Racism Essay -- essays research papers

Racism Have you ever been picked on or made fun of because your nationality is different from someone else’s or the color of your skin? If so, then the person who did it was probably a racist person. Racism still exists within all cultures. Some people won’t admit they’re a racist, but their actions and words prove otherwise. Most people won’t directly discriminate other races, but that doesn’t mean it doesn’t happen everyday. Many will argue that their race is superior over another, or that the actions of a few individuals of a certain race determines how that race of people are, therefore making them unequal. I think all people should be treated equally, no matter who they are or what they look like. The reason why I know racism exists is because I’ve been called names and have seen it happen to others before. Throughout my high school experiences and being out in the world lets me know that it’s out there. I used to think African Americans were the only targets but I’ve seen and read about other races also. I was reading an article in Vibe magazine a twenty-two year old male was shot 41 times by police for being accused of committing a crime he didn’t do. Him and his family were from New Guinea. I’ve seen the foreign exchange students get picked on at school just for being different than all the other students at my high school. People usually say racism does not exist because they treat everyone the same and no one ever has treated them with prejudice. Also we all ...

Influence of Athletes to People

Picture this scene: The best athletes in your community are gathered for the annual high school varsity letter awards banquet. Halfback Henry and Jumpshot Jenny already have received accolades from the Master of Ceremonies for their accomplishments, but the attention is now focused on Susan Strike, Central High's varsity bowling superstar. Bowling is Central High's newest varsity letter sport,† he proclaims, â€Å"and we're extremely proud to announce Susan Strike has not only earned All-Conference honors for leading the Little Nine with a 206 average, but she led Central High to ts first state bowling championship. A standing ovation follows. You beam because Susan is a product of your youth league program. She is the first of a new generation of Varsity Bowling letter winners and she'll serve as an inspiration for hundreds of young bowlers in your This scene may sound like a dream to you, but it's a reality in some areas of the United States where a handful of dedicated proprietors have laid the groundwork to launch the nation-wide Varsity Bowling program during the 1998-99 bowling Varsity Bowling is going to be a two-pronged attack: 1. From the Top Down – Five states have been selected to participate in a targeted Varsity Bowling program during the 1998-99 with a focused effort to secure state high school athletic association approval for the sport. 2. From the Bottom Up – Every local/regional proprietor group in any area of the United States is invited to â€Å"test† the Varsity Bowling waters on their own. A comprehensive organizational kit, including detailed manual, videotape and support materials, is available today from the Young American Bowling Alliance and the Bowling Proprietors Association of America to help your proprietor group and local association volunteers get a eadstart in organizing a â€Å"high school club conference† to demonstrate the program's feasibility. Varsity Bowling is a program that cannot succeed without the commitment and dedication of the proprietors. You own the arenas, you have the expertise and it's your youth bowlers who will benefit the most. Varsity Bowling is one of the most comprehensive step-by-step organizational programs ever developed in bowling (or any sport). It is based upon 10 years of experience and research in Northern Illinois and Michigan's Upper Peninsula, culminating in resounding success. Be Part of Bowling's Biggest Success Story in Decades Varsity Bowling will become our sport's most significant success story in decades, with your help. Mark these figures down and watch them grow: In 1996-97, only 728 of America's more than 16,000 high schools offered any kind of bowling program. Out of 6. 1 million high school students who participated in athletics in 1996-97, only 15,600 were able to bowl for their schools. Only seven of America's 50 states had as many as 30 high schools offering bowling as an extracurricular activity. Bowling has nearly 500,000 young people participating in Young American Bowling Alliance leagues and tournaments. They know and love bowling, and most of them are denied the opportunity to experience the thrill and excitement of bowling for a letter for their high school teams. American Sports Data states interest in bowling is at an all-time high among young people, with a 15% increase in interest among pre-teens and 17% growth in interest among high schoolers. As a proprietor, you will never experience any program as rewarding as you'll discover by becoming a part of the Varsity Bowling team. Send for your comprehensive Varsity Bowling organizational kit, including detailed manual, videotape and support materials, today! order your kit now Send for your comprehensive Varsity Bowling organizational kit, including detailed manual, videotape and support materials, today! To order your Varsity Bowling kit, please send an email to Jennifer Williamson or call her at the Young American Bowling Alliance (414 423-3398. The Scholarship Management and Accounting Reports for Tenpins (SMART) program will help locate and secure existing bowling scholarships for YABA's membership. SMART will also help any organization start and manage a new bowling scholarship program while relieving new and existing bowling scholarship providers from the burden of administering their scholarship funds. YABA has developed two service levels to accomplish this mission: Level one is SMART's information and assistance level. This SMART level can be contacted in one of three ways – telephone, mail or email. SMART Level One will provide the following services: Information on how to start a bowling scholarship league, tournament or written Information on how to manage the scholarship dollars collected. Advise, assist and support organizations regarding any problem encountered in conducting or administering their scholarship programs. A booklet containing location of scholarship leagues, tournaments, and written cholarships offered worldwide; universities and colleges that offer bowling scholarships and those offering bowling as a scholastic or club sport; and national scholarship applications. In Level Two, the organization forwards their scholarship dollars to SMART, and SMART will manage their scholarship dollar on a daily basis. SMART charges no fee to use the program. SMART operates off the interest made on the scholarship funds. At the end of each bowling season (July 31st) SMART will deduct the operating expenses from the total interest earned. The remaining interest will be credited to each organization. The amount each organization receives will be determined on a percentage basis by the total amount of scholarship funds in their account. The organization then may use the interest as new scholarships at their discretion. For more SMART information, write to SMART 5301 S. 76th St. , Greendale, WI 53129, call 414/423-3343, fax 414/421-3014 or e-mail Ed Gocha at [email  protected] com. 999 Youth and Collegiate Bowlers Scholarships SMART's 1998 Youth and Collegiate Bowling Educational Guide is provided here for Junior Olympics Program To help young bowlers progress from their first visit to a center o becoming a Junior Olympic Gold member, YABA has created a pipeline (to be released in July 1999), to guide them through the different stages of development and prepare them for active roles as participants in the adult membership With this road map, youth bowlers will be guided through five different levels of bowling; Introduction to Bowling, First Organized Program, League Participation and Introduction to Tournament Competition, Purely Competitive and Elite Competition (TEAM USA). Who are Gold members? The Gold Program is the highest level of the USA Junior Olympic Bowling Program. To become a Junior Olympic Gold member, athletes must carry a minimum 165 average for girls and 175 for boys based on at least 21 games and be YABA members in good standing. Only Gold members are eligible to participate in the Junior Olympic Program's pinnacle event, the Junior Olympic Gold National Championships. More than 500 athletes competed in the National Championships held in July in Orlando, Fla. Complete Coverage of the 1999 Junior Olympic Gold National Championships. Gold members (YABA members with minimum average of 165 for girls and 175 for boys) may qualify to compete for a spot on the Junior Olympic Bowling TEAM USA hrough the Junior Olympic Gold National Championships. The program's goals are to emphasize advanced training, coaching and team bowling. In addition, the program will help develop more elite bowlers to feed into collegiate or professional bowling and become future members of American Bowling Congress or Women's International Bowling Congress. How does the Junior Olympic Gold National Championships work? Athletes qualify for the National Championships by winning or finishing high enough in a Gold Event. (Entries paid by the Event sponsor. ) The five-day competition is conducted on multiple lane conditions and consists of ouble elimination match play. The top 16 boys and top 16 girls advance to round-robin finals to compete to win the six boys and six girls spots available on the Junior Olympic TEAM USA. The Junior Olympic Bowling Program was created from YABA's partnership with USA Bowling, and in conjunction with the United States Olympic Committee. The Junior Olympic program focuses on athletes' skill levels rather than age and gender and offers several player development levels. Gold members have the opportunity to become members of Junior Olympic TEAM USA, chosen annually at the Junior Olympic Gold National Championships. Being a Junior Olympic TEAM USA member offers several benefits, including representing the United States in national and international competition, access to scholarships, training at the United States Olympic Training Center in Colorado Springs, Colo. , all-expense paid travel and competition fees, uniforms, recognition from other skilled bowlers and being part of a feeder system for future TEAM USA members. Canadian members are eligible to be Junior Olympic Gold members, compete in the National Championships and earn scholarships. They are unable to be Junior Olympic TEAM USA members.

Becker: “Outside” Essay

​a) According to Howard Becker, central fact about deviance is that â€Å"it is created by society. Becker does not mean that the causes of deviance can be derived from the social environment of the deviant or the â€Å"social factors† that causes an individual to engage in deviant behavior. Rather, Becker means that social groups create deviance by creating the rules or norms that must be adhered to and if they are violated—the violation will result in what the group deems as being deviance. Thus, the individuals who go against the norms or rules of a social group will be labeled as being an â€Å"outsider†. ​b) According to Becker, a deviant is an individual â€Å"to whom that label has successfully been applied†. He asserts that deviance is not a characteristic of the action a person commits; rather it is an outcome of the rules and sanctions used by others to an â€Å"outsider† or the reaction of others to an individual’s a ction. Deviant behavior is deviant when there is an audience that judges it as such. ​c) Becker states that â€Å"deviant† is not a homogenous category, because deviance in and of itself is a result of the reactions of others to an individual’s action. Therefore, while one social group may view a particular individual’s action as being deviant, another may not. Deviance is contextual; it depends on the audience that is judging the individual’s action. One cannot assume that every individual who has been deemed as being a â€Å"deviant† are the same, because the processing of labeling individuals is not reliable. There are individuals who have been labeled deviant who have not broken a rule, such as individuals who are considered deviant because of their race or religion. Also, one cannot assume that the group of deviants contains individuals who have actually broken a rule, since there are individuals who may have escaped scrutiny and therefore are not included in the category of deviants. ​d) Whether people respond to an act as being deviant depends on several factors, such as the type of act that is committed, the setting in which the action is taking place, and the person committing the act. Deviant acts that are considered not to be illegal or that does not harming other individuals, such as having tattoos, dressing eccentrically, are sometimes overlooked or deemed as being not so bad. Whereas, deviant acts that tend to feature criminal behavior is usually judged seriously by individuals who do not partake in such behavior, such as child abuse, domestic violence, murder, or rape. The setting in which the action is taking place plays a role in whether or not people will judge the  act as being deviant. For example, if a woman decides to go to attend a church service in a provocative style of clothing, then she will be judged by the other parishioners as being deviant, because that particular social group has guidelines as to how individuals must look and conduct themselves while being in that particular setting. However, if that same woman were to go to a risquà © club dressed in the same manner, she would not be seen as being a deviant, because that particular social group has its own guidelines as to how people look and conduct themselves. Lastly, the type of person committing the act plays a role in whether or not individuals will respond to that act as being deviant. For example, there can be two teenagers who decide to shoplift from a store. One of the teenagers comes from a middle-class family who lives in the suburbs, while the other teenager comes f rom a working-class family that does not live in such a nice neighborhood. Since there are some individuals who automatically associate the poor to working class with very negative stereotypes, it would not be unlikely that the teenager from the working class family would be judged more severely than the teenager who comes from a middle-class family. ​e) Hughes’ concept of the â€Å"master status† applies to deviance in the sense that, if an individual possesses a deviant trait, other individuals may assume that he/she possesses all of the negative traits that goes along with that one particular trait. Also, an individual having the status of being a deviant has the ability to override all of the other statuses that individual possesses. For example, a man may have the status of being a father, husband, and a social worker. However, if he becomes incarcerated due to a drug charge, his status as a convict will override all of his other statuses in the eyes of many people. Even after he is released from prison, he will be seen as an ex-co nvict first and foremost, and then as the other statuses that he possesses.

History Is About the Past Essay

History is the analysis of and interpretation of the human past that enables us to study continuity and change over time and space. Education on the other hand is about the present and concerned with improving the present individuals by appropriate studies. This relative difference between history and education raises the problem of whether history should have a place as curriculum discipline in modern Malawi. History entails a research, a narrative or an account that is commonly related to person, institution or place. The society of Malawi has people, institution as well as places that are historical and therefore to forgo the study of these things will bar the citizens to appreciate the social, cultural, political and economic events or changes happening in the country as well as the changes that have occurred. It has to be noted that change and continuity has been of human experience in every society including Malawi. History, as a curriculum discipline in modern Malawi is relevant if Malawi is to understand its role in Africa and the world at large in dealing with global realities such as limate change, gender relations, Pandemics among others. To begin with, history inclusion in the modern Malawi curriculum as a subject is also justifiable because it vital for good citizenship. Good citizenship is a common justification of placing history in a school curriculum. Other disciplines such as engineering, medicine and agriculture can really provide immediate solution to our daily problems their purpose cannot be an end in itself. There is need for a good citizen who will not avoid tax nor engage in corruption among others to ensure that every citizen benefits from the services. This is why history has to be taught so that people can learn good citizenship skills. History for instance accounts for why certain civilisations collapsed and why others triumphed. From this, students can deduce good traits of how citizen should act in order to develop his or her country. History provides information about the national institutions, problems and values. It is the storehouse of how nations have interacted with other nations. It provides comparative perspective essential for responsible citizens in a country. History would give Malawi essential habits of mind important for r public behaviour such as the importance of citizen participation in public activities, such as a community leader, an informed voter, and a well-informed petitioner. The second justification of history as a curriculum discipline in modern Malawi is that history will help Malawi as a country to recognise change and how our society must be channelled to meet the nation’s needs. For example, it is only when we notice that there is a change in the economic level of the people that we can stop subsidising some public services such as oil, water, education and farming tools. Likewise the changes that have occurred due to the scourge of HIV and AIDS pandemic has necessitated the abolition of some traditional practices Fisi,Kupimbira and Chokolo that increase the vulnerability of contracting the deadly disease. History can provide a historical analysis on why there is resistance from people as well as how people will be affected structurally if they alter their social institutions. History is able to trace things that have changed in a particular society including those that have resisted change and come up with the causes. This is because history is not just about some fixed or objective facts, as it perceived by many. Rather history is an interpretive discipline that forms the basis of confronting nearly every problem in the society. It promotes a wider understanding of both local and global affairs For instance, the problem of voter apathy during elections. While other social science may only present a description of the problem as regards the causes and inherent effects to the electoral results, history is able to come with a historical analysis as to when did the problem state since it can detect change. It can also figure out on whether the causes are the same factors over the years or are new reasons for voter apathy. The argument is that modern analysis of the problem is vital but a historical is clearly fundamental since it provides attention to complex processes of social change. History is also relevant to modern Malawi because it contributes to moral understanding. History challenges people to engage in moral contemplation. Through the study of ancient heroes and heroines such as Rose Chi ambo, James Sangala, John Chilembwe and Nightingale coupled with the situations in which they worked, students of history come to test their moral sense. History records individuals who for example sacrifice all they had to serve the destitute and this sets a good example to people who tend to emulate their moral sense. Some legendaries show people who were very patriot to their countries. These people portray great moral quality such as diligence, courage, constructive protests, active citizenship, heroism, self-sacrifice and devotion to duty and responsibility. This good morality tends to include the virtues of tolerance and empathy. The study of history lets students recognize the difference between what is good and what is evil. History instils in students the ability to understand and accommodate diverse views there by fleeing from bias and prejudice. The call to respect beliefs and practise of others is important in every society including Malawi to avoid conflicts such as civil wars. History as a curriculum discipline in modern Malawi is relevant in the sense that it helps citizens to understand people and societies. It is through the study of history that Malawi has come to understand the values and norms of different tribes that constitute the Malawi nation. If it were not for history, it would be hard to live harmoniously in Malawi. It is through learning of history that the people have come to find their identities as well as their values. History harbours all information about how the people have behaved, what values they have held in highest esteem and their norms over space and time. Among others, the knowledge of history has proven relevant when it comes to conflicts in boundaries both at village level and at national level. For instance, the current boarder dispute between Malawi and Tanzania calls for the stake holders who are handling such cases are to refer to history about the partition of Africa by the Europeans among others. In this case, it can be argued that history is relevant to Malawi as a curriculum discipline to e taught in schools. A number of other disciplines from social science may try to analyse the patter and operations of people’s values and structures but it may be hard. For example, sociology and anthropology will explain current behaviour using historical data. These disciplines at the end are tied to history as the source of their experiments. History in other words becomes their laboratory. For example to evaluate the values and beliefs of a Malawi, you need to appreciate the past experiences. Helps understand great complexities of the world so that that we better face them and challenge them. Another justification for history as a relevant curriculum discipline for modern Malawi is that it develops a number of skills required for career development, personal as well as public life of an individual. Studying history one learns the ability to asses proofs of statements and arguments. This in turn builds ones experience in handling evidence. Students learn to interpret statements of the facts about political leaders and distinguish between the objective and subjective statements of their leaders. They also learn to ask questions and put into use the evidence to arrive at conclusions of various matters that require them to make decisions for their own good or the society in general. These abilities can make good human resource for Malawi’s political , social-economic institutions . A good human resource must be able to bring together different types of evidences – public, private records, numerical data to develop coherent arguments for a decision based on variety of data. This is the skill students of history develop and can be applied to the daily life in decision-making, law, education and administration among others. History in modern Malawi curriculum is relevant as Malawian need to virtually gain access s to the laboratory of human experience from the infinity to the present. This will help them better confront the challenges they face since history will provide a big picture of those challenges and prevent them from making shortsighted decisions or solutions. History has to be studied and taught so that usable skills can e acquired to come up with relevant skills whish an enhance capacity for informed citizenship, critical thinking and simple awareness among other benefits that justify the relevance of history as a curriculum discipline for modern Malawi. It has been argued that history engages people in to a dialogue that removes prejudices that people carry always. People come to confront their own biases that create space in the mind for diverse viewpoints without conflicts. Excluding history in the school curriculum would be as dangerous as losing identify. To take the words of Nkrumah that people denied history are people deprived of dignity.

Killing Us Softly 4 - movie review Essay Example | Topics and Well Written Essays - 750 words

Killing Us Softly 4 - movie review - Essay Example According to Hook, black women positively responded to Sapphire film which negated black female representation by showing how frustrated and violent black women are as well as terming black women as bitches? Interestingly, the black females instead responded to the movie by saying that it exactly portrayed what their characters and behavior are (Hooks 120-121) Women tend to copy perfection shown on the advertisements yet these flawless are not real and cannot be achieved by the advertisers themselves. Advantages portray models as people with slim perfect look hence making the audience to try to lose weight and gain smooth skin just like the image seen in the advertisement. It is interesting to note that failure for the audience to achieve or resemble the image of the celebrity is treated as let down (Kilbourne Film). The message Kilbourne communicates is that no matter how much we try to idolize other people, we can never be perfect at all. Women should just accept their normal looks without imitating others. Advertisement and the media do not show us reality and this is even evident when the celebrities portrayed as beautiful also dispute the media imaging. There is no photograph of a woman that is not photo shopped and beauty is depicted by a white ideal that includes light skin and straight hair (Kilbourne Film). Advertisements normally dismember women bodies by focusing only one part of the body such as breast, unlike men whose bodies are not scrutinized and criticized.

COMPARE CONTRAST THE DEVIL WENT DOWN TO GEORGIA AND GOETHE'S FAUSTUS Research Paper

COMPARE CONTRAST THE DEVIL WENT DOWN TO GEORGIA AND GOETHE'S FAUSTUS - Research Paper Example No contemporary song better illustrates the persistence of the â€Å"Devil as fiddler† than the 1979 country-rock hit â€Å"The Devil Went Down to Georgia† by the Charlie Daniels Band. The Devil encounters a young man â€Å"who plays the fiddle hot† and challenges him to a musical duel, the outcome of which is unexpected: After centuries of bargaining, humankind has finally produced a musician whose natural skills surpass the Devil’s. This paper analyzes the similarities and differences between Goethe’s Faust and Charlie Daniels’s The Devil Went Down to Georgia. It is the contention of this paper that the song has largely adapted the ‘devil wager’ theme while making its subject more straightforward than the complex Faust play. The tune is made up of two instrumental pauses ushered by Charlie Daniels himself on fiddle; every break symbolizes the performance of one of the competitors. The song of the devil has no actual, genuine tune, but an eerie melody that Daniels attained by overdubbing some parts of his own performance with the fiddle. Johnny performs a rendition of the old song called Fire on the Mountain. His melody is presented in the song through the below puzzling verses (Daniels 10): Charlie Daniels, in creating this song, was obviously inspired by folk stories about the demon taking part in fiddling competitions, which have been popular in the U.S. for more than a century. Charles M. Skinner documented such a story, narrated by a Black fiddler called Joost in New York, perhaps in the middle of the 19th century. Similar to numerous devil and ghost tales, in the story of Skinner the demon is chased off by the devotion of Joost in performing a hymn, and by the coming of dawn (Bendix & Hasan-Rokem 128). Nevertheless, in other renditions of the story, the demon is easily conquered by grander musicianship. Still in relation to The Devil Went Down to Georgia, consider, for instance, a rendition obtained by Herbert

Finance Assignment Example | Topics and Well Written Essays - 250 words - 3

Finance - Assignment Example 6. Â  If you calculate the growth prospects of a firm and from this forecast you project the amount of and timing of dividends and then you discount this dividend stream back to the present you are applying the Firm Foundation Theory. 8. Â  I do not currently own shares of FB. I think that the business model of FB is going to fail. I decide to borrow shares of FB and then sell these borrowed shares. This is an example of a short sale. 9. Â  It was individual investors who made huge mistakes that led to the dot.com and housing bubbles and the collapse of these markets. If individuals had allowed professionals to manage their money the destruction of value that took place when the dot.com and housing bubbles burst could have been avoided. 10. Investors are rational and this places constraints on asset prices. For example if Company X owns 90% of company Y and 10% of Company Y is traded on a stock exchange then the value of company X will always be the value of 90% of company Y plus the value of Company X. 11. IPOs are a way for insiders to liquidate their ownership interests of a company. IPOs tend to increase in frequency during a stock market bubble because the public is demanding to participate in the market for a new technology. This demand increases the value of shares offered and fuels the demand for more share