for their history as some the earliest Japanese manga forms (Napier 73). In this scrolls segment, there is a marked absence of intense colors, with rather an emphasis on ink and strokes of the brush. The scroll is meant to be viewed from the right side to the left side. On the left side end, there is a frog image next to the monkey. The frog is observed to be holding a leaf umbrella and the monkey clothing what emerges to be branches. The umbrella hold

Coca-Cola Company Essay Example for Free

Coca-Cola Company Essay Environment is an important aspect in our lives, allover the world, concerns are being raised on how the world can have a sustainable environment. Companies are under pressure to come up with programs that support environment. For the purpose of this paper we are going to examine the Coca-Cola Company environmental programs and polices. Coca-Cola Company is a multinational company that is well known for its production of carbonated soft drinks that are sold in over 200 countries allover the world. Coke soft drinks are sold in stores, vending machines and in restaurants. According to business week, coke is the most recognized brand from the company. This paper is going to analyze the environment issues that impact the company. Many nutritionists argue that soft drinks from Coca-Cola and other companies are harmful when consumed in access especially by the young ones, who may take a lot of soft drinks at the expense of a balanced diet. Studies indicate that those who regularly take soft drinks do have lesser calcium intakes in their body systems. The coca cola company in India has come under a big controversy that concerns pesticides together with other dangerous chemicals that purported to find in the bottled products from the company. In the year 2003, center for Science and Environment (CSE) which is a non governmental organization based in New Delhi, reported that aerated waters that were being produced in India by multinational big companies such as coca-cola, did contain toxins. These toxins included DDT, lindane, Malathion and chlorpyrifors, which can contribute greatly to cancer and also the breakdown of an individual immune system. Among products that were tested was coke which has found to have 30 times the amount of pesticide remains that is allowed by the European Union regulations. This lead to formation of a parliamentary committee that was given mandate to develop pesticide levels for soft drinks; this was first of its kind in the world. The company response was its products are well filtered in order to remove any potential contaminants before being marketed and that the normal have a minimum level of pesticides as required by health standards. In the sate of Kerala in India, sell of Coca-Cola products together with other soft drinks was banned, until the high overruled the decision. Suppliers Coca-Cola Company has a policy with its suppliers to follows all international and national laws that encourage ethical business dealing. The company has built its reputation on trust, respect and integrates. The company promotes the principles of human rights, shun child labor and encourage environmental conservations practices. The Coca-Cola Company has several supplies who supplies various material to the company that are used in production and overall distribution of the company products. (Coca-Cola Our Brands 2007). To start with the company is supplied with aluminum from different supplies coming from different countries. Aluminum is also supplied to the company’s bottling plants in many parts of the world; it is used for manufacturing of cans and other containers that the company uses in packaging. Other suppliers of the company are farms who grow coco plant, sugar, corn and other plants that are used as raw material by the company. Some companies do enter into dealership with the company of supplying the raw material to the company. Over the years the company has acquired many suppliers as the demand of its products increase. Companies dealing in glass also supply a lot of it to the company as it is used in making of bottles for packaging soft drinks from the company. Effects of demographics Globalization, technology, and population are among key factors that affects the company business. Over a period of three years demographic factors will play an important role on the company sale and overall performance. In line with world growth, it is believed that the world have more aged people than today this is because the birth rate in many countries is falling while at the same time life expectancy is improving. Studies indicate that young people consumer a lot of the company products than the aged ones. In line with this the company may experience slight reduction in consumption of there products. This reduction of consumption may not occur since at the same time the world population is increasing there fore cautioning any decrease that may occur in consumption patterns. Other than aging and population, the company also will have to deal with environmental issues brought about by technology change and global changes. As technology continues to advance, the issue of environment also continues to attract more attention on how viable such technology is. To day people allover the world wants companies which are environmental friendly. Consumers have become more aware of their environment and prefer companies that value the environment and have policies that protect the environment. The company will be affected positively in three years to come if they have embrace technology that sustain environment, if not then the may experience negative effects. Environment and health issues have been a big issue in the company, in 2006 the United States Food and Drug Administration, had to respond to concerns of consumers by carrying out a survey on more 100 soft drinks and also other beverages which established that though, the soft drinks had amount of benzene, it was not a health concern to consumers. The Coca-Cola Company has a vision that seeks to promote sustainable growth and making a positive change in the whole world. In regard to environment the company has made significant and quantifiable progress. The company has integrated environmental issues in its business strategies and decision making methods. As it can be noted the company improved its usage of water ratio by 4%, the energy usage ratio by 5% and the recycling rate went up by 3%. These improvements have a direct benefit to communities where the company operates and to the company stakeholders. However, the company still is undertaking more measures to improve the environment. The company has taken key measures in improving the environment, which focus mainly on environmental performance measures of the company systems. These measures include improving the company operations and improving ways of conducting business which are geared towards minimize environmental effects that the company has. The environment impacts created by the company operations from the company bottling systems are for example sustainable packaging inventiveness, protection of climate and â€Å"eco-freshment†, the company has undertaken alternative refrigeration programs that are more environmental friendly. To further improve the environment, Cocacola Corporation has invested a lot in clean technology that fuels the company innovations; this includes the environment board; the company community and watershed schemes; and making partnerships with charity organization, non governmental agencies and peer companies that targets developing solutions that are innovative towards environmental issues. The Coca-Cola Corporation which is a global corporation has a unique challenge in managing the environmental effects to the company business. The corporation has a challenge because it does not own nor manage many of coca cola bottling companies around the world. Thus, these data will examine the corporation environmental management. Water The most essential need for all life forms is water; however accessing safe and clean water has remained dream to many. It is estimated that around 1. 3 billion people allover the world do not reach to clean and safe water. This has a great impact on the environment as a whole. Allover the world, from United Nations to community organizations are working in order to increase access to water, the company is doing its part by protecting and preserving water resources Water is an important factor in management of environment the corporation in line with undertaking sustainable water methods, it improved it water effectiveness by 4% in the year 2005, over three previous years the company has been improving its water efficiency, and the company projects that water efficiency usage will level off soon. To ensure this, the company has undertaken changes in product mix, meaning the growing of tea and coffee products; this is anticipated to make the company productions ways more water concentrated. The management in 2005 did a comprehensive risk analysis of water dangers that face the company systems and host communities in 811 company bottling plants and has continued in improving efficient water use. Wastewater disposal is an issue that the management is addressing by working with bottling partners in the whole world to improve wastewater treatment. In addition, conservation processes have been undertaken by the company and the company is strict on these processes to achieve and even surpasses applicable laws. The management has put up requirements for their bottling plant to have on site an effluent treatment plants that will be used in attaining the goal of increasing water efficiency. The goal of the company is to be 100% water efficiency by the year 2010 (Coca-Cola Our Brands 2007). The company is focusing on other projects that will address the issue of water scarcity in world. At the end of 2005, the company had established around 20 watershed joint ventures with local communities and to help in providing access to clean water and also sanitation services in the communities allover the world where the company have their bottling plants. In line with enhancing access to water the management of the company entered into partnerships with Emory Global center for Safe Water, the United Nations Foundations, Millennium Water Alliance and others in establish Global Water Challenge. This all important combination aim at providing safe water for drinking, improving sanitation together with hygienic education in developing countries. The program depends on collaboration of partners, funding, mobilizing additional partners, and sharing of resources, best practices and expertise. Global Water Challenge has a program Water for Schools which focus on supplying water and also sanitation to many schools in Kenya in nyanza province. There is already great prospective of implementing the same project elsewhere. These efforts greatly enhance environment. Packaging Coca-Cola beverage is taken by people allover the world over 1. 3 times in a day, in order for the company to satisfy this consumption rate, the company depends upon packaging its products in containers. These containers are offer protection and enable distribution of the products to the consumer. The management has been working throughout in enhancing environmental along side social value packaging, by improving designs of containers in order to meet the set standards. In the year 2005 the company made a lot of progress towards achieving sustainable packaging distinction (Coca-Cola Our Brands 2007). The company has pursed environmental friendly way of packing by reducing amount of material used on its can, bottles and polyethylene terephthalate. In 2005 the new technology of the company reduced use of glass by 52, 000 tons annual ii all of its plants in the world. The managed has also managed to reduce the emission of carbon dioxide. In line with keeping the environment clean, the management has come up with recycling systems which are more efficient. An example of such recycling plants is CEMPRE in Brazil. These recycling plants have been used to produce recycled containers which the company reuses. This initiative have gone along way in improving the overall environment as broken bottles and cans used to pause a danger to the environment(Coca-Cola Our Brands 2007). Solid waste and recycling The management of the company is committed in having an efficient lasting waste management that will reduce waste generated in the company’s plants and facilities. Majority of waste products around 98% is created in the bottling process, the waste products includes products like empty containers, plastics wraps secondary packaging and many more. (Pendergrast 2006). The management makes efforts to reuse or recycle such materials have continued to improve the efficient of managing the wastes. In the year 2005 the company achieved a 3% improvement of waste management from the previous year. The view to the environment this is a positive aspect from the company as waste management has always poised a serious challenge to many manufacturing plants. Energy and climate Global climatic changes and global warming have become an issue of create concern to the world. Companies are requested to reduce the amount of carbon emissions that they emit to the environment. Energy saving is another important issue that is being stressed. In terms of saving energy, the management of the company has developed a sustainable technology of refrigeration. The technology â€Å"eKOfreshment† has seen more than 4,000 CO2 refrigerated cooler on the market and a demand for more has already been created. These coolers are much environmental friendly and the company intend to produce more of them slowly by slowly to take over the old ones. In addition the management is introducing new energy management solutions by the year 2010. Today, the company cold drinks apparatus are over 40% more effective than ten years ago. This has reduced the amount of carbon dioxide in the environment by 700,000 tons per year which is same as removing 150,000 vehicles from the roads. In so doing the company has management to improve the environment management (Pendergrast 2000).

Dance In The Curriculum Drama Essay

Dance In The Curriculum Drama Essay Dance as a discipline is marginalised in academic discourse as an ephemeral, performance-focused subject, its power articulated through the body. In UK schools it is a physical subject with an aesthetic gloss, languishing at the bottom of the academic hierarchy, conceptualised as art but located within physical education in the national curriculum (Downing et al, 2003; Brehoney, 2005). Placing additional emphasis on performance at A level also undermines the development of dance studies more widely within a subject hierarchy that places literacy, rather than embodiment, as a key factor of high-status knowledge. Beyond the confines of the dance curriculum, these changes illuminate Foucaults assertions that power and knowledge are interconnected and that power produces knowledge (1979, 1980b). He outlined three core processes for exerting disciplinary power: observation, examination and normalising judgement. Benthams Panopticon, a prison with cells constructed around a central tower, demonstrates how discipline and control can be transferred to the prisoners themselves. The inmates are always potentially visible to the guards and so must behave at all times as if they are being watched. They are their own guards, controlled by the gaze: Just a gaze. An inspecting gaze which each individual under its weight will end by interiorizing to the point that he is his own overseer, each individual thus exercising this surveillance over, and against, himself. A superb formula: power exercised continuously and for what turns out to be minimal cost (Foucault, 1980b, p. 155). Foucaults second disciplinar y technology, normalisation, is the way in which behaviour can be aligned with societys standards, to correct what is seen as deviant. The third, examination, is the combination of the other two and exemplifies power/knowledge as it both establishes the truth and controls behaviour. This article illustrates how these processes work in the context of dance in education. Taking into account Foucaults suggestion that the traditional way of describing power in negative terms as something that excludes or represses should stop, that it is the productive aspect of power that creates reality, the article explores how dance in education might be seen as both literate and a physical activity suitable for anyone, and thus to have more power in the twenty-first-century curriculum. Yet dance is more than just performance: to dismiss it as purely bodies in action is to ignore not only the language of its own structural conventions but also the language in which it might be recorded. Currently there is little indication in school that dance, like music, has its own complex systems of notation. The current discourse of dance in education has normalised it as an illiterate art form and the removal of the notation component at A level has entrenched that perception. Furthermore, the idea that dance studies is solely about beautiful bodies in motion, the exclusive pursuit of slender, flexible females, is an unhelpful blueprint at a time when there is a need to encourage more physical activity to combat rising levels of childhood obesity. So if students are not to self-exclude from dance whether on grounds of perceived body type, gender or lack of academic currency, then there needs to be a more inclusive, valued and thus more powerful form of the subject in the curriculum. Dance in the Curriculum: an overview Dance developed as a part of public education in the UK during the 1880s when Swedish educator Martina Bergman Osterberg brought Lings physical education ideas to London. Physical training was introduced in 1909 into what were then called elementary schools to improve fitness levels and encourage discipline and cooperation in young men. The dance aspect was perceived as an exclusively female pursuit (Brinson, 1991). Western dance tradition is still strongly associated with the female; as Ferdun points out, the term dance is usually associated with girls and feminine qualities by a significant portion of the dominant culture. Labelling dance as female prevents it from functioning fully as an educational medium. It limits participation by anyone, male or female, who does not want to be associated with stereotyped gender images and practices (Ferdun, 1994, p. 46). Whilst dance still remains a part of the PE curriculum, McFee (2004) argues for the distinctive nature of dance as an artistic activity, for its value in the curriculum within an education system that demands accountability. He adopts a personal enquiry view of education which stresses the importance of personal development. Drawing on the work of Lawrence Stenhouse (1975) and David Best (1991), he argues that dance is a suitable medium for such an educational endeavour. However, whilst for McFee dance should be treated as an artistic activity that has intrinsic value, the notion of dance being understood in such a way as to make it accountable is at the heart of his text. His emphasis on accountability resonates with arguments around high-status knowledge and with the need for robust assessment in public examinations. Dance can be assessed as a sub-section of physical education and is also available as a separate subject at GCSE (usually taken age 16 at the end of compulsory education) and at GCE A level (advanced-level subjects, taken two years later, which usually form the basis of university entrance). Articulating the Power of Dance: Ideology into Practice Dance requires the development of physical skills just as other sporting activities do, but differs in that technical skill is not the end in itself. That skill must be used to create meaning; its main concern is aesthetic experience. Unsurprisingly, as McFee (2004) points out, many PE teachers have little interest in teaching dance. Not only does it require an understanding of dance technique if it is to embrace masterworks that is, known works in current repertory but it also has an aesthetic aspect that makes it distinctive. Indeed, when combined with the particularly female orientation of dance, it seems somewhat ironic to place it within a department that is culturally perceived as masculine and essentially in opposition. But in spite of the implication that to put dance with PE is to fail to emphasise the subjects aesthetic qualities, the dance as art model has become the predominant way of studying it. And this is a central problem for dance in education: the aesthetic dimension inherent in dance as an art form and expected by the national curriculum, at GCSE and at A level, leads to this subject having no obvious department in which to sit. All dance examination syllabi in school reflect the dance as art model. As well as having traditional written aspects, GCSE and A level have a practical component, carrying 70% and 55% of the total marks respectively (AQA, 2009). When first examined in 1986, the A-level syllabus required candidates to show ability to choreograph; to perform; to be able to read and use notation; to show knowledge of the constituent form and features of dances and their historical and social contexts; and, finally, to be able to interpret and evaluate dances (University of London Schools Examination Board, 1986). Changes to the syllabus in 2008 resulted in dropping the notation requirement; they also streamlined the choreographic tasks and placed an added emphasis on health and safety in training and performance. The specification also removed the technical study and instead assesses technical competence through the solo choreography task. The power of the dance itself is examined through students ability to analyse the choreographic structure of masterworks in essay form and to use defined compositional structures in their own choreography. It is also assessed through their ability to perform. The proportion of marks allocated for the practical components at both GCSE and A level reflects the need not only to understand dance in theory but also to use that knowledge in practice. It also points to the centrality of the body as the instrument through which the power of dance is articulated and made accountable through assessment. But examination is, in Foucaults terms, under the power of the gaze. The gaze, whether on the dance itself or on the wider notion of dance studies in the academic hierarchy, influences what is seen, what is valued, what is deemed to have power. It influences the kind of inspection itself. If literacy is valued in the academy, then how might dance be written, read, considered and interiorised under its inspecting gaze? Dance is a language with its own systems expressed through choreography and performance. The word choreography itself derives from the Greek, choreia, meaning choral dance, and graphia, meaning writing. But if, as Cohan states, dance speaks in a very special language, both to the doer and the watcher. It speaks of things read between the lines, things that are impossible to put into words (Cohan, 1986, p.10), how can school students articulate those impossible qualities, have the power to express them in a way that is accountable, to use McFees (2004) term? Not just toread and write about dance, but to read and write dance itself? Foster states: Literacy in dance begins with seeing, hearing and feeling how the body moves (1986, p. 58). From the high culture of classical ballet to the nineties revival of Lindy Hop, from contemporary technique to street dance, the dance reader must recognise the qualities of those movements, consider their features, remember and identify patterns. The syllabus, whether at GCSE or A level, refers to constituent features and compositional devices that should be understood, and later read in the masterworks studied for the latter. These include movement components (action content, dynamics and spatial arrangement); dancers (numbers, gender, physique, role); physical and aural setting; and the development of dance ideas. Choreographic devices such as motif development, variation and transition are also required. The cultural perspective Reading dance is not only about its internal structure, it is also about its place within culture: it is complex. The reader must understand the choreographic codes and conventions that give the dance its significance (Foster, 1986, p. 59). This complexity is reflected in the way choreography is examined, for example, at A level. The written papers ask both for discussion of the component features of a dance, but also to demonstrate how the dance relates to its cultural context. In other words, the papers ask the candidate to be able to read the dance in terms of form and context for example, to understand not only how Christopher Bruce creates the power of Ghost Dances (1981) through technical means, but why such a powerful and searing indictment of political oppression, the disappeared of Pinochets Chile, was significant. The practical examination calls for the student to write dance, to compose both solo and group choreography. The compositional components described above are to be used in this writing. But as Adshead (1986) points out, dance composition, where the elements of dance are put together in a recognisable construction, is only the beginning of choreography. Understanding the crafting of the piece only takes us so far and while it might in principle be the aspect of choreography most understood, dances are imaginative constructions designed to do far more than string steps together in a neat and tidy way, or even in an untidy conglomeration of movements (Adshead, 1986, p. 20). The power of choreography is not just about using form correctly, it is about creating meaning and its effective communication to the audience. Dance in education, then, as examined at GCSE and A level, requires students to read dance through understanding its own language of compositional devices, making reference to the cultural context of the practitioners and masterworks studied. There is also the requirement to write dance using those same compositional structures, and the solo must reflect the characteristics of a specific practitioner. Having envisioned and created meaningful artistic relationships derived from knowledge about dance, the student must have the technical skill to realise them in practice. Those qualities have to be conveyed to the observer through the dancers instrument, the body. Young observed that it is power, not knowledge, that counts in education (Young, 2008, p. 94). And power can be constructed as the power of Foucaults gaze (Foucault, 1980b). Dance knowledge encapsulated in its internal concepts of literacy may not have status in the eyes of those who have the power to create the curriculum and endorse its values; it has little power as academic currency. Dance as articulated through the body is similarly problematic: Shilling (2004) develops Bourdieus conception of the body as physical capital which needs to be converted into other forms in order to have value. But according to Foucault, the body itself has a complex relationship with power. As former ballerina Jennifer Jackson notes, The focus on the body, as against the person who dances, links standards of perfection to the instrument of the dance rather than the dancer or the dancing itself (Jackson, 2005, p. 32). Dance in education does not immediately appear to share this professional obsession with technical perfection either in the national curriculum or at GCSE and A level. Syllabus documents make no reference to technical excellence; no statements are given to indicate standards by comparison to technical qualifications. The Assessment and Qualifications Alliance (AQA) mark scheme for the 2009-10 choreographic section of the GCSE level paper which asks candidates to show appropriate and sensitive use of dancers skills and attributes to communicate the dance idea (AQA, 2009, p. 4), and my discussions with practical examiners reiterate the notion that dancers are used to illustrate the choreography, that their performance is not assessed, for a choreographers skill is, in part, to use what abilities the dancers have. In this view, the body is pushed aside, as if dance can simply be reduced to representation, not embodiment. But this is disingenuous: the power of dance is inevitably mediated through the body and the body cannot be removed from that representation, leaving embodiment and representation in irresolvable tension. A professional choreographer can indeed tailor the dance to the strengths of the performers, but those dancers will already be in possession of the docile body created through years of technique classes. School-level student choreographers creating dances for examination have to work with dancers who might but equally might not have technical skill. And so the technical skills of the dancers available to the candidates will affect both their choice of steps and the aesthetics of the performance. As one dance teacher colleague observed, I am sure you could look at a dance performed by two different candidates and think that one was better because you are more impressed by the performance of one because she was a better dancer, or slimmer, or more elegant Even with the best intentions, it is very difficult to remove the effect caused by a poor performance and a body that does not conform to normalised expectations because the two are so inextricably linked. And so the self-correction of the docile body is not limited to technical excellence but is also affected by the expected body shape, even at school level. Foucault describes the ideal body of the soldier, the muscular physique and bearing that replaces the peasant. In dance, as in society, there is an ideal body myth, the normalised body constructed as the aesthetic standard, the object of the observers gaze. Following Foucault, Green (2002) describes the ideal body of the female dancer as seen by her student participants, the long legs, the flexible, skinny body with no curves, thin face, long hair. An ideal, constantly striven for, self-policed, light as a feather. Never eat sweets (Green, 2002, p. 135), emphasising the sentiments of students and teacher referred to above. The self in the mirror is not checked just for technical accuracy but for any excess fat. The skinny dancer, existing on caffeine and cigarettes, is part of the dancing myth, if struggled against in reality. But the importance of indeed obsession with maintaining the perfect dancing body can lead to a range of eating disorders (Thomas, 1995). Perhaps addressing this concern might be one of the benefits referred to in the restructured GCSE specification that is, an understanding of health and safety in dance. Additionally, seeking to question the objectification of the body can result in a deeper understanding of the nature of dance and of its role in society (Shapiro, 1998, p. 10). The male professional dancers body is more contested, especially within the essentially patriarchal structures of ballet. In the nineteenth century he was caught between two competing discourses: if he looked muscular, strong and vigorous, he appeared too contrasting to the sylphlike ballerina who took the central role. But if he looked too ethereal and aesthetic, anxiety was generated in the theatre-going public through perceived homosexual overtones, a link that still persists whatever the reality. Male dancers in the contemporary idiom are perceived as more masculine than their classical counterparts, in part emphasised through the differences in classical and contemporary technique and choreographic principles, yet doubts regarding sexual orientation still remain in popular thought (Burt, 2007). The film Billy Elliot, in which Billy struggles to be permitted to dance, illustrates this perfectly: boys should play football or learn boxing dancing is for girls. What is more, in theatrical dance, the body is on view and most frequently a female body and with it historically, a link with moral laxity. The female body has long been regarded as a source of discord and danger to the patriarchal order, through distraction from knowledge, seduction away from God, capitulation to sexual desire, violence or aggression, failure of will, even death (Bordo, 1993, p. 5). Churches preached against social dance on grounds of immorality in the close physical proximity of male and female bodies, whether it was the introduction of the waltz in Victorian England or the perceived depravity of the tango and Charleston in the 1920s (Brinson, 1991). The theatre itself was the domain of women of questionable morals. Foucault saw the body to be central in the operationalising of power. Since the female body is repressed in a patriarchal culture and cultural representations of it (Fraser Bartky, 1992) that is, it is seen as the other to be controlled by the male, the relationship between dance and gender is influential in articulating the power of dance. The female body can be seen in terms of competing discourses and social control. If the power of dance must be expressed through the body, and that body is female (or if male, then with potentially homosexual overtones), then the dance expresses not power but subservience within that patriarchal hierarchy. And in the school curriculum, the body is similarly positioned and manipulated, its realities hidden (Oliver Lalik, 2001). Bakhtin (1968) argued that these impure meanings around embodiment could be overturned. Taking the world of medieval and Renaissance carnival as depicted in Rabelais novels, he showed how the worldview was upturned, where usual power structures were inverted and the boundaries between what was considered pure or profane could be crossed. The body image itself moved to a celebration of the grotesque but at its extreme it never presents an individual body; the image consists of orifices and convexities that present another, newly conceived body. It is a point of transition in a life eternally renewed, the inexhaustible vessel of death and conception (Bakhtin, 1968/1984, p. 318). But carnival is transitory: participants can only be temporarily free of Foucaults disciplinary technologies. In professional dance, the power of the choreography is essentially expressed through performance, and outside a carnival world view the lithe, trained dancer is considered uniquely able to interpret the choreographers ideas with the docile body. Dance and the Curriculum 2: Notating Dance But if in school the choreography is merely to be illuminated by the performer, then perhaps an alternative way of dealing with the potential interference from the use of (inadequately) docile bodies would be to ask dance candidates to write down their intentions, to allow the power of their choreographic choices to be examined in isolation from the power of the performing body. The question then arises of how this might be achieved in a curriculum that does not acknowledge the existence of dance notation. There are two main systems of notating dance, Labanotation and Benesh. Labanotation, devised by the influential dance figure Rudolf Laban, was published in 1928 and is used to record movement across a range of dance styles. Without notation, there is little chance of being able to accurately reproduce the movements; one can only know about the dance and its role within that particular culture. In spite of its availability, notation was used very little, with a resultant lack of documented dance scores (Redfern, 2007) although the number of scores is now gradually increasing. In the United States, for example, the Dance Notation Bureau, located at the University of Ohio, uses Labanotation to create a record of dance works, so that dance scores can be accessed and used in the same way as music scores. Other institutions in Europe and elsewhere are similarly collating notated dance works. These works are then available for interpretation, as are other art forms. And, as Redfern (2007) points out, increasing the number of interpretations of an art work increases its stature; the power of the dance can be enhanced by inviting different readings of its texts. As well as creating records of dance, notation use can also have learning-outcome implications. Goodmans (1976) theory of notation suggests that the created score defines a body of knowledge. Warburton (2000) goes on to argue that trying to express that knowledge verbally can be counterproductive because of what he refers to as the ambiguity and redundancy of spoken language. He illustrates this by explaining how the verbal description to glide for a ballet step called a glissade sets up expectations of the kind of movement to be completed that gliding overlaps the meanings of travelling and leaping moreover, to tell the dancer to perform a travelling-leaping-action-that-skims-across-the-floor permits a variety of interpretations (Warburton, 2000, p. 195). The anecdote he tells goes on to explore the problems of description and how one particular ballet mistress resolved this by demanding repetition until he performed the step properly the power of the dance expressed through the body, not through words. But although a dance step is a bodily experience, rarely conceptualised in terms of its component parts, notation, he asserts, might provide the means for this conceptualisation in a way that language cannot. He concludes that if the goal of dance education is to help dancers increase their abilities to use dance concepts, to read, write, and dance dance, then notation-use is a good tool for doing so (Warburton, 2000, p. 210), since it enables movement, concept and notation to be linked, which improves learning. Dance notation has never been a requirement for access to dance courses, whether at degree level or for professional training. Few institutions offered the particular AQA specification in which it appeared, and so many potential students would have been unable to study it. It is available for study in professional training courses at specialist dance schools and also features in some dance degree courses as an option. But at school level, the situation is rather different. From its inception in 1986 until restructured and examined for the first time in its new format in 2009, notation was a part of A-level dance, both for conveying the technical study to the teachers and their students and also as a separate test. Originally, according to one examiner, it was included at A level, for mainly cultural reasons. Dance has been regarded as an illiterate art for too long. There are few scripts or records of materials, so dance is seen as a time-based art, disadvantaged in comparison with drama or music. We wanted to help bring it into line with the other arts (Ridley, 1992, p. 37). Literacy, as used here, can be defined by the ability to read and write dance scores using either Benesh or Labanotation. At that time, the latter was the dominant choice of candidates; later examiners reports note the ability of students in both forms (AQA, 2008). The first and rather indirect test of notation skills at A level was through sending the compulsory technical dance study to centres in notated form. However, unless the students were extremely confident with notation, above the standard required for the exam itself, they were unable to read the complex scores themselves and thus were reliant on their teachers for their choice. This had important repercussions. Perhaps the first classical study might be slow, a piece of adage requiring balance, control and strength, whilst the second might emphasise speed, elevation and intricacy, a piece of allegro. Dancers tend to be more comfortable, and thus more competent, in one rather than the other. If the teacher decided to teach both studies then candidates would be able to choose their preferred option; if not, then some students would have to learn, perform and be assessed on a technical study which did not reflect their best performing ability. One solution was the option to buy video recordings from the National Resource Centre for Dance at the University of Surrey. However, this raised a further problem: any performance is inevitably an interpretation of the notation, not the definitive answer. The Resource Centre attempted to minimise this by offering a male and a female interpretation of each piece, but the essential problem remained. Students therefore copied the interpretation when perhaps they could have offered an equally valid, or possibly even better, interpretation from the score itself. The power of the dance as notated and to be interpreted was subsumed into copied technical performance. The specific notation component was also examined practically: students were tested in groups of six, each candidate having a different dance score. They were given sixteen bars of their chosen notation (either Benesh or Labanotation) to decode and perform. The bars were repeated in performance, to create a thirty-two-bar sequence. Thirty minutes were given in which the notation not only had to be understood but also memorised, then fitted to music and a creditable performance rendered which was itself graded. Candidates had to cope with distraction as well as having to race against the clock: the music was played periodically during the thirty minutes, which was potentially distracting if, at that moment, the individual was not ready to put the steps to music but was perhaps decoding a specific section. The memorisation aspect also meant that whilst a candidate might be able to read the notation and perform it with score in hand, marks would be lost if they could not perform it accurately without the score. If notation is a tool of dance, a way of recording movement, then memorisation and performance can hardly be a fair test of the ability to read it. One could read a poem for a test, but just because those lines were not remembered accurately would not be a reason to assume the person could not read. This memorisation aspect shifted the emphasis from reading the notation to one of demonstrating that understanding by way of perfected performance. The task was not a straightforward test of notation literacy but rather one of memorisation demonstrated through bodily skill. The power of dance was once again articulated through the performing body. Nevertheless, successive examiners reports throughout this period indicated the increasing familiarity of students with notated scores, and hence an increasing ability to cope with them. For example, in 2008, the report noted: As stated in previous years, some candidates are to be congratulated on their achievements. It was pleasing to see a number of candidates dance the whole 32-bar score and gain high marks in this component of the Unit 5 examination. This continues to be a positive progression over the past couple of years, indicating an increasing confidence in preparing reconstruction skills (AQA, 2008, p. 4). Yet the restructured 2009 A level removed the examined notation component completely. AQA suggested a summary of benefits of the new syllabus, which included encouraging critical engagement with dance as an art form, providing a suitable foundation for pursuing dance in higher education, providing experience of choreography and performance, and, finally, encouraging a hea lthy lifestyle (AQA, 2008). However, according to the National Dance Teachers Association (NTDA), the notation component was dropped because AQA was concerned about the ability of teachers to deal with this aspect of the course. Too few teachers were able to teach notation to a high enough standard and examiners had seen too many crying candidates attempting the notation part of unit five. It seems that we as teachers have failed to meet the standards required to deliver this part of the course successfully (NDTA, 2008, p. 13). Those teachers trained to use the system acknowledged the difficulties it posed, but nevertheless the outcome can only be seen as a retrograde step. Rather than calling for an improvement in teaching standards, this significant aspect of dance scholarship was dropped. The gaze of the literate hierarchy was rejected, not interiorised. So whilst schoolchildren may routinely be expected to understand that music has its own form of language that is, music notation there is no such expectation for dance; dance in schools is taught as if it were an illiterate art form that is, as if its notation does not exist. An unfortunate effect of this is, as Redfern (2007) points out, that a lack of interest in dance scores is perhaps what makes for, or at least reinforces, the tendency to concentrate on performance rather than the work; and this absence of a tradition of studying a dance script in the way that it is imperative for musicians or actors to study their scores or texts means that relatively little has been expected or demanded of the dancer in respect of interpretational ability (Redfern, 2007, p. 197). Notation is thus important for the development of dance studies. It allows dance works to be recorded and studied other than during the performance itself, giving dance a language equivalent to music. It can also enhance learning. But reading and interpreting through notated scores (however unskilled) is no longer a possibility at school level, and whilst writing scores was expected only at a very basic level, this too has gone. In addition, complex and analytical notation gives academic weight to a subject so often seen as unsuitable for serious study. It is also assessable in a way in which the more ephemeral aspects of the subject are not. The absence of notation at A level cannot help but reinforce

The Edo Period Of Japan

The Edo Period Of Japan The Edo period, also known as the Tokugawa period-taken from the name of the ruling Tokugawa family-was a long period of peace and order that lasted for about 250 years. This was a remarkable feat considering the fact that this period was preceded by devastating ordeals. The sengoku jidai (the age of country at war) was the Warring States Period of Japan during which numerous rival daimyos with their individual armies fought each other to gain greater jurisdiction of control over Japan, which was divided into about 260 countries. The term, Warring State Period was borrowed, among many other things, from the Chinese. But though the name was appropriate in describing the chaotic feudal warfare, it was more of a war (power struggle) among warlords. Regardless of the kind of war fought, the war took a toll on the cities and the Japanese people. The cost for the individual daimyo was tremendous, and a century of conflict would so weaken the bulk of Japanese warlords, that the three great figures of Japanese unification, beginning with Oda Nobunaga, would find it easier to militarily assert a single, unified military government.(Washington State University. n.d.) A rigid political and social structure was one of the determining factors for the long-lasting peace under the Edo period. Under the leadership of Tokugawa Ieyasu, the government transitioned from being a decentralized feudal government to a military government in the form of the bakufu. This centralized feudalism also maintained a controlled environment among the daimyos whose rivalry greatly contributed to the Chaos of the recently concluded Warring States Period. The key policies of the Tokugawa System were manipulating daimyo, managing the imperial court, controlling foreign relations, and sacralizing the Tokugawa legacy. (N.A. 1990) According to Tokugawa Japan: The Social and Economic Antecedents of Modern Japan, Tokugawa Ieyasu made an extra effort to control the daimyos and minimize them in number. The adoption of the buke sho-hatto (laws pertaining to the military houses) restricted the daimyos tremendously-from the way they had to repair their castles to requiring their wive s and children to stay in Edo. A similar set of laws was placed on court nobles and it was called kinchu narabi ni kuge sho-hatto. Military authorities were in charge of keeping the court nobles in line and assured obedience through the punishment of exile in case of non-compliance. This control over the imperial court consequently assigned the emperor with a more scholarly (rather than military) and representative role. With regards to foreign policy, Ieyasus ban on Christianity was said to have sparked the seclusion of Japan (sakoku) from the rest of the world. Speculations indicate that this policy was implemented to create a monopoly on foreign trade and information from abroad because in exchange for exclusive trade with Japan, the Dutch and Chinese gave annual reports about the outside world The negativity toward Christianity began with Ieyasus fear of the increasing numbers of Christians revolting against him. This effort to eliminate Christianity left a path of death and des truction; these Christians worshipped Christ and placed him above the shogun, which apparently threatened and angered Ieyasu, who wanted the people to worship him instead. This led to a general fear of contamination from Western (or non-Japanese) cultures and ideologies and the eventual closing of Japans doors to the world. Though it had its own share of drawbacks, this cultural isolation, coupled with steady economic development from unparalleled agricultural productivity, led to the peace and eventual development of Japan as a unified country and served as a foundation for a rich distinct Japanese culture. The society was organized by means of a hierarchy in which movement in class was very difficult if not totally impossible. This rigidity was said to primarily be a strategy employed by shoguns to ensure their stay in power and the continuous benefits that came with it. Samurais comprised the highest class in society, followed by the peasants, then the artisans, then finally, merchants. This structure was strongly influenced by Confucian beliefs, much like many other aspects of Japanese culture, which borrowed heavily from that of the Chinese. The warrior class was headed by the Shogun, beneath him were the local feudal lords (daimyo) who were responsible for certain pieces of land. Each daimyo had a number of samurais who served as guards, advisers, and members of the private army. Some samurais carried on without the support and assistance of a master. These masterless samurai (ronin) became teachers, wanderers, or warriors for hire. Peasants provided the primary nourishment of the Japanese people and that earned them considerably high ranking. Differentiating artisans and merchants was a very tricky matter though; more often than not, their occupations overlapped. But despite this confusion, sword makers held a privileged position in society for their vital contribution to the samurais. The reason behind the subordination of merchants springs from the Confucian emphasis on not enriching ones self in the expense of others-which is why the merchants practice of making a living out of others hard work (craftsmen) was looked down upon. Entertainers, priests, and certain other people were not part of the class system. This detachment had its share of advantages and disadvantages. Freedom was the main benefit since the system was very limiting and strict. On the other hand, excluded from the protection of the system. Outcastes (eta) included people whose livelihoods were associated with death-leather tanners, animal carcass disposers etc-and people who were banished by their villages. The former were shunned by the rest of the Japanese community because strong Buddhist influences gave high respect to all living things. The latter were alienated for obvious reasons and will be described in greater detail later. In conclusion, it is evident that the government had a very militaristic way of structuring things. The power of the military as a means of intimidation and instilling fear among the people is a testament to this. Given the militaristic nature of the Edo period, criminal punishment was something ultimately utilized to discourage the people from committing any crimes or offenses, great or small. Their government structure gave power to the village-level administration with regards to dealing with majority of the crimes committed by individuals belonging to their corresponding areas of responsibility-leaving only especially serious crimes to be dealt with by the higher bakufu. Serious crimes included everything from theft to gambling and manslaughter. Aside from the crime committed, ones class or position in society was also a determining factor with regards to how he was sanctioned. Though regardless of class, the mode of punishment in the Edo period was harsh more often than not. Criminal Justice during the Edo Period Capital punishment was something only the bakufu could impose on the gravest of offenders; death penalties were in the form of beheading. On a local level, kyuri or banishment was the most serious punishment the village governments could impose. The legal system in their time affirmed the fact that a single persons wrongdoings could lead to the torment of his entire village. This substantiates the significance of banishment in a sense that the offenders village mates-who are presumably directly uninvolved in the criminal act-are absolved from any vicarious liability they may have incurred. Through the consent of the offenders parents, the village officials and a bakufu representative, the offenders name was literally erased from the population rosters. The banished (mushuku) were often marked with tattoos; non-samurais were commonly subject to Tokoro-barai, which meant that he was to be banished to a certain place and samurais were usually assigned to the post of Kofu in the mountain s west of Edo. Murahachibu (Ostracism) literally translates to eight parts out of ten. This pertained to the disqualification of an offender from receiving any assistance from his community in eight of the ten traditional facets of community life. These eight parts include: births, coming of age ceremonies, weddings, sicknesses, memorial services, travel, floods, and building and repairs. The only two facets in which they were allowed assistance were help in case of a fire and in preparation for funeral. This loss of residence or homelessness would degrade the banished and his family to an outcaste (hinin) status in a process known as hinin teka. Unfortunately, this descent in status was not confined to the person or generation that first occasioned the original ostracism, but extended in perpetuity. Unofficial ostracism, on the other hand, occurred when the individual was removed from the village through a votation (irefuda) without sufficient evidence (or any evidence at all for t hat matter). In such cases, the individual is merely asked to leave the village, while still remaining in the population roster. Irefuda was the votation of the village people to identify a particular offender, which they believe is responsible for whatever recurring crime they may be experiencing. Honesty and participation was key in this activity to the extent that villagers would make oaths before the gods and drink holy water to keep their words pure and those who dont vote are punished along with the guilty and his supporters. Another rather odd part of the Tokugawa law was the idea of rakushogisho, which means, dropped oaths before gods. Here, an anonymous paper with an accusation is dropped in front of the shrine and whoever picks this paper up first is obliged to implement it because this is seen as a sign from the gods themselves. For a crime such as theft, men could be punished with banishment and additional physical mutilation (cutting off ones nose and or ears) would arise depending on the severity of the theft. Women were forced to walk through the village naked, which was a punishment they deemed as even worse than physical mutilation. Mandatory community service(labor camps, gold mining, slavery), ostracism, distinct clothing, and the payment of festival expenses were other possible sanctions as well. One must note that the concealment of theft was a crime as severe as the theft itself-which means that the victim is treated the same way as the offender and is equally punished. Flagellation was another means of penalty for theft (and fighting). It was usually reserved for commoners of both sexes and knights and priests were exempted from it. This practice of stripping the offender to his underwear and striking his back and buttocks for, at most, 100 times, was eventually replaced by ear/nose cutting in th e early Edo period. Punishment for murder was dependent on the manner in which it was executed, ones involvement in the aforementioned crime, and the status of the person murdered. Accomplices to murder, execution of contractual murder, and the murder of inferiors were punishable by banishment. Premeditated, self-enriching, delivering the initial blow (even if it is not the fatal blow) and the masterminding of murder on the other hand were punishable by the death penalty. Through the bakufus discretion, additional additions such as gibbeting (hanging), crucifixion (for murder of a parent/husband), confiscation of property, or ones corpse being the sword practice dummy for a local samurai could be incorporated into ones sentence. Other variations of the death penalty include boiling, burning for those guilty of arson, decapitation, sawing, and cutting the accused in half. This was usually preceded by the parading of the accused around town, and then concluded with the public display of the severed head or body part/s. Torture was an accepted means of obtaining a confession, although a confession was a requisite for the death penalty and the central focus of a trial, it was not something that could be done on a whim (required approval of several levels of authority) and therefore, was hardly ever performed. Even in punishment, ones class is still taken into consideration; special distinction is especially given to samurais. The beheading of a samurai was called zanzai, whereas it is called shizai when done to a commoner. Seppuku, suicide by disembowelment, is also a special option reserved only for the warrior class. It is considered as a better alternative because if one performs seppuku, he dies with his honor intact. The Legal and Judicial System Japans modern legal and judicial systems trace their roots back to 1232 when the Kamakura shogunate (1185-1333) created uniform guidelines the Goseibai Shikimoku (Formulary of Adjudications) for its samurai, or warrior vassals. Drawn from the laws and procedures of such other older institutions as the imperial and provincial governments, private estates and religious orders, the bukeho (warrior house law) was not a legal code in the modern sense but, rather, a compilation of the most common and important court disputes settled by the shogunate. The Goseibai Shikimoku provided the foundation of Japans legal system for the next 400 years. The legal system of Japan evolved when it was unified by the Tokugawa shogunate . Iyesu Tokugawa strengthened the centralization of militaristic and economic power on the shogunates hands, but also replaced the laws issued by regional warlords with standard codes. Two important laws were made during this time, the 13-article Buke Shohatto(Laws for Military Houses) and the Kinchu Narabi ni Kuge Shohatto (Laws Governing the Imperial Court and Nobility). The final contribution of the Tokugawa or Edo period was the 742 Kujikata Osadamegaki (Official Provisions). For the first time a set of rules was made for the commoners and lesser samurais and not for those in the elite class. This had two parts. One was the administrative procedures and civil rules composed of 81 articles. The second, which composed the bulk is on criminal laws and penalties which is made up of 103 articles. This was the first time that the commoners who were under the shogun had to answer to a codified set of laws. Japanese Values behind the System The Japanese valued social responsibility and obligation very much. This can be translated as giri. Giri implies that people should behave according to what society dictates of you. The Japanese see this as very important that is why anyone who deviates from the law or from the expectations of society is punished for it. There is also a strong sense of community seen in the valuing of human relations and empathy because even those that are not the criminals are subject to be punished if they do not report the offender. More people will get hurt as crimes increase especially in the villages where there is voting on who the culprit is. If you want it to stop, then community as a whole must stop because everyone is affected. Confessing immediately is best rather than getting tortured to admit the fault or whose fault it is. Ninjo which is they psychological factor refers to a persons feelings and reactions which may or may not be in line with the giri. If one experiences conflict with t hese interests, one may suppress his feelings, close his eyes from all of these or worst case scenario, commit suicide. Samurais are known to do the last because of the common practice of seppuku. If a samurai does not reach the expectations society has for him he feels the need to kill himself for losing his honor. Here we see another important Japanese value, honor. The Japanese highly value this that some of the punishments just mainly strip away ones honor and dignity. Women parading naked, being proclaimed a criminal and many more are just some of the ways that the old penal system has stripped away the honor of many individuals. Loyalty and obedience not only to ones master, but society as a whole is also very important. Those who disobey may be executed or be tortured just for not following the law. Harmony and order is so important for them that they would do anything to maintain this. Even today these values are still practised in society. Honor for the Japanese is just as important before as it is today. One example would be how students study so hard to get into a good university that failing leads to a lot of suicides in Japan. By not passing one has not only disgraced his name, but more importantly, disgraced his family. This is why they would prefer death, similar to how the samurais would think. Japanese highly value social obligation that your responsibility to the community is far greater than to a transcendent god. From the past, Japan has relied on social rather than supernatural sanctions and they have always emphasized the benefits of having a harmonious society. They are also very disciplined people today and there is more often than not, fear of authority. The hierarchies present before are still present now. There are still people who have a higher status than you such as your parents. Loyalty and obedience has always been emphasized before and just like now any disloyal act against your parents is frowned up by society. Here the strong influence of Confucianism is seen and by following ones roles, order can finally be obtained. Although punishment today may not be as harsh before, the Japanese have kept these in their minds and have worked very hard to keep the order in their society which has made them one of the strongest and most influential countries today. From past to present: The Yakuza The militaristic nature of Edo period in Japan gave importance towards the use of physical might as well as more strict control over the people. The context during that time forced people to resort to more dire measures for survival and people were under pressure on a daily basis. Some people conformed to the harsh settings but others sought escape and lived defiantly, away from society. This strict way of living entailed the first beginnings of the formation of various groups that eventually led to a more famously known group in Japan: yakuza. Currently, yakuza are more popularly known as an organized crime syndicate in Japan, similar to the Mafia. They are known to be an extremely large and influential group in Japanese politics as well as business; having direct or hidden control over several businesses and political figures. The yakuza are infamous for their ruthlessness and for being forceful in their dealings with people, Japanese or foreign. The pop culture depiction of yakuza members varies from tattooed hoodlums and thugs to the high class suit-and-tie figure. They are infamous for their activities that range from political activities and assassinations to protection rackets and shady business dealings including drugs, weaponry, gambling, smuggling, etc. These income generating activities are generally called shinogi. Admirably, the yakuza are also famous for having a strong sense of honor and loyalty amongst themselves. They strictly follow a structure similar to that of a family, even referring to their superiors as oyabun or father and the followers as kobun or child. This structure allows the yakuza to have a systematic way of carrying out their work and helps in creating loyalty to the family. The early origins of the Yakuza during the Edo-period can be traced back to the emergence of two groups. First we have the kabukimono (crazy ones) which include people that are peculiarly dressed, have odd hairstyles and have volatile, violent behavior. Kabukimono groups usually consist of unemployed samurais or ronins that have resorted to violence, banditry and other vigilante acts instead of enlisting in other jobs. Another name for the members of this group is the hatamato-yakko, which means servants of the shogun, referring more to their previous affiliation with the shogun than their more recent deviant nature. Their constant harassment of local towns forced the townsfolk to find protection of their own, as the daimyos were less concerned over the common town and townsfolk. This led to the rise of the other group so called machi-yakko, also came to be known as servants of the town or local town heroes. These machi-yakko comprised of local people who have banded together to repe l the assaults of the invading bandits. The members of the machi-yakko were usually weaker than the kabukimono, seeing as they were usually untrained individuals. A remarkable aspect of both groups that is still associated with yakuza is the developed sense of family trust and loyalty among the members. The more common notion of most people would be to identify yakuza gangsters to have come from the line of the kabukimono or hatamato-yakko. However, from the yakuzas point of view, their claim is that they are descendants from the machi-yakko faction. We can note that the yakuza seem to have taken characteristics from both of these groups. However, it is unclear and erroneous to directly link the modern yakuza to any of the two groups. A second, but not entirely exclusive explanation as to the formation of the yakuza is that the yakuza derive from the two classes of tekiya (peddlers) and bakuto (gamblers). Basically, the tekiya is a group comprised of small-time peddlers that banded together. Although in the Edo period, they were considered to be of low social standing, their organized mass activities eventually gained them influence on commercial dealings and administrative duties. Tekiyas business activities were considered legal at the time and were eventually allowed by the Edo government for their oyabun (leaders) to have surnames and to carry swords, which was previously only available for samurais and nobles. Bakuto, or gamblers, were considered lower than tekiya, primarily because gambling was frowned upon and considered illegal. Gambling houses were present in more or less deserted areas in town, or on the outskirts and were looked down upon. Bakuto also dealt in loan sharking businesses and held their own security force. The bakutos way of doing business is what is more commonly associated for the negative image of the yakuza today. In fact, the term yakuza is said to have originated from a card game. Ya-ku-sa or the most useless hand in the game, caught on as a term to refer to the bakuto, seen as derogatory to society. It is also from bakuto that the infamous yakuza tattoos originated from, as the members of this group usually had on their bodies. To the yakuza, tattoos were a symbol for toughness and most yakuza had majority of their bodies tattooed. It is from the history of the tekiya as well as the bakuto groups that we can see how the structure of the yakuza began to form. Knowing the backgrounds of the tekiya, bakuto and kabukimono, we can see how the yakuza are also known to allow misfits and rejects of society into their organization. It is also from the four previously mentioned groups that we see the early stages of the kinds of transactions and dealings that the yakuza do. Basically, we can see how and why the yakuza are said to have origins from all of these different groups. The yakuza evolved into a larger, more organized and structured group after the Meiji Restoration period, which ushered in a more formal political format as well as military might. The yakuza also made motions to modernize their organization but they still held on to their former activities: businesses and gambling rings. They expanded recruitment and began to take interest in and dealt in politics. The yakuza were also vital during the American occupation years in Japan. During the occupation years, Japan was in a sunken economic state and the black market emerged as a more viable option for the people to survive. The yakuza, especially the tekiya group, took advantage of the black market. They proved to be an extreme difficulty for the Americans in controlling Japan. Eventually, another cluster of yakuza, called the gurentai emerged, who also dealt in the black market. The gurentai group is what is more closely associated to the organized and violent side of the yakuza (similar to the Italian Mob in America), portraying the more stereotypical gangster image. After the war, the yakuza continued its black market transactions and started to use more direct violence, which resulted in the group entitled boryokudan (violence gang). Post-war Japan started improving economically and dependency on the black market declined. As such, the yakuza continued to adapt and were able to prosper. The yakuza began to grow in number, but the yakuza also began to fragment into regional sub-organizations. Much of the post-war regaining of strength for the yakuza are attributed to Yoshio Kodama, an extremely wise and powerful man who worked his way through industry and politics to empower the different yakuza groups. The many opportunities in the market also bred competition amongst the yakuza subgroups. The existence of different yakuza gangs led to gang wars and has troubled both the yakuza structure as a whole and the law enforcement. There was a spike in the number rate of boryokudan arrests, which consisted of a lot of physical violence against other groups. These subgroups are usually headed by a single family. An example is one of the most famous and powerful yakuza clans to have existed: the Yamaguchi-gumi. This particu lar group is said to have been able to dominate a good majority of its territories. One particular head of this clan was Kazuo Taoka, known to be one of the most, if not the most effective leader of this clan. During his period as the kumicho (family boss), he was able to empower the Yamaguchi-gumi clan into one of the most powerful clans in his time. In the latter part of the 20th century, Japanese government has worked towards the stoppage of the violent and criminal acts performed by the yakuza. More specifically, they have even passed a law against the boryokudan; this law is called the Botaiho (passed in May 1991). Despite this, the yakuza are still at large in many other aspects and are usually conducting their work within the law. Their influence on business and politics is still significant but clandestine to most. Again, the modern day yakuza has evolved and has been able to adapt to the current context of the world today, and not just in Japan. In the end, the yakuza has always had an influential role on the lives and culture of the Japanese, even if their actions were never stated explicitly in the history books. Their early existence began during the Edo period and throughout Japanese history, they have evolved into what they are today: a formidable force in everyday Japanese life.