Production of Myth and Identity Politics of Assimilation in Love and Vertigo - Literature Essay Samples

â€Å"These are the myths I tell about my family and, like all myths, they are both truths and lies, simultaneous buffers of love and betrayals of trust.† (Hsu-Ming Teo 1) Love and Vertigo is a contemporary autobiographical novel that maps the lineage of the speaker Grace and her parents’ imminent immigration to Australia. The novel moves through three pertinent spaces of Singapore, Malaysia, and Australia and intriguingly all these three spaces are interlocked with cultural and political myths and trauma. Hsu-Ming Teo in her text intricately engages with moments of transformation from Birth to Social influx, Traditional Chinese culture to Westernised English Culture, and in relationship dynamics within family. Love and Vertigo as an autobiographical novel tries to draw attention to the convoluted life of a diasporic family where the struggle of assimilation not just results in complicated social and religious relationships but the absent present past and isolated presence within the space of Australia results in cultural and identity anxiety which is experienced differently by all the characters involved. She draws attention towards how trauma, myths, religion, anxiety, abuse, and assimilation are highly individualistic experiences which can be gendered and culturally specific at the same time. This paper intends to explore the central element of myth making within the novel and how this seminal quality is not just essential in weaving a Chinese cultural and individual identity in the beginning of the story but a movement away from it after the racial attack represents a need and anxiety necessary to assimilate within Western culture for survival with its nexus within euro-centric ideals. Further, this paper will engage in an analysis of Trauma as presented in the novel that is experienced by three different generation and how gendered the space can be and simultaneously productive where the political trauma leads to creation of dichotomous myths between East and West, evincing politics of assimilation. Hsu-Ming Teo’s preference for Autobiographical narrative is incidental as autobiographical narrative is a preferred mode of narrative within marginalized and diasporic groups. The usage of autobiographical narrative with the context of Love and vertigo could be looked at through a necessity to establish a sense of control or ownership over voice and representation which would be often overwritten or shadowed by the interpretation of the white gaze. Teo’s choice for an autobiographical narrative not just evokes this sentiment of need of control but through this form of narrative she engages in an excavation of her roots, culture, and tradition leading to a comprehension of the liminal space she exists within. Autobiographical narratives often lead to a problematic discussion with regards to the split between the writer’s personal â€Å"I† and the speaker’s â€Å"I† within the narrative as they are distanced and the speaker’s â€Å"I† almost becomes symbolic. The relationship between the speaker and the writer is a specular one where the distanced gaze looks and experiences a version of reality that is personal leading to questions of authenticity. There were some relatives who worshipped and bowed down before the Amazonian Cod for no other reason than its sheer monstrosity and diabolical ugliness†¦.appeasement gradually transformed into cautious petition†¦then he pushed his luck†¦Uncle Winston won seven hundred and thirty thousand dollars (Hsu-Ming Teo 15). Myths within Love and Vertigo play a crucial role as it doesn’t just establish a cultural identity but personal identity is highly influenced by myths within various communities. The focus on myth within narration not just elucidates the creation and transformation of a superstition into myth but as myths within the narrative is transferred through generations it leads to a reinstating of systems of gender binaries, rationalizing the autocratic rule of the Patriarch. Any figure moving away from the myth or resisting is punished narratively, which is seen through Lida, Pandora, and even through Mei Ling. Sonny’s attack on the aquarium and killing of the Cod not just results in his exile from the family but his attack could be considered as metaphorical for a break of cyclic chain of abuse that is perpetuated from myths due to his mother’s suicide not just from abuse used by Jonah but abuse and betrayal from Pastor Rodney too. Sonny’s infuriation with superstitions within this space could be looked at through the perspective of identity where his western skepticism clashes with repressed traditions of Chinese household leading to a need of total separation and severing of ties. Myths within the story undergo an interesting transformation during the space of post-war when the Japanese troops left Chinese myths were replaced with English-Greek mythology system. This shift within the center of culture is not just evinced through an English education and language system imposed but the kids and the family was renamed after mythical characters from Greek mythological systems. To safeguard ones position within society and to create mobility within spaces afflicted by Western systems this physicality of Greek myth not just leads to the first problematisation within the space of identity but there exists a perpetual struggle within the text within the space of language where English can neither be fully absorbed not entirely rejected. This change in name and identity perpetuated through mythology is cemented by a study of Greek myth within domestic and educational space where almost like oral traditions they are passed amongst each other and later this is advanced through Pandora’s introduction of Grace and Jonah within Christianity. This new culture and tradition moves within the family in form of references, education, heterogeneous interactions where with new identity it recreates systems of myth within domestic space but gender binary remains undeterred. â€Å"Mei Ling fisted her left hand and thrust it into her mouth, gnawing on the knuckle of her thumb and whimpering fretfully. ‘I don’t want it. Don’t want this damned baby, rubbish child.† (Hsu-Ming Teo 22) Trauma within the novel is almost productive as it leads to creation of myth related to spaces. The gendered trauma of motherhood and the political trauma of the riots and ethnic â€Å"otherness† leads to creation of myth within the speaker where she represents Malaysia as a space of violence and trauma due to stories passed down to her through Pandora and ambiguous memories of life in Malaysia as a child. Interestingly, Grace’s presence within Malaysia as a kid leads to a strengthening of this association of Malaysia with ideology of violence but her absence from the space of Singapore in the past leads to a creation of idealism due to Pandora’s elucidation of her experiences with Wendy Wu. the inability fully to witness the event as it occurs, or the ability to witness the event fully only at the cost of witnessing oneself. Central to the very immediacy of this experience, that is, is a gap that carries the force of the event and does so precisely at the simple expense of simple knowledge and memory (Caruth 7). Corporeality of trauma within Love and Vertigo is evident throughout the text where there corporeal aspect of trauma is specific to women within the patriarchal regime but ahead within the novel there exists an intersection between political and physical trauma. Trauma within the narrative is an experience which can neither be escaped from nor confronted but transforms itself into repression or distance and isolation. It oscillates constantly between what Caruth calls â€Å"crisis of death† and its correlative â€Å"crisis of life† where the characters struggle with the presence of unbearable nature of the event and survival of the event. The jarring and malignant experience of trauma within the narrative of Love and Vertigo is conducted through a wind angle view where each birth is associated with social riot or influx leading to a metaphorical explication of the physical trauma experienced. Motherhood almost transforms into traumatic space where the distancing of a self and the body occurs. This gendered space of trauma is portrayed through Mei Ling’s forced pregnancy, the brutal abuse faced by women within the patriarchal system by the hegemonic masculine authority, and through Pandora’s miscarriage, distancing and isolation during pregnancy and the sexual trauma she undergoes when Jonah rapes her. In fact one of the initial traumas that Pandora experiences could be even her separation from her foster mother where as a kid she had to severe maternal ties with Madam Tan and reestablish her relationship with biological mother, always deprived of love and intimacy. This gendered space of trauma within the novel is removed from personal interpretation of the speaker and represented as specific and personal to the physique, psychology, and emotion inflicted by the trauma. Hsu-Ming Teo’s this treatment of gendered trauma not just reveals the banal treatment of sexual and gendered trauma within the structures of society throughout cultures but she comments on the form of trauma that perpetuates under the disguise of love and traditions, which struggles to rationalize the violence and trauma generalised within the abusive relationship marking other’s body with reprimand for resistance. This could be theorized as one of the multiple themes behind the title Love and Vertigo. ‘If you love me, you make damn sure my son grows up in a country where he never has to worry about something like this happening. I don’t care where we go- England, America or Australia†¦If you won’t emigrate you won’t have a family ei ther’ (Hsu- Ming Teo 138-139). Movement within the text is incited through political trauma where Pandora and Madam Tay both immigrate out of a fear of social and ethnic riot. The political trauma not just etches itself within their memory but it leads to manifestation of anxiety with regards to survival and safety. Political trauma in the beginning of the text presented itself through a shift within mythological identity in narrative during the presence of the Japanese, the ethnic riots provoke a movement for safety but inadvertently the immigration for Pandora is within the space of Australia which recently lifted its â€Å"Only White Policy.† One has to notice that although Pandora’s immigration to Australia was necessitated by political trauma but there existed a complex and almost discomforting relationship between her and Madam Tay who constantly not just manipulated Pandora’s position and life within the domestic space but influenced Jonah’s actions and movements. The overwhelming and authoritarian presence of Madam Tay not just results in constant struggles between Pandora and Jonah’s mother but after her incessant vigilance of Pandora and Jonah causes Pandora to move first to Malaysia later to Australia. This movement is incited through a need to establish a sense of identity and individualism which Pandora struggles with through the text. The politics of assimilation within Love and Vertigo is marked with the element and act of constant â€Å"othering† that occurs within the narrative with regards to Grace and Sonny. Their ethnicity, their dialect, language, and cuisine are not just presented within the dominant white space of Australia that has recently allowed immigration but both Grace and Sonny’s experience of isolation due to it is represented. Grace although taunted for her patois of Chinese-English dialectic, Sonny is physically assaulted for his corporeal and linguist â€Å"otherness†. This experience of complexity within identity and race is again portrayed as an individual experience, resulting in varying form of disturbances and issues with relation to Chinese and Australian identity. Assimilation within the novel is problematized where Pandora tried to create a home within the immigrated space of Australia but she couldn’t establish a level of familiarity with it leading to a going back to Chinese traditions through name and cuisine which is observed within Jonah too, yet the return is never complete. Sonny assimilates within Australian culture and identity by severing ties with his Chinese roots and not identifying himself with traditions and culture perpetuated by the patriarch. Grace on the other hand suffers through a need for assimilation. We grew to hate the sound of our voices, and those of our parents. They loved all things British, but they couldn’t speak English. Their accents, their syntax and their vocabulary mirrored in language or cultural difference and our social leprosy before the age of multiculturalism. Even then we were right, we were wrong (Hsu-Ming Teo 178). Grace experiences a complexity with relation to identity and assimilation where her need for belongingness not just results in her growing familiarity with Australian accent and culture but there results a strong clash between the Australian identity and Chinese Identity. This political space of assimilation, for Grace, leads to a production of myth related to spaces where Malaysia within her mind is associated with memories of violence, separation, and cruelty and Singapore is associated with idealism. This space related myth is perpetuated and influenced by her dependence on Pandora’s memory and her need to be liked and appreciated by her. A further movement away from the Chinese identity occurs within the novel after Grace encounters the abuse and fear utilized by the Patriarch towards Pandora, Sonny, and her to ingrain acquiescent and submissive behavior. This experience of abuse within a diasporic household leads to a distancing from Chinese identity where Jonah reiterate s his idealized memory of Malaysia, almost functioning as myth, to not just juxtapose the segregation he experiences at a vocational and cultural level within Australia but to establish a sense of shame within Grace and Sonny for being â€Å"ungrateful†, associating the figure of Jonah with frustration and â€Å"Martyr complex† and coincidently deflecting the emotion of frustration and distance with Malaysia. This creation of dichotomous view of spaces not only leads to segregation of Grace further but when Grace and Jonah encounter other Chinese families with years, they realize their ambivalent position where they are neither Australian nor Chinese enough. In many ways, Australia becomes the buffer against the memories of the past. Yet because the migration is induced by trauma of the Malaysian 1969 race riots on the psyche of Grace’s mother, its legacy in the mind of her daughter appears with the stain of distrust and censure, with a touch of the mythical (Pillai 7) Shanthini Pillai within her essay â€Å"Essentialism And The Diasporic Native Informant: Malaysia In Hsu Ming Teo’s Love And Vertigo† discusses the problematic space of political representation with terms of Diasporic Literature in terms of Hsu-Min Teo. She talks of how within the discourse of the novel Hsu-Ming Teo’s approach of Malaysia is essentialist and laden with connotation of violence and â€Å"macabre† leading to creation of an image of Malaysia that is far removed from reality. She points out how within the space of discourse and politics Hsu-Ming Teo’s representation of Malaysia isn’t just mythical and biased but inadvertently causes the question of â€Å"gaze† within the novel, questioning who Teo is speaking for and speaking as being placed within the hyphenated space of diasporic identity, â€Å"Australian-Malaysian†. Hsu-Ming Teo through Love and Vertigo engages in a representation of struggles within diasporic space with relation to political, cultural, and social assimilation. She portrays the individualistic and personal experience of trauma and abuse, especially within the diasporic space and the perverse reiteration of a religion distinct and removed away from primary culture. Teo through a system of myth within the narrative not only unfolds a discussion about the interrelationship of myth and identity but she depicts a frustrating need of characters to create a space of familiarity and home within the space of Australia, Malaysia, and Singapore which is distanced and problematized for them further due to association of these spaces with contrasting images of betrayal, love, roots, and abuse. Works Cited Primary Source: Teo, Hsu Ming. Love and Vertigo. Australia: AllenUnwin, 2000. Print. Secondary Source: Caruth, Cathy. Trauma: Explorations in Memory. Baltimore: Johns Hopkins UP, 1995. Print. Pillai, Shanthini. Essentialism And The Diasporic Native Informant: Malaysia In Hsu Ming Teo’s Love And Vertigo.GEMA Online Journal Of Language Studies 10 (2010): 3-15. Web.

Creons Speech - 3883 Words

English Essay Zita Chan 4G (7) How is Creon’s character introduced through his opening speech in the First Episode (lines 159-195) and how does this speech create tension? The bestowal of ruling legitimacy upon Creon sparks off the Greek tragedy. Polyneices and Eteocles, brothers of Antigone killed each other during their fateful battle for the Theban throne and Creon, as the closest surviving kinsman, rules as the Theban king. Creon then approaches the chorus of elders privately and pronounces his first speech, wishing to draw himself support from the group of elite elders to prevent further mutiny against his rule among the Theban public. Through declaring his legitimacy as a ruler, establishing his authority and outlining†¦show more content†¦As well as in ‘he must be left unburied’ (line 191), Creon employs the modal verb ‘must’. The declaration is dogmatic and affirmative in tone, thus the declaration itself is a ‘command’ that Creon has pronounced on the elders and his people. This in turn reveals Creon as an absolute and even arrogant ruler, who demands complete compliance from his subjects. Another means that Sophocles introduces Creon’s contradictory, polarised and cruel character from his opening speech is the inclusion of literary techniques in the speech: hyperbole, imagery and proleptic irony. Creon accused Polyneices of not only burning Thebes to the ground, but also ‘throw the rest into slavery’ (line 189). Creon condemns Polyneices of putting the entire nation under ‘slavery’ hyperbolically. The message of his message suggests an extreme state of suffering of the nation, which is merely Creon’s own projection. Creon here is thus shown to be polarised, by claiming Polyneices guilty of a hyperbolic crime of ‘enslaving’ the nation. This is also to show is arrogant and judgmental nature when he proclaims the position of the judge and jury, accusing Polyneices of a crime which had never occurred and which was a result of his own stereotypical mindset about a ‘traitor’. The Gothic imagery ‘drink b lood that he shared’ (line 188) echoes in a certain way with the Chorus usingShow MoreRelatedAnalysis of Creons Speech and Reflection of His Character1714 Words   |  7 PagesCrHow is Creon’s character introduced through his opening speech in the First Episode (lines 159-195) and how does this speech create tension? Time spent: 2 hours Starting in media res, the audience are informed of the death of Eteocles and Polyneices through the Oedipus’ family sisters, Antigone and Ismene’s heated conversation. Creon, as the closest blood relative of the throne, succeeds as ruler of Thebes and comes to power. 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However, when the situation arises where it is crucial that Creon takes advice, he neglects the part of the speech where he says â€Å"a king... unwilling to seek advice is damned.† This results in Creon’s tragic undoing. Being in power yields theRead MoreAntigone, by Sophocles996 Words   |  4 Pagesthe traitor despite the necessity of burial for proper passing into the afterlife. Believing that Creon’s decree is unjust, Antigone buries her brother. When she is brought to the king, Antigone uses this speech in defense of her actions. In the speech, she uses allusion, diction, and particular sentence structure to increase the effectiveness of her argument. A key factor in the power of her speech is Antigone’s consideration for her audiences. The first of these audiences is Creon the king ofRead MoreEssay about Antigone by Sophocles871 Words   |  4 PagesAntigone and Ismene. These brothers, fighting for control of Thebes, kill each other, making Creon king of Thebes. 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The Mcdonaldisation Of Disney Theme Parks Free Essay Example, 2500 words

Bureaucratic organizations stand for the process of rationalization and the structure they inflict on human interaction and thinking intensifies the process, leading to a more and more rationalized world (Keel 2010). Ritzer critically analyses the impacts of social structural transformations on human interaction and identity (Keel 2010). He stresses that in the later part of the 20th century, the social structures of the fast-food restaurant has become the organizational force that broadened the process of rationalization further to the dimensions of interaction and individual identity (Keel 2010). Ritzer stresses that the five themes within this McDonaldisation process are Efficiency, Calculability, Predictability, Increased Control, and the Replacement of Human by Non-human Technology, as well as the irrationality of rationality (Keel 2010). Efficiency pertains to choosing the means of production that was rapidly and uses the least cost or effort (Keel 2010). Calculability conce ntrates on factors that have to be calculated, counted, and measured (Keel 2010). Quantification tends to stress quantity over quantity, hence leading to mass production (Keel 2010). Quality becomes equal to quantity, such as quota (Ritzer 1994, p. 142 cited in Keel 2010). We will write a custom essay sample on The Mcdonaldisation Of Disney Theme Parks or any topic specifically for you Only $17.96 $11.86/page

Student B As A Reader - 1392 Words

Student B As a Reader Student B is an 8th grade 14-year-old student in Class 2 who exceeded the standards on the previous year’s Smarter Balance Assessment and continues to excel in class. She only needs to hear the lesson once to gain comprehension. I tailor each lesson of my 48 minute class so that students listen, speak, write, read and move each day, which helps student engagement.. Student B and I often run into each other at the only bookstore in our small town. She reads two to four hours each night, writes stories for pleasure and enjoys acting and visual art. She publishes her own stories on the web page WattPad and I comment on her writing in this public forum. She wants to be a writer or an artist. As one of 17 students in my English Language Arts class, Student B stands out from her peers owing to her quick learning and her individuality. She usually wears a blanket to school instead of a jacket and wraps herself in it during class. During recess she spreads it on the ground and she and her friends lay down and talk in the sun. Her individuality is an asset during creative writing, but can be an hinderance when writing literary analysis. While Student B is highly motivated, her desire to complete things her way can lead her away from needed instruction. As part of the writing process, I conference with each student to go over their final grade and s et goals for the ensuing assignment. Student A’s personal goal was to respond to the prompt and rubricShow MoreRelatedStudent B As A Reader1061 Words   |  5 PagesStudent B as a Reader (Kaylee) What about the student as an individual (experiences, skills, interests) provides insight into his or her work samples and your analysis of them? In a class where most students either fall into the categories of being high achieving or low scoring, Kaylee is one of few students in the middle. 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To exemplify, inRead MoreComprehension Is The Purpose Of Reading1039 Words   |  5 Pagesthe purpose of reading, students need to understand and enjoy what they are reading to learn from it. It’s the creative process of activating prior knowledge, to explore and apply what is read. For example, if students need to know how to play a new board game, they read the instructions for direction. Comprehension implies different levels of thinking: from literal to inferential, then critical and evaluative. Literal is the first level of comprehension, where the reader connects with the text,Read MoreReading Subject : English Year Level1386 Words   |  6 Pagesand visual features and print and multimodal text structures (ACELY1670) Elaborations: Predicting, asking and answering questions as they read, and summarising and reviewing meaning. Learning intention: Success criteria: We will be focusing on how students make predictions before reading texts and during listening. What is more important, being smart (proud)/well-dressed or being kind? I will be looking at how close, student’s predictions are to what the book is actually about. As well as their ownRead MoreResearch Rationale: The Influence of Weblog on the Reading Motivation of Undergraduate Students935 Words   |  4 PagesDiscussion The rationale behind the present study was an investigation of the influence of weblog on the reading motivation of undergraduate students. Based on the empirical data, it could be inferred that there was an increase in students reading motivation. As indicated earlier, this can only be attributed to the use of blog. On the other hand, we found little or no change in motivation within the control group. This situation can best be interpreted when it is understood the implementation

Project Management Role And Responsibilities - 1390 Words

6.1 PROJECT MANAGER’S ROLE What are some general roles and responsibilities for the project manager? What are some of the project manager’s role and responsibilities as it relates to managing the prime contract? 6.2 LEARNING OBJECTIVES At the end of this section you will be able to: †¢ Explain the role of project management role in driving the efforts of the project team (Reliance and Contractor or Supplier) to achieve the contract objectives †¢ Explain Reliance Project Manager’s Role and Responsibilities †¢ Introduce topics important to project success – Leadership versus Management – High Performing Teams – Account Management 6.3 PROJECT MANAGER’S ROLE AND RESPONSIBILITIES The Project Manager Must †¢ Ensure that†¦show more content†¦ill execute the project has a tremendous amount to contribute to the executive team who identify and shape the opportunity – Especially in the contract strategy development – EPC experience and market knowledge is extremely valuable – A realistic execution plan enable Owners to include accurate capital cost and facility availability information in their models (ROCE, NPV) 6.5 PM’S ROLE AND RESPONSIBILITIES – INITIATION PHASE †¢ Development and issuance of prime contract summary †¢ Development of prime contract assignment matrix – Identifies specific obligations of Reliance and the Contractor and identifies individual(s) responsible for each action †¢ Development of prime contract notice requirements list – Identifies contractually required notices and the individual(s) responsible for initiating each notice †¢ Preparation of prime contract risk analysis of terms and conditions †¢ Establishment of change order procedure †¢ Development of claims management process †¢ Development dispute resolution process 6.6 PM’S ROLE AND RESPONSIBILITIES – EXECUTION PHASE †¢ Collaboration among construction, engineering, procurement, project controls and finance team members to – Ensure compliance with prime contract terms and conditions – Ensure awareness of project activities that may affect the prime contract – Coordinate with legal department to negotiate and resolve claims †¢ Approve and certify Contractor invoices †¢ Risk mitigation measures are enacted †¢ Change orders are

A Critique on Sharon Beatty’s Essay Free Essays

In her essay, Sharon Beatty provides useful insights for the dissertation supervisor as well as the doctoral student with respect to the nature of the supervisor-student relationship, the dissertation process, and early career development in publishing. The topics discussed in the said paper includes: (1) preparation for the dissertation in the American Education System; (2) Getting started; (3) stages of research; (4) supervision during the process; (5) the study and getting closure; (6) moving dissertation to journal articles; (7) dealing with the submission and review process; and (8) the next step. In the introduction, Beatty noted that the dissertation process can be enjoyable when all the ingredients are present and all procedures are followed to a T. We will write a custom essay sample on A Critique on Sharon Beatty’s Essay or any similar topic only for you Order Now She stresses the need for a positive attitude while undergoing the dissertation process and she shares her views on this matter based on the experiences she has gained as a member oh at least 14 doctoral dissertations on marketing. As a critique, I would have to say that Beatty covered the aspects of writing dissertations very well. Special mention should be made to the fact that Beatty imparted useful and interesting advice with respect to how the relationship between doctoral supervisors and students can evolve and grow in the process. Needless to say, the supervisor and the students should harness a symbiotic relationship along the way to ensure the success of the dissertation. How to cite A Critique on Sharon Beatty’s Essay, Essays

Social Etiquette Medical Marketing & Media

Question: Discuss about theSocial Etiquettefor Medical Marketing Media. Answer: Introdcution It is important for every person to behave in a way that is responsible in a way that is acceptable in the society. Everyone should avoid people around them not to feel embarrassed due to their bad behavior. Some embarrassing behaviors that should be avoided includes illogical or irrational behaviors in the public. Social etiquette is therefore basically what makes human beings to be different from the rest of the animals. According to Wang (2015), human beings are social animals and it is very crucial for them to behave appropriately by behaving in a socially responsible manner. If one observes people out there in their daily activities, they are likely possible to find individuals who do not have etiquette. Having etiquette can also be referred to as having good manners which is essential for any civilization (Bashe, 2008). As earlier stated, the foundation of social etiquette is all about having behavior that is acceptable to the community, that is, professional, social and polite (Klie, 2016). This includes both in family and professional situations (Wang, 2015). Good manners can mean the difference between failure and success in most of the life aspects. Social etiquette has its foundation in family set up. This is the place where everyone ought to have social etiquette. This is the best way to start off with social etiquette. For instance, when one gets married, they start to think of how they are going to get along with the new in-laws. It is also important that in-laws also show good manners to the new family members. Still in the family, using words such as please and thank you are part of having social etiquette (Shuling, Cindy Yunhsin and Meng-chen, 2016). This is better off than when people use language of issuing orders and refutation. Children in the family should also be taught how to have social etiquette so that they take it out to the world. According to Abrutyn and Carter (2014), family etiquette is the foundation of social etiquette for children are taught how to behave to the rest of the world. Some of the simple things are basically taught in the family unit. They include behaviors like how to respect the belongings of others at home, respecting each others personal space, not interrupting people when they are talking, chewing with ones mouth when its closed, avoiding to speak to people on phone when at dinner and so on. Children learn this at home and this determines how they would behave when they are in the public, with strangers and friends, at someones place or even in hotels (Croom and Davis, 2006). If one treats the others with respect, then the person is likely to remain on their list of the persons they trust. They are the ones who would be invited to parties and they would be cared for. Social etiquette saves one from embarrassments by behaving in a way that is offensive or unbecoming. This is no exclusion of social media which can magnify peoples behavior. There are basic unwritten rules of social etiquette. Some of them include keeping time when going for meetings, get-togethers or even dates. Arriving late is a sense of disrespect for the other persons time (Ankeny, 2011). One should never interrupt another while they are talking. Most importantly one should keep eye contact when they are conversing. It is also important for one to give or receive compliments graciously (Croom and Davis, 2006). Etiquette also includes holding doors for anyone who seem to be struggling such as the disabled, the aged, parents and children. Also, refusal to gossip with and about friends is equally important in social etiquette. Social etiquette also extends to letting the other person know when one is contagiously sick and may involve postponing and rescheduling plans. Sharing and tipping friends when one is invited to a place is also a sense of social etiquette. Failure to do so may mean that one may not be invited somewhere again. In the social media one should never post things that are not appropriate for the world to see (Croom and Davis, 2006). People should respond to posts and give praise when needed for there are other people who require attention such kind of attention (The etiquette of offering help, 1996). When one makes mistakes on social media, they should own them and offer sincere apologies appropriately. Most importantly everyone should follow the rules of the kind of social media they are using. All this means that an individuals has the acceptable social etiquette. Both business side and ones personal life has guidelines and rules for how to behave and it leaves most people unaware of how they are supposed to behave in new environments. One of the most important things to do is making sure they are prepared before making a social mistake. There are several reasons why social etiquette is important (Golman, 2015). One of the reasons is that it makes an individual to be well cultured in the society and leaves a mark behind wherever they go. Social etiquette teaches one the way to walk, talk and above all it helps one to understand the best way to behave in the society (Adhere to Social Etiquette, 2004). It is social etiquette that determines the first impression one can make after meeting someone. The way a person communicates with their parents, superiors, friends, fellow workers can tell a lot about their personal personality and determines the first impression they create when they meet new persons (Wood and Warin, 2014). Having social etiquette is important because it enables one to be respected and appreciated in the society (Arnold, 2008). This is because no one would want to talk to a person who does not know how to behave or speak in the society. Having social etiquette inculcates a sense of loyalty and trust in people. This is because the person becomes more mature and responsible (Saurisse, 2013). Relationships are also greatly based on social etiquette. There are several other reasons why social etiquette is important in that it enables one to be comfortable with themselves because of knowing how to behave and react to a particular situation. Social etiquette plays a part in making clear conversation due to breaking down of all barriers that may occur rather than raising them (Saurisse, 2013). Other peoples feelings are protected by practicing proper social etiquette. This is because persons who have proper social etiquette do not point the errors and mistakes with others or draw attention to the errors and mistakes. In the work settings, an employee who has proper social etiquette is seen as more professional, more capable and more intelligent than those that have improper code of conduct. Peoples culture and the society at large are changing fast and this has led to difficulties in keeping the rules of social etiquette. Social etiquette is meant to be guideline rules to be followed but not a set of strict rules (Walmsley, 2009). The reason why most people today do not have social etiquette is because they were never taught at home when they were at a young age. Parents have failed to play their role in teaching teenagers and children about etiquette (Golman, 2015; Pr, 2013). It is difficult for children who were never been taught social etiquette to practice it when they are adults. However, it is good for people with problems of having social etiquette to start practicing it privately. It can be difficult to switch to our good behavior when one feels like (Loguercio, 2012). Our best behavior should be shown to people we love most. There are people who argue that they want to learn etiquette. However, such people question why some things are appropriate in one country and not acceptable in another not understanding that different cultures determine the etiquettes in those regions. There has been some truth that some gentlemen learnt their proper social etiquette from their mothers. Being aware of importance of etiquette is becoming more necessary as the rules in social etiquette guide a person through a situation in todays changing and shrinking world. In the recent years, people will wonder if there is the possibility of advancing the Marxist theory of etiquette or a Marxist strategy of subversion (Lee, 2005). It is clear that people in the upper classes, according to Marxist by the way their system of etiquette is codified. Max says that there is space for vulgarity that is licensed even in aristocratic estates (Golman, 2015). The theory holds that etiquette entails private and public distinction which is the subject of Marxist. It is important to note that there is a complex relationship between etiquette and morals. For example, one can refer to manners being morals but again when someone eats with their mouth open it cannot be referred to as immoral but r ather lack of etiquette. People in the middle class have established their own manners and etiquette in attempt to follow their aristocratic civility to homely words such dirtiness and swearing. They justify themselves with religious ideology. To them, vulgarity is attributed to people in the working class (Bzdega, 2006). It is not only the working class that always existed as a mode of resistance and survival to impositions. Working class manners have been defined in reaction in contradiction to other systems of etiquette (Croom and Davis, 2006). To have social etiquette, the little things matter. An etiquette guide cannot take care of every situation that is possible as one move through life. Social etiquette comprises of many different life situations, each of which depends on the cultural values of people living in that nation. However, acceptable social etiquette is standard in every cultural region. Every small act can improve the life of an individual and pass it to some else. So every individual ough t to show some kindness to others. In conclusion, everyone should avoid making people around them from feeling embarrassed due to their bad behavior. This can be through behaving illogically or irrationally in the public. Social etiquette is therefore basically what makes human beings to be different from the rest of the animals. Human beings are social animals and it is very crucial for them to behave appropriately by behaving in a socially responsible manner (Croom and Davis, 2006). Having social etiquette is important that it enables one to be respected and appreciated in the society. This is because no one would want to talk to a person who does not know how to behave or speak in the society. The reason why most people today do not have social etiquette is because they were never taught at home. Parents have failed to play their role in teaching teenagers and children about etiquette. References Abrutyn, S. Carter, M. (2014). The Decline in Shared Collective Conscience as Found in the Shifting Norms and Values of Etiquette Manuals. Journal for the Theory of Social Behaviour, 45(3), 352-376. https://dx.doi.org/10.1111/jtsb.12071 Ankeny, J. (2011). 'The new social etiquette', Entrepreneur, 39, 1, p. 119. Arnold, M (2008). 'Social Etiquette', Medical Marketing Media, 43, p. 9 'Adhere to Social Etiquette' (2004). Beijing Review, 47, 25, p. 4 Bashe, G (2008) 'Social Etiquette', Medical Marketing Media, 43, 10, pp. 43-45, Business Source Complete. Bzdega, S (2006). 'Social Etiquette 101', Des Moines Business Record, 24, 35, p. 39 Croom, L. Davis, B. (2006). It's Not Polite to Interrupt, and other Rules of Classroom Etiquette. Kappa Delta Pi Record, 42(3), 109-113. https://dx.doi.org/10.1080/00228958.2006.10516445 Etiquette' (2009). Turkey Country Review, pp. 110-113 Golman, R. (2015). Good manners: signaling social preferences. Theory and Decision, 81(1), 73-88. https://dx.doi.org/10.1007/s11238-015-9527-7 Klie, L. (2016). 'Social Community', CRM Magazine, 20, 6, pp. 24-27 Lee, Ce. (2005). 'The New Social Etiquette: Friends Don't Let Friends Dial Drunk', New York Times, 30 Loguercio, M (2012). '"Social" Etiquette', Insurance Advocate, 123, 5, pp. 8-14, Business Source Complete, EBSCOhost, viewed 9 October 2016. Pr, N (2013). 'National MyLife Survey Reveals Lack of Social Etiquette -- "Lurking," "Vaguebooking" and "Sharenting" Alive and Well', PR Newswire US Saurisse, P. (2013). Sculpting Etiquette: Gilbert and George's Radical Good Manners. Visual Culture in Britain, 14(1), 101-114. https://dx.doi.org/10.1080/14714787.2012.748587 Shuling, L, Cindy Yunhsin, C, Meng-chen, L. (2016). 'The Effects of Motivation Triggered by Social Presence Cues on the use of emoticon in Social Network Service', Proceedings for the Northeast Region Decision Sciences Institute (NEDSI), pp. 1-36 The etiquette of offering help' (1996). CQ Researcher, 6, 47, p. 1112 Walmsley, A (2009). 'A point of social etiquette', Marketing (00253650), p. 12 Wang, B. (2015). Culture and Aesthetic Choice of Sports Dance Etiquette in the Cultural Perspective. Asian Social Science. https://dx.doi.org/10.5539/ass.v11n25p160 Wood, P, Warin, J (2014). 'Social and emotional aspects of learning: Complementing, compensating and countering parental practices', British Educational Research Journal, 40, 6, pp. 937-951