Personal statement Example | Topics and Well Written Essays - 750 words - 26

Personal Statement Example s to Steve Jobs and from Warren Buffet to Ratan Tata, and from a very young age I have focused on making sure I understand the delicate intricacies of the business world from these people who I consider to be my role models. As I decide to go to college, I have a clear picture in my mind of the direction I have to head in to achieve the goals that I have always aspired to. Being a people’s person, I believe is one quality that would greatly help me both, with my studies in business management, as well as my professional career once I move into it. To be able to do well in business, communication is highly essential, and that only comes in if one is able to connect to other people, understand their needs and requirements, as well as get our point through to them. I believe being a people’s person puts me at a natural advantage compared to others, and this quality is likely to give me an edge over others in my professional career. Studying business management would allow me to deeply understand what theorists have to say about the way businesses work, and then go on to apply those lessons learnt in real life business scenarios in order to reap the benefit of my education. I have always believed that to succeed in a field, one need to know about it inside out and that is one of the key reasons why I have decided to study about business management. Though I currently have a limited amount of knowledge in the field of business management, one thing I know for sure is that it involves effective teamwork to achieve something big out of a business structure. My belief in working in teams dates back from the time when I was in fifth grade. It was at the annual sports day function at my school when I was the captain of my class’s tug of war team. Prior to the actual competition, my team was losing out in all the practice sessions, primarily due to the fact that my team members were not really putting in their hundred percent into the activity. It was then that I

Segregation from 1955 to 1963 Essay Example for Free

Segregation from 1955 to 1963 Essay How far is it accurate to say that significant progress had been made in segregation from 1955 to 1963? This period was certainly of prime importance. During this era, the rate of protest versus segregation really began to increase, building on the momentum of the decade before. It was also during this period that tension and resentment grew to the level that lead to the development of more radical organisations, although they did not come to the fore themselves before 1963 55 to 63 was mainly characterised by peaceful protest. The highest profile and most remembered of these was in 1955, the Montgomery Bus Boycott a watershed for the movement, proving that peaceful resistance especially when the action created economic fallout could be successful in forcing change. The event also proved that, after the debacle of the ambiguous Brown Vs Board of Education ruling, that a grass roots approach could influence direct change. The story is well versed; the NAACP was looking for an event with which to legitimise a boycott, and it came when Rosa Parks an NAACP employee herself was asked to leave her seat for a white man, and refused. After being arrested and fined, Martin Luther King proposed a boycott by all blacks of the city bus transit system, relying instead on carpools to get around, or taxis driven by blacks who modified their fares to be equal to that of a bus journey. The protest lasted over a year, during which protesters were attacked, and buildings firebombed by white supremacists. However, once nationwide attention was brought to the cause, the tide turned in the boycotts favour; in June 1956 the supreme court ruled that public transport segregation in Alabama was unconstitutional, a ruling Alabama finally accepted in December. The protesters emerged victorious, and the movement had found its first widely known leader King. The event, undoubtedly, was a significant leap forward due to nationwide coverage brought the plight of southern blacks to the attentions of northern white moderates. Other peaceful, grassroots protests followed, such as the Greensboro and Nashville sit-ins. Here, black students along with white sympathisers would defy segregation by sitting in white only areas, such as the lunch counter in the Greensboro Woolworths department store. On the first day of the protest, 4 students sat at the counter all day, refusing to leave (they were not served). The next day, the number grew five fold to 20; this became 60 on the third; and more than 300 on the fourth, a monumental level of escalation, showing the amount of people opposed to segregation who were willing to step in. As with the bus boycott the breakthrough was the media attention generated, and, much like before, the protests became a national news story, drawing praise from the President. Although not the first sit-in, it was the highest profile one so far and inspired copycat protests all across the south, some with dramatic results (desegregation in Nashville, for instance.) By not responding to attackers (who poured hot coffee over them or beat them) the protesters, to most onlookers, were unequivocally the good guys, leading to the protests successes. Also of note was the Birmingham Campaign, organised by King and the SCLC, which effectively shut down the city of Birmingham a city of intense segregation. As with most of the other protests it was the national attention that the protesters sought, and they found it due to police brutality and the use of water cannons against the protesters, something of a national outcry developed. Although desegregation in the city itself continued slowly, the city became generally more accepting of blacks and the incident played a major part in the 1964 civil rights act, proving its significance. King emerged from the campaign at arguably his highest popularity yet, and embarked on the March on Washington afterwards. Up to 300,000 blacks and moderates arrived at the capital and marched to the Lincoln memorial, where King delivered his timeless I have a dream speech. This was really the culmination of Kings popularity and national coverage of the civil rights issue in fact, more cameras had been set up to film the event than at Kennedys inauguration. However, the advances from 1955 to 63 were not all grassroots in nature, such as the Little Rock incident, in which 9 blacks were barred at first from enrolling in a local school and turned away by guards but later, under the protection of Brown Vs Board of Education were allowed in (soldiers were even drafted in to defend them), proving that, although the ruling had been ambiguous as to when exactly schools had to be desegregated, top down approaches could be effective when enforced directly. However, there were serious limitations to the effectiveness of desegregation during this period. Even during this period, tensions within the civil rights movement were growing, and indignation built over the fact that so little seemed to have been accomplished. This was particularly pronounced with students; they had lived through segregation and unfair laws, and now that they were young adults, many of them had seen no change. King had promised much but delivered little within their lives, and a lifetime is a long time. Thus, many became disillusioned with King and what he preached i.e, peaceful protest. As far as they had seen, peaceful process had accomplished nothing, and so, borne out of this was a new, more radical movement. This began with the formation of more proactive organisations, such as the SNCC, and continued with the emergence of radical leaders such as Malcolm X, who had a very different view to King on how to achieve an end to Jim Crow. This was the beginning of not only more violent protesting but also black power, both of which went on to weaken the peaceful protestors cause as evident cracks emerged in the civil rights movement and its leaders. With blacks engaging in violence and black supremacy being taught, the civil rights movement lost the moral high ground in the eyes of many would-be moderates, and the influence of white supremacy groups grew as a result. Malcolm Xs constant attacks on King, including criticism of the March on Washington seriously undermined Kings position. Another limiting factor was the sheer scale of the resistance in the south to desegregation, and the fierce adherence to tradition. This was encapsulated in the violence during the freedom rides, an entirely peaceful event from the protestors side, anyway. The police ignored the violence and even flat out supported it (one of their excuses as to why they werent available to defend the protesters was that all the officers had to go and see their mothers on mothers day, an insultingly bad excuse, and one whos meaning could not have been clearer: We honestly could not care less (or could care less, this being the US)). Bearing in mind that all the protesters were doing was sitting busses moving through southern states the level of violence was truly shocking; white activists were not spared either. They were beaten, had their eyes gouged out, were burnt, and the busses trashed. Ambulances refused to take them to hospital and, as had become so common, none of the attackers were arrested, with senior officials implying that the activists had it coming. Attitudes like this really test the notion that segregation had made significant progress; indeed, the rides themselves were for the purpose of seeing if, in these traditional southern states, rulings on interstate bus travel being desegregated had been accepted. The answer an emphatic no. Eisenhower leaned off slightly on civil rights after the progress made by Truman, leading to a slowdown in the activity of top-down desegregation approaches, although this was not entirely negative, seeing as many southern states had seen Trumans executive orders as meddling, and resented federal intervention on a state level. Grassroots approaches had been shown to be significantly more effective because they came from within a state and were able to attack it directly. Kennedy, too, made no great headway with civil rights, promising to end segregation with the stroke of a pen before election but turning his attention towards Russia and the Cold War in office. In conclusion, while, like the decade before, 55 63 was a major era for the advancements of civil rights and desegregation, with grassroot, peaceful activism making many gains and top down measures continuing to trickle through, the emergence of popular leaders and high profile, nationwide coverage of the plight of American Negroes becoming commonplace, and growing support from white moderates coming together to create significant victories and advances, drawbacks remained. These included the stubborn, traditionalist nature of the south, presidents who took a backseat when it came to civil rights and a fractured movement, with many young blacks rejecting the teachings of King. Overall however I feel that significant progress had been made in this period despite the drawbacks, rather than being nullified by them.

Community Development for Race and Diversity

Community Development for Race and Diversity Design or evaluate any practice within the field of Community Development aimed at managing race and diversity. Introduction: According to the International Federation of Social workers, the definition of social work is given as follows: â€Å"The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilizing theories of human behaviour and social systems, social work intervenes at the points where people interact with their environments. Principles of human rights and social justice are fundamental to social work† (from IFSW General meeting, Canada, 2000 in ifsw.org). Social work can be theoretically represented as an interrelated system of values that uses a mix of theory and practice to address the communication and transaction of people with their society and environment. Social work and social policies aim to fulfill people’s goals and wishes by helping them to develop their full potential and to either overcome or prevent any kind of dysfunction. Ethics are important as social workers promote equality and work for the oppressed to facilitate their social inclusion (Mullender, 2003). Social work research and practice have provided knowledge and means of evaluation of social work practices, which are specific to situations. Individuals are affected by multiple bio-psycho-social factors in the society, family and environment (Donald et al, 1992). Theories of human development and behaviour help in the analysis of the influences of social and cultural changes on behavior highlighting the injustice and inequality in society. Social workers thus help in affecting changes in societies, families and in people’s lives. Social work and policy is based on the universal humanitarian and democratic ideals promoting Human rights and Social justice. Social workers also respond to crises and emergency situations and also provide counseling and advise to help people overcome their personal, social and long term problems. Thus a social worker is expected to be skilled and should focus on the holistic development of the individual or society. Social work and policies can affect individual psychological processes or can involve planning and development for society at large. Some of the common activities that social worker engage in are counseling, group social work, clinical work, family therapy and treatment, education and advise, and emergency relief work. Social workers are also involved in administration and policy making along with political involvement for economic and social development of the community. Although promo ting human rights, justice and equality are universal aims of all social policies, the way social workers engage in community development tend to vary from one place to another depending on cultural, historical and social factors (Arredondo, 1996). In this essay we will discuss community development considering the perspective of racial diversity and focus on the cooperation between mainstream groups and minority ethnic groups that should be necessary aspect of social work. We discuss inter-racial interaction and community participation as important in social development and promoting more interracial interaction seems to be a crucial practice in social work that can help change attitudes of people towards other ethnic groups. Race and Community Development White (2002) challenges the intentional ‘colour-blind’ attitude towards community development, which he says is impractical and masks and at the same time highlights the centrality of race in any community development agenda. White identifies three dimensions of development namely, the material outcomes, the techniques of transformation and the modes of knowing. He emphasizes on an analysis of racial diversity and fluidity between racial groups and citing Omi and Winant’s work suggests that development comprises of racial formation which is made up of a vast range of diverse and contradictory racial projects linking the meaning of ethnic, racial and national identities. Akdere (2005) suggests that the meaning of race, social class, culture and ethnicity have changed considerably in the last few years and continues to evolve considering the rapid changes in social structure. There has been tremendous growth of diverse populations in neighborhoods and administrative policy changes have forced community leaders to approach organizational engagement with great diversity. Akdere used appreciative inquiry method to achieve a satisfactory participation level among community people to encourage dialogue between participants and promote systematic thinking and practice. The paper supports the use of Appreciative Inquiry method as an appropriate method of systematic practice. Problems associated with the current empirical measurement of ethnic diversity within economic development have been examined by Okediji (2005). Ethnic diversity variables include race, religion, and the measures on these aspects are compared with other variables on ethnicity. The study cites related results to suggest that disparities and differences in ethnic diversity among countries are not as great as assumed generally. Okediji suggests that a comprehensive and accurate measure of ethnic diversity is not just related only to a linguistic measurement that defines ethnicity butt there are other factors as well. Diversity and race differences are closely related as a proper understanding of racial variations sometimes serve as the basis of both racial classifications and also ethnic diversity. Barbujani (2005) suggests that all humans belong to a few biological types or races and evolved in isolation although modern genetics have not been able to find any significant differences in the genetic structures of humans belonging to different racial types. Thus racial labels have not been associated with clear genetic structures. Most scientists however still insist that racial classifications have a genetic and scientific basis and this fact may be even indispensable in epidemiology. However all classifications of race based on the smallest genetic evidence have been useless or controversial and there is still no proper consensus on the number or definitions of different human races. The author highlights that there is a geographic structure in human genome diversity and it is also possible to in fer the continent of origin of a particular race from an individual’s genotype although any clear genetic boundaries necessary to recognize relatively isolated mating units or races have not yet been identified. Barbujani points out that allele frequencies and synthetic descriptors of genetic variation are distributed over different gradients across the planets suggesting a sort of gene flow rather than isolation of different mating groups. Interracial mixing seems to shape human genome diversity although the paper clearly states that a better understanding of the patterns of human diversity can be understood by examining the evolutionary processes that is absolutely important for the development of diagnostic and therapeutic tools of individual genotypes rather than race specific genotypes which is not yet clearly defined or identified. Shaw and Barrett-Power (2005) emphasize that diversity is a crucial factor in organizational life as all organizations, whether professional or social are becoming increasingly diversified in terms of gender, race, ethnicity, age, nationality, origin and personality patterns of members of the group. There have been very few studies giving the exact impact of diversity on group or organizational culture or on small group processes or performances. Some influences of diversity on organizational culture are definitely positive although effects may be negative while in certain situations, there may be no effects at all. The developments and influences of diversity in a group may be explained by using the group-development model that helps in examining the impact of diversity on group processes and performance. This model is based on concepts of Jackson et al (1995) and Milliken and Martin (1996) (in Shaw et al, 2005), and shows that diversity does have considerable influence on group dev elopment and performance. The aspects and concepts considered in the model are personal attributes of group members which are detectable and underlying as well as cognitive paradigm dissimilarities, costs and rewards, diversity management skills, cognitive performance resources and integration of group behaviour. The components of the model are discussed and the specific hypothesis is that social group performance may be positively or negatively affected by diversity. Several research studies have tried to understand the exact equation between racial characteristics, neighbourhood contexts and development. Marschall and Stolle (2004) argue that socioeconomic and racial characteristics of an individual’s environment not only influences group consciousness and solidarity but also views of the society towards minority and majority ethnic groups. The paper points out that context, social interaction and inter-racial experiences combine to shape general psychological orientations. The authors conduct a neighbourhood level analysis examining race, racial attitudes, social interactions and residential patterns to study the attitudes towards ethnicity and race issues. Marschall and Stolle emphasize that the neighbourhood context plays an important role in shaping civic orientations although diversity and interracial interaction and settings o promote such interaction seems to be crucial to develop a generalised inter-racial trust for the developmen t of the community. Increased sensitivity towards diversity and interracial interaction is important to promote social and community development. This is also true in college campuses and in a study by Chang et al (2004) national longitudinal data from a set of college students was used to examine the educational relevance of cross racial interaction and the way the campuses can best utilise such opportunities. The results of most similar studies suggest that cross racial interaction has positive effects on students intellectual, social psychological and civic development. Chang and colleagues suggested that a large proportion of students of colour should be enrolled in institutions and students should be offered more opportunities to live and work on campus. The paper suggests that white students definitely gain in psychological and social experiences when they interact with students from the ethnic minority although cross racial interaction may not be completely advantageous for students of colour. Ho wever, despite these differences, cross racial interaction remains an important component for development of attitudes of tolerance and this is an essential aspect of social development of the community in general. More on the relationship of adult learning, especially in universities with ethnic and cultural diversity has been studied by Osler and Starkey (2000). This study focused on distance learning students of French language and culture highlighting the political importance of language learning within the European context. All foreign language learning policies are meant to have an impact on the development of democratic participation and citizenship rights. Few students are asked to give opinions on questions of identity and treatment of racism or different races suggesting the links between racism and discourses on modernity and identity. Language learning has been considered as a reflexive process and through learning, students gain their own perspectives on their own culture as well as other foreign cultures. Students are encouraged to present their own views and actively participate in understanding foreign cultures to promote diversity in study situations. However the authors argue that ‘positive representations of multiculturalism within language learning courses are likely to prove inadequate in enabling students to identify the barriers to democratic participation’. The different themes that are considered here are immigration, integration and identity although the structural barriers of participation are also identified. The paper stressed on the need to encourage students to deepen their understanding of race, modernity and identities in their own society. In another relevant and similar study, Shields (2000) argue how curriculum development in school is closely related to the portrayal of the school as communities. Shields suggests that in the modern complex and heterogeneous public schools, where all types of students with different ethnic and racial backgrounds interact, the notion of schools as complete homogeneous communities with shared beliefs, norms and values seem inadequate. Ethnic and racial differences must be used as a resource, according to the author and ideas of feminism, multiculturalism and inclusive education have to be used to develop the concept of school communities. The advantages of multicultural and racial diversity are highlighted here and the major advantages are that increased interaction between racial groups whereas the disadvantage is that there are possibilities of increased fragmentation and polarisation as well. However on a positive note as pointed out in the paper the differences can be used as basis or foundation for community development so that marginalisation of others can lead to barriers. Shields points out that, ‘Explicitly embracing the need to identify and respect difference, being open to new ideas without taking an exclusionary position, and committing to ongoing participation in dialogical processes may help schools to develop as more authentic communities of difference’(Shields, 2000, p.275). Thus communities of difference can still be communities that can live and work together learning from and respecting each other and this co-existing culture should be promoted in climates of turbulent educational culture and new reforms based on tolerance and co-existence can help restructure schools to ensure that all students regardless of race have the same opportunities and quality of instruction. Some of the proposals of improving interaction in student community and improving the status of schools as communities involve modifying leadership in the community and government structures, as well as overcoming existing power bases, developing mechanisms of accountability, enhancing professionalism and coordinating for adequate distribution of community resources. Citing Barth 1990, Fuller 1993, Shields suggest that the focus on schools as organizations should change to recognize schools as communities by themselves, given the diversity of students enrolled. However as argued there is very little understanding of the concept of community and what it looks and how the concept of community can be implemented in a school setting and what has to be done about it. Theories of schools as communities have been drawn from Tonnies’ concept of gemeinschaft which however is based more on a romanticised view of the past than on improving education in modern dynamic, complex and heterog eneous schools which can be seen as communities (Shields cites Beck and Kratzer, 1994). Several other writers cited by Shields are Fine (1997) and Furman (1998) and they have also advanced notions of communities, of racial coexistence as well a cultures of differences of otherness among different ethnic groups. Many authors have suggested that rather than considering schools as communities because of its affiliation to established norms, values or traditions, schools should be considered as communities by virtue of its racial and ethnic diversity. A school community in which differences are highlighted can add to community development and mutual sharing of values and ideals only when there is a common core principle established to negotiate and iron out differences and disparities in beliefs and values as participants would learn to respect and listen to each other. Bonds and boundaries among school students of different racial backgrounds are constructed, not forcefully but via res pect and open communication. Shields, as other many researchers have worked with many schools to address the needs of diverse student bodies and have become increasingly aware of the limitations of the concept of community which is described with an emphasis on shared values, norms, beliefs and highlight a question by Barth (1990): ‘How can we make conscious, deliberate use of differences in social class, gender, age, ability, race, and interest as resources for learning?’ (p. 514). Shields points out that gender, race and ability are the three elements of differences that can define or help understand an educational community. As the author points out , both theory and practice should be used to suggest how the implications of reflections on theory and practice can help to reconceptualise and improve social policy making, community development and social work practice. Shields paper aims to give an analysis of schools as communities of difference as well as communities of diversity. Differences and diversity are both dealt with from the perspective of changes in society although there may be many problems inherent in such inter-racial coexistence. The use of diversity as a means of thinking about or defining community makes differences an essential part of an interactive society and social workers seem to have an important role in promoting unity and interaction in diversity and difference. Evidence of Racial Diversity Racial diversity and cultural differences are issues not just in schools and smaller communities but also in many workplaces, hospitals and clinical settings. Racial diversity is part of women’s social issues, in technical work groups, in developing leadership qualities and management programs. Several practices to manage racial diversity within the community aims at improving intercultural relations, along with promoting improved communication and interaction among different ethnic groups (Rutherford, 1990). This in turn improves leadership and management skills of people and serves the greater goal of community development. Feminist theories and perspectives are in focus when we discuss workplace differences and many scholars realize that to increase potentialities and opportunities for women in the workplace gender awareness has to be replaced by multicultural awareness. Betters-Reed and Moore (1995) emphasize the need to explain the current management development paradigm that does not recognize diversity among women. They suggest a new all-inclusive paradigm for establishing a successful multicultural organization where opinions of all women as well as members of ethnic communities could be brought to light. The initial stages of individual and organizational awareness of understanding yet reconciling with differences is followed by the recognition that women also need to be treated equally in the field of management. There is a growing need to shift new approaches, attitudes and paradigms that recognizes women’s roles to replace older values in existing management development practices. Case Study: For our case study we conducted interviews on 150 social members, all British citizens from the northern part of Yorkshire in the UK. Among the 150 community members 50, were from the Muslim faith of Arabic origin, 50 from Christian community within Europe, and the remaining 50 from Asian Hindu faith. The attitudes of all community towards members of other communities were studied using a questionnaire and a five-point scale. The questionnaire consisted of 100 questions and the answers ranged from strongly agree to agree, to neutral to disagree and strongly disagree. The questions were targeted to find out about the attitudes, whether positive or negative towards other different racial, ethnic or religious groups. All the responses were taken on a five-point scale and scores were then put through statistical analysis to get the results. Questions ranged from ‘you feel comfortable in the presence of members of other religious groups’ to ‘you are complete ly against inter-racial or inter-religious marriage or relationships of any kind’. Following statistical analysis of the results we aim to promote inter-racial interaction by designing community programs that would necessitate or encourage participation of all ethnic, racial and religious groups. Our inter-cultural and inter-racial interaction program is thus aimed at promoting social harmony and friendship and positive relations among different ethnic and religious groups within the particular region of northern Yorkshire in Britain. As we have seen from all the research evidence discussed, greater and more central role of women, developing leadership and management perspectives as well as an open racial policy in schools and hospitals can actually help in leading a community towards improved community development and evolved inter-racial relations. Our social work practice community program was based on the following features: Promoting inter-racial group activities Promoting and encouraging inter-racial and inter-cultural programs Encouraging women to take initiative in community development Developing active leadership programs Inter-racial culture and interactive associations to be promoted ion community centers, clubs, hospitals, libraries, workplaces, schools and religious institutions. Considering these features and results from our initial study which suggested that there are huge cultural differences in how other communities are perceived by ethnic or racial groups, we suggest that promotion of a ‘dialogue culture’ and greater interaction among community members in all walks of life is essential for promotion of diversity and cultural unity. Conclusion In this essay we highlighted several studies that have emphasized on the need for promoting an interracial culture to encourage diversity in all aspects of life. A case study discussed here shows the differences in opinions of different cultural and racial groups in their perception of other ethnic groups. Following the initial study, we mentioned the importance of women’s role, leadership, management goals, and focus on group discussion and interracial participation in cultural and social programs as important in promoting diversity and racial sensitivity. We stressed on the need for ‘interaction’ and suggested that a practice of group discussions, organized community work, and regular meetings of different community members promoted by social workers can go a long way in changing a society of differences and diversity, into a society of unity, sharing and intercultural dialogue. Bibliography AKDERE, MESUT, February 2005,  Appreciative Inquiry: A Field Study of Community Development  Systemic Practice and Action Research  Volume 18, Number 1, pp. 21-34(14) Kluwer Academic Publishers ARREDONDO, P. (1996) Successful Diversity Management Initiatives London, Sage Publications BARBUJANI, GUIDO June 2005, Human Races: Classifying People vs Understanding Diversity Current Genomics Volume 6, Number 4, pp. 215-226(12) Bentham Science Publishers Cross-Racial Interaction Among Undergraduates: Some Consequences, Causes, and Patterns Chang M.J.; Astin A.W.; Kim D. Research in Higher Education, Volume 45,Number 5, August 2004, pp. 529-553(25) Kluwer Academic Publishers DONALD, J. and RATTANSI, A. (eds) (1992) Race, Culture and Difference, London, Sage/Open University Press AUDREY MULLENDER (2003) Promoting Equality: Challenging Discrimination and Oppression, Palgrave Macmillan MELISSA J. MARSCHALL; DIETLIND STOLLE (June 2004) Race and the City: Neighborhood Context and the Development of Generalized Trust Political Behavior Volume 26, Number 2, pp. 125-153(29) Kluwer Academic Publishers KINGSLEY R., BROWNE (2002) Biology at Work: Rethinking Sexual Equality (Rutgers Series in Human Evolution) Rutgers University Press RAM M.; SMALLBONE D. December 2003 Supplier diversity initiatives and the diversification of ethnic minority businesses in the UK Policy Studies Volume 24, Number 4, pp. 187-204(18) Routledge, part of the Taylor Francis Group ONYEKWULUJE A.B. March 2000, Adult Role Models: Needed Voices for Adolescents, Multiculturalism, Diversity, and Race Relations The Urban Review Volume 32, Number 1, pp. 67-85(19) Kluwer Academic Publishers RUTHERFORD, J. (1990) Identity, Community, Culture, Difference, London, Lawrence Wishart SHIELDS C.M. July 2000 Learning from Difference: Considerations for Schools as Communities Curriculum Inquiry Volume 30, Number 3, pp. 275-294(20) Blackwell Publishing Okediji, Tadeo. The Dynamics of Ethnic Fragmentation: A Proposal for an Expanded Measurement Index The American Journal of Economics and Sociology, Volume 64,Number 2, April 2005, pp. 637-662(26) Blackwell Publishing OSLER A.; STARKEY H. (June 2000) Intercultural Education and Foreign Language Learning: issues of racism, identity and modernity Race, Ethnicity and Education Volume 3, Number 2, 1 pp. 207-221(15) Routledge, part of the Taylor Francis Group SHAW J.B.; BARRETT-POWER E. October 1998 The Effects of Diversity on Small Work Group Processes and Performance Human Relations Volume 51, Number 10, 1, pp. 1307-1325(19) Kluwer Academic Publishers HARGREAVES J. 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Free Essays - Character of Achilles in Homers Iliad :: Iliad essays

Character of Achilles in Homer's Iliad The Iliad may be seen as an account of the circumstances that irrevocably alter the life of one man: Achilles, one of the greatest warriors. Throughout the course of the poem Achilles goes through many ordeals that change his character immensely. Starting with his quarrel with Agamemnon and withdrawal from battle, to the death of Patroklos, and with the slaying of Hektor.   Achilles emotions and actions decide the fate of many warriors on both sides. Achilles struggles with anger, honor, pride, loyalty and love make the poem more that just a gruesome war story.   A large source of Achilles anger started with his fight with Agamemnon. Apollo put a plague on the Achaean soldiers that was killing them off. The only way to stop this from killing them all was to give back a priest’s daughter who had been captured. This girl â€Å"belonged† to Agamemnon and he didn’t want to give her up unless he got Achilles girl in return. This would disgrace Achilles honor but he could not let any more soldiers be killed so, he reluctantly let her go. But in return for giving up his girl he withdrew from the battle. Much of Achilles anger is a result of this occasion but the death of Patroklos later overrode his previous anger to Agamemnon.   The death of Patroklos touched Achilles in many ways that changed and shaped his character. Many emotions were a result of his death such as love, loss, anger, and sadness. Patroklos was a dear friend to Achilles and when a mix of divine intervention and Hektor cut Patroklos down grief and the desire to avenge his dear friends death consumed Achilles. This switched his anger from King Agamemnon to Hektor, the man who slew his dear friend. This anger drew Achilles to avenge the death of his friend, to kill Hektor.    The slaughter of Hektor is gruesome and horrid. Not only did Achilles kill Hektor but, he hung him by his ankles, attached him to his chariot and dragged Hector around the burial site of Patroklos. This is horrible enough but Achilles for a while refused to give Priam, father of Hektor and King of Troy, back the body of Hektor for proper burial. He was going to let it be eaten by the dogs, though the gods protected his body from this.

Jet Crashes :: essays research papers

In this story: 'No chance of rescue' At least 100 cars set afire Pilot reports balance problem RELATED STORIES, SITES From staff and wire reports RANCHO CORDOVA, California (CNN) - The investigation into the fiery crash of an Emery cargo jet that killed all three crew members is focused on a shift in the plane's load shortly after it took off from Sacramento, California. The DC-8 plunged into a nearby auction yard of wrecked cars, leaving a quarter-mile-long trail of burning debris. Authorities said the pilot of Emery Worldwide Flight 17 reported that the jet's cargo shifted shortly after takeoff Wednesday evening. The plane, its balance disrupted, tried to return to Mather Field for an emergency landing. Instead, it crashed in a fireball about a mile east of the airport just before 8 p.m. There were no reported injuries on the ground. 'No chance of rescue' One witness said the plane hit the ground belly first and was immediately surrounded by fire. Nobody on the ground was injured. The plane, bound for Dayton, Ohio, carried three crew members: the pilot, first captain and a flight engineer, all believed to be Emery employees, said company spokesman James Allen. The crew members, whose identities were not immediately released, were dead by the time fire crews arrived, said Capt. Dan Haverty, from the American River Fire Department in Rancho Cordova, California, a suburb of Sacramento. "There was no chance of rescue," he said. Firefighters were hampered by intense flames, which burned for several hours after the crash. Smoke was visible in the moonlit night several miles away. At least 100 cars set afire The plane's cargo included clothing, transmission fluid and a small amount of fuses -- 9 grams, or about a third of an ounce -- used to activate automobile air bags, Allen said. The crash at the Insurance Auto Auctions salvage yard set between 100 to 200 cars on fire, many with gas in their tanks, causing several explosions. Debris cut a swath about 250 yards wide and a quarter mile long. Firefighters worked into the night extinguishing scattered flames. Debris from the plane, including a 15-foot-long piece of the fuselage and a wheel assembly, was found scattered among the wrecked cars. j Dozens of vehicles were crumpled. Pilot reports balance problem The flight took off at 7:50 p.m. and the pilot immediately called back to the airfield's departure control and told them he had a severe problem with the balance of the aircraft, said Jim Whitehead, manager of the Federal Aviation Administration's regional operations center in Los Angeles. The plane hit the ground "in a ball of

The Evil In Hamlet Essay examples -- claudius, queen gertrude

The Evil In Hamlet Throughout the play Hamlet, evil thoughts and actions can be seen. The characters Hamlet, King Claudius, and Queen Gertrude consistently are influenced by the forces of evil. Evil becomes the controlling factor of the play and causes the characters thoughts and actions to be blurred. Hamlet’s thoughts are constantly darkened by suicide and death. Hamlet can be seen as suicidal in one of his first soliloquies. â€Å"O, that this too too solid flesh would melt / Thaw and resolve itself into a dew, / Or that the Everlasting had not fixed / His canon 'gainst self-slaughter. O God. God† (Ham. 1. 2. 129-132). This shows Hamlet wishes his "flesh would melt" because his mother's actions have made the world completely corrupted. Hamlet also states that suicide or, "self-slaughter" is evil and a sin. Another example of Hamlets thoughts being consumed by evil and death can be seen in what may be his most famous soliloquy. Hamlets thoughts are so blackened by evil and death he wonders why everyone doesn’t commit suicide. â€Å"To be, or not to be: that is the question: / Whether 'tis nobler in the mind to suffer / The slings and arrows of outrageous fortune, / Or to take arms against a sea of troubles, / And by opposing end them? To die: to sleepâ €  (Ham. 3. 1. 56-60). This shows Hamlet clearly pondering why he should live in a world of troubles when he could just kill himself. Hamlets’ pondering of death comes to a pinnacle in the notorious graveyard scene when Hamlet holds up the skull of Yorick, a court jester Hamlet knew when he was little. â€Å"That skull had a tongue in it, and could sing once. How the knave jowls it to the ground, as if it were Cain's jaw-bone, that did the first murder! It might be the pate of a poli... ...evil of Claudius and herself. â€Å"Gertrude, do not drink. / I will, my lord; I pray you pardon me† (Ham. 5. 2. 257-258). Gertrude consumes the cup even though Claudius directly tells her not to. It is left ambiguous as to weather or not Gertrude knew the cup was poisoned or not. Gertrude may have been so possessed by the guilt of her evil she drank the poisoned cup knowingly in an attempt to try and save Hamlet. It is clear that evil is a driving force throughout the play. The thoughts and actions of the characters of Hamlet, King Claudius and Queen Gertrude are poisoned and corrupted by evil. The characters evil ultimately lead to all of their deaths. Works Cited Shakespeare, William. â€Å"The Tragedy of Hamlet, Prince of Denmark† Literature: An Introduction to Reading and Writing. Ed. Edgar V. Roberts. 9th Ed. New York: Pearson Longman, 2009. Print

Dispension for Study Abroad

Education and schools play a substantial role to anyone. I always see schooling as a path to opportunity. Schooling in Waseda University as Japan`s top private, co-educational institutions of higher learning reflects the value of equal opportunity. I believe studying business in Waseda University is crucial to my personal success. I want to study Japanese as I lived oversea for 18 years already.I want to learn Japanese culture as I see it as an important factor in ones` success in business since Japanese are known to have the â€Å"business attitude† that made them successful after their downfall in World War II. Moreover, I think that the Japanese society offers great business educational opportunity. In the future, I want to write a research paper about E-business and role of internet in marketing since nowadays the rapid growth of the role of Internet and other Web based marketing strategies present business organizations with both opportunities and challenges.Under such ci rcumstances, sound and timely E-business strategy plays an increasingly important role for companies to stay competitive in the dynamic electronic marketplace. Also, the Internet is the largest and fastest growing interactive network, â€Å"the network of networks†, which is today’s de facto information highway. It presents a challenge to the billion-dollar International Marketing Industry.Every facet of conventional marketing strategy is challenged by this evolving communication potential of the internet. I am interested in this topic since most businesses around the globe have been rushing to the Internet at an incredible pace, in hopes of â€Å"striking it rich,† by marketing over the Internet. This is what I want to do, I must develop new, or at least revised methods of international marketing. So, in order to write this research, I should study really very hard in Waseda University.