Wild Style Free Essay Example, 1000 words

From the mix, it is difficult to tell them apart because they have identified with the style of music (Canby). Music heals wounds that are in the heart that cannot be reached by medicine, emotional wounds. Our character Zoro has had a tough bringing up especially with the state at which the Bronx was at that time. The lessons he learned were only to care about him, a tactic of survival. Steven Isserlis (2013) talks about the tremendous power that music has over us and how it can make one let go of their troubles and just be in the bliss. Zoro’s reversal of thoughts about self-loving is reversed when he is doing his paintings at music, Hip hop, festival. This can only be attributed to his journey and also the influence of the music that was around him. Hip hop is not a smooth sort of music but it is exciting, but it has unique beats and rhymes that cannot be forgotten. The entity of these items created a magnet, and it made the character remember himself as a part of the commu nity. The film Wild Style ends on a high note with Zoro having thrown party hosting performers of their trade. We will write a custom essay sample on Wild Style or any topic specifically for you Only $17.96 $11.86/pageorder now The reason that music cannot be compared to other forms of cultural practices is that it last time. Compositions that are centuries old are still famous today because the genius of music cannot be replicated even after a long time (Mussadaq). Such music is not modified because modification destroyed the originality making it just like any other today. Passion is a Contributing Factor to Realization of Goals The force that drives a person towards an object, goal or anything that they feel they desire with a lot of will against odds that have ruined hopes of many is the force of passion (Haden). Zoro had a passion for his drawing graffiti, and that kept him going on and on. He could not divulge his true self to the public without jeopardizing his life or his play space. It is that purpose and passion are entwined. The attainment of love gives one purpose of living and with purpose; the abundance of prosperity comes quickly (Mesiti 10). In all major projects, the team leader is always someone with a great passion for the project, subject or leading. Rose in the film had a gang of artists who followed her because of her passion and leadership qualities. Her being a woman did not hinder from achieving her goals. She would go into the subway to complete the artistic images that were her goal. In the film, Rose is depicted as a proud leader of her group. They always follow her as their leade r into doing graffiti activities even those places that were feared.

A Thousand Acres By William Shakespeare - 2620 Words

Shakespeare have influenced many generations of writers since his demise and he continues to have a massive impact on modern-day plays, movies, and poems. Whether it be a title of a book or lines of the protagonist, Shakespeare’s presence can be felt in every genre of writing. A Thousand Acres by Jane Smiley is also one such piece of writing. This novel came out in 1991 and won the Pulitzer Prize for fiction. Based on Shakespeare’s King Lear, this novel is set on a thousand acre farm in Iowa owned by a father with three daughters. The narration is done by Ginny, the eldest daughter. There are many similarities between the character development of King Lear and A Thousand Acres, along with the plot. Throughout this paper we’ll be exploring the similarities and differences between these works which belong to entirely different eras (King Lear from Shakespearian times and A Thousand Acres from late 20th century). Apart from the principle texts, we have used several articles published in various magazines and journals as well as available online. The analyses of these literary work as depicted in these articles helped us to develop a better understanding of the topic. King Lear The story starts in old Britain, where the aging King Lear is deciding to give up his power and divide his realm between his three daughters, Goneril, Regan, and Cordelia. Lear plans to give the largest portion of his kingdom to the child who admits to love him the most. Goneril and Regan,Show MoreRelatedA Thousand Acres By William Shakespeare1726 Words   |  7 PagesLake Crawford Crawford-Parker Engl 105 3 November 2014 A Thousand Acres A Thousand Acres is a brilliant novel that puts a modern twist on Shakespeare’s King Lear. Jane Smiley spends a great amount of time describing the modern labels that society places on the different genders. Females are described as inferior to men; they spend their days cooking, cleaning, and trying to remain anonymous. The men in the story are portrayed as the patriarchal figures; they rule over their family with an iron fistRead More Comapring Father/Daughter Relationships in King Lear and A Thousand Acres1129 Words   |  5 PagesFather/Daughter Relationships in King Lear and A Thousand Acres   Ã‚  Ã‚   The bond between a father and a daughter stands as one of the strongest emotional bonds present within many families. From the moment their little girls emerge from the womb to the moment their young women marry, the father reigns as the head of the household, the controller, and the protector. Though this rings true for many families, sometimes Daddys little girls make all the rules. They possess the ability to acquire whatRead MoreSympathy Seeking : A Thousand Acres From Shakespeare s King Lear2906 Words   |  12 PagesShreyas Tallamraju Ms. Laura Fitch AP English 12 1 April 2015 Sympathy-Seeking: The Alteration of Characters and their Circumstances To Manipulate Audience Sympathy in Smiley’s A Thousand Acres from Shakespeare’s King Lear There are few names as commonplace, ubiquitous, and recognizable as that of William Shakespeare. His enchanting story telling, complex plot twists, and brilliant usage of rhetoric make it easy to understand why connoisseurs of the English language are devotees to his style ofRead MoreKing Lear and A Thousand Acres Comparative Literary Analysis1386 Words   |  6 PagesKing Lear, a tragedy by William Shakespeare, is about the delegation of power from the old generation to the young, new generation. Furthermore, the play demonstrates problems that can arise from a transfer made too early, from one generation to the next. A Thousand Acres is a modern retelling of King Lear, that is similar to King Lear, but it is not an exact word for word copy. The overall plot has been retained from King Lear, but some of the minor details have been changed to provide an intriguingRead More Comparing Jane Smileys A Thousand Acres and William Shakespeares King Lear2135 Words   |  9 PagesComparing Jane Smileys A Thousand Acres and William Shakespeares King Lear Jane Smileys novel A Thousand Acres is a modern version of William Shakespeares King Lear.   The tragic ideas brought out by King Lear are revisited in A Thousand Acres both containing universal themes in which societies from past to present can identify with.   Tragedy is a form of drama that depicts the suffering of a heroic individual who is often overcome by the very obstacles he is struggling to remove.   The novelRead MoreThe Merchant Of Venice And The Crucible1337 Words   |  6 Pagesimportant for some individuals that they use violence to acquire it. Violence can often cause jealousy, greed and hatred for each another. It is the violence of many humans that can lead them into doing such â€Å"unforgivable† acts. In both the plays, William Shakespeare and Arthur Miller with their famous novels, The Merchant of Venice and The Crucible, have shown how Grudges and Rivalries can cause such destruction in the lives of the people and the society in this play. In The Merchant of Venice, GrudgesRead More Hamlet and the Oedipus Complex Essay1218 Words   |  5 Pagesis revealed that Hamlet did love Ophelia, was upon her funeral. Hamlet bursts out saying, I loved Ophelia. Forty thousand brothers could not†¦ Make up my sum†¦ Swounds, show me what thou’lt do†¦ woo ’t drink up eisel? Eat a crocodile? I’ll do ‘t†¦ Be buried quick with her, and so will I. And if thou prate of mountains, let them throw Millions of acres on us, till out ground, †¦ Make Ossa like a wart! (5.1.292-306) In this saying, it is evidenced that Hamlet really did care for Ophelia;Read More Doubt Of Shakespeares Authorship Of His Plays Essay2378 Words   |  10 PagesHis Plays Over the years, various persons have expressed doubt as to the authorship of William Shakespeare. These doubts are as old as his plays. American author, Henry James once said, quot;I am haunted by the conviction that the divine William is the biggest and the most successful fraud ever practiced on a patient world. (Hoffman 27) On the other hand, author Calvin Hoffman was convinced that Shakespeare was quot;the author of the most magnificent English dramatic prose and poetry ever writtenRead MoreThe Tragedy Of Hamlet By William Shakespeare1142 Words   |  5 PagesThe tragedy of Hamlet was an inordinately fascinating play with many profoundly intriguing characters that did a great many heroic and disappointing things despite the intricacy and arduousness to understand the true personality William Shakespeare intended for each. At the beginning of the play, as Hamlet has decided to pretend madness, he pretends he does not love Ophelia anymore, he even rejects her and insults her (Act 3, scene 1). This, of course, means that he has been in love with her beforeRead MoreCultural Disenchantment in a Postwar Climate Illustrated in Virginia Woolf’s Novel Mrs. Dalloway2198 Words   |  9 Pagesintended to overcome (Woolf, 72). The oppressive social expectations that Clarissa struggled under in her adolescence are significantly lighter for her daughter, who sees herself as â€Å"a pioneer, a stray, venturing, trusting,† who â€Å"might own a thousand acres and have people under her â€Å"(Woolf, 135-6). As the only young character in the novel, Elizabeth becomes a symbol of England’s adolescent generation who will shoulder the responsibility of social reconstruction. As such, Elizabeth’s most significant

Children learn in a variety of ways Free Essays

string(147) " used to help schools in the scene of mark classs and ability grouping without the coaching antecedently experienced in readying for SAT ‘s\." In order to see why some kids are more successful as scholars than others it is necessary to see how success is to be defined. This is a peculiarly hard inquiry as a practician within an English secondary school, where two definitions presently persist. The National Curriculum ( the statutory model for instruction in England ) defines successful scholars as pupils who possess certain accomplishments[ I ]( see appendix A ) . We will write a custom essay sample on Children learn in a variety of ways or any similar topic only for you Order Now This would connote that within English schools kids are deemed to be successful scholars depending upon whether they have developed the identified accomplishments. The accomplishments listed are non specific to any one topic and as such there is no demand for scholars to finish any traditional academic class. However, English schools are measured and judged by the criterions set by consecutive authoritiess. The current authorities has decided that a school ‘s success will be judged based upon their pupils ‘ public presentation in specified GCSE topics[ two ]( 5 A*-C GCSE ‘s including English, Maths, Science, Modern Foreign Language and History or Geography ) . This clearly shifts the focal point within English school from the accomplishments of successful larning back towards public presentation in traditional academic topics. Within this assignment a successful scholar shall be considered to be a pupil who achieves the English Baccalaureate. The writer acknowledges that the authorities ‘s current definition of success is controversial, non least of all as a consequence of the inclusion or exclusion of specific classs of survey. However this definition seems likely to be at the head of educational reform for the foreseeable hereafter and as such is of specific involvement to new practicians. This assignment seeks to critically analyze the consequence of theories of intelligence upon the success of a scholar. It is acknowledged that intelligence research is a monolithic field and that hence this assignment can non measure the full range of research. The focal point of this assignment will stay steadfastly grounded in the deductions of theories within instruction. If intelligence, nevertheless defined, were the lone finding factor upon the success of scholars so a simple trial should be able to accurately foretell the educational results for every kid around the universe. This is clearly non the instance. Individual pupils interact with the universe, and accordingly, the instruction system in a assortment of different ways. There are legion factors impacting upon this interaction which autumn outside of the range of this assignment. Nevertheless it is of import to retrieve that pupils ‘ ultimate success at school can be earnestly affected by factors such as the pupil ‘s motive, their cultural background and any Particular Educational Needs. By definition, it is clear that the whether or non a pupil achieves the English Baccalaureate does non take into history the single differences between scholars. There is no universally acknowledged definition of intelligence. A simple hunt in the Oxford English Dictionary reveals legion definitions, supported by quotation marks within written English dating back every bit far as the 1300 ‘s[ three ]. The word itself holds a curious topographic point within society, its importance is revered and yet its significance can non be easy defined. So what is intelligence? At its most limited definition, â€Å" intelligence is what intelligence trials step †[ four ]. A individual ‘s public presentation on a set on unrelated specified undertakings. However in order to follow this definition of intelligence it is necessary to cognize what it is that intelligence trials really test. At the clip that Boring made his statement ( 1932 ) his statement was genuinely round, neither he nor anyone else at the clip knew what the trials measured[ V ]. In regard of the deductions of intelligence theories on instruction trials began to be developed in France around 1904. Such trials were devised by psychologists such as Binet to foretell ‘success ‘ within the Parisian School system, to the extent that he abandoned the usage of any trial which did non separate between the kids irrespective of its conformity with his vague and traditional theory of intelligence. It would look that Binet ‘s work was non based upon any fresh theory of intelligence, simply the practical job of screening kids into those who could and could non execute in a traditional school scene. Binet ‘s ensuing trial was weighted towards mensurating verbal memory, verbal logical thinking, numerical logical thinking, grasp of logical sequences and an ability to province how one would work out the jobs of day-to-day life. An person ‘s trial mark age was so compared to their existent age. This work formed the footing of Stern ‘s develo pment of the â€Å" intelligence quotient † . The success envisioned by Binet and the Gallic Government at the clip is really similar to the success required by the current UK authorities. Therefore such trials will go on to be a forecaster of success today. Given Binet ‘s attack to the development of his trial, it would look that despite being credited as the Godhead of the first intelligence trial he was in fact the Godhead of a standardized appraisal trial. In recent old ages at that place has been increasing concerns over the impact of national trials. Standardized appraisal trials have been dropped at Key Stage 3 wholly and reduced to merely trials in English and Mathematics at Key Stage 2. In 2010 many primary schools took the extra measure of boycotting the national trials, directing their pupils to secondary schools with Teacher Assessed Levels. Whilst many argue that instructor appraisal leads to better truth than trials for which pupils are extensively prepared, how so can it be the instance that while many instructors are reasoning against the usage of SAT trials in UK schools, they continue to utilize the information provided from intelligence and cognitive ability trials. The usage of intelligence and cognitive intelligence proving within UK schools has increased dramatically within recent old ages. Within this field there are two chief trials which a big figure of pupils presently sit ( CAT and MidYIS/YeLIS ) . These trials are frequently used to help schools in the scene of mark classs and ability grouping without the coaching antecedently experienced in readying for SAT ‘s. You read "Children learn in a variety of ways" in category "Essay examples" Despite this being normal pattern in many schools, it remains controversial. The usage of such trials within schools strengthens the position of intelligence and intelligence-style trials as simply a method of finding success in school. The thought of ‘intelligence proving ‘ has been developed well in the United States since Binet ‘s original work and is now applied in a assortment of different ways, frequently with terrorizing consequences. The writers of The Bell Curve sparked monolithic contention with their work sing the IQ tonss of cultural groups within the United States. Their work seamed to back up the position that intelligence was unconditioned, that it could non be altered and that people with low IQ ‘s caused the jobs within society. This has caused monolithic concern around the universe and the potency for this system to be used to warrant societal segregation or worse can non be ignored. Whilst it is outside the range of this assignment to to the full measure the ongoing nature versus raising argument, it is the writer ‘s position that if a pupil can be ‘coached ‘ to better their consequences on the SAT ‘s trials so it is imaginable that they could be ‘coached ‘ to better their mark on an IQ trial. In response to the publication of ‘The Bell Curve ‘ concern began to turn sing the limited nature of intelligence, as measured by the ‘intelligence quotient ‘ , and any cultural prejudice within the trials. What is valued within a peculiar civilization has monolithic deductions of the development of its people and its construct of intelligence. The original intelligence trials were devised with Western school success in head and early illustrations contain clearly cultural and socio-economic based inquiries. In visible radiation of this concerns sing the US-centric intelligence research Stern berg kind to see the deductions of civilization upon theories of intelligence. In his article Culture, direction, and assessment Sternberg looked at his and other research workers work sing the impact of civilization. The research indicates that ; the act of assessment itself can impact upon an person ‘s public presentation as different civilizations have different outlooks of how they will be assessed, that persons in different civilizations may believe about constructs and jobs in different ways, that public presentation is improved when the stuff being assessed is familiar and meaningful to them, that academic accomplishments are non every bit valued in all civilizations peculiarly where certain practical accomplishments and cognition help them last in their environment. Whilst researching in Africa Sternberg found that many of the traditional positions of intelligence, valued in western so ciety, were frequently considered ‘stupid ‘ in different civilizations i.e. it was non the instance that they could non screen the points as required by the trial but they thought that do so was a mark of stupidity. In response to this find Sternberg developed his theory of successful intelligence ; nevertheless it is non the lone theoretician to review the current system culturally-loaded attack. Gardner MI â€Å" puting logic and linguistic communication on a pedestal reflects the values of our Western civilization and the great premium placed on the familiar trials of intelligence. † These cultural differences can non be forgotten and may function to foreground a failure on the portion of the Bell Curve to look into the grounds for the differences they identified. In a multicultural society how can we be certain that the trials are appropriate for the pupils sitting them? It is argued by the writer that without extended research into the cultural cogency of trials such as CAT and MidYIS, their consequences may take to pupils losing out on chances whilst could otherwise be unfastened to them. Whilst there has been increasing usage of intelligence proving within schools in recent old ages for all students, it has frequently been used to name larning disablements. What deductions for ADHD etc if a wide definition of intelligence had been accepted â€Å" adaptation to the environment † . Such trials are frequently performed by educational psychologists utilizing US-centric trial systems. In response to the increasing desire to label persons as ‘unintelligent ‘ due to their single differences, theories began to spread out the traditional position. Sternberg the â€Å" inclination to blend tonss on trials of intelligence with some sort of personal value † ( 2003b p13 ) . Many theoreticians have purported to follow a wider attack to the significance of intelligence, nevertheless few have really sort to use this to their ain actions or trials. A authoritative illustration of this can be found in the plants of Wechsler, who gives his name to a really traditional manner intelligence trial. Wechsler describes intelligence as â€Å" the sum or planetary capacity of the person to move purposefully, to thin rationally and to cover efficaciously with his environment † ( 1958 p7 ) . However his trial does non reflect this position. This highlights the trouble in inventing trials which match broader theories of intelligence. Given the jobs associated with traditional theories of intelligence, which all excessively frequently focused merely on accomplishments which are valued in the peculiar parts of society, theorists kind to promote a lodger position of intelligence. Sternberg â€Å" the clip possibly has come to spread out our impression and everyone ‘s impression of what it means to be intelligent † ( 2003b p 69 ) . This is an interesting pick of phrasing. It implies that it is non merely theorists which need to spread out their impression ‘of what it means to be intelliegent ‘ but the general populace every bit good. Sternberg proposed his theory of successful intelligence, backed by international research, to explicate why some of the most successful persons in the universe are non considered to be traditionally intelligent. â€Å" A cardinal facet of the theory is that success is defined in footings of a individual ‘s single ends with the context in which that individual lives, instead than in footings of more generalized ends that somehow are supposed to use to everyone. † TFSI â€Å" no affair how good traditional psychometric or cognitive theories account for public presentation on intelligence trials, they seem non to travel much beyond the trials in footings of their ability to account for intelligence in the mundane universe † p.317 â€Å" The triarchic theory is an effort to history for, in a individual theory, what in the yesteryear has been accounted for by multiple theories frequently perceived to be in struggle with each other. † P.325 â€Å" The point to be made, so is that intelligence is non a individual thing ; It comprises a really broad array of cognitive and other accomplishments. Our purpose in theory, research, and measuring ought to be to specify what these accomplishments are and to larn how best to measure and develop them, non to calculate out a manner to unite them into a individual, perchance nonmeaningful figure. â€Å" p. 327 p.335 beyond IQ â€Å" many bing theories of intelligence are uncomplete instead than incorrect † p.328 â€Å" each of the three subtheories of the triachic theory has received at least some empirical proof and amplification, although more empirical research and theory development are clearly needed. † p.334 â€Å" Our research, like that of others, is hindered by the deficiency of entirely satisfactory exeternal standards against which to formalize our theories and steps. † The trouble with bring forthing a wider theory of intelligence is at what point do you halt? What is included and what is non? Where is the line to be drawn? It would look that Sternberg believes that within the US the broadening of intelligence has gone excessively far. â€Å" In U.S. society, cognitive accomplishments have become practically equated with rational skills- the mental bases of intelligence. This equation is a error. † ( Sternberg, wisdom, Intelligence and Creativity synthesized 2003b ) On this point there is one theoretician who has been to a great extent criticised for spread outing this theory excessively far. Howard Gardner appears to hold an of all time turning list of ‘intelligences ‘ each one more vague and abstract that the following, many overlapping with his old classs. The chief expostulation which many people have of Gardner is his usage of the word ‘intelligence ‘ to depict what many would prefer to be known as abilities, accomplishments, endowments or capacities. In response to such unfavorable judgment Gardner explained that he realised, â€Å" that each of these words harboured booby traps, I eventually elected to take the bold measure of allowing a word from psychological science and stretching it in new ways aˆÂ ¦ I was suggesting an enlargement of the term intelligence so that it would embrace many capacities that had been considered outside its range † ( 1999 p33,34 ) . â€Å" There is nil charming about the word â€Å" intelligence † . I have intentionally chosen it to fall in issue with those psychologists who consider logical logical thinking or lingual competency to be on a different plane that musical problem-solving or bodily-kinesthetic aptitude. † ( Multiple intelligences ) â€Å" To name some â€Å" endowment † and some â€Å" intelligence † shows this prejudice. Name them all â€Å" endowments † if you wish ; or name the all â€Å" intelligences † . † â€Å" I think of an intelligence as a biopsychological potency. That is, all members of the species have the possible to exert a set of rational modules of which the species is capable. † â€Å" When I wrote Frames of Mind, I was excessively promiscuous in the usage of the term intelligence, and I applied it in countries where it would hold been preferred to deploy other nomenclature. † Cogency of MI â€Å" it surveys a broad assortment of independent research traditions: neurology, particular populations, development, psychometries, anthropology, development, and so on. The theory is a merchandise of the synthesis of this study. † â€Å" the contention that MI is non theory until the experiments are performed is indefensible. † â€Å" If other researches, looking at the same empirical informations or at new empirical informations, were to come up with a list of modules that were better supported, the current versions of MI theory would be called into inquiry. If there turned out to be a important correlativity among theses modules, as measured by appropriate appraisals, the supported independency of the modules would be invalidated. Furthermore, the theory could be partly disconfirmed on any figure of finer points. Possibly one or more of the campaigner intelligences will be found to be inadequately justified based on farther reappraisal. Possibly there are campaigners that I have non considered. Or possibly the intelligences are non about every bit independent as claimed. Each of these options can be through empirical observation verified and can supply agencies for disconfirming or redeveloping the theory, although in the instance of certain alteration, there might still be some public-service corporation to the theory itself. † The writer would travel as far to province that Howard Garner has non created a list of intelligences, but yet another list of larning manners. This averment is supported by the overplus of articles and books written on the topic in the US and throughout the universe. The application of the theory to the schoolroom puting reads merely as any text on acquisition manners, speaking about holding an consciousness of kids ‘s single form of intelligences, of learning in such a manner that all students have entree to the information in their preferable manner and of developing countries where kids may demo a failing. Sternberg ‘s work is besides non immune from such unfavorable judgment, in his work sing learning for successful intelligence besides describes the theory in a really similar manner to that of acquisition manners. â€Å" The theory of successful intelligence holds that some pupils who do non make good in conventional classs may, in fact, have the ability to win, if they are taught in a manner that is a better tantrum to their forms of abilities. † Teaching for successful intelligence. â€Å" One of the most utile things a instructor can make is to assist a pupil figure out how to do the most of what he or she does good, and to happen ways around what he or she does non make so good. † Coffield ‘s work in this country has found that there are far excessively many accounts of larning manners. How to cite Children learn in a variety of ways, Essay examples

Cultural Differences in UK and Saudi Arabia

Question: Discuss about theCultural Differences in UK and Saudi Arabia. Answer: Introduction The main purpose of this paper is applying the Hofsredes analytical framework to two countries that is UK and Saudi Arabia so that the main differences and the similarities between their cultures could be determined. The business styles and business processes in various countries are highly impacted by the cultural differences, so it becomes imperative to study them as it allows the businesses for entering and functioning properly in a new country. Therefore a model has been evolved that has proven out to be very useful for the understanding and implementation of a business strategy in a new country. There are basically four main sections in which this paper has been organized. Section1 discusses the theoretical contents of the very well known model that is the Hofsredes model. Under this section the main features of the model are described along with the explanations of their applications and thereafter critically analyzing them. This section also suggests the limitations and the utility of the model. The second section discusses and evaluates the culture of UK using the basis of the model framework of Hofsredes. This section is based on the analysis of the main characteristics of the culture of UK. Section 3 of the paper discuses the culture of Saudi Arabia by using the same model that is the Hofsrede's model. This model framework has been used as a basis for analyzing the culture of UK. Each and every element of the model is applied on the culture of Saudi Arabia. Using the result of the analysis of the model on the culture of Saudi Arabia an overall picture of the economy of Saudi Arabia can be drawn. The fourth section of the paper is the conclusion part that summarizes the main similarities in the culture of both the countries along with the differences between the Saudi Arabia and UK cultures and there implications on the business. The last section that is the section 5 is the recommendations section which is a small toolkit for knowing how a manager is going to work in a local organization in Saudi Arabia. About the Model The Hofstedes model was developed by Geert Hofstede and is a framework for the cross-cultural communication(Christopher 2012). The main purpose of this framework is to describe the effects of the cultural effects on the values of the members. Before developing the model Geert worked in the field of cultural studies across the globe in different countries(Moran 2011). He studied different cultures and there characteristics and later on developed a four dimensional model. After some years he then developed the fifth dimension in the same model. According to Hofstede there are basically five main dimensions on which the culture of the country can be ranked. The following are the five main dimension of the model: Power Distance Index The main focus of the first element is on the wealth, influence and the power among the people within a country. The countries that are ranked high on the power distance index have hidden caste systems that differentiate between the privileged and unprivileged and rich and poor. According to this element the power is considered as a fundamental concern because the humans are organized under this in to various hierarchies(British Council 2014). The poor are not able to better themselves because they are influenced by the rich and are easily blocked by them at various levels by the rich. The workplace culture often favors the rich and the different laws and regulations that are quite subtle hinder the upward mobility of the poor. While on the other hand the countries ranking low on the index have the society that is having equality and in those countries the influence and the power wealth does not determine the access to various facilities and services(Li 2012). Individualism The above mentioned index explores a degree in which the people in the society are integrated in to different groups. Under this elements the individualism versus the collectivism. On the individual side it has been observed that the ties are loose and everyone is expected to look after him or herself. While on the collective side the people are expected to be strong from their birth onwards and are cohesive in to the groups and have extended families that includes aunts, uncles, grandparents etc. that keep on protecting them in exchange of their loyalty towards the family. As for example in the case of the country like Germany the individualistic is considered with a high score of 89 as compared to the country like Guatemala where the collectivism is very strong that is 6 on the scale. Masculinity Under this dimension masculinity means preference given in the society for achieving heroism and material rewards for the success. Normally there is difference among the countries on the basis of the importance given to the male ideal that is related to achievement and ambition. The countries that have high masculinity score give more high status to the male at the workplace as compared to the females. Whereas there is less gender based discrimination in the countries that have low masculinity scores. Uncertainty Avoidance The main focus of this dimension is on the facts that how the cultures adapt themselves to various changes and cope with the uncertainties. The main emphasis of this dimension is on the extent to which the culture feels threatened and anxiousness towards the ambiguity. There is lot of difference between the risk taking ability and uncertainty tolerance within different societies(Rau 2015). The countries that have high index often posses entrepreneurial activity that is spread widely across the society. However the countries that have low rate of index there the people tend to move away from the government and risk bearing and also tend to restrict and over legislate the entrepreneurial activity. Long Term Orientation The fifth dimension in the Hofstede framework is the long term orientation that was added in the framework after the fourth so that the distingushment could be made in the thinking between west and east(Researchomatic 2010). The high long term Orientation ranking often indicates that the particular country is prescribing to the values of the tradition respect and long-term commitments. Under this culture the chances of the occurrence of the change are more often as the commitments and long term orientation do not becomes the elements of the change under this dimension. Application of the Hofstedes Model to UK When the economy of the UK was analyzed using the Hofstedes model it was found out that UK represents a totally and radically different society as compared to Saudi Arabia. The uncertainty avoidance, long-term orientation scores and power distance in UK is very low that clearly highlights the fact that the country is very modern and progressive though it has few rules and regulations. The long tradition of UK is demonstrated by the low power distance where the people normally expect themselves to be ruled and also prefer those leaders who consult and allow the staff participation. Therefore it can be said that is quite different from Saudi Arabia in this sense(Eisend Christaudolis 2016). The sore of UK In case of individualism is 89 which is very high and clarifies the fact that the culture of British supports individuality and values. It can also be seen that in the British culture when seen from the macro level there is more predominance of nuclear family in the basic social struc ture(Kakbadse 2013). While on a micro level the individuals are more concerned with themselves rather than working in a team in the business environment(Alford 2015). The UK places more emphasis on the individualism where different parts of the society reward the individual achievement. There are various links of familial links that keep on continuing throughout the life of the individual. The score of UK is 66 that indicate it is in the middle. This fact reflects that the culture and the society of the British has its main aim as an equality among the various sexes and gender though there is gender bias under the surface that still exists(Chaydhary 2015). The UK society is male dominated as in the case of Saudi Arabia and has a moderately strong masculinity score. UK has low uncertainty avoidance score which clearly reflects the comfort of the population of the UK in general in the societal arena and at the workplace(Holden Tietze 2015). There exists a religious police in the Saud i Arabia that also clearly represents the main example of uncertainty avoidance scores to be high in the country. In UK it is expected from the people that they express their emotions and stay unconcerned. It is expected that there is different cultural values and religious beliefs in the harmony side without existence of any conflict as in the case of Saudi Arabia(Okazaki 2015). Application of Hofstedes Framework in Saudi Arabia The analysis of the Hofstedes model is very much similar to the other Arab countries. The Muslim faith of the people of Arab countries plays a very important role in the lives of the people. There is some kind of predominance in the large power distance and uncertainty avoidance and are considered to be the important characteristics of the countries belonging the region. The people in these societies mostly follow the caste systems that do not allow upward mobility of the citizens in these countries. These regions have strict rules and are also termed as highly rule oriented that have various regulations, rules, laws and control so that there is reduction in uncertainty(Alford 2015). Though there is some amount of the growth of inequalities in power and wealth. The Uncertainty Avoidance Index in Saudi Arabia ranks to 68 which is low and also indicates low level of uncertainty tolerance. There exists a subtle and rigid hierarchy in the society that gives a very less scope for the people so that they can avoid the role designated to them. The people are ready to accept the role designated to them as part of the cultural heritage(Meyer 2014). There is not very high score of masculinity within Saudi Arabia than the average score across the world. The people in Saudi Arabia can trace inferior role of the women from the religious roots rather than the cultural roles. (John 2013)There exists the extensive rule of the etiquettes that exists in the meetings that are conducted in the businesses and the various other social interactions between the men and the women. This thus becomes very much onerous for the women as compared to men. Still it can be argued that there is more protection of the women as compared to men from the exploitations caused by the religious injunctions(Rau 2013). It is also considered that silence is one of the symbols of power and wisdom. The people a t the business meetings who are very powerful are the one who are silent observers and are the most active communicators. The individualism score of the Saudi Arabia is low and suggests that the society is communistic that prefer loyal families and long term tribal families. It can thus be evidenced that the culture of Saudi Arabia is culture oriented(Chadee 2014). Conclusions and Recommendations At last it can be concluded that the Hofstedes framework has proven out to be very much helpful in gathering lots of information in relation to the cultures of two different countries that is UK and Saudi Arabia. So it can be made clear that the manger that is working in Saudi Arabia and belongs to UK would be a great challenge. There would be lots of difference in the cultural experience of the various countries given the different constraints. It is implied from the power distance that the manager is expected to keep a distance from its subordinates and shall ensure that he shall always be in his cultural etiquettes. Along with that it shall also be made sure that no rules of the hosts are offended when there are large number of rules and regulations. The manger shall always maintain the decorum and the manager shall never go against the social customs of the place. The collective nature of the society shall also be kept in mind by the manager and the tribal loyalties shall never b e offended (Tomalin 2007). The manager shall be very well aware of the cultural attachments of the subordinates and the peers with whom he is working. It is required that there shall be appearance of masculine in Saudi Arabia more than in UK. There is a greater need of uncertainty avoidance in Saudi Arabia so it means that it is the responsibility of the manager that he always keeps on taking decisions and directs his subordinates and employees to a greater extent as compared to he was directing in UK(Buchele 2010). It would not be easy for the employees of Saudi Arabia to accept the same way of delegation of decisions as is done in UK. Along with that the manager while working in Saudi Arabia shall ensure everything that is being delegated and everyone is aware of who is expected to do what unlike in UK where the employees are expected to add value to few decisions(Neiulip 2011). So at last it can very well be concluded that manager from UK apart from learning the language had to learn various other things to work in Saudi Arabia. It will be required that he masters the cultural etiquettes and the various rules and regulations(Pant 2005). It is required that he masters and displays cultural adaptability and modesty at all the times so that he can get the approval from his seniors and his peers. Bibliography Alford, N 2015, Proceedings of the Eighth Saudi Students Conference in the UK, Scotland. 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