Comparison between the Japanese and the American Culture in the Gung Ho Film - Free Essay Example

Sample details Pages: 7 Words: 1996 Downloads: 1 Date added: 2018/12/26 Category Sociology Essay Type Compare and contrast essay Level High school Tags: Japan Essay Movie Essay Did you like this example? Gung Ho is a movie that gives a candid parallelism that exists between the Japanese and the American culture. A movie explores the experiences of a Japanese company that has relocated to the America in search of perhaps better opportunity. The film through the experiences of the Japanese protagonist explores the challenges that they face as they are presented with a completely different culture from what they are accustomed (Howard et al). Don’t waste time! Our writers will create an original "Comparison between the Japanese and the American Culture in the Gung Ho Film" essay for you Create order Hunt who is an American but working in the Japanese company at times get in conflict such that thy even once engage in a physical fight in front of everyone. Ultimately, the two main characters learn the only way to survive in their diverse environment, is to cooperate and accept the cultural differences instead of being rigid. One factor that stands out between the culture of Japanese and the culture of the Americans is their perception about work and teamwork. The movie is marked by the differences in their working ethics such hat Kazihiro who represents the Japanese culture is of the school of thought about the need to have the collectivism concept; The concept of working together to achieve a common goal. Duties are not taken as a particular persons responsibility but as a collective duty for everyone to participate in. the Americans on the other hand are all about individualism. It is in their culture to value accountability for ones action and everyone is expected to bare their own cross. They work best when the jobs are assigned and then they all work separately to achieve the miniature objectives that are thereafter combined to form the ultimate mission of the company. The Americans resist the concepts that Kazihiro presents to them, until Hunt, their fellow American compromises on adapting some of the ideologies as they proved to be productive and the company improved their sales (Howard et al.). The clash and the disagreement are however brought out by the fact that the people do not have the same culture and the difference brings about the differences. The Americans believe in the need for individualism and it is hence their culture. The Japanese on the other hand, believe in the need for collectivity as in working as a team, to achieve the set target. The movie however elaborates to the user the need for one to have the knack for accommodating other cultures albeit they may seem a tad inferior to theirs since they might have an answer to a problem that one has. The clash between the two cultures also become clear when the workers differ on how some work should be done as in this case painting a car. The American and the Japanese culture have different way of doing things such that they go through a different method but they deliver the same work as they would done had they done the alternate way. Painting cars in this context is an important event as the people deal with the cars and something as one might perceive, as being inconsequential such as painting cars is an important venture. By Shimono offering to teach, the American Wendt how to paint cars it once again demonstrates the willingness of the Japanese to share their knowledge. The conflict that ensues portrays on the one need of the Americans to feel as if they are on the Lead as Hunt explains to Shimono (Howard et al.). The fact that the Americans are taught that their style of doing things is a superior move that should be honored makes one to see the difference in the cultures o f the two parties. The people learn the impact that the Americans feel they give to the result of the world. The Americans feel that they have the best skills and Wendt even feels insulted that the Japanese worker would even suggest that they would even give their method a chance to be tried out(Howard et al). He feels given that the company has relocated to America then the Japanese should have no qualms in adapting to the way the Americans do their thing (Howard et al). When the workers resume their jobs once the two masters have resumed their jobs, Hunt wants the American workers to be reassigned their former jobs since they are familiar with the job descriptions (Howard et al). The episode in this case, elaborates to the viewer the need for the cultures to accommodate others given that at the end of it all they all need each other. The people do not need to learn to stick to their ways and instead should be open to chances as the culture of japan is. The American culture in his case is a rigid one that does not value the beliefs and the norms of the other people. The familial values of the two people are also demonstrated as the people struggle to find a niche between the two cultures. For instance when the child of Willy is diagnosed as being sick, William sees the importance of taking the day off to keep the child company and to access the effects that the medication will have on the kid (Howard et al.). Soito on the other hand feels that it would be a loss of the input that the people so much need, as they would affect the work (Howard et al.). The Japanese culture in this movie implies that as long as a person is given the right medication hen that is what would eventually matter. it is therefore important to the viewer to learn about the importance of having a kid who the person sees the need to support them in all spheres. Just as Hunt explains to Soito, sometimes it is not the work that drives a person to do the work rather the reminder that they have dependants who need them for everything that they need to survive (Howard et al.). Th is means even the emotional support that the child needs to grow up in a supportive environment. The Japanese on the other hand as demonstrated by both Kazihiro and Soito is that the culture believes in the importance of sacrificing oneself to the fulfillment of the larger good. For instance, by William absconding work because of a sick child, he risks the company being bankrupt which would the affect a whole load of people and the families that they depend on the income that the jobs drew (((Howard et al.)), 2017). This episode once again shows the blatant difference that exists between the two cultures, the Americans believe in the need to protect what is theirs such as family and property even at the expense of the other people (((Howard et al.)), 2017). The Japanese on the other hand look at the impact that their decisions will have on the general public before indulging in the decision. The argument of Kazihiro is that since the disease is not a life threatening one, why should William risk the company being hurt by a trivial matter such as the tonsils of a kid being operated on (Howard et al.) 2017). The difference in their line of thinking, elaborates to the viewer the impact that the values and our culture can have on the people. the issue of individual responsibility and collective responsibility is candidly elaborated by the episode as everyone feels justified that their line of thinking is the right way of thinking. The style of communication among the cultures is also different as the two cultures are really different from each other. the American style is a low context mode of communication given that the people are more for saying what one receives about a certain situation instead of using a lot of words to say the same thing that would be said in just a few ones. Consider the incident that Hunt wants to go look for the Partnership of the Japans In the car business venture. He does the pr4sentation that is apparently meant to convince the investors on the rewards of being involved in the businesses. When he sees that he is not going anywhere with the challenges, he then explains to the investors on the benefits of being involved with them in a curt and a blatant manner. He then promises of full cooperation of the Americans should they be interested in the venture. Given that the Japanese culture is one that is high context, their silence is meant to communicate to Hunt his willingness to ven ture in the enterprise (Howard et al.). He however perceives the action as one that has meant that he has failed in convincing the company. The difference in the way different cultures interpret non-verbal cues such as silence shows that it is very different. In some settings, the silence could be perceived to mean their acceptance just like in the Japanese boardroom (Ho,n.p). Silence in some other cultures such as the American can be in interpreted to mean reluctance. The variance in different cultures, hence demonstrates to the user, the need first to understand the culture before coming into assumptions just like Hunt had. The high context culture of the Japanese, also insists on the importance of having cordial relationships instead of being right at the expense of the relationship (Ho,n.p). For instance, this incident is demonstrated when the American workers challenge the Japanese workers to playing a game. When the Buster, an American resorts to engaging in dishonest ways in order to beat them, the Japanese resorts to letting it slide instead of confronting them and ending up in an awkward situation. The issue of communication styles between the two cultures are sometimes in a constant clash as the people have different way of handling situations. When the men want to talk in confidence, they indirectly ask the women to leave by dropping hints that they would like to discuss business with Hunt, the Japanese women take cue, and leave but Audrey does not get it and even insists in being involved in the discussion. Kazihiro is not comfortable with the arrangement but he remains silent as he is reactin g to a high context communication as being one that needs direct talk instead of twisting the information to suit their comfort (Ho, n.p). The Americans also have a different perception on how power should be handled as they are the ones that are going to execute the decisions. It is hence important for one to look at the impact that the lack of involvement of the Americans in making decisions that they are expected to execute will have on the people. The Japanese on the other hand, feel that the people should only be informed of the process of the decision making if it only affects them. The Americans feel that their duty is to challenge the management on some decisions such as labor management decisions as they are decisions that will ultimately affect them, the Japanese sees it as a form of disrespect that they are questioning their bosses. The issue of ethnocentrism arises as each culture feels that their perception is the superior one and the other inferior (Ho,n.p). Such decisions are ones that are bound to affect the working relationship between the two parties. It is however a relief that despite the blatant difference in the cultures, the two manage to find a central ground and become successful in their enterprise. The movie becomes a relevant one to the world especially given the rate at which the world is globalizing. By the characters finding a middle ground, they illustrate to the viewer that it is important to compromise while in business by weighing the options. Work cited Howard, R., Blum, E., Ganz, L., Keaton, M., Watanabe, G., Wendt, G. (2017).? Gung Ho (1986).? IMDb. Retrieved 28 November 2017, from https://www.imdb.com/title/tt0091159/ Ho, G. (2017).? Gung Ho (Movie) American versus Japanese Culture.? Hugh Fox III. Retrieved 28 November 2017, from https://foxhugh.com/tv-series-esl-discussion-questions/gung-ho-movie-american-versus-japanese-culture/

Essay on Sexuality and Sexual Identity - 2559 Words

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Essay Victors Destruction in Mary Shelleys Frankenstein

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ECE 230 Language And Literacy Development In Early Childhood

Question: Discuss about the ECE 230 Language And Literacy Development In Early Childhood. Answer: In the case of engaging with the children through dialogue reading approach, I had chosen the book for children The Giving Tree which proved to be a very interesting book for the children. I can consider my success in having an effective dialogue reading session with the children as I was able to identify and observe to behavior of the child during the story reading. On the basis of Vukelic, Christie Enz research, I could understand the level of engagement that the child had with the entire story by the way he was making sounds even before speaking as if he was imitating my voice (Cortes, 2013). I could very well engage with the child during the entire story telling session (As shown in Appendix). This can be concluded by the way the child was attentive towards me and the way he was listening to the story. The child was actively engaged throughout the reading which was very much visible through his expressions. The child was observed to be slapping at the book at regular intervals v ery frequently as the story was progressing (Biddulph, 2002). He seemed to look at me and the book alternatively as the story proceeded. I could assess my success in delivering effective dialogue reading which was completely evident from the fact that the child was constantly asking me questions in between the reading which is a good sign denoting the engagement level of the child. I could further assess my engagement and ability to be a successful children story reader by the way I could introduce the text of the story effectively by talking to the child regarding the relevant experience at their age. I was able to provide the child with space and scope of talking, reading and thinking about his way of imagination throughout the session. I was able to make the child predict about the story which gave scope for the development of his imagination. I was also successful in delivering the story and reading it out to the child along with making expressions which were very effective in the delivery of the story. There was proper interaction between the child and me which was one of the strategies that had to be taken care of during the entire delivery of the dialogue approach (Bredekamp, 2016). Throughput the entire depiction of the story, there were immediate talks most of the time. The child was frequently asking questions throughout the session of storytelling. As per DeTemple, The immediate talk was oriented in the direction of answering the literal questions that were asked by the child to me. This also included the labeling of the pictures that were present in the story book (DeTemple, 2001). Further, there were many instances present throughout the entire session of dialogue delivery approach of the story telling to the child where the child had multiple opportunities of engaging in non-immediate talk. It could be observed that the engagement of the child throughout the story telling session was reflecting the receptive knowledge of the child through both the immediate talk and non-immediate talk. He seemed to be interested in the pictures that were present in the bold throughout the story (Bus Neuman, 2014). He kept on asking questions that were associated with the various types of pictures and images which are considered to be in the immediate talk section. The child was very enthusiastic and interested in getting to know about the characters, colors, letters present in the images. The non-immediate talk extended beyond the textual content of the story book. It involved the dialogue and conversations between the child and me about the meanings of the word, making of the interferences and predictions. It also included the association of the meanings, interference and predictions with the textual content of the entire story book to the personal experiences of the child (Ewing, Callow Rushton, 2016). The child, through the immediate and non-immediate talks was able to actively engage in learning the story and the moral behind the story. The immediate and non-immediate talks included the words like what, how, when, how, etc. these questions were followed by the answers for the questions, continuous repetition of the what the child kept on speaking, along with providing praise and help (Greenwood et al., 2014). These immediate and non-immediate talks created more space for active engagement of the child in the entire session of the story telling. The story reading session with the dialogue reading approach facilitated an enjoyment time for the child through the story which was filled with many opportunities for understand and imagine the story with visual clues. The child was not made to read the text form the story form the story book (Ewing, Callow Rushton, 2016). The activity, expression and the behavior of the child was observed throughout the entire session. The child was matching and resonating with the delivery of the story. The child was prompted in the entire story telling session which was based on the dialogue reading approach. Selection of the books for children is a very crucial aspect and infact, it is the first step of the entire dialogue reading approach of storytelling to the children. One of the ways for beginning the selection of the books for the children is to seek for the award winning authors and the books. This method should be preferred as the books that are award-wining are selected by the committees which are made up of the selected individuals who have expertise in the literature for children (Greenwood et al., 2014). Another source for selecting the books for the children is the Internet which would provide many options and choices of books for the children with information regarding the date of application, publisher, and cost of the books. The strategies that I shall adopt while reading next time would include previewing which would include the aspect of learning a text before actually reading it. It will enable me to get an idea about what the text is all about (Genishi Dyson, 2015). The next strategy that I shall adopt is the contextualization that would include placing the text in biographical, cultural and historical contexts. The next strategy that I would inculcate is questioning for understanding and remembering what the children would think of asking. The role of the child in writing back could reflect the development of the cognitive abilities, verbal communication of the child with adults and other children along with the narratives of the child. The psychological aspect and conditioning of the child could also be reflected in the writings of the child. The assessment of the writing skills along with the drawings had major links to literacy. It can be stated that there has been tremendous effect of ,media on the cognitive behavior of the child as the child could write and draw things out of his imagination which was majorly influenced by the entertainment media (Hammer et al., 2014). As per Schickedanz Casbergue, the writing style and pattern reflected the gain of control of the child regarding the development and implementation of the hand and eye coordination along with motor strength. The speed and fluency of the child could be analyses (Schickedanz Casbergue, 2004). The drawings of the child were much in coordination with the writings which were primarily implemented according to the imagination of the child. The most driving force for the child was the exploration of ideas along with visualization which is oriented to the child though the dialogue reading session (Ziol?Guest McKenna, 2014). Linear learning principle denotes to the aspect of being in resonance with the old, obsolete and contemporary way of learning that includes the textbooks, curriculum, schedules and classrooms. This linear learning system works like a delivery model which acts like a conveyor belt. The delivery of the writing cannot be expected form a child to be in a linear format (Jung et al., 2016). The linear principle would include the correct usage of tense, grammar and synchronicities in the sentences which cannot be done by a small child. The flexibility principle would denote to the way the child created a wide variety of symbols by decorating or repositioning the conventional forms that enabled him to explore the constraints and limits within which every form of the letter varied and was different from each other. However, it still retained its identification. The flexibility writing principle in this case could be analyzed as that child could discover what is acceptable and what is not acceptable in the writing. He could understand the fact that he had to write and draw according to the story that he was presented with. He produced certain kind of shapes of letters that were recognizable. He also included patterns and numbers in his writing. He did not have any idea regarding the limits of et writing system. The child was still getting confused with the reversal letters like b and d in his writing (Lane Wright, 2007). This can straight way denote to the fact that he was much more resonating to be adapting flexibility writing. The writings and drawings by the sign principle would denote to the extent to which the sense of the numbers is comprehended and what the child has learned out of it. As per Hill, Jones Schillin, the cognitive ability of the child to be able to perceive the numbers and symbols in the surroundings is reflected through the writings and drawings of the child. It could be analyzed that the child was very much prompt in being close to accurately understanding small numbers and symbols (Hill, Jones Schilling, 2014). The child was able to discriminate between various types of objects (Xu et al., 2014). The development of the word concept in the child is observed to emerge in a very gradual manner and is relevant in this case (Lederberg, Schick Spencer, 2013). At this age, the child is learning to read and write. The learning of the child includes the lessons including the use of syllable, word and phoneme. The order of the word emergence has placed the syllable to be in the first factors that the child was giving attention to. The selection of words had to be taught to the child at this age which was getting reflected in his writings. The child was very prompt at identifying the symbols, names and words by sight. Throughout his conversations, I could identify that the child was very fast in learning from the symbols and had the assumption that any whole symbol was representing the entire word. It could also be perceived that the child could identify and adopt various strategies of seeking various features from any word. It was also observed that the child used such features for the identification of any word. The child has the natural tendency for memorizing the entire word. He could also memorize some of one the salient features of the words. He, however, had difficulty in reading the authentic contents that was not composed primarily as sight words. Phonemic awareness of the child co uld be associated with the ability of the child to identify, hear and manipulate the sounds in the words which he spoke (Otto, 2015). Throughout the story reading session, the child was very carefully identifying and categorizing sounds and was giving efforts in blending sounds from forming words (Wallach, 2016). The child was giving attention to sight word through which he was able to the read simply by having a look at the words without him saying much to sound it alphabet by alphabet. He was able to create sight word as he was naturally able to encounter various words that were outside the sight word. He was sounding out the words by pronunciation it aloud. It helped in enhancing the ability of the child in differentiating between what he expected to hear and what he actually heard. The session also helped the child in separating the sound of the words from their actual meaning (Piasta et al., 2015). The child was also identifying and was able to separate the phoneme. He was recognizing the words that rhymed with each other. He was. However, having a very enjoyable time while getting to identify the phoneme and getting aware of the way every word should be pronounced. He was able to recognize single words in every sentence. He was paying attention to the matching of the identically sounding words at every beginning of the words. Transcript Line Speaker Utterance Comment 1 Teacher I chose the story book named The Giving Tree for us to read. What do you think his book might be about? Seated side by side on a couch and sharing the book with the child. Looking at the front cover. 2 Child Is it about a tree, a boy and a fruit which gives something? Pointing at the front cover having the picture of a tree. 3 Teacher Yes, the book is about a tree. How do you know that it is about a tree? 4 Child There is a picture of a tree on the cover of the book. But there is also a boy. He is there to eat anything. Pointing out to the picture of the boy on the cover of the book. The child points to the image of the fruit in the cover page of the book. 5 Teacher Very good. What fruit is it? 6 Child That is an apple. It is a strawberry! No! It is not a strawberry. It is an apple. 7 Teacher How can you say that the fruit is an apple? Why not a strawberry? 8 Child Because the fruit is too big. Strawberry that I ate in my breakfast is a small fruit. 9 Teacher Yes, it is an apple which is bigger than strawberry. Can we start reading now? 10 Child Mm, hmm. Turn the page. He opened the cover and we went to the first page. 11 Teacher This book is called, The Giving Tree. It is written by Mr. Silverstein I pointed to the words as I read. The child was watching intently. 12 Teacher Once upon a time, there was a tree. The tree kept growing as she saw the little boy who looked just like you. The tree also loved the little boy a lot. The boy went up the hill and climbed into the tree. Both look at the picture. 13 Child He could climb a tree! Child pointing 14 Teacher Yes, he could. Looking at the child. 15 Child Was he not scared 16 Teacher No he wasnt! Every day the boy would come and take up the leaves with his hands to gather the leaves. He used to make crowns out of the leaves. He pretended to be the forests king and play the game of king of the forest. 17 Child I am the king of the forest. Raising one hand 18 Teacher He would climb up the trunk of the tree and pick the apples and eat them. He would also play hide and seek around the tree. 19 Child Wow! Okay! 20 Teacher When he was tired, he would sleep in the shade of the tree. 21 Child then 22 Teacher As 20 years passed by, while the tree was mostly alone, it used to be very sad. Then one day the boy came to the tree. Then the tree said, Boy, come on! Climb up my branches and swing. The boy who had grown up to a big man replied, No, I cannot do that anymore. I am too grownup and big to play and climb on you. 23 Child Oh!! Putting palms on his cheeks 24 Teacher The young man told, I want to buy many things and have fun. I want to make a lot of money. Do you have a lot of money Giving Tree? 25 Child Then what happened? 26 Teacher The tree helped the boy in making money by giving her apples and branches as time passes by. The greed of the young man kept on growing. The tree kept on giving whatever she could from her own trunk, branches, etc. 25 Child Then? 26 Teacher The tree, through her entire lifetime helped the by giving him whatever was possible out of love but the man could not return back anything. At the end of his lifetime, the young man was too tired and wanted to rest in peace with the left over trunk of the tree. 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