Black Segregation Movements

Black Segregation Movements Free Online Research Papers Black segregation movements had a positive impact on the world. The black community was forced to suffer through acts of violence and hate due to the belief that race accounts for differences in human character. Restaurants, bus stops, and companies throughout the southern United States of America practiced total seclusion of races. The whites looked at the segregation as a way of life, while the blacks felt the need for a dramatic change. The black community demanded equality and respect by organizing black segregation movements which halted the suffrage. Black segregation movements imposed a positive impact on the world through bus boycotts, â€Å"sit-ins†, marches, and civil rights groups, which ended discrimination problems in the United States. To begin, blacks had to overcome difficult challenges to be rid the beliefs behind racism. The white community in the south had the idea that blacks were inferior and uneducated, which caused racism in every public place. The blacks were unable to vote or take any political position in America. Also, black men were forced to step aside to let a white man and were prohibited to look at a white woman. If a white child played with a black child, the parents would whip him until he understood that blacks were not good people. The country made education for blacks difficult to obtain by keeping schools open for only 3 hours daily during crop times. Black segregation was a way of life that people accepted as a normal occurrence. The black children believed that whites were better and often wished they were born into white families. Both children and adults were often offensively referred to as â€Å"niggers† or â€Å"colored.† Thus, black life was extremely difficult in times of segregation. The most integrated public place provided an excellent start to end segregation towards the black community. The southern buses were completely segregated, yet the most popular place to find a combination of both blacks and whites. The blacks paid the same amount of money as a white at the front of the bus, but were ordered to get off and re-enter through the back. At the front of the bus, seats were reserved for whites, while the blacks were forced to move to the back. If the bus was full, and no seats remained for a white person, a black was ordered to get up from his seat and walk to his destination. The blacks became frustrated by the acts of hate, and realized the need for change. On December 1, 1955, an elderly black woman named Rosa Parks refused to give up her seat to a white man. Parks was arrested, yet left a lasting impression on the United States. To show the country the hate needed to stop, the black people organized several bus boycotts. Before the boycotts, forty thous and black people rode the buses, while only twelve thousand whites were found on the popular way of transportation. As the bus incomes began to plummet, the country realized an agreement was necessary. The politicians offered a first-come-first-serve policy, and the blacks accepted. The bus boycotts were important to the end of segregation because the whites began to realize that the black people were a part of the community, and they help the country to grow. The boycotts also shook up the whites, and led them to believe that the blacks were educated and able to come up with intelligent ideas. Also, these boycotts helped the blacks to feel that they could end segregation if they put their mind to it. The people began to realize that segregation only happened if they allowed it to. Therefore, bus boycotts helped stop segregation in the Southern United States. Next, to end segregation, four college students began to â€Å"sit-in† at college counters, despite the â€Å"whites only† signs. Franklin McCain, Joseph McNeil, Ezell Blair, and Davis Richmond became furious when they were constantly told they were not allowed to sit at a popular food counter. The four students decided they would participate in the local scene, just like any white could do. The undergraduates â€Å"sat-in† at the counter, even when ordered to leave. However, the men did not move, for they were tired of being mistreated. The students were arrested, but later freed. The community was shocked at the bravery of the men, and began to take after them. Soon, many blacks, and few whites who joined them, were sitting at the â€Å"white only† counters. In the attempt to end the discrimination, the blacks had to suffer through terrible conditions. The whites poured food and itching powder on their heads, shouted hurtful words at the blacks, and shov ed them out of the food joints. However, the difficult times of pain and sadness brought times of joy and relief to the black community. The blacks performed a cycle where they â€Å"sat-in†, went to jail, got out, sat again, marched, picketed, went to jail, and got out. The endless cycle proved that they could not be stopped, and that the segregation could be ended. The â€Å"sit-ins† gave other black people the strength to protest that they did not have before because they realized it was beginning to become effective. The â€Å"sit-ins† also showed the white community that they can not stop the blacks from trying to protest against the hate. As a result, discrimination was beginning to be defeated. In order to demolish segregation, the black community organized several marches to show the world that discrimination needed to end immediately. Adults asked children to march in order to show the world that the offspring were suffering too. The children marched from the church in Birmingham, signing songs about freedom to support their parents who were attempting to end the hate. Police halted them, putting 959 children into the jails. The children were released, and attempted to march the following day. However, while marching, firemen sprayed the young black children with 100 pounds of pressure per square inch. The hoses slammed the young crowd into parked cars, buildings, and sidewalk curbs. Also, Selma became the center for a major civil protest and focus of national attention. The black community organized a march to Selma, where they could register to vote. They organized â€Å"Freedom Day† in Selma, where two hundred and fifty blacks waited outside of the County Courth ouse with signs at eleven o’clock in the morning. The local officials took the signs away from the protestors and snapped photographs of each black, hoping the photos would result in job losses. The marches helped aid to the end of the hate. The several marches allowed the entire community to participate in the act to end segregation. Also, the marches led the community to register to vote, which gave the blacks more freedom then ever. Hence, as the black community organized marches, segregation began to deteriorate. The black community created civil rights groups in order to organize black segregation movements. For example, the SNCC was one group that worked to better the community. The group walked with high school and college students, visited churches, met with the young and the old, and looked for national leaders. Also, the popular group promised to better the community by getting black neighborhood streets paved, trashed picked up, and the group forced the government to give more money to schools in order to better education. The groups often tested new laws to make sure that they were truly being enforced to enable equality between the races. Another popular group that fought segregation was the NAACP. The assembly forced improvements in black schools by fighting for more money and better conditions. Also, the group realized that the white teachers had fewer students to teach yet made a better income than the black teachers. The organization ordered that black and white teachers must be hired for their skills instead of the color of their skin. Both civil rights groups imposed a positive effect on the strive towards freedom. The groups were often in charge of organizing black segregation movements such as bus boycotts, marches, and â€Å"sit-ins.† Also, the groups bettered education for the black children by requesting more money for black schools. Lastly, both groups promoted better job availability for blacks, and less violence in the communities. Therefore, black segregation was ended with the help important civil rights groups. In conclusion, black segregation movements portrayed a positive image of the black community in the world. Black segregation movements imposed a positive impact onto the world through bus boycotts, â€Å"sit-ins†, marches, and civil rights groups, which ended discrimination problems in the United States. The blacks came together to find ways to put an end to the segregation that was apparent in the country. Thus, the segregation movements helped blacks to regain strength and the country to maintain order and equality. Research Papers on Black Segregation MovementsWhere Wild and West MeetComparison: Letter from Birmingham and Crito19 Century Society: A Deeply Divided EraHonest Iagos Truth through DeceptionThe Hockey GameHip-Hop is ArtCapital PunishmentThe Masque of the Red Death Room meaningsThe Effects of Illegal ImmigrationQuebec and Canada

What Should I Give to a Teacher Writing My Recommendation Letter

What Should I Give to a Teacher Writing My Recommendation Letter SAT / ACT Prep Online Guides and Tips A substantial bribe. Just kidding. You should give your teacher recommenders something much more valuablefor writingeffective letters ofrecommendation: your input. Sharing your ideas will assistyour teacher in writingyou an insightful and specific letter. This guide will discuss what materials you shouldproduce, and why your "recommender's packet" can go a long way toward making your final letter outstanding. To start, let’s review why recommendations are important to your application.If you understand what admissions officers look for, then you can make sure that your materials are useful and relevant. With this in mind, let's consider what purpose rec letters serve in the admission process. Why Do Colleges Require Recommendation Letters? Many four-year colleges require one or two recommendation letters from your teachers and school counselor. The main reason for this requirement is to get to know you better. Colleges aren’t just looking at your grades and SAT scores. They’re seeking to learn about you in a holistic sense - how you interact with your teachers and peers, how you approach the learning process, and what motivates and excites you, to give a few examples. Teachers can speak to both your intellectual and personal qualities, as well as to the role you play in the classroom on a day to day basis. Simply having an enthusiastic recommendation shows that you made a positive impression and maintained a good relationship with your teachers. If you made a splash at high school, you’re likely to work well with your peers and professors at college and contribute on campus too. Because of all the information and support they can communicate, recommendation letters play a very important role in the college application review process. Given their weight in the admissions decision, what makes some letters stand out while others blend into the background? What Goes Into a Good Letter of Recommendation? As I mentioned above, you should share your ideas and information with your teacher recommenders, who can refer to your packet when they sit down to write your letter. However, you want to make sure your materials are useful. Without knowing what makes some letters good and others bad, you’d have a hard time knowing what kind of info to share. So, in a nutshell, a good letter of rec is insightful, personal, and enthusiastic. While your teacher should talk about your intellectual abilities and attitude towards learning, she should also speak to personal qualities, like empathy, creativity, or leadership skills. Just as importantly, she should be specific and demonstrative. By this, I mean that she should describe particular instances where you demonstrated your strengths. In a sense, her anecdotes can prove that her descriptions ofyou areaccurate. On the flip side, a bad letter may sound lukewarm and generic. It may sidestep talking about your personal qualities and instead only list data, like grades and test scores. An ineffective letter would also be unspecific and lack examples, making it effectively impersonal, even vague. Based on theseelements of a good letter, you can put together a â€Å"recommender’s packet† that will be useful to your letter writers. You can provide the type of information - your academic interests and goals, your personal strengths and values, and memorable anecdotes from class - that your teacher can incorporate to make her letter stand out. Generally, this recommenders' packet will beprovided for you by your guidance office. If it’s not for some reason, you would still be well served to put it together yourself. Read on to learn more about what kind of info should go into this packet! What Information Should You Provide for Your Recommenders? Once you ask you teacher for a letter and she agrees, you should share the following materials: Practical information, like to what schools she should send her rec letter, how to submit, and your deadlines. What you plan to study at college (if you know). What strengths, passions, of qualities you would like her to highlight in her letter. Special projects or memories from class that were significant to you. Your resume. Your brag sheet (this document is especially important, which I’ll describe in more detail below). The first few points on this list shouldn’t take too long to record, but other components, like your resume and brag sheet, may require 15or more hours of work. Let’s break down each component in more detail so you know what it is, why it’s important, and how you can prepare. Share the bare necessities, the simple bare necessities... Practical Information - Where, What, and When Perhaps it goes without saying that you have to give your recommenders the bare necessities: a list of colleges to which she should send her letter, instructions on how to submit, and, of course, your deadlines. Some teachers may uploadtheir letters to your school'sonline application, others to the Common Application, and still others to the e-docs software, Naviance. Let your teacher know what method she'll be using. What You Need to Do Ideally, you have your list of colleges and deadlines on hand when you make your request. If you’re asking especially early - maybe you’re asking your beloved 10th grade English teacher at the end of the year - then you can follow up with this information later. Remember that your teacher may have many letters to write, along with everything else she’s up to - so write everything down. That way she can refer to this information when she sits down to write your letter. Share all your deadlines, and send a reminder about a week before if you see that she hasn’t submitted her letteryet. Once she does submit, make sure to send a thank you note for her help in getting into college. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Once you've shared the essential info, think about your special skills and interests. Also, please never try this at home. What Skills and Interests You’d Like Highlighted Maybe you’re asking your English teacher because you plan to study creative writing, and you’d love her to speak to your writing abilities. Perhaps you’re asking your Physics teacher so she can talk about your innovative contributions to the Robotics Club she supervises. Depending on your comfort level and relationship with your teacher, you wouldn’t be crossing a line if you explicitly stated what skills, qualities, or goals you’d like her to highlight in your letter. As mentioned above, the most effective recommendation letters speak to your intellectual and personal qualities. By sharing your ideas, you could ensure that your teacher includes your academic and personal strengths. What You Need to Do I’m not suggesting that you tell your recommender how to write her letter. You could keep what you say short and sweet, something like, â€Å"I’d really love if you could include my skill / interest / talent in (fill in the blank here).† Make sure that the skill, interest, or talent you mention is appropriate for a rec letter. Apassion for a subject, insightful comments in class, ora willingness to take on special projects would be worth mentioning.Your daredevil balancing stunts in tall places may be less relevant. This small amount of input could actually help provide your teacher with a theme around which to focus her letter. Let your teacher know what you learned from her class. What You Learned and Accomplished In Class Similarly, you might remind your teacher about a memorable project you worked on or lesson that was especially meaningful from class. If you had any notable achievements or important moments, you could describe them to your teacher. Since the best rec letters use specific examples, your input could be a useful reminder. Maybe you worked on a special research project or excelled in a debate. Perhaps reading A Brave New World changed your perspective on life. Maybe your teacher’s class helpedyou discover you want to be a World History major. Whatever you took away from her class, it could be useful to share. Your input could help make her letter even more specific. If nothing else, your teacher will appreciate hearing that her class made an impact on your thinking. What You Need to Do Before requesting your recommendation, list out your reasons for asking this teacher. Think about any stand out projects or instances where you went beyond requirements. Consider times that you contributed to a discussion, or perhaps had a thought-provoking conversation you had with your teacher. Write these moments down, and share them with your teacher when you make your request. As with above, you don't want to come off like you're writing the letter for your teacher. You could say something short and to the point, like, â€Å"I learned a ton from your class and was hoping you could provide me with a recommendation for college. One of my favorite projects was†¦Ã¢â‚¬  Since teacher recommendation letters provide a micro-view of you as a student - they got to know you on a day to day basis - they should include specifics from your class performance. Your teacher should have examples in mind, but it shouldn’t hurt for you to share your own memories too! Your Resume All students should include a resume in their recommender’s packet. Your teacher will mainly write about you in the context she knew you - as a student in her class. However, it’s also helpful for her to know what otherresponsibilities you balanced and what other activities you’re interested in, especially if theyconnect to her subject. For instance, maybe your Physics teacher will see that you pursued your passion for mechanical engineering for three years inRobotics Club. As described above, your teacher shouldn’t repeat your whole resume and fill your letter with data. However, it is useful for them to have context and learn more about what you’ve been up to in high school. Your resume, therefore, is an essential document to give your recommenders to help them write your letter. What You Need to Do People style their resumes based on personal taste, but the best ones include certain key elements: a summary ofskills, a list of activities and work experiences with brief descriptions, and any awards or achievements. You want to include your dates of involvement, and you may state an objective at the top. You should check out some samples and choose the format that works best for your experiences. Apart from providing a resume, you should be prepared to talk about what you learned from your experiences, especially as any relate to your teacher’s class or your academic goals for college. Even if your teacher doesn’t sit down to speak with you about it, you may provide these reflections in written form in your brag sheet. That way you can communicate not just what you did in high school, but what each experience meant to you. Your Brag Sheet Finally, we get to thebrag sheet, perhaps the most significant part of your packet. Your guidance department should provide you with this document, and its questions may vary from school to school. Whatever version you use, it should include prompts that ask you to think about your experiences, identity, and goals. Rather than giving quick, cliche answers, you should try to dig deep. Even if it feels vulnerable, being honest and revealing is the best way to communicate something real, important, and authentic. Ideally, your recommender already knows you well, but your brag sheet should help her get to know you even better. Some prompts may include: Describe your family. How have your parents influenced you? What qualities of theirs do you admire? What three adjectives would you use to describe yourself? What adjectives would your teachers use? Your parents? Give specific examples or stories of a time you exemplified each one of these qualities. Discuss an academic interest or passion. Describe an involvement that’s had a significant impact on you. How do you spend your free time? What have you learned about yourself since the time you started high school? How have you changed or grown? Describe a significant challenge or obstacle you’ve had to overcome. How did you do so, and what did you learn from it? Describe an experience that changed your thinking or perspective on an issue. Depending on your school, your brag sheet may be more or less thorough (or may not exist at all). If you feel you have more to share, you could add your own questions and answers. Besides adding more info, what else can you do to make your brag sheet as useful and telling as it can be? What You Need to Do As you can see, the questions on a brag sheet are quite personal. They’re tough to answer immediately. Instead, they call for some serious introspection and self-awareness. Don’t worry if your first reaction is to go blank. It takes some time to reflect on these questions and come up with answers that feel genuine and meaningful. One way to dig deeper might be to sit with a question and jot down any ideas that come to mind. For instance, let’s say you’re trying to describe an involvement that’s important to you. You might write down your participation in track team. Then you should ask yourself a simple question: why? Maybe track team has enhanced your confidence. Again, ask yourself, Why? Maybe you’re continuously breaking your personal records and showing yourself that you can redefine your sense of limitations. You can keep asking yourself "why" to get to something that resonates with you - maybe your achievements in running have spread into other areas in your life by showing that if you endure discomfort in the moment, you can break through to a new level that you didn’t know waspossible. Then again, another studentmight value track team because of the friendships she made there. Maybe she felt a strong sense of belonging with hertrack team, and this connectedness showed her that she can adapt to any new social situation. If you keep asking yourself why and defining your reasons, then your answer may look very different - and much more revealing - than where you started. Two students may write about their involvement in track, but they may value the experience for very different reasons. And this says something different about who they are and what's important to them. Your brag sheet willhelp your teacher write an insightful letter that reveals your character, personality, and values. They may also include significant circumstances in your family or personal background, if you're comfortable sharing them. All of this insightwill help admissions officers get to know you on a deeper level. Your letters should give admissions committees a fullersense of who you are as a student and person. By giving this same well-rounded sense to your teachers, youwill give themall the materials they need - along with the relationship they’ve already established with you - to write a personal and effective letter of recommendation. Key Points: What to Prepare and Why The most important takeaway you shouldgain from this guide is that you can play an active and influential role in getting strong recommendation letters. Of course, the foundation of your letters is how you performed in class over the year and got to know your teachers. Beyond this, though, you can prepare thoughtful information that will help your teacher write a specific, personalized, and revealing letter. Thinking about and producing your materials should take a few weeks of planning. You should expect to spend about 15 hours or more on creating and proofreading your resume and brag sheet. You shouldn’t scribble off fast answers to your brag sheet prompts; instead, take the time to sit with these questions and dig deeply, continually challenging yourself to get to the root of your answers by asking, â€Å"Why?† as in the example above. Your responses will not only jog your teacher’s memory and teach her new things about you, but they will also show her how much effort and planning you’re putting into your college applications. Hopefully, you’ve asked a teacher who supports you and knows you well. By putting in the effort to share your ideas, resume, and brag sheet, you can be confident you’ve done everything in your power to acquire an excellent letter of recommendation. What's Next? In addition to teacher recommendations, most colleges want to see an evaluation from your school counselor. To learn about how your counselor rec differs from your teacher recs, check out these examples of strong letters. For letters you don't want from your counselor, read these four examples. You may be surprised to learn how much influence you can have on your recommendation letters. Along similar lines, you also want to be strategic about how you present your extracurricular activities on your college applications. Check out this full guide on how to write about extracurriculars in the most impressive way. For more on the ins and outs of applying to college, check out this full step by step guide! It goes over everything from choosing your high school classes to brainstorming personal ideas. It's also available in snazzy infographic form! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Compare Term Paper Example | Topics and Well Written Essays - 750 words

Compare - Term Paper Example Thus, it is paramount to understand the motives for these explorers to set out on the journeys to the Americans Most of the Spanish explorers were sent by the Spanish monarchs of the time. Christopher Columbus, Hernando Cortes, and Vasco Nunez are among the Spanish explorers that affected the world. Isabella was the queen of Castile. She sent Columbus to explore the world for the benefit of the religion and Castile. In September 1492, Columbus sailed with three ships, a crew of less than ninety men and a lack of fundamental understanding of the size of the earth. After about one month, on October 12, 1492, Christopher Columbus voyage cited an isolated chain of Island, which came to be the Bahamas. On the second voyage, Columbus landed on St. Croix where he was welcomed with hostility from the locals. Vasco Nunez was the other notable Spanish explorer. While on an expedition, Nunez cited the Pacific Ocean in 1513 while searching for gold. Nunez claimed the area around the Pacific Ocean and opened the way for further Spanish exploration and conquest. Christopher Columbus voyage set out in 1492 to explore the world through the Atlantic Ocean. The same year was also important to the Spanish for others different from discovery. The Spanish monarchs issued an order for everyone to convert to Christianity or leave Spain. In the urge to continue their expansion and spread of Christianity, the queen sent Christopher Columbus on a mission to spread information about God and to benefit Spain in terms of trade to Asia. They found the Bahamas, Hispaniola and Cuba. Columbus voyage first landing and mainland explorations were in the Caribbean regions and South America (Reilly 332). Vasco Nunez explored the Gulf of Uraba near the present day Colombia and Hispaniola. Christopher Columbus and his men were not successful in their mission. Instead of reaching Asia as stated by their mission, they landed in the Caribbean. Columbus

Roman Colosseum Essay Example | Topics and Well Written Essays - 1250 words

Roman Colosseum - Essay Example Concrete and stone were the main construction materials. Its construction began in 70 AD during the reign of Emperor Vespasian. It took ten years to construct and. Emporer Titus, Emporer Vespasian's successor inaugurated it after its completion. The coliseum underwent further modifications between 81 AD and 96 AD under the reign of Emperor Domitian (Connoly 31). Upon completion, the Colosseum had a capacity of between 50,000 and 80,000 people. The main uses of the Colosseum were public spectacles like animal hunts, re-enactments of famous battles, executions, mock sea battles and gladiatorial contests (Connoly 67). In the early medieval era, the Colosseum ceased to be an entertainment venue. It also provided housing, held workshops, acted as a fortress, acted as a Christian shrine and also as a quarry. Today, the Colosseum still remains partially ruined due to the damage caused to it by stone robbers and earthquakes. It is still an iconic symbol in Rome and an insight into the rich culture of Imperial Rome. The original Latin name of the Colosseum was Amphitheatrum Flavium. Emperors who belonged to the Flavian dynasty built it. Ancient belief has it that its name came about from the statue of Nero that stood nearby. The Romans later remodelled the statue to resemble Apollo, the sun god (Hopkins and Beard 11). 2. Construction Construction began around 70-72 AD during Emperor Vespasian’s rule. Proceeds from the Siege of Jerusalem a few years back funded the construction of the Colosseum. The site for its construction was a flat piece of land on a low valley between Palatine, Caelian and Esquiline Hills. By 200 BC, this area had a high population of people. However, in 64 AD it experienced the Great Fire of Rome and afterwards Emperor Nero seized it. He used this area for his personal purposes. He built many structures there including Domus Aurea, an artificial lake, pavilions, porticoes and gardens (Gardner). Construction of the Colosseum began in Emperor Vespasian’s era. The Colosseum was a sign of the great triumph Rome enjoyed in its victories, one of the major ones being the Great Jewish Revolt. Emperor Vespasian constructed the Colosseum on Nero’s lake. This was an intention to return to the people land that Emperor Nero had taken up years back for his personal use . Its central position at the city of Rome was a symbol of its position at the heart of Rome. Emperor Vespasian died in 79 AD as the Colosseum was still under construction. It had reached the third storey at the time of his death. His son, Titus, took up the responsibility of completing it. The Romans completed building and inaugurating it in 80 AD. They slaughtered many wild animals, approximately 9000 in number, slaughtered during the inaugural games held in the amphitheatre (Connoly 33). The younger son of Vespasian, Emperor Domitian made further modifications to the Colosseum. These modifications included the construction of the hypogeum; underground tunnels used to house slaves and animals. Additionally, Domitian constructed a gallery at the top to increase the capacity of the Colosseum. A major fire in 217 damaged the Colosseum, mainly the upper wooden levels. This was fully repaired the Colosseum in 240 AD. Gladiatorial hunts continued up until 435 whereas animal hunts lasted until 523 (Connoly 68). 3. Design The Colosseum, as opposed to Greek theatres constructed before it, was a free standing structure. The previous theatres stand on the sides of hills. Its interior and exterior architecture resemble two Roman theatres. It is elliptical in shape, 156 metres wide and 189 metres long. The base area is 24,000 square metres and the outer walls are 48 metres high. The outer perimeter of the Colosseum measures

Heart of Darkness Parallels Essay Example for Free

Heart of Darkness Parallels Essay Apocalypse Now is a movie directed by Francis Coppola came out in 1979. It is set at the height of the Vietnam War. U. S. Army Captain Willard is sent on a top secret mission into the jungles of Cambodia. His mission is to seek out and destroy Colonel Kurtz, who is believed to have gone completely insane. The novel Heart of Darkness and the movie Apocalypse Now have many parallels. Both works follow the same story line but presented in completely different contexts. Even though Apocalypse Now is based upon the book, there are still many differences in themes, characters, and events. The largest of these differences is the setting and time of the two works. While watching Apocalypse Now the viewer is able to observe many scenes that are similar with the novel Heart of Darkness. One of the most apparent of these scenes is when the natives attack the men on the boats. After the attack Coppola and Conrad both use fog to show the uncertainty the characters have in regards to completing their tasks. The men in the novel begin to randomly shoot into the jungle once the attack begins. They are unable to see their attackers so they are shooting completely blind. After the attack is over a large cloud of smoke from the men’s guns floating in front of the boat. Marlow then continues to lead the men of the boat blindly up the Congo River. In Apocalypse Now after the attack by the natives, a fog also surrounds the boat. In the movie the fog is used to represents Willard’s thoughts. Captain Willard is not sure whether what he is doing is worthwhile. He has no idea what he is getting himself into; one of his men has just died without even knowing the purpose of his mission. The fog in both stories is used to represent the leader’s uncertainty of their missions. In both Apocalypse Now and Heart of Darkness madness is represented during the attack. In the novel the Helmsman goes crazy and in the novel Chief is the character that succumbs to madness. In Heart of Darkness when the natives attack the boat the Helmsman begins to go crazy, jumping up and down going absolutely mad during the attack, acting like a complete animal. He begins shaking his empty rifle and screaming at the men on the shore he is unable to see. In the movie, Chief begins to go mad when he realizes that not even Willard knows the location of where they are headed. When the boat is to be attacked by the natives with harmless arrows the Chief goes absolutely absurd. Screaming at the shores completely exposing himself to his attackers. A huge mistake because as soon as Chief exposes himself a spear that turns out to be deadly hits him. There are many parallels between the novel Heart of Darkness and the movie Apocalypse Now. Throughout the entire movie there are scenes that are nearly identical to the novel. During the attack seen parallels with fog and madness can be seen in both Apocalypse Now and Heart of Darkness.

Imperialism :: essays research papers

Modern World Extensive European imperialism took place between 1875 and 1914. This was a time when European countries took over many parts of Africa and Asia. According to the Modern World Issues Textbook imperialism is â€Å" The policy of extending one’s rule over many lands.† There are many views on this topic yet in my opinion Imperialism should have never taken place.   Ã‚  Ã‚  Ã‚  Ã‚  As in the story King Mojimba Meets his first white man, the Africans were standing with outstretched arms when the Europeans arrived. The Africans went to meet the Europeans and welcome them as brothers, but the Europeans immediately began firing their guns when they arrived. There is no reason why the Europeans needed to take over parts of Asia and Africa when these people did nothing to give the Europeans reason to do so.   Ã‚  Ã‚  Ã‚  Ã‚  Everyone has something to contribute to society but the Europeans never gave anyone but themselves a chance to contribute a single thing The Europeans never gave the Africans or Asians a time to show what they had to offer. And the Europeans certainly did have a lot to offer. They had to offer their knowledge of eating, warfare, and their general knowledge of the world around them. The Europeans looked at the Africans and Asians as worthless. This was one of the reasons the Europeans did not give these groups a chance.   Ã‚  Ã‚  Ã‚  Ã‚   If there had not been the Imperialism the world would be a lot different than it is today. Asians and Africans would be much more respected and would have the same opportunities as everyone else. Even though our constitution gives all groups equal right and freedom they do not get it from the people they live with every day. There is still quite a lot of prejudice in the world.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"To the Social Darwinists the anti-imperialists replied by denying that the struggle for existence applied to human groups in the way it applied to plants and animals†, (Hobson, 2A).   Ã‚  Ã‚  Ã‚  Ã‚  Although many believe that the Imperialism should never have taken place many look at another way. â€Å" The whites, outnumbered in a harsh world, had to organize themselves and hold non-whites off†, (Chamberlain, 1B). In other words there were more Africans and Asians than Europeans. The Europeans felt intimidated by this and felt the need to fight back and take-over. The Europeans were a little cocky and said that they in fact were the best.

Ethical Issues in Social Research Essay

Why is inflicting no harm to participants an important ethical issue when performing social research? Describe the importance of no harm to participants as an ethical issue. Give examples to illustrate the difficulties with this issue. Examples from the book that had difficulties with ethics include the Milgram experiment, the Stanford Prison experiment, and the syphilis experiment. These experiments were done in the name of science but had a lasting impact on the participants. In the listed examples, the institutions that sponsored these experiments were not looking to harm the participants, they were simply trying to understand the social world around them; however, in every situation in life, work, extracurricular activities, etc., a cost and benefits analysis must be conducted. Inflicting harm to participants can alter their perception of the world around them. It can cause momentary and possibly lasting psychological or physical ailments. After the experiment, the participant should feel the same psychologically and physically, just as they felt coming into the experiment, there should be no negative altering of their bodies and minds. Boundaries are set up, such as the Belmont Report, Office for Protection from Research Risks in the National Institutes of Health, etc., to protect, minimize harm, analyzing cost and benefits of research in this field. This is done to protect participants from negative effects from research. I also believe rules, regulations, and boundaries have to be set up regarding this issue due to the principle of legality. If harm is afflicted either psychologically or physically or both to the participants it will inevitably effect the results, the experiment may not even be carried out to completion. This causes wasted time, energy, thought, and money on an experiment that could be used on an ethical experiment to further the understanding of science. I also believe if participants feel abused or mistreated during an experiment, they will not view science the same way again. They will no longer respect science and perhaps discredit what it has already accomplished through experiments. They also may not want to help by participating or funding research thereafter. Science must set a high, ethical standard to be respected, and  perhaps the moral gesture will be reciprocated from individuals in their everyday life or field of study.

A seminar on “Beginning For Beginnger” Essay

A seminar on â€Å"Beginning For Beginnger† was held at DKU at Faculty of Business Managemnet. This seminar was held on 9 June 2012-06-24. This seminar was begin on 2.00Pm – 5PM. It was jointly organised by all part three student who take Mgt538 in this semester. The purpose of the Seminar was to talk about lessons and challenges in facing currunt enviroment on studies and future working enviroment. It focused mainly on the attitutes, styles and action that should be take to faced all the situation. All part three students whose take this subject are compulsory to attented this seminar. The Programme is given at DKU that situated in Faculty of Business Management. The seminar was given by Cik Noor Syuhada,caunsellor Uitm Seri Iskandar Perak. AIMS AND OBJECTIVES The seminar was structured in a way that helped participants to walk through the issues, starting from the relevance of the organisational context, along the issues that have to be addressed, the intended or assumed and finally to the actual implementation. The objectives of the seminar were to provide insight in the issues, to identify the mistake ,and to discuss the possible approaches for formulating and implementing tools that can be take. In order to encourage discussion and a more focussed exchange of information practical sessions were scheduled .During these sessions participants could ask some questions and share thoughts with each other and the speakers. THE POSITIVE IMPACTS The seminar participants agreed that : 1. This programs will help them to improve their knowledge on facing their future enviroment especially during their working enviroment. 2. Many participants were given a chance to ask any questions and they also were give a chance to share some idea or tips that will give benefits to all participants. 3. It is important that all parties to attends,it will give a common understanding about what these and other key terms mean. 4. The seminar have give them a lot of tips on attending interviews and facing interviews session that will improve their confident to facing that. THE NEGATIVE IMPACTS The side impacts that can be conclude from the seminar : 1. Some participants not focus during the seminar. 2. They playing games on their mobile phone, chatting, talking and etc. 3. Not all students have confidents to ask questions even they have intention to do so. 4. Sessions for students to discuss among themselves was not held. RECOMMENDATIONS : Some recommendations that can be take are : 1. Small group discussion can be do in oreder to give participants share or discuss among themselves about the issues on the seminar. 2. Students should be ask to switch off their phone during the seminar. 3. Try to encourage students to build up their confident to share, ask or gine opinion during the seminar. CONCLUSIONS : The feedback of the participants confirmed that the seminar was very much appreciated as well as that there is a pressing need for more practical approaches and for other opportunities to discuss the many issues. The speakers came also from different backgrounds and presented the audience with different practical experiences, insights, and views, both at an organisational and national level. It gave a good impression and understanding of the many perspectives. The seminar have improve knowlegde among participant and will benefits to them in facing their future working enviroments.

Impact of the introduction of sound and style in classical Hollywood cinema

Impact of the introduction of sound and style in classical Hollywood cinema A good number of inventions noted that a sequence of individual immobile pictures set into movement created the delusion of motion. This concept came to be known as the persistence of vision. A British physician named Peter Mark Roget in the early years of the 1800s first noted the phenomenon1.Advertising We will write a custom essay sample on Impact of the introduction of sound and style in classical Hollywood cinema specifically for you for only $16.05 $11/page Learn More It was the revolutionary step in the growth of the cinema. Before this, many innovations related to motion and vision had been developed. These were the precursors to the origin of the motion picture industry. This essay outlines the history of the film industry through the centuries. A lot of emphasis will be paid to the era when sound was incorporated in the film industry. The impact of the introduction of sound to the film industry will also be discussed with specific reference to two Hollywood classic movies. As mentioned above, the infancy of the film industry was preceded by a number of technologies. One of them was the magic lantern. Athanisius Kircher in Rome invented this device in the 17th century. It could project images using a simple light source. In 1824, the Thaumatrope was invented. It was the most basic adaptation of an optical illusion toy that used the notion of persistence of vision. An English doctor called John Ayrton Paris invented the device2. In 1831, Michael Faraday, a British scientist, discovered the law of electromagnetic induction. This principle was deployed in the generation of electricity to power motors and other equipment including film machines. In the following year, Joseph Blaeau, a Belgian, invented the Fantascope, also referred to as the Phenakistiscope or, simply put, the spindle viewer. The device was used to reproduce sound. A succession of distinct depicting pictures stages of an action was set around the peripheries of a slotted disk. The spectator would view the pictures through slots3. Two years after this discovery, another stroboscopic device called the Daedalum or Zoetrope (as it came to be named in 1967) was invented. This was courtesy of a British inventor called William George Horner. The device was a hollow, rotating cylinder or drum. It had a crank with a strip having a series of pictures, drawings and paintings in progression. The images were in the interior surface. A spectator would view the pictures in ‘motion’ through slim slits. Five years following this discovery saw of yet another milestone invention in the film industry. This was the invention of still photography4.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More This was followed by the development of the pioneering commercially viable daguerreotype. The latter was a way of capturing pictures on silvered, copper-metal p lates. As the name suggests, the invention was courtesy of Frenchman Louis –Jacqueds-Mande Daguerre. This innovation was followed by that of the British inventor William Henry Fox Talbot. The latter was calotype, a process by which negative photographs would be printed on high-quality paper. In 1861, Philadelphian Coleman Sellers invented the Kinematoscope. This was an enhanced rotating needle paddle machine. It was used for viewing a sequence of stereoscopic immobile pictures on glass plates. After this invention, the film industry experience six years of silence in terms of new inventions and innovations5. However, John Wesley Hyatt broke this silence in 1869 when he developed the celluloid. This provided a basis for photographic film. In the following year, Henry Renno Heyll, a Philadelphian came up with the first exhibition of the Phansmotrope. The device was used to show a quick series of immobile or posed photographs of dancers, giving the chimera of movement. Seven yea rs later, Frenchman Charles Emile Reynaud invented the Praxinoscope. This projector equipment had a mirrored drum, which created the delusion of motion with picture strips hence serving as an improved edition of the Zoetrope. By the onset of the1890s, Reynaud’s Parisian Theatre Optique was making public shows with screenings of 15-minute ’movies’. This precursor era also saw the invention of the incandescent light bulb that was used for film projectors. This occurred in 1879 courtesy of Thomas Alva Edison6. As the 19th century ended, Eadweard Muybridge, a pioneering British photographer and inventor became renowned for his photographic locomotion studies. This is because, in 1870, he had experimented with recordings of a galloping horse at a Californian racetrack. In 1878, he conducted a chronophotography experiment by use of many cameras recording horse’s gallops. This ascertained that all the horse’s feet are off the ground at the same time. In 1 879, Muybridge invented the Zoopraxiscope, also referred to as the wheel of life. This was a primitive motion picture projector machine, which also created the delusion of motion by projecting images onto a screen from photos on a revolving glass disc7. All the developments discussed above only succeeded in providing eye-fooling animations. Genuine motion pictures were a phenomenon only possible with the development of the film. This supple and clear celluloid could record pictures at a very high speed. The pioneer in this field was a Parisian innovator and psychologist called Etienne-Jules Marey in the 1880s. This Parisian came up with a camera capable of taking many photographs at a go. Contrary to Muybridge’s device, this new equipment could many images on the same camera plate. His experiment is also associated with the coined terminology of ‘shooting a video’8.Advertising We will write a custom essay sample on Impact of the introduction of sound and style in classical Hollywood cinema specifically for you for only $16.05 $11/page Learn More The experiments of Muybridge and Marie laid the base for the development of the motion picture cameras, projectors and transparent celluloid film hence the cinema was born. In the last years of the 1880s, American inventor Thomas Alva Edison and his British assistant William Kennedy Laurie Dickson endeavored to create a device that could record movement on film and another for watching the film. In 1890, Dickson cake up with a primitive, camera able to take photographs of moving in motion. The device was named a Kinetograph. It captured motion with a harmonized shutter and sprocket system able to wind the film through the camera with the aid of an electric motor. This innovation led to the birth of the US cinema. The world’s first film production studio, the Black Maria was also developed from this invention9. Edison and Dickson innovations prompted a series of other inventions in the film industry. The most notably were from Charles Francis Jenkins. He endeavored to show pictures in motion to large groups of people. As such, he invented the first film projector called the Phantoscope10. Concurrently in France, two brothers, the Lumieres, invented the cinematograph. This was a portable camera, printer and projector. One striking characteristic of the films produced during this period was that they were very short. They were usually under a minute long and showed only a single scene. The scene was drawn from either authentic or staged representing every day life. Cinematique technique was less applied since there was even no editing11. Nevertheless, the progress was enough to catapult the industry to new heights for the century that followed. Before discussing the introduction of sound in film production, it is important to note that the first years into the 20th century were a silent era for the film industry. Nevertheless, a number of innovati ons in Cinematique techniques were developed during this silent era. These include animation, film continuity, crosscutting between parallel actions, and point of view shots. Others included reverse-angle cutting, intertitles and flashback12. Nevertheless, none of these developments could be paralleled to the impact that was brought in by the introduction of sound technology in the film industry.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Although there were experiments on sound technology in the silent era, it was difficult to overcome the challenges of accurate synchronization and amplification at that time. The year 1926 saw the introduction of the Vitaphone system in Hollywood studio by Warner Brothers. This device added sound effects to film recordings. In the following year, Warner Bros released the first film, The Jazz Singer, having a synchronized dialogue and singing13. The Jazz Singer is one of the Hollywood classic films that will be used to show the impact brought about by the introduction of sound technology. Despite been a pioneer in the field, the idea of incorporating sound in film was not a new phenomenon. This is because Charles Taze Russell had attempted it in 1914 in his long film, The Photo-Drama of Creation. The film showed pictures in motion harmonized with sound14. Before embarking on the impact of sound technology, it would be paramount to note what had delayed the introduction of this much-n eeded innovation. The invention of the introduction of sound technology in film production was stalled by a number of factors. This led to motion pictures and sound recording parting ways for almost a generation. As hinted earlier, one of the major problems that delayed the introduction of sound technology was the synchronization challenge15. This was occasioned by the fact that pictures and sound were recorded and played back by two distinct devices. This made it difficult to start and sustain in cycle. Another challenge was the issue of adequate playback volume. This was stalled due to lack of amplification systems. The last barrier to the introduction of sound technology in the film industry was recording reliability. The primitive technologies produced low quality sound. This imposed boundaries on the kind of films that could be produced with live-recorded sound16. To counter the above challenges, and especially the synchronization huddle, cinematic innovators tried a number of ways. The prime one was the introduction of the sound-on-film technology to replace the sound-on-disc one that existed. The former was superior to the later in several ways. This is because sound-on-disc technology had a myriad of limitations. To begin with, due to the unreliability of their interlock system, sound would fall out of synch, a fact occasioned by disc skipping or small alterations in film speed. This, therefore, called for regular supervision and numerous manual adjustments. Another limitation of the sound-on-disc technology was the fact that discs could not be directly edited. This greatly limited the ability to make changes in the complementary films after the original release cut17. To add on, phonograph discs, increased expenses and complications in film production and, hence, were making the process dear and time consuming. Lastly, the discs needed replacement after a number of screenings due to tear and wear. Nevertheless, the first years of the introduction of s ound technology in films saw the sound-on-disc technology have an edge over its counterpart18. This was because it was relatively cheap to record music onto film. In addition, the central exhibition devices were easy to manufacture and acquire when compared to the sophisticated image-and-audio equipment, which was a prerequisite of the sound-on-film technology era. After the introduction of the sound-on-disc and sound-on-film technology, the innovation that followed was the fidelity electronic recording and amplification19. This was a blend of the two technologies. It was pioneered by AT T’S Western Electric manufacturing section. By 1925, the company rolled out a new sound system that had microphones and rubber-line recorders. There is no doubt that the introduction of sound technology had far-reaching implications to the art and production of films as well as to the industry at large. The impact was both short term and long term. In the short term, it led an increase in ea rnings for the movie houses. For instance, The Jazz Singer, Warner Bros released, on 6 October 1927, their premier talkie earning a total of $2.65 million in the US and elsewhere20. This was almost a million dollars higher than what the company had earned fro a preceding film in the silent era. Another film that shows that the sound technology brought good tidings to the industry was Lights of New York. The film, also produced by the same company, earned a gross of $ 1.2 million compared to a $23000 budget they spent in its production21. This kind of profits was occasioned by a surge in terms of sales as moviegoers. The introduction of sound technology in film production also affected other factors and in particular, labor. Those artists that did not have stage voices were dismissed as susceptible to the reception of the film. The contrary was also true. The latter case can be used to explain the success of The Jazz Trailer. Although the film was not sound synchronized, the few ins tances where Al Jason, who was already famous as one of the America’s biggest music stars, starred made the film a hit. As such, sound technology meant doom for those actors whose stage experience was not up to the Hollywood standards. This was the case to a number of stars like Norma Talmadge, Emil Jannings and John Gilbert22. In conclusion, though the introduction of sound technology may have seemed inevitable, it was not received warmheartedly from all corners. The innovation was perceived as a destruction of the initial purpose of art. In addition, the technology imposed a limitation to the deaf who felt separated fro the rest of the audience. Despite this criticism, there is more than meets the eye in the film industry today that has its origin in the silent era and the talkie’s era as well. If the number, of movie houses sprouting in every corner of the world is anything to go by, there is no doubt that the world owes much to the cinema innovators and especially those who came up with the incorporation of sound technology than blunt criticism. Bibliography Altman, R, Silent Film Sound, Columbia University Press, New York, 2005. Bordwell, D â€Å"The Introduction of Sound,† chap. in Bordwell, Janet Staiger, and Kristin T, The Classical Hollywood Cinema: Film Style Mode of Production to 1960, Columbia University Press, New York, 1985, pp.298-308. Braun, M, Picturing Time: The Work of Etienne-Jules Marey (1830–1904) University of Chicago Press, Chicago, 1992. Chapman, J, Cinemas of the World: Film and Society from 1895 to the Present. Reaktion Book, London, 2003. Cousins, M, The Story of Film: A Worldwide History, Thunders Mouth press, New York, 2006. Crafton, D, The Talkies: American Cinemas Transition to Sound, 1926–1931. New York: Charles Scribners Sons, 1997. Dirks, T. Filmsite. The history of Film.  https://www.filmsite.org/pre20sintro.html. Eyman, S The Speed of Sound: Hollywood and the Talkie Revolution 1926†“1930, Simon Schuster, New York, 1997. Finler, JW, The Hollywood Story, (3d ed) Wallflower, London and New York, 2003. Geduld, HM, The Birth of the Talkies: From Edison to Jolson. Indiana University Press, Bloomington, 1975. Gomery, D â€Å"The Coming of Sound: Technological Change in the American Film Industry, in Technology and Culture- The Film Reader (2005), ed. Andrew Utterson, pp. 53–67.: Routledge/Taylor Francis, Oxford and New York, 1985. Hirschhorn, C, The Warner Bros. Story. Crown, New York, 1979. King, G, New Hollywood Cinema: An Introduction, Columbia University Press, New York, 2002. Morton, D, Sound Recording, The Life Story of a Technology, Baltimore, 2006. Robertson, Film Facts, Billboard Books, New York, 2001. Robinson, D, From Peepshow to Palace: The Birth of American Film. Columbia University Press, New York, 1997. Sponable, EI Historical Development of Sound Films,† Journal of the Society of Motion Picture Engineers, vol. 48, nos. 4–5, Ap ril/May, 1947. Footnotes 1 P Robertson, 2001. Film Facts. (New York: Billboard Books).p.6. 2 T Dirks, Filmsite. The history of Film. 3 J Chapman, 2003, Cinemas of the World: Film and Society from 1895 to the Present. (London: Reaktion Book). p. 12. 4 Dicks, p.1 5 HM, Geduld, 1975, The Birth of the Talkies: From Edison to Jolson. (Bloomington: Indiana University Press) pp. 12-17 6 Geduld, p. 7 7 D, Bordwell, 1985, The Introduction of Sound,† chap. in Bordwell, Janet Staiger, and Kristin Thompson, The Classical Hollywood Cinema: Film Style Mode of Production to 1960, (Columbia University Press: New York) pp. 298-308 8 M, Braun (1992). Picturing Time: The Work of Etienne-Jules Marey (1830–1904) (Chicago: University of Chicago Press), p. 7 9 R, David ,1997, From Peepshow to Palace: The Birth of American Film.(New York: Columbia University Press) p. 23 10 David, p. 27 11 Ibid 12 R, Altman, 2005, Silent Film Sound, (New York: Columbia University Press) p.45 13 C, Hirschhorn, 1979, The Warner Bros. Story. (New York: Crown) p. 12 1414. EI, Sponable ,1947, Historical Development of Sound Films,† Journal of the Society of Motion Picture Engineers, vol. 48, nos.4–5, April/May 15 D, Morton, 2006, Sound Recording: The Life Story of a Technology. (Baltimore: Johns Hopkins University Press) pp. 32-35 16 D, Gomery, Douglas,1985, The Coming of Sound: Technological Change in the American Film Industry, in Technology and Culture- The Film Reader (2005), ed. Andrew Utterson, pp. 53–67.( Oxford and New York: Routledge/Taylor Francis) pp. 53-67 17 S, Eyman, 1997,The Speed of Sound: Hollywood and the Talkie Revolution 1926–1930.( New York: Simon Schuster) p. 67 18 Ibid 19 D, Bordwel,1985, The Introduction of Sound,† chap. in Bordwell, Janet Staiger, and Kristin Thompson, The Classical Hollywood Cinema: Film Style Mode of Production to 1960, ( New York: Columbia University Press) pp. 298-308 20 G, King, 2002, New Hollywood Cinema: An Introduction. (New York: Columbia University Press) p. 29 21 D, Crafton, 1997, The Talkies: American Cinemas Transition to Sound, 1926–1931. (New York: Charles Scribners Sons) p. 56 22 JW, Finler,2003, The Hollywood Story, 3d ed.(London and New York: Wallflower) p. 12

Why Your Attitude is More Important Than Your Intelligence

Why Your Attitude is More Important Than Your Intelligence Sometimes it seems like the most successful people must be the smartest ones in the room- after all, how else would they have achieved that level? And how can you compete if you’re not a double major in French and biology at an Ivy League school, with a minor in rocket science? The reality is that those traditional hallmarks of intelligence and success don’t mean as much to your career as you might think (no offense to you French-speaking biologists in Harvard sweatshirts). In reality, your IQ may not mean as much to your career trajectory as the motivation and attitude you bring to your job.It’s All a Mind GameIn a Stanford study, psychologist Carol Dweck found that career success was tied more closely to an employee’s mindset over his or her IQ. She found that employees tended to fall into one of two mindsets: â€Å"fixed† and â€Å"growth.† People with fixed mindsets believe that your self is set, and won’t be changed by the everyda y work experience. Those with fixed mindsets tend to have problems with obstacles or challenges, regardless of their IQ.Conversely, people with growth mindsets see challenges as learning opportunities, and believe they can grow with each obstacle they navigate. These growth-minded people tend to outperform their fixed peers, no matter whose base IQ was higher.How You Can AdaptSo how can you make this work for you? In short, start thinking like a growth mindset-haver, if you don’t already. The best way to do this is start approaching your professional challenges (both big and small) in a more productive way. When presented with an obstacle, try these strategies to change your mindset.1. Don’t panic.You made a mistake? Someone just handed you a huge task, with a tight deadline? Someone else didn’t do something they should have? It’s important not to freeze, and throw your hands up in despair.2. Be proactive.Ask questions about next steps if you’re un clear about what to do. Think about what you can do in the short term, and what your plan is for the long term, then take concrete steps to achieve that particular goal. After you’re past the challenge or obstacle, take time to think about what led to the situation, what you did to resolve it, and what you would do if it happened again.3. Learn from it.Maybe you had an issue because you didn’t have a certain kind of skill. Or maybe someone else has expertise you need to be better at your job. Whatever can help you expand your horizons after you’ve dealt with the obstacle, take it as an opportunity to squirrel away knowledge for the future, or set mini goals for yourself in the short term to be better.Like an optimist, someone with a growth mindset tries to see around obstacles- what they can do in the short term, and what they can take from the situation. Giving up in the face of adversity makes you rigid, and unable to deal with curve balls. And what is profess ional life, if not a series of curve balls thrown directly at you?The most important thing is to be flexible and willing to adapt. You don’t need to be the person with the highest test scores, but if you’re the one who’s most willing to try (and even fail) in the interest of becoming smarter and more experienced, IQ is nothing but a number.

Effect of Organizations Culture and Diversity Essay - 1

Effect of Organizations Culture and Diversity - Essay Example Morgan said that this perspective gives importance to the â€Å"human nature of organizations and building the organization around people rather than techniques† (Buchanan, 1997, p. 517). Baron and Greenberg (1989) said that initial culture of an organization comes from the founders who inculcate their values and vision to the staff first employed and transmitted to succeeding employees. Schein (1983) also elaborated on the strong formative influence of the founder and early senior managers in creating its culture (Buchanan, 1997). Robbins supported the view that the company’s current top managers are the ‘culture carriers’ and set the standards for acceptable behavior (Buchanan, 1997). Organizational norms are the expected modes of behavior for individuals and groups, based on an organization’s values and beliefs (Buchanan, 1997). Norms, in turn, reinforce shared values and beliefs (Buchanan, 1997). However, the perpetuation of a culture to serve th e purposes of the dominant culture is insensitivity to the diversity issue. Flowers and Richardson (1996) observed that â€Å"existing rules and standards were labeled as manifestly biased by Eurocentrism and white male favoritism† (Stark, 2003, para. 1). This is further bolstered by Harrison (Ben Harrison Associates Inc.) in his observation that the â€Å"white male club control the resources, and probably the most misinformed group† (Challenge, n.d., p. 2). A corporate culture overshadowed by discrimination and inequality would affect communication, teamwork, and decision-making in an organization. Baron and Greenberg (1989) defined communication as the process of transmitting information by one person, group, or organization to another through recognized channels. Reitz (1981, p. 311) argued that communication can be discouraged â€Å"by manipulating the physical and psychological distance.†Ã‚