indopak history and relation Essays

indopak history and connection Essays indopak history and connection Essay indopak history and connection Essay indopak history and connection BY 122 PAK INDIA relations introduction chronicled foundation current circumstance indo pak relations consistently stay unfriendly. from the very first moment india is against pak existance. there were three significant wars 1964,1971 , 1999. the progression of threatening connection can be ascribed to kashmir issue which is as yet uncertain. ln 1999 Nawaz sharif began dailouge with india however due to kargil war entire procedure was destroyed. again in 2004 endeavors were made to sift through issues and to devise an instrument to determine the issues a composite dailouge was begun. hich incorporate harmony security (CBM) saichin sir rivulet ooler flood psychological warfare sedate dealing however again because of mumbai assaults the procedure stopped until 2011 . this time accentuation was laid on exchange. ln 2013 the procedure was against bothered by encounters on LOC until Nawaz Singh meeting in newyork where it was chosen to pass on gatherings of DGMOs to determine the threatening sitution and again move towards better ties. HISTORY : Here is a gander at certain highs and lows in relations among India and Pakistan. 1947 † The British Empire in the subcontinent is separated into two nations: India and Pakistan. The startling Partition and absence of legitimate courses of action for one of the reatest movements of present day history prompted clashes and gore on the two sides of the gap. 1947/48 † India and Pakistan do battle over Kashmir. The war closes with an I-IN-requested truce and goals looking for a plebiscite for the individuals of Jammu and Kashmir to conclude whether to turn out to be a piece of India or Pakistan. 1965 † India and Pakistan battle their second war over Kashmir. Battling closes after the United Nations requires a truce. 966†Tashkand accord marked by Indias executive Lal Bahadur Shastri (who passed on the following day) and Pakistans president Ayub Khan, finishing the 17-day war among Pakistan and India the gatherings consented to pull back completely military to situate held before Aug. 5, 1965; to reestablish discretionary relations; and to talk about financial, displaced person, and different inquiries. The understanding was scrutinized in India s ince it didn't contain a no-war agreement or any renunciation of guerrilla hostility in Kashmir. 1971 † An insubordination in East Pakistan and claimed impedance from the Indian side lead the two nations to war for a third time. East Pakistan becomes autonomous Bangladesh. 1972 † Pakistani Prime Minister Zulfkar Ali Bhutto and Indian Prime Minister Indira Gandhi consent to arrangement in Indian town of Simla over standards intended to administer relations. The two nations chose to settle their disparities by quiet methods through reciprocal exchanges (2)Kashmir question is a two-sided issue and should be settled through two-sided arrangements (3)all consistently regard every others national solidarity, regional honesty, political autonomy and 1989 † Separatist revolt begins in Indian-directed Kashmir. India blames Pakistan for furnishing and sending aggressors into the locale, which Pakistan denies. 1998 † India does atomic tests. Pakistan reacts with its own tests. February 1999 † Indian Prime Minister Atal Behari Vajpayee holds culmination with Pakistani partner Nawaz Sharif in Lahore. known as BUS DIPLOMACY 1999 † India and Pakistan wage brief clash in the mountains above Kargil on the Line of Control, the truce line partitioning Jammu and Kashmir. July 2001 † Summit between Pakistani pioneer General Pervez Musharraf and Vajpayee in Agra in India finishes in disappointment. December 2001 † Militants assault Indian parliament. India accuses Pakistan-based activists Lashkar-e-Taiba (LeT) and Jaish-e-Mohammad of propelling assault. Pressures ascend as one million soldiers are prepared on either side of the fringe; war just turned away months after the fact in June 2002. 2003 † Pakistan, India concur truce on the Line of Control. 2004 † The two nations dispatch a conventional harmony process. ( COMPOSITE DAILOUGE) November 2008 † Ten shooters dispatch three days of different assaults in Mumbai, killing 166. India again accuses Pakistan-based aggressors and snaps converses with Pakistan. June 2009 † Prime Minister Manmohan Singh and Pakistani President Asif Ali Zardari meet uninvolved of a universal assembling in Russia. Singh reveals to Zardari he needs him to guarantee aggressors can't work from Pakistan. Walk Singh welcomes Pakistani Prime Minister Yousuf Raza Gilani to watch a memorable 2011 † World Cup cricket coordinate between the different sides and talk about restoring harmony process. India beat Pakistan in the match. CRlCKET DIPLOMACY May 2011 † Indian and Pakistani soldiers trade cross-fringe fire after an Indian officer is slaughtered by Pakistani soldiers in Kashmir. After talks, India and Pakistan break no ice on the most proficient method to neutralize the no-keeps an eye ashore over the Siachen ice sheet. November 2011 † Pakistan ecides to allow India Most Favored Nation exchange status. Singh and Gilani guarantee another part in their history after conversations in the Maldives. 2011 † Pakistan steps toward typical exchange and travel attaches with India, consenting to open most business by February 2012 and ease visa rules. January 2013 † India blames a gathering for Pakistani troopers of primitive and cruel conduct after two Indian warriors are executed in a firefight in Kashmir and their bodies mangled. Pakistan denies contribution. Harmony talks slow down and Indian Prime Minister Singh says there can be no nothing new. CURRENT RELATIONS TRADE RELATIONS in 1947 pakistan 70% exchange was with india. in 1952 oak fare to india was $113 million where as india sent out $. 03million. equalization of exchange was in pakistan favor till 1965. from 1965 to 1975 there was no exchange. In the wake of reviving of exchange b/w pak india with the exception of first threee year again BOT was in pakistan favor in 1993 india changed its arrangement from communist to entrepreneur mode and BOT was agreeable to india in 1996 the proportion was 1:2 after india conceded MFN status to Pakistan. In 2011 it rose to 1 allowing MFN . The past administration of the Pakistan Peoples Party promotion reported in mid 2012 to allow MFN status to India before that year's over. Be that as it may, it didnt finish on its choice due to looming races and weight from certain modern and homestead halls. Indias inability to evacuate non-levy obstructions (NTBs) to facilitate the progression of Pakistani products into its domain was likewise a significant purpose behind Islamabads hesitance to give MFN status for its nearby neighbor. The Agreement (Safta) with zero levy rates in 2016. The negative rundown was likewise to be eliminated before a year ago's over, however was postponed due to Indias refusal to emove NTBs to facilitate the worries of Pakistani producers of vehicle and car parts, pharmaceuticals, and so forth. The two-way exchange volume has expanded to about $2 billion out of 2011-12, from $835 million of every 2004-05. The size of exchange held through third nations is evaluated to be ordinarily more noteworthy than that done through legitimate channels. A few appraisals propose that reciprocal exchange could reach $10 billion of every a couple of years, if business relations standardize between the two countries. KASHMIR canvassed in detaial WATER DISPUTE: secured nitty gritty SIR CREEK Sir Creek is a 96 km muddy strip in the Rann of Kutch zone lying between he southern tips of Pakistans Sindh region and Indian territory of Gujarat, opening in the Arabian Sea. The debate is identified with the Rann of Kutch. During freedom, Pakistan acquired the control of the entire of northern Rann of Kutch, yet India involved a piece of it in 1956 . The 1914 goals that granted the entire of Sir Creek to Sindh, which in 1947 Joined Pakistan while Gujarat picked India, ought to have been regarded. The issue would have been genially settled, however two advancements changed the Indian position: right off the bat, the possibility of oil and gas being ound in the Sir Creek region and besides, the coming of the 1982 United Nations Convention on the Law of Seas (UNCLOS) to which both Pakistan and India became signatories. The ensuing Exclusive Economic Zone (EEZ) allowed Pakistan and India rights under the show over the ocean assets up to 200 nautical miles in the water section and up to 300 nautical miles in the land underneath the segment. Of every two-sided contest among Pakistan and India, Sir Creek has the most straightforward arrangement and can be settled as a certainty building measure (CBM), making ready to settle the more intricate ones. Political will is required. n 2011 and 2012 gatherings were held in Islamabad and delhi and generous advancement was seen however due to unfavoured ties it didnot proceded futher SAICHEN GLACIER. The Siachen Glacier The foundations of the contention over Siachen (the spot of roses) lie in the non-divisions on the western side on the guide past NJ9842. The 1949 Karachi understanding and the 1972 Simla understanding assumed that it was not plausible for human home to endure north of NJ9842. Piror to 1984 neither India nor Pakistan had any lasting nearness in the zone. The contention started in 1984 with Indias effective Operation Meghdoot during which it wrested control of the Siachen Glacier (vacant and not separated zone). in 2012 GYARI part occurrence obviously this contest is worthless and pointless to remain there. detainees : 2007 INDO PAK Judicial committe made out of resigned eight Judges from the two sides was framed to know quantities of detainee on the two sides . hello invistegated the state of Jails and prisooners to acquire and encourage arrival of detainee. ln late past detainees were traded from the two sides. Visa system in ongoing past new visa system was marked by the two nations hich incorporate new visa system, more concessions have been given to the specialists from both the nations with giving them different s ection one year visa with the exclusion from the Po

The Next five years Essay Example | Topics and Well Written Essays - 4500 words

The Next five years - Essay Example As indicated by Mitroff (1995) the utilization of Inductive-Consensual is undemocratic. In this charge, popular government's key reason for existing is to have unhindered conversation of key issues, exceptional contentions and discussions by those on rival sides. Popular government becomes debased when it isn't just mistaken for agreement yet diminished to numbers (Mitroff 1995). It ought to likewise be noticed that Inductive-Consensus IS isn't the just one utilizing understanding. Every method of enquiry, IS has an alternate/autonomous definition and idea of understanding. Inductive-Consensus is the main IS that is basically subject to the idea of understanding. As a last point, however understanding and accord are basic in accomplishing ends, they ought not be trusted completely nor considered as the last thought for choosing every single fundamental inquiry. The initial segment of the displaying of Analytic-Deductive IS in human conduct is inaccurate. Individuals don't start their investigations into imperative social issues yet rather start with effectively complex sources of info. For the most part, all human requests beginning stages are messes. The root word mess implies that each human issue is related and included inseparably with each other human issue (Ackoff 1972). The methodology of separating a mind boggling issue into its different parts doesn't hold for human issues of any significance. As needs be, mess really implies an arrangement of associating issues as the contributions to any procedure of human critical thinking are unquestionably messes. Persuasion (Conflict) Persuasion IS isn't restricted to just issues identified with specialized or business however is material to all issues that human face. This includes the utilization of the persuasion request framework. Under this, a target result is created because of an extreme contention and conversation between two contradicting positions. This makes it not the same as inductive-consensual request framework that produces understanding preceding or during an exceptional consideration. In spite of the fact that the Dialectic structure clearly originates from the long and rich history of reasoning, it isn't solidly a result of it. Rationalization framework is utilized as a device for useful choice as opposed to a theoretical thought. In addition, Dialectic framework fills in as the extension that ties to the contemporary reasoning. Various real factors (Multiple perspectives on issues) Under various real factors, information and realities about an issue are enormously reliant on the model that when taken together will frame an indistinguishable entirety. Aside from the supposition of inductive-consensual IS, information from various truths are not autonomous or self-sorting out elements. Additionally, Multiple Realities don't have the presumption that there is just a single method of characterizing significant issues, which essentially isolates it separated from Inductive-Consensual and Analytic-Deductive IS. This framework centers around official (individual) as basic viewpoint that can't be absolutely formalized because of its reliance on the use of knowledge. The nonattendance of knowledge will bring about framework degeneration into a fantastic exercise in hogwash (Churchman 1982). This is one

Fake Cocaine Myths, Effects, Risks, and How to Get Help

Fake Cocaine Myths, Effects, Risks, and How to Get Help Addiction Drug Use Cocaine Print What to Know About Fake Cocaine Use By Buddy T facebook twitter Buddy T is an anonymous writer and founding member of the Online Al-Anon Outreach Committee with decades of experience writing about alcoholism. Learn about our editorial policy Buddy T Medically reviewed by Medically reviewed by Steven Gans, MD on August 10, 2019 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on August 30, 2019 Douglas Sacha / Getty Images More in Addiction Drug Use Cocaine Heroin Marijuana Meth Ecstasy/MDMA Hallucinogens Opioids Prescription Medications Alcohol Use Addictive Behaviors Nicotine Use Coping and Recovery In This Article Table of Contents Expand What Does Fake Cocaine Do? Common Side Effects Signs of Use Myths and Common Questions Dependence and Withdrawal How to Get Help View All Back To Top Fake cocaine or bath salts is a designer drug that may contain substances such as methylenedioxypyrovalerone (MDPV) and is avaliable online as a chemical. Users typically snort the powder to get high. As a result, it has been nicknamed fake cocaine. In 2012, Congress passed the Synthetic Drug Abuse Prevention Act which permanently placed 26 types of synthetic cannabinoids and cathinones  into Schedule I of the Controlled Substances Act (CSA).?? Also Known As: Some of the bath salts products that are used as fake cocaine are called Ivory Wave, Bliss, Blue Silk, Charge Plus, White Lightning (not to be confused with moonshine), Cloud 9, and Energy 1. There are a number of other product names, and they continually change. Most often, however, these products are marketed as bath salts. In attempts to thwart the law, theyve also been labeled as plant food, glass cleaner, and research chemicals. Drug Class: Fake cocaine is classified as a stimulant, which means that it causes increased activity in the body, often leading to feelings of increased energy and alertness. Common Side Effects: Some of the side effects of bath salts include chest pain, rapid pulse, high blood pressure, hallucinations, and paranoia.?? How to Recognize Fake Cocaine Synthetic cathinone usually appears as a white or light tan powder. It is sold in 500-milligram bottles or plastic bags labeled bath salts. The packages may also include labels like for novelty use only or not for human consumption. What Does Fake Cocaine Do? The active ingredient in bath salts products is the designer drug methylenedioxypyrovalerone (MDPV). Its structurally related to cathinone, an active alkaloid found in the khat plant. It is a central nervous system stimulant. MDPV is a class of drug known as a synthetic cathinone, variants of which have been used as ingredients in various bath salts products. Synthetic variants of cathinone can be much more potent than the natural khat product and sometimes very dangerous.?? MDPV is also similar to pyrovalerone, a stimulant first synthesized in 1964. Sold under the trade names Centroton and Thymergix, pyrovalerone is used as an appetite suppressant or for the treatment of chronic fatigue.?? Like other uppers, fake cocaine causes people to experience feelings of euphoria and alertness. Health officials have noted that users of the drug report feelings of empathy, stimulation, alertness, and awareness of senses. The effects are likened to those of methamphetamine, MDMA, and cocaine.?? Fake cocaine can also lead to feelings of anxiety and agitation. Aggression and suicidal thoughts can also occur. The Different Effects of a Cocaine High on Your Body What the Experts Say Research on fake cocaine remains limited. One problem is that the ingredients and formulations used to make these synthetic drugs are not consistent, however, fake cocaine is highly addictive, with effects similar to cocaine and amphetamines.  ?? More research is needed to examine the extent and consequences of fake cocaine use. Off-Label Uses MDPV is not approved for medical use in the United States. MDPV is the most common synthetic cathinone found in the systems of patients admitted to emergency rooms after taking bath salts. How It's Taken Users typically snort the white powder to get high, but it can also be smoked or taken orally. Typically, synthetic cathinone loses its potency when mixed with a solution, so its not commonly injected. However, more recent DEA reports do include this method. Common Side Effects According to the National Institute of Drug Abuse, bath salts have been known to cause:?? Excessively rapid heart rateHigh blood pressureChest painKidney failureDehydrationBreakdown of muscle tissue In addition, there are reports of death due to the abuse of this class of drugs.?? Psychological Effects MDPV has been in circulation since at least 2007 in Germany.?? According to the National Institute on Drug Abuse, some of the reported psychological effects of MDPV and other synthetic cathinones include:?? Paranoia  HallucinationsIncreased sociabilityIncreased sex drivePanic attacksExcited delirium Signs of Use The use of fake cocaine can lead to erratic and unpredictable behavior. Many of the signs that someone is using fake cocaine are similar to cocaine itself. Some of the common signs of use include:?? Changes in moodDilated pupilsRestlessnessHallucinationsAnger or agitationDelusionsParanoiaViolent behaviorPresence of drug paraphernaliaNeglecting responsibilities at home, school, or workFinancial problems Due to the inconsistencies in the formulation, the effects of bath salts can be unpredictable, which increases the risk of accidental overdose. There is no way for people to determine the dose and purity of the substance, so the use of any amount has the potential for overdose. Signs of overdose include seizures, heart palpitations, difficulty breathing, psychosis including paranoia and hallucinations, and severe agitation.?? If you suspect that someone has overdosed on fake cocaine, bath salts, or some other substance, contact emergency services immediately. Myths and Common Questions One of the most common myths about fake cocaine and bath salts is that these substances lead to a zombie-like state in which people become homicidal. One 2012 attack in Miami was widely reported and linked to the use of bath salts. However, the ultimate cause of the attackers behavior remains unknown. While these substances may be anecdotally linked to violent behavior, not enough is yet know about their precise effects to suggest that the use of fake cocaine results in homicidal behavior. Tolerance, Dependence, and Withdrawal Fake cocaine can result in tolerance and dependence. Tolerance is characterized by needing increasingly larger or more frequent amounts of a substance in order to achieve the same effects. Dependence refers to the need to keep taking the drug in order to avoid experiencing symptoms of withdrawal. According to the National Institute of Drug Abuse, users report that taking the drugs trigger an overwhelming desire to use the drugs again.?? How Long Does Fake Cocaine Stay In Your System? Fake cocaine acts quickly with peak effects occurring about 10 to 15 minutes. The effects last about half an hour. ?? The exact half-life of these synthetic drugs have not been determined and may depend upon the ingredients, formulation, the amount used, and method of administration. How Long Drugs Can Be Detected in Your System Addiction The National Institute on Drug Abuse reports that synthetic cathinones can be addictive. Animal studies have revealed that subjects will self-administer these substances, and human users report intense urges to continue taking the drug.?? One 2013 study published in the journal Neuropharmacology found that MDPV, one of the key ingredients found in fake cocaine, was highly addictive in rats. The study indicated that it may be more addictive than methamphetamine. Withdrawal Because these substances are so addictive and withdrawal can have potentially dangerous effects, detox should be performed with the assistance of trained professionals. The severity of withdrawal symptoms can vary and may include:?? depressionanxietytremorsproblems sleepingparanoia How to Get Help Dependence on fake cocaine can be treated successfully with a comprehensive approach. This can include inpatient or outpatient programs, many of which emphasize behavioral treatments to address various aspects of the patients behavior and life. Treatments often utilize cognitive-behavioral therapy that can be performed in individual sessions, through group therapy, or both.?? Other types of support can also be helpful including peer mentoring and support groups. There are no currently approved medications to treat addictions to addiction to fake cocaine or bath salts. Other medications, such as antidepressants, may be used to treat symptoms of co-occurring anxiety and depression. If you feel like you need assistance, contact the Substance Abuse and Mental Health Services Administration’s National Helpline at 800-662-4357 or use their online treatment locator. Overcoming Addiction: How to Get It Under Control for Good

How Asia Works Book Review

How Asia Works Review To paraphrase William Blake’s gripping poem, tiger economy burning bright, what immortal hand or eye has framed thy fearful symmetry? Interestingly enough, the go-to answer these days involves a forelimb of sorts. Specifically, the invisible hand of the market. Is that all to the monolithic success story of East Asia, or is there more to it? Joe Studwell, in his book How Asia Works: Success and Failure in the World’s Most Dynamic Region?, attempts to provide a nuanced answer. The author articulates why some countries in the region boom while others stagnate. The success formula provided by the author involves three essential ingredients – agriculture, manufacturing, and finance – which are alluded to in a table of contents and particularized in the main chapters. Given the notorious intractability of the question, it is a high time for a book like that to emerge and illuminate the issue. This paper aims to provide a concise summary of the key arguments dep loyed by Studwell and assess their validity. The main assertion of the book review is that despite several inconsistencies and omissions, the three-pronged analytical approach used by the author is fairly effective in the elucidation of the Asian Miracle. WRITE MY BOOK REPORT Summary of How Asia Works Analysis Studwell offers the most comprehensive analysis to date on why the dramatic growth of several Asian economies occurred in less than half a century. His examination of the remarkable transformation of East Asia provides the basis for the evaluation of challenges facing underperforming economies of the region and for drawing valuable implications for the rest of the globe. Four countries fell under the lens of the author’s analytical microscope: Japan, South Korea, Taiwan, and China. Studwell posits that per capita GDP of the countries grew twice as fast as that of other regional economies in the period between 1965 and 1990. To put the East-Asian record of success into perspective, the writer contrasts it against the historically slow economic development of the world, thereby emphasizing the scope of the â€Å"economic miracle.† In the author’s estimation, it took the industrial countries of Europe more than 400 years to demonstrate the increase in per capita income attained by East Asia in less than 50 years. Studwell offers a three-pronged analytical approach to account for the dramatic transformation of the countries. The writer maintains that the booming economy was spawned by the agricultural reform and the labor-intensive farming following it, rapid industrialization fueled by agricultural surpluses, and financial backing of the growth. How Asia Works Discussion Questions Before engaging in the in-depth analysis of the chief arguments posited by Studwell, an example of his writing is in order: â€Å"Deregulation policies do not empower a ‘natural’ tendency for finance to lead a society from poverty to wealth, they simply put short-term profit and the interests of consumers ahead of developmental learning and agricultural and industrial upgrading† (Studwell, 2014, p. 97). Quotes like that can serve as a basis for class discussion. For instance, students can be asked whether the weakening of government power in the financial sector creates more or less competition. Other discussion questions might involve the role of government intervention in the fueling of economic growth. BUY BOOK REPORT ONLINE Critique of How Asia Works In his analysis of Asian tigers, Studwell focuses on, inter alia, the three most fundamental drivers of economic growth: 1) the emergence and the consequent accumulation and use of large agricultural surpluses; 2) the implementation of competitive industrial policies; 3) the deployment of financial boosters for the first two drivers. It can be argued that had the writer stopped his investigation there, the book would be a serviceable analysis of the rapid economic development. Unfortunately, the author has succumbed to the siren song of regulatory economics, which is evidenced by the argument that illiberal policies of East Asian super achievers are superior to â€Å"neo-classical ‘efficiency’ economics† christened by him as tyrannical (Studwell, 2014, p. 112). The deployment of the political new speak in the economic analysis resembles the argumentative approach taken by Washington pooh-bahs. Furthermore, his stance is eerily reminiscent of the long-disproved not ion that poor economies can prosper by using a well-trodden route and training offered by well-to-do economies. By denouncing laissez-faire economics, Studwell proffers an alternative view of the Asian success story, the extent of the misreading of which is yet to be ascertained. For this reason, some criticism is in order. Studwell habitually neglected the cost of regulatory policies implemented by the Asian economies in question. In the case of China, he downplays the negative repercussions of the land redistribution preceding the Great Leap Forward and glosses over the reform’s casualties the numbers of which reached into millions. Studwell’s line of inquiry abruptly dropped after the discussion of the countryside investments in Taiwan under Japanese rule in the 1940s. The author seems to be strangely uncurious about moderate alternatives to the implemented policies. Two obvious examples would be the stronger protection of property rights and the introduction of tax cuts it rural Taiwan. Likewise, Studwell focuses on import-protectionism and the resulting GDP spikes without stopping to consider†¦ BUY BOOK REVIEW PAPER

Jan Ken Managing Conflict in Relationships Essay

Jan Ken: Managing Conflict in Relationships Unit 9 Assignment Marie Holloway Kaplan University Author Note: This research is being submitted on March 11, 2014 for Mark Lambertson’s CM206 Interpersonal Communications course. Q #1: Using the chapters on language and emotions to help frame your answer, suggest two ways that Ken could open this conversation more productively, beyond clearly expressing his emotions and using â€Å"I† language. Ken could have used language that promotes cooperation and mutual respect. †Jan, we’ve been friends for a long time and I’d like to discuss a situation before it interferes with our relationship.† or â€Å" Jan, there’s a problem in our friendship that we need to†¦show more content†¦204-206), and nonverbal metacommunication (Wood, 2013, P. 27, 233). Ken used them in his unsuccessful attempt to emphasize the seriousness of the situation, whereas Jan utilized them with her defensive listening (Wood, 2013, P. 155). This created a negative outcome. Cues are a symbolic perception of how we are interpreted whether it be verbal or non verbal. Therefore, our intention must first be focused on creating a good outcome and cons ider effective communication by engaging in dual perspective and monitor the communication (Wood, 2013, P. 31-33) to become productive and resolve any conflict. Secondly, relax! Don’t be so tense and intense about the situation, it comes across as the chilling effect (Wood, 2013, P. 178) and causes an unwanted reaction. Show that you are emotionally involved within the conflict by effectively expressing your emotions (Wood, 2013, P. 180-181) and respond sensitively when others communicate their emotions (Wood, 2013, P. 186-187). Show grace while engaged in the conflict (Wood, 2013, P. 243). Q #5: The conversation seems to be framed in a win-lose orientation to conflict. Each person wants to be right, and to win at the expense of the other. How can Jan and Ken move their conflict discussion into a win-win orientation? They should focus on a healthy conflict that involves all three parties: Ken, Jan and the relationship (Wood, 2013, P. 241). Honoring all three within theShow MoreRelatedThe Workplace Of The 21st Century2710 Words   |  11 PagesThe workplace of the 21st century is continuously changing. There is more diversity in the workplace than ever before. Diversity is defined as real or perceived differences among people that affect their interactions and relationships (Bell 4). In this paper we will explore multi generations in the workplace with focus on the millennial cohort. According to Merriam Webster, cohort is a group of people used in a study who have something (such as age or social class) in common. 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David Walker’s Appeal Free Essays

Chatarpaul 1 David Walker’s Appeal to the Colored Citizens of the World is aimed towards African-American slaves and freedmen. His goal was to have all his â€Å"brethren†, rise up and fight against slaveholders and farmers. Walker called for vengeance against white men, but he also expressed the hope that their cruel behavior toward blacks would change, making vengeance unnecessary. We will write a custom essay sample on David Walker’s Appeal or any similar topic only for you Order Now His message to the slaves was direct; if they were not given liberty, then should take action and rebel. The Appeal caused a stir among slaveholders and slaves. In it, Walker argued that armed resistance was justified and should be used if necessary. As could be expected, slaveholders feared that it would cause slave uprisings. Slaves on the other hand, were encouraged by its message. It was common for groups of slaves to gather and listen to the reading of the text. Depending upon whether one was a slave or a slaveholder, the Appeal had become both dangerous and inspiring. David Walker’s appeal to me is targeted towards blacks. More specifically it is aimed at slaves and freedmen. It is clear that Walker is very well strong about making his point to his brethren when he states, â€Å"The whites want slaves, and want us for their slaves, but some of them will curse the day they ever saw us. As true as the sun ever shone in its meridian splendor, my color will root some of them out of the very face of the earth. They shall have enough of making slaves of, and butchering, and murdering us in the manner which they have. †(22) In this quote, it may appear that Walker is bad spirited but he is not because he wants the whites to feel the same pain as his people and he is feeling. Walker only wants the worse for those slaveholders that abuse their power over their slaves. I am sure many slaves agreed with what Walker said here because Chatarpaul 2 whites don’t know how much pain and suffering they’re causing to the slaves. Walker believed that slavery was a crime against humanity. He wanted the whites to feel what his people were feeling. Walker’s appeal is really about trying to get black people in the north and south to prepare themselves any way they can for resistance and slavery. The man who would not fight under our Lord and Master Jesus Christ, in the glorious and heavenly cause of freedom and of God† (14), as Walker states, had no right to be free; but those who did were promised by Walker a renewed sense of self-respect, and communal and spiritual identity. Walker later goes on to say, â€Å"Are we men! I ask you, O my brethren! Are we men? Did our Creator make us to be slaves to dust and ashes like ourselves? †¦ Have we any other Master but Jesus Christ alone? † (18). The answers to these questions would only be determined by the slaves themselves because it was up to them to make a stand. Walker appeals to the slaves and freedmen when he later says, â€Å"America is more our country than it is the whites-we have enriched it with our blood and tears†¦ will they drive us from our property and homes, which we have earned with our blood? † Walker here is referring to colonization, where free blacks were supposed to be moved to a colony in Africa. By what Walker said in the above quote, he believed that America belonged to all who helped build it. He also emphasizes this by saying to the whites, â€Å"America is as much our country, as it is yours. Treat us like men, and there is no danger but we will all live in peace and happiness. † This quote is basically addressed to his white readers in hoping to change their heart. With that being said, Walker knows that it will be Chatarpaul 3 hard to convince whites to change their minds, but at least he mentions it and whites can take it with a sigh of relief. The readers of Walker’s Appeal are supposed to be enlightened and arouse by it because he is urging them to claim their human rights. He states, â€Å"Oh! My colored brethren, all over the world, when shall we arise from this death-like apathy? -And be men!! In this quote there’s a sense of urgency and Walker makes that clear. I think that by reading this many slaves were feeling connected to Walker and with that connection they were ready to accept the appeal and do something about slavery. Those who were free was also ready to make a stand because Walker preached that all â€Å"brethren† should unite, those free and those not free. In order for blacks to make a statement to the whites, they all had to unite to prove that they shouldn’t be treated the way they were. In the following quote he clearly addresses his fellow blacks by saying, â€Å"I would wish, candidly †¦ o be understood, that I would not give a pinch of snuff to be married to any white person I ever saw in all the days of my life. à ¢â‚¬  Here he is trying to show that no matter what the situation is he will not have anything to do with white people, men or women. He really wants his readers to understand him in many ways more than one. He goes on to say, â€Å"†¦until you see your way clear-when that hour arrives and you move, be not afraid or dismayed†¦Ã¢â‚¬ , he doesn’t want slaves to be afraid of the whites. With this appeal, many slaves and freedmen would agree with Walker because he is giving them great reasons to make a stand. He is also encouraging them by talking about god and what rights they have as humans. Although it took many a while to understand Walker’s points, his appeal was definitely a starting point for blacks to put an Chatarpaul 4 end to slavery. If blacks are successful in putting and end to slavery then he states,†Ã¢â‚¬ ¦we will want all the learning and talents among ourselves, and perhaps more, to govern ourselves. † By saying this adds a positive point to Walker’s appeal because he is telling them about the possible outcome of ending slavery. Walker’s appeal inspired the slaves and freedmen to try and put an end to slavery. The appeal was a document aimed towards blacks, slaves and freedmen. It urged and encouraged them to fight for their liberty, and if they didn’t get that, then they rise in rebellion. Both of these two groups, black slaves and freedmen would agree to Walker’s appeal because he was trying to show them a way towards liberty and happiness. Although it didn’t happen at that point, it certainly opened up new ways for blacks to fight for their own rights. This appeal inspired many that were there at the present time of David Walker and also those who followed such as Frederick Douglas, and Nat Turner. The appeal was successful because many slave revolts began soon after it was published and smuggled around by seamen. This appeal sought out to get slaves to fight for their freedom and blacks as a whole to get their liberty, and it did that. Walker died in Boston on June 28, 1830, under mysterious circumstances. His challenge to the slaves to free themselves was an important contribution to the assault on human slavery. How to cite David Walker’s Appeal, Essay examples

Kennedy Essays (2480 words) - Kennedy Family, John F. Kennedy

Kennedy His Life and Legacy On November 22, 1963, while being driven through the streets of Dallas, Texas, in his open car, President John F. Kennedy was shot dead, allegedly by the lone gunman, Lee Harvey Oswald. John Fitzgerald Kennedy was the 35th President of the United States, the youngest person ever to be elected President, the first Roman Catholic and the first to be born in the 20th century. Kennedy was assassinated before he completed his third year as President therefore his achievements were limited. Nevertheless, his influence was worldwide, and his handling of the Cuban Missile Crisis may have prevented the United States from entering into another world war. The world had not only lost a common man, but a great leader of men. From his heroic actions in World War II to his presidency, making the decisions to avert possible nuclear conflict with world superpowers, greatness can be seen. Kennedy also found the time to author several best-selling novels from his experiences. His symbolic figure represented all the charm, vigor and optimism of youth as he led a nation into a new era of prosperity. From his birth into the powerful and influential Kennedy clan, much was to be expected of him. Kennedy was born on May 29,1917 in Brookline, Massachusetts. His father, Joe, Sr., was a successful businessman with many political connections. Appointed by President Roosevelt, Joe, Sr., was given the chair of the Securities and Exchange Commission and later the prestigious position of United States ambassador to Great Britain (Anderson 98). His mother, Rose, was a loving housewife and took young John on frequent trips around historic Boston learning about American Revolutionary history. Both parents impressed on their children that their country had been good to the Kennedys. Performing some service for the country must return whatever benefits the family received from the country they were told. (Anderson 12). The Kennedy clan included Joe, Jr., Bobby, Ted and their sisters, Eunice, Jean, Patricia, Rosemary, and Kathleen. Joe, Jr., was a significant figure in young John's life as he was the figure for most of John's admiration. His older brother was much bigger and stronger than John and took it upon himself to be John's coach and protector. John's childhood was full of sports, fun and activity. This all ended when John grew old enough to leave for school. At the age of thirteen, John left home to attend an away school for the first time. Canterbury School, a boarding school in New Milford, Connecticut and Choate Preparatory in Wallingford, Connecticut completed his elementary education ("JFK" 98). John graduated in 1934 and was promised a trip to London as a graduation gift. Soon after, John became ill with jaundice and would have to go to the hospital. He spent the rest of the summer trying to recover. He was not entirely well when he started Princeton, several weeks later in the fall of 1935. Around Christmas the jaundice returned and John had to drop out of school. Before the next school year began, he told his father he wanted to go to Harvard ("JFK" 98). On campus, young people took interest in politics, social changes, and events in Europe. The United States was pulling out of the Great Depression. Hitler's Nazi Germany followed aggressive territorial expansion in Europe. It was at this time that John first became aware of the vast social and economic differences in the United States. In June 1940, John graduated cum laude (with praise or distinction) from Harvard. His thesis earned a magna cum laude (great praise) ( "JFK" 98). After graduation, John began to send his paper to publishers, and it was accepted on his second try. Wilfrid Funk published it under the title Why England Slept. It became a bestseller. John, at twenty-five, became a literary sensation. In the spring of 1941, both John and Joe, Jr., decided to enroll in the armed services. Joe was accepted as a naval air cadet but John was turned down by both the army and navy because of his back trouble and history of illness ("JFK" 98). After months of training and conditioning, John reapplied and on September 19, John was accepted into the navy as a desk clerk in Washington. He was disgusted and applied for a transfer. In June 1941, Kennedy was sent to Naval Officers Training School at Northwestern University in Evanston, Illinois and then for additional training at the Motor Torpedo Boat Center at Melville, Rhode Island. In late April 1943, Lieutenant John F. Kennedy was put in command

Why We Should Use Japanese Internment Camps essays

Why We Should Use Japanese Internment Camps essays President Roosevelt, as your Foreign Policy Advisor I am highly against the internment of Japanese-Americans, but very flexible on my stance. We are taking away every liberty that the Japanese-Americans have. Yes I know what happened on December 7, 1941, when the Japanese planes bombed our American military installations in Hawaii, killing over a thousand men and woman; all but destroying the United States Pacific Fleet. Causing us the next day to officially enter the Great World War. The Japanese attack on our soil shocked the country, and many of us became suspicious of any and all persons of Japanese descent in America. With the media and the government also inflating this racial prejudice and discrimination isn't any help. Unfortunately you will sign Executive Order 9066 on Feb. 12, 1942. The Act will make it legal for the United States to extract Japanese-American families from their homes. How can U.S. citizens become prisoners in their own country, simply because of the ir cultural background, they did nothing wrong. They were not a part of Yamomoto's fleet. They had nothing to do with the bombing. Sir, the impact of this will be looked on as one of the worst decisions of your presidency if you indeed sign this order. How can we single out any culture to blame. We are doing exactly what the Nazi's of Germany are doing with the Jewish (creating a scapegoat). Sir, we are a better country than that of which locks up their fears. To take away the freedoms of our citizen, to stereotype in such a way would be despicable. What are we next going to do, throw all German-Americans in a "camp" too? How about the Italian-Americans, throw them in there as well? I should stop getting ahead of myself here. Maybe this is good. Maybe we should "protect our citizens from them". We have to do something like this. We need to do this now. Especially to appease our citizens. So why not do it to the group that has the least amoun...

5 Inspirational Books for Teen Writers

5 Inspirational Books for Teen Writers 5 Inspirational Books for Teen Writers 5 Inspirational Books for Teen Writers By Mark Nichol A site visitor requested from me a roster of books that teenagers should read before they graduate from high school. However, I never strove to work my way through the literary classics (whatever they are), so any list I compile may seem deficient to those who believe that doing so will prepare young people to be great writers. The truth is, any compilation will be of some value, especially if the collection consists of stories that speak to the adolescent’s hopes and fears about entering the adult realm. What I offer here is a selection from the books I have read mostly since graduating from high school, because I was not a flashlight-under-the-covers bookworm (until later, that is) that I found memorable because of their emotional resonance. Each one of these stories is also distinguished by a distinctive style prospective young novelists should not seek to imitate but will be inspired by. (One more thing: You’re never too old to read or find inspiration in any of these books.) 1. His Dark Materials Perhaps better known by the titles of its constituent parts The Golden Compass (originally published in the United Kingdom as The Northern Lights), The Subtle Knife, and The Amber Spyglass, Philip Pullman’s complex fantasy trilogy pits a plucky young girl and her allies against sinister forces fomenting conflict around the discovery of a mysterious substance known as Dust. These remarkably imaginative and inventive stories have been criticized for their antireligious sentiments, but they should be applauded for their championing of intellectual liberty. They also eloquently demonstrate that world-building doesn’t require science fiction hardware, or heroic-fantasy trappings such as multitudinous races and creatures. The quest, the talisman, the helpers all the fantasy tropes are here, but in original guises. 2. The House of the Scorpion Nancy Farmer writes young-adult fiction that not-so-young adults will find challenging, too. In this story set in the near future, a boy growing up in a sovereign opium-growing state carved out of land formerly belonging to United States and Mexico learns the unsettling truth about his identity and sets out defy the dictates of others and control his own destiny. The House of the Scorpion deals with mature themes without being graphic or grim, but it’s laden with dark thoughts and deeds. It also demonstrates how a young protagonist can realistically navigate the grown-up world. 3. I, Claudius This faux autobiography of the titular Roman emperor by the late British novelist and poet Robert Graves has a fascinating premise: Although Claudius is physically disabled, he is highly intelligent and savvy enough to play the fool to survive perilous palace intrigue. The story of a life spent negotiating a treacherous world is heartbreaking and masterfully narrated. It’s a sophisticated tale, but one accessible to younger readers and engrossing as the protagonist strives to avoid dangerous confrontations and deadly plots. 4. The Shadow of the Wind Spanish writer Carlos Ruiz Gafon’s gothic melodrama is the saddest story I have ever read a perfect package of romantic angst for hormone-addled adolescents. The story, masterfully translated by Lucia Graves (daughter of esteemed British author Robert Graves), follows a young bibliophile who becomes enmeshed in an ongoing tragedy involving a failed writer. Saturated with a brooding atmosphere, The Shadow of the Wind is a triumph of style laid over a bedrock of substance. 5. Watership Down In this novel, British novelist and poet Richard Adams creates a modern but timeless myth. Employing anthropomorphized but generally naturally behaving rabbits as protagonists, he sends a band of wanderers off from their doomed dwelling place to seek a new home. Along the way, they face perils from predators and fellow lagomorphs (the latter providing fodder for subtle political allegory) while occasionally stopping to hear their resident storyteller regale them with tales about a legendary trickster hero named El-ahrairah. Adams deftly manages to produce a Homeric epic in which familiar animals substitute for humans without compromising the dignity the characters must possess to appeal to discerning readers. The neat invention of a mischievous, resourceful god for a culture whose members are beset by countless types of predators (El-ahrairah means â€Å"Prince with a Thousand Enemies†) is a masterstroke that serves as an inspiration to writers who wish to incorporate an internal mythology to their story’s milieu. Make sure to check 20 Classic Novels You Can Read in One Sitting as well, which is a list we published a while ago. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Book Reviews category, check our popular posts, or choose a related post below:70 Idioms with HeartThe Six Spellings of "Long E"20 Classic Novels You Can Read in One Sitting

I haven't think about it, just leave it blank Essay

I haven't think about it, just leave it blank - Essay Example Every section complements the other, and the organization of the sections makes it easy for the reader to comprehend what the young woman went through in her life. Racial and color discrimination has always been there, perturbing the minds of people belonging to all ages; and, cultural implications impose great impacts on people’s perceptions of beauty and perfection (thesis). This paper tends to shed light on this thesis statement, while presenting examples from the text to show what the young lady has to tell the world about her experiences of color prejudice. In the skin section, Cofer tells the story how she got chicken pox when she was ten. Before then, she was a pretty girl in the eyes of her mother, but the chicken pox event snatched away all her confidence as she grew into adolescence. She says: â€Å"This was when I learned to be invisible† (Cofer 434). This shows how she lost all her self-assurance when a school nurse made her realize the ugliness of her skin. This section connects with the section of color that comes automatically in the reader’s mind, who wants to know whether the color of the skin compensated for her ugly skin or not. Peurto Ricans called her â€Å"pale† and â€Å"blanco† because she was fair skinned as compared to other Peurto Ricans. Even there, she would feel that she was an outcast. But, when she moved to the United States, she again failed to fit in the society, as she was darker than other American schoolmates. The irony comes here, when Cofer (434) states: â€Å"In the human world color triggers many more complex and even deadly reactions.† Cofer has tried to express the cruelty of humans by comparing them to animals. Animals consider color to be attractive yet dangerous; while, humans of color are considered unattractive and negligible. Cultural implications of color in Peruto Rico and America made the girl suffer from color complex. Her experiences of being driven away by a superma rket man and being rejected from a date by a white school boy strengthened the idea that she did not fit in the so-called humane society. Another cultural implication comes in the account of the girl’s size section. She is taller than her school mates in Peurto Rico. But, she is not as tall as her American friends. Hence, she is a tall Hispanic girl, but is short in America. Cofer has tried to express how people’s perceptions are linked to demographical backgrounds. She fears playing with her tall school mates no matter how much she tries. She uses irony to tell that the games which the Hispanic considered as fun are taken as â€Å"fierce competitions where everyone is out to â€Å"prove† they are better than others† (Cofer 437). Due to the size issue, the girl’s teachers always picked her in the end or never at all. This made her feel unwanted and inferior. â€Å"I wanted to be wanted† (Cofer 437) depicts the despair of the young girl becau se she wants to be loved and appreciated despite her inability to physically fit with the standards of others. In the looks section, Cofer states that she had to suffer from discrimination in this regard too, while the tragedy was that the cultural implications play their role here as well. She states: â€Å"I came there from Peurto Rico, thinking myself a pretty girl, and found that the hierarchy for popularity was as follows: pretty white girl, pretty Jewish girl, pretty Peurto Rican girl, pretty black girl†

High School English Experience Essay Example | Topics and Well Written Essays - 750 words

High School English Experience - Essay Example Being a member of the Middle East region, I personally have experienced the difficulties the non-English speaking communities undergo predominantly while living in an English speaking country as well as while rendering one’s services at a multinational organization. Being the citizen of one of the Arab states, I did not have English speaking background altogether; consequently, having least knowledge about this international language was certainly a natural phenomenon. While recalling my school years to my mind, it becomes evident that a large majority of my school-mates had been undergoing the same problem of having almost no knowledge or information about English language. Somehow, it was my elder sister that not only provided me with information about this foreign language, but also laid stress upon learning the same. I had obtained an opportunity of seeking the knowledge of English from my intermediate years. Our dedicated professor at college increased the passion of gett ing acquainted with the basics of English in his students. However, his immediate departure and replacement with a non-serious and demanding instructor lessened my passion for learning English to a great extent, and feelings of not getting able to learn English started haunting my thoughts subsequently. Though the hopes of embarking upon the process of learning English appeared to be losing ground, when I got a job at a multinational company, where speaking in English was the only source of communication partly because of the very reality that the employees at the company belonged to divergent nationalities and regions of the globe working under the same environment. Though English was not the primary language of all co-workers; nonetheless, almost all people could convey their message by speaking some words and phrases of English language. As a result, the idea of having command of the language made its certain place in my mind subsequently in order to make sure headway on the way to making achievements in professional life and career. In the meantime, I proceeded to the USA for higher education, and emphasized upon paying due heed in the learning of language. I had got admission at Ashland University, where the supervision of sincere and devoted teachers during my under graduation years turned out to be extremely supportive in respect of obtaining understanding of the language in a skillful and proficient manner, though I experienced serious challenges on the way to obtaining command over the subject actually. As a result, I developed great taste for English language and literature. Actually in Arabic language, there is no helping verb, and the structure of sentences is quite different one in comparison with English. The concept of definite and indefinite articles i.e. a, an and the, as well as appearance of subject in the beginning of sentences are also quite different ones in my primary language i.e. Arabic. Somehow, developing taste for the great literary giants including Shakespeare, Milton, Pope, Coleridge, Keats, Jane Austen and Emily Bronte etc wide opened new horizons of knowledge before my eyes, and I was determined to elect English 100 as an optional subject in my four year graduate program.  

Importance of Motivation to Learn

Importance of Motivation to Learn Area of Study: Training Development Motivation to Learn Affects the Relationship between Management’s Role in Training Programs and Job Performance Chapter 1 Introduction Introduction Background of the study (management’s role in training programs based on literature) (discuss training program eg def, traditional, contemporary, significance) (3 pages) The term management is defined as a group of people such as executives and other managers who are primarily responsible for making decisions in the organization. In a non-profit term, management might refer to all or any of the activities of the board, executive director and/ or program directors. Another common traditional view of management is getting things done through other people. Apart from the traditional view, the role of management is to support the employee’s performance and productivity through training and development. In the contemporary view, human resource practitioners suggests that management needs to focus more on leadership skills such as establishing vision and goals, communicating the vision and goals, and guiding others to accomplish them. They also assert that leadership must be more facilitative, participative and empower in how visions and goals are established and carried out (McNamara, 2007). According to the Mintzberg’s Managerial Roles theory, management roles in the organization include interpersonal roles, informational roles and decisional roles. Management role as a leader responsible for the motivation of subordinates and provide training to the employees (Coulter and Robbins, 2005). Traditional autocratic organization with its hierarchical management systems that forces performance out of its employees is outmoded. The modern management encourages the practice of empowerment by letting workers make decisions and inspiring people to boost productivity (Allen, 1998). Nowadays, employee’s performance and productivity are enhanced through motivation and intensive training program. Effective training is a crucial developmental opportunities in attracting and promoting commitment among talented employees (Noe, 2003, cited in Buyens Wouters, 2004). Training programs is defined as a planned learning event in a systematic fashion that focuses on the work environment. From this point of view, the training process can be defined as the systematic acquisition of skills, rules, concepts, or attitudes that result in improved performance in the work environment. There has been a considerable research into the effectiveness of training (Baldwin Ford, 1988). A study conducted by Guerrero and Barraud-Didier (2004) found a significant link between training and organizational performance. (cited in Tzafrir, 2006). There has been a major revolution in the world of training and development starting in the 1980s. Traditional vocational training is no longer effective and it is replaced by competence-based training. The concept of competence includes the element of observable knowledge, skills and understanding to ensure effective performance (Brookes, 1995). When it comes to training, managers play a critical role before and after an employee sign up for a training course (Gittlen, 2001). Several researchers (e. g. Tsui, Pearce, Porter, and Tripoli , 1997) found training was associated with higher levels of employee affective commitment. Managers’ level of involvement in reviewing the training coursework could make a huge difference for the company’s return on its training investment and training transfer. The manager’s role in training includes proactively identifying the strengths and weaknesses of employees, identify suitable training program, design suitable training coursework, develop training benchmarks and evaluate and communicate the outcome of training to the upper management and subordinates (Gittlen, 2001). Managers need to be personally involved in the training of their employees, since the nature and quality of the training directly relates to their effectiveness on the job. Research has been revealed the importance of environmental factor such as management’s role when predicting individual attitudes and behaviours. Supportive management’s roles in training program may contribute to the positive individual attitudes and boost work performance. Employees are left without support, encouragement and motivation when the management is not involved in the training program. This is the problem that most of the organization faces today. Without management support, the training often fails to transfer to improve the trainee’s attitudes and performance (Coates, 2007). Although management plays a significant role in training, the effectiveness of training is estimated to be low because there is little application of training results in actual work practices (Broad Newstrom, 1992; Baldwin Ford, 1988). Further understanding of the relationships between managerial communication and employee’s attitudes and behaviours would be extremely valuable for organizations (Wilkins, 1989). Roberts and O’Reilly (1979, p. 42) propose the need for specificity in investigating communication in organizations by stating that â€Å"theories relevant to communication in organizations cannot be developed until facets of organizational communication are specified and some of their correlates identified†. (as cited in Goris, 2007). In Australia many companies are currently addressing the issue of reward and recognition for employees as part of quality and continuous improvement programs, but there remain no general guidelines or descriptions of such programmes which are readily available (London and Higgot, 1997). Informal rewards such as non-monetary recognition is increasing today as an employee’s motivators. Informal rewards are given less research attention in the management literature and practice (Nelson, 2002). Traditional rewards such as compensation and promotion are becoming less effective to motivate employees to achieve high performance and commitment (Nelson, 2002). As Drucker points out: â€Å"Economic incentives are becoming rights rather than rewards†. Merit raises are usually introduced as rewards for good performance and in no time it will become a right rather than rewards. Merit raises are always introduced as rewards for exceptional performance. In no time at all they become a right. To deny a merit raise or to grant only a small one becomes punishment. The increasing demand for material rewards is rapidly destroying their usefulness as incentives and managerial tools†. Thus, this situation might destroy employees’ learning motivation and transfer of training. Motivation to learn is also one the critical determinant in the training effectiveness (Mathieu et al., 1993; Mathieu and Martineau, 1997; Tannenbaum and Yukl, 1992, as cited in Tsai Tai, 2003). Some past studies suggested motivation to learn played a more determinant role than other individual factors in regard to training performance (Tai, 2006; Cheng Ho, 2001). Post training motivation is also linked to the employee’s behavioural change (Noe, 1986, cited in Shoobridge, n. a.). Noe (1986) assumed that motivation affects trainee’s enthusiasm for training (energising), the direction of participants to learn and master training (directing), and the use of knowledge and skills on the job (maintenance) (cited in Nijman et al., 2006). Goldstein and Ford (2002) propose that trainee factors like readiness and motivation to learn along with work characteristics such as opportunity to practice, organizational climate and supervisor support should be investigated in developing effective training program (as cited in Shoobridge, n. a). Those points emphasize the need for additional research about the role of motivation to learn in the relationship between management’s role and individual attitudes and behaviours. Further research should be conducted to identify and remove the major impediments that prevent the effectiveness of training program. The importance of this study is to elaborate and integrate some of the key factors that can influence the effectiveness of training transfer. This study is also intended to extend previous researches that linked management’s role and individual attitudes and performance. Background of management’s role in training programs in the studied organisation The past 10 years have witnessed the increasing of research literature in the field of training and development. The training literature is characterised by a multidisciplinary (organisational psychology, business and management literatures) approach to training design, practice, research and evaluation (Shoobridge, n.a.). Most of past researches highlight the significant developments in training methodology, evaluation, theory (Salas and Canon-Bowers, 2001) and focused solely on the training instructional methods (Noe, 1986) (cited in Shoobridge, n. a.). Early empirical research studying the effects of individual’s factors (eg trainee ability, personality, and motivation) and work environment on transfer of training is very few (Baldwin and Ford, 1988). Further, past researches focus in defining training program and what it is designed to achieve (Salas, 2001) instead of focusing on the influences of work environment. In the past, training is perceived as an independent event (Salas and Canon-Bowers, 2001; Goldstein, 2002, cited in Shoobridge, n. a.). Traditional training focused on the trainer (Berge et al., 2002). Trainers are expected to demonstrate the link between training and organizational outcomes (Church Waclawski, 2001; Hesketh, 1999), to evaluate training (Warr, Allan Birdi, 1999), and to justify organizational investment in training programs (Baldwin Ford, 1988; Salas Canon-Bowers, 2001; Warr et al, 1999, cited in Shoobridge, n. a.). Gill (1995) analyzed traditional program-driven training and found the role of the training department is to conduct the need analysis and set the goals which are defined as learning outcomes. Recent studies (direct effects model) The fall of the Berlin wall and the opening of the communist bloc to Western capitalism increased the pace of globalization (Berge et al., 2002). Training and development reacted to the reality of globalization with an increased use of system approaches (McLagan, 1996). In recent years, training is perceived as having a strategic focus, as an event that occurs within organizational framework, custom designed to overcome employee’s deficiencies and to meet organizational outcomes (Salas, 2001; Goldstein, 2002). Line managers have the responsibility to conduct needs analysis. The goals of the training programs are defined as business results, are based on performance, and are linked to strategic goals. Organization realized that well-designed training instruction is no longer guarantee performance. Training instruction is just one of many solutions to performance improvement (Berge et al., 2002). Recently, more research has been done to explain individual, attitudinal, and environmental impacts on the transfer process and outcomes where some of them have shown high value relatively (Cheng Ho, 2001). Recent studies also have focused to concerns over the â€Å"transfer of training problem† (Salas, 2001). Researchers have investigated various factors that might influence transfer of knowledge, skills and attitudes. Several researchers proposed both individual and organizational contextual factors as antecedents of learning and transfer of learning (Baldwin Ford, 1988; Colquitt et al., 2000; Mathieu Martineau, 1997). Empirical studies supported the relationship between management roles (e. g. support, communication, training assignment) and transfer of training (e. g job performance). For example, in two early studies made by Rouiller Goldstein (1993) and Tracey et al. (1995), they found that management trainees in supportive workplace were more likely to demonstrate trained behaviours compared to trainees in non-supportive workplace. A thorough review of training prog literature – mediating model State the nature of the problem that motivates you to further explore Consistent with Noe’s (1986) observation, previous research on transfer of training has focused primarily on issues concerning training design. Most of the research is done specifically the appropriateness of various instructional methods. The issues of environmental characteristics such as the transfer climate (managerial support, managerial communication, and managerial rewards) have received less research attention. Despite recognition of the importance of environmental factors, empirical research examining the impact of these factors is very limited (Baldwin Ford, 1988). Thus, the lack of research on work environment motivates the researcher to conduct this line of research. Furthermore, Ripley stressed â€Å"A review of eleven best-selling introductory HRM textbooks from Australia, New Zealand, and the United States indicates that, generally, there is a heavy focus on individual factors and a lack of significant emphasis on the importance of work environment factors in effective training† (Ripley (n. d.), â€Å"Introduction† section, para. 1). The work environment characteristic such as the role of management in training is less emphasized. Work environment impacts individual behaviours in training transfer. Moreover, human resource practitioner and training designer have given less attention to the impact of work environment in training design and implementation. As Ripley (n. d.) states â€Å"Impact of work environment factors is generally not taken into account in discussions of how training programs should be designed and implemented† (Ripley (n. d.), â€Å"Abstract† section, para. 1). It means the issue of work environment characteristics is neglected. He suggested that work environment issues should be taken into account when designing and implementing training program. Thus, this issue motivates the researcher to conduct a research base on work environment factors. In addition, most organization suffers from â€Å"training transfer problem†. Trainees have high motivation to learn following the training. However, the motivation fades away as they return to the workplace. Knowledge, skills and attitudes that they had learned from a training program could not be reinforce in the job. As Allan (2003) states â€Å"My experience with surveys that I have conducted is that the initial enthusiasm quickly wanes once the trainees return to the reality of their workplace† (â€Å"Introduction† section, para. 7). In Australia, companies spend up to five billion dollars in training and development but only 20 percent of expenditure actually giving benefits to the companies (Allan, 2003). While in the United States, it is estimated that organizations spend up to USD 100 billion on training and development annually. However, not more than 10 per cent of the spending results in transfer to the job (Baldwin Ford, 1988). The findings suggest that training transfer problem is a global issue that should be addressed. Noe (1986) suggested that motivation to learn and attitudes are malleable individual difference factors that play a critical role in achieving training effectiveness. Although there is an existence of preliminary support for the relationship between contextual factors and learning outcome (Tracey et al., 1995) and between work environment and training motivation (Tracey et al., 2001), researchers suggests further exploration of the role of motivation in the relationship between contextual or environment factors and various training outcomes. Tracey et al. (2001, pp. 20-21) state: â€Å"Future research should examine the impact of training motivation on other types and levels of effectiveness criteria.† Thus, this research is not only replicate previous studies but also responds to the calls from other researchers to further explore the roles of motivation to learn in the relationship between work environment (management’s role) and employee’s attitudes and performance. Objective of the study 1.4.1 General Objective The general objective of this research is to examine the effect of motivation to learn in the relationship between management’s roles and individual attitudes and behaviours. 1.4.2 Specific Objectives To determine the effect of motivation to learn in the relationship between managerial support and individual job performance To determine the effect of motivation to learn in the relationship between managerial communication and job performance To determine the effect of motivation to learn in the relationship between managerial recognition and job performance Research framework Provide theoretical evidence before drawing a conceptual schema (3 pages) Managerial Support/recognition Job Performance Motivation to Learn/transfer Managerial Communication Assignment method Research hypothesis Provide empirical evidence to support each hypothesis (at least 1 case study/survey for 1 hypothesis) H1: Motivation to learn affects the relationship between managerial support and job performance H2: Motivation to learn affects the relationship between managerial communication and job performance H3: Motivation to learn affects the relationship between managerial recognition and job performance Definitions of term Conceptual definitions of term – language/organisation/hr perspective 1.7.1 Managerial support Conceptual Definition The Oxford Advanced Learner’s Dictionary defines â€Å"support† as â€Å"help or encouragement given to somebody or something especially in a difficult situation†. In human resource perspective, managerial support is defined as immediate supervisor provides and facilitates the transfer of employee’s knowledge, skills and attitudes. It is the extent to which supervisors behave in a way that is optimises employees’ use on the job of the knowledge, skills and attitudes gained in training (Nijman, 2004). Managerial support can be in a form of verbal and non verbal cues. Verbal and non verbal cues include encouragement to attend, goal-setting activities, reinforcement activities, and modelling of behaviours (Baumgartel, Reynolds Pathan 1984; Huczynski Lewis, 1980; Maddox, 1987). Operational Definition In this study, managerial support is defined as immediate supervisor gives encouragement to the subordinates to attend training program, goal-setting activities prior and after training program, reinforcement activities to encourage trainees apply newly acquired knowledge, skills and attitudes from training to the actual workplace, and modelling of behaviours as a non verbal cues to encourage trainees to apply knowledge, skills and attitudes. 1.7.2 Managerial communication Conceptual Definition The Oxford Advanced Learner’s Dictionary defines â€Å"communication† as an act â€Å"to make one’s ideas, feelings clear to others; to exchange information, news, ideas, etc with somebody†. Communication is both an observable and a changeable supervisory behaviour (Wilkins, 1989). In organization context, Katz and Kahn (1978) provide a comprehensive categorization of the types of communication which take place from supervisor to subordinate. The five types of communication are job instruction, job rationale, procedures and practices, feedback, and indoctrination of goals. The relationship between supervisory communication and subordinate performance and satisfaction among professionals.doc Operational Definition In this study, managerial communication is defined as immediate supervisor communicate the information about the specific training program to subordinates, discussion of what is expected to be learn in the training program, and provides constructive performance feedback to the trainees. 1.7.3 Managerial Recognition Conceptual Definition The Oxford Advanced Learner’s Dictionary defines â€Å"informal† as â€Å"not official or not following established procedures†. The word â€Å"recognition† is defined as the act â€Å"to show official appreciation for somebody’s ability or achievements, for example by giving them an award†. Thus, informal recognition means to show appreciation to somebody through unofficial procedures. In organization, recognition is used to show the company appreciates employees’ efforts, their unique gifts and contributions (Gentry, 2007). Tracey describes recognition as â€Å"intangible, non-monetary acknowledgement of outstanding performance in the form of praise, accolades, commendations, appreciations and tributes. It may be formal or informal†. (Gentry, 2007). Operational Definition In this study, managerial recognition refers to manager provides an informal recognition when the trainees are able to practice the newly acquired knowledge, skills and attitudes to the workplace. Informal recognition program by the manager is communicated to all employees before, during and after the training program to motivate the employees. Recognition are such as the manager congratulates subordinate who are able to do a good job, manager writes a personal notes for good performance, manager publicly recognizes employees for good performance, and manager hold a morale-building meeting to celebrate successes. Motivation to Learn Conceptual Definition The Oxford Advanced Learner’s Dictionary defines â€Å"motivation† as â€Å"the interest of somebody† or to cause somebody to want to do something. â€Å"Learn† means â€Å"to gain knowledge or skill by study, experience or being taught†. Motivation is typically defined as â€Å"variability in behaviour not attributable to stable individual differences or strong situational coercion† (QuinËÅ"ones, 1997, pp. 182-3). Therefore, it is likely that trainees cannot obtain the full benefits of training without considering training motivation (Tai, 2006). Motivation to learn also influences the willingness of an employee to attend the training (Maurer and Tarulli, 1994; Noe and Wilk, 1993) and affects a trainee’s decision to exert energy toward the training program (Ryman and Biersner, 1975). Operational Definition Motivation to learn is defined as a trainee has a desire and willingness to learn the content of the training program. An employee with high motivation to learn is likely to be able to learn the content of the training program and transfer the knowledge, skills, and attitudes to the workplace. Motivation to Transfer Motivation to transfer can be seen as the trainee’s desire to use what she or he has learned on returning to work. Short and long term training transfer.pdf Job performance Conceptual Definition The Oxford Advanced Learner’s Dictionary defines â€Å"job† as â€Å"a particular piece of work or task†. â€Å"Performance† is â€Å"an action or achievement, considered in relation to how successful it is†. Therefore, job performance is an achievement in the context of profession. In organizational context, job performance is associated with transfer of training. Trainees’ who are able to apply the content of the training to the workplace is likely to perform well. Operational Definition Job performance in this study means the training outcome and the ability of the trainee to apply newly acquired knowledge, skills and attitudes upon returning to the workplace. Significance of the study Significant to theory/body of knowledge Another significance of the study is to provide a better understanding of the factors which would affect the transfer of training. This study could enhance our understanding of the problems underlying the transfer of training. A better understanding about the influence of motivation to learn and management’s role on individual behaviours could lead to improvement and enhancement in training program. Thus, it could promote transfer of training that leads to improvement in job performance. Further, this study could support the relevant theories that support the relationship between management’s role, motivation to learn and individual behaviours. Besides that, the empirical findings of this study could support the previous researches. In fact, most of the theories and researches were developed and made in the context of western countries. More research should be made locally to determine whether or not the theories and findings can be applied in the context of our country. Significant to research methodology Additionally, this study has a significant impact to the research methodology. Empirical findings from literature review, survey questionnaires and in-depth interview could increase the validity and reliability of the study. With increased validity and reliability, errors can be minimized in the data collection procedure. This study could serve as a guideline for future researchers that try to extend in this line of research. Significant to practitioners This study also could assist organizations in designing the appropriate management’s role to maximizing the effectiveness of training transfer. The outcome of the study may serve as guidelines to human resource practitioners to develop a work environment that could motivate workers to improve their attitudes and performance. This study also aims to provide empirical evidence to all human resource practitioners about the effects of motivation to learn in the relationship between management’s role and employee’s attitudes. Besides, this study would ensure the human resource practitioner, training designer, as well as co-worker to realize the importance of management’s role in contributing to the effectiveness of training. The trainer and designer of the training program can improve and identify the weaknesses of the present and future training program with the better understanding of management’s role factors that influence the transfer of training. Research methodology procedure 1.10 References (APA/Havard Style) Chapter 2 Literature Review 2.0 Introduction Chapter 2 covers the literature review about the relevant theories and some of the past empirical researches that have been done on this research line. These theories and past researches will be used to explain about the relationship of the managerial roles, motivation to learn and job performance. 2.1 Conceptual Framework Support (morale and material) Job Performance Communication Feedback/discussion Training Motivation Job Commitment Training Assignment (Mandatory/ Voluntary) Mentoring (formal/informal)(individual/group) Commitment/satisfaction/ethics 2.2 Training Program Defined Early definition of training program is a planned learning experience which is designed to improve an individual’s knowledge, skills and behaviours (Campbell et al., 1970). In later years, training program is defined as a planned effort made by organization to facilitate an employee’s learning of specific knowledge, skills and attitudes to be successful in their job (Goldstein, 1992). Potential factor affect training.pdf 2.3 Role of Training Program Purpose, approaches, significance impact on org and employees A strategic approach to training†¦..training program measurement.pdf Purpose of Training Program The purpose of a training program in organizations is to facilitate employees to learn, grow and cope with the issues that are important to them. Training program also help employees to gain knowledge, skills and attitudes to improve job performance and organization’s effectiveness (Tai, 2006; Treven, 2003; Ibrahim Mamat, 2001). Training involves the changing of employees’ interaction with their co-workers and supervisors (Treven, 2003). Most of training program in organization is developed and provided by trainers, managers, and in-house training consultants. It can also be outsourced to external training providers (Ibrahim Mamat, 2001). Green (1999) argue the main purpose of training is to foster the organization’s common culture, enhance employees’ commitment and attract good quality workers instead of just simply improving employees’ skills. Potential factor affect training.pdf. Training system should be in line with ongoing organizational process while training programs should be in in line with organizational strategic goals (Chen et al., 2007). Potential factor affect training.pdf. Training Delivery Methods Training is delivered in various methods depending on needs analysis. Managers will choose a method based on training objective (DeSimone, Werner Harris, 2002; Ibrahim, 1993). It is important to consider employees’ current level of expertise before managers choose a training method (DeSimone, Werner Harris, 2002). Training methods can be classified into three broad categories such as on-the-job training, classroom training (Robbins Coulter, 2005; Treven, 2003; Ibrahim Mamat, 2001) and self-paced training (DeSimone et al., 2002). On-the-job training (OJT) is the most common training conducted in the workplace (DeSimone, Werner Harris, 2002). Trainees are required to perform the task right after a brief introduction to the task (Robbins Coulter, 2005). OJT have advantages than classroom training because trainees have the opportunity to practice work task (DeSimone, Werner Harris, 2002). Moreover, OJT reduces cost because organization doesn’t have to provide training equipment or trainer (DeSimone, Werner Harris, 2002) and OJT have the ability of integrating job cycle method (Ibrahim Mamat, 2001). Job rotation is defined as a formal and planned training program which allocates employees to perform various jobs in different departments. Trainees are usually supervised by the department supervisor. Job rotation is usually implemented to train employees about the different functional areas, career objectives and interests, (Treven, 2003) International training:training of managers for asgnment abroad.pdf. and getting exposure to variety of tasks (Coulter Robbins, 2005). Job rotation requires trainees to learn more by observing and practicing new skills rather than receiving instruction (DeSimone, Werner Harris, 2002). Coaching is defined as informal and unplanned training and development activities provided by supervisors and peers (Harris, 1997). International training:training of managers for asgnment abroad.pdf. Trainees are working together with senior and experienced workers who provide information and support (Coulter Robbins,†¦.). Coaching should be viewed as supplement rather than substitute to formal training program (Treven, 2003) International training:training of managers for asgnment abroad.pdf. Classroom training method is defined as â€Å"those conducted outside of normal work-setting† (DeSimone, Werner Harris, 2002). Lecture method is the most common classroom training technique. In lecture, an expert in particular subject matter will convey information to the large audience. (DeSimone, Werner Harris, 2002). Lecture is aims to provide understanding to trainees rather than to upgrade skills or change attitudes (Ibrahim Mamat, 2001). Burke and Day (1986) suggest lecture training resulted in positive learning either conducted alone or combination with other methods. Earley (1987) found role playing and lecture methods are equally effective to develop skills among trainees. (as cited in DeSimone, Werner Harris, 2002 ) Experimental methods consist of role play, case studies, and business games and simulations. The most popular experimental training method is role play. A case study is a training method that aims to

Black People and Prejudice Essay

â€Å"Ahhhhhhhh! † I squealed and jumped for joy the moment I dropped the phone. I hurrily scurried over to my mom to share the news. â€Å"Mommy, I got my first job! † This was the stepping stone to me being an independent young woman. I was officially employed at Hollister Co. as a sales model. I was ecstatic and excited to make some money at the tender age of 15. My first week was definitely a learning experience; from learning how to maintain a cash registrar to folding tons of polos and jeans. Soon through this journey, it started to become bittersweet. With three months of being employed, my shifts were diminishing from 4 shifts a week to 1 shift a week. As I looked at the schedule postings for the week, I noticed a trend with the scheduling of the shifts. Ironically, most of the employees that were working more hours and more shifts were white females. I figured it might have something to do with the fact that my supervisor is a white surfer-boy who is infatuated with beach-blonde beauties. However that did not stop me from asking him to put me on the schedule more. Sadly, I resent the day I had asked him. Unfortunately, he felt that I didn’t have the â€Å"natural beachy look† that Hollister Co. was trying to perceive. I am of Malaysian decent and have tan skin color. Hearing that definitely bruised my ego and made me self-conscious about my appearance. I felt this was a tactic for me to quit, and so I did. Over the months I begin to realize that ultimately there will be people in the world that have a perspective of life that I cannot seem to change. I had realized that this was not my fault; it was his own personal judgment that led him to think that. I was treated this way because of how I looked not on who I am. Many people have tried to explain the reasoning of why people are prejudiced and discriminate against one another. Two readings that are eye-openers about prejudice are â€Å"Causes of Prejudice† and â€Å"C. P. Ellis. † In the essay, â€Å"Causes of Prejudice,† the author Vincent N. Parrillo explains the reasons for racism and discrimination in the United States. Which brings us to Studs Terkel’s essay â€Å"C. P. Ellis,† he tells us the story of C. P. Ellis, a former Klansmen who claims he is no longer racist. With Parrillo’s essay, we will analyze what caused C. P. Ellis to be prejudice and how he changed. Parrillo’s Causes of Prejudice outlines reasons how and why prejudice exists in today’s society. Parrillo first starts out telling us that prejudice is the rejection of a member of a certain culture, and that ethnocentrism is a rejection of all culture as a whole. He then states that there are four areas of study to consider when dealing with prejudice; levels of prejudice, self-justification, personality, and frustration. This theory is ideal to the root of why and where prejudice starts. He explains that the first level of prejudice is the cognitive level of prejudice. This is a person’s beliefs of a culture. The second level is the emotional level of prejudice. This level includes what kind of emotional response a culture has on a person. These emotions for example can be that of hate, love, fear, etc†¦ The final level, explains Parrillo, is the action oriented level. This is the desire to physically act upon their prejudice feelings toward the person or culture. As stated in the text, â€Å"The emotional level of prejudice encompasses the feelings that a minority group arouses in an individual. Although these feelings may be based on stereotypes from the cognitive level they represent more intense stages of personal involvement† (Parrillo 386). His statement holds true. In the sense of economic competition prejudice occurs frequently. We need to realize that jealousy is an important factor of prejudice. There would still be competitions, hatred, and stereotyping. It is just in our human nature. The story of C. P Ellis begins as he discusses his life as being a white male from a low-income class. His frustrations and misfortunes lead him to become a member of the Ku Klux Klan. His father always told Ellis to stay away from blacks, Jews, and Catholics’ and he obeyed his father’s wishes. In a sense, it seemed as if Ellis truly admired his father. At 17 years old, his father soon passed away and Ellis was forced to work to tend to his family. Ellis discusses his frustrations on having to make ends meet with four children, the eldest being mentally challenged and the struggles he has to endure to make it happen. Ellis begins to blame the black people for his tragedy and his misfortune of not being able to have sufficient funds. In relevance to Parrillo’s essay, he explains that â€Å"frustrations tend to increase aggression toward others† (Parrillo 393). This ties into the anger that Ellis began to direct it towards as he stated, â€Å"I didn’t know who to blame. I tried to find somebody. I began to blame it on black people. I had to hate somebody† (Terkel 400). Ellis believed that blaming others rather than himself was the best way to get over his frustrations. We are then exploited to the self esteem Ellis had and his state of mind when starting his racist rampage. To begin with, Ellis shows throughout the essay that he is weak minded and has very low self-esteem. Ellis states, â€Å"The majority of ‘em are low income whites, people who really don’t have a part in something. They have been shut out as well as the blacks†¦ So the natural person to hate would the black person† (Terkel 401). Ellis started to hate the fact that he was poor and turned to the KKK. He felt the KKK opened opportunities he could achieve because of the stability and members of the group. Parrillo states that â€Å"self-justification† is lead to believe the main cause of prejudice. He states â€Å"a person may avoid social contact with groups deemed inferior and associate only with those identified as being of high status† (Parrillo 387). We can identify the behaviors and personality Ellis displays is relevant to the same behaviors and personality of his father. Throughout the story, Ellis directed his hatred towards blacks just like his father did. Ellis states â€Å"The natural person for me to hate would be black people, because my father before me was a member of the Klan. As far as he was concerned, it was the savior of the white people† (Terkel 400). We can recognize that his racist ways came from his father who told him what to believe. We can identify this as the â€Å"socialization† factor of prejudice. When one is taught something which they live by all their life they begin to play a role just as the one who taught them those ways. Parrillo elaborates, â€Å"We thus learn the prejudices of our parents and others, which then become part of our values and beliefs. Even when based on false stereotypes, prejudices shape our perceptions of various peoples and influence our attitudes and actions toward particular groups† (Parrillo 394). We can make the connection that Ellis’s father was racist he gained his father’s characteristics as well as his beliefs. This also ties in when he begins to blame black people because he was taught they were the cause of the economic problems he was facing. Ellis states â€Å"If we didn’t have niggers in the schools, we wouldn’t have the problems we got today† (Terkel 402). Here he did not truly experience what he believed but he was told this and began to live by it, which was passed down by his father. Over the time, Ellis and his views about the blacks changed altogether. In the end, Ellis has an epiphany once he realized how much in common he really had with blacks. He soon began to realize that black people were just as normal and looking for the same thing in life. He tells us what he realized later in his life â€Å"As long as they kept low-income whites and low-income blacks fightin’, they’re gonna maintain control† (Terkel 403). The revelation is going to change his life. He refers to they as being the politicians and government. He began to have his own mind set and realize that all are alike and should not be treated differently. Some white people had just as low incomes as some black people, which led him to realize that they were all at the same level. There is no explanation as to why Ellis really decided to all of a sudden change his views. We can relate this to Parrillo’s statement, â€Å"Although socialization explains how prejudicial attitudes may be transmitted from one generation to the next, it does not explain their origin or why they intensify or diminish over the years† (Terkel 394). In conclusion, both Parrillo’s essay and Ellis’s story go hand in hand in showing us the real reason why prejudice and racism still exists today. Vincent Parrillo exemplifies valid points and key notions on why cause a person to be prejudice and racist. C. P Ellis provides an insightful eye and truly gives us hope that maybe people will change their views over the years. Both showed us that prejudice is a prime factor in this society and this is because everyone was born and raised differently. Everyone has their own beliefs and ideas. Value, attitudes, beliefs and culture all are targets of prejudice. Regardless of anything, we will never be able to change that. People just try to persevere to the stereotyping and criticizing of other races and their own. Works Cited Parrillo, Vincent N. â€Å"‘Causes of Prejudice. † Rereading America: Cultural Contexts for Critical Thinking and Writing. Ed. Gary Colombo, Robert Cullen, and Bonnie Lisle. 8th ed. Boston: Bedford St. Martin’s, 2010. 384-398. Terkel, Studs. â€Å"C. P Ellis. † Rereading America: Cultural Contexts for Critical Thinking and Writing. Ed. Gary Colombo, Robert Cullen, and Bonnie Lisle. 8th ed. Boston: Bedford St. Martin’s, 2010. 398-408. Self-Editing Checklist: 1. Do you have a sufficient number of quoted passages from theoretical essay you have chosen and have you commented sufficiently on each? List the page numbers of the passages below. Page 386 Page 387 Page 393 Page 394 2. Do you have a sufficient number of quoted passages from personal essay you have chosen and have you commented sufficiently on each? List the page numbers of the passages below. Page 400 Page 401 Page 402 Page 403 3. Explain the order in which you chose to make your points via the passages you quoted. Studs Terkel then Vincent Parrillo? Page 386 ? Page 393 ? Page 400 ? Page 401 ? Page 387 ? Page 400 ? Page 394 ? Page 402 ? Page 403 ? Page 394 4. Name three writing errors you are likely to make in your prose and check the rough draft for these. Use the OWL website if necessary to look for examples of how to address these problems. List the likely errors below. Alternating long and short sentences. 5. Read your final draft of the essay aloud so that you do not allow your eyes you’re your brain to self-correct the errors in your essay. List the kinds of errors you found below. Spelling, grammar, punctuation.