Race and Ethnicity Essay

Throughout the course of this twisted Monopoly, many themes and stereotypes arose to become apparent. However the two main themes that I observed were gender biases and stereotypes involving race and inequality. These two themes became apparent through the traits and personality the players began demonstrating as the game went on. It was obvious that the blue male (which would represent a white male in real life) became greedy and aggressive as he was set up to be successful and of course was. You then see how player three and five become unsuccessful because of how the game is set up. This represents the stereotype of a woman who is considered an inferior. As the game went on these players were very cautious of every decision they made because it was made obvious that each one was indeed very critical to any success they strived to achieve. By the end of the game it was extremely apparent to everyone that certain opportunities were given to certain people in the game. This basically made it impossible for them to lose this game. This theme however then transfers to reality in that the stereo typical white male will usually be given a much better opportunity then say an African American female. The two articles that I chose reflects the two themes of race and gender stereo types and how they correspond with success or opportunities. In the first article, Workplace Gender Bias: Not Just between Strangers, they discuss how there is â€Å"substantial inequalities between genders in the modern workplace and the evidence for stereotyping, prejudice, and discrimination. † They then also discuss how this concept can then be applied to race or age minorities as well. The article also explains the significant difference in that studies show that there are gender differences in career choices, salary, harassment, etc. This directly relates to our theme in our game in that the money and income the blue male (which represented a white male) was much greater than that of the red female (who could represent a female minority). In addition, the article explains how many women â€Å"face significant challenges in career advancement,† and â€Å"Women are more likely to self-select into less prestigious and lower paying careers compared to men (Konrad, 2003). † There were many similarities between this article and our monopoly game in that stereo types and feminization of women occur and are apparent in real life just like our game. It is similar in that just like how the article describes and how it is true in society, women are treated as inferior in our game. Because in society women are stereotyped and made the inferior. Like in the game, in real life a women of a minority will struggle so much more to become successful making every decision critical because of the way they are viewed in society. It is also relative in that this is to be true not only for just women, but for race and other minorities of society as well. In society and in the game, these people are not given as good of opportunities as the superior and it is much more difficult to succeed. There is a direct correlation between what is described in the article and what happened in the game. In conclusion, this article relates to one of the themes of our game in that there is gender inequality in reality and the male is more likely to succeed with a higher income and greater opportunity. Within the second article, Racial Mismatch in the Classroom: Beyond Black-White Differences, demonstrates our theme of race inequality. The main point the article is trying to show is that research shows that when the teacher is of the same race or ethnicity of the student, they receive more positive and helpful instruction than if the student is of a different race or ethnicity of the teacher. The research and analysis was mostly based on black and white subjects however. This article not only can relate to just race, but also class, gender, background, IQ, and other factors like we would see in our game. The second article directly corresponds with our game and our other theme in that people of different race are given different opportunity to succeed in life quite often and are stereotyped as well. We see that a white student with a white teacher would be getting a 1 / 2.better education which then sets them up in that they are more likely to succeed in life than the black student. In our game we see that the player who represents our white male is set up to succeed, while our player who represents a minority is set up to fail. This is similar to our game because certain people would work well together and bargain, while some people were just cast aside or not even given the opportunity to bargain because of the unfortunate circumstances they were under. Both of these articles relate to our game in that they represent the opportunities and stereo types of  not only race and class, but gender as well. These stereotypes are also apparent and can be true in reality also. So we see that the changes made in our monopoly game, and the articles found, directly relate to real life and how society works. Although it may be harsh, it is true and can be proven by not many studies and articles, but our twisted monopoly game as well that certain people (like the white male) are going to succeed much more often than someone like a black female. There are these stereotypes because in reality a majority of people fit into them. They fit into them not in the way people normally believe they do, but because society and the superior have created them. That then changes the opportunities in life and the circumstances in which they are under. Works Cited Nadler, J. T. , & Stockdale, M. S. (2012). Workplace Gender Bias: Not Just Between Strangers. North American Journal Of Psychology, 14(2), 281-291. McGrady, P. B. , & Reynolds, J. R. (2013). Racial Mismatch in the Classroom: Beyond Black- white Differences. Sociology Of Education, 86(1), 3-17. doi:10. 1177/0038040712444857 POWERED BY TCPDF (WWW. TCPDF. ORG).

Discuss the training requirements for Higher Level Teaching Assistants Essay

Higher level teaching assistants (HLTAs) have an increased level of responsibility. They usually undertake more complex tasks and tend to work more independently than other classroom-based staff. Under the direction of a teacher, they often plan, prepare and deliver learning activities to individual pupils, groups and (in the short term) whole classes. They also assess, record and report on pupils’ progress. They act as a special assistant for a specific subject (f.e. literacy, ICT, sign language), group (young children, teenagers, special needs, gifted and talented) or department and help develop support materials. In order to do this effectively, the HLTA must understand the aims, content, teaching strategies and intended outcomes. They likewise need to have a solid knowledge of the curriculum to make sure they teach to a high standard as well as a diverse portfolio of learning strategies and styles to enable each pupil to fulfil their potential. HLTAs should always have hig h expectations of all their pupils and respect them whatever their background (be it cultural, social, religious, linguistic or ethnic). It is expected that they support the inclusion of all pupils in the learning activities in which they are involved. HLTAs should also be able to work collaboratively with their colleagues and to liaise sensitively with parents and carers, acknowledging their role in pupils’ learning. HLTAs should be aware of the legal framework underpinning teaching and learning and although not required to have a detailed knowledge of it, HLTAs should be aware of their statutory responsibilities and where to gain information, support and assistance when and if they need it.  They should be familiar with their school policies and procedures, f.e. equal opportunities policy or procedures for health and safety. They should know the legal definition of Special Educational Needs and be familiar with the guidance about meeting SEN given in the SEN Code of Practice. HLTA are also required to achieve a nationally recognised qualification at level 2 or above in English / literacy and maths / numeracy to demonstrate that they are confident in these subjects and in teaching them to others. It is also required that HLTAs have a sound knowledge of ICT to advance their pupils’ learning and to be able to use ICT tools for their own as well as the pupils’ benefit. The term ICT i s wide-ranging and includes internet, interactive whiteboards, cameras, printers, scanners, video and DVD. HLTAs should be familiar with age-related expectations of students, including being able to discuss development stages form birth to teenager including speech and language stages. To become an HLTA, the candidate must demonstrate that he / she has the skills, knowledge and experience to take on the role and that he / she is familiar and understands all 33 nationally agreed professional standards. Furthermore, he / she should also have previous experience of working with children of a relevant age. Last but not least, each candidate needs to have a recent enhanced DBS check done to comply with the UK legal requirements.

Community Assessment of Somers Point, NJ Essay Example | Topics and Well Written Essays - 1000 words

Community Assessment of Somers Point, NJ - Essay Example While the United States Average age is as per the last time was 35. 3 in the last census, Somers Point City had a median age of 38.4. In terms of age distribution in the city, there were up to 8,899 people who were above the age of 18 year. This figure represented an estimated 76.6% of the city’s population. This percentage was slightly above the national average that stood at 74.3% (Census.gov, 2013). The percentage number of people of 65 years and above was 15.1%. Again, this was higher figure when compared to the national average of 12.4%. In terms of racial composition of the city, the last census had placed the whites at 78.8%, African Americans at 0.25% and Native Americans at 3.1%. Other races such as the Asians, Pacific Islander and other races were placed at 0.06%, 4.17% and 3.025 respectively. The statistics are expected to vary with each census conducted. Again one may be able to compare the population distribution statistics with the national averages which place A frican Americans at 12.3% and Hispanic population at 6% (Census.gov, 2013). A comparison with state population would reveal some little differences where New Jersey State was at 8,864,590 as at the year 2012. This figure was arrived at by factoring in the 0.8% state increase in population to the 2010 census. The racial makeup in the state of New Jersey was 68.8% whites, a figure lower by 10% when compared to Somers Point City. African Americans in the state were 13.7% in the state, Native Americans at 0.3% and Asians at 8.3%. Other races made up 6.4% while an unclassified group and illegal immigrants were 2.7% and 17.7% respectively (Census.gov, 2013). Education profile in the city reveals that there are 84.2% of high school graduates or higher. This translates to 6,812 people while the number of people with Bachelor degree or higher in Somers Point stand at 1,601. This figure translates to 19.8% of the population. This is below the national average, which as per the last census was 24.4%. However, one may observe that the City’s median house hold income of $42,222 is slightly above the national median household income which was $41,994. Another socio-economic issue worth noting is that the number of families living below the poverty line in Somers Point City was 147 or approximately 5% of the population (Census.gov, 2013). In terms of life expectancy, the state of New Jersey is 81.94. The national rate is 81.17. In Atlantic County, male life expectancy is 74.5. At the state level, male life expectancy is 77.80 and 76.20 at the national level. Female have the highest life expectancy with Atlantic County being at 79.9 while the state life expectancy is 82.20. Female life expectancy at the national level is 81.30. Currently, access to health is improving throughout the state. This is especially after the passing of regulations to make healthcare affordable. Even so, the exact statistics are not immediately available. Even so, one would easily observe that the 5% that constitutes those living below the poverty lines as well as the illegal immigrants constitute the group that is hardest hit in terms of being able to afford health care (World Life Expectancy, 2011). 2. With the community as partner, identify five strengths and five weaknesses of the community The community in Somers Point boasts of the following

The Most Important Qualities of an Outstanding Educator Essay

The Most Important Qualities of an Outstanding Educator - Essay Example One of the core characteristics of an outstanding teacher is the ability to adapt to changing needs. A teacher must be able to accommodate students with the use of latest instructional technologies. Learning needs of the students change with time. A perfect teacher is one who is aware of the changing trends and has the ability to become accustomed to the social and technological changes that may affect students at some point in time.Motivation is also one of the basic qualities of an outstanding educator. A good teacher is always motivated towards bringing positive changes in the educational life of the students. Without motivation, no one can succeed in his/her professional life. Good teachers are very enthusiastic and passionate by nature and put every effort to bring success not only to their own lives but also to the educational life of the students.Commitment is also a quality of an outstanding teacher. A good teacher is committed towards his/her responsibilities and never compr omises on the standard of knowledge that he/she delivers to the students. Commitment is a key towards success for every person and for teachers, it is not an exception. A good teacher is always dedicated and committed to making the students learn everything efficiently. They take their responsibility seriously and take every step to fulfill the responsibility in an appropriate manner. Good teachers view teaching not only as a moral and professional obligation but also as a social responsibility to wards the students.

Compare and Contrast Pieces of Art Essay Example | Topics and Well Written Essays - 250 words

Compare and Contrast Pieces of Art - Essay Example This paper seeks to highlight the similarities and the differences between the â€Å"Dying Gallic Trumpeter† and the â€Å"Column of Trajan† in terms of balance of style, function, iconography, technique, and cultural meaning. Both â€Å"Dying Gallic Trumpeter† and the â€Å"Column of Trajan† are made of marble pieces. Trumpeter is nude, and the fluid motion of the marble inflicts an impression of strained-movement (Ridgway 151). On the other hand, the â€Å"Column of Trajan† is made of 29 pieces of marble weighing up to 77ton. However, there are several differences between these two sculptures. In terms of balance, the â€Å"Dying Gallic Trumpeter† lies on his oval shield, with trumpet at his feet the. This gives it asymmetrical balance as compared to the â€Å"Column of Trajan† that stands all round erected from a base giving it symmetrical balance. Trumpeter takes the shape of a human being, while Trojan takes the shape of a tall building. In terms of texture, Trumpeter is smoother than Trajan that has a rough surface from boom to head (Ridgway 278). Trumpeter has long, bushy mustache, hair, and neck ornament, while Trajan has a band of curved reliefs all round the co lumn. Trumpeter signifies a â€Å"barbarian†. Culturally, in ancient Rome, a â€Å"Barbarian† was more than a monstrous enemy, but a wounded soldier, unlike their own soldiers. Trojan, on the other hand, tells the story of Dacian wars between 101-102 and 105-106 A.D (Ridgway

CSR- Accounting Essay Example | Topics and Well Written Essays - 3250 words

CSR- Accounting - Essay Example Numerous multidimensional and global issues are inculcated in its umbrella that has strategic implications for the business and its policy makers. It is concerned not only with what the business does with its profits but also with how it obtains them. Corporate social responsibility, in other words, addresses how the company manages its economic, social and environmental impacts along with its stakeholder’s relationships in all the key spheres of influence (SEEP, 2009). With the modern advent of the concept of corporate social responsibility, it is now expected of the businesses and the companies in general to be transparent and accountable in terms of their social performance. This idea of corporate social responsibility both reflects as well as drives the societies’ changing customs along with the social roles the businesses are expected to play (SEEP, 2009). In other words corporate social responsibility is basically about what the organizations do in order to be socially responsible. It encompasses the way the company’s managers respond to the diverse expectations that its stakeholders have from the company in terms of stakeholder management, issues management, as well as environmental scanning (Black, 2006). In view of the neo-liberal economists the concept of its contribution to the society was thought completely absurd. Despite the formation of a welfare state in the post war years, notable efforts had started initiating for engaging the businesses in society. However, increasing constraints were put on social aspirations of businesses following the expansion of corporate economy throughout 1940’s and 50’s. While, 1970 onwards the general interest of businesses towards corporate responsibility started to rise again which was finally consolidated in the 1980’s (Marinetto, 1999). Corporate social responsibility got developed due to the extension of a few contributing factors, such as the advent of the

Evolution intellegence design Essay Example | Topics and Well Written Essays - 500 words

Evolution intellegence design - Essay Example Fundamentally, the concept of intelligent design has to do with the premise that certain aspects of the world and the biological creations around us are only explained with the assumption that some kind of intelligence was behind their creation. Accordingly, the process of natural selection can only explain a part of the creation equation and not the whole. The supporters of intelligent design also say that it is a scientific theory and should be accepted on an equal level if not given more importance as compared to other scientifically accepted theories about the creation of the universe and the beginning of life on the planet (Natural History Magazine, 2002). Intelligent design proponents look for proof of some signs of intelligence, i.e. the physical or chemical properties of an object which can only be created by a force which designs them. The commonly cited signs of intelligence are the incredible complexity of various biological and geological mechanisms which have resulted in the world we live in today. These ideas are completely opposed to the mainstream scientific community which seeks to prove ideas with facts, hypotheses and experimental evaluations (Natural History Magazine, 2002). The scientific community expects to see incontestable data to explain the natural world through intelligent design and give reasons for biological processes such as gene mutations and natural selection. Currently, the vast majority of scientific minds consider intelligent design as a pseudoscience. The U.S. National Academy of Sciences has been reported as saying that intelligent design and other non-scientific claims of supernatural or guided intervention in the origins of life can not be called science because they cannot be tested by experimental observations. Additionally, intelligent design does not give any predictions nor does it propose any new hypotheses (Wikipedia, 2006). It is clear to me that intelligent design works with an appeal to religious