A Study on Kolbs Learning Cycle (1984)

A Study on Kolbs Learning Cycle (1984) David A. Kolb with Roger Fry created this famous model out of four elements: concrete experience, observation and reflection, the formation of abstract concepts and testing in new situations. The principle of Kolbs learning cycle is that we all follow the following four stages of learning as we acquire knowledge, experience and skill. He represented these in the famous experiential learning circle that involves (1) concrete experience followed by (2) observation and experience followed by (3) forming abstract concepts followed by (4) testing in new situations. All this may happen in a flash, or over days, weeks or months, depending on the topic, and there may be a wheels within wheels process at the same time. Forms of Knowledge and the Learning Cycle The four quadrants of the cycle are associated with four different forms of knowledge, in Kolbs view. Each of these forms is paired with its diagonal opposite. Four kinds of knowledge located in Kolbs scheme Kolbs model therefore works on two levels a four-stage cycle: Concrete Experience (doing/having an experience) The Concrete Experience is the doing component which derives from the content and process of the programme through attending the workshops or, in the case of the on-line module, your reading of the on-line learning materials together with your actual experience of teaching in the classroom plus your other teaching duties and practices. It may also derive from own experience of being a student. Reflective Observation (reviewing/reflecting on the experience) The Reflective Observation element stems from your analysis and judgements of events and the discussion about the learning and teaching that you engage in with your mentor and colleagues. This might be termed common-sense reflection. For example this might be through your own self-reflections or evaluations after the event through keeping a log or journal. It may also include student feedback, peer observation of teaching (e.g. comments made by your mentor or colleague), moderation of assessments, external examiner comments, and discussions with your mentor. All of these can be brought together to give an overall reflection on your practice. Reflection in itself, though, is insufficient to promote learning and professional development. Abstract Conceptualisation (concluding/learning from the experience) In order to plan what we would do differently next time, we need in addition to our reflections on our experience to be informed by educational theory e.g. through readings of relevant literature on teaching and learning or by attending staff development or other activities. Reflection is therefore a middle ground that brings together theories and the analysis of past action. It allows us to come to conclusions about our practice Abstract Conceptualism. Active Experimentation (planning/trying out what you have learned) The conclusions we formed from our Abstract Conceptualisation stage then form the basis by which we can plan changes Active Experimentation. Active Experimentation then starts the cycle again when we implement those changes in our teaching practice to generate another concrete experience which is then followed by reflection and review to form conclusions about the effectiveness of those changes. Four-type definition of learning styles, (each representing the combination of two preferred styles, rather like a two-by-two matrix of the four-stage cycle styles, as illustrated below), for which Kolb used the terms: Diverging (CE/RO) Combination of Concrete Experience and Reflective Observation Feeling and Watching Like to gather information, good at brainstorming, interested in people, see different perspectives, prefer group work, open minded. Assimilating (AC/RO) Combination of Abstract Conceptualization and Reflective Observation Watching and Thinking Concise logical approach, ideas and concepts more important than people, prefer lectures, reading, time to think Converging (AC/AE) Combination of Abstract Conceptualization and Active Experimentation Doing and Thinking Solve practical problems; prefer technical tasks, like experimenting and simulation, less interested in interpersonal issues. Accommodating (CE/AE) Combination of Concrete Experience and Active Experimentation Doing and Feeling Hands on, attracted to new challenges and experiences, rely on others instead of doing own analysis, action oriented, set targets work hard in teams to achieve tasks. Kolbs learning styles matrix view Its often easier to see the construction of Kolbs learning styles in terms of a two-by-two matrix. The diagram also highlights Kolbs terminology for the four learning styles; diverging, assimilating, and converging, accommodating: Doing (Active Experimentation AE) Watching (Reflective Observation RO) Feeling (Concrete Experience CE) Accommodating (CE/AE) Diverging (CE/RO) Thinking (Abstract Conceptualization AC) Converging (AC/AE) Assimilating (AC/RO) Thus, for example, a person with a dominant learning style of doing rather than watching the task, and feeling rather than thinking about the experience, will have a learning style which combines and represents those processes, namely an Accommodating learning style, in Kolbs terminology. The Kolb Model and Subject Disciplines Broadly speaking, David Kolb suggests that practitioners of creative disciplines, such as the arts, are found in the Divergent quadrant. Pure scientists and mathematicians are in the Assimilative quadrant. Applied scientists and lawyers are in the Convergent quadrant. Professionals who have to operate more intuitively, such as teachers, are in the Accommodative quadrant.ÂÂ  There are also differences in the location of specialists within the more general disciplines This would suggest that different subject areas call for different learning styles, and raises the usual chicken and egg question as to whether the discipline promotes a particular learning style, or whether preferred learning style leads to adoption of a discipline, or of course, both. (All of the above assumes that there is some validity in this conceptualisation of learning styles.) Simply, people who have a clear learning style preference, for whatever reason, will tend to learn more effectively if learning is orientated according to their preference. My learning style is the converging and accommodating one. I think I have the ability to find solution to practical issues. I can solve problems and make decisions by finding solutions to questions and problems. I like challenges and carry out plans. I like experiment with new ideas and work with practical application. Studying is not just gaining greater knowledge and understanding of subjects but also more confidence, broader interests and more purpose in life. Well Im studying because I do have an objective in life which I want to achieve at any cost. It is very hard to study and to work at the same time which unfortunately I have to do, no choice! Kolb learning cycle is actually very effective way to study which just need to be followed. I like groups works, when discussing with other people I get different point of view for the topic discussed. One of the main problems I have is how to manage my study time. In fact I have two kinds of problems with time: finding enough of it and using it effectively. I do make plan about my time but its hard to stick to it, almost impossible. The only thing I need is to improve my time management skill and should take it serious now. Conclusion Kolbs learning cycle is a key model in current use relating to adult learning and development. Knowing your own and your teams learning style allows you to grow and develop more effectively, building skills and experience which allow you to meet your life goals. Thus the learning cycle can begin at any one of the four points and that it should really be approached as a continuous spiral. However the learning process depends on how the person is carrying out a particular action and then seeing the effect of the action in this situation.

College Admissions Essay: Not Old Enough to Drink, yet Admitted to the Bar! :: College Admissions Essays

Not Old Enough to Drink, yet Admitted to the Bar! I am twenty years old peeking out of my window as the mail truck makes a quick stop at my house. Barefoot and shivering, I sprint out to the mailbox. With trembling hands I open the envelope. I did it! I passed the BAR exam! My goal since beginning high school has been to pursue a career in law. Since then, I have been consistently taking steps toward my goal in every way possible. I have interned at the Baltimore District Attorney's office, which was one of the most unique experiences of my life. I attended a variety of legal processes, from homicide and drug-related trials to assault arraignments. Most people would prefer to be oblivious to knowledge of crimes that occur locally. I am fascinated by it. I will be responsible for prosecuting criminals. I will play my part in making my community a better place to live. The thought of being in court excites me. Unlike most people's attitude toward traffic court, I was thrilled to be attending court after receiving my first speeding ticket a few months earlier. Television shows that deal with law excite me as well. Every Sunday night at ten o'clock my family knows where to find me-glued to the television watching "The Practice" with a smile on my face. I currently work as a legal assistant at Rapaport and Skalny, a local law firm that specializes in litigation. I am learning so much about the law with each project I work on. Although the majority of the work I do there is filing and typing of documents, I remain fascinated with the entire legal system. I love the fact that the work I do contributes to lawsuits going to court and to clients paying for much needed services. As I head toward college, I continue to take steps getting closer to my main goal.

A Mans Car :: Personal Narrative Automotive Papers

A Man's Car Any guy can tell you about his first time. The moment he knew it would happen, usually some fateful day after school. He slowly slipped in, then just froze, enjoying that single moment, hardly believing it was happening. Then, slowly but surely, with years of seeming evolution guiding him, he begins moving, changing his position, pushing buttons, then the final blissful moment†¦he turned the key and the car actually STARTED!! In that singular moment, an addiction is formed for most men. Contrary to popular belief, it has little to do with thinking it impresses women, and nothing to do with his penis size. Nearly 100 years ago, man gave birth, without the aid of a woman, to his own startlingly ugly little creation. And much like woman does, he has been taking that ugly creation and sticking it in other's faces, and asking "Isn't it beautiful?" or some variation thereof. After a few forty-odd years or so of evolution, a genuine automotive culture sprang up that's as American as, well, a Chevrolet. It became a minor sign of adulthood, for the young man to earn his license at the age of 16. Even moreso when he managed to get his hands on his first car of his very own. Women are certainly not excluded from this right of passage, but due to the sexual status of men and women when the car culture first began, it was predominently male, and continues to be. The young man, now outfitted with a license and wheels, was suddenly able to visit friends without his parents' knowledge or aid. To visit and pick up girls without his parents' knowledge or aid. To come home at any time of night without his parents'...aid (usually they somehow find out how late it was, and the young man remembers he's still a boy). All this sybolism and freedom offered by the automobile coupled with the raging repressed Oedipal complex of most teennage males makes for a hell of a need to get that license, get the car, and get out once in a while. Oedipus? Where does he come in? Have you ever seen a teenage male driving? The expression "Drive it like you stole it!" comes to mind. Every man remembers the first time he was driving faster then his father ever did, and a lucky few remember seeing the look on their father's face when they came home in their new sports car, and Dad's sad expression when he looked at his old grocery getter.

Mind Diminishing :: essays research papers

Mind Diminishing Reality TV seems to have taken over television in America today. Shows such as The Real World, Elimidate, American Idol, and Extreme Makeover are just a few of these reality TV shows that are being watched in our living rooms today. While many of these shows display the reality of day-to-day life of certain people, various reality television shows effect American society as many become idealistic to the people on the shows. Shows such as, The Swan and Extreme Make Over are shows that completely remake and rebuild one’s outer image. Episode after episode women change their weight, nose, lips, etc. by plastic surgery hoping to become â€Å"beautiful.† Unfortunately, The Swan and Extreme Make Over make transform the meaning of beauty on the show and hypnotize many into believing that beauty comes in a certain shape and form of skinny and thin. Skinny and thin may seem to be â€Å"reality† on television, where in actuality; the average American woman is about a size 8 and is going to grow as obesity has spread throughout the U.S. The Swan and Extreme Make Over are shows that are far from reality and diminish the minds of young women in America as they brainwash these teens to completely change whom they are just to be accepted and acknowledged in a society based on looks and outer beauty. The Swan and Extreme Make Over are similar reality TV shows that turn the† ugly" into "beautiful" through plastic surgery. Both reality television shows begin with women who have self-issues on how they look as well as issues with their self-confidence. The people in these shows have no physical features wrong with them what so ever, they unfortunately are just not content with themselves. They begin on these shows hoping to change one or two body parts, yet, undergo whole head to toe transformations. From liposuction, tummy tucks, lip and breast enhancement, the women end up looking completely different. The participants on The Swan and Extreme Make Over are mainly women who do not fit society’s norm of what we call beautiful, as society has a certain form of beauty. Beauty is tall, skinny, and long legged. Women appear on The Swan and Extreme Make Over hoping to completely change their outer looks as well as gain self-confidence and self worth within themselves. While the makeovers only change their outer looks, they cannot change deep feelings that are really going on in ones head.

Essay --

When I was in upper form in secondary school, numbers were a nightmare to me. Additional mathematics was the major reason of this worse thing that could ever happened to me. Until one day, I got offer from MARA Professional College of Beranang to do a Diploma in Accountancy. It is totally a right one as I am able to get pointer 4.0 for every final semester examination. As time passes, I am sure that numbers are major concern but in a positive side now. The most interesting part of doing accounting is the feeling of being able to solve the problems, to get the correct figure and to get the Statement of Financial Position balanced is such a satisfaction for me. My academic achievement have always make me smile and sometimes cry also. For a person who is phobia of numbers, I managed to get excellent result for my final examination. Of course it required a lot of hard works but after all, no pain no gain. Today, I am glad and proud to say that I love accounting. During my college years, I was members of the Students' Representative Council holding the responsibilities of Exco of Arts an...

Emerging Business Themes Essay

A- QUESTION 1 1- Definition Business ethics is a form of professional ethics that examines ethical principles and moral or ethical problems that arise in a business environment. The definition of Ethical stance defined by Johnson and Scholes as: ‘the extent to which an organization will exceed it minimum obligations to stakeholders and society at large. There are four possible ethical stances existing and are stereotypes for any organization.(1) The first ethical stance is short-term shareholder interests; a company who stick very close to laws and regulations which are in place. They give and do only what they are obliged to, this usually causes problems with long-term financial decisions. The second stance is longer-term shareholder interests – a company who are very focused on building and maintaining reputation in relation to its financial success. They take into consideration all stakeholders and how they can affect the organization in the future. The third stance is multiple stakeholder obligations – relating to a company taking wide consultation with all stakeholders. This is a very slow process and not a good stance for a fast moving and growing company. The last stance is shaper of society – companies who focus on communities and want to build them up; this stance puts the financial interest second and is usually related to charitable organizations. 2- Ethical Dimension to Corporate Decision Making Ford Motor Company is one of the competitive motor companies in the world. In 1970s, the compact car Ford pinto, became a famous for its tendency in rear-end collisions to leak fuel and explode into flames. More than 20 people were killed or injured before the Ford Motor company issued a recall to correct the problem. The decision process behind the Pinto’s launch revealed that under intense competition from Volkswagen and other small car manufacturers, Ford has rushed the Pinto into production. Ford’s engineers had discovered the potential danger of ruptured fuel tanks in crash tests, but the assembly line was ready and Ford’s leaders decided to proceed. This is an evidence of greed, callousness and unethicality. (2) Looking to their decision, it take into account a growing understanding on how cognitive biases distort ethical decision making, and come to a different conclusion. In our mind, the executives involved in the Pinto decision, were making an unethical choice. It is because they thought of it is as purely a business decision rather than an ethical one. The problems are already highlighted to Ford’s leaders, but, in those days, safety was not popular in Ford. Problem meant delay on a Pinto. Production must go to achieve sale target. We don’t believe that Ford’s leaders or executive in charge were consciously unethical or intentionally sanctioned unethical behavior by people further down the chain of command. After decades, the Ford Pinto case has allowed us to dissect Ford’s decision-making process and apply the latest behavioral ethics theory to it. The pattern of evident continues to recur in organizations. It is diverted the Ford’s Executives’ attention from the ethical dimension of problem, and executives today are swayed by similar forces. (2) To overcome all the problems, Ford Motor Company has a program to guide compliance with Ford Policies and Directives. Ford compliance program is reviewed by a senior management compliance committee and the Audit Committee of the Board of Directors. The program raises awareness of the Company’s commitment to defines corporate practices through Policies and Directives, ethical practices, ensure an infrastructure that allows for the reporting of Policy violations or business-related legal violations through a number of avenues worldwide, conducts risk assessments, oversees the investigation of such reports and education on key legal and provides training and ethical risk areas. The Handbook outlines requirements for its employees and those working on behalf of the Company and provides background resources for a wide range of business-related situations, including: (3) 1- Workplace environment 2- Gifts, favors and conflicts of interest 3- Use of Company assets and data safeguarding 4- Integrity of financial records 5- Product quality, safety and environmental matters 6- Intellectual property 7- Working with governments (political activities) 8- Competition and antitrust laws 9- International business practices References: 1-Wikipedia- http://en.wikipedia.org./wiki/Business_practices 2- Max H. Baseman And Ann E. Tenbrunsel – Harvard Business Review April 2011- http://hbr.org/2011/04/ethical-breakdowns/ar 3- Ford Motor Company- Fordmotorcompany.com -report 2008/2009 – http://corporate.ford.com/microsites/sustainability-report-2008-09/governance -sustainability-ethical B- QUESTION 2 1-Climate Change – Ford Motor Company. In 21st century, climate change is the most important global political and business issues. It will have a huge impact of the world and threaten livelihood of millions of people in the world. Every years, average temperature in artic have risen twice, increasing emissions of greenhouse gases. Climate change is the result of an increase in heat-trapping (greenhouse) gases in the atmosphere. Carbon dioxide (CO2) is the major long-lived greenhouse gas (GHG). The burning of fossil fuels (to provide electricity, heat and transportation, and to support industry and agriculture), as well as deforestation, leads to net emissions of CO2 and increased levels of atmospheric CO2. The atmospheric concentration of CO2 has increased from a preindustrial level of 270–280 parts per million (ppm) to a level of approximately 392 ppm in 2012. (4) Ford Motor Company have a holistic view of climate change and have addressed non-CO2 long-term greenhouse gases such as hydrofluorocarbons (HFCs), perfluorocarbons (PFCs), nitrous oxide (N2O) and sulfur hexafluoride (SF6). Through its Restricted Substance Management Standard they have prohibited SF6 in tires in magnesium casting. They were continuing their scientific research to determine the relative contribution of a wide range of long-lived greenhouse gases to radiative forcing of climate change. (4) 2-Ford’s Greenhouse Gas Emissions Ford has estimated that their total CO2 emissions are in the range of 350–400 million metric tons (Mmt) per year, varying over time with fluctuations in vehicle production and sales, on-road fleet size and vehicle miles traveled. The estimate includes emissions from its facilities, emissions from current-year vehicles and emissions from all Ford vehicles on the road. (4) 3-Climate Change Risk and Opportunities In 21st century, concerns about climate change, the energy security and price of fuel, along with the global recession, have changed the automotive business. This creates substantial risks for automakers but also opportunities for innovation that enable growth and expansion. Below, the general trends driving change in Ford’s markets and take a closer look at several key markets. Also discuss the physical and supply chain risks to its business posed by climate change. (4) Ford’s Markets – Price of fuel, consumer interest in smaller and more fuel-efficient vehicles and energy security concerns are also a driver of fuel economy regulation and alternative fuel development. – All of Ford’s major markets are increasingly shaped by government actions to regulate fuel economy and carbon dioxide emissions, provide incentives to shift consumer and introduce low-carbon fuels and business behavior. Some of governments are also actively involved in development, promoting the research, battery technologies and purchase of new vehicle. – Greater concern from Investors about climate change as a material risk. Providing climate-change-relevant information to investors and shaping its business strategy with climate change in mind are important elements of maintaining access to capital. – Product globalization strategy – respond to changing markets, regional preferences, opportunities and the risks presented by the climate change issue. Ford has created global vehicle platforms that offer superior fuel economy, safety, quality and customer features. (4) 4-Physical Risks Climate change raises the potential for shifting patterns of extreme weather and other risk to Ford’s facilities. For insurance, Ford assesses the risks each of their facilities faces at least once a year. This risk assessment is updated and takes into account the risk of exposure to storms, hurricanes, earthquakes and flooding. (4) 5-Supply Chain Risk Ford suppliers located in more than 60 countries, regulatory and physical risks as a result of GHG regulation and the impacts of climate change. These risks could affect their competitiveness or ability to operate, creating the potential for disruptions to the flow of supplies to Ford. (4) 6-Ford Climate Change Strategy Ford’s long-term strategy is to contribute to climate stabilization by: †¢ Continuously reducing the greenhouse gas (GHG) emissions and energy usage. †¢ Working with industry partners, energy companies, consumer groups and policy makers to establish an effective and predictable market, policy and technological framework for reducing GHG emissions. †¢ Develop the flexibility and capability to market lower-GHG-emission products. (4) 7-Product Sustainability Process -Science – Stabilization approach Technology plan -Government – regulatory trendsproduct CO2 strategy Policy position -Consumer- market trends Cycle plan -Competitive- industry trends Marketing and Communication plan 4- Ford Motor Company – http://corporate.ford.com/microsites/sustainability-report-2011-12/environment-climate-risks C- QUESTION 3 In 21st century business challenge and difficult global trading conditions, good relationship with several groups of stakeholders such as employees, customers, dealers, suppliers, investors and communities are very important. 1- Ford Motor Company Stakeholders. Through internal analysis and developing sustainability programs, Ford has interdependent relationship with a few categories of stakeholders such as employees, customers, dealers, suppliers, investors and communities, also its relationship to ‘society’ which includes government agency, NGOs and academia. (5) 2- Employees Employees are the most valuable resource. In 2011, Ford employed more than 164,000 individuals at 73 plants, 41 distribution warehouses, 106 sales offices worldwide and 57 engineering research/development facilities. All of the hourly employees in its automotive operations in the U.S. and also its subsidiary outside U.S. are represented by unions and covered by collective bargaining agreements. Unions are key partners with Ford in providing a productive, safe and respectful workplace. Ford faces workplace health and safety challenges such as; establishing and reinforcing high, common expectations for the safety of their employees worldwide. Most of their manufacturing facilities have joint union/management safety committees that guide the development and implementation of safety programs. (5) ONE Ford plan aligns its efforts toward a common definition of success: having ONE Team, ONE Plan and ONE Goal for an exciting, viable Ford that delivers profitable growth for all. (5) †¢ F: Foster Functional and Technical Excellence(5) †¢ O: Own Working Together(5) †¢ R: Role Model Ford Values(5) †¢ D: Deliver Results(5) 3- Customers Ford Motor Company serves more than 5.5 million customers worldwide. Ford’s customers are the most important stakeholder. Their major regional markets include South America, North America, Eastern Europe, Western Europe, Russia, Australia and Asia. In some regions, Ford serve 3 types of customers- individual retail consumers, small business customers and large commercial fleet customers. It will continue to expand products and services for these existing customers while working simultaneously to gain new customers in emerging markets. In North America and Asia, they are focusing on increasing their offerings of smaller and more fuel-efficient vehicles. (5) 4- Dealers Dealers are the face of Ford to its customers and communities, the key employers and contributors to local economies. Dealer sustainability program has launched in 2010, a voluntary sustainability initiative for dealers to reduce their carbon footprints and improve the energy-efficiency of their dealerships. The goal of the â€Å"Go Green† Dealer Sustainability Program is to collaborate with dealers to implement cost-effective ways to improve the energy-efficiency of their facilities. It partnered with the Rocky Mountain Institute, a leading energy-efficiency organization, to pilot new technologies and architectural design principles. (5) 5- Suppliers Ford relies on more than 1,400 production suppliers to provide parts that are assembled into Ford vehicles. 9,000 supplier companies provide a wide range of nonproduction goods and services, from industrial materials to computers to advertising. Ford and its suppliers work jointly to deliver great products, have a strong business and make a better future. In today’s economic environment, achieving lower costs and improving quality require an unprecedented level of cooperation with suppliers and the maintenance of strong supplier relationships. (5) 6- Investors The success of Ford as a company directly affects its 162,000 investors, and they have been focused on improving Ford’s financial health. Provide information and interact regularly with investors through corporate website, annual report and regulatory filings and annual meeting. They also engage with socially responsible investment organizations that are seeking information to use to evaluate its sustainability performance. These interactions help Ford stay abreast of and respond to investor concerns. (5) 7- Communities Ford Motor Company impacts the communities in numerous ways, provide the employment, the taxes, the environmental and safety performance and support and participate in civic life. The communities are composed of a range of groups and individuals, include its customers, employees, business partners, government regulators, community organizations and members of civil society, and individuals who live and work around its facilities. Ford has been supporting community more than 100 years ago. This includes helping feed hungry people, providing mentors in classrooms and teaching teenagers to drive more safely. Changing of Fundamental have been happening including increased competition globally and changing markets for its products, with future sales growth expected to occur in emerging economies. Ford is expanding sourcing in these lower-cost emerging markets, as a way to serve both local markets and the global supply chain. Ford seeks to respect and make a positive contribution to its host communities. (5) 5- Ford Motor Company – http://corporate.ford.com/microsites/sustainability-report-2010-11/society-stakeholders D- BIBILIOGRAPHY 1-Wikipedia- http://en.wikipedia.org./wiki/Business_practices 2- Max H. Baseman And Ann E. Tenbrunsel – Harvard Business Review April 2011- http://hbr.org/2011/04/ethical-breakdowns/ar 3- Ford Motor Company- Fordmotorcompany.com -report 2008/2009 – http://corporate.ford.com/microsites/sustainability-report-2008-09/governance-sustainability-ethical 4- Ford Motor Company – http://corporate.ford.com/microsites/sustainability-report-2011-12/environment-climate-risks 5- Ford Motor Company – http://corporate.ford.com/microsites/sustainability-report-2010-11/society-stakeholders

Navigating the Global Essay: Lost in Translation & Seamus Heaney Essay

The reactions of characters towards a growing global culture, whether a retreat or an embrace, are heavily influenced by personal choices. Within the arena of Navigating the Global, choices are almost certainly influenced by the circumstances in which they occur, whether this be a choice to keep the connection to the local, or move towards a more global setting. Three key texts that exemplify this phenomenon include the film ‘Lost in Translation’ by Sophia Coppola made in 2003, the Seamus Heaney’s poems ‘Digging’ (1998) and ‘Personal Helicon’, and finally the illustration ‘Globalisation’ (2012) by Michael Leunig. All three delve deeply into the interplay between internal choice and external circumstance. While they do explore how circumstances can influence choices, ‘Lost in Translation’ has a secondary investigation of how choices can impact the circumstance. ‘Lost in Translation’ is a film that explores the decisions made by two characters when they are stranded in a foreign country. It also shows how their circumstances ultimately shape the decisions that they make. The characters already exist in a highly globalised world, and furthermore, in one of the most technologically advanced cities on the planet – Japan. Although the film is set in this city, there is also an element of the local throughout the film. Japan’s juxtaposition of the new age and deep-rooted tradition becomes a focus throughout the film as the protagonists ultimately end up giving favor towards that global utopia they found with each other. The protagonists, Charlotte and Bob represent opposing sides of this; Charlotte the traditional, Bob the new age. A scene that best represents Charlotte’s displacement within this technological environment, is when she is situated within her hotel room, and is talking to a friend on the phone. The dull lighting and grey cityscape that is seen from out the extensive window, highlights her displacement within the hotel. The mid close up angle of Charlotte huddled on a seat in the middle of the room, crying to her friend about how she misses them, further demonstrates her isolation within the bleak setting. This juxtaposes strongly with her behavior when she is out near a temple with nature around her. She seems, although alone, to be more at home and interested with the culture than when alone in the hotel, and in one scene, is in awe of a tender moment between bride and groom. This is shown through the wide shot of her standing back from the couple, and a panning shot of them walking, with the bride in traditional dress. The fact that we feel Charlotte is more comfortable within a natural setting is even more relevant to the choice that she makes to spend more time with Bob in a more commercial and overbearing city, and within the hotel. The hotel is one of the most symbolic features of the film and as hotels are a worldwide symbol for globalization and the merging of culture with traditions, this becomes important when Bob chooses to stay longer because of the close friendship formed with Charlotte. They are a physical manifestation of cross-cultural convergence in one single place. Therefore, the hotel in ‘Lost in Translation’ becomes a clear depiction of not only the protagonists circumstances influencing their choice, but of isolation, of the limits of the American ethos, and of the dangers of language barriers. This is demonstrated clearly in the sauna scene for Bob, when two other men have a conversation, possibly in German, which he is incapable of understanding. The high angle mid close up shot of the two men sitting together, talking comfortably, while Bob is distanced from them with a pained expression, illustrates his confusion and ostracism from general banter and interaction with new people. Earlier in the film, Bob tries to communicate to the photographer in his whiskey advertisement. The director rants for a lengthy period, making grand physical gestures and dramatically giving instructions, but when he finished this performance, his translator says only a simple sentence of vague direction. This is another vital indication of how the true meaning of words and conversation is completely lost in translation. This theme of the globalised world of Japan is relevant to the circumstance that the movie has been set up in because of Sophia Coppola’s 21st century up bringing. The movie itself can be seen as a comment on the growing global scale of the world, and the multicultural boundaries that are blurring and changing within the world. Not unlike Lost in Translation, Michael Leunig’s cartoon ‘Globalisation’ focuses on the move away from the natural and towards embracing an increasingly global and technological world. The image portrays two human figures in the centre, they are framed on one side by a stark, black tree that seems to be smouldering as if having just been burnt, and on the other side by a collection of tall buildings with small windows, seen from a distance. The only text in the illustration says, ‘What is Globalisation? Globalisation is installing light globes in as many places as possible on the face of the earth’. The pun of ‘Globalisation’ is used to diminish or even parody the impact of actual globalisation. The human figures face away from nature and appear to prefer the cityscape, with their faces upturned with slight smiles. This symbolism of moving away from the smouldering, suffering tree and towards the seemingly pristine city is used to convey that we, as humans, are forgetting our original position in nature. He suggests a conscious choice to move away from the natural and towards the global culture. The fact that the tree is so prominent within the picture, and that it is giving off some kind of toxic looking smoke, is an ominous symbol which forshadows the dangers of preferring the man-made to our natural state. Similarly, this preference is reflected repeatedly in Lost In Translation, with characters moving towards the global and more technological world. But in contrast, Leunig conveys this in a more sinister and ignorant tone, whereas in Lost In Translation, the more modern setting is seen as a kind of safe haven for the two characters who are lost in their mutual isolation. This relates back to the issue of how the circumstances that you are in, e. g. the isolation that Charlotte and Bob feel, and the dying natural world in Leunig’s illustration, influence the choices that are made, this time being to move and accept a more global world. In contrast to Lost In Translation, Seamus Heaney’s poems ‘Digging’ and ‘Personal Helicon’ focus on the importance of the local, and the foundational relationships held within choosing to keep that homely connection. Within these two poems, great importance is placed on the exploration and appreciation of nature and the natural environment. Throughout the poem ‘Digging’, the connection to his father, grandfather and other family members, and his choice to remain connected with his Irish heritage is seen through â€Å" †¦ a clean rasping sound – When the spade sinks down into the gravelly ground – my father, digging. I look down. The auditory imagery in ‘rasping sound’ when explaining the shovel noise is an immediate link to nature, and the significance of potatoes and agriculture in Irish heritage is highlighted. The direct link to his father with ‘ My father, I look down’ conveys his relationship with his father is still there, but that it has changed from him looking up to his father, to him making the more adult choice of acknowledging his work, but moving away from him, or becoming an adult. This choice to distance himself from the expectations of his father comes within the last line â€Å"Between my finger and my thumb- The squat pen rests- Ill dig with it. The metaphor of turning his more modern job of a writer, and the tool in which he uses, his pen, and turning it into a spade which was his father and grandfathers tool, tells us that, although he is honoring family and keeping within the local by still maintaining connections, the circumstances for him have changed, and so he moves only slightly to a more modern world. The poem ‘Personal Helicon’ is slightly different, in that it is completely about moving away from the people around you, and the advancing world, and finding peace in solitude and nature. This poem of the recollections of a man looking back on his childhood and his fascination with wells, is one that demonstrates how childhood and the associations that you had as a child, in this instance with nature, can influence what you do later in life, and how he longs for that childhood fascination again. Within the line ‘I savored the rich crash when a bucket – Plummeted down at the end of a rope. ’ It gives us insight into Heaneys connection with the simplicity of nature, and his childlike self’s fascination with earthy objects. This is further shown in ‘ When you dragged out long roots from soft mulch – A white face hovered over the bottom. ’ The use of ‘you’ indicating that it is a relatable situation, and the tactile and visual imagery found in ‘ long roots’, ‘soft mulch’ and ‘ White face’ gives us further insight into his connection and love for nature. The mention of his reflection being seen in the water is a link to how he sees himself in nature, and is therefore connected to it. The last lines in the poem ‘ †¦ To pry into roots, to finger slime†¦ Is beneath all adult dignity. I rhyme- To see myself, to set the darkness echoing. Shows that as an adult, it is unacceptable to do the things he once loved as a child, and the only way to conjure the memory of that is to tell it through his poems. The use of the high modality of ‘beneath all adult dignity’ alludes to the fact that he is now in a world that is un-accepting of nature, and the choice he has made to stay within that position means that he can never really find his solitude within nature that he had as a child, growing up in Ireland and the farming culture that valued nature, again. Within the texts ‘Lost in Translation’ by Sophia Coppola, ‘Digging’ and ‘Personal Helicon’ by Seamus Heaney and ‘Globalisation? by Michael Leunig, the issues of how circumstances can affect choices within the globalised world, and how the choices you make will and can affect the circumstances you are in is explored through a number of different ways. Whether the characters have chosen to retreat from the modern world, or embrace it, the choices made within the texts are coming from some sort of influence from their previous circumstances. It is clear that your upbringing and loca l situation will influence how you go about navigating through an increasingly global situation.