Describe An Experience That Changed You Essays -

Depict an encounter that transformed you The dark privateer cap moved around noticeable all around, weaving and swaying to some Disneyland music. Appended to it was my head and the remainder of me, being hauled along on this wild ride. The main sounds I heard were ones of trumpets taking off increasingly elevated, attempting to hit a preposterously high note. The privateer cap and the warm Florida night had taken control, and my hesitance went directly out the window. I moved, not enormously or with any aptitude at all, yet I moved. For that one night, toward the finish of our outing to Florida and Walt Disney World, I delighted in life in a way I never have. Prior that night, I had meandered around the lodging, feeling desolate and exhausted. My flat mate and I had moved toward visiting the amusement parks, yet his dad, an escort, had taken him out for an unexpected birthday supper. So I was disregarded to meander. Feeling in the state of mind to play some computer games, I took off to the arcade with a fresh ten dollar greenback. After fifteen minutes, I exited, poverty stricken, after rapidly discovering that I ought to never get in the driver's seat of a race vehicle. I don't trust I even figured out how to finish one lap, not to mention finish. In transit back, I ran into certain companions of mine, who had come back from supper to get their tickets for the amusement parks. Perceiving how desolate I was, they welcomed me to go with them. I concurred, glad to do anything. We got our tickets, and chose to go to the Magic Kingdom for the firecrackers and the procession. At the point when we showed up there, we strolled around, halting to get some dessert and pie. The air was continually loaded up with the shouts of satisfaction from youngsters going around, and each individual had a grin all over. The glad state of mind was infectious and I started to grin myself. My two companions plunked down for a moment to make the most of their dessert, so I went into a store searching for a gift. The privateer cap sat on the table, looking senseless even from over the room. I drew nearer, a grin and a laugh originating from me as I contemplated what my companions may state. A silly sticker of Captain Hook was on the front edge, and his enormous grin sold me. I got it, paid for it, and put it on, foreseeing the response of my companions. I was not baffled. Wails of chuckling burst forward, and I immediately participate, getting a charge out existing apart from ever ything else. I invested the remainder of energy at the recreation center and the ride back to the lodging with a major grin all over. It was around eleven o'clock when we got in, yet I was having a ton of fun to rest. It was additionally our last night in Florida. I went into my room, and got out my Cd player, and put in my Disney Jazz album, needing to hear some out fun music. I proposed uniquely to tune in and watch the stars and the night, yet the relentless beat of the drums and celebration's of the trumpets filled me with vitality. I was in such a decent mode, I started to let the music move me, and I was off. For once in my life, I disregarded being developed and genuine, and let everything go. I got considerably increasingly ostentatious when my different companions returned, making the most of their stun at seeing me like this. I had a great time. At the point when I recall that trip, it generally brings back a grin to my face. From that point forward I've attempted to be less genuine and appreciate life somewhat more. I've made more companions and I have a great time this previous year than I have previously. That experience has transformed myself to improve things, and I'm happy it occurred in an entertaining manner.

Philosphy of education Term Paper Example | Topics and Well Written Essays - 500 words

Philosphy of training - Term Paper Example It helps in building up a reality where equity, balance and norms of life are center standards to help and guide humankind. The procurement of training, in any case, requires a lot of battles structure the person. An informed individual is the person who is socialized, ethically illuminated and comprehends human nobility as a center rule which ought not be undermined in any field. An informed society thus, makes certain suggested obligations on the people to work for common advantages prompting innovative headways, help each other to keep up harmony in the general public and keep up connections to keep the learning track going. Plato’s hypothesis of training clarified learning as a continuous procedure where learning creates with the development of an individual. He recommends that an individual’s taking in proceeds from 6 to over 50 years old. Getting the hang of, as indicated by Plato, is an absolute necessity to flourish in the general public. Similarly I consider le arning as a significant and essential piece of a person’s life which can't be isolated yet rather an individual should remain open to acknowledge and follow new thoughts, considerations and issues.

Lord of the Flies †Hook or Brook? Essay

In my perspective probably the best novel you can read for GCSE English is ‘Lord of The Flies’ by William Golding. In any case, I’m not simply discussing the book I’m going to discuss the movies, Peter Brook’s 1963 highly contrasting film and Harry Hook’s American style film made in 1994 and how the two of them vary from one another and the book. Sir William Golding was an English sentence structure school kid who read Natural Sciences for a long time at Oxford University before moving to English Literature. He enrolled in the naval force to battle in World War II where he was engaged with the quest for Germany’s mightiest warship, the Bismarck and associated with D-Day arrivals. At the point when he returned to the UK to compose and to train he had drastically various thoughts of humankind. A large number of his books contained the thoughts that there is nothing of the sort as evident honesty, most men are just worried for their own prosperity and that all men are underhanded on a fundamental level under tension. His first novel ‘Lord of the Flies’ is a lot of dependent on these thoughts. Golding composed numerous different books including: The Inheritors, Darkness Visible and To the Ends of the Earth. In 1979 Golding won the James Tait Black Memorial Prize, in 1980 he won the Booker Prize, in 1983 he was granted the Nobel Prize for Literature and was knighted by the Queen in 1988. In the long run he passed on of cardiovascular breakdown on June 19, 1993. In the course of his life he saw his most noteworthy novel, ‘Lord of The Flies’ went in to a film in the 1960’s yet kicked the bucket before he could see the second adjustment of the film discharged in 1994. The underlying pictures toward the beginning of the two movies of ‘Lord of the flies’ are significant as they give initial introductions of the film and set everything up for what is to come. Brook’s film begins with a progression of photos demonstrating gatherings of English language structure school young men in consistently life, at that point being emptied (for an explanation that you don’t know) and afterward the plane accident on the island. As the pictures are a song cozy in latin which, when deciphers implies god give us kindness. In Hook’s form the initial scene fires gazing toward the whipping legs of the young men attempting to swim in the sea however in practically complete quiet then the image raises over the water to uncover seeing all the kid freezing and the hints of shouting, the image at that point sinks to show the pilot sinking and a hand pulling him to the surface followed by the image to show an actual existence pontoon opening. The better of the two openings in my perspective is the later 1994 film since it attracts you to the film since you don’t recognize what will occur. In both Brook’s film and in Hook’s film the young men end up on a tropical island some were in the pacific sea for what it's worth in the book, however the manners in which this is depicted in the two movies are totally different giving the two openings to the movies altogether different emotions. In Brook’s 1963 film you first observe the island during the day with a wide, since quite a while ago bended sandy sea shore spread out in front in the event that you, upheld with low tropical backwoods extending into the separation with shallow light shaded ocean. This gives a light quiet environment to the start of the film giving a feeling of confidence. The film was shot for the most part on the island of Vieques in Puerto Rico. Interestingly Hooks 1994 adjustment has island is first observed around evening time as the young men enter a little shielded inlet, on a real existence pontoon, and are stood up to with minor sea shore with the dark outline of the tremendous woods and mountains approaching over them covering everything with shadows this give a feeling of little expectation, threat, frenzy and dread since they don’t know what’s in the shadows. In my psyche this sets the state of mind better for the minutes after a plane accident where you are totally lost, on one knows where you are, all the grown-ups with you have kicked the bucket, contrasted and the practically upbeat felling given in Brook’s film. As in the book the first two character presented in quite a while are Ralf and Piggy. In Brook’s 63 movies, as in the book, Ralf and Piggy have never met and Piggy is the principal individual that Ralf finds after the plane accident. Piggy in first film is a fairly little, fat kid with glasses, from a lower class back ground who won’t accomplish any physical work since he is over stressed over his asthma and is exceptionally careful about everything. Ralf in this film is a normal sentence structure school kid albeit more established than the vast majority of the young men, with a solid feeling of administration who later becomes pioneer of the youngsters on the island in light of his underlying notoriety with the more youthful individuals from the gathering. Anyway in Hooks american 94 film all the youngsters are all from a similar military cadet school. As they are from a similar school they definitely know one another so as Ralf was in a higher situation than the remainder of different young men in the school he was naturally chosen the pioneer of the gathering. Piggy is a fat youngster with larger than average glasses and is entirely respected and can be extremely irritating as he is in the two movies and the book. Additionally in snares film Ralf is consequently is defensive of piggy all however in creeks film and the book Ralf ridicules piggy before get to know him and turning out to be defensive him from a portion of different characters. The other fundamental character that you are acquainted with in the film is Jack. Jack in streams film is the pioneer of an ensemble who end up on the island due to the plane accident with his coir. He quickly attempts to assume responsibility for the gathering and is forceful towards Piggy and menaces him. At the point when he neglects to assume responsibility for the gathering he quickly isolates him self and the coir to become trackers for the gathering and become fanatical with execute wild pigs. This is fundamentally the same as with snares film when Ralf wins control of the gathering jack parts of and makes a gathering of trackers and turns out to be savage and forceful. Imagery in huge numbers of Goldings book has a major impact and they have a major job in movies of ‘The master of the flies’. The conch shell that Ralf and Piggy find on the sea shore in one of the primary sense is of request and that solitary the individual holding the shell can talk. At the point when the conch shell is passed up Ralf al the young men react by going to its source like offering an explanation to a school ringer. This implies the conch shell in the two movies is an image of request, regard and control. Piggy’s glasses additionally become an image of fire in light of the fact that the will be the young men just wellspring of fire on the island and anyway has the glasses is in charge of fire which is indispensable for life on the island. The chasing blade in snares 94 film is an enormous image as it gives a wellspring of food by slaughtering the pigs on the island and an approach to make weapons for the trackers. One of the principle subjects in the book and movies is of exploitation and mastery inside the gathering. Nearly when the gathering is framed Ralf (in the book and in the 63 film) or Jack (in the 94 film) promptly torments piggy by giving him his name, and attempts to place himself above every other person and assume responsibility for the gathering. In snares 94 film all the youthful individuals from the gathering call Jack and Ralf ‘Sir’ demonstrating admiration to the predominant individuals in the gathering. The sound and music inside the movies are significant as they get the sentiment of the circumstance. In streams 63-film local channel music is played as their kids are traveling through the woodland and this give of sentiment of fervor, as they are traveling through the backwoods. In the two movies the surrounding sounds, similar to winged animals and frogs, give feeling of readiness and can add to the pressure of a seen. In the two movies what the characters are wearing give a felling of to what extent the have been there and what they have been doing. In the 63 film ate the beginning all the young men have full uniform on, particularly the coir how have outfits and caps one, to having next to no torn sections of garments on in Hooks 94 film the young men go from having full military uniform to topless with tore shorts on and war paint on there appearances and chests. The length of boy’s hair in the two movies doesn’t change in either film inferring that they aren’t there for an extremely significant time-frame. One thing that was over look in the two movies is that after the plane accident all the young men are splendidly perfect, clean and fashionable. The hues in the 94 film added to the state of mind of the seen. At the point when the young men are cooperating on the sea shore the hues are lighter adding to the felling of cheerfulness. Then again the backwoods is quite often dull greens, earthy colors and blacks and this assists with underscoring a negative state of mind. I feel that Brooks 63 film is constantly let somewhere near the reality it is clearly. I think the utilization of the camera is one other primary concern that isolates the two movies. In snares film the camera shots are utilized to help stress what’s is going on in the film, for instance: shots where the camera is looking down on somebody makes them crease truly revered like when the young men first land on the sea shore, and when the camera is facing up at exactly ones face causes you to feel that there ground-breaking or prevailing. Halfway as a result of this I feel that the 94 is better than the 64 movies since it comes up short on the nature of camera shots. In my psyche they are both acceptable movies however the better of the two film is Harry Hook’s 1994 adaptation on account of the better nature of the film and unquestionably the acting which in Peter Brook’s 1964 film was wooden yet numerous individuals just thinks it was let somewhere near the innovation of the time and in light of the fact that it is a lot of near the book it is a greatly improved film.

When Communications Undermine Knowledge Management

Conceptual Jensen’s 1998 article Communication or information the executives? featured the creating connection between authoritative interchanges and information the executives as a demulcent for mounting representative disappointment. The accompanying paper investigates the condition of authoritative correspondences and information the executives as of 2010.Advertising We will compose a custom exposition test on When Communications Undermine Knowledge Management explicitly for you for just $16.05 $11/page Learn More The security between these two controls, for example, Jensen anticipated, has cooled significantly, if to be sure it could possibly do really shape. Explanations behind this separation incorporate the dynamic and regularly touchy connection between correspondence, information the executives, authoritative structure and hierarchical culture. Provoked by what Bill Jensen, president and CEO of The Jensen Group described as a distortion of jobs with respect to hierarc hical communicators, Jensen’s 1998 article Communication or information the executives? featured the creating connection between hierarchical correspondences and information the executives as a salve for mounting representative dissatisfaction (Jensen, 1998). Jensen’s article featured an over the top spotlight on change declarations and setting materials among authoritative communicators at that point and a deficiency of â€Å"clear, successful, helpful everyday data and sense making† (Jensen, 1998). Representatives look for â€Å"help in comprehending, utilizing, and utilizing the data around us† Jensen contended (Jensen, 1998). â€Å"We’re looking for the capacity to explore through change for ourselves, however just an excessive amount of data is humming past us to do so† (Jensen, 1998). Jensen asked communicators to move away from the bustling work of â€Å"key messages† and â€Å"town meetings† and center more around †Å"performance information† regarded relevant to representatives settling on choices on the ground (Jensen, 1998). Jensen proposed an association of correspondence and information the executives as the arrangement; in his words, correspondence and information the executives are â€Å"very similar,† anyway information the board remains â€Å"more trained about catching, sorting out and following what we have to make decisions† (Jensen, 1998). Jensen characterized information the executives in 1998 as made out of â€Å"two essential controls: encouraging exchanges [and] arranging information for tasks use;† Jensen bemoaned the nonattendance of the two orders from correspondence practice of the time (Jensen, 1998).Advertising Looking for paper on business correspondence? How about we check whether we can support you! Get your first paper with 15% OFF Learn More The accompanying article examines the condition of hierarchical interchanges and information the exe cutives starting at 2010. The bond between these two controls, for example, Jensen anticipated, has cooled impressively, if in fact it could possibly do genuinely frame. Explanations behind this separation incorporate the dynamic and regularly bad tempered connection between correspondence, information the board, hierarchical structure and authoritative culture which Jensen’s jovial and blushing source of inspiration seems to have ignored. Everything that occurs or doesn’t occur in an association starts and finishes with that organization’s culture. Given that associations work as indicated by a pecking order, the viability of authoritative correspondences remains entirely reliant on the relational abilities of its initiative (Anaeto, 2010). Essentially, the general vision and utility its authority attributes to hierarchical correspondences and information the board influences the apparent estimation of each by the authoritative culture overall; if hierarchical interchanges and information the board get just empty talk from the administration, they will be to a great extent dismissed by workers. Essentially, if both hierarchical communicators and information the executives experts go after believability inside an association, representatives get clashing data that serves individual interests, or more awful, may feel â€Å"awash in such a significant number of progress initiatives† (Abrahamson, 2004). Authoritative correspondences subverts and now and again harms information the board when the organization’s administration either observes no an incentive in it, or comes up short on the aptitudes to execute it on the most significant level of hierarchical culture. Hierarchical culture goes past language and correspondence materials, and how an organization’s culture comprehends (or doesn’t comprehend) information the board will be the deciding component in the general accomplishment of correspondence. The inclinat ion possibly in support of an association of authoritative culture and information the board shows up regularly in the â€Å"language that individuals use in their ordinary discussion with different representatives just as formal hierarchical records and communications† (World Bank, 2010).Advertising We will compose a custom exposition test on When Communications Undermine Knowledge Management explicitly for you for just $16.05 $11/page Learn More It is significant acknowledge, as Anaeto (2010) adroitly watches, that â€Å"it is hard for culture to create, endure, broaden and by and large prevail without correspondence. It follows along these lines that when we discuss an authoritative culture, we are seeing what's going on in the association as far as communication† (Anaeto, 2010). Hierarchical correspondences basically impart authoritative culture both expressly through worker interchanges, and certainly through classified social suspicions about â€Å"how things ar e done around here,† and more to the point, â€Å"how individuals excel in this place†. Associations themselves build up their own code of communicated in and implicit language, which ordinary ties in profoundly with professional stability, advancement and money related prize. Inferred information, the slippery substance of employees’ minds that Jensen called â€Å"what we know however [have] not yet ‘captured’ in content or database-format†¦is still best moved during†¦communication. It’s evaluated that 50 percent to 95 percent of moved knowledge†¦occurs during oral communication† (Jensen, 1998). This might be valid. Anyway what is absent from Jensen examination is the way that an organization’s culture will fundamentally influence the stream and accessibility of said implied information during oral correspondence. Hidden hierarchical culture suppositions drive correspondence. As Anaeto (2010) declares, â€Å"the language of the association part is the way to comprehension the authoritative culture† (Anaeto, 2010). For instance, in an association that advances rivalry and in battling among its representatives, inferred information becomes individual influence. Thus, all information, unsaid and something else, will be deliberately protected and overseen and just shared deliberately; now and again desirously, and in different cases retained out and out. How much authoritative correspondences can truly be â€Å"managed† relies completely upon administration purchase in and support, since representatives design their conduct, including their correspondence styles, in light of on their own view of what sort of correspondence prevails in the association (Anaeto, 2010). Motivating forces for taking an interest in information the executives at that point depends on its apparent incentive in the organization’s culture. In a group arranged hierarchical culture, where information sh aring happens uninhibitedly and the initiative prizes cooperation monetarily or through titles, at that point information the board will in general be embraced.Advertising Searching for exposition on business correspondence? How about we check whether we can support you! Get your first paper with 15% OFF Find out More On the other hand, in a hierarchical culture that qualities representative rivalry, correspondence and information the executives action will probably take after all the more a faã §ade, since workers will in general offer just that information that advances their individual objectives instead of the objectives of the association. The administration of some random association characterizes its way of life, and an organization’s culture characterizes its correspondence approach (World Bank, 2010). This reality, however alluded to in Communication or information the executives, Jensen made light of altogether and to some degree innocently: â€Å"it’s likely that there are numerous elements keeping you from moving from correspondence expectations to information the executives rehearses. Authority, innovation, financial plans, staffing or even awful hair days might be authentic reasons you’re being held back† (Jensen, 1998). A pioneer who is a successful comm unicator can adjust â€Å"needs to make solid relational connections and achieve errands, keep up a harmony among request and disorder inside the association, and use prizes and disciplines to spur followers† (World Bank, 2010). All together for hierarchical interchanges to encourage successful information the executives destinations, correspondence and information the executives must be introduced as â€Å"clear raising goal[s]† for workers, and not just by the interchanges office or information the executives masters, however by the organization’s initiative itself. â€Å"High execution groups have both an away from of the objective to be accomplished and a conviction that the objective exemplifies an advantageous or significant result† (World Bank, 2010). The pioneer of an association additionally sets its method of conveying; the leader’s correspondence style of decision will impact the apparent estimation of information the executives in the a ssociation. On the off chance that the administration imparts the estimation of information the executives through authoritative correspondence materials, for example, key messages yet workers see no activity or usage as a resu

Race in the 19th 20th century - Free Essay Example

Essay Question: Examine how ideas about race were elaborated in the second half of 19th century and the early 20th century. Race is a historically and culturally specific notion, embedded in a constellation of economic, political, and cultural discourses and uniquely linked to specific relations of power and authority (Hirschfield, 1998, p.34). It has been argued that race was an Enlightenment project that resulted from the desire to classify (Cohen, 1974, p.207). Racial thinking certainly existed before this period, but the modern concept of race is a more recent one that has developed from the encounter of more Europeans with other peoples (MacDonald, 1973, p.241). There is some disagreement as to when the construction of race took its current form. First, it has been suggested that the descriptions of race in ancient literature demonstrate that it originates in xenophobic beliefs (Hirschfield, 1998, p.34). The system of natural classification that developed in the Eighteenth Century is a lso seen as an important contribution (Hannaford, 1996, p.188). However, almost all studies agree that a distinctive development of racial thinking began to take place in the Nineteenth Century (Hirschfield, 1998, p.35). The Nineteenth Century saw the search for the historical and biological origins of race (Hannaford, 1996, p.235). It went beyond the simply classification of race and towards a more significant delineation of race into one that embodies characteristics, personalities and even mental abilities. Several key developments were relevant to this progression. These will be examined as follows: first the importance of the development of biological categories and the influence of power will be examined. Secondly, the development of scientific dialogue of Darwinism and Eugenics will be discussed. Thirdly, an examination will be made of the influence of nationalism and imperialism. Finally, the notion to which the discourse became self-serving will be considered in that as the connection between cultural features and racial stereotypes became ingrained, there was recourse to the scientific argument to justify the features of power. The urge to divide the human race into broad categories similar to the animal kingdom seems to be a starting point for many of the theorists in the Nineteenth Century (James, 1981, p.19). Kants On the Different Human Races is characteristic of this view: he draws analogy to how the animal species are divided to demonstrate a division in the human race. A natural division is based upon identifying lines of descent that divide according to our reproductive relations (Kant, 2000, p. 8). This description of racial characteristics holds a number of significant features of the developing views of race. It seeks to explain differences as accruing from environmental change (James, 1981, p.19). Despite attempting to read as a scientific study, it demonstrates some significant bias towards the North Europeans, describing those who live in the humid heat of a warm climate, which he states produces a thick, turned up nose and thick fatty lips (Kant, 2000, p.17). The skin needs to be oily to avoid the absorption of the foul, humid air (Kant, 2000, p.17). This thus demonstrates that the scientific foundation became the vector for the view of racial development and the perceived superiority of white. The foundation of the racial paradigm can therefore be discerned in the need to classify elements of the human race in a manner similar to the natural world (Lazarus, 2011, p.4). As has been seen, the development of classification resulted in a derogation of the non-European races. From one point of view, this can be seen as a natural progression, as those doing the classification may tend to regard themselves as the superior race, simply defining all alternatives as the other (James, 1981, p.19). However, this went much further than a simple scientific approach to considering all races to be infer ior in a general sense to a kind of opposition to other races (Bayly, 2004, p.227). The classification was extended not simply to demonstrate different racial characteristics to ones that included personalities, attitudes and associated capabilities. The urge to categorise therefore does not simply predetermine the unequal distribution of racial characteristics between different races (Cohen 1974, p.207). Darwinism can be seen as a significant academic contribution to the racism paradigm. The notion that some races had evolved to a more complete end than others dominated the discourse (Bayly, 2004, p.230). This represented a significant departure from the old notions of racism and pointed towards the solution: the other, more advanced races would attempt to educate the other races and complete their evolution. The triumph of Western Capitalism was seen as a self-evident manifestation of evolutions triumph in the Western Europeans, with the success of the ex-colonies such as the United States being seen as further proof of a racial superiority of white people (Duiker and Spielvogel, 2006, p.563). This was intertwined with the notion of social Darwinism, where the formation of societies were seen as corresponding to the same principles of evolutionary racism. This can be seen in the declaration by the German General Friedrich von Bernhardi in 1907: war is a biological necessity of the first importance†¦ since without it unhealthy development will follow, which excludes the advancement of the race, and therefore all real civilization (Duiker and Spielvogel, 2006, p.563). The development of Eugenics in the late Nineteenth and Early Twentieth Centuries represents the clearest manifestation of the racial characteristics. This can be described as the science of racial improvement (Duiker and Spielvogel, 2006, p.564). This characterises the racist paradigm at that time, whereupon differences had become interpreted as significant and strong manife stations of elements that are better or worse within a race (Benedict, 1983, p.45). Selective breeding was seen as a method by which the tendency of racial characteristics would tend towards an average could be modified. This provided further scientific rationale that justified racial stereotypes. Furthermore, it demonstrated that intermixing between the races could result in interbreeding, and thus pollute racial stocks (Duiker and Spielvogel, 2006, p.546). The formation of the British Society for Eugenics in the early Twentieth Century represented a significant development of the scientific rationale attempting a social cause, whereby some elements of society were encouraged to breed whereas others were discouraged. This, evidently reached its apogee in the Nazism of the 1930s and 1940s, but the principles were prevalent before this took a particularly strong manifestation. The Nuremberg laws in 1935 redefined German citizenship on racial grounds and ultimately this resulte d in sterilisation and genocide of undesirable elements in society. It was the extremes that this manifestation reached that contributed to its dramatic decline in popularity following the war (Benedict, 1983, p.46). Biological determinism offers one starting point for the justification of slavery in the mid-Nineteenth Century and therefore offered a starting point for the justification of racial oppression; in other words it provided the means of defining unequal power relationships (Cohen, 1974, p.209). The associated racial characteristics applied to other races by Europeans and their descendants can be seen in the manifestation of power (James, 1981, p.25). At a point where the anti-slavery movement was growing in importance across the old colonial powers, it seemed required that justification of the submissive state of such individuals in society was required (Gupta, 1983, p.27). Slavery in the USA became to be seen more as a paternalistic benevolence by slave owners to a race who, by their nature, were unable to thrive for themselves outside the framework of slavery (Bayly, 2004, p.277). It was widely held in the USA in the Nineteenth Century that black people were slow of learning and had little natural intelligence (Hannaford, 1996, p.188). The power relations that were involved in the suppression of one group by another therefore justified the characterisation of that race as limited in natural ability, and thus suggested the oppression of the race was of benefit to them rather than the exploitative relationship it was. This idea will be further explored in the development of nationalism and imperialism, but it is important to note the manifestation of power relationships in a wide range of contexts before the late-Nineteenth Century developments (Hannaford, 1996, p.189). The notion of racism also developed to encompass not only significant differences of race, but differences in nationality (Gupta, 1983, p.23). This racism without c olour requires attention owing to its growth in the period of the late Nineteenth and early Twentieth Centuries (Gupta, 1983, p.22). It has been argued that race and racism are inextricably linked but this is difficult to support (Morris, 1994, p.845). Although there is significant racial heterogeneity in the UK, there are strong arguments that suggest that a perceived racial homogeneity is a cultural construct (Gupta, 1983, p.23). The growth of nationalism can be seen as a significant contribution to the development of racist ideologies (Lazarus, 2011, p.3). According to a number of studies of nationalism, the notion became increasingly important in the Nineteenth Century resulting in the theme of nationalism that is present today (Brubaker, 2011, p.1785). The later Nineteenth Century was the period during which the theme of nationalism was very strong (Anderson, 2006, p.11). This, therefore, resulted in the development of racism to extend to national characteristics rather t han simply focusing on biological differences. A significant corollary of the development of nationalism was that it was founded on shared values and national characteristics (Ersanilli and Koopmans, 2010, p.773). This therefore provided the notion that other cultures and nations did not share such characteristics. This can be seen as part of the foundation of the notion of racism based upon essentially nationalistic characteristics. As Benedict (1983, p.128) states if Frenchman and Germans differed, by that token they were different races. A crucial element of a number of nationalisms was the notion that the population within the set geographical limitations were of the same race (Anderson, 2006, p.15). This intertwined the notion of race and national boundaries in a way that had not received such a complete notion before. However, in order for this developed to take place, the notions of racial-nationalism drew heavily upon the developing paradigm that suggests that there is a coincidence between the race of an individual or a group and other features, such as learning acumen, personality features, attitudes and so on (Ersanilli and Koopmans, 2010, p.775). The application of this idea to the set of national characteristics was relatively smooth: it simply posited that, in the same way the geography changed the racial characteristics of people in terms of physical features, it further had an effect on their personal characteristics (Kant, 2000, p.17). Therefore individuals living in a nation state that had a different geographical location would thus develop similar characteristics as each other and different ones from different states. This paradigm could only apply to a certain number of states and does not fully explain the existence of entrenched racism that occurred in other areas such as the USA, South Africa and Australia (Anderson, 2006, p.16). In such cases the notion of power represents the most significant explanatory variable. Ho wever, it is significant that there was an attempt to provide a strong adherence to a common set of values in late Nineteenth Century; particularly such values as might be deemed Anglo-Saxon, which reinforced the supremacy of the white make, the Protestant Church and the English Language (Bayly, 2004, p.229). This can be seen as perhaps resulting from the same factors that produced a racial conception of nationality. The later Nineteenth Century was a period during which imperialist theories were also legion (Bayly, 2004, p.227). In the historical context of creation, these views were intertwined with nationalism. However, within the context of the development of racial arguments, they have a significant role to play. This has been characterised as new imperialism, during which most of Africa was seized by Europeans (Bayly, 2004, p.228). These views are considered separately as it can illustrate the significance of the importance of nationalism in emphasising the racial char acteristics of nation states (Anderson, 2006, p.11). Imperialism, however, demonstrated the importance of power relations in the development of the racial discourse. In many senses, the racial discourse can be seen as developing from a concerted attempt to justify the unequal power relationship between the rulers and ruled. This can be seen in extent to which most Europeans gave humanitarian or religious justification for their actions, suggesting that the superiority of European civilization compelled them to impose it upon the primitive cultures (Bayly, 2004, p.229). Social Darwinism played a significant role in the development of imperialisms justified on academic racism, whereby the primitive aspects of the race were seen as justification in itself for the imperialist activities. Other motives for imperialism, such as the economic imperative, all drew on the racist paradigm to provide a less selfish justification for the new empires (Bayly, 2004, p.230). This therefore re sulted in an increase in the notion of race being a defining characteristic. Racial ideologies were not simply advanced by a conglomeration of nationalism, imperialism, Darwinism and Eugenics (Giroux, 1992, p.165). In the early Twentieth Century, there became evidence strands of simply cultural racism that can be seen as running alongside the biological determinism that was largely prevalent. From this perspective, individuals were suspicious or negative towards to other races not solely on the basis on racial differences, but because those differences represented a divergence in cultural values (Giroux, 1992, p.164). This can be seen in the number of miscegenation laws that prevailed in the USA in this period, which have been interpreted as founded on notions of biological mixing (Hirschfield, 1998, p.24). However, there was considered to be more at stake than simply the eroding of biological race: marriage resulted in social responsibility and constituted more than simply the biological element; it did not outlaw illicit sex but simply marriage. This therefore was an attempt to assert the supremacy of the white man over all other races (Giroux, p.165). However, during this period, challenges to miscegenation laws included the argument that the continual subdivision of racial categories made no sense in terms of an identification of race as a biological characteristic (Mason, 1994, p.845). Therefore, this period includes not only the development of the biological classification of racism in the Nuremberg Laws in 1935, but also the gradual eradication of this notion in the courtrooms of the USA and the continued definition on the grounds of power relationships (Bayly, 2004, p.231). The results of this investigation therefore demonstrate the following features of the definition of racism in the late Nineteenth Century and the early Twentieth Century (Jackson, 2004, p.4). First, the starting point was the biological definition of racism, which, coupled with unequal power relationships resulted in the definition of certain features as being undesirable, less advanced or primitive (Bayly, 2004, p.227). Second, the development of the sciences of evolutionary Darwinism and Eugenics provided further scientific validity to these views, justifying unequal power relationships either by pinpointing the inability of certain races to develop, or by suggesting the more advanced races had a personal benevolence to the others (Duiker and Spielvogel, 2006, p.563). Third, the growth in nationalism resulted in the extension of the racist paradigm to encompass characteristics defined by nationalism rather than identified by biological features (Anderson, 2006, p.11). Fourth, the growth in imperialism in this period drew upon evolutionary theory to define the colonised as less developed and therefore justifying their colonisation as a duty for the more evolved (Bayly, 2004, p.227). Finally, cultural separatism played a role, where the biological racial argument was used as a cover to simply perpetuate the inequalities in society (Giroux, 1992, p.165). During this period, racism went from a series of speculations to a firmly developed and justified academic discipline; different elements of the paradigm intertwined to justify unequal power relationships and vindicate oppression. References Anderson, B., 2006. Imagined Communities: reflections upon the origin and spread of nationalism, London: Verso. Bayly, C. A., 2004. The birth of the modern world, 1780-1914: global connections and comparisons, London: Wiley-Blackwell. Benedict, R., 1983. Race and Racism, London: Taylor and Francis. Brubaker, R., 2011. Nationalizing States Revisited: projects and processes of nationalization in post Soviet states, Ethnic and Racial Studies, 34(11), pp.1785-1814. Cohen, W. B., 1974. Literature and Race: Nineteenth Century French Fiction, Blacks and Africa, 1800-1880, Race and Class, 16, pp. 207-213. Duiker, W. J. and Spielvogel, J. J., 2006. World History: from 1500, New York: Cengage Learning. Ersanilli, E. and Koopmans, R., 2010. Rewarding Integration? Citizenship Regulations and the Socio-Cultural Integration of Immigrants in the Netherlands, France and Germany, Journal of Ethnic and Migration Studies, 36(5), pp.773-791. Giroux, H. A., 1992. Border Crossings: Cultural Workers and the Politics of Education, London: Routledge. Gupta, D., 1983. Racism without colour: the Catholic ethic and ethnicity in Quebec, Race Class, 25(1), pp.23-44. Hannaford, I., 1996. Race: The History of an Idea in the West , Washington DC: Woodrow Wilson Center. Hirschfield, L. A., 1998. Race in the Making: Cognition, Culture and the childs construction of human kinds, Cambridge (Mass.): MIT Press. Jackson, P., 2004. Introduction in P. Jackson (ed.) Race and Racism: Essays in Social Geography, London: Routledge, pp. 1-18. James, A., 1981. †Black†: an inquiry into the pejorative associations of an English word, New Community, 9(1), pp.19-30. Kant, I., 2000. On the Different Human Races in R. Benasconi (ed.) The Idea of Race, London: Hackett Publishing, pp.8-22. Lazarus, N., 2011. What postcolonial theory doesnt say, Race Class, 53(1), pp.3-27. Macdonald, I., 1973. The Capitalist Way to Curb Discrimination. Race Today,pp.241-2.

The Importance of Paying College Athletes - Free Essay Example

In discussions of compensation for college athletes, a point of disagreement has been weather or not college athletes should be paid for their heavy amount of hard work and dedication. Often, business analysts and sports writers argue that college athletes have no time to work and therefore should be paid, while others contend that college athletes already receive compensation by not having to pay for college tuition. This in fact is a false claim as most athltes do not receive a full ride scholarship or even a scholarship at all. College athletes should be paid because they work so hard but receive severe injuries instead of money, they train so hard each day, just so they can just struggle with maintain their GPA, and meanwhile NCAA continues to generate profit off a playerrs work. The importance of paying college athletes is simple, give credit where credit is due. So many times the media highlights these big Pac 12 schools, the most prestigious league in the NCAA. Always commemorated for their excellence in attendance and atmosphere but they never highlight who brings in the audience. Who makes the tickets sell? Who inspires younger individuals to strive and be just like them. Big schools like UCLA and Ohio State are not good just because of their name, but the players that are recruited in to the teams and even make the team as walk on. It does not matter if youre an enrolled athlete a community college or at an Ivy League like Standford. Every individual athlete puts in the same amount of work to get to the next level but often are held back by financial troubles, lack of educational resources, and the often mentioned lack of time. A common occurrence within college sports, specifically football, are injuries either suffered at practice, during games, or during training sessions. There are over 3.8 million sports related injuries that occur each year (McDevitt, 2011). Some of these injuries are concussions. Concussions are caused by an impactful hit to the head and it actually affects the brain in many ways including: balance problems, depression, and as far as permanent brain damage. Derek Sheely, an ex-college football player for Frostburg State University, sustained a bad concussion during a preseason practice drill. He was put on the restricted list and had to rehab the injury in attempt to make a comeback. In his return to the field he was aggressively ran into the ground during a drill which caused him to hit his head again and ended up dying six days later due to brain swelling. (Dresser,2016. Brain surgeon Jane McDevitt has stated previously Concussions in athletes account for 16.5 billion dollars or 4 4% of all hospitalization. In what world is it fair that a player is exposed to sustaining a life threatening and expensive injury while not making any money doing so? Concussions are serious issue and can possibly force athletes to forfeit their scholarship if they have one and eventually must drop out of school due to financial struggles. The common mistake that people often make is that most players on scholarship only accept because most of the finances are paid for, but nobody ever stops to think what would happen if it I stripped away? It is very simple, within a couple weeks they realize that the loan debt they are about to put themselves in is not worth the headache but instead transfer out to a less expensive college. In contrast, some people think athletes should not be paid. These people think this because athletes are already being given a free ride to college and they are not employees. William Berry III, a law professor at the University of Mississippi School of Law actually wrote an article on the debate of college athletes are considered employees and had very compelling arguments. The employee-athlete narrative takes the opposite approach and suggests that the only reason athletes come to campus is athletics. They perform their duties as a full-time job to generate revenue for the university and, in some cases, create the opportunity to play their sport professionally. (Berry, 2018) This is a very under the radar fact,as most athletes put in full time job like effort in order to play their sport professionally. According to the U.S department of labor in order for a job to be determined full time it has to be between 32-40 hours a week. Athletes alone put in over 45 hours a week just in p ractice, weight room sessions, physical therapy, and film time. Letrs not forget that these athletes are STUDENT-athletes, which means another 25-30 hours a week of dedication to school work like attending class, tutoring sessions, studying for quizzes and exams, and completing homework. All to be just compensated with sore muscles and a struggling GPA. Injuries to athletes often times lead to lack of focus in school and maintain a high grade point average becomes critically impossible, let alone a passing GPA. Trying to focus on a sport while having to make sure your grades are good enough so you keep your scholarship and your spot on the team creates a heavy amount of pressure on student athletes. The easy solution to this would be taking a day off but how could you take a day off without any money? College students have a reputation of being broke said one student from Oklahoma State University. Athletes have no time to obtain a part time job because they are either on the field, training for their respected sport, or in the classroom. Tell me how an individual is supposed to train their body to sustain going to school, training , and maintaining a job for a steady income. Exhaustion does exist in this world where individuals can push their bodies over the limit and over work themselves into complete exhaustion. The college sports industry generates $11 billion in annual revenues.Over two-hundred and fifty colleges report annual revenues that exceed $50 million. Meanwhile, sixty colleges report annual revenues that exceed $100 million. These revenues come from numerous sources, including ticket sales, sponsorship rights, and the sale of broadcast rights. The National Collegiate Athletic Association (NCAA) recently sold broadcast rights to its annual mens basketball tournament for upwards of $770 million per season. And the Big Ten Conference has launched its own television network that sells air time to sponsors during the broadcast of its football and mens basketball games. (Mitchell, 2013. Edelman, 2013) Case in point, the NCAA and Universities make more than enough money to afford to pay college athletes. Money is not the issue as therers evidence that they can afford to pay athletes yet NCAA rules and regulations do not allow athletes to receive any type of gifts or compensation without NCAA approval. The workers are supposed to be content with a scholarship that does not even cover the full cost of attending college. Any student athlete who accepts an unapproved, free hamburger from a coach, or even a fan, is in violation of N.C.A.A. rules. (Nocera, 2011) These athletes are not fooled by the NCAA. They know what their services bring to the table when they see the stands sold out and filled by fans from all over. They see their last names printed on the back of jerseys being sold around campus. It is no secret college athletes are what keep the athletic program funded by the millions of dollars they bring in. However, there has not been a lack of effort for trying to compensate athletes at least from some schools. Most recently, the University of Miami and Ohio State University. The revelation that a University of Miami booster, now in prison, convicted of running a Ponzi scheme that provided dozens of Miami football players with money, cars and even prostitutes. The Ohio State merchandise scandal that cost the coach, Jim Tressel, his job. The financial scandal at the Fiesta Bowl that led to the firing of its chief executive and the indictment of another top executive. (Nocera,2011) It hasnt been for lack of effort, but the NCAA quickly cracks down on anybody in violation of their regulations no matter their job title. The controversy surrounding the debate of college athletes getting paid or not has caught the attention of analyst even outside the sports industry. Andrew Zimbalist, a U.S economics expert wrote an article on why the college sports industry would take a huge downfall if they started paying their respected athletes. How can Division I colleges afford this expense when the median DI athletics program loses $11 million a year on an operating basis and much more when capital and indirect costs are included (Zimbalist,2013) Paying college athletes would dent the profit margins and capital of sports programs massively as there are over thousands of student athletes on all teams ranging from football to the chess team. This would cause an uproar from athletes as well. For example, football players who go out and put their body and health on the line would be compensated the same amount as a player of the math decathlon team. Two completely different sports with totally different stipulati ons but same pay because of labor disputes. In conclusion, the NCAA needs to reevaluate their compensation regulations to allow athletes to be paid for their tremendous efforts. By cutting the salaries of executives who oversee the business aspect the NCAA can make enough to compensate their respected athletes at the end of each participated semester. College athletes should be paid because they work so hard but sustain severe injuries instead of money considering concussions may not only be career ending, but life threatening. Student athletes train so hard each day, so they can play each game at his or her very best, while trying to attend class and get all the work done for each class yet often see their GPA struggling. The NCAA makes money off each student athlete while the athlete receives no compensation for his or her work but an exhausted body, and mind.

The New Psychology Of Success By Carol Dweck - 825 Words

After just reading the first few chapters of Mindset: The New Psychology of Success by Carol Dweck, I knew that I wanted to minimally share the concepts of growth and fixed mindsets with my students. After reading, the chapter about teachers, parents and coaches 00000, I realized that sharing the mindsets with my students would not be enough. I want mindsets to become part of the campus culture at San Pasqual Academy. Bad Ideas Over the past few weeks, I have become increasingly aware of the popularity of mindsets among educators. Mindset is a popular hashtag, mindset infographics and articles are commonly tweeted, and many users even list the mindset in their Twitter profiles. I have even received direct Twitter messages from a user stating that she is â€Å"on a mission to spread the growth mindset.† So, I was not surprised to discover that will minimal search effort, I was able to find an abundance of mindset resources. ))) diigo 000 While collecting resources, I stumbled upon the upcoming conference Academic Mindsets : Promoting Positive Attitudes, Persistence and Performance hosted by Learning and the Brain. However, once I saw the registration price of $499, I scratched it off my list. My district supports professional development, but that seems a little pricey. Additionally, the conference is not until February 2016 and I want to bring mindsets to my school this fall. I also discovered many fee-based resources that support Mindsets, including Mindset Works’Show MoreRelatedAnalysis Of Othello By William Shakespeare1378 Words   |  6 Pagesin a different light. Whether it be dull or bright. 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