Race in Different Countries - 1270 Words

Race can be categorized quite differently and can vary from country to country. When defining race, it can be complex in that every country, even an individual within a country, has different criteria and viewpoints when identifying a person’s race. For some countries and for some people, race is the color of your skin, or the background that you come from, or even biological and physical traits. Therefore, it’s crucial to thoroughly explain the topic of race and how it plays into context in today’s society. For example, what is considered â€Å"race† in Brazil is different than what it is in other countries. In Brazil, race is categorized by biological anthropology, or by the way someone looks physically. Brazilians look at skin tone and a series of tipos, when considering race. Jefferson Fish describes how Brazil thinks of race in his excerpt, Mixed Blood. Fish interviewed his daughter and her daughter’s boyfriend from Brazil. According to his daughter, she is black because her mother is black. However, according to her Brazilian boyfriend, he is not black even though he is darker than her. Some of Brazil’s racial tipos, or categories, are as follows: Laura are people who are very white in skin color, with straight blond hair, green or blue eyes, thin lips and a narrow nose. Branca people have light skin color, hair of any color or texture (except tight curls), any color of eyes, not too much of a broad nose and lips that aren’t too thick. Morena people have wavy or curlyShow MoreRelated The Role of Ethnicity and Race in the Way Audiences Interpret Media Messages1598 Words   |  7 PagesThe Role of Ethnicity and Race in the Way Audiences Interpret Media Messages According to the sociological definition of race and ethnicity, there is a close interrelation between race and ethnicity. Race has not been defined by the biological difference that it is stood on the social construct. Race does not discriminate the skin color from others which is related to the ethnicity. Race is defined on the social construct which based on physical and cultural features (Fulcher Scott, 2007). Read MorePersonal Narrative : My American Experience1750 Words   |  7 PagesStudying in a foreign country is an interesting experience of an individual lifetime. One tends to learn a number of things relating to ways of life in a foreign land. Social, political and economic values and aspects are usually different from one region to another. Therefore, through studying abroad one is able to learn different issues about another society such as gender and sexuality issues, social class and race/ethnicity issues. Having come from a developing country studying in the U.S.A hasRead MoreSocial Problems Associated With Racial Discrimination1209 Words   |  5 PagesIntroduction: I: People from different backgrounds around the world are being targeted and discriminated by individuals of other races solely because they are different racially and culturally. Body Paragraphs: II: Basic Information on the Issue A: According to Encyclopedia Britannica, race is determined by physical and personality traits, intellect, morality, and culture (â€Å"Racism†). Racial discrimination is discriminating someone based on their race or religion (â€Å"Racism/Color Discrimination†)Read MoreUnited States Vs. Brazil Race1244 Words   |  5 PagesUniversity 175 5/1/2015 United States vs. Brazil race categorizing and history â€Å"Think about race in its universality. Where is your measurement device? There is no way to measure race. We sometimes do it by skin color, other people may do it by hair texture - other people may have the dividing lines different in terms of skin color. What is black in the United States is not what s black in Brazil or what s black in South Africa.†-Dr.Goodman, Race: The Power of an Illusion Earlier in the year theRead MoreDifferent Races of People Have Different Levels of Intelligence Critically Discuss This Claim, Considering the Arguments for Both Sides.1317 Words   |  6 PagesRace and intelligence is a controversial area of intelligence research studying the nature, origins, and practical consequences of racial and ethnic group differences in intelligence test scores and other measures of cognitive ability. It has been suggested that people of various races do have different levels of intelligence, however the controversy of establishing what exactly makes a person ‘intelligent is the basis for argument. Intelligence is defined as the capacity for learning, reasoningRead MoreThe Status Of The United States1138 Words   |  5 Pagesargue that race in the U.S. is understood as an ascribed status because a person is assigned a race at birth -- you cannot choose or earn your race. Additionally, race in the United States is unchangeable. This is even true for whe n a person goes to different countries. For example, even though a person might be considered white in one country, if he or she is considered black in America, to America, they will always be black. Furthermore, Rodriguez and Guzman wrote that the way race is understoodRead MoreSocial Forces Of The Holocaust1534 Words   |  7 Pages There are many social forces that affect any society. However, there may be more prominent social forces in a society, or country that has experienced a traumatic event that effected their entire country or society. Germany is a major example of a country that went through an incredibly traumatic event. The Holocaust is the traumatic event that hit Germany beginning in the 1930’s. The Holocaust was a period in time from 1933 to 1945, in which Jews experienced discrimination. Out of nine millionRead MoreRace and Civil Rights1592 Words   |  7 PagesRights and Bytes: The Technology of Civil Rights When speaking of race, it has been a popular factor in our society for centuries. In Steve Olson’s essay, â€Å"The End of Race: Hawaii and the Mixing of Peoples†, he discusses human race and its genetic future. He also discusses how Hawaii has a lot of intermixed races and cultures. When dealing with race and what people consider themselves as you can refer it to covering. Kenji Yoshino discusses covering in his essay, â€Å"The New Civil Rights†. He statesRead MoreDiversity Project1410 Words   |  6 PagesWhen I think of diversity in America, I think that this is what makes America what it is. Over the course of this class, I have realized that America was founded on diversity. Different cultures immigrated to this country so that they could escape religious persecution and worship freely. Over time, this country was known as a safe haven for those looking to have their diverse cultures and religions respected individually. Although there are those who discriminate against others for these thingsRead MoreAssignment 2 : A Multicultural Society807 Words   |  4 Pagesof races, cultures, and different ethical background coexist together in a country, state, city, community or neighborhoods. Basically, a ground of people from different backgrounds living together in the same community. Multiculturalism is when these diverse groups have the same rights and treatment in society or by society. Multiculturalism is when different racial groups and cultures have the same opportunities, and equal rights without prejudice. Yes, the U.S. is a multicultural country. The

Comparing Shakespeare s Oedipus The King And Death...

COMPARING TRAGEDIES THROUGHOUT TIME By Daniel Konshak What is a tragedy? Merriam-Webster dictionary defines tragedy as a serious drama typically describing a conflict between the protagonist and a superior force, such as destiny, and having a sorrowful or disastrous conclusion that elicits pity or terror. Two such examples of literary tragedies are â€Å"Oedipus the King† by Sophocles and â€Å"Death of a Salesman† by Arthur Miller. Although written over 2000 years apart, there are many similarities between the two literary works, but with varying degrees of differences as well. Some of the key areas to be examined when making this comparison are: the social status of the main characters, the psychological mindsets the characters are in, their respective lack of self-awareness, whether their fate was deserved or not, and the main fatal flaw of each main character. Let’s begin by first examining the social status of the two main characters from each literary selection. In â€Å"Oedipus the Kin g† by Sophocles, the main character is, of course, Oedipus. As the story unfolds, we find that Oedipus has been plagued by the prophecy that said he â€Å"should lie with his own mother† and â€Å"be his father’s murderer† (Sophocles, 385). Oedipus, in trying to break this prophecy, flees from the city to escape this fate. However, unbeknownst to Oedipus, he was actually born in Thebes and not in the city of Corinth as he originally believed. So, instead of escaping the city and the fate of theShow MoreRelatedSeminar: Literary Theory Applied to H.P. Lovecraft-Notably â€Å"the Beast in the Cave†6821 Words   |  28 Pages(Lovecraft, H. P. Supernatural Horror in Literature). Even when wrote with such debatable simplicity, it is an excellent self-description of Lovecraft’s writing style and a backdrop to understanding his most re-occurring theme. Since the time of his death, over seventy-five years ago, H.P. Lovecraft has been criticized with iron teeth or not at all, yet his work continues to spread vast influence over a subculture and will continue to do so for years to come. I, being almost awestruck at the lack ofRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesbuilt-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Kim S. Cameron UNIVERSITY OF MICHIGAN Prentice Hall Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore

Comparing Shakespeare s Oedipus The King And Death...

COMPARING TRAGEDIES THROUGHOUT TIME By Daniel Konshak What is a tragedy? Merriam-Webster dictionary defines tragedy as a serious drama typically describing a conflict between the protagonist and a superior force, such as destiny, and having a sorrowful or disastrous conclusion that elicits pity or terror. Two such examples of literary tragedies are â€Å"Oedipus the King† by Sophocles and â€Å"Death of a Salesman† by Arthur Miller. Although written over 2000 years apart, there are many similarities between the two literary works, but with varying degrees of differences as well. Some of the key areas to be examined when making this comparison are: the social status of the main characters, the psychological mindsets the characters are in, their respective lack of self-awareness, whether their fate was deserved or not, and the main fatal flaw of each main character. Let’s begin by first examining the social status of the two main characters from each literary selection. In â€Å"Oedipus the Kin g† by Sophocles, the main character is, of course, Oedipus. As the story unfolds, we find that Oedipus has been plagued by the prophecy that said he â€Å"should lie with his own mother† and â€Å"be his father’s murderer† (Sophocles, 385). Oedipus, in trying to break this prophecy, flees from the city to escape this fate. However, unbeknownst to Oedipus, he was actually born in Thebes and not in the city of Corinth as he originally believed. So, instead of escaping the city and the fate of theShow MoreRelatedSeminar: Literary Theory Applied to H.P. Lovecraft-Notably â€Å"the Beast in the Cave†6821 Words   |  28 Pages(Lovecraft, H. P. Supernatural Horror in Literature). Even when wrote with such debatable simplicity, it is an excellent self-description of Lovecraft’s writing style and a backdrop to understanding his most re-occurring theme. Since the time of his death, over seventy-five years ago, H.P. Lovecraft has been criticized with iron teeth or not at all, yet his work continues to spread vast influence over a subculture and will continue to do so for years to come. I, being almost awestruck at the lack ofRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesbuilt-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Kim S. Cameron UNIVERSITY OF MICHIGAN Prentice Hall Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore

Comparing Shakespeare s Oedipus The King And Death...

COMPARING TRAGEDIES THROUGHOUT TIME By Daniel Konshak What is a tragedy? Merriam-Webster dictionary defines tragedy as a serious drama typically describing a conflict between the protagonist and a superior force, such as destiny, and having a sorrowful or disastrous conclusion that elicits pity or terror. Two such examples of literary tragedies are â€Å"Oedipus the King† by Sophocles and â€Å"Death of a Salesman† by Arthur Miller. Although written over 2000 years apart, there are many similarities between the two literary works, but with varying degrees of differences as well. Some of the key areas to be examined when making this comparison are: the social status of the main characters, the psychological mindsets the characters are in, their respective lack of self-awareness, whether their fate was deserved or not, and the main fatal flaw of each main character. Let’s begin by first examining the social status of the two main characters from each literary selection. In â€Å"Oedipus the Kin g† by Sophocles, the main character is, of course, Oedipus. As the story unfolds, we find that Oedipus has been plagued by the prophecy that said he â€Å"should lie with his own mother† and â€Å"be his father’s murderer† (Sophocles, 385). Oedipus, in trying to break this prophecy, flees from the city to escape this fate. However, unbeknownst to Oedipus, he was actually born in Thebes and not in the city of Corinth as he originally believed. So, instead of escaping the city and the fate of theShow MoreRelatedSeminar: Literary Theory Applied to H.P. Lovecraft-Notably â€Å"the Beast in the Cave†6821 Words   |  28 Pages(Lovecraft, H. P. Supernatural Horror in Literature). Even when wrote with such debatable simplicity, it is an excellent self-description of Lovecraft’s writing style and a backdrop to understanding his most re-occurring theme. Since the time of his death, over seventy-five years ago, H.P. Lovecraft has been criticized with iron teeth or not at all, yet his work continues to spread vast influence over a subculture and will continue to do so for years to come. I, being almost awestruck at the lack ofRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesbuilt-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Kim S. Cameron UNIVERSITY OF MICHIGAN Prentice Hall Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore

International Business Environment Free Essays

In a dynamic and competitive world of macro political power and interests, in which occupational groups gain and/or maintain professional standing based on the creation of legal boundaries that mark out the position of specific occupational groups –be they in accountancy and architecture or law and medicine. However, if this suggests that the process of professionalisation has differential socio-political dimensions, so too does the fact that not all learned occupations necessarily become professions. This point is more recently underlined by the comparison of herbalism and acupuncture in England, where herbalists alone have been earmarked by government to gain legal closure through statutory regulation given a perceived need for greater public protection in this area – despite having equivalent knowledge and expertise and arguably less rigorous and unified occupational organisational structures to those of the acupuncturists(Saks 2011) on also needs to be paid to the ideological dimen-sions of professions above and beyond knowledge and expertise in understanding the success and failure of professionalisation in defining professions. We will write a custom essay sample on International Business Environment or any similar topic only for you Order Now This can be illustrated with reference to altruism, so often put forwardby taxonomic writers as a distinctive actual professional characteristic (Saks 1995). The case of herbalism and acupuncture underlines its potential importance, as the British government has Saks: Defining a Profession:The Role of Knowledge and Expertisewww.professionsandprofessionalism.comPage6placed a heavy emphasis on the protection of the public in modernising the health professions (Baggott 2004). However, the level of altruism of professions relative to other occupations –as distinct from the legitimating ideological claim itself –has rarely been systematically scrutinised. Interestingly, while a recent replicated Swedish survey of a range of professions, semi-professions and pre-professions –from lawyers to graphic designers –unusually analysed the amount of public trust given to such groups, it did not examine the relative position of non-professionalised occupations (Svensson 2011). So who teaches on all of these courses? The FE college workforce has begun to emerge as a serious area of research interest, a process that has gathered pace during the last fifteen years or so as successive governments have sought to reform and regulate the workforce in different ways. During this period, FE teacher training has been reformed, made compulsory and then returned to a voluntary activity. And FE teachers have been ‘professionalised’ and ‘re-professionalised’. Over the last fifteen years, three entirely new sets of professional standards for teachers and trainers in the sector have in turn been consulted on, published, and mapped onto teacher-training curricula and staff appraisal systems. Continuing professional development has been mandated and then discarded. Mentoring and coaching have been introduced, although provision is uneven. One professional body – the Institute for Learning – came, briefly and rather unimpressively stayed, and then left, and a new professional organisation – the Society for Education and Training – has recently emerged instead. Not without reason has the sector been characterised as undergoing endless change. During the constant changes of the last fifteen years or so, the issue of teacher professionalism has remained persistently troublesome. Different models or philosophies of professionalism jostle for space amongst contradictory policy discourses and initiatives. Do we want a qualified workforce or not? Do we want compulsory CPD? Should FE teaching also be a graduate – or equivalent – profession? Should part-time staff be required to have the same professional qualifications as full-time staff? Are professional standards or benchmarks a tool for professional development or for quality assurance, audit and performance management? is it any wonder that meaningful discussions about what it means to be a professional teacher in FE remain difficult to pin down? Questions such as these persist but are arguably absent from much of the day-to-day experience of teachers in the sector, perhaps pushed sideways by teaching and assessment requirements (it is not uncommon for a full-time FE teacher to deliver over 850 contact hours each year) and employment conditions (almost two-thirds of teachers in FE are on part-time contracts and the staff turnover rate for teachers is almost one in five (Education and Training Foundation, 2014)). In a sector characterised by relatively high staff turnover, diversity in teacher profiles, backgrounds and experience, variable working conditions and constant changes to policy, is it any wonder that meaningful discussions about what it means to be a professional teacher in FE remain difficult to pin down? The Post-Compulsory and Lifelong Learning SIG seeks to encourage research into not only questions such as these relating to teacher preparation and professionalism, but also into other areas relating to further education, adult and community education and work-based learning more generally, including the curriculum, the students and the organisations involved. Come and talk to us at the 2015 conference, or get in touch online. References Education and Training Foundation (2014). Further Education Workforce Data for England. Retrieved from: http://www.et-foundation.co.uk/wp-content/uploads/2014/09/SIR-Report.pdf (date accessed, 17 June 2015). Lucas, N. (2004). The ‘FENTO Fandango’: national standards, compulsory teaching qualifications and the growing regulation of FE teachers. Journal of Further and Higher Education 28(1) 35-51. Lucas, N., Nasta, T. and Rogers, L. (2012). From fragmentation to chaos? The regulation of initial teacher training in further education. British Educational Research Journal 38(4) 677-695. Robson, J. and Bailey, B. (2009). ‘Bowing from the heart’: an investigation into discourses of professionalism and the work of caring for students in further education. British Educational Research Journal 35(1) 99-117 Tummons, J. (2014a). The textual representation of professionalism: problematising professional standards for teachers in the UK lifelong learning sector. Research in Post-Compulsory Education 19(1): 33-44. Tummons, J. (2014b). Professional standards in teacher education: tracing discourses of professionalism through the analysis of textbooks Research in Post-Compulsory Education 19(4): 417-432. But these are all much more than simply ‘values’ we should hold or aspire to. They are prescriptive expectations of colleges, teachers and their practice that are constantly monitored, measured and audited. Quality assurance is rife in FE, from OFSTED inspections, stakeholder and learner surveys and course audits, to staff appraisals, observations and close analysis of (mainly) quantitative data. Smith (2016) points out that ‘quality assurance systems with their SMART targets and ‘measurable outcomes’ are regrettably a commonplae feature in FE. That is something that should give us serious cause for concern’. He argues that when QA procedures are implemented in an unintelligent, managerialist way several things happen: Good quality teaching and learning is valued less and there is greater focus on the ‘output’ – the success rates, achievement levels or retention rates alone. The quality of educational relationships are undermined Extra-ordinary, life-changing relationships between teachers, students and knowledge lose value This cycle of QA, auditing, control and measurement values and ‘prioritises the knowledge of policy-makers and auditors, rather than the expertise of the professional teacher’ (Pleasance, 2016, p.75). OFSTED inspections (much reduced in terms of depth and scope) only contribute to these phenomena since they take statistical data as a starting point and a defining factor in their judgements (Smith, 2016). So how do these conceptions of value and this heavy focus on QA impact me as a lecturer and on my learners? Personal values, better described as ‘the ethical bases of our actions and beliefs’ (Bolton, 2014, p.22) do change as we grow but are very deep seated and woven into our very being. Personal values drive our attitudes and actions, but we rarely stop to examine and question them. Balancing personal values and principles with those of the organisation and external bodies can be difficult. I like to take a humanistic, holistic approach to teaching and my learners (this fits with my person-centred, humanistic approach in my professional counselling role). I value my relationship with them, I want to make a difference, treat them with care, teach and behave with openness and integrity and help them leave the course with more than just a grade on a piece of paper. External and internal moderation systems, course evaluation and QA activities focus heavily on grades and achievement. I also value achievement for my learners but believe that education is more than just a grade or qualification that prepares a learner to earn money and contribute to the local and national economy. Ball (2004:15) agrees, highlighting a worrying trend in education, suggesting the commodification of education is producing a system where ‘beliefs and values are no longer important – it is output that counts’. How to cite International Business Environment, Papers