To Kill A Mockingbird Prejudice Essays - To Kill A Mockingbird

To Kill A Mockingbird: Prejudice Miss Harper Lee has chosen Scout as a first person narrator in this story. This narrative technique has many strengths and some weaknesses. Scout is a bright, sensitive and intelligent little girl. For all her intelligence, she is still a child and does not always fully understand the implications of the events she reports. This is sometimes amusing, as the time she thinks Miss Maudie's loud voice scares Miss Stephanie. Scout does her best to inform us of the happenings at the Tom Robinson trial. Yet, she is not certain what rape is, and is neither aware of the prejudice state surrounding her. Ultimately she represents the innocence within society. In To Kill A Mockingbird, Scout Finch, a little girl growing up in a small Southern town, tells the story of her childhood, when she witnessed the trial of a Negro falsely accused of raping a white woman. The Negro's lawyer is Scout's father, Atticus Finch. He defends the Negro vigorously, though he expects to lose the case. As well as being the story of childhood, it is also the story of the struggle for equality of the American Negro. To Kill A Mockingbird can be read as the story of a child's growth and maturation. Almost every incident in the novel contributes something to Scout's perception of the world. Through her experiences she grows more tolerant of others, learning how to " climb into another person's skin and walk around in it." On her first day of school she finds that there are both social and poor classes in society, some are respectable and others not. She also learns that her father is an extra-ordinary man, fighting for a Negro's rights in court. At the trial of Tom Robinson Scout learns about equality and inequality, about justice and injustice and finally about racial prejudice. Many times during the course of the novel the idea of the mockingbird comes to mind. We first hear of the bird when the children are given there first air rifles for Christmas, There father warns them to never shoot the songbird, saying to do so would be a sin. During the trial of Tom Robinson, it occurs to the reader that the Negro has many characteristics he shares with the mockingbird, He is a gentle man, who has never harmed anyone and only tried to help. His murder is as much a sin as the killing of any innocent creature. By the end of the novel we see that the hermit Boo Radley is also like the mockingbird. He is shy and gentle, living quietly and harming no one. Near the end of the novel, Boo saves the children from being killed. Scout realizes that bringing Boo into the limelight would only be like killing the songbird. Many themes and ideas are presented in this novel, the sympathy theme is one of the main ones. Throughout the novel, Atticus repeats to Scout an Jem the importance of seeing things from another point of view in order to understand what the other person is feeling. The theme of childhood is also another important one. The story takes place over a period of years, and the reader takes part in the adventure of the child growing up in a small Southern town. To Kill A Mockingbird is a fascinating story about a trial of a Negro man in a small Southern town. This novel is a must for every person to read because it not only displays the racial tensions in a small town and the effects it has on it's citizens, but it displays it through the eyes of a young innocent, six year old child.

Japan - A Far Eastern Perspective for International Business essays

Japan - A Far Eastern Perspective for International Business essays Japan is a country with quite a story to tell. From economic booms to recessions, back to economic booms, Japan is a country with both deep-rooted traditions and social practices; however it is very versatile in it's changing to fit western society. For ventures involving mass production, Japan is a known production company with incredible results. Technologically speaking, Japan is a world leader in computer science and robotics, including ways to speed up productions with the use of different labor robots. After World War II, Japan had gained the identity of the enemy, but as the 20th century progressed, it was again seen as a commodity. As stated earlier, Japan is a country very heavily influenced by tradition. Bowing is a custom that everyone must become familiar with. The act of bowing may be used in many contexts, ranging from hello and goodbye, to signs of gratitude, and a sign of respect. Hand shaking has become more and more accepted in Japanese business culture today. Although learning the proper process of bowing is important, it is suggested that foreigners do not attempt to bow, as it may appear silly and disrespectful. The appropriate bowing procedure entails placing your arms straight down at your sides with your hands flat against your legs, pausing, and then bending from the hips keeping your back as straight as possible Another important business practice that is different in Japan is the exchange of business cards. In Japanese cultures it is expected that the card be held in two open hands, face up, so the recipient may read the card as it is being presented. "Meishi O Dozo" means take my bu siness card, it should be said before presenting one with your business card. Problems may arise as attempts at these traditional Japanese practices may be seen as disrespectful, so foreign business people must make sure they are presenting themselves properly. Another inte ...

5 Summer Programs at Georgetown University for High Schoolers

As the oldest Catholic and Jesuit university in the United States, Georgetown University has been committed to research, scholastic achievement and service since its inception. For high school students, attending a summer program at Georgetown affords the invaluable opportunity to experience college-level learning at a historically renowned university. Summer programs are a great way for students to gain a deeper understanding of their favorite subjects in a more hands-on environment. Spending a summer academically engaged on a college campus can help prepare your student for learning beyond high school. Ultimately, having the opportunity to learn from and alongside talented faculty and students alike can help your student realize their full academic potential. Additionally, involvement in summer programs demonstrate your student’s drive and passion for a particular area of study to admissions officers when it comes time to apply to college. Prospective schools want self-motivated students who will positively contribute to campus and pursuing a diverse set of extracurricular experiences, like a summer program for instance, can help convey that motivation. The Ultimate Guide to Applying to Wake Forest Were you to happen upon Wake Forest’s campus accidentally, you might initially mistake it for a members-only country club. With its manicured lawns, stately buildings, and winding drives, this community is one that beckons at first glance. It doesn’t take long to realize that the school’s culture is just as welcoming and warm as its grounds. With its emphasis on â€Å"educating the whole person† and dedication to bettering entire societies rather than individual students—its motto is Pro Humanitate , â€Å"for Humanity†Ã¢â‚¬â€Wake Forest is a university that emphasizes the importance of humanitarian pursuits alongside educational ones and accordingly supports its students to achieve all manner of academic and extracurricular successes. Initially founded in 1834, Wake Forest is a private, co-ed liberal arts university that now finds its home in Winston-Salem, NC. It is currently ranked on the country’s list Top Ten schools for stellar quality of life, due in large part to its campus culture. Wake enrolls just under 5,000 students per year, making it a healthily mid-sized undergraduate community. Its acceptance rate is highly competitive, coming in at roughly 34%, and its athletic teams participate in the ACC (Division I) conference. Wake Forest students are known for their warmth, spirit, and energy; various campus traditions—such as â€Å"Rolling the Quad,† where the entire student body wraps trees in toilet paper—foster strong inter-student camaraderie, and community service as well figures largely into the campus’ ethos of general betterment. Meanwhile, Wake’s home city, Winston-Salem, boasts thriving cultural attractions all throughout the year, from the Western Film Fair and Winter Dance Concert to the National Black Theatre Festival and â€Å"Tour de Food.† And if you are planning to study abroad, Wake owns and operates three separate international houses—one in Vienna, one in Venice, and one in London—and offers its students access to programs in over 200 worldwide cities. Wake Forest prides itself on the breadth of academic opportunities it offers its students. Students can take a variety of classes in Film Studies, English, Humanities, East Asian Languages and Literatures, Political Science, and Counseling, to name just a few. As well, Wake offers slightly more pre-vocational options like â€Å"Entrepreneurship and Social Enterprise† and â€Å"Finance† for students are so inclined. Wake Forest allows for the possibility to study any combination of a major and minor; in turn, its students gladly take advantage of this opportunity. It is common for Wake student to study both a major and a minor, and often, these two are unrelated topics of study. Wake Forest also proudly boasts stellar job placement services, and has a near perfect success rate in finding employment for its seniors seeking jobs well before they graduate. Paying for a Wake Forest Education: Tuition, Financial Aid, Deadlines, and other Fun Things Wake Forest’s undergraduate tuition currently costs $41,120, while room and board is an additional $12,998. Wake guarantees housing for 100% of freshmen and 77% of upperclassmen, so a full year of tuition plus room and board comes out to $64,478 as per Wake Forest’s admission viewbook . If you are unable to pay out of pocket, Wake Forest offers both need-based and merit-based financial aid to prospective students, but the application processes for each of these differs. Likewise, the deadlines for applying for each of these are dependent upon the deadline you have chosen for your application to the college (Early Decision, Early Decision II, and Regular Decision). First, let’s discuss the process of applying for each type of aid, as they differ from each other. If you plan to apply for need-based financial aid, you will need to fill out 3 forms: the Free application for Federal Student Aid (FAFSA) , a CSS/PROFILE , and copies of official 2015 federal income tax forms. Wake Forest is part of a small group of universities that pledges to meet 100% of demonstrated financial need, so if you think that you might be eligible for need-based aid based on Wake Forest’s criteria (outlined here ), you should certainly plan to submit these forms and apply   for the attendant aid. If you plan to apply for need-based aid, be sure to submit your forms by the appropriate deadlines. Early Decision applicants must submit their need-based aid requests by November 15 and can expect to hear back as soon as Dec. 1 if they are offered admission. Early Decision II applicant must submit their paperwork by January 1 and will receive notification of an award if they are offered admission as early as February 15. Regular decision applicants need to submit their forms by January 1 and will receive a response as early as April 1. Meanwhile, Wake Forest offers several merit-based scholarship to less than 3% of its incoming students each year. The Reynolds, Carswell, Stamps, and Gordon Scholarships do not require a separate application in addition to the application to the college. All students who apply to Wake Forest are considered for these scholarships so long as they apply before December 1, and winners are rewarded for different combinations of achievement, talent, and leadership. Likewise, just as it is not necessary to complete an interview for the college application, it is not necessary to complete an interview to be considered for these scholarships. It is important to note, though, that most students who are awarded these scholarships did participate in an interview for the school. As well, there are two merit-based scholarships that do require additional applications to the one for college admission. The Presidential Scholarship for Distinguished Achievement is a talent-based award requiring a separate application that is due November 15. Similarly, the William Louis Poteat Scholarship awards North Carolinians who are active in the Baptist Church; this scholarship requires a recommendation from a member of the applicant’s church. As well, Wake Forest awards Army ROTC Scholarships to some applicants. There is one family of scholarships that is both need- and merit-based. Early Decision applicants who plan to apply for need-based aid can as well apply separately for the Brown, Fletcher, Heritage, Hankins, Kutteh, Lowden, K.W. Smith, Z.T. Smith, and Woodard scholarships. There are four different ways to apply to Wake Forest, and the admissions committee has no preference as to which you utilize. You can apply through the Common App ; by using the Coalition for Access, Affordability, and Success Application ; by filling out the school’s online application ; or by sending Wake’s application by mail. As you are filling out your application to Wake, whether it is through the Common App or the university itself, you should know that Wake Forest is â€Å"test optional.†Ã‚   If you choose to fill out Wake Forest’s application through the University’s website, you will come to a page that looks like this. The first section, entitled â€Å"You and Your Family† is largely self explanatory and should not be too stressful to fill out. Likewise, the following section entitled â€Å"Your Accomplishments† mimics the similarly named section of the Common App. You can pretty much lift your extracurricular information from there and put it here. It is important to note that Wake Forest does NOT prefer its applicants submit a resume and has specifically designed this section to fulfill the purpose that your resume would. In light of this, the Activities section on the Wake-specific application is followed by a section entitled â€Å"Work Experience,† which looks like this: If there is any outstanding information on your resume that did not make it into the â€Å"Activities† section of the application, you may include those experiences here. Next, you’ll come to the section entitled â€Å"Your Thoughts.† This functions as the supplemental essay section of Wake’s application. Here is the first question you’ll be expected to answer, along with its attendant instructions: Use the following essay to give the admissions committee insight into your character and intellect. In 2017, Transcending Boundaries will be a defining theme at Wake Forest. What boundaries have played a role in shaping the individual you are today? How will you engage the Wake Forest community to expand your view of the world? † Following this, you’ll come to a series of supplements that are labeled â€Å"In Brief,† with the following directions: The text of these questions are as follows: For an in-depth analysis on how to respond to these questions, follow this link to our Wake-Forest dedicated guide to writing supplemental essays. Interviewing and Visiting: Do They Matter? Wake Forest offers interview to a limited number of students, both on campus and remotely through Skype. Though interviews are not a mandatory element of the application, they are highly encouraged. Thus, you should schedule an interview at your earliest convenience if you are seriously considering Wake Forest as an option for college. Not only does Wake Forest greatly value the opportunity to get to speak to you in person, but they weigh demonstrated interest considerably in the application process. In this vein, Wake encourages its students to visit the campus if possible. If it is possible for you economically and logistically, you should certainly consider visiting the school to see for yourself all that it has to offer. If it is not possible for you, you need not worry. Odds and Ends: Things to Note When Applying Most importantly, note this: Wake Forest used to be test optional, but this is no longer the case . Currently, their website is a bit confusing because it is not fully updated. Do not let this mislead you and wait until the last minute to submit your SAT or ACT scores. As well, note that one teacher recommendation must be submitted with your application. Since the school specifically notes on its teacher recommendation form that only â€Å"one recommendation is sufficient,† we advise you to refrain from submitting more than that unless you have an exceptional case and solid reasons for submitting a second. In general, adcoms value your ability to follow directions and respect their requests first and foremost. Wake Forest offers three different application cycles in which its students may apply: Early Decision, Early Decision II, and Regular Decision. The relevant deadlines for each cycle are below. Application Due: Application Due: November 15, along with the Early Decision Agreement form Application Decisions Released: Notified on a rolling basis only. Applicants will either be accepted, deferred to the Regular Decision applicant pool, or not accepted. Early Decision II: January 1, along with the Early Decision Agreement form Application Decisions Released: Notified by mail only, with letters released sometime around February 15. ED II students are either accepted, offered a spot on the wait list, or not accepted.

Legal Immigration in the European Union Essay Example | Topics and Well Written Essays - 3750 words

Legal Immigration in the European Union - Essay Example The European Union has put into place immigration laws that have been approved by member states. With the constant threat of global terrorism member states are constantly on the lookout for possible terrorists that use the immigration laws to their advantage thus putting the population of the member states at risk. This paper explores the legal immigration legislation that the European Union has put into place. 1. Legal immigration as it appears in the European Legislation. The European Union has put into place legislation that attempts to regulate immigration and migration of workers. The economics and demographics of the European Union dictate managed migration. Obviously, the European Union does not want to encourage migration to areas within the Union that are currently economically depressed. It is in the best interest of member states to have immigration and migration managed to provide workers where there is a need for them. Still, with legislation in place, the Union has a problem with illegal migration, smugglers, and traffickers. The migrants seek work while the smugglers and traffickers make money off of the migrants. A. Persons from third countries are permitted entry into the European Union legally under many circumstances. ... It is well understood that the social well being of immigrants allows for social well being of the member states as well. Legal immigration can take the form of family reunification, long term resident status, student visas, and entry to researchers. The European Union also has guidelines, that member states are encouraged to follow, that include integration of immigrants into society, and 'best practices' for integration. The European Union has in place directives that combat illegal immigration, trafficking of illegals, and return of illegals to their country of origin when most practical. B. There are programs in place to assist member states in dealing with immigration issues such as ARGO (action program that assists with immigration issues), and INTI (an EU program that promotes integration of immigrants). C. The European Commission has installed legislation that governs legal immigration. Article 63(3) of the EC Treaty allows the European Union to draft and institute immigration policies that governs issues such as immigration and residency. The Amsterdam Treaty makes immigration an EU problem/responsibility. The Tampere European Council put into place agreements and legislation to consolidate immigration policies. Scoreboard is a program that follows implementation of immigration policies and reports status every six months. Finally, the treaty that created the European Union outlines the role of the European Commission. (EC of Justice and Home Affairs). 2. Discuss the recent legislations from the Amsterdam Treaty to 2007. Following the Maastricht Treaty (1993), which made immigration a common concern in the European Union, came the Amsterdam Treaty (1999) that put into

Juvantus football FC Essay Example | Topics and Well Written Essays - 750 words

Juvantus football FC - Essay Example This paper will shed light upon the achievements of Juventus football club. 1 November 1897 was when Juventus football club was founded, they play their home matches at the newly built Juventus stadium, they used to play their home matches at the Delle Alpi stadium earlier but they have recently built a better stadium. Juventus won the European cup twice, the first time they won it was back in the 1984-1985 season, they won it for the second time in the 1995-1996 season. They have been the kings of Italy 27 times which means they have won the Serie A 27 times, they have won the Copa Italia on 9 different occasions. They have won the UEFA Cup once in the 1983-1984 season. They have won the UEFA Super cup twice, the first time was in the year 1984 and the second time was in the year 1996. Alessandro Del Pierro is an Italian Legend just like Paolo Maldini, Del Pierro currently plays for Juventus football club and holds several impressive records to his name. Del Pierro made his 646th appearance in 2010 and it was also a record for an Italian player, he has gone on to make many more appearances since then. Del Pierro is the current captain of Juventus football club. Zinedine Zidane is a legend who hung up his boots after the 2006 FIFA World Cup, Zidane played for Juventus football club. He made 151 appearances for the club and scored an impressive 24 goals for the Italian club. He was sold to Real Madrid football club for a record fee back then. Zidane won the World Cup with France in 1998 and came close to winning it again in 2006 but could not win it because France was beaten by Italy in the final and Zidane was sent off in the final. Gianluigi Buffon is the current keeper of Juventus, the keeper is a very sought-after player. Many top clubs across Europe want to sign the keeper but his high tag becomes a problem time and again for them. He has been playing very

History of Kites Essay Example for Free

History of Kites Essay History of Kites The kites have been around the world for at least 2000 years, or even longer. Some people think the Chinese flew them around 1000 BC, but other than that, the exact time, date, inventor, and place that the kite was invented is unknown. We believe that the kites might have been invented in China or even in Malaysia. Documentary has been found proving that the kites have been around since 200 BC. The documentary was a general in the Han dynasty is recorded as having used a kite as an instrument of war. This was a method to determine the correct distance to dig a tunnel to enter a palace and end a siege. Also there were other stories about kites being used to lift up fireworks to scare the opposing army. The kite was very useful at that time. The kite was introduced to Europe by explores coming from Asia. One of the explores was Marco Polo, who wrote very good notes on constructing a kite and how they were flown. As the 18th Century came up, the kite in Europe it was used as a scientific instrument. In 1749, Alexander Wilson, a Scottish meteorologist used the kite to lift thermometers at a height of 3000 feet to measure temperature variations at altitude. In 1752, Benjamin Franklin used the kite to demonstrate that lightning was similar to the static electricity that scientists were experimenting with at the time. Without the kite none of these experiments and inventions of our past inventors would have never happened. There are many different types of kites: sled kite, diamond kite, barn door kite, sode kite, rokkaku kite, delta kite, roller kite, dopero kite, box kite, and a lot more. Would you like to build your own kite? Try this! Build a sled kite. Here is how to do it. Step ! : Create a template for your kite by folding a piece of 9 X 12 inch construction or other stiff paper in half. Draw the design onto the template as shown in the image. Dont worry; it doesnt have to be perfect! It will be symmetrical when opened. Cut out your template, but do not cut along the fold. Step 2: Open your template up, and place it on the paper, plastic or newspaper. Trace the shape, and cut it out. Leave flat after cutting. Step 3: Use a couple layers of scotch tape to reinforce the corners F and C with a couple of layers of tape. Then, punch holes for string at corners F and C. Step 4: Tape the skewers or sticks to the kite. Once stick should stretch from corner A to E, and the other should go from corner B to D. Step 5: If you are using blank paper, this is the time to color your kite! Step 6: To make the Bridle: Cut two strings the same length. Twelve inches long usually works for most kites, but it is better to make it too long than too short. Tie one string to corner F and one to corner C. Bring the corners of the kite together then tie the strings together with the very easy Overhand Knot. The knot should be directly in the middle of corners F and C. Step 7: Create a tail, and go fly your kite!

Between 1995 and 1997 the effective exchange rate of the pound sterling :: Economics

Between 1995 and 1997 the effective exchange rate of the pound sterling appreciated by 20%. What factors might explain this increase in the value of the pound? 5. Between 1995 and 1997 the effective exchange rate of the pound sterling appreciated by 20%. (a) What factors might explain this increase in the value of the pound? There are several reasons that contribute to the appreciation of the pound. INTEREST RATES Interest rates have a large effect in a world where financial capital can move freely between countries. If for example the UK interest rates are high relative to elsewhere this attracts inflows of money into the UK seeking to take advantage of the high interest rates. This "interest differential" boosts the demand for the currency and can cause its value to rise. ECONOMIC GROWTH Countries experiencing a rapid economic growth often find that their exchange rate is strengthening. Traders in the currency markets may take the rapid growth to be a sign of general economic growth and "mark up" the value of the currency as a result. Also economies with strong "export-led" growth may see their currency's rise in value. Japan is a good example of this in recent years. The Euro was weak during the first six months of its existence in part because the financial markets were worried about the slow growth of the European economy and the persistently high level of unemployment. INFLATION As with the UK, as there are low levels of inflation, this has meant that our goods have become cheaper and demand for our exports has increased. Foreigners have bought pounds to finance our goods. This has meant that the value of the pound has increased. However this is like a cobweb with many downsides such as a rise in inflation as exports are a component of aggregate demand. In the long run, those countries with higher than average inflation see their exchange rate fall. When inflation is high, a country becomes less competitive in international markets causing a fall in exports (a demand for a currency) and a rise in imports (a supply of currency overseas). A fall in the exchange rate may be needed to restore a country's competitiveness in overseas markets. THE BALANCE OF PAYMENTS When we operate at a current account surplus i.e. when our exports>Imports, then foreigners will need pounds in order to finance the exports we sell them. They will buy pounds. This will result in the value of the pound to increase. Selling exports represents a demand for the domestic currency from foreign importers. When US consumers buy British Whisky they supply dollars and this is eventually translated into a demand for pounds.

Gran Torino Essay

After a while, the two bonded and where Walt helped him through manhood by toughening him up, providing dating advice and helping him get a job in construction. During this, Walt learned that Thao had tried to steal the car to be a part of the gang that he confronted earlier in the movie. Throughout the rest of the movie, the gang had harassed Thao by destroying his construction tools, conducted a drive-by shooting, sexual and physically assaulting Thao’s sister. He then realized that Thao and his sister will never safe as long as the gang is still in the neighbourhood. For this reason, he had gone to the gang member house and committed one final act to help save them. In this paper, the effects of social construction of race and how it is portrayed in the film will be examined. First, the concept of social construction will be analyzed, providing an overview of the definition and its effects. Furthermore, how it is illustrated in the film will be examined. Race as a Social Concept Historically, race has been utilized to differentiate individuals based on their biological and physical appearance. Traits including body shape, skin color and hair style were used to divide individuals into particular racial group (Machery and Faucher, 2005, pp. 1208). However, no empirical evidence exists to supports these classifications. This, in turn shows that differentiations are not rooted biologically or based on getting differences. Rather, the concept of race is explained through process of social construction. Through the lenses of social constructionism, it does not deny the evident physical differences in skin color and characteristics of individuals (Rothenberg, 2008, pp. 10). It simply sees these differences on a continuum of diversity rather than as reflecting innate genetic differences among people† (Rothenberg, 2008, pp. 10). Therefore, race exists due to society’s placing significance on the differentiation between individuals. Effects of Social Construct of Race Takaki stated that â€Å"race†¦has been a social construction that has historically set apart rac ial minorities from European immigrant groups† (as cited in Rothenberg, 2008, pp. 9). Throughout time, the categorization of race had form white hierarchy and domination over other groups of race. This in turn caused an effect of inequality, marginalization and unfair treatment towards particular groups. Asians, Blacks, Aboriginals, and Latinos are among the groups who are subjected to this form of treatment. Some examples include the justification of enslavement of black people, and the denial of access to Canada for non-white individuals. The success behind these social constructs is these divisions of race appear to be natural and a part of everyday lives rendering it to be invisible (Perry, 2011, pp. 16). Thus making it easy to be taken for granted (Perry, 2011, pp. 6). As Michael Omi and Howard Winant (1994) stated, Everyone learns some combination, some version, of the rules of racial classification, and of her own racial identity, often without obvious teaching or conscious inculcation. Thus we are inserted in a comprehensively racialized social structure. Race becomes ‘common sense’—a way of comprehending and being in the world. (as cited in Perry, 2011, pp. 16) Therefore individuals are aware of these divisions but choose to accept it as it has become a natural dynamic in society. Identifying Asian The concept of race is a social process that constructs differences creating divisions among individuals. Throughout time, the classification of certain groups has resulted in prejudice and stereotyping of particular racial groups. This is portrayed in one scene in Gran Torino when Walt was looking with scorn at Thao’s grandmother and said, â€Å"Why the hell do this chinks have to move in this neighborhood for? † (Eastwood, 2009). The protagonist’s use of the word â€Å"chinks† shows the stereotypical label of the Asian community. Chinks† is used to refer to the epicanthic fold found in the inner angle of the eye (wisegeek, n. d. ). This use of this term is associated to the racialization of the Asian race because this difference in appearance was utilized to negatively identify members of this group. Other perceptions in the film include Walt’s snarky comments such as â€Å"aren’t Asians supposed to be smart? Or the assumption as the Hmong as â€Å"jungle people† (Eastwood, 2009). These stereotypical and prejudiced statements are seen extensively throughout the movie. The irony of it is the statements reflect society’s views of the Asian identity. This leads to the notion that through the social process of differentiating groups based on racial traits and characteristics leads to the division of races with the effect of oppressing some. This, sequentially cause the stereotypical and prejudiced associations to be made. If society had not placed a meaning on physical appearance or characteristics, the racial assumption would not exist. Furthermore, if no classification were made towards these individuals, the Asian race will not exist. Youth Asian as Gang Members The Montreal police define a street gang as ‘a group of individuals, usually adolescents and/or young adults, who use the power of group intimidation in order to carry out, on a more or less regular basis, violent criminal acts’ (as cited in Chan and Mirchandani, pp. 116). Police documentation had identified five ethnic groups where street gangs originated (as cited in Chan and Mirchandani, 2002, pp. 117). Among the five is the Asiatic ethnic group (as cited in Chan and Mirchandani, 2002, pp. 117). The process of police construct of race in terms of street gangs involves the process of racialization (as cited in Chan and Mirchandani, 2002, pp. 123). Robert Miles defines it as â€Å"a process of categorization through which social relations between people are structured by the signification of human biological characteristics in such a way as to define and constructs social collectivities† (as cited in Chan and Mirchandani, 2002, pp. 12). It is when negative characteristics, traits and behaviour are associated with particular groups (Jiwani, 2011, pp. 43). This is due the perception and presumed differences of the group (Jiwani, 2011, pp. 43). In terms of the police construction of police, this can be seen through the provision of â€Å"Images of violence-prone ‘ethnic youth’ from war-torn countries (it is taken as given that the ‘ethnic youth’ in question are male) (as cited in Chan and Mirchandani, 2002, pp. 123). When compared to children in Quebec, Ontario, a police man stated â€Å" ‘ Here in [Quebec] our kids are born with a hocky puck in their hand, but there [a country of origin of immigrants] they come into the world with a grenade in their hands† (Symons, 2002, pp. 18)†The culture belief portrays the racialization of the street gang issue (Symons, 2002, pp. 118). The ideology that street gangs originated from the upbringing in a war-torn country signifies street gangs as an immigration issue. As another police stated â€Å"‘They have guns there [in country of origin],â€⠄¢Ã¢â‚¬ ¦ ‘It’s part of their more’† (Symons, 2002, pp. 118). This is seen with the portrayal of the Hmong gang in Gran Torino. Earlier in the film, Sue had shared to Walt that the reason they resided in America and is to escape the violence that is occurring in their homeland (Eastwood, 2009). By providing this background story of escaping a war torn country and the portrayal of young Asiatic gangs terrorizing the neighborhood, supports the racialization of Asiatic gang members. This has come from the social process of constructing that living a life in a war-torn country makes the individual a gang member. Since this living condition is associated with the Asian youth, these members are automatically perceived as a gang member. Other scenes in the film include the portrayal of the ethnic group Latinos as gang members, which are also identified as the patent of street gangs Minority groups and Immigrants as Criminals A key stereotype of Asians race is that of the mysterious, devious, fearsome Asian† (Zong and Perry, 2011, pp. 115). This consecutively marks the group as different and foreign which causes them to be feared and avoided. (Zong and Perry, 2011, pp. 115). Within society this is reflected through minorities and immigrants being â€Å"over police and under protected† by the criminal justice system (as cited in Chan and Mirchandani, 2002, pp. 69). Often times, during the legal process, immigrants are provided longer sentences and severe punishments compare to those who have lived in Canada for 20 years and more (Chan and Mirchandani, 2002, pp. 8). In terms of other minority groups, Blacks and Aboriginals are overrepresented in the correctional system ((Zong and Perry, 2011, pp. 115). Individuals in society are aware of these unfair treatments, but many still links race and crime together. This is due to the belief and perception of immigrants and minorities as dangerous and different. It is important to note that these factors cannot be found when looking at the white population. This leads to the notion that â€Å"‘Canadians’ do not break the law, but racialized ‘immigrant groups do’† (Chan and Mirchandani, 2002, pp. 9). The portrayal of minority groups and immigrants in the film can be seen when no white individual is shown to be a criminal. The members of the street gangs were of Latino, Black and Asian descents. The white characters portrayed were successful businessmen, a hero and a priest. In fact, the protagonist was a Korean War veteran where he killed several men in battle. Instead of being convicted for his actions, he was provided a medal of honor. The portrayal of these scenes shows that white individuals do not commit crime and so cannot be identified as criminals. Society had classified certain inviduals to be part of the Asian and Black race dividing them from the white population. Throughout various events and social processes the perception of Asian and Black race to be dangerous was constructed. This in turn had let these groups to be viewed as criminals. This is believed to be taken a significant effect due to unfair treatment and portrayal of minorities and immigrant in the criminal justice system. White as ‘powerful’ The notion of race as a social process has caused an effect where certain groups are marginalized. Within the society, a white individual is the dominant and superior while others are oppressed, and inferior. This perception has led to the view of that the white population is powerful compared to the other racial groups. The portrayal of this can be seen with the protagonist of the film. Thao and the other gang members had gone to his house to attack him. During the fight, Walt comes out pointing a rifle towards the gang threatening them to get off his lawn and leave. By doing this, he earns the respect of Thao’s family and the Hmong community. To show their gratitude, they showered him with gifts, meals and flowers. Through the remainder of the movie, Walt was shown to be a leader, influencer and hero. He was guiding Thao away from becoming a gang member by providing a job, teaching about manhood and purchasing items for him. He was also shown as a savior when he gave up his life so that Thao and his family can live a life without any gang violence. Within the racial context, the representation of Walt as the savior illustrates the ideology that white is powerful, whereas the Asian group is seen to be helpless, powerless and vulnerable. This leads back to the notion of social constructionism where the division of race had caused some groups to be in power and the others as powerless. In this case, the white group is seen to be of dominance while the Asian group is perceived to be inferior and vulnerable. Conclusion A once popular belief in society was that everyone was born into distinctive biologically and natural based differences known as race (Rothenberg, 2008, pp. 9). However as time passed, the notion of race had transformed into the idea that it was created through human interaction known as social construction. In other words, through social processes, the differences between racial groups were constructed and not from nature itself. However, through the development of division among groups, some were placed in a position of power while others in a minority position. Throughout time, the white group have become the dominant and powerful group over other racialized group. This, sequentially have led to several unfair treatment, marginalization, and oppression against this group. These effects have been portrayed in the film Gran Torino in regards to the racial group of the White and Asian. Through social constructionism, prejudices and stereotypical terms have been used to identify the Asians groups. Secondly, the notion of Asian youth as gang members. Thirdly, the perception of Asian individuals as criminals. Lastly, the ideology of white power over Asian groups. These reflections of currents societal beliefs and perception towards the White and Asian groups originated from the process of social construction. In other words, the reason why it the racial groups of Asians and White exist is through social collectivities . If society did not place a meaning towards the differentiation among individuals, race would not exist, thus these assumptions would be of non-existent as well. References Eastwood. C. , Gerber, B. , & Lorenz, R. (Producer). (2009). Gran Torino [Motion Picture]. United States of America: Warner Brothers. Jiwani, Y. (2011). Mediation of Race and Crime. In B. Perry (Ed. ), Diversity crime and justice in Canada. (pp. 39-56). Don Mills, Ontario: Oxford University Press. Jiwani, Y. (2002). The criminalization of race and the racialization of crime. In Chan, W. , & Mirchandani, K (Ed. ), Crimes of Colour (pp. 67-86). Toronto, Ontario: University of Toronto Press. Machery, E. , & Faucher, L. (2005). Social Construction and the Concept of Race. The Philosophy of Science Association, 72, 1208-1219 doi: 0031-8248/2005/7205-004. Perry, B. (2011). Criminal Justice/Social Justice. In B. Perry (Ed. ),  Diversity, crime, and justice in  Canada  (pp. 3-38). Don Mills, Ontario: Oxford University Press. Rothenberg, P. (2010). Race, class, and gender in the United States  (8th  ed. ). New York: Worth Publishing Symons, G. (2002). Police constructions of race and gender in street gangs. In Chan, W. , & Mirchandani, K (Ed. ), Crimes of Colour (pp. 115-127). Toronto, Ontario: University of Toronto Press. Zong, L. , & Perry, B. (2011). Chinese Immigrants in Canada and Social Injustice: From Overt to Covert Racial Discrimination. In B. Perry (Ed. ),  Diversity, crime, and justice in  Canada  (pp. 106-124). Don Mills, Ontario: Oxford University Press.

Integrated Social Telemarketing

The emphasis on consumer which involves thorough research and coherent evaluation is the thrust of social telemarketing. The foundation of social telemarketing process would be research and evaluation per se. Social telemarketing emerged in the 1970’s as a specialized field of study in marketing. Gerald Zaltman and Philip Kotler were the proponents of social telemarketing. they realized that similar marketing strategies which are used to sell products to consumers can be used in â€Å"selling† ideas and behaviors as well.Kotler suggested that social telemarketing as â€Å"differing from other areas of marketing only with respect to the objectives of the marketer and his organization. † It seeks to influence social behaviors which will benefit its target market and its apparent society as a whole. However, such direct marketing method requires significant funding in order to push through with operations (Weinreich, 2006). Direct Product Marketing Direct product ma rketing pertains to the generation of particular product or service which the consumer wants or needs.In order to produce a product for a consumer, a marketer generates a marketing mix to determine the feasibility of a product in its market and to address the needs of its target market as well. Introducing a new product to the general public refers to the product market. The consumer market is the people you are trying to entice in order to buy the product. A product market is subjective in nature. For instance, you can’t lure a 60 year old in buying the new model of the X-box video game console. Likewise, you can’t sell a hair grower shampoo to a toddler ( Wheelright & Clark, 1992). Email and Voicemail MarketingDue to the fast-paced and sporadic technology, direct marketing has spawned a method called Voicemail Marketing, in which utilizes business voicemail systems and personal voice mailboxes. Such direct marketing method is considered cost effective compared to the costly expenses brought about by Social Telemarketing. Voicemail Marketing simply makes good with an enticing human voice in order to reach out to clients. However, such method has its loopholes due to the proliferation of â€Å"voicespam†, which urged a number of jurisdictions to promulgate laws regarding consumer violations concernig voicemail marketing.

Train the SAT Essay with Real Examples

Train the SAT Essay with Real Examples SAT / ACT Prep Online Guides and Tips One of the best ways to learn the SAT essay is to look at example submissions by other real students. By judging these example essays yourself, you'll understand much better what SAT graders are looking for. You'll also learn from these examples what to do and not to do. Here at PrepScholar we grade numerousessays with a real live human grader as part of our SAT preparation process. This gives us real, actual, student submissions to real College Board SAT prompt essays. We have anonymized two real actual student submissions below and shared them in hopes of helping you improve on the SAT. We have found that one of the best ways to prepare for the SAT essay is go through the excercise of reading through the essays of other real students. There are two parts to the excercise: the first part is pretending you're the grader and assigning the student a grade. This lets you get inside the head of a grader, and understand what the grader is looking for. The second part of the excercise is to notice and understand what makes a good essay good and a bad essay bad. Example SAT Essay Prompt: The following two example essays were in response to the following prompt actually given on an SAT, paraphrased: Background: An incorrect andcynical view of how people behave says that humans are mainly driven by selfish motives: wanting money, power, or fame. However, history gives us a lot of cases of people who gave up their own good for a cause or idea that they thought was more important than sometimes their own lives. Concience the strong voice from within that tells us moral right from wrong can be a more compelling force than money, power, or fame. Prompt: Is conscience a more powerful motivator than money, fame, or power? The First Essay While reading the essay, and before reading our answer, note the following: - What grade would you give this essay and why? The lowest possible is 2/12, and the highest is 12/12. The essay scoring rubric is here. - What did you like most about the essay and the least? Before reading onwards, make sure you do the excercise above to the most out of this. This is essay ended up receiving a six out of twelve. The main positive points was that it had mostly correct grammar and spelling. It also used examples that were well organized. However, the lower score was due to the fact that the examples didn't strongly support the thesis. A mandate, a command, by a philosopher (Plato) hardly proves that people actually are unselfish. The example from The Shining of pathological psychology seems evasive of the main prompt, and psychopathy hardly seems to be proof that people act in accordance to their conciense. The Second Essay Again, while reading the essay, and before reading our answer, note the following: - What grade would you give this essay and why? The lowest possible is 2/12, and the highest is 12/12. The essay scoring rubric is here. - What did you like most about the essay and the least? This is essay ended up receiving a twelve out of twelve, putting it in the top percentile of essays as scored by the SAT. This essay has impeccable grammar, spelling, and is well organized. More than then first essay you saw, the examples here provided great justification for the main thesis. The examples are incredibly relevant and signifcant. The diction is tight, and phrasing well-chosen for example "cloud judgment" and "silence the whisper of consience" are great creative uses of imagry. What's Next? The college admissions process has become so competitive that it's helpful to plan well in advance for SAT/ACT prep during high school. Here are a few guides to help your thinking: Want to improve your SAT score by 240 points, or your ACT score by 4 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Retail Services in China Research Paper Example | Topics and Well Written Essays - 2000 words

Retail Services in China - Research Paper Example In the raising of high transaction expenditures due to market imperfections, it is normally cheap for multinational corporations (MNCs) to do their businesses in new marketplaces by their inner business structures as opposed to depending on the markets. Derived from a case study of Coca-Cola’s entry option into China, this study tests the applicability of internalization assumption to revealing the entry choice of Coca-Cola Company into China. This theory discloses the financial rationale, which was main reason of Coca-Cola’s transformations in their entry choice as it changed from franchising to joint ventures (JVs) with significant local investors, and more currently to the combination of franchising and JVs. When a multinational corporation or company (MNC) gets into new markets, it is fairly costly for it to do business activities owing to high transaction expenses (Mok, Dai & Yeung, 2002). These expenses take in the ones arising from the problems of opportunism, uncertainty, small share of market agents and limited rationality (Williamson, 2002). Williamson (2002) quarreled that the transaction charges of executing, implementing and writing contracts through the market exceed the expenses of internalizing the market. The matter is further exacerbated when the business transactions comprise of multifaceted contractual incidents (Williamson, 2002). Therefore, it seems that an MNC will opt to set up wholly owned subsidiaries (WOSs) to cope with market defects (Williamson, 2002). Except for the choice of WOSs, there are other frequently used modes, as well, like joint ventures (JVs). Anchored in various studies of Coca-Cola in China, this study assesses the usability of the internalization theory to elucidate the entry mode option of MNCs in China. Coca-Cola in China has been considered as the study firm for numerous reasons. First, it is the globe’s largest cola manufacturer and one of the prime MNCs (Williamson, 2002). Secondly, the corporation has a fairly long history of venture in China, since 1979, when financial reform was executed under the de facto management of Deng Xiaoping. Thirdly, going through intense rivalry from its close opponent, Pepsi-Cola, as well as a strange and extremely versatile market environment, Coca-Cola’s skill, accomplishment and endurance, in securing a huge market share, in China, makes up a motivating case by which effects might be studied for the comprehension of MNCs’ entry into the Chinese market through creating equity joint ventures (EJVs) (Mok, Dai & Yeung, 2002). Fourthly, there are just two significant earlier studies on Coca-Cola’s operation in China: PU-TU-USC (2000) and Nolan (1995) (Mok, Dai & Yeung, 2002). Rooted in an encompassing survey of the company’s bottling plant in Tianjin, Nolan (1995) did the initial comprehensive study of the micro-economic effect of just one Coca-Cola plant in the country. He argued that the firm’s business structure, in general, has encouraging effects on the labor development, product markets and rising capital in China. This study corresponds to another large-scale research done by a team of economists at Tsinghua University, Peking University and the University of South Carolina (USC) (PU-TU-USC, 2000) (Mok, Dai & Yeung, 2002). Derived from an input-output model, the three institutions estimate that the financial effects of Coca-Cola’s venture, as well as recurrent operation, comprising of the downstream (distribution) and upstream (suppliers) business associations, in the Coca-Cola business structure, in China, formed an overwhelming 414,000 jobs, 1.2 billion yuan of tax payments and 21.7 billion yuan of output in 1 998 (PU-TU-USC, 2000; Mok, Dai & Yeung, 2002). Regardless of this priceless information brought out by the above studies, there is no precise literature giving theoretical foundation for the entry mode option of Coca-Cola in our concerned country (Mok, Dai & Yeung

Racial differences (introduction) Personal Statement

Racial differences (introduction) - Personal Statement Example I am a firm believer of the theory that allows for people to remain glued to their own racial and ethnic backgrounds and I am all for their resolute beliefs in them no matter how difficult the circumstances are. This indeed is what I am proud of and it makes me strong and committed day after day. The aspect of my identity that is in line with my work regimes and my academic qualifications are something that I hold on to very firmly. I let the same remain communicated to all and sundry so that my personality develops due to such strong points being on my side. I would rather want people to focus more on my personality traits than choosing to discuss my racial and ethnic priorities because I believe these are insignificant and trivial matters, not providing benefit to anyone at all. Thus I choose not to share such matters with anyone as it creates a sense of animosity between people belonging to different races and ethnicities. The cultural events and occasions have strengthened my perspective upon life and my childhood is full of festivities, cultural exchange, weddings, death anniversaries and so on. I believe all of these points form up as strong basis for my association with my self-identity and this is one characteristic within my personality that I am in love with. My feelings for these occasions and incidents are tied with emotion and a sense of belonging all the same while I have tried my best to remain attached to my roots in the wake of both happiness and grief - a very quintessential feature of my values and the overall upbringing. 4. What or who was influential in shaping your present attitudes towards your own background and toward people from different background' My grandfather was the person who provided meaning to my life. It would not be wrong to suggest that he was and still is my source of motivation that comes from within. He developed in me a sense of finding out the world around me on my own and journeying through the thick and thin of things with a sense of challenge for my own self. He made me a strong person - up for attempting anything in life and this indeed me a tough woman. I cannot think of anything else apart from my rich background and this provides me a cushion to fall back upon in the event I run into problems and distress. I know there are my roots upon which I can place my trust. 5. If your feelings regarding your perceived identity have changed since childhood, who or what has contributed to this change' The only change that I believe has contributed in a small quantity has been in the wake of relationships which in the world of present times have started to diminish unfortunately. Children are getting away from their parents and grandparents and for a woman like me who has been brought up with the patronage of my grandfather; this comes out as a complete surprise for me, living in the time and age of today. However since my personality is molded in a strong way courtesy my family, I know that whatever that is