Multiculturalism in Lebanon

Multiculturalism in Lebanon Lebanon is a country with a long history which made it what it is today, a multicultural country. In a book called Geopolitique du conflit libanais by Georges Corm, written in French, the Lebanese situation and how it got to the state it is now culturally is explained. This book starts off by saying that everywhere in the world, be it Paris, London or Geneva, the Lebanese is used to be seen in the refined, cosmopolitan world of high finance, international negotiation, and real estate promotion. The author says about the Lebanese, quoting, on a trop coutume de le voir, pignon sur rue (Corm, 1986: 5) which literally means we are extremely used to seeing him, gable on street, the Lebanese. To be able to understand the multiculturalism of the individual carrying the Lebanese nationality, it is primordial to understand major highlights of this countrys history. Corm (1986: 6) highlights the impact several historical moments had on Lebanon and the development of its culture. As is known to all, Lebanon was under French mandate for a very long time. However, before the French occupation, in the previous century, Lebanon had been occupied by the Ottoman Empire. This Ottoman Empire occupation led Napoleon the Third to send an expedition in order to protect the Christians of Lebanon against the ferocity of Ottoman soldiery (Corm, 1986: 10). In 1975, a civil war exploded in Lebanon. Many times, foreign and powerful countries intervened. In 1976, France, ancient occupational force, mentioned the possibility of bringing in Lebanon French troops (army) (Corm, 1986: 9). In 1978, soldiers belonging to the United Nations came to establish their troops in Lebanon. Moreover, in 1981, the United Nations of America also intervened in this civil conflict. Lebanon being a country based on confessionalism (divided into religious groups) (Corm, 1986: 6), the conflict became vaster when there was a separation between the Lebanese populations due to religion. The Christian Maronites asked for the French intervention, while the Druzes asked for British intervention (Corm, 1986: 210). From all of the above, we can see that countries encompassing many different and diverse cultures intervened in Lebanon imposing their language (that is, French and English), and their principles. For example, Lebanese children attending French schools were forbidden the practice of Arabic language within the school walls. In a way, this is the basis of what gave the Lebanese individual the easiness to adapt. The Lebanese got this acceptance of adaptation when he immigrated to other foreign destinations where life promised to be better. Corm (1986: 20) describes a typical Lebanese person as a citizen of the Lebanese capital, Beirut city of patricians, merchants, artisans, and jurists ready to serve any new conqueror. Whether the conqueror was Egyptian, Iranian, Byzantine, French, American or British, it didnt matter. The only thing that mattered to a Lebanese person was that business was stable and always on the run (Corm, 1986: 29). Because of the influence of the West in a country considered as being Oriental, Lebanon was thereof called this junction between the Orient and the Occident (Corm, 1986: 15). The area of study: Culture can be defined as a body of learned behavior, a collection of beliefs, habits and traditions, shared by a group of people and successively learned by people who enter the society (Joynt and Warner, 1996: 33). Society in this context can apply to any level of culture, like nation, organization or profession. While in most instances, a persons nationality is a sufficient indicator of their culture (where the culture is the norm of that nationality), many societies now contain a variety of ethnic groups and individuals may easily be influenced by cultures other than their apparent nationality (Joynt and Warner, 1996: 33). A specific ethnic group can be characterized by its language, politics, attitudes, economy, religion, values, customs, education, etcà ¢Ã¢â€š ¬Ã‚ ¦ (Joynt and Warner, 1996: 34). A specific ethnic group can also be called a Diaspora. Many definitions were given as to the word Diaspora. Generally, Diasporas are communities that define themselves by reference to a distant homeland from which they once originated (Coles and Timothy, 2004: 1). When an ethnic group or a group belonging to a specific ethnicity, culture, religion, national identity and sometimes race (Coles and Timothy, 2004: 3) are dispersed (that is, dislocated and then relocated voluntarily or not) around the globe, this is what can be called a Diaspora. Coles and Timothy (2004: 4) mention Sheffers notion of a modern Diaspora as residing and acting in host countries while still maintaining strong sentimental and material links with their countries of origin. They therefore have collective memories (Coles and Timothy, 2004: 5) of their traditional country, and they face the same situation as their co-ethnic members (Coles and Timothy, 2004: 5). Diasporas are also divided into two distinct categori es. The first category consists of victim Diasporas who have had a traumatic displacement from their territory (Coles and Timothy, 2004: 6), and the second is the labour Diaspora which is scattering in pursuit of work (Coles and Timothy, 2004: 6). This brings up the cultural aspect of this study. Coles and Timothy (2004: 7) state that Diasporic communities move between regions and do not occupy a single cultural space, which leads to hyphenated communities which constitute the semantic coupling of the homeland and the host state. This affects the process of adaptation, assimilation or internalization of a host countrys culture (Joynt and Warner, 1996: 166). The field of consumer behavior is the study of the processes involved when individuals or groups select, purchase, use or dispose of products, services, ideas or experience, to satisfy needs and desires (Solomon, Barmossy, Askegaard and Hogg, 2006: 6). In addition, people can express their self and their cultural and religious belonging through consumption patterns and sometimes there are cultural clashes (Solomon, Barmossy, Askegaard and Hogg, 2006: 6). This is what links culture and the behavior of Diasporas in host countries to the field of consumer behavior. Accordingly, Nguyen and Polonsky (2003: 1561) say that the number of migrants and migrant communities in first world countries has increased significantly and that the constant process of acculturation and motivations (Nguyen and Polonsky, 2003: 1561) is important in consumption because migrants frequently want to maintain links to their home country (Nguyen and Polonsky, 2003: 1561). This study aims at understanding more clearly the consumer behavior concerning the members of a Diaspora community. In relation to this, the fact that consumer behavior also depends on the type of product consumed has to be taken into consideration. Research suggests that many different social situations have different norms of ethnic behavior (e.g. type and amount of food and drink considered appropriate), suggesting that the relationship between ethnicity and behavior is affected by the type of product being considered (Stayman and Deshpande, 1989: 363). Food and commodities products are more cultural. Therefore, to study culture affecting consumption motives (Henry, 1976: 123), a product class for which specific value orientations can be reasonably expected to affect choice significantly (Henry, 1976: 123) must be selected in a study. Thus, food is chosen in this research for the study of the behavior of Diaspora consumers because food is more than a means of nourishment and sustenance; it is also a key cultural expression, it can provide us with a taste of home and serve to reaffirm ties to their culture of origin (Penalosa, 1994: 41). Sometimes members of a Diaspora can reject some of the consumption patterns (Penalosa, 199 4: 42) that are characteristic of the host country. Furthermore, the products brand and the image that the brand gives to the consumer are also important to consider as cultural values penetrate the creation and perception of commercial symbols (Aaker, Benet-Martinez and Garolera, 2001: 494). To summarize, the cultural function of consumption means that the cultural context should, among other things, be taken into consideration when studying the meaning of objects for consumers and the use they will make of those objects (Wallendorf and Arnould, 1988: 533). There are country differences that can be used to interpret cultural differences in norms, attitudes, behavioral patterns, and important macro socioeconomic variables (Aaker, Benet-Martinez and Garolera, 2001: 499). Examples of country differences are conservatism versus autonomism and hierarchy/mastery versus egalitarian commitment/ harmony that relate to self-enhancement versus self-transcendence (Aaker, Benet-Martinez and Garolera, 2001: 504). These are typical differences between Lebanese and French cultures (Orient versus West). In this study, a questionnaire was distributed online to members of the Lebanese Diaspora in Paris, and semi-structured in-depth interviews were carried out with Lebanese people who had lived or are currently living in Paris. Subsequently, the data collected from the questionnaire was tested on SPSS 15 and a factor analysis was run. As for the interviews, major themes were identified as well as interpreted. Many limitations stood in the way of this study. To list a few, time constraints did not allow enough questionnaires to be collected thus making the statistical analyses less credible. In addition, English was the language used in the questionnaire while the Lebanese in Paris are mainly francophone, and the interviews were carried out in French thus not translating exactly the emotions and the real meaning of the interviewees words. Objectives and Research questions of the study: Following the aim and context of the study, research questions and objectives were derived. This study will aim to examine the socio-cultural aspect of consumer research while focusing on one durable good. Hence, this study focuses on food as it is the most culturally influenced product and as its value orientations affect choice significantly. The last objective aims to show that consumers have purchasing habits and patterns that allow them to express their cultural identity by investigating the attitude and consumption habits of Diaspora consumers when it comes to food. The research questions derived from these objectives and that guided this study are the following: Are Diaspora consumers influenced by the host countrys brands and the way they are marketed? Do Diaspora consumers try to influence other consumers who come from different cultural backgrounds? (relating to the socialization aspect) Which identity do they try to construct while living in a foreign country? Do they preserve their cultural identity or seek a new or different one? And if the latter is true, why? Structure of the study: In the first chapter, the general literature concerning consumer behaviour in a cultural and ethnic context will be reviewed. Following from this, the details of the method used will be specified. Third, the results of the research carried out will be presented and discussed as well as interpreted, before concluding with the limitations of this study as well as its implications for further research.

How Can We Explain the Difference in Achievement with Boys and Girls?

How can we explain the differences in achievement between boys and girls? Statistics show that it is clear that girls achieve more A* to C grades at GCSE then boys. This obviously shows that girls do better and achieve more in schools. In fact, since 1980 to the present day, the percentage of boys who have achieved these grades has risen. But so has the girls. When it comes to girls and boys choosing their options for GCSE, although they are open to pick the same subjects, there still seems to be a split. Girls tend to op for cookery, design technology and sociology. Whereas boys tend to op for resistant materials, P.E and science. So it is clear that there are the ‘boys’ and ‘girls’ subjects. One way the difference is shown in achievement is by setting and streaming in different schools. It is more common for girls to be placed in top set for all their subjects then it is for boys. Girls tend to do better in school then boys. This could be influenced by a t eacher (self- fulfilling prophecy). If girls and some boys are told that they are capable of getting great grades in school, then they are bound to achieve better than other students that are put in bottom set and are told they can only get a D or E, which are mostly boys.This shows that there is a difference between the achievement of boys and girls because girls are more likely to be placed in top set and are encouraged by their teachers to do well, whereas boys are not. Another way the difference is shown is by society and through the jobs that different gender roles take. There has been a divide in women and men jobs for a while. However now, there are increasing job opportunities for women. It is still known that women are more likely to take up jobs like nursing, caring, teaching and so on then it is for men.Men usually take up the job of mechanics, firemen, policemen etc. So in schools, they prepare the students for the job they believe is right for their gender. This shows t hat there are differences because boys must need to be more educated for the jobs they are required to get, whereas girls don’t need to be as much. If boys are ‘more’ educated then girls, then they are more likely to get better grades, but that still doesn’t explain why girls are achieving better than boys! Individual attitudes have a big impact on how a student achieves.Girls tend to always do their homework, always be well behaved and are in the pro- school subculture. Whereas boys tend to never do their homework, always misbehave and are in the anti-school subculture. This shows that girl want to do well in school to have a good life and a well-paid job, but it also shows that boys don’t really care about school and haven’t really thought about their future. This shows that there is a difference in achievement between girls and boys because girls have a better opinion of school and so will achieve better grades then boys as they have a neg ative opinion of school.It’s not that boys’ do less well. Boys’ achievement has been improving but girls have been improving more. All the matters that I have stated are linked. They all seem to state that girls achieve better in school than boys and that boys take their education for granted. There is also a link with boys and girls attainment. Boys tend to be at school less than girls and girls have better punctuality then boys. So, we can conclude that girls achieve better than boys because of their positive attitudes, actually wanting a good life and a good education.

Patrick Henrys Impact On Slavery - 1708 Words

The American Revolution brought many opportunities to light for African Americans. They used it ultimately as a mechanism of obtaining their freedom. The American Revolution brought changes to the relationships between enslaved and free Americas as they were forced to work together in some circumstances. The American Revolution gave African Americans a voice to express their longstanding grievances. They had many grievances, such as slavery and being treated as inferior due to their skin color. During this time, some enslaved Americans, such as Wheatley, were voicing their opinions on the people who were hypocritically speaking out against Britain for enslaving free colonists, yet had slaves of their own (Holton, 5). One of the people who†¦show more content†¦One of the ways in which blacks were awarded new opportunities was in the military. During the American Revolution, there were two sides of the war; the Loyalists who were loyal to King George III and the British govern ment, and the Patriots who supported Thomas Jefferson’s Declaration of Independence. During this time, some slaves obtained freedom if they served in the military. Those who were not offered that opportunity were enticed to join the Loyalists in return for their freedom. Although, in the end, both sides helped African Americans find their freedom where they could (Holton, 57). During the war, African Americas were used in various ways, such as guides, spies, and soldiers, but they were only allowed to do the jobs that did not require much skill, as people did not think they were very skillful (Holton, 57). One of the first battles in which many African Americans fought in was the Battle of Bunker Hill. On this same day, Congress appointed a southern slaveholder as commander of the newly formed Continental Army. When George Washington arrived to the battle site, he was baffled at the disorganization of the New England soldiers and called for a total reform of the army. One of the things he did during this reform was the removal of slaves and free blacks from the Continental Army. This reform lasted an insignificant amount of time as Washington feared that the free blacks that were no longer in the Continental Army would enlistShow MoreRelatedRhetorical Analysis Of Patrick Henry s Speech1375 Words   |  6 Pagescause in the War for Independence, and one of the most influential was Patrick Henry. In his famous speech â€Å"Give Me Liberty or Give Me Death† Patrick Henry delivered a powerful speech through the manipulative use of language and word choice. On March 23, 1775, the third Virginia convention was held in St. John s Church in Richmond. The convention was held to discuss relations with Great Britain. 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First of all, the colonists valued their independence immensely and it was a key factor in all of their decisions. An example of this is The Declaration of Independence, in which Thomas Jefferson declares in his closing paragraph: Read MoreRastafarian79520 Words   |  319 Pagesappreciated. Most important, however, was the Rastafarian insistence that Africa was the promised land and that Jamaicans should look to Africa for their model of value rather than to Europe, which was seen as foolish and a painful reminder of slavery and oppression. Rasta was an offense to those who wanted to deny the African part of their heritage. And the truth is also that in Jamaica at that time the privileging of lighter-skinned people was standard practice. Rastas were confronting so many

Analysis Of Brunelleschi s The Tower - 1103 Words

Brunelleschi s Dome Persistence is key when it comes to building any kind of structure that is meant to a great one. In everything you do in life you must be persistent to accomplish it the right way and to their fullest capability.In 1418 the town leaders in Florence announced a huge problem they have been putting off for years. That problem was that there was an enormous hole in the top of their church. As time went on the winter rains and summer sun had washed over Santa Maria del Fiore’s high altar. Their building of the church begun in 1296 to show the status of Florence as It was later decided that the structure’s glory would be the largest dome on Earth, ensuring the church would be â€Å"more useful and beautiful, more powerful and honorable† than any other building ever built Florentine fathers in 1418 put out a contest for a dome design and a reward of 200 gold florins. Architects flocked to Florence and put out their ideas for the fathers to judge. Filippo Brunelleschi proposed you build two domes, one inside of the other. But he refused to explain how he’d achieve this design, in fear that his ideas would be taken. Brunelleschi’s stubbornness led to a huge shouting match with the directors of the meeting. He was called â€Å"a buffoon and a babbler.† And had to be thrown out. Brunelleschi’s mysterious design touched their imagination. As a boy, during his goldsmith’s apprenticeship, he mastered drawing and painting, wood carving, sculpture in silver and bronze,Show MoreRelated`The Italian Retreat from Modern Architecture: Gio Ponti, Neoliberty and others3151 Words   |  13 Pagestype of plan Built same time but different era’s Gio Ponti, Ville Bouilhet, Garches, 1925-26, view Gio Ponti, House in Via Domenichino, Milan, 1928-30 Gio Ponti, House in Via Domenichino, Lantern on the rooftop Filippo Brunelleschi, Lantern on top of dome, S. Maria del Fiore, Florence Gio Ponti, Graphic and Textile design work Gio Ponti, Graphic and Textile design work Gio Ponti , Aria dItalia magazine, cover page Gio Ponti , Aria dItalia magazine, cover page Gio Ponti, ‘Domus