Media Ethics Case Study Example | Topics and Well Written Essays - 1250 words

Media Ethics - Case Study Example The media house’s reporter went ahead and released the story on Ashe’s health condition overseas prior to Ashe’s consent which forced the athlete to publicly admit his health condition when he was not yet prepared. The actions of the reporter were not in line with how journalists even back them ought to have conducted themselves especially in regards to moral and ethical duties as a major newspaper like USA Today. The chief ethical issue that arose out of this case had to do with the reporter’s express refusal to wait a little longer before publishing the story. The reason that he gave for doing exactly this was that the public needed to get to know this information. These actions of the reporter did not serve any level of good informative justice to Arthur Ashe (Foreman, 2010). There are various ethical facts that a reporter or journalist has to take into consideration before making an ethical decision as regards to Arthur Ashe’s case. One thing that we have to consider also is that the athlete put himself out there in the public domain the moment he decided to be a professional tennis player and become one of the leading opponents of the South African apartheid regime. A journalist could have therefore argued that a person of such social standing could be appropriately considered as a celebrity and social icon (Foreman, 2010). The other fact that had to be considered was that Ashe being an athlete, he had connections and obligations to his sponsors or some media outlets. This therefore means that he was contractually obligated to maintain a specific image. All these factors mean that he had to maintain some form of responsibility to his sponsors and fans in social and economic terms as well. The person to whom a journalist is responsible to will always tend to change depending on the circumstance. Journalists always tend to state that they are ultimately

SWOT (strengths, weaknesses, opportunities, and threats) Essay

SWOT (strengths, weaknesses, opportunities, and threats) - Essay Example He battered down government regulations and interference to make banking far more global than before, but he had to face immense criticism for raising voice for laissez-faire Capitalism. Some blamed Walter for bringing excessive loans to third world countries by contraindicating with government regulations for charging interest. According to his biographer Phillip Zweig: â€Å"he was a shy, insecure, and trembling personality† as a rising executive but he revolutionized the old systems in a magnificent way. Huey Peirce Long was the former governor of Louisiana and a Democrat politician, reputed as the champion of common people. He was remnant of Populist ideology and criticized Federal Reserve Bank intensely. He believed that its policies were responsible for Great Depression; so he launched Share Our Wealth Plan but failed to elaborate how he will institute it. He was known for extremist mannerism against his opponents, preoccupation with presidential ambitions and flamboyant lifestyle. Long was successful as Louisiana governor in 1928 elections by winning enough support by his enormous campaigns, criticizing corporate sector and depicting the wealthy as parasites. It is also to be noted that he worked more for his state Louisiana, compared to the nation (Brinkley, 1983). His life has enjoyed fascination in literature, movies, and music Just when he started gaining more fame, he was assassinated and this has left his story, headstrong, charismatic yet unaccomplished. William Allen White (1868- 1944); was an influential American journalist, â€Å"the Emporia Gazette† former editor, a liberal Republican politician and the leader of Progressive movement in Kansas. He emerged as the spokesperson for the Middle America in his time. White gained attention all over the country because of his undaunted editorials in the Emporia Gazette, against the

Successfull marketing strategy analysis

Successfull marketing strategy analysis Marketing  is the process by which companies determine how products or services will be according of interest to customers, and the strategy use to increase in sales, communications and business development.  It is the process through which companies create value for customers and build strong  customer relationships  in order to capture and get good and positive feedback from customers in return. Marketing Planning Process: The planning process for the market can be described as shown in the figure below: For an organisation the target should be specific target, the objective concern as profitability, markets growth, efficiency, financial resources, organizational structure, and social responsibility. 2) Situational Analysis: Before developing a marketing strategy for a company this is important to conduct some analysis. This is form of essential part of any business or preparing marketing plan and should be reviewed over time to ensure that it is according to current situation. The following can be use to assess situational analysis for a company. The elements worth considering include: Product Situation What is current product? We cant break this definition up into parts such as the core product and any secondary or supporting services or products that also make up whats being sold. It is important to observe which different parts in order to be able to relate this back to client needs. Competitive situation To analyse the competitors what their situation and compare the feature/ benefit analysis. What are their competitive advantages? Distribution Situation Its about to Review the company distribution Situation how the product getting to market? Is it possible to get their through distributors or other intermediaries? Environmental factors Which external and internal environmental factors should be taken into account. This can include economic or sociological factors that impact on the companys performance. 3) SWOT analysis SWOT analysis is a strategic planning method used in to a business to evaluate the Strengths, Weaknesses, Opportunities, and Threats involved in a project. Also specifying the objective of the business venture and identifying the internal and external factors that are in the favour and those which are not in favour to achieve that objective. 4) Assumption Made: While preparing a strategy in a business assumption are very important and need to be focus on that. Its mean we made some assumption while taking any decision. Furthermore to attempt the predict future outcomes from the external and internal things. Some of the assumptions that made when a business plane and process are made, very likely to come true. Assumption-based planning identifies and tests the assumptions made in a business plan, the formulation of hedging actions and the construction of what-if scenarios. 5) Marketing Objectives: These objects should be as follows: Long-term Brand Value New Product/ Innovation and service Clear Product Definition Growth in market share 6) Forecasting results of strategies: Comparison strategies for effectiveness: Comparing promotes development, concept development, and higher level thinking.   Some company didnt compare like-for-like products forever. Some company battle between their products. A comparison strategy is the  process of identifying how things are alike and different. Marketing mix: When marketing their products firms need to create a successful mix of the right product ,sold at the right price, in the right place ,and of course using the most suitable promotion. In order to achieve its goal ,the company has to implement the main four Ps of the marketing mix . mmix Product Strategy: Product strategy is any decision that helps the company continue to develop new products around its signature ,it is very important for a company to implement its plans in a better way by Defining the characteristics of a product or service to meet the customers needs. Ducati failed to maximize sales of its all-new Monster;  Ducati  has added the 804cc engine to the range. The thinking goes that the Monster 1100 is too big, the Monster 696 is too small, but, hopefully, the  Ducati Monster 796  will be, like a bowl of warm porridge, just right. That engine gets pulled out of the Ducati Hypermotard 796 and shares that bikes 87bhp, 58lb/ft and wet slipper clutch. Combined with a low dry weight of 167kg .(369lbs) and the bikes friendly, flat-barred riding position, those new figures could make the Monster 796 the perfect first big bike for target market riders.   Pricing strategy: Identifying the total cost to the user (which is likely to be higher than the charge you make) is a part of the price element. Monster 796 the Urban Icon, as the name suggests is a luxury item launched by Ducati for those who look for brand and status symbol, price hardly matters for them. As per our target market the professional and sports people are going to buy it so following the porters differentiation strategy the pricing strategy will be premium. The Monster 796 will be available in the UK from May 2010 onwards and will be priced at  £6,995, with the ABS version at  £7,695 because our customers look for quality not price. Promotion Strategy: This includes advertising, personal selling like attending exhibitions, and sales promotions like special offers, and also atmospherics such as creating the right impression through the working environment. Public Relations is included within Promotion by many marketing people. Promotion strategy for Ducati: Advertising: The advertising campaign will be focused on the two target markets identified in the target market section, (Males and females).The purpose of the advertising campaign is to increase brand awareness of the Monster 796 the Urban Icon. The sources of advertising are TV, Internet, Magazines, sport websites and the advertisement will show the new looks, features and the style of Monster bike. Sales Promotion:   Ducati will use sales promotion to increase brand awareness, market share and revenue. The use of Point of Sales Displays will be used with a gift coupon for the purchase of Ducati 796. Although, the use of Point of Sales Displays produces a short-term effect in revenue and market share, the brand awareness will have a long-term effect. The use of this sales promotion along with the rest of the marketing strategy will produce a long term increase in both revenue and market share. Direct Communications: Direct communications will be used to measure brand awareness, as well as increase brand awareness and market share.   A survey will be sent out as a focus mailing to Ducatis target markets. The survey will measure; brand awareness of insect repellents, likes and dislikes between Ducati and its competitors, and the outdoor activities of the survey taker.   Place Strategy:. Looking at location and where a service is delivered, in other words, Place represents the location where a product can be purchased. It is often referred to as the distribution channel. It can include any physical store as well as virtual stores on the Internet. Ducati has good relationship with its all dealers throughout the UK. The dealers are contributing a lot to the overall performance of the company. The company is recognising their efforts with the rewards to improve it distribution strategy. Ducati dealers from all over the UK gathered for the annual Ducati dealer meeting during the recent London Motorcycle Show at Excel. The dealers were presented with an overview of 2009 and the plans and strategies for 2010 which should prove to be exciting times for the Ducati dealer network with the launch of the eagerly awaited Multistate and other innovative bikes such as the Monster ABS models. ANSOFFS Matrix: The Ansoff Growth matrix is a tool that helps businesses decides their product and market growth strategy.. It is used by marketers who have objectives for growth. Ansoffs matrix offers strategic choices to achieve the objectives. (Johnson, G. et. al., 2002) Market Penetration Is one of the four growth strategies of the  Product-Market Growth Matrix  defined by  Ansoff. Market penetration occurs when a company enters/penetrates a market with current products. The best way to achieve this is by gaining competitors customers (part of their market share). Other ways include attracting non-users of your product or convincing current clients to use more of your product/service (by advertising etc). Ansoff developed the  Product-Market Growth Matrix  to help firms recognize if there was any advantage of entering a market. Market Development Market development is the name given to a growth strategy where the business seeks to sell its existing products into new markets. There are many possible ways of approaching this strategy, including: à ¢Ã¢â€š ¬Ã‚ ¢ New geographical markets; for example exporting the product to a new country à ¢Ã¢â€š ¬Ã‚ ¢ New product dimensions or packaging: for example à ¢Ã¢â€š ¬Ã‚ ¢ New distribution channels à ¢Ã¢â€š ¬Ã‚ ¢ Different pricing policies to attract different customers or create new market segment Product Development Companies develop new products in existing markets. This is called  product development. An organization that already has a market for its products might try and follow a strategy of developing additional products, aimed at its current market. Diversification The two principal objectives of diversification are Improving core process execution, and/or Enhancing a business units structural position. The fundamental role of diversification is for corporate managers to create value for stockholders in ways stockholders cannot do better for themselves1. The additional value is created through synergetic integration of a new business into the existing one thereby increasing its  competitive advantage Implementing the Ansoffs matrix growth strategies on Ducati Company Market Penetration: The company has to get some more market share buy promoting and selling its new Monster bike, especially in the UK market where its sale decreased by 18% last year. The company has a good brand name so it is easy for them to eat up the competitor market share if they can provide some more customer benefit. Product Development: As far as the new target market is concerned the company has a great opportunity to expand its market share with the launching of Ducati Monster 796 and to produce the similar and more modified models in near future which includes female bikes as well. Market Development: The UK sport market is very large and Ducati is not having the enough market share as compare to its competitors, so the company has to broaden its market in UK. Ducati has to increase the range of dealers and to make sure that every corner of the country is covered by the company. Diversification: Bringing the new vehicles like monster 796 is the good choice for the company in order to meet the customers new and requirements and expectations and the company has to focus on the green technology products soon in order to strengthen its reputation in market and to bring a change in company style. New Marketing Strategies (strategic options) 1-Porters Generic strategy (Differentiation Strategy): According to Michael Porter, the generic strategy is to be unique in the industry along some dimensions that are widely valued by buyers. It is rewarded for its uniqueness with a premium price. A firm that can achieve and sustain differentiation will be an above-average performer in its industry if its price premium exceeds the extra costs incurred in being unique. (Porter M, 1985) Ducati main target is people who look for quality instead of price; the company adds something more to their products as compared to the competitors. Differentiation strategy will help company to achieve its premium price and to meet the needs of the target customers. Michael Porter has classically defined five forces that drive industry competition, and has described a valuable approach to assessing the overall competitive dynamics of an industry. This approach has come to be known as a five-force analysis. (Colley.J et al, 2007) Managing change ( Kotter,1998) ,According to change management guru John Kotter, fewer than 15 of the 100 or more companies studied have successfully transformed themselves. While the particulars of every case vary, Kotter has identified eight critical stages of successful change management. Mismanaging any one of these steps can undermine an otherwise well-conceived vision. PESTEL ANALYSIS: Macro environment Macro is remote environment of a company comprising economic, social, political, technological and ecological. One way of looking at remote environment is PESTEL framework. http://www.businessmate.org/images/PESTEL.jpg Swot analysis: SWOT  analysis is a tool for auditing an organization and its environment. It is the first stage of planning and helps marketers to focus on key issues.  SWOT  stands for strengths, weaknesses, opportunities, and threats.  Strengths and weaknesses are internal  factors. Opportunities and threats are  external  factors. In SWOT, strengths and weaknesses are  internal  factors. For example: Strength  could be: Your specialist marketing expertise. A new, innovative product or service. Location of your business. Quality processes and procedures. Any other aspect of your business that adds value to your product or service. A  weakness  could be: Lack of marketing expertise. Undifferentiated products or services (i.e. in relation to your competitors). Location of your business. Poor quality goods or services. Damaged reputation. In  SWOT, opportunities and threats are  external  factors. For example: An  opportunity  could be: A developing market such as the Internet. Mergers, joint ventures or strategic alliances. Moving into new market segments that offer improved profits. A new international market. A market vacated by an ineffective competitor. A  threat  could be: A new competitor in your home market. Price wars with competitors. A competitor has a new, innovative product or service. Competitors have superior access to channels of distribution. Taxation is introduced on your product or service. Implementing SWOT analysis on Ducati company The following SWOT analysis will provide insights into Ducatis internal strengths and weaknesses at the end of the turnaround as well as the opportunities and threats posed by the external environment in which the company operates. Strengths Technical Excellence Efficient Value Chain ensure quality Strong Brand Location Advantages Effective management Strategic Alliances Weaknesses Narrow Target Audience Polarized sales Low economies of scale Sparse Dealer Network Limited Growth since yr. 2000 Opportunities Fast growing segment Customers of Japanese motorcycles have low brand loyalty Reduction in international trade barriers Threats Low price of competitors Competitors enjoy lower costs Competitors have high economies of scale and low cost of capital These strategies can be adopted for the best marketing: Branding strategy New product develops plc strategy Market segmentation positioning strategies Sustained marketing strategies with ethics and social responsibility Competitive strategies for marketing Relationship management strategies International marketing Some of the strategies explained below with example. Branding: Company brand is not what thinks of the company, its about what the customer thinks it is. And in an industry where the patent expiration clock is constantly ticking, its vital to make a lasting impression, and quickly, Patricia Malone offers five steps to creating a brand. Example: In the pharmaceutical world, when one considers the enormous pressure from reimbursement sources on providers to prescribe generics rather than brand-name products, the importance of branding prior to patent expiration is clear. Beyond that, the entire branding process has value for a company because it helps the business focus on, enhance and be consistent with its message. In addition, it enables a company to continually test the message and see if its being played back the right way. findarticles.com/p/articles/mi_qa5351/is_200405/ai_n21348846/ Market Segmentation strategy: To compete successfully in todays volatile and competitive business markets, mass marketing is no longer a viable option for most companies. Marketers must attack niche markets that exhibit unique needs wants. Market segmentation is the process of partitioning markets into groups of potential customers with similar needs or characteristics who are likely to exhibit similar purchase behaviour. http://www.s-m-a-r-t.com/Exp_marketseg.htm Product Development Strategy: Effective project planning is critical to implementing new product development strategies. In some cases new product development strategy initiation includes original research but in this case research actually resulted in the formulation of the new product concept Example: Ground breaking research undertaken at Victoria University (VU) showed that children wake up to smoke alarms with familiar voices much more easily than they do with traditional smoke alarms that beep. VU Researcher Dorothy Bruck said: One hundred percent of children tested have woken to the mothers voice message- played at 1am in the morning. This compares to only 57 percent wakening to the current smoke alarm signal, played at the same time of night and at the same volume. This ground breaking new product development research set the stage for KidSmarts intellectual property suite and drove our new product development strategies. From the start, we mapped out our performance requirements, usability strategies and product cost targets. It was also critical early on in the new product development process to identify component suppliers and production strategies for all major components including the actual smoke sensor. bresslergroup.com/process/speed_planning.asp

War With Iraq :: Argumentative

War With Iraq: Is It Worth It? What does the United States have to gain from a war with Iraq? Supporters of a war with Iraq say it will help prevent the risk of an attack by a weapons of mass destruction developed by Iraq. Critics of a military action that say nothing will be gained, and the U.S. just wants to obtain the oil that Iraq controls. They claim that casualties will be too costly for America to afford. Nonetheless, America should act while others will not for fear of disturbing global peace. Iraq poses a â€Å"clear and present danger† to the security of the United States and the security of countries around the world. For the past several months the United Nations’ Security Council has debated on whether or not to accept the U.S. proposal to force Iraq to comply the new and former resolutions. The new resolution calls for complete disarmament of Iraq and the re-entrance of weapons inspectors into Iraq. If Iraq fails to comply, then military force would be taken in order to disarm Iraq. This proposal met opposition from council members Russia, China, and France. They thought that the U.S. proposal was too aggressive and that the U.S. should not act alone without U.N. approval. For weeks they refused to believe that the only way to make Iraq disarm is through the threat of force and the fear of being wiped out. Iraq for the past several years has violated numerous U.N. resolutions that call for destruction of Iraq’s weapons of mass destruction and allowance of weapons inspectors to monitor the disposal of such weapons. Ever since the end of the Gulf War, Iraq has disregarded these policies by removing weapons inspectors, which in turn has allowed Iraq to further research weapons of mass destruction. In 1998 the U.S. launched Operation Desert Fox with the objective of allowing weapons inspectors back into the country. After the operation succeeded and inspectors were allowed back in, all seemed well and little attention was paid to Iraq. Since political powers did not deem it worthy to check on Iraq and put their main focus on Wall Street, Iraq renewed their weapons program and everyone just did not pay attention.

Correctional Operations Essay

Many nations and cultures have come up with official laws to protect their citizens from crimes. Over the years these laws have been in force, to help keep society from becoming anarchy. Different forms of punishments have been used to detour would be criminals. However you will find citizens still tends to break the laws. These days all countries have a justice system and a prison for locking up their threats to society. Many countries do sentence someone to death for an extreme form of punishment. The Babylonian Code of Hammurabi (Encarta, 2007) was the first legal record found in the Middle East. However, the Western nations seem to follow laws started by Ancient Rome (Encarta, 2007). Before long each city had a court and had established their own laws, to protect the citizens. Soon after the Roman Empire established the Law of Twelve Tables, to confirm their society. But most people believe that the earliest form of law can be found in the twelve centuries which is known as the J ustinian Code (Encarta, 2007). For many centuries people have died or been punished for committing theft, rape, or unspeakable crimes. In 1532, the Holy Roman Empire created the Constitio Criminalis to punish criminals. But not every county followed that law, so these countries created their own legal system, where each county would deal with its criminals in their countries, when they needed to. For the most part, punishment was used to punish or deter these would be criminals. Life became more civilized with each passing century, as new punishments were created. Many people felt safer with laws that could protect them. Centuries later the Pennsylvania System was created by the Quakers, Pennsylvania became the center of prison reform worldwide. This happen when William Penn, Penn who had been confined in England for his Quaker beliefs abolished the Duke of York’s several criminal code which was in effect in other parts of British North America, where among other offenses, the penalty of death was applied for murder, denying â€Å"the true God† homosexual acts and kidnapping, severe physical punishments were used for what were  considered lesser crimes. The true root of the Quaker system was to create more humane treatment for criminals, they decided that criminals needed more constructive punishment and a place where they can be alone to repent and turn back to God rather than such cruel punishment. The Quakers believe that criminals could reformed and return to society as a change people. Prisoners were put to work in the prison so that their time could be used wisely. In the 1820s the Auburn System was in full swing, this system was different from the Quakers they believe in complete silence, smaller cells and any economic advantage over the Pennsylvania System. In the long run both of these prison system failed, then came along the Auburn System which modern corrections used their old method of old cells blocks and solitary confinement. Each county began hiring sheriffs and creating legal systems to deal out the punishments. Most people welcome the new laws and sense of safety, yet some refuse to follow them. Some criminals were lightly punished and some were killed, for the crimes they committed. The justice system grew into a major part of society; however, it was not perfect. . But not long many citizens felt that the criminals deserved what punishments they received. More jails were built and more criminals began challenging the new laws that had been established by the courts. Unfortunately, societies were being victimized by the criminals or gangs or criminals. So, many new sheriffs and detective agencies were established to help police the growing neighborhoods. Many people supported the role of the sheriffs and they volunteered to help as deputies. In the old times, criminals were tortured as a form of punishment, by the Roman Empire. Some criminals hang on crosses, killed by torture, and place in dungeons to die. For this reason many began to revolt against the Roman rule and they were punished as criminals too. Soon the Roman Empire fell and many separate societies began growing throughout the world. Before long, the Modern ages began and many prisons were built in the 19th century. Many countries were ruled by the King and Queen of Britain at the turn of the 19th century. Severely changes have happened to the justice system during that time. Which made life much easier for the citizens; criminals were locked away and punished for the crimes that they committed. Each criminal had to be found guilty by the court first, before they could be  punished. Many new laws were created, in order to help the citizen feel safe and keep the peace. However, some citizens still felt that capital punishment was to hash. By the 20th century, the British rule began to fade, as the revolution grew and many fled to the New World. Due to prison overcrowding, many courts systems were looking for ways to deal with criminals. Many courts began giving probation to petty thieves and criminals; besides locking them up. Soon young offenders were removed from the adult court system and dealt with in juvenile court. Then the court began looking for ways, to rehabilitate the juvenile offenders. Many schools and programs were created, in order to stop the troubled youth from becoming adult offenders. Also many adult programs began popping up; with the intentions to help rehabilitate small crime offenders. Some criminals were able to change and become productive part of society (National Archives, 2007). Alexander Maconochie came up with the concept of early release for hard work and good behavior, also parole which was created by Sir Walter Crofton and the Irish system, which we in the United State use today. Om the late 1800s reformatory system was established, some were given education classes, and early release and punishment was not the focus. However, some adults were unable to be rehabilitating by the programs, so eventually more prisons had to be built to house youth and adult offenders that were unable to be rehabilitated. After the justice system realized that punishments were not stopping criminals from committing crimes. Many scientist and doctors began studying the behavior of criminals, especially their childhood. Some scientist has found that many criminals have had troubled childhood, which may lead to their behavior. However, some criminals are raised in a good home; yet they still commit horrible crimes to date no one has come up with a magic pill that can stop these criminals from committing crimes. Many societies have tried to find a way to stop criminals, from creating a justice system to building prisons. However, no matter how history has tried to stop the criminals, they still seem to victimize helpless people. Maybe, with further study and a better understanding of why they commit crimes, future generations can stop them. But, at this point only prisons seem to help those, who have become habitual offenders. Hopefully, one day we can create  a magic pill or a way to stop criminals from hurting others. Until then, we must let the justice system work for us and our society The correction system in the United States have changed many times over the past years, many theories went from retaliation, physical punishment, reforming and back. The population of inmates in the United States and Federal prisons and jails has grown at an unprecedented rate in the past thirty years. Since 2000, the census of prisoners being detained in state and federal prisons has risen 13%. Since 1990, the census has grown 100% the census has grown a staggering 366%. The thirteenth Amendment to the United States Constitution, which was passed by the senate on April 8th, 1864 and approved by the House on January 31st, 1865 and ratified on December 6th, 1865 abolish slavery as a legal institution. The thirteenth Amendment stated.† Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, nor any place subject to their jurisdiction†. Right after the 13th Amendment was passed, the Black Code was created, the Black Code were laws in the United States after the Civil War with the effect of limiting the basic human right and civil liberties of blacks. As newly freed slaves would soon learn, freedom was not as they had anticipated. White southerners were anxious to regain power over them and used the law in order to achieve that objective, the code served as a way to control and inhibit the freedom of ex-slaves. The Code controlled almost all aspect of their lives and prohibited African Americans from the freedoms that had been won. Not only did the whites wanted to control ex-slaves but they need laborers. While things could no longer be exactly the same as in slavery, the whites found a way to guarantee that blacks would serve as their laborers. The whites encompassed some of the antebellum restrictions on free blacks, northern apprenticeship laws, they took their civil and legal rights, from marriage to the right to hold and sell property. Laws were different in each state but most embodied the same kind of restrictions. Commonly, codes compelled freedman to work. But in many states if unemployed, African American faced being arrested and charged with vagrancy. Many of those that did work had their days regulated. Codes dictated their hours of labor, duties and the behavior assigned to them as agricultural workers. Almost every aspect of their lives was regulated, including the freedom to roam; blacks were not permitted to enter towns without permission. In 1866 black codes were suspended by Federal officials who noted that the codes were too harsh and bias they decided that blacks should be subjected to the same penalties and regulations as whites. Along with the black code came the convict leasing system, this was the leasing of prisoners to private companies who would pay the state a fee for the service. Prisoners would work for these companies day after day returning to their cells each night while business profit from free prisoners labors. These black prisoners would survive less than six years; the death rate among these inmates was almost 45% for those in the south. Another way to keep free blacks in slavery was Sharecropping for those man who did not want to go to prison, sharecropping was the only way former slaves could survive . But the high prices and interest rate charged by store and land owners caused these blacks to be in constant debt. Another way blacks were kept was by chain gangs, the crimes was breach of a contract, even today there are some states that still adopt chain gangs like, Florida, Alabama and Arizona. Amnesty International one of the leading humanitarian groups said that the practice of chain gangs is inhumane, to use handcuffs, and chains etc. on prisoners is a violation of the International Covenant on Civil and Political Rights. Today prisoners have another dilemma to deal with privatization of prisons; privatization of prison is not new it has been around for centuries, private corporations are once again owning and operating prisons for profit. A controversial issue which dates back to the days that followed the Emancipation Proclamation, private prisons owners and manage prisoners making thousands of millions of dollars from prisoner’s labor while the prisoners earn nothing. The 13th amendment allows a form of slavery to exist legally, when we look at people who are jailed for nonviolent crimes within the criminal justice system, like the Black Code, Sharecropping and Chain Gangs and then privatizing of prisons the 13th Amendment shape slavery through the penal system. President Lincoln abolished the cruel and unusual punishment, but if we look there is a small part which we may call a clause that states, â€Å"Neither slavery nor involuntary servitude, except as punishment for crimes whereof the party  shall have been duly convicted, shall exist within the United States, nor any place subjected to their jurisdiction†. The Amendment did not specify what crimes, felony, misdemeanor or even a traffic ticket; it just said crime and all of these are crimes. Yet we see many people not convicted of crimes and they are punished, placed in prison, locked up and work for fee. The 13th Amendment has reshaped and defined slavery the moment it was placed on paper. The 10th Amendment of the United States Constitution is a guarantee of state right. The Tenth Amendment is similar to an earlier provision of the Articles of Confederation. â€Å"Each state retains its sovereignty, freedom, and independence, and every power, jurisdiction and right, which is not by this confederation expressly delegated to the United States, in Congress assembled. When the 10th Amendment was introduced in congress, James Madison explained that many states were anxious to ratify this amendment, despite critics who deemed the amendment superfluous or unnecessary. The constitution designed the federal government to be a government of limited and enumerated powers. This is saying that the federal government only has power over the things that are specifically given to it in the constitution, all other powers is given to the state. The 10th Amendment noted that â€Å"The powers not delegated to the United States by the Constitution, or by the states are reserved to the states respectively or to the people†. I believe the founding fathers created this Amendment because they did not want the central government which is the federal government to become too powerful and did not want that government to tell them how they should live their lives daily. They wanted to give the local state power to control their own affairs to make laws and rules that their people can live by and not have the federal government total control of their affair. The 10th Amendment when it comes to the Florida criminal justice system and prison is this. Advocate can bring more cases under the 10th Amendment, which will have huge positive implication for freedom so long as the current constitution of the courts holds. â€Å"Federalism secures the freedom of the individual; it allows the state to respond through the enactment of posit ive law. As we see the 10th Amendment have been weakens somewhat by the by congress, you could hardly hear about the 10th Amendment in court cases in the years it was  adopted but not so today you find that a lot of cases using the 10th Amendment for their bases for filing an appeal. There were states that were protected under the 10th Amendment. Which the American Civil was noted was not workable so the 14th Amendment was created to extend the Bill of Rights and made it applicable to both state and federal government. We can see the 10th Amendment no longer holds the power that it once did, but today in Florida law makers is trying to use the 10th Amendment to privatize prisons. The 10th Amendment was written to reassure the state that they would remain largely in charge of their people; the 10th Amendment was always used to prevent federal regulation of everything including taxation. I believe the 8th should control the criminal justice system in Florida. The Amendment states that â€Å" Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishment inflicted. The 8th Amendment to the Constitution established in 1791, have three provisions; The cruel and unusual punishment clause, which restrict the severity of punishments that state and federal government may impose upon someone who have been convicted of a crime. The Excessive Fine Clause limits the amount that state and federal governments may fine a person for a particular crime. Then there is the Excessive Bail Clause which restricts judicial discretion in setting bail for the release of persons accused of a criminal activity during the period following their arrest but preceding their trial. Courts are given wide latitude under the Excessive Fine Clause of the 8th Amendment, fines which is imposed by ta trial court judge or magistrate will not be overturned on appeal unless the judge or magistrate abuse his or her discretion in assessing them. But the trial court judge is given less latitude under the Excessive Bail Clause. If the defendants meets bail or is able to pay the amount set by the court, the defendant is entitled to recover the pledged amount at the conclusion of the criminal proceeding, however, if the defendant fails to appear as scheduled during the prosecution, then he or she forfeits the amount pledge and still faces further criminal penalties if convicted of the offense or offenses charged. Since most of our defendants are indigent excessive fine is handling in a calm manner I believe. To me the most critical part of the 8th Amendment is the cruel and unusual punishment. In the case Furman v. Georgia the Supreme Court found that he death penalty violated the 8th Amendment the court noted  that â€Å"These death penalties are cruel and unusual punishment† today not much state use the death penalty but in our state of Florida the death penalty is still a factor. Recently the state declared a moratorium on lethal injection and a de facto moratorium on the death penalty. Finally I believe our criminal justice has come a long way but there is still work to be done especially with defendants being arrested and being treated as the olden days when slavery was in place. We still find our slavery taking place indirectly especially for black minority’s. We need our elected government leaders to stop playing politics and start working for the people who elected them into office. Judges and lawyers need to stop taking bribes and let the justice system work for the people. We as criminal justice majors must stop looking at the money we may make when we finish school and get our degree. And see how we can put what we have learned into practice to help our fellow neighbors or our community. Our justice system needs people with heart and backbones and I believe we as the leaders of tomorrow can do that. References: http://voices.yahoo.com/roots-history-punishment-512307.html?cat=37 http://plato.stanford.edu/entries/legal-punishment/#1 http://legal-dictionary.thefreedictionary.com/8th+Amendment

Racial Autobiography Curriculum Unit

Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice Danae O’Bryan EDU 6051: Race & Ethnicity 21 October 2011 Final Action Plan Assignment Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 1 Contents: Introduction to the Action Plan Project Stage 1 For Project/Unit Unit Outline Sample Lesson 1 & Handout(s) Sample Lesson 2 & Handout(s) Sample Lesson 3 & Handout(s) Sample Lesson 4 & Handout(s) Culminating Performance Task ResourcesPage Number 3 4 6 7 9 13 18 23 25 Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 2 Introduction to the Action Plan: Welcome to my action plan! This curricular approach to creating an anti-racist classroom experience was designed for four ninth grade classes at Malden High School in Malden, Massachusetts. The lessons attached to this action plan are anchored in the Massachusetts Common Core Cur riculum Frameworks (2010).Upon first glance at the demographics of Malden High School it is easy to assume that the school has successfully integrated various racial minority and majority groups into its system (African American or Black – 22. 2%, Asian – 22. 7, Hispanic or Latino – 17. 6%, Multi-race, Non-Hispanic – 2. 7%, Native American – 0. 6%, Native Hawaiian or Pacific Islander – 0. 1%, White – 34. 2%). However, there is still a lack of knowledge among students regarding their own racial identity and the experiences of others of different race and ethnic groups.In Northeastern University’s Race & Ethnicity course the idea of â€Å"colorblindness† was discussed at length as being something as powerfully ineffective as racism itself. At Malden High School students of differing racial groups sort of â€Å"coexist,† which is something I hope this action plan will begin to change through students’ awarenes s of racial identity development. Fortunately, the 9th grade curriculum for English Language Arts has placed a heavy emphasis on the overarching theme of identity.Students read Our America over the summer for their summer reading, and write about their own identity in an essay upon entering school this year. This allowed for a more fluid transition into the introduction of racial identity development. After studying the various racial identity development theories in Northeastern University’s Race & Ethnicity course, it seemed essential to tie the importance of racial identity into a students discovery of his or herself. I have learned that the end goal of our recognition of identity is just as important as the developmental process it took to get there.If students reflect only on who they are today, without acknowledging the events and experiences that have shaped their racial identity, they are missing the key information needed in order to create change; And that is the mo tivation behind exploring our past to change our future through this antiracism action plan project. This action plan is centered around the Understanding by Design model, which allows for essential questions and understanding to be thoughtfully explored while working towards an end product.The end product, or, the culminating performance task, is one that challenges students to think critically about the experiences that shaped their racial identity. In turn, the students are asked to produce a racial identity autobiography. I hope you find this action plan useful and choose to incorporate some of the lessons into your own classrooms. Enjoy! Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 3 Racial Identity Development Autobiography Stage 1Understandings Students will understand that†¦ Racial identity plays a role in how he/she interacts in society and become involved with his/her community Different factors, including lif e experiences, shape his/her racial identity Potential Essential Questions Misunderstandings Students may be unable to see how his/her identity contributes to the community at large Student may overlook or be unable to remember particular experiences that contribute to his/her identity Application: How can we use the knowledge and understanding of our racial identities to overcome racism?Explanation: What are the stages of racial identity development? Interpretation: What do my experiences reveal about my racial identity? Why does knowing my racial identity development process matter? Perspective: How do our racial identities differ from each other? Empathy: How might we reach and understanding of others' racial identities? Self-Knowledge: How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? What are my â€Å"blind-spots† and limitations of understanding the racial experiences of others?There are various consequences for ra cial stereotypes, which affect the society we live in No person fits neatly into a clear racial group, people are individuals, not just members of a racial group Students may have a hard time letting go of stereotypes and bias he/she has seen as â€Å"normal† for so long Students may feel Racial identities are that his/her racial always flux and complex, identity autobiography now never fixed or simple, and should be discussed defines them instead that way in the classroom of realizing that it is a work in progress, and outside of school something that can changeProducts of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 4 Knowledge Students will know†¦ ? Skills Students will be able to†¦ Core vocabulary: Race, ethnicity, (Including MCCR frameworks) stereotype, bias, -ism, ? Discuss what shapes their racial identity with definitive language nationality, prejudice, appropriate to the dialogue (MCF autobiography (MCF L 4). S L 1). ? The following terms: ?Evaluate identity narratives from Socioeconomic status; various authors whole focusing institutional racism and on â€Å"craft and structure† as well discrimination; discrimination as â€Å"key ideas and details† (MCF RL 1-6). through economic, cultural, and ? Create and revise a racial identity political means; scapegoating; autobiography (MCF W 3, 5, 6). dehumanization; segregation; ? Recognize and identify various oppression; civil rights (MCF L 4). stereotypes as portrayed in ?The language involved in anti popular television and other racist activism. media. ? The stages of racial identity development. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 5 Unit Outline: Since this project is being implemented after the To Kill a Mockingbird unit has already begun, the students have already read chapters 1-11 of the novel. In addition, they have watched a documentary on the Scottsboro t rials titled â€Å"Scottsboro: An American Tragedy. Thus, the lessons that follow are not at the start of the To Kill a Mockingbird unit, but they do start at the implementation of the Action Plan project (which is being incorporated into the To Kill a Mockingbird unit). This is only a suggested timeline. You may wish to include additional lessons. In addition, you may replace or adjust some of these lessons provided.  ¦ Sample Lesson 1: (Included)  ¦  ¦  ¦  ¦ Sample Lesson 2: (Included)  ¦  ¦  ¦  ¦ Sample Lesson 3: (Included)  ¦  ¦  ¦ â€Å"A Product of this Town† by J.Malcom Garcia Rules to follow in class discussion Mark up the Text / In-class discussion Racial Identity Anticipation Guide Discussion (On Racial Identity Anticipation guide) Introduction to the Project – GRASPS Breaking down stereotypes Analyzing media in search for stereotypes PowerPoint slides (uploaded as separate document) – Introduction to theories Teacher shares pe rsonal Racial Identity Autobiography Work as class to develop mini-RIA for Jem (character in TKAM) Using self-interview answers and knowledge of theory stages, plan autobiography Photo definition of self – free write/reflection Computer lab- work on typing RIA Sharing RIA’s – possible â€Å"silent† discussion Revisit Anticipation guides  ¦ Sample Lesson 4: (Included)  ¦  ¦ Sample Lesson 5: (Not Included)  ¦  ¦  ¦ Sample Lesson 6: (Not Included)  ¦  ¦  ¦ Sample Lesson 7: (Not Included)  ¦  ¦ Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 6 Sample Lesson1 : â€Å"A Product of This Town† – Mark Up Text and In-Class Discussion I.Learning Objectives for Today & Evidence/Assessment of Learning Learning objectives: (SWBAT) Students will be able to†¦ Explain the parallels between the â€Å"old† South and the â€Å"new† South with regards to racism, segr egation, and injustice (Scottsboro/Jena) Discuss how Garcia’s experiences in Jena influenced his racial identity Produce a short reflection that sums up the discussion on Scottsboro and P. O. T. T Evidence/Assessment of Work Collection of â€Å"Do Now† notebooks at the end of quarter Informal checks for understanding through participation in the class discussion Collection of reflection for participation credit Standards: MCF (Massachusetts Curriculum Frameworks) RI 9, SL 1 & 4 II. Essential Question[s] for Today: ? ? ?Interpretation: What do my experiences reveal about my racial identity? Why does knowing my racial identity development process matter? Perspective: How do our racial identities differ from each other? Self-Knowledge: How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? III. Why Learning this Matters: Up until this point in the unit, students have been reading To Kill a Mockingbird and discussing Jim C row, the Scottsboro Trials, and segregation as well as racism in the south. Today they are reading and marking up the article by J. Malcom Garcia titled â€Å"A Product of this Town. † This article deals with the â€Å"Jena 6† event that happened down in Louisiana in 2006.I wanted to give students a modern day perspective on the existence of extreme racism and segregation to get them talking about these issues in a modern day context. It’s also important that students start learning how to â€Å"talk† about these issues of racism and segregation out loud in a class discussion. IV. Learning Experiences: ? Optional: For this class, the students watched the following video yesterday, but for future classes, it might work to show the video before the discussion (http://www. youtube. com/watch? v=3SrIEM8X0qA). The students also came to class having marked up the article for homework. This could be done as an in-class assignment as well. Products of Our Town: U sing Theory to Create Racial Identity Autobiographies and Explore Social Justice 7 ?Do now (10 minutes): Respond the the following questions: (1) What are some of the experiences/interactions/conversations Garcia had with Jenains (people of Jena) that influenced the way he saw the town? (2) Why do you think he included some of the perspectives he included? Which did you think were the most powerful, meaningful, and interesting? (3) What parallels can you draw between â€Å"A Product of this Town† and the Scottsboro: An American Tragedy documentary? Lesson (30 minutes): Desks go into circle. Students create â€Å"ground rules† for discussion (no trash-talking or put-downs, everyone must contribute at least once, the person speaking calls on the next person, no interrupting, respectfully disagree, etc).The â€Å"Do Now† questions kickstart our conversation followed by the preceding few questions: 0 Why did Garcia title his work â€Å"A Product of this Town? † What do you think â€Å"product† refers to? 0 What did you think of Cleveland Riser? Why are words so important to him, what does he say they give us the ability to do? 0 What do you notice about the difference in ages/generations that Garcia interacts with? 0 What role does religion play in Jena? What to the the two pastors (Rev. Thompson and Rev. Moran) say about the event?Independent work/Closing (15 minutes): Students will spend the last ten minutes of class writing a reflection on some of the issues and conversation that came up in class today including (1) One thing they agreed with. 2) One thing they disagreed with, (3) Something that was talked about that you would like to explore more, (4) one thing you did not get to address that you would like to point out at a later date, and (5) how you think the discussion went overall and what should have changed and why. ? ? Materials ? Student notebooks ? â€Å"A Product of this Town† article (J. Malcom Garcia) Prod ucts of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 8 Sample Lesson 2: Anticipation guide, Discussion, GRASPS I. Learning Objectives for Today & Evidence/Assessment of Learning Learning objectives: (SWBAT) Students will be able to†¦Explore a range of questions pertaining to the topic of racial identity to activate background knowledge and personal experiences regarding race Engage in a whole-class discussion on race Demonstrate an understanding of the culminating performance task for the racial autobiography assignment Evidence/Assessment of Work Collection of anticipation guides Participation in discussion Exit slip: Describe briefly (two or three sentences) your racial autobiography assignment. Standards: MCF SL 1 & 4 II. Essential Question[s] for Today: ? ? ? Application: How can we use the knowledge and understanding of our racial identities to overcome racism? Interpretation: What do my experiences reveal about my racial iden tity? Why does knowing my racial identity development process matter? Self-Knowledge: How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? III.Why Learning this Matters: It is really important that students are given the opportunity to talk about the issues surrounding race and racism. By starting with an anticipation guide and giving students a tangible concrete list of vocabulary definitions for terms that will be coming up over the next few days, students are provided some of the foundational terms in which to begin talking about race and racism. In addition, it is important that students learn the acceptable way to have these conversations with peers outside his/her race and ethnicity. IV. Learning Experiences: Do now (5-10 minutes): What words or phrases come to mind when you think of race? (List all that apply) Lesson (10 minutes): Distribute anticipation guide.Today we will be working on kick-starting our racial identity au tobiography end-of-the-unit assignment. Before I introduce the project to you, I want to get a feel for what you know, or think you know, about race. So, take 10 minutes and complete this anticipation guide. (Go through directions) Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 9 Independent (individual, pair, group, whole-class) work (20 minutes): Okay, let’s talk about some of your reactions to the questions in this guide. In your group, share your answers and reactions to the questions. Take ten minutes. Choose one person to jot down some notes about what you are discussing in your group.After ten minutes come back together as a class. Pull the class into a discussion by having one group share some of their reactions and allow those group members to call on other class members to contribute. Closing (10 minutes): I hope today’s lesson got you interested in learning a bit more about race. At the end of our To K ill a Mockingbird unit, you are going to hand in a project which I will explain to you now. Distribute GRASPS handout. Go over with students. In the last two minutes have students, as their â€Å"ticket out the door† complete the following exit slip: Describe briefly (two or three sentences) your racial autobiography assignment.And write one sentence about something they are looking forward to talking about or learning about while we work on these autobiographies. Materials ? ? ? Student notebooks Handouts (Anticipation guide, terms sheet, and GRASPS) Index cards for exit slips Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 10 Name: ______________________ Period: _______ Date: _________ Ms. Nims, Ms. O’Bryan To Kill a Mockingbird/Racial Identity Autobiography Project Racial Identity Anticipation Guide Directions: In the space provided in the right column, write a â€Å"D† if you disagree with the statement , or an â€Å"A† if you agree with the statement.Then explain your reasoning for why you agreed or disagreed. # 1 Statement Racism is mostly a dead issue today. Agree/ Disagree Explanation/Reasoning Why did you agree/disagree? 2 I feel comfortable talking about race and racism with those of the same race as me. I feel comfortable talking about race and racism with those of a different race as me. There is a difference between race and ethnicity. 3 4 5 Stereotypes and prejudices about a person’s race can have a negative effect on their life. I have seen or experienced some form of racism at school or in a non-school setting. Certain races benefit from racism. 6 7 8 There isn’t anything I can do to change the way racism exists today.Discrimination: Denying access of goods, resources, and services to members of a particular social group. Discrimination is an action that typically results from prejudice. Discrimination can occur at the individual, organizational, or societal level. Ethnicity: Refers to membership of in a culturally- and geographically defined group that may share language, cultural practices, religion, or other aspects. Examples include Italian, Kurdish, and Bantu. People of the same race can be of different ethnicities.For example, Asians can be Japanese, Korean, Thai, or many other ethnicities. Institutional discrimination: Discrimination that occurs through educational systems, legal systems, or other public systems or services. Denying people the right to vote is a form of institutional discrimination. See also â€Å"ism. † -ism (racism, sexism, etc. ): The use of social power to systematically deny people access to resources, rights, respect, and representation on the basis of gender, race, age, income, or membership in any other group. Isms are based on the false belief that one group is superior to another group. Nationality: Refers to country of citizenship.However, nationality is sometimes used to mean ethnicit y, even though the two are technically different. People of one ethnic group do not necessarily live in one geographic location (such as an Italian living in Italy and an Italian-American living in the US). Because of this, ethnicity and nationality are not always the same. Prejudice: A negative attitude toward a socially defined group and toward any person perceived to be a member of the group. Like biases, prejudice is a belief. Race: Refers to physical differences of skin tone, hair texture, and facial features. Because people can be grouped by any number of physical differences (height, foot size, resistance to certain diseases), race is an artificial way to categorize people.Nonetheless, race remains an important concept because of the social and political issues that arise from it. Socioeconomic status: Refers to differences in wealth, income, other economic resources, and social ranking. Stereotype: an exaggerated belief, image or distorted truth about a person or group †“ a generalization that allows for little or no individual differences or social variation. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 12 Same Lesson 3: Decoding Discrimination and Breaking Down Stereotypes I. Learning Objectives for Today & Evidence/Assessment of Learning Learning objectives: (SWBAT) Students will be able to†¦Reflect on their experience with prejudices and stereotypes and how they result in discrimination and illustrate a stereotype and identify stereotypes illustrated by other students Understand that discrimination is not just the result of individual actions, but rather a system of exclusion that affects economic, social, political, and cultural institutions. Analyze stereotypes in the media Evidence/Assessment of Work In-class discussion and â€Å"Do Now† prompt Mini lesson and evaluation of video clip Homework (suggested two nights or a weekend to complete) II. Essential Question[s] for Today:   Perspective: How do our racial identities differ from each other? Empathy: How might we reach and understanding of others' racial identities?Self-Knowledge: How are my opinions about other races and ethnicity's shaped by stereotypes, assumptions, and prejudices? What are my â€Å"blind-spots† and limitations of understanding the racial experiences of others? III. Why Learning this Matters: The conversation will inevitably grow uncomfortable today. And that’s good! It’s important for students to take at least this away from today’s lesson: As long as you are talking about race and racial discrimination in a constructive way (or a way that at least exposes the issue), it is okay for things to get uncomfortable. Without today’s lesson on exposing stereotypes and prejudices, students will not be able to effectively move forward in the process of uncovering their racial identity development.Students will also learn how to analyze stereotypes that they find in their everyday lives, whether it’s the music they listen to, the Internet sites they visit, or the television shows they watch. IV. Learning Experiences: Do now (5-10 minutes): What is a stereotype? What do you think it is? Have you seen or experienced stereotyping? What is an example of one? Can you list some â€Å"groups† or â€Å"categories† of people? (i. e. , â€Å"jocks,† â€Å"hippies,† etc. ) Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 13 Lesson (10 minutes): So where do racial stereotypes come into play? How are racial stereotypes formed? (Display the following on the board:) Race refers to a group of people who share the same physical characteristics such as skin tone, hair texture, and facial features.The transmission of traits from one generation to another is a complex process that is examined in a field of study called genetics. Race is a significant social issue because people use racial differences as the basis for discrimination. Much of today's racism can be traced to the era of colonialism that began in the 1400s. When Europeans began colonizing Africa and the Americas, the white settlers adopted the idea that they were superior to the other races they encountered. The false notion that Africans and Native Americans were inferior (along with the desire for economic power) justified the Europeans' taking land and enslaving people. In this way, naturally-occurring racial differences became the basis for systems of exploitation and discrimination.Racism is the systematic practice of denying people access to rights, representation, or resources based on racial differences. As you will learn in this lesson, racism involves more than personal actions of individuals. It is a thorough system of discrimination that involves social institutions and affects virtually every aspect of society. It's important to remember that racism is neither natural nor inevitable. Through history, people of different racial groups have interacted and co-existed peacefully. During the Middle Ages, for example, Europeans looked up to the people of Africa and China, whose civilization and culture were considered to be more advanced. As noted, however, these ideas changed significantly during the colonial area.As you learn more about race in this lesson, remember that racism is a system people created — and one that people can dismantle. Independent (individual, pair, group, whole-class) work (20 minutes): Okay, let’s explore some of our experiences with stereotypes. As a class make two lists: (1) Race (2) Ethnicity. (1) Begin with a discussion on the concepts of race and ethnicity. Write each word on the board or on a flip chart and ask students to list the attributes that define the terms â€Å"race† and â€Å"ethnicity. † Record their ideas. Next, ask students for the names of five different racial or ethnic groups. (2) Prepare five large sheets of paper (flip chart paper). At the top of each sheet, write the name of one of the groups that the students named. 3) Give each group one of the five sheets of paper. Ask them to list as many stereotypes that are commonly used to describe the category of people written at the top of paper.Give students three minutes to complete the exercise. Emphasize that students should list stereotypes that they have heard, not ones that they necessarily believe to be true. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 14 (4) When they are finished, rotate the sheets of paper between groups so that each group works on a new sheet. Have them add any unlisted stereotype adjectives. Rotate every three minutes until every group has worked on every sheet. 5) Post the sheets in class where everyone can see them and give students five minutes to read the sheets. (6)Conclude the lesson with a discussion on t he exercise, asking students the following: ? How do the stereotypes recorded by the class make you feel? ? What do you notice about the stereotypes listed? Be aware that the students may have listed good and bad adjectives, many stereotypes for different groups, or the same stereotypes for different groups. ? Where have you seen these stereotypes portrayed? television programs, movies, magazines, books? ? How do you think a stereotype might cause someone to act unfairly toward another person?Now, let’s look at some stereotypes (more specifically some racial stereotypes) we can see in the media. If there’s time play the following clip: This is a clip comprised of many moments from the show â€Å"Modern Family† where Gloria, the only racial minority in the show, is highlighted for all of her mispronunciations: http://www. youtube. com/watch? v=bKwOoRd5tHk This clip is meant to be humorous but what is the stereotype it is casting forth about Columbians? Closing (1 0 minutes): In our Racial Identity Autobiographies (RIAs) we will be exploring our own racial identities and how racial stereotypes (good or bad) have shaped some of our experiences. Over the weekend, I want you to fill out this handout.It asks you to evaluate some of the modern â€Å"pop culture† stereotypes you encounter daily. Record the shows you watch, songs you listen to, radio stations you tune into, and Internet sites you visit. Prepare to discuss these on Monday. Materials ? ? Student notebooks Handouts (Stereotypes in the media) Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social JusticeKeep a log over the weekend in which you will record your observations about racial stereotyping in the media (including news stories, advertisements, television programs, music, music videos, billboards and movies). Continue on back or attach extra paper if needed. Type of Media (movie, TV, billboard, song, etc) What racial stereotypes are being shown? What action is taking place? What role does the ethnic character have? Is this person part of the majority or minority? How are the other characters treating this person? In your opinion, was this person being negatively or positively stereotyped? What was your personal reaction to this example of stereotyping (angry, funny, no reaction really, etc)? (1) (2)Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 16 (3) (4) (5) Guidelines for discussion on this assignment:  · Use â€Å"I† statements only. Speak only of your own experiences, thoughts, and beliefs.  · Speak honestly, but also consider the impact of your words. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 17 Sample Lesson 4: Introduction to Racial Identity Development Theories and Ms. O’Bryan’s RIA I. Learning Objectives for Today & Evidence/Assessment of Learning Learning obj ectives: (SWBAT) Students will be able to†¦ Explain the various stages of Black, White, biracial, and minority racial development.Conduct a â€Å"self-interview† where they explore questions about his or her experience regarding race Evidence/Assessment of Work Informal checks for understanding and checks to see that students are â€Å"marking up† their lecture notes Homework – collected on later date (suggested two days to complete) II. Essential Question[s] for Today: ? ? ? Empathy: How might we reach and understanding of others' racial identities? Self-Knowledge: How are my opinions about other races and ethnicity's shaped by stereotypes, assumptions, and prejudices? Self-Knowledge: What are my â€Å"blind-spots† and limitations of understanding the racial experiences of others? III.Why Learning this Matters: Today will inevitably be a challenging lesson for students. Since most of them have not been exposed to any type of â€Å"theories,† they might have a hard time grasping a theory that pertains to development. However, for students to truly work towards the understanding of their own racial identity, it is important that they are exposed to some research on the subject that can help them make sense of their experiences. Not only will they have a chance to see what the â€Å"normal† stages are for racial identity development, but they will also get a chance to see what an RIA will look like. IV. Learning Experiences: Do now (5-10 minutes): Do you think that stereotyping shapes a person’s racial identity?What other experiences do you think shape a person’s racial identity? Lesson (10 minutes): (If this lesson follows the stereotype lesson, use this time to discuss some of the examples the students brought to class). In addition: Today you are going to see an example of a Racial Identity Autobiography – mine! This will help you get a better understanding of what yours will look like, since you will begin working on it tonight. Before I show you mine though, it’s important that you learn about the â€Å"theories† of how racial identity is formed. Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 18Independent (individual, pair, group, whole-class) work (20 minutes): PowerPoint : Provide students with copies of the slides (3 per page that have a section for taking notes). Encourage (or assign) students to mark up the text as we go through these slides. (See PowerPoint document) Closing (15 minutes): Homework: For tonight, use the handout provided to start exploring some of your own experiences that may have shaped your racial identity development. Materials ? Student notebooks ? Self-interview questions Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 19 Name: _______________________ Date: ______________ Period: ___ Ms. Nims, Ms.O’Bryan Raci al Identity Autobiography/TKAM Self-Interview Questions This assignment will help you start brainstorming some experiences you wish to discuss in your racial identity autobiography. Pretend as though you are â€Å"interviewing† yourself to get at the importance of each of these experiences. Jot down notes to answer these questions. Let them guide but not limit your thinking. Jot down any other memories or ideas that seem relevant to you. (You won't hand in these notes, but they'll help you participate in the discussion. ) 1. Family: Are your parents the same race? same ethnic group? Are your brothers and sisters? What about your extended family — uncles, aunts, etc.? Where did your parents grow up?What exposure did they have to racial groups other than their own? (Have you ever talked with them about this? ) What ideas did they grow up with, regarding race relations? (Again, do you know? Have you ever talked with them about this? Why or why not? ) Do you think of yours elf as white? (If you're not white, do you think of yourself as black, or AsianAmerican, etc.? ) or just as â€Å"human†? Do you think of yourself as a member of an ethnic group? What is its importance to you? Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 202. Neighborhood: What is the racial makeup of the neighborhood you grew up in? What was your first awareness of race? – that there are different â€Å"races† and that you are one. What was your first encounter with another race? Describe the situation. Is there anyone here who hasn't heard the word â€Å"nigger†? [usually no one] Where did you first hear it? What messages do you recall getting from your parents about race? from others when you were little? 3. Elementary and Middle School: What was the racial makeup of your elementary school? Of its teachers? Think about the curriculum: what black Americans did you hear about? How did you celebra te Martin Luther King Day? Cultural influences: TV, advertising,novels, music, movies, etc. What color God was presented to you? angels? S. Claus? the tooth fairy! Dolls?What was the racial makeup of organizations you were in? Girl Scouts, soccer team, church, etc.? 4. High School and community: Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 21 What is the racial makeup of your high school? Of its teachers? Is there interracial dating? Any racial slurs? Any conflict with members of another race? Have you ever felt or been stigmatized because of your race, gender, or ethnic group membership? Because of your sexual orientation? social class? What is the racial makeup of your home town? of your metropolitan area? What of your experiences there, in summer camp, summer jobs, etc.? 5.Future: Realistically, think about where you envision living as you start a family. What is its racial makeup? social class makeup? What occupation do you foresee, 10 years hence? What is its racial makeup? social class makeup? 6. General: What's the most important image, encounter, whatever, you've had regarding race? Have you felt threatened? In the minority? Have you felt privileged? What do you want to tell us that we didn't ask about? About handicap, sexual orientation, social class, whatever? Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 22 Name: _________________________ Period: _________ Date: __________Ms. Nims, Ms. O’Bryan To Kill a Mockingbird- RIA Assignment Culminating Performing Task for To Kill a Mockingbird: Racial Identity Autobiography Description of project: Alright, ninth graders, for your end-of-the-unit assignment you will be working to create a racial identity autobiography. Most of you completed an identity (who am I? ) paper at the beginning of the school year, but this time you will be doing something much different. I will explain the proje ct to you in the terms of an acronym, because I know how much we all love acronyms! GRASPS Goal:  ¦ The goal of this project is for you to get a better understanding of your racial identity.Throughout the rest of our work this quarter, we will be exploring some of the following questions that you should be able to answer by the time you get to your autobiography: Application: How can we use the knowledge and understanding of our racial identities to overcome racism? Explanation: What is a racial identity and what are the stages of racial identity development? Interpretation: What do my experiences reveal about my racial identity? Why does knowing my racial identity development process matter? Perspective: How do our racial identities differ from each other? Empathy: How might we reach and understanding of others' racial identities?Self-Knowledge: How are my opinions about other races and ethnicities shaped by stereotypes, assumptions, and prejudices? What are my â€Å"blind-spots † and limitations of understanding the racial experiences of others? Role:  ¦ You are writing this autobiography as yourself. The experiences you share in this racial identity development are of you past, but they will be helpful in shaping who you are in the future. Audience:  ¦ Just as you are writing this autobiography as yourself, you are also writing it for yourself. I think that it would be great if you would be willing to share it at some point, but that is up to you. Write your autobiography as if no one else will read it.Who knows, maybe towards the end of the unit you will be willing and comfortable enough to share yourself with the class. Situation:  ¦ The situation is as follows: We could talk day in, and day out, about what racism looks like in our society. We could learn every stereotype and become comfortable discussing all of this in class. However, one of the more important parts of overcoming racism is coming to terms with Products of Our Town: Using Th eory to Create Racial Identity Autobiographies and Explore Social Justice 23 our own racial identity. So think of it this way: In order for Malden High School (and potentially the Malden community) to become leaders in an anti-racist movement, each individual has to reflect on his or her racial identity.In order to understand others and appreciate a truly diverse society, we must learn how experiences shape who we are and how we interact with each other. Product, Performance, Perspective: This is what I like to call the â€Å"nitty-gritty† section. It's what you will turning in and I will be grading. Racial Identity Autobiography (Total: 4 points) 1. 2 Pages typed, double-spaced, 12 font 1. Must include examples from at least two stages of racial identity development (see PowerPoint slides) 2. Must show thoughtful analysis of experiences included 3. Must use a clear, coherent, thesis statement introducing what your autobiography will be about Reflection/Self-Assessment (Total : 4 points) ?This will be due after you have written your autobiography and we have talked about their completion as a class. It will include a one-page reflection on what you have learned form writing this autobiography, what you liked about the assignment, and what you disliked about the assignment. ? This is an easy 4 points to get towards your final grade for the project. You already did the work – now tell me what you think about it! **So for the Racial Autobiography assignment as a whole, you will receive a ___/8 (4 points for the autobiography and 4 points for the reflection).I will also give you a % grade and a letter grade that corresponds) Standards:  ¦ Rubric (http://www. campus. com/rubricshowc. cfm? code=V633X5=yes) (Rubric created on iRubric website – printouts will be attached to GRASPS handout) Products of Our Town: Using Theory to Create Racial Identity Autobiographies and Explore Social Justice 24 Resources and Work's Cited: Useful Websites: ? EdCha nge – (Edchange. org) This website provides great tools for overcoming racism in schools and promoting diversity in curriculum. ? Media Awareness Netwrok – (media-awareness. ca) provides an extensive list of resources for digital media literacy. This program seeks to help educaters, families, and other organizations produce awareness of the responsible way o comsume media.ReadWriteThink – (readwritethink. org) – Another great resource for lesson planning, professional development, and grade-appropriate planning ideas. Useful articles and books: Pollock, M (2008). Everyday antiracism: getting real about race in school New York: The New Press. Tatum, B. (1992) Talking about racism, learning about race: The application of racial identitdy development theory. Harvard Educational Review. 62 (1) Tatum, B. (1997) Why are all the black kids sitting together in the cafeteria? Basic Books. New York. Products of Our Town: Using Theory to Create Racial Identity Autob iographies and Explore Social Justice 25

Photoelectric Effect Definition and Explanation

Photoelectric Effect Definition and Explanation The photoelectric effect occurs when matter emits electrons upon exposure to electromagnetic radiation, such as photons of light. Heres a closer look at what the photoelectric effect is and how it works. Overview of the Photoelectric Effect The photoelectric effect is studied in part because it can be an introduction to wave-particle duality and quantum mechanics. When a surface is exposed to sufficiently energetic electromagnetic energy, light will be absorbed and electrons will be emitted. The threshold frequency is different for different materials. It is visible light for alkali metals, near-ultraviolet light for other metals, and extreme-ultraviolet radiation for nonmetals. The photoelectric effect occurs with photons having energies from a few electronvolts to over 1 MeV. At the high photon energies comparable to the electron rest energy of 511 keV, Compton scattering may occur pair production may take place at energies over 1.022 MeV. Einstein proposed that light consisted of quanta, which we call photons. He suggested that the energy in each quantum of light was equal to the frequency multiplied by a constant (Plancks constant) and that a photon with a frequency over a certain threshold would have sufficient energy to eject a single electron, producing the photoelectric effect. It turns out that light does not need to be quantized in order to explain the photoelectric effect, but some textbooks persist in saying that the photoelectric effect demonstrates the particle nature of light. Einsteins Equations for the Photoelectric Effect Einsteins interpretation of the photoelectric effect results in equations which are valid for visible and ultraviolet light: energy of photon energy needed to remove an electron kinetic energy of the emitted electron hÃŽ ½ W E whereh is Plancks constantÃŽ ½ is the frequency of the incident photonW is the work function, which is the minimum energy required to remove an electron from the surface of a given metal: hÃŽ ½0E is the maximum kinetic energy of ejected electrons: 1/2 mv2ÃŽ ½0 is the threshold frequency for the photoelectric effectm is the rest mass of the ejected electronv is the speed of the ejected electron No electron will be emitted if the incident photons energy is less than the work function. Applying Einsteins special theory of relativity, the relationship between energy (E) and momentum (p) of a particle is E [(pc)2 (mc2)2](1/2) where m is the rest mass of the particle and c is the velocity of light in a vacuum. Key Features of the Photoelectric Effect The rate at which photoelectrons are ejected is directly proportional to the intensity of the incident light, for a given frequency of incident radiation and metal.The time between the incidence and emission of a photoelectron is very small, less than 10–9 second.For a given metal, there is a minimum frequency of incident radiation below which the photoelectric effect will not occur so no photoelectrons can be emitted (threshold frequency).Above the threshold frequency, the maximum kinetic energy of the emitted photoelectron depends on the frequency of the incident radiation but is independent of its intensity.If the incident light is linearly polarized then the directional distribution of emitted electrons will peak in the direction of polarization (the direction of the electric field). Comparing the Photoelectric Effect With Other Interactions When light and matter interact, several processes are possible, depending on the energy of incident radiation. The photoelectric effect results from low energy light. Mid-energy can produce Thomson scattering and Compton scattering. High energy light can cause pair production.

The glass menagerie essays

The glass menagerie essays How sympathetic is the portrayal of Amanda? Are we meant to admire her for holding her family together under very difficult circumstances or to condemn her for her destructive illusions? A well-cooked meal has lots of delicate flavors that have to be held in the mouth for appreciation. So chew your food and give your salivary glands a chance to function! As a mother, Amanda advises her kids what she knows best. Just like every mother, she tries her best to raise her kids into great adults. Although she is sometimes a little harsh, what mother isnt? Amanda might have destructive illusions at some point but she shouldnt be condemned for it. Every mother lives in different generation, raises their children differently, and comes from different environments. Growing up, different mothers come from different generations. In the early 1900s, mothers learned to raise their children in a manner where they have to respect and speak when told to. In the 2000s, mothers are now more lenient to their childrens behaviors and actions; some more than others. Amanda plays a more sympathetic part in the family. She raises her kids to a state where the son can say such things as, I havent enjoyed one bite of this dinner because of your constant directions on how to eat it. Its you that makes me rush through meals with your hawk like attention to every bite a take. Sickening - spoils my appetite - all this discussion of animals secretion salivary glands mastication! Mothers in the new generation would not tolerate that behavior. Raising a child isnt easy. Many mothers let go of their child when they are born because the fret of not raising their child properly and being named a disgraceful mother. Amanda tries to raise her children in a way where the daughter Laura would be able to have plenty of gentlemen callers and where the son woul...

1959, The Year That Changed Jazz

1959, The Year That Changed Jazz The year 1959 was marked a monumental year in American music history. Many American jazz artists made recordings that influenced society profoundly and left a lasting impact that still is present to this day. Musical experimentation during this year is considered the apogee of American jazz achievement, and jazz reached new heights that were characterized by innovation, creativity, ingenuity, magnificence, groove, and much more. In essence, four major jazz albums were created that changed music forever: Miles Davis’ Kind of Blue, Dave Brubeck’s Time Out, Charles Mingus’ Ah Um, and Ornette Coleman’s The Shape of Jazz to Come. Miles Davis’ Kind of Blue has attracted more people to jazz than any other jazz recording, even after being released more than fifty years ago. The album developed a new, powerful, and grand jazz musical statement. The Kind of Blue album typifies a modal jazz style, which is music based on the extensive repetition of one or two chords or music based on modes instead of chord progression. Kind of Blue’s â€Å"So What† improvised, no time-referenced, and without a clear beat opening with the bass and the piano sets an unclear and cloudy idea in where the song was heading, with a grand riff setting the energy and Jimmy Cobb performing an incredible cymbal crash following the introduction. So what’s main characteristic is Miles’ hippy and haunting trumpet sound, which was unique and special and was developed from his playing during the bebop era with musicians such as Charlie Parker, the main alto saxophonist of the bebop era. Kind of Blue is so importa nt when it comes to American jazz history because it has exerted a prodigious influence on jazz music and on the legacy of its band members. Moreover, it opened up to a new direction in jazz music, along with a more thoughtful viewpoint on creating jazz compositions. Three interesting facts about Kind of Blue is that it is the biggest selling jazz album ever made, shifting over five million copies, it regularly tops best jazz album polls and is featured high in lists of greatest albums of any category, and that it took Miles and the group seven hours to record Kind of Blue, with all but one of the tracks being first takes. A funny story about Miles Davis and the quartet was that when they are recording Kind of Blue the first time, an engineer told Miles Davis and the band that the drums were making a surface noise, and Miles Davis hollered back at him and told him that it was a part of the album while recording. Dave Brubeck’s Time Out album is known for the rhythmic experimentation of pianist Dave Brubeck. The style of Time Out is cool jazz, in which the music was not as jagged, unpredictable, and sophisticated in comparison to bebop, and was subtler and incorporated classical harmonic devices in composition. Take Five, one of the tracks in the Time Out album, was composed in 5/4 time, and was written around a drum solo. Time Out is so important when it comes to American jazz history because it was so easily accessible to the average citizen because it was not too complicated and appealing as the group represented America’s middle class. Three interesting facts about Time Out is that each track is written in a different time signature and tempo, it rose up in the pop charts and became one of the bestselling jazz recording ever released, and that it took Dave Brubeck several years to build the line-up of his quartet that recorded the album Time Out. An interesting story about D ave Brubeck’s quartet is that when the quartet added African-American bassist Eugene Wright and were touring universities in the southern states of America, the president of a college the quartet visited was concerned because the students were getting wild and loud and asked Dave Brubeck to place Eugene Wright in the back of the stage to avoid being noticed. However, during the second tune, Dave Brubeck asked Eugene Wright to come play his solo in front of the stage, and Eugene Wright performed in front of the whole audience, unaware before heading to the front of the stage that Dave Brubeck was plotting this move. Charles Mingus’ Ah Um album is known as a grand jazz musical statement that was incredible and influential around America. Charles Mingus, a bass player and composer, believed that time was alive at the same moment and wanted freedom in playing, writing, and encouraging his musicians to improvise in any musical style, and did not view jazz as a development of new styles as the years passed by. The style of Ah Um is post-bop, where it incorporates a variety of styles such as modal jazz, avant-garde, free jazz, and hard bop all together. Several tracks in the Ah Um album include â€Å"Better Git It In Your Soul,† which is known as the incredible opening track of the Ah Um album and Self Portrait In Three Colors,† which is known as a composed, multi-faceted composition without any solos. While Charles Mingus was known to be a temperamental, aggressive, and demanding musician and composer, he was an extraordinary player and improviser, and used music to express emotio ns and feelings, such as passion, tenderness, spirituality, and much more. Ah Um is so important when it comes to American jazz history because it expressed socioracial struggles and other political beliefs that served as an influential message against racism in America, which helped create an atmosphere which led people to respect a person beyond the distinctions of color. Three interesting facts about Ah Um is that it was one of four albums Charles Mingus had made that year, Charles Mingus allowed for the other musicians to incorporated different musical elements during improvisation in a colorful and provocative way, and it featured the track â€Å"Fables of Faubus,† which was based on an event in 1957 in which Arkansas Governor Faubus ordered the National Guard to prevent African-American teenagers from entering Central High School in Little Rock, Arkansas, and did not want to allow integration, despite a court case being settled on in the Supreme Court. An interesting st ory about Charles Mingus and the group is that one night in a little club on West 4th Street in New York City, Charles Mingus got furious in an argument with the pianist and yelled â€Å"You’re not playing yourself, you’re playing notes,† and put his arm inside the piano and grabbed the strings and pulled them out with one fist. Ornette Coleman’s The Shape of Jazz to Come is known as a spectacular and bold musical statement unlike any jazz album every recorded before. One of The Shape of Jazz to Come’s tracks, Lonely Woman, is considered one of the greatest jazz compositions every written, which blended and brought Ornette Coleman and the quartet together as one. The Shape of Jazz to Come album exemplifies a free-jazz, a classification of the avant-garde style, where the music contains improvised solos which are free of preset chord progressions, and sometimes also free of preset meter. Ornette Coleman’s The Shape of Jazz to Come is so important when it comes to American jazz history is was influential in such that the way that people looked at jazz and interpreted the style and sound of jazz music changed. Three interesting facts about The Shape of Jazz to Come is that Ornette Coleman used his signature plastic saxophone when the quartet recorded the album, the quartet did not feature a chordal instrument such as a piano or guitar while recording the album, and it featured Ornette Coleman’s â€Å"harmolodic† philosophy, where the group simultaneously improvises around the melodic and rhythmic pattern in a tune, rather than one musician improvising on a underlying harmonic pattern while the other musicians play the accompaniment. An interesting story about Ornette Coleman is that he had trouble finding any musician who was interested in his unorthodox musical technique, and one day he entered a club by MacArthur Park in Los Angeles, and following that night, bassist Charlie Haden tracked Ornette Coleman down, which eventually led to the creation of the quartet that recorded The Shape of Jazz to Come. In conclusion, the year 1959 was a monumental year for jazz. The influential music played by some greatest jazz musicians in America reached all corners of the country and many parts of the global world. Each of the jazz musicians prominently helped shape the American society in many ways: the political statements made through Charles Mingus’ playing, the demand for respect by Miles Davis, the tour by Dave Brubeck as part a program of cultural dà ©tente to spread the word of American freedom in countries around of Soviet Russia such as Poland, Turkey, Afghanistan, Pakistan, India, Iran, and Iraq and how jazz serves as a voice of freedom despite how the chains of segregation had divided the American society, and how Ornette Coleman’s playing changed how people viewed and interpreted jazz, despite the paranoia in the nuclear age. Miles Davis’ Kind of Blue helped open up the horizon for jazz expression, Dave Brubeck’s Time Out was the acme for jazz innovatio n, Charles Mingus’s Ah Um spread his emotions about life and spread a message to always be yourself, and Ornette Coleman’s The Shape of Jazz to Come served as the foundation for new forms of jazz music and defied the status quo.

Soccer Game Transferred from Europe to USA Essay

Soccer Game Transferred from Europe to USA - Essay Example The game stated mainly in England, Germany and Italy and has spread to all the continents where is England is often referred to as the original birthplace for the game (Dobson and Goddard 1). Until late 1950s, most national soccer governing bodies defended the sovereignty of their domestic leagues but at present the leagues are so much interconnected due to development in telecommunication and media interest in the game (King, 8). These developments have opened the game which is now a global game attracting commercial and political interest at the same time. Even in countries like USA where soccer has lagged behind over the years, there is now a lot of developments as witnessed by rising popularity of the Major League Soccer (MLS) specifically driven by business goals and celebrities in the game. How soccer has been received in different cultural contexts Soccer has been warmly received in most of the continents due to its social and emotional connection with the viewers and North Am erica (USA) is no exception. In North America soccer has been improving particularly in USA in the last 20 years. Due to its global spread the game now involves some major tournaments like the World Cup (played every 4 years) both for the senior and junior players where all continents are now represented. Other world majors include World Club Winners Cup that brings together all the continental winners together for a 2 weeks competition. All these developments have helped to popularize the game in the US as it participates in most of these competitions (Darby 94-95). The popularity of the game is so wide spread that even scholars have studied the game. In particular, economics of football has attracted the attention of most scholars in the US with books and academic journals being written (Dobson and Goddard 1-2). However, the reception of the game has not been without drawbacks.. At present, major issues on racism persist where footballers from different races playing in MLS are vi ctimized by fellow players and fans on the basis of skin color. The case is more pronounced between black and white players where the latter tries to justify the supremacy of the white culture. Football governing bodies and coaching positions in the US are dominated by the white. To tame the vice that threatens the development of the game, FIFA and League Associations have put in strong anti-racism rules (Kassimeris 1, 7). In addition, while soccer has been gaining popularity in the US in the recent past, it still lags behind as most residents still rank basketball and American football higher. Analysis on what makes soccer popular Soccer has increased its popularity in the US over the years for various reasons. First, the media has influenced spread of soccer. Television live coverage of matches, magazines, newspapers and internet has influenced the popularity of the game. The fact that the game is a contest appeals to the emotions and feeling of most viewers. Live coverage helps v iewers to connect and identify themselves with the teams and individual players. Through the media, individuals are able to connect with major leagues across the continents. The media has therefore opened US residents to the global game and interest in terms audience and active participation has