White Privilege - White people Essay Example for Free

White Privilege White people Essay A variety of factors within our society prevent equal opportunity. We still live in a racialized society where the color of our skin often determines how we are treated. Many white people do not recognize, or want to recognize that race still significantly impacts lives. Many white people are taught growing up not to think as racial beings, and this may contribute to many denying the privileges that go along with being white. Historically, the goal for equality and opportunity for everyone has not always existed and this has caused a heavy influence on society today. My research focuses on and investigates knowledge and perception on the importance of race, and how denial affects us all. White privilege is a social relation that benefits white persons over non-white persons. A said advantage enjoyed by persons of a socially privileged class based on the color of their skin. A racial category, which involves European-Americans and the â€Å"invisible norm† (IAW. 350) against other racial categories. It’s important to understand white privilege and how it affects society. A lack of understanding and recognition of unearned privilege may lead us to lack a desire to create a diverse atmosphere, and ways we can be more aware. White privilege may affect how we interact with each other and how those who do not share such advantages are affected. Some question, if white privilege still exists, and if it’s that big of a deal. And, if so, how can we work on reducing these effects? The idea of white privilege is said to divide whites and blacks into their own economic categories. While white people are given opportunities and benefits, dark colored skin people may be at a disadvantage to these opportunities and benefits. â€Å"Many analysis of white privilege interpret whiteness as an intangible economic good† ( Black Reconstruction in America: W. E. B. Du Bois. ). White privilege is the original form of racism that has existed throughout much of American history. Race has been used to define cultural categories of ‘white’ and ‘non-white’ human beings. Whites were defined as being the superior species and blacks were considered inferior and incapable of advancing themselves. The history of this way of thinking and racism go back hundreds of years and is the foundation of white privilege. Institutions gave preferential treatment to people whose ancestors came from Europe compared to people whose ancestors came from Asia and Africa. The white class was granted political and economic rights that people of color were denied. These past laws and the idea of race is what have directly contributed to our social inequalities, but do social inequalities currently exist? Many people today will contest that white privilege does in fact still exist. Most often, the person contesting is a white person being accused of enjoying social privilege simply because they are white. White privilege is a term that universally describes and views all white people as being granted with these advantages, but the majority of white people have to work hard to get to the position they desire. These positions aren’t reserved based on the color of our skin. We aren’t born with the right for a free ride, and we earn our way up just as any other person has to. This seems to be accurate and may give a quality argument to white privilege. Although, for white people born with greater resources it may be hard to see, and may not feel privileged or more powerful than others. Growing up comfortable and privileged may just be a way of life that we take for granted, unconsciously knowing we do. â€Å"Many people are unaware of their preferences for lighter skin† (The Persistent Problem of Racism: Skin tone, Status and Inequality. 238). Those who do enjoy these white privileges, it’s just normal. However; white privilege does vary depending on many factors. This may include sex, age, socioeconomic status and others. White skin may in fact be the favored group in our society. Statistics have shown white men and women hold more power positions than black men and women. We may be unaware that being white matters, but we still participate, intentionally or not. In her essay Seeing and Making Culture, Hooks, describes what it is like growing up poor. She says, â€Å"Many middle class black folks have no money because they regularly distribute their earnings among a larger kinship group where folks are poor and destitute† (IAW. 433). As I read this essay I noticed the terms ‘black’ and ‘white’ were used many times to describe a person. Also, it was as if she was implying most black people are poor and white people portray an economic class privilege image. She does acknowledge white poor people, but seems to focus on being black and poor. She explains what college was like as a young black girl, and says, â€Å"Students in the dormitory were quick to assume that anything missing had been taken by the black and Filipina women who worked there† (IAW. 433). The essays claim is the way we see and judge poor people, but it makes an attempt to acknowledge disadvantaged poor black people as well. This is an example of the way humans group other humans, stereotyping by race. As a white person we may feel being viewed as white and privileged people will automatically think we are spoiled jerks. The creation of our system in which race codes superiority over others has been bestowed upon us. Even though it’s confusing it’s purposeful American history. We must remind ourselves this system is not based on each individual white persons intentions to continue claiming that white privilege is rightly ours. Regardless of our personal intent the effects are the same. Our society, throughout history, sees white as normal and all other races as different from normal. Today, white people’s privileges may be something we cannot not get. For example, if I buy a box of band aids that say flesh color, I know it means the color of my white skin. White people have been educated to understand our culture and our race as being the social norm. Social norm is defined as beliefs within a society of appropriate behavioral expectations. An example of behavioral expectations of our white society is a young white boy reading a book as the social norm, but a young black boy reading a book is ‘acting white’. The white boy seemingly normal but the black boy performing a ‘white persons’ behavior. Comedian Chris Rock often talks of white privilege, and uses the issue in his stand-up routines almost always. At one point he says to an audience of many white people, â€Å"None of ya would change places with me! And I’m rich! That’s how good it is to be white! It’s not like slavery ended and then everything has been amazing† (Chris Rock. About America). Even in an interview about life as a comedian he says, â€Å"Black people have first- hand knowledge on racism† (Chris Rock. Hilarious Interview). Racism is so deeply rooted in our society. Is it even possible for people of any skin color to just look at people as humans? It is assumed, no matter our skin color, we gravitate to people who look like ourselves. This includes personality, religion, morals as well as features. We are naturally attracted and comfortable with people who resemble ourselves. This seems like a normal behavior. It doesn’t necessarily mean we dislike other races. Regardless of skin color, people who are white/black/brown, all discriminate against other races and cultures. Most all humans are guilty of making judgments against another before knowing or learning anything about the person. This applies to people of all groups and of any color for many different reasons. It is an unconscious act, and a part of our human nature. White privilege is an unwilling and non-owned racism that has been ingrained into our mindset throughout history. Racism comes from both sides. People of all colors are continuing these behaviors and racism continues to be a modern day battle. Racism is affecting us all. If white privilege is inequality among races it is creating dysfunctional relationships between races. Many black people feel white people have an obligated duty to clean up the racist messes they have created throughout history. People with dark skin have negative feelings toward people with light skin for slavery and civil rights. How is this fair? Most people dislike racism, and this includes white people. Our society has created a practice of stereotyping into categories by skin color. Many white people feel targeted for their white privilege. Are we in denial white privilege still exists, or is it a misunderstanding? It has been said an advantage of white privilege is white people having more wealth that is being passed from generation to generation. We benefit from this financial assistance giving white people a better starting point in life. Although, in my experience, my family and ancestors have worked hard for their money and some of my family living in poverty. I have not benefited from any wealth being passed down to me. Throughout history white people have worked hard and in return they claim the land and wealth. Is white privilege today being confused for cultural differences, or are we taught not to recognize it? â€Å"Many white Americans have lived under the assumption that if they worked hard, they would be rewarded. Now more white Americans are sharing unemployment lines with â€Å"those people† – black and brown† (Tim Wise. White Like Me. ). People of color say they worry about being discriminated against for the color of their skin. They feel disadvantaged when seeking housing, employment or simply shopping in stores. They feel they have worked just as hard as white people, but they still don’t make it to their level of success. Also saying having light skin is one less worry white people have, and People who are poor and white, still have the benefit of ‘looking white’ and the advantages that come along with having white skin. White people have even claimed the identity of who we are as Americans. It seems history continues to echo, making ‘white’ the default race in America. There are Asian Americans, African Americans, Mexican Americans and Americans, and we automatically assume American is a Caucasian person, without adding something extra to the name. It seems white dominates the American population. A white American is considered to be the model race. It has been consistent that white is the national identity. White people are the majority in most regions. We have stayed confined in a world that doesn’t challenge this distribution of power and this allows continued inequality and injustice in the United States. Shouldn’t we understand there’s only one race, the human race? As humans we are different. We have different hair color, eye color, personality and skin color. â€Å"The accident of where one is born is just that, an accident† (IAW. 669). Is the idea of different races ignorant thinking, I mean we can all reproduce with one another! My first day of high school I was surprised when I stepped out of my mother’s car and looked around to see the majority of students were black or brown. I have to admit I was a bit intimidated. I was worried I may not fit in. This high school was very multicultural. Still today, when I tell people where I went to high school they may make a racist joke, or say, â€Å"oh the gangster school†. I get irritated, because it’s a typical stereotype. My experience was ok. I had friends with brown, black and white skin. We all came from different backgrounds, but we were all very close friends, and most of us are still today. Some of my dark skinned friends would joke around and call me white devil or white girl. It was ok and considered normal for the dark skinned kids to make jokes about the white kids, but NOT ok for the white kids to make jokes about brown/black kids. Although, we made friendships work, the white kids never completely fit in to the cliques. We were the ‘white’ boy or girl of the group. â€Å"Back when television was dominant, young whites could consume black style and expressive culture† (IAW. 514). This describes almost every white boy or girl, and my high school experience. And now today, â€Å"the racial perceptions and biases we develop in our off-line lives, they conclude, likely creep into our online lives† (IAW. 515). So, just like my real-life high school experience, it has continued into our new age technologically advanced generation, where social media is taking over. Myspace and facebook are the new age cliques. And, as in the real world, is racially divided. It is being said more white people are using facebook and darker skinned people are using myspace. â€Å"Researchers began to ponder how social inequalities impact engagement with the internet† (IAW. 506). Social media mirrors our social divides in the real physical world. People migrate towards others who share the same values and beliefs, and who they are most comfortable interacting with. â€Å"Social inequalities still matter in the physical world. And as we are learning they also matter in the virtual world† (IAW. 507).

The Atomic Bomb :: American America History

The Atomic Bomb The atomic bomb is a powerful, explosive nuclear weapon. It is fueled by the fission of the nuclei of specific amounts of plutonium or uranium, in a chain reaction. The strength of the explosion created by one of these bombs is equal to the strength of an explosion created by thousands of tons of TNT. To detonate one of these bombs, enough mass of plutonium or uranium must be provided to reach what is known as "critical mass." Critical mass is the mass at which the nuclear reactions going on inside the material can make up for the neutrons that are leaving the material through its outside surface. These materials are usually separated within the bomb so that critical mass cannot be reached until the bomb is ready to explode. Once the chemical reactions within the bomb begin, the neutrons released by each reaction hit other atoms and create more fission reactions until all the material is scattered, or completely exhausted. This process releases enormous amounts of energy in the form of extreme heat and a massive shock wave. These nuclear explosions, in addition to their pressure waves, high winds, and flash burns, produce deadly radiation that contaminates soil and water, and destroyed living matter. The atomic bomb was first created in the early twentieth century. Physicists in the United States and Europe had discovered that the fission of uranium could be used to create a deadly explosive weapon. A letter was sent to U.S. president Franklin D. Roosevelt by Albert Einstein that described this discovery and warned him of its potential dangers if developed by other nations. The Manhattan Project was established by the U.S. government in 1942 so the country could develop an atomic device. A team under the command of United States Army Brigadier General Leslie R. Groves designed and built the first atomic bombs, directed by J. Robert Oppenheimer. This type of bomb was first tested at Alamogordo, New Mexico, on July 16, 1945. The amount of energy that was released by this explosion alone was equivalent to twenty thousand tons of TNT. Many nations have tested nuclear devices, in the atmosphere, under the earth, and under the oceans. Only the United States of America, Russia, Great Britain, France, and China openly admit to possessing these nuclear weapons. Many other nations, however, are thought to have the capability to assemble these items quickly.

Improving the process of target setting

Personalised larning alternatively of kids acquiring a one- size-fits-all schoolingPersonalised acquisition has come about as consequence of a response to an Ofsted Inspection that pointed to the demand to better the procedure of mark puting for scholars at an single degree. I was asked to fly one of 10 countries for this enterprise. The group I choose for the pilot was an E2E group ; unlike other E2E groups in the college who develop their accomplishments on entry to employment these pupils have both E2E lessons and their chief topic which is a flat 1 Diploma in Bricklaying, a one twelvemonth class. My job is this ; the group I am working with on this enterprise have makings below what is needed for our new Diploma degree 1 in bricklaying. So we have brought them in for an excess afternoon for completion of two makings, Entry to employment and a building Diploma. This I feel is stacking excess work on a group which would fight on merely one making, the Diploma. ( Appendix 1 entry for 8/1/09 ) I take this group on a Friday forenoon for 1 hr of group tutorial followed up with single tutorials. My Individualized acquisition session follows these. Each pupil will be timetabled for a slot of about half an hr I have found that this varies greatly with each pupil some have needed 1 hr ( appendix 4 entry for 2/2/09 ) others merely 20 proceedingss. During this session we will discourse their practical appraisal theoretical accounts which they will construct in the workshop and see the virtues of clip direction and building techniques of constructing these constructions. Upon completion they will so necessitate to critically measure how they have done and reflect on what they could make to accomplish a higher class on their following undertaking. This is a monumental undertaking for any of these pupils as for most pupils interrupting down a undertaking into manageable pieces and so reflecting how this could be achieved to a higher criterion is non necessary high on the docket of a 16 twelvemonth old. During my Sessionss with my scholars I found it peculiarly hard non to take over and give them excessively much advice this should be their larning curve non mine. I have found teaching pupils to reflect one of the most hard topics for them to acquire their caputs and mine. I have used different methods of contemplation from theoreticians to assist in develop their brooding accomplishments every bit good as mine. â€Å" it is non until an unsure state of affairs occurs a individual will believe about what it is they are making to do sense of the state of affairs † Moon ( 1999 ) Looked at how contemplation is linked to larning to include it as a procedure which restructures the manner the head thinks about issues to suit new larning or to upgrade old acquisition. Within Vocational instruction and the convergence between that of go toing college and that of pattern within the work topographic point. Analyse the manner in which your has been put together etc ( eg Comparisons between journals/diary/log ( eg Moon ) and comparing between possible different ways of showing the material-written, taped, drawings, maps, pictures ( eg Morgan, Buzan ) etc Journal Theorists over the old ages have defined diaries in different ways. Jennifer Moon has explored how journal authorship has many intents and will come in many signifiers. A diary can give a sense of ownership of acquisition, enhances larning through authorship and encourages metacognition. Metacognition is a word that appears many times. Professor Michael Martinez from Department of Education at the University of California says ‘ this definition will go more elaborate and complete as our understanding grows. Many instructors would depict Metacognition, rather tolerably, as â€Å" believing about thought. † But I would suggest a more precise definition: Metacognition is the monitoring and control of idea ‘ . ( Martinez, 2006 ) Flavell defines metacognition as ‘knowledge and knowledge about†¦ anything cognitive ‘ or ‘anything psychological ‘ ( Flavell, 2006 edition ) is this excessively general? Professor Michael Martinez I feel has descri bed this approximately right. The diary entries for this assignment have been used as a reminder to what has taken topographic point over the last term. Although they have non covered every scholar who has participated in this pilot it gives an over position of some of the troubles which have surfaced and a few suggestions should the pilot run the undermentioned twelvemonth. My return on a diary for the scholars to utilize while working on this pilot came in the signifier of a work battalion The work battalions provide a structured method of supervising advancement every bit good as assisting scholars to pull off their ain acquisition efficaciously, to raise assurance and to better their accomplishments through puting ends and SMART marks. Developed accomplishments of puting SMART action programs Targets have become smarter and scholars have become more motivated and marks have been achieved. More assurance in discoursing their strengths, accomplishments and personal marks. More successful in run intoing deadlines, organizing themselves and pull offing their ain acquisition. A Over all the pupils have become brooding in what they do Researching personalised acquisition helped me understand a little more into what I was really supposed to develop in this pilot â€Å" it is shown that the attack induces constructions on the appraisal jobs and larning objects, severally, that can function as a footing for an efficient adaptative appraisal of the scholars ‘ accomplishments, and for choosing individualized learning waies. † ( Heller, Steiner, Hockemeyer, & A ; Albert, January 1 ) What is brooding pattern? Debate the influence of theoreticians, eg: Dewey, Schon, Kolb, Mezirow, Habermas, Friere, Boud, Keogh etc.. ( Moon and Hillier have good mentions to these ) ( LO 1 ) Brooding pattern in simple footings is larning from experience, every instructor has done this. There are many different theoreticians who have given their ideas to reflective pattern. All have their ain consumption on how it should be done. As portion of any learning making this is now the needed acquisition. You as a instructor will analyze and debate the influence of theoretician and how they may outdo suit your demands when reflecting on a session you may good hold taught that twenty-four hours. The likes of Donald Schon who in the 1980s ‘ invented the term ‘Reflection -in -action ‘ to us, believing on the move this is when you would be reflecting while learning and accommodating you learning to possible tempers and state of affairss. This is something which has ever been carried out but had ne'er been defined. He thought instructors had in his footings become ‘technicians ‘ by this he was mentioning to instructors who carried out the undertaking of learning for administrations to cover instruction jobs which occurred. The teachers themselves had non queried their values to how they taught. Some of his positions ran aboard David Kolb who I feel was one of the chief subscribers to how contemplation is now perceived. A few old ages before Donald Schon came up with his theories John Dewey created a theory based on five strands of theory these were adapted by theoreticians Mezirow and Freire who were looking into how scholars could treat critical reflecting, they wondered if acquisition was a signifier of a rhythm wh ich would get down out as an experience developing into contemplation one time reflected upon leads to action and so becomes a concrete experience. The illustration they gave was a instructor has an brush with an angry pupil who failed an test. They labelled this as the experience. The contemplation was would be them seeking to explicate and do sense of the experience and comparison with other experiences, was it the same or was it a new experience.Talking to other instructors who may besides confront same state of affairss. This would so take to a class of action would so take to farther contemplation. Kolb subsequently refined this procedure of contemplation farther by dividing it into two activities, comprehending and treating followed by a concluding phase called â€Å" Abstract Conceptualization † In the Critical Reflection phase inquiries are asked about the experience in footings of old experiences, in the Abstract Conceptualization phase, we look to happen the replies. We come up with decisions and organize thoughts about experiences learned. From these thoughts came Experiential acquisition rhythm Which have been adapted by many theoreticians through the old ages? ( The Internet TESL Journal, 1997 ) Kolb in my eyes simplified the theories of Schon, Dewey Mezirow and Freire. Why I feel Kolb ‘s learning rhythm is used to great extent as a larning tool in instructor preparation classs. Stephen Brookfield breaks down contemplation into premises.Paradigmatic premises as the hardest of three to bring out. This relates to facts which we know to be true. Brookfield so says it would take a considerable sum of contrary grounds and disconfirming experiences to alter them, but one time changed the effects for our lives are explosive. The other two are normative and causal premises What are the features of a brooding practician? ( discuss checklist eg Hillier ) ( LO 1 ) In footings of analyzing the situation/theme you have identified, what theoretical account of brooding pattern have you found most utile? ( eg Ghaye and Ghaye, Brookfield, Peters, Burgess, etc etc Through my research it was proven that we as the instructors can merely help in the contemplation procedure, we can merely supply the construction or the stimulation to steer the scholar, it is up to learner to pull out their ain experiences and develop their ain ideas on how they may come on or better. The scholar can merely better if the scholar wants to do that attempt. Habermas said that he thought â€Å" self-reflection needed one portion of yourself to be split from the other in such a mode that the topic can be in a place to render assistance to itself. ( Habermas ) Although this seem a good remark at first, I would happen this peculiarly difficult to transport out, allow entirely a pupil with a naif attack to this construct. How could you divide yourself from the undertaking? The thought is to be able to self – reflect. A 2nd party is so needed, perchance the instructor would necessitate to step in to ease, is this non what we do? In my sentiment, a more realistic and manageable attack would be that of Stephen Brookfield Stephen Brookfield used a procedure known as the four critical reflective lenses. Unlike Habermas this brooding pattern is broken down into four countries all trusting on different state of affairss. Brookfield explains that the four countries are: Our car lifes as pupil and instructors The instructors looking at ourselves from the other side of the mirror, linking us to what the pupil would see. This would transport out through personal self- contemplation as Habermas had based his brooding pattern on. Using Personal reflective pattern you will go cognizant of matter-of-fact premises on how we teach. Brookfield so says that â€Å" self-reflection can a times be less painful than subjecting ourselves to the examination of others † , this I find really true being a private type of individual. Once we understand what this all means we can so travel on to the following phase. Our pupils ‘ eyes. This I used in my ain instruction idea I could see how pupils had perceived me by associating back to myself as an learner and my lector seeking to explicate to me how I had gone astray on a theoretical account, learning methods although different so still had the same immature pupils as of today, unsure and needing support. Although this was my reading on what I saw, my pupils had different thoughts acquiring to cognize the pupil is easier than acquiring their regard and trust. Without these two standards it is difficult to acquire any accurate feedback. In category if pupils look bored or have lost involvement attempt to travel on to a more interesting subject or present a practical activity Donald Schon describes this as contemplation in action. This has worked for me although non ideal for this E2E group. Groups such as 2nd or 3rd twelvemonth have fallen into the Brookfield class every bit Brookfield as predicted the longer you work with the group regard and trust can boom. Colleagues ‘ Experiences Peer observations giving feedback have been used during this pilot although non in this peculiar session but with this group. The feedback from co-workers ever welcome particularly from person who can give critical contemplation and advice. Theoretical literature this can sometimes assist us to gain what we thought were countries of possible bad or wrong instruction, but happen this is non ever the instance it can be down to possible state of affairs that we may hold been put into.Example Not hold the right resources for the occupation or perchance being chosen to learn a topic best suited to person with back land cognition and site experience. This is non to state that with experience this would non come. What are the advantages and defects of these theoretical accounts? ( LO2 ) What has your selected theoretical account of brooding pattern enabled you to see and gain? ( eg impact of state of affairs on colleagues/student perceptual experiences ref: Brookfield or function of the formalizing organic structure in this state of affairs ref: Ghaye and Ghaye, larning that has occurred ( Atkins and Murphy ) ( LO 2,4 ) What has aided or hindered your contemplation and brooding pattern? eg: your ain personality, characteristics of the environment in which you work, mentors/work shadowing/emotional involvement/ etc.. Moon, King and Kitchener, Boud etc ( LO 3 ) The category have struggled with the idea of holding to pass clip reflecting on what they have achieved in their practical Sessionss in the workshop. Development of reflecting has non come easy to many of the scholars. Many of the group happen it difficult to show themselves, either through authorship or verbal communicating. The group happen it difficult to concentrate for more than 20 proceedingss at a clip. So interrupting the Sessionss down to smaller Sessionss meant that we did n't acquire to a sufficient phase to reflect on anything. Barriers to the pilot Some scholars were negative to the idea of taking on excess work on top of the E2E and Diploma, although this pilot was non explained to the group as excess work in any manner. I have besides found many of the staff to be in a negative mentality when seeking to discourse the result of such a undertaking. This in bend has meant I have had to travel to other sections in the college those of which are besides transporting out other countries of the pilot to discourse this. The individualized work battalion developed for this pilot has had many alterations ; this is due to the practical theoretical accounts and strategy of larning altering about once a term. This so alters the practical theoretical accounts list. The pupils find this off seting and in some instances put the contemplation back a phase or two, as the scholar thinks they are come oning merely to happen the work burden go oning. Foils to the pilot The foils are at that place to equilibrate out the barriers and there are several co-workers that I have that want to see this pilot win. The caput of School has been behind the pilot and has been a cardinal protagonist in the backup of this. He has spoken in deepness to different caputs of school to assist happen the resources to help with the development of this, using the aid of other members of staff in other sections, enabling the group to hold the right schoolroom to work from and to associate both our practical and personalised learning Sessionss. Another foil has been that some scholars have now developed an understanding why contemplation is needed to assist better their result and development. What is the following measure in footings of the results of your contemplation, ( eg: Kolb, Mc Niff Action Research, Schon/your PDP/training ) My following measure to developing this is†¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ †¦ .. What will you make to set the benefits of this contemplation into pattern ( eg course of study devt-Race, Gibbs/curriculum direction: Preedy, Levacic, Lumby, /Team building-Handy/ partnership Huxham, Childs/ motive etc etc ( LO 5 ) And in footings of your brooding capablenesss: ( eg: continue to mention to theoretical accounts of brooding practice/ mentor/critical friends/action research/team meetings/ Moon ( LO 5 ) PS usage as many mentions in the reader as possible

Discrimination †Gender Essay

Write a 100- to 200-word response to each of the following questions. Provide citations for all the sources you use. †¢ What is discrimination? How is discrimination different from prejudice and stereotyping? Discrimination is the denial of opportunities and equal rights to individuals and groups because of predjudice or for other arbitrary reasons. Discrimination is different from predjudice and stereotyping because discrimination are actual negative actions towards the objects of predjudice. Stereotype is an unreliable generalization of members of a particular group and predjudice is a negative attitude and emotion response to members of a group. †¢ What are the causes of discrimination? Discrimination can be caused from learned behavior If you grew up in a home where your parents discriminated against others, then your more than Likely to do the same thing. Growing up in a neighborhood where there are mostly people of the same race and members of a different race coming into your neighborhood can cause discrimination. I also believe ignorance is probably one of the main causes of discrimination people are blind to the fact that we are all human beings and have feelings and everyone should be treated the same regardless of race, ethnicity, gender, oreientation, disability etc. †¢ How is discrimination faced by one identity group (race, ethnicity, religious beliefs, gender, sexual orientation, age, or disability) the same as discrimination faced by another? How are they different? I would agree that sexual orientation and gender face similar discrimination if you are gay, straight transgender people will look at you in disgust they will treat you differently and deny certain rights llke getting a job, marrying, and many more gender can be similar in the sense that you can be denied certain job positions and be incapable of performing certain duties especially a female who tries to attempt to do a job that is usually done by a man. I think the difference in the two is sexual orientation is a much bigger problem and strict laws have been put into effect for people who discriminate against gays, transgender, lesbians and they are still continuing to fight for equal rights today like getting married as far as gender if you’re male and female you have that right automaticall, whereas the gay community doesn’t. Racial and Ethnic Groups (13th ed. ) (Schaefer).

Free Essays on Shintoism

My report is on Shintoism. Shintoism is a native Japanese religion. Actually, it is not really an â€Å"ism,† it is only a teaching. It is not a set of verbal theories or concepts. It is the all-pervading way. Shintoism in Japan is called Kami-no-michi, which means â€Å"The Way of the Gods.† Shinto is the most powerful influence on the Japanese lives. According to Shinto mythology, deities created Japan and its people. This is how Shintosim came to Japan. Shinto developed from native folk beliefs. It also had its beginning in primitive times, when the Japanese thought that their islands were the only inhabited places on earth. Shinto has a great number of followers in their religion. There was an estimated 30 million people in Japan that are Shinto’s. That isn’t including other countries that followed the Shintoism religion. Today close to 60 million people still hold the beliefs and practices of Shintoism. It was one of the main religions that first developed in Japan, and that is why there are so many followers of it today. The Shinto’s history goes way back to AD 500’s. This is when Buddhism influenced the development of Shinto. Confucianism became influential in AD 600’s. Both of these religions helped to shape Shinto rituals and doctrines. Unlike Buddhism, Shinto never developed strong doctrines on either salvation, or life after death. But, when Buddhism came in 710-1185 AD, Shinto quickly came under its influence. The two religions both mixed and coexisted at the same time. During the Tokugawa period in 1603-1868, Buddhist sects and neo Confucianism served as the guiding ideology. Shinto was overshadowed at this time. Gradually, certain nationalist scholars, turned more and more towards Shinto as a source of uniquely Japanese identities. In the late 1800’s the Japanese government sponsored the form of Shinto called the State Shinto. It stressed patriotic religious ceremonies and the di... Free Essays on Shintoism Free Essays on Shintoism Shintoism Shinto, which means the way of the gods, has no real founder, no written scriptures, no main laws, and only a very loosely organized priesthood. Shinto is a native religion of Japan and also one of the oldest religions in the world, dated back to 660 B.C. In Shinto natural objects such as rivers, mountains, and heavenly bodies can be worshipped and personified. It is not an exclusive religion and people may practice Shinto and at the same time any other religions. Shinto creation stories tell about the history and lives of the Kami, which is a spirit. There was a divine couple, Izanagi-no-mikoto and Izanami-no-mikito, who were known as giving birth to the Japanese islands. One of their daughters, Amaterasu (Sun Goddess), is the ancestress of the Imperial family. Her descendants unified the country. It is known that there are 8 million gods and goddesses, but others have been added. Also, according to Piggot, â€Å"The attendants who accompanied ‘the Beloved Grandson’, N inigi, to Kyushu from the Celestial Plains became Shinto priests.† (38) In Shinto ancestors are deeply valued and worshipped. All of humankind is believed to be Kami’s child. Believers value musuhi, which is the Kami’s creative and harmonizing powers. The Shinto believers seek to have makoto, which is to have true heart. Shintoism has no definite set of theological beliefs or code of morality. As Motoori explains, â€Å"It is because the Japanese were truly moral in their practices they require no theory of morals.† Morality and theology was believed to be naturalistic. According to Juliet Piggot, â€Å"Early Shinto did not preach moral codes, ‘follow the genuine impulses of your heart’ was the core of the teaching, coupled with obedience to the Emperor.† (38) Through the combination of Shinto and Confucianism the warrior code of bushido developed. The warriors who followed the code of bushido emphasized the importance of loyalty, grati tude, courage,... Free Essays on Shintoism My report is on Shintoism. Shintoism is a native Japanese religion. Actually, it is not really an â€Å"ism,† it is only a teaching. It is not a set of verbal theories or concepts. It is the all-pervading way. Shintoism in Japan is called Kami-no-michi, which means â€Å"The Way of the Gods.† Shinto is the most powerful influence on the Japanese lives. According to Shinto mythology, deities created Japan and its people. This is how Shintosim came to Japan. Shinto developed from native folk beliefs. It also had its beginning in primitive times, when the Japanese thought that their islands were the only inhabited places on earth. Shinto has a great number of followers in their religion. There was an estimated 30 million people in Japan that are Shinto’s. That isn’t including other countries that followed the Shintoism religion. Today close to 60 million people still hold the beliefs and practices of Shintoism. It was one of the main religions that first developed in Japan, and that is why there are so many followers of it today. The Shinto’s history goes way back to AD 500’s. This is when Buddhism influenced the development of Shinto. Confucianism became influential in AD 600’s. Both of these religions helped to shape Shinto rituals and doctrines. Unlike Buddhism, Shinto never developed strong doctrines on either salvation, or life after death. But, when Buddhism came in 710-1185 AD, Shinto quickly came under its influence. The two religions both mixed and coexisted at the same time. During the Tokugawa period in 1603-1868, Buddhist sects and neo Confucianism served as the guiding ideology. Shinto was overshadowed at this time. Gradually, certain nationalist scholars, turned more and more towards Shinto as a source of uniquely Japanese identities. In the late 1800’s the Japanese government sponsored the form of Shinto called the State Shinto. It stressed patriotic religious ceremonies and the di...

A Chinese Cinderella Autobiographi

No one acknowledges her or shows any heed and sympathy towards her. This relationship is shown in line 28 when she asks ‘Where is everyone? As no one comes to greet her when she arrives home, showing how they are uncaring towards her and do not regard her as family, not even welcoming her arrival or asked if she would like anything. It is almost as if she is a stranger, even to her biological father and siblings who continue to play ‘by the swimming pool’, no one caring about her coming back home. In addition, she is not informed about her family moving home when she asks her Father’s chauffeur in line 23 ‘Where are we? Her questions show her confusion and little knowledge on what has been happening at home pointing out that her family have not even bothered to write to her. Her other siblings and stepmother are ignorant to her arrival as if she is a stranger and worthless. Being sent to boarding school points out even more that they do not want anythi ng to do with her and would rather not see her because to them she is nothing. Adeline knows this herself as when Ma-mien Valentino calls her to tell her that her ‘chauffeur is waiting to take her home’ she thinks that someone has died because the last time she was called home it was only due to this reason and she begins to fear what might have happened. When she arrives the servants use a rude tone and do not care for her as much as they would for her stepsiblings showing the unfairness, even her father using a commanding tone when he meets his daughter after so long not even welcoming her but orders her to ‘Sit down’ instead. Her father does not regard her as his own daughter but uses her to improve his status with her achievements so when her father speaks to her she becomes timid and afraid, not trusting him when he shows her a little kindness, pointing out the distant relationship between Adeline and her family. Adeline’s character is somewhat cautious she doesn’t trust people too quickly, especially when it comes to the kindness from her family members as she is wary that they are playing a trick on her to make her feel miserable like they did all her life. Although she is not treated well by her family, she s clearly educated and this is shown when she wins a competition and quotes a poem to show her happiness. However, she is modest and keeps her happiness and excitement hidden, showing her timid and humble personality when she comes across her father and hiding what she feels even though it proved to be difficult but because she is clever and knows her father too well she did not want to miss the one chance she would have in a life time. She respects her father’s wishes as she would do anything to leave the place where she is unwanted though her strong personality keeps her distress that she suffered for years at bay. A Chinese Cinderella Autobiographi No one acknowledges her or shows any heed and sympathy towards her. This relationship is shown in line 28 when she asks ‘Where is everyone? As no one comes to greet her when she arrives home, showing how they are uncaring towards her and do not regard her as family, not even welcoming her arrival or asked if she would like anything. It is almost as if she is a stranger, even to her biological father and siblings who continue to play ‘by the swimming pool’, no one caring about her coming back home. In addition, she is not informed about her family moving home when she asks her Father’s chauffeur in line 23 ‘Where are we? Her questions show her confusion and little knowledge on what has been happening at home pointing out that her family have not even bothered to write to her. Her other siblings and stepmother are ignorant to her arrival as if she is a stranger and worthless. Being sent to boarding school points out even more that they do not want anythi ng to do with her and would rather not see her because to them she is nothing. Adeline knows this herself as when Ma-mien Valentino calls her to tell her that her ‘chauffeur is waiting to take her home’ she thinks that someone has died because the last time she was called home it was only due to this reason and she begins to fear what might have happened. When she arrives the servants use a rude tone and do not care for her as much as they would for her stepsiblings showing the unfairness, even her father using a commanding tone when he meets his daughter after so long not even welcoming her but orders her to ‘Sit down’ instead. Her father does not regard her as his own daughter but uses her to improve his status with her achievements so when her father speaks to her she becomes timid and afraid, not trusting him when he shows her a little kindness, pointing out the distant relationship between Adeline and her family. Adeline’s character is somewhat cautious she doesn’t trust people too quickly, especially when it comes to the kindness from her family members as she is wary that they are playing a trick on her to make her feel miserable like they did all her life. Although she is not treated well by her family, she s clearly educated and this is shown when she wins a competition and quotes a poem to show her happiness. However, she is modest and keeps her happiness and excitement hidden, showing her timid and humble personality when she comes across her father and hiding what she feels even though it proved to be difficult but because she is clever and knows her father too well she did not want to miss the one chance she would have in a life time. She respects her father’s wishes as she would do anything to leave the place where she is unwanted though her strong personality keeps her distress that she suffered for years at bay.

Trade Show Promotional Ideas Essay Example | Topics and Well Written Essays - 500 words

Trade Show Promotional Ideas - Essay Example For our advertising campaign we have started off with some teasers saying "What's a safer way of safe crib bumper" leaving our audiences wandering what is that which is lacking in their already possessed bumper. The rest of the phrase creates a sense of consciousness and anxiousness as to what is the teaser referring too. Further more to promote our product we have taken the help of another medium that is banners which inform the audience about the website and phone number to buy the product, yet the product itself has not been disclosed and an element of surprise still remains and they do the work of a poster and teaser as well. Now for the date of launch we have prepared another set of posters that reveal the identity of the product and of course the product as a whole. A catchy slogan, "Is your child breathing enough oxygen" has been used to attract the audiences and the slogan carries in it a message of exclusivity and is promoting the masses to adopt what suits them the most.