Stanford University 2018-2019 Supplemental Essay Prompts

College essays required for top colleges and Ivy League schools are often known for their unusual, creative essay prompts. Stanford University is changing its set of essay prompts with an eye on making them more accessible for the Class of 2022. The university has rephrased a few long-standing prompts, discarded a couple, and added a few new ones.The format will remain the same with Short Questions limiting the applicant to 50 words and Short Essays between 100 and 250 words.Stanford University Short QuestionsRemember, you only have a 50 word limit, so get to the point. Most of these questions are quite straightforward and require you to give a straight answer. Of course, there are ways for you to try and incorporate who you are and highlight specific qualities about yourself. We are here to help you with that. Of the short questions, four of the question prompts remain the same, one is rephrased and two new ones were added: [NO CHANGE] Stanford Short Question 1: What is the most significant challenge that society faces today? TIP: Your answer is extremely important, but so is your reasoning. Explain why you think thats the most significant challenge, and in doing so youll show off your thought process. You can even consider answering this prompt by tying it to an extracurricular activity or cause that you’ve worked on and demonstrated leadership in. [NO CHANGE]Stanford Short Question 2:How did you spend your last two summers? TIP: This is a straightforward essay prompt. Answer it accordingly. However, we’d recommend including a standout anecdote that illustrates a lesser known aspect of your personality. Again, you can provide a short reasoning as to why you chose to spend the last two summers the way you did. To learn more? To experience different things? To make money? Let them know what motivates you. [NO CHANGE] Stanford Short Question 3:What historical moment or event do you wish you could have witnessed? TIP: If you have a particular penchant for history, this is your time to shine. If not, consider older mentors in your life. What are historical events that have occurred in their lifetime? [NO CHANGE] Stanford Short Question 4:What five words best describe you? TIP: Don’t overthink this one. The only thing to look out for is not choosing too many synonyms. You only have 5 words so vary them! Ask your friends, teachers, coach, family and see if they give you different words that you didnt even think of! [REPHRASED] Stanford Short Question 5:â€Å"When the choice is yours, what do you read, listen to, or watch?† TIP:This short question prompt used to be Name your favorite books, authors, films, and/or artists.† The broader wording of this prompt now allows applicants to move beyond what could be interpreted as more traditional forms of literature and the arts. Instead of choosing your favorite book or film, you now have the freedom to discuss your consumption of any form of media. Don’t worry about impressing the admissions committee with an answer that makes you seem super intellectual. Be honest. Make it unique by sharing your singular perspective about the content you prefer. [ADDED] Stanford Short Question 6:Name one thing you are looking forward to experiencing at Stanford. TIP: This is your chance to wax poetic about what draws you to Stanford. Whether it’s the student orgs or campus culture, talk about it here. Feel free to refer to student traditions in our 10 Fun Facts series to tackle this question. You can also look through our Admit Advice to read about what current Stanford students say about their school. [ADDED] Stanford Short Question 7:Imagine you had an extra hour in the day — how would you spend that time? TIP: You may not have had a chance to discuss a hidden passion or interest you haven’t yet explored and so it doesn’t appear on your activities lists. Explore that here. You may even want to answer this question last after youre done with all your personal statement and supplemental essays. Once you have everything else done, youll be able to look at your application and see what qualities about yourself is missing. The Stanford Short Questions removed from the Essay Prompts: âÅ"â€" â€Å"What were your favorite events (e.g., performances, exhibits, competitions, conferences, etc.) in recent years?† âÅ"â€" â€Å"What newspapers, magazines, and/or websites do you enjoy?† Some counselors theorize that the new additions will convey to applicants that Stanford values the free time of its students and wants its students to consider and pursue interests and activities that speak to them. Stanford University Supplemental Essay Questions There will still be three (3) short essay questions youll need to respond to for the Stanford University 2018-2019 application. Two remain unchanged and one has been rephrased. There is a 100-word minimum and a 250-word maximum for each essay.Stanford Supplemental Essay Prompt 1The Stanford community is deeply curious and driven to learn in and out of the classroom. Reflect on an idea or experience that makes you genuinely excited about learning.NO CHANGES: This used to be the famous Stanford intellectual vitality essay prompt that was removed last year. Experts believe the change will help students think beyond the classroom to also consider subjects and interests they want to explore in a non-academic capacity. TIP: This is where you traditionally talk about why you want to study what you want to study at Stanford. Or, take a different approach with this new phrasing to discuss the aspects about your life that drive you to ask questions. ESSAY EXAMPLE: This essay example is from the most recent Class of 2022 - the only application cycle so far that has been asked this new essay prompt. As youll see in this example, applicants are responding with more than what they want to major in, or what they are learning in the classroom. They have the option of taking it further and exploring issues that they care about that drive them to keep learning.Essay excerpt from StanfordNerd Sociology Major, Stanford University 22 Unbeknownst to me, my abnegation to analyze a different demographic stemmed from my female identity. Distanced from the effects of racial inequality, analyzing stereotypes apart from my own meant analysis from afar. Being catcalled as I walked through Queens or my mothers struggle to lead her male employees were irrelevant in my original project. Once I recognized that the source of my discomfort came from examining a topic too close to home, I faced an ethical dilemma: contributing to academic or my peace of mind. Unlock her Stanford application file to read her full personal statement and supplemental essays!Stanford Supplemental Essay Prompt 2Virtually all of Stanfords undergraduates live on campus. Write a note to your future roommate that reveals something about you or that will help your roommate—and us—know you better.NO CHANGES:There are no changes to this prompt. This has been one of the prompts to Stanfords application for a long time, because it gives the applicant a chance to be a little more casual and fun, and show off their personality outside of the classroom. Plus, Stanford puts a lot of effort behind the freshmen year roommate selection, so its a reflection of that aspect too! TIP: Have fun with this one! Let your personalitywhether it’s sarcasm, humor, self-deprecation, or love for analogiescome through. It’s a chance to share your values in everyday life. Read tried and true Stanford Roommate essay examples here. ESSAY EXAMPLE: This essay example is also from a Stanford applicant that applied to be in the Class of 2022. He takes a very straightforward approach with the roommate essay, which works here because its all about showing off who you are. If thats what youre like, go for it. Dont try to be too clever with it. Sometimes doing less is more.Essay excerpt from Htownbrown Political Science Government Major, Stanford University 22 Here are a few facts about me: 1. I am from Houston, TX where we are proud to be the fourth largest and most diverse city in the U.S.A.! 2. I love Netflix. We definitely have to spend some free nights watching House of Cards. 3. I love tennis. Im like a tennis encyclopedia, and Ive watched every Serena Williams match in the last four years. Let me know if you want to play a set or two. 4. Morning or night - Im up 24/7, so were good for many all-night study sessions. Unlock his Stanford successful application file to learn more about his journey! Stanford Supplemental Essay Prompt 3Tell us about something that is meaningful to you, and why?CHANGES: This prompt used to read What matters to you and why?. TIP: Consider discussing a cause you care about, a personal relationship that’s significant in your life, or a memory that you believe drives you to be the person you are today. ESSAY EXAMPLE: This last essay example is also from the Class of 2022. This essay prompt lets you talk about whats most meaningful to you, thereby allowing you to share what your values and perspectives are. When you choose what to write about, Id suggest waiting until youve written your personal statement and the above supplemental essays and see what youre missing. If theres nothing missing, then reiterate someone, some place or a moment that youve mentioned and further elaborate why its meaningful to you. This student here does exactly that. She uses this supplemental essay to talk more about her family background - something she touches on in other parts of her application, but was never the main focal point.Essay excerpt from ttk_thereza Chemical Engineering, Stanford University 22 My mom was the youngest one of twelve siblings. This guaranteed that, throughout my childhood, I was always surrounded by uncles, aunt, and cousins. We didnt all live in the same place, thought; the Moreiras are scattered all over Brazil, and it is hard to find a city where there isnt one of us. But every year, we all go back to my grandmas house and celebrate the holidays together. Unlock her Stanford profile to read his college essay and supplemental essays! Hope this was helpful as you write your supplemental essays! If you have any additional questions, please comment below and well give you more advice! Ourpremium plansoffer different levels of profile access and data insights that can help you with your application process. Unlock any of ourpackagesor search ourundergraduate profile databaseto find specific profiles that can help you make an informed choice about where to apply!

Literature essay Essays

Literature essay Essays Literature essay Paper Literature essay Paper My own attitude to the science fiction movies Some people respond differently to works of art such as science fiction and other forms of fiction. Personally I found that science fiction is based on a form of sociological study of the future in that the author seem to believe that the things that they are writing are going to happen in the future. With science fiction, one is able to follow a mathematical or logical projection of the future. In the past, I have read genre fiction. The manner in which science fiction extrapolates and draws from what the reader knows about science and reality is what draws me to genre fiction. The manner in which genre fiction attracts me through its unevenness and unbound less to the confines of law makes it more interesting as one tries to anticipate what is going to happen. Information literacy The study of literacy writing definitely alters the manner in which I appreciate genre writing. The amount of time and energy that authors take to come up with genre writing is incredible and the manner in which they embed the message is fascinating. From Bradburys viewpoint, his narrative skills enables one to participate I what is unfolding in the novel. There is an anticipation by the reader to know the impacts of what has been created and how the new system that is being introduced will work. The styles employed are effective. This is due to the manner in which readers are able to get a mental imagery that the author intended to portray. Regardless of who fills that role, the subject matter always comes with a personal story, background, goal, or achievement they are willingly pursuing. Because the subject is so heavily focused on throughout the duration of a novel, play, or any type of literary work, it is often difficult to focus attention on any variety of supporting characters. The supporters play a crucial role in any form of literature, and usually provide some form of aid, or problem solving information. In most circumstances, these smaller subjects tend to get overlooked. Language and style are the next components of literature, and are subconsciously a means of holding the attention. While the subject Is vital to capturing attention, it is the language used to convey the message of the story that separates the great classic literary works of art from the books that will never be anything more than Just that. As French Journalist, poet, and novelist Anatoly France said, The duty of literature Is to note what counts, and to light up what Is suited to the light. If It ceases to choose and to love, It becomes Like a woman who gives herself thou preference. France Is simply saying, how a literary work and Its language are perceived by the reader determines Its quality. A piece of literature needs not only a subject and a plot, but effective, descriptive, and emotional language, helping the reader become a part of the story themselves. It Is critical to maintain the readers interest throughout, resulting in greater feedback and increased interest from other readers. Anything otherwise would be widely considered a failure by any author and publisher. The last main theme of classic literature, as well as modern literature, is the problematic struggle that a character encounters and the solution en or seen Alcoves. I Nils Is something Tanat may De relatable to a persons every cay life, and can be seen more often in modern day literature. An example of such struggles would be a conflict between the protagonist, or main character, and the antagonist. In this form of conflict, the main character must discover a way to defeat his rival. There can also be sub conflicts occurring within the conflict, such as robbers the two subjects encounter between themselves, consequently leading to the solution. Another form consists of problem solving, where the main character and supporting subjects determine the problem and seek the solution. Here, characters go through different sequences of events, in effect, reaching a solution to the conflict. In most cases, the hero or protagonist triumphs, while the antagonist does not. The main aspects of literature provide us with an understanding of the structure and intentions of that literary work. The subject, language and style, and conflict and elution are all integral facets of classical literature, and any type of literature for that matter. Literature is possibly the most valuable thing a student may take away from their education. l doubt if anything learnt at school is of more value than great literature learnt by heart, said British classical scholar, Richard Livingston. Becoming familiar with and understanding literary concepts is imperative for all students. Literature is the basis of the knowledge our world possesses today, and the knowledge we obtain from literature is indispensable.

Congo Conflict Research Paper Example | Topics and Well Written Essays - 5000 words

Congo Conflict - Research Paper Example Lack of resources and labor and strategic planning prevented the country from effectively controlling mining areas, which could have starved off funding for numerous illegal groups. The country has historically been at conflict since independence from Belgium in 1960. The United Nations has been present in the country from that time although its activities were restarted after the 1994 genocide in Rwanda. The Congo conflict has created many security and economic complications in the great lakes region. The United Nations has played and continues to play a crucial role in peace building and development in the democratic republic of Congo, with the major aim of creating a stable government and ensuring basic human rights are maintained in the country. The conflict in the DRC is complex and has many actors with very many historical injustices mostly a legacy of colonialism. Colonial injustice forms the root cause of the conflict. This paper will argue that the international response to the Congo conflict has not been successful. The paper will highlight the successes and failures MONUC and show that the United Nations and the International Community have not understood the underlying causes of the conflict. Addressing the root causes will help solve the crisis. Introduction Violence experienced in the Eastern Parts of the Democratic Republic of Congo is due to various ethnic and political differences. Peace has been elusive in the DRC and the United Nations is still running missions to maintain peace and stability to a region that has experienced more than one war with violence still flaring up even today. The country has lost over millions of lives to various wars with millions more people having being internally displaced and over thousands of citizens seeking refuge in other countries due to consistent violence in volatile areas including North and South Kivu, Katanga and Itori1. Sexual violence in the region is the most prevalent problem in the country with th ousands of rapes having being documented from 2005 to 20072. The country circumstances are unique because it is landlocked and surrounded by nine other nations. Intermittent violent conflict in the DRC causes regional instability in the region due to a weakened government. The country runs in an over stretched budgets due to constant military activity. Rwanda and Uganda constantly stir violence in Congo due to their constant forays into the DRC for economic reasons. The United Nations influence became critical in 1999 when many of the democratic republic of Congo neighbors became embroiled in the conflict. The United Nation Peacekeepers were tasked with enforcing the Lusaka Accord. The United Nation created the United States Mission in the Democratic Republic of Congo commonly known as MONUC in 2000. The major responsibilities of MONUC were to implement and monitor the ceasefire agreement. MONUC was also mandated to collectively facilitate the recognition and observation basic of hu man rights in conjunction with other Non-Governmental Organizations. Despite the presence of the peace keeping forces, the conflict in the region never ended and consequently MONUC mandate has been extended several times with their mandate being constantly reviewed. The peacekeeping force is now required to protect Congo citizens from violence and maintain arms embargoes placed in the region.

Christianity and the American Indian Research Paper

Christianity and the American Indian - Research Paper Example Specifically, these worldviews were deeply rooted in religion and experiences of the sacred. It is the thesis of this paper that the influence of Christianity on Native American culture played a significant role in reshaping the lives of the Amerindians through suppression of spiritual ceremonies and a flagrant disregard for an existence considered to be based on superstition and ignorance. II. BODY Most of the European settlers who came to America were of a Christian religious orientation.3 A basic experience of the sacred in Christianity is that God is The Father. George Washington, and those who took up management of the â€Å"Indians† under his leadership and after his time, perceived the Europeans to be more civilized, of superior intelligence and leadership capability, and entrusted by God to represent His will in I II converting the â€Å"savages† to Christian values, beliefs, over-all perspective, and guidelines for living.4 It is every Christian’s duty t o evangelize the â€Å"truth†. Government authority in White America, being Christian, must represent God to the Natives. The government presented itself as â€Å"Father†, or â€Å"The Great White Father†5 Identifying themselves as â€Å"Father† was a symbol of God-like self-perception, a belief in their own inviolable sacred authority. â€Å"Father†, from a patriarchal European mindset, indicated a belief in their own omnipotence and omniscience, an assumption that they know best. A father is responsible, loving, kind, truthful, supportive, caring, guiding his children in a right way. The White Father, on the other hand, was irresponsible, violent, continuously telling lies and betraying â€Å"his children†, enforcing policies that depleted Native resources and ruined the land, humiliated, insulted and starved the Indians. The path he led them on was intolerable and destructive. While the government and settlers forced conversion to Christi anity, speaking of a Jesus who loved them, at the same time they were continuously punitive toward the Native Americans. Native children were eventually forced into mission-sponsored boarding schools where they were forced to join and attend Christian churches and demonstrate Christian ideals. Native language and religious traditions were strictly prohibited, and the slightest infractions were severely and violently punished6. III Their parents fared similarly. They suffered terrible challenges and limited resources on reservations. They were molded into helplessness, their traditional ways stripped from them. Practicing their religious traditions was legally forbidden.7 The law allowed Native spiritual leaders to be imprisoned up to 30 years.8. This was the law until 1978, when a new law was finally passed, the American Indian Religious Freedom Act, recognizing the rights of the Native American sovereign nations to practice their own cultural and religious traditions9. This was fol lowed, in 1993, by the Native American Free Exercise of Religion Act, which allowed religious use of peyote, s traditional practice critical to the spiritual practices of Peyote Indians.10 Of course, by then most of these traditions had been lost.. â€Å"Within four hundred years of their first contact, the white man had succeeded in stripping Native American civilizations of virtually all of their land and had nearly wiped their cultures from the face of the earth.11 The Christian concept of there being only one truth, Christian truth, was not congruent with

Comparison of Arguments in their Effectiveness Essay

Comparison of Arguments in their Effectiveness - Essay Example Men often seek uncomplicated solutions to problems as well as useful advice while women often try to institute intimacy by making a discussion of problems and getting concerned in order to strengthen connections. According to Macaulay and Rafelman, the styles of speech that men and women use to converse have been depicted as "debate vs. relate", "report vs. rapport, or "competitive vs. cooperative". In fact, Rafelman shows that men and women view the world very differently and this is because of not only their gender and physical characteristics, but also because of the way that they are raised. For a long time, it has been known that the two sexes think and make decisions differently and this is the reason why they are good at the diverse roles that they undertake, and this includes matters concerning language. What a man is good at doing and the way he does it is not the exact way that a woman would do it. There has been a lot of debate concerning this matter, with some, such as Ma caulay, believing that to believe that women see the world differently from men is being sexist. Rafelman on the other hand, believes otherwise, and they attribute these differences in attitude to the fact that men and women were created differently and these differences were meant to serve specific purposes. The fact that there are differences between the characteristics of men and women is an indication of the way in which they communicate with others within the society. Men and women have extremely different ways of dealing with speech especially in stressful situations and these show just how dissimilar their worldview is. Despite the fact that the circumstances leading to a stressful situation may be similar between the two sexes, the way the respond to it is often quite different and this is often manifested in the way that they communicate. For example, men tend to become moody and brood over the situations, and more often than not, they end up picking up fights with the peop le in their lives. Furthermore, men are more likely to prefer remaining alone until such a time as they feel better before needing any company. This is not the case with women who, when dealing with stressful situations, often seek the company of their friends and family with whom to converse so that they can help them deal with the situation. Therefore, it can be said that while men are often aggressive in their speech when in a stressful situation, preferring to be alone, women on the other hand prefer to deal with the situation with the help of the people they love. Men and women view the world differently through the use of new technology in the daily activities; one of the findings is that men use the internet more often on a daily basis as compared to the women. In reality, men prefer doing practical things like paying bills online instead of physically doing the payments. On the contrary, women will prefer handling bills physically, and when searching for something online, th ey are likely to view broad range of sources of information. Instead of searching information online using a variety of search engines, they would do the searching using the sources they trust would give them what they are looking for, these are often limited in number which is attributed to the fact that women have a less probability of trusting as compared to men when it comes to practical issues. Men would use the internet tools frequently for various

Influence Of Cultural Identity On Learning English English Language Essay

Influence Of Cultural Identity On Learning English English Language Essay 1-Background of the study: The disadvantages faced by migrant Muslim women in Australia in trying to acquire proficiency in English may result from their diverse cultural and linguistic backgrounds as well as the ethnic, religious and cultural barriers based on gender discrimination. Due to their religious and cultural beliefs the needs of the Muslim women are different from other NESB (non English speaking background) communities in Australia. Not being able to access their English language entitlements isolates these women and limits them from participating in the general Australian community. Muslims from Asia first migrated to Australia from the 1860s as divers from Malay and as Afghan cameleers to work for the European settlers. Describe English language as a global language and why interested for people for example: (Non-native speakers of English study the English language for different reasons. For migrant non native speakers of English, bilingualism may be matter of importance to them as their the mother tongue is usually reserved for the domestic and social domains while English speaking skills are acquired for use in the public domain. For Muslims, the issue of bilingualism is much more complex as language for them is not only tied to culture and tradition but also has strong links with religion and religious practices. These religious practices impact both the domestic as also the public realm. For Muslims who do not speak Arabic as mother tongue, the language of religion is different from that of the private space where the mother tongue may be retained. This is further complicated by the impact Islam with its strict doctrines on the roles of men and women in domestic and social life has on the publi c and private domains. The three main languages spoken by Australian Muslims are Arabic, Turkish and English. Add in text from Lambert Gardner and Lambert (1959, as cited in Jahan and Roger, p.3) have summed the orientation of English learners into two: integrative and interpretative. The term integrative entails institutionalizing the English language and this is more common in countries where English native speakers occupied as colonizers (Gardner and Lambert, 1959, as cited in Jahan and Roger, p.3). Meanwhile the term interpretative entails a more personal level of learning wherein the objective is use the language for business purposes and other functional and utilitarian purposes; this may also be characterized as having a higher degree of learner?s interest (Crookes and Schmidt, 1991, as cited in Jahan and Roger, p.3). 1-1-Teaching English as a global language: English has long become the lingua franca for most countries. As English grows in importance as a global language, so does the dependence of people on it from across the world. This is perhaps because the language of science is English and most of the scientific development has been recorded using English as the medium of interactive communication. The inter-dependence of nations in the world is growing as businesses and multi-national corporations across the globe develop and grow. That is the reason why English will perhaps remain the most active and dynamic language for global communication. This ubiquitous presence of English in almost all streams of life and human activities may be attributed to the colonization of most parts of the world, by the Europeans. England had covered vast areas in the Americas, Asia, Africa and Australia during colonization and it only reflects as the language most in use in these areas. Implicitly, this distinction may be a clue to how English is viewed in a particular country- for instance, either as a foreign language (true for interpretative orientation) or as a second language (true for integrative orientation). On a very practical level, globalization reinforced the status of English as the world?s lingua franca. Historically, the spread of English results from colonialism (Le Ha, 2008, p.73) and imperialism. Now, at present context, as Tollefson Tsui (2007, p.1) affirm, there are two tools of globalization- technology and English. Indeed, the study of English by individuals with a non-English speaking background (NESB) is now recogniz ed to be of an utmost importance for practical and useful purposes- English is used for the promotion of global economy, trade and even in humanitarian functions (see Garcia Otheguy, 1989, p.3, as cited in Le Ha, 2008, p.72). The trend of acknowledging and promoting this importance is easy to see. For instance, there is the ever-increasing statistics of NESB individuals studying English anywhere in the world (Jahan Roger, 2006, p.1). For instance, in East Asia, Japan and Korea (Tsui Toleffson, 2007, p.4) considered the study and use of English as political and economic strategy to assert presence in the global village (Albrow, 1990, 1996; Giddens, 1990, 2000, as cited in Tollefson Tsui, 2007, p.1). Then try to connect this paragraph to the next paragraph. For example according to important of english to people in the world in general, english is very important for migrants in Australia especially for muslim in particular, in the next subtitle I will explain why english matters for immigrants in Australia. Always make connect with the next subtitle. Status of Muslims in Australia 1-2-Why learning English language matters to Muslim immigrants in Australia :-I want you first to explain the status of immigrants ( in general) in Australia , for example why they leave their home countries and came to Australia( you have to focus on forced immigrants, for example you have to say that they leave their home country because they looking for safe and because the bad security situation in their home countries and the reasons in details then talk about forced Muslim immigrants ,why they leave their home countries and come to Australia, and mention that they leave some members of their families behind them, explain in details(you have to focus on forced immigrants because they will help you in the literature review in next chapter when you talk about longing, belonging and Diaspora because they are forced immigrants and leave part of their family members like fathers or mother or sisters) then talk about Iraqi Muslim immigrants( for example; in the case of Iraqi Muslim im migrants women ,many Iraqi Muslim families leave the Iraq, they left Iraq because their husbands were working as interpreters with the coalition forces(Australian army) , the terrorists in Iraq consider or identify any body working with the coalition forces as a spy, therefore they left Iraq. According to the Islamic/Arabic culture, the husbands consider as a guardian for their wives. Therefore their wives left Iraq with their husbands and left their parents and Islamic community and lived in Australia so the Iraqi Muslim women were forced to leave Iraq and came to Australia. Explain in details by using your own writing.( use citations in the paragraph to support you writing), it is important to make connect with the next subtitle. Why immigrants need to learn English- Then you have to mention why the immigrants must learn English in Australia, for example to integrate with the Australia society, for successful settlement, and to get a job?explain in details, Problems of language learning for adults Then you have to mention that some immigrants facing difficulties in learning English for many problems. In the case of Iraqi Muslim women, they facing many challenges related to their Islamic/Arabic/Iraqi cultural identity. That what want to investigate in this research, the influence of their cultural identity on their learning English as ESL at language centre in Australia. 1-3- Example from my real life as a migrant and ESL learner in Australia:( rewrite this example by your own words , it is very important) Problem of Muslim identity in Australia I and my wife were came to Australia as forced Immigrants, as I mentioned above, I was one of the interpreters who were worked with the Australian Army in Iraq. Therefore, I left Iraq with my family looking for safe in Australia. When arrived in Australia, my wife started learning English at AMES language centre. After three weeks study English at AMES, my wife was much complain and uncomfortable in learning English at AMES language centre. She explained to me that these challenges related to her identity as a Muslim. For example she said that (her Veil/Hijjab represent her identity, so it is important for me to respect the values and traditions in my cultural identity when I learning English language at AMES in Australia. She said that some students in my classroom were aware when I wearing my Veil/Hijjab.in addition to the English teaching materials in Australia reflect the real life in Australia. These values are opposite to my values as a Muslim. Also she explained to me that she is not interest in interact with the Australian Society, because there are many factors in Australia prevent me related to my cultural identity. So learning English is not important for me because one day I will return back to my home country, Iraq). Because the system in the AMES Language centre allow to students to study at Home by sending Tutor to them to their home, My wife selected this choice and started study English at Home. From my wife experience learning English at AMES, I was confused because I thought these factors are not real challenges affect my wifes learning English. And I thought that my wife will back to AMES one day. But later on I realized these challenges that faced my wife when I got a job in Australia. In the first day of my job, my Boss, he was Russian, was angry because he saw me at lunch time praying, he told me it is not good to pray here, I explain to him that I am Muslim and I have 30 minute lunch time and it is the time of pray. The boss told me, you are not in Iraq, you are in Australia. Therefore, I left this job. At this time, I got directly to my wifes challenge in learning English, She tried to maintain her identity by wear her veil and avoiding different and strange values when she learning English. And I tried to maintain my identity as a Muslim by praying. 1-4-The rationale for the study: -To be able to communicate with the Australian community, most immigrants learn English as a second language at AMES language centre in Melbourne, Australia. As I, my wife and many Iraqi Muslim families immigrated to Australia in 2008, most of them of started learning English language at AMES language centre at the same year. My wife explained to me that there are many issues related to her identity as Muslim women has affected her English learning at AMES language centre. At that time I was interest to investigate the same issues with the other Muslim women from Iraq who immigrated to Australia. 1-5-The aims of the study: -Because Iraqi Muslim women are a part of other NESB women, this research focuses on the problems Iraqi women face when pursuing their studies at an English language centre in Australia. In particular, Does maintaining the Islamic cultural identity when learning English in western society is the main challenge facing women with Islamic cultural background? Therefore I will conduct qualitative in which Muslim womens experiences and perceptions are tapped by using in-depth interviews. 1-6-Research Questions: 1- What perspectives of Iraqi cultural identity do Iraqi Muslim women bring to English learning at AMES language centre in Australia? 2-To what extent does Iraqi Muslim identity impact on Iraqi womens learning in western society (Australia)? 3-Why do Iraqi women in Australia prefer learning English at home instead of AMES language centre? 4-To maintain their cultural values, do Iraqi women prefer learning English away from English culture? 5- What are some implications for Adult ESL providers? 1-7-Organization of the thesis: This study consist of five chapters, following this introductory chapter, chapter two is the argument on identity, according to some western scholars identity is always changing according to the place and time because also they thinks religion is a part of culture while the Islamic identity in the Islamic concept is divided in to essentials qualities and non- essential qualities, the essential factors in the Islamic identity will never change. Therefore Muslim women must maintain these essential factors in her identity. So when Muslim women maintain these factors as her identity, there will be many factors in western society (Australia) will affect their learning English in Australia. Also, I will discuss the implications of acculturation in Second language learning to investigate the challenges of Iraqi Muslim women in learning English when they maintain their essential factors in their identity. Chapter two: Literature review: (5000 words) *overview 2-1-1-Definition of identity: 2-1-2- Concept of identity in Western view (it is very important to use many citations in each subtitle with mention Author name,year,page number) Here you have to talk about identity, because Western Scholars affirm that identity is always changeable and not stable according to time and place. How the identity construct. Also they affirm that religion is a part of culture. Depend on Hall, Norton and others. Also some of them asserted that there are multiple identities. Use many citations. (Be careful that you will discuss the concept of identity from Islamic view later on in other subtitle, so prepare for that subtitle here) 2-1-3- language: Use many citations when you talk about language learning. 2-1-4- The relationship between identity and Language learning: (use many citations) use in-text referencing with author name, page number ,year 2-1-5- The Application of Acculturation Theoriesand models in Second Language Acquisition: (use many citations) use in-text referencing with author name, page number ,year. When explain here take in your consideration the immigrants, explain in details about acculturation strategies for immigrants in second language learning and how immigrants deal with strategies? be aware that you will based on because later on in the findinigs chapter 4 ,i wiil investigate why iraqi women separated, because they want to maintain their identity tnen that influenced their learning english 2-1-6- Consideration of identity in Acculturation: Explain the role of identity in acculturation and how it affects. (use many citations) use in-text referencing with author name, page number ,year 2-3-Concept of identity in Islamic view: Explain that identity according to Islamic scholar is not always changeable because there some essential factors in identity will never change such as pillars of Islam and articles of faith. Also they consider culture is a part of religion. How the identity construct. Explain in details and then talk about viel/Hijjab as a part of articles of faith to prepare for the next subtitle. (Use many citations) use in-text referencing with author name, page number ,year 2-3-1- Veil or Hijjab as a Muslim women identity: Explain what veil means in Islam for example as identity of Muslim women. Why the veil is important, what veil means for other Muslims, why veil important in Islam, which values that veil refer to. (use many citations) use in-text referencing with author name, page number ,year 2-3-2- The role of Iraqi culture in English teaching materials:( use citations to support these writing and rewrite this paragraph according to your own writing) In the case of Iraq, it has a closed-culture society where tradition and the impact of culture and religion are strong even in education. The obstacles that may impede hitting the teaching and learning target goals include: (1) the teachers? attitude and (2) the learners? attitude (Doukas, 1996. pp.187-188). Iraq is a country with 28, 506, 000 population). It is a country in the Middle East that is rich with its Islamic and Arabic traditions. These traditions are the strongest factor that exerts a very solid influence on the conduct of everyday life of its citizens, as well as, quite reflected by country?s social structures. These traditions also established a shared set of ideologies among its people. Iraqi culture is a non-western way of life that forms the key foundation in the locals? education. For Iraqis who stayed mainly in Iraq most of their lives, influence is strongest. Iraqis have very strong beliefs in their own system of beliefs, tradition and culture and they readily re ject anything which they recognize as foreign, especially if they are confined in Iraq. This strong affinity with what they own locally is readily apparent in their well-preserved ways of life. As an Iraqi myself, I say that Iraqis tend to respect cultural differences but when it comes to cultural conflict, they reject anything considered as foreign. To utilize the communicative language teaching (CLT) approach to teach English in Iraq using western resources can then be a very challenging position. Iraqi educational culture is essentially teacher-centered. It is readily observed anywhere in Iraq that the mentor posses the concentration of power and authority. The mentor takes the role of knowledge communicator. It is expected that teachers are the ones to give ideas and information. In other words, student- teacher interactions are less frequent and restricted. These interactions always base from respect and so, it is rarely that students would challenge the point of view of their teachers. Indeed, while this may be viewed as characterizing ?a limited, narrow-minded people, whose inert intellects lay fallow in incurious resignation? (Porter, 1994, p.155; cited in Penycook, 1998; as cited in Le Ha, 2004, p.51), it is more of attitude of respect for teachers dictated by the local culture. On the surface, it may seem that Iraqi students would simply take in whatever is fed to them but there is more to it than simply accepting and eventually echoing the information received. In my view, it is never possible to echo what is just received because in the end, students will always process information and take the meaning from the whole, and not in fragments. Additionally, interactions among students are also less frequent and discouraged. In Iraqi culture, interactions like this are considered more as noise or unnecessary disturbance and are thus, prohibited. Lastly, educational resources used are essentially based on the local culture. This comes rather obvious considering how mono-cultural the society is, and where exposure to non-Iraqi local practices is quite less 2-4- Factors that affect Muslim womens English learning at AMES Language centre: 2-4-1-Negative stereotype held by the host society against Islam and womens veil: explain how negative stereotype against Islam and veil affect Muslim learning Englishin general do not mention iraqi women talk about muslim in general in Australia. Please make connection between negative stereotype and its affect on learning English. How the events after 11 September?.. how media affect on in image of Islam?.then talk in details about veil. (Use many citations) use in-text referencing with author name, page number ,year 2-4-2-longing and belonging: explain longing and belonging affect women learning English. They forced immigrants?..(use many citations) use in-text referencing with author name, page number ,year 2-4-3-Diapora: explain how Diaspora affects women learning English, (use many citations) use in-text referencing with author name, page number ,year 2-4-4- A clash of learning culture: explain how when people learning new culture especially muslim affect their learning.(use many citations) use in-text referencing with author name, page number , year The Application of Acculturation Theories in Second Language Acquisition Second language acquisition (SLA) is the process by which individuals learn a language other than their native language (mother-tongue) leading to bilingualism (Norton, 198, 4). The easiness, ability and success with which the second language- in linguistic terms referred to as the target language (TL) is acquired depends on various socio-cultural and psychological factors, which can either encourage or hinder the learnerà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s motivation. Various theories of SLA have been formulated to explain how learners acquire a second language, and the factors that influence the outcome. The acculturation theory explains that social and psychological factors determine the extent to which a second language can be learnt. It is the gradual process by which immigrants or second language learners (2LL) get immersed into the culture of the target language, and as a result learns about that language, à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã¢â‚¬Å"through social and psychological integrationà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ã‚  (Schumann, 1986, 379). Intercultural differences, however, sometimes make it difficult for immigrants to earn a second language in a new culture. This is especially the case for adolescents and emerging adults (Schwartz, et al, 2006, 2), who are still in the process of identity development. Among Muslim immigrants in the US, for instance, factors such as culture shock and dominance may hinder SLA. Culture shock occurs when immigrants are introduced to a new culture, with a lifestyle different from their ethnic background, such as dressing and socialization patterns. In terms of p sychological factors, the immigrantsà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ attitudes about the TL and level of motivation to learn determine the success rate. It affects the level of contact between people of different cultures, and the degree of language learning that takes place as a result (Berry, 2001, 16). For instance, a negative attitude towards the Western culture and way of life will discourage social interaction and hence learning. Nonetheless, second language learners employ a number of acculturation strategies in response to the challenges encountered in the new culture (Bhatia Ram, 2001, 4). They can range from racism to ethnocentrism, both of which can significantly discourage acculturation and in effect, the rate of second language acquisition (Norton, 1986, 13). By assimilation, the 2LL loses their home culture and instead acquires the host culture, such as language and lifestyle. Integration takes place when the 2LL are able to retain their home culture in a culturally plural society (Berry, 1998, 12), while learning and accepting the culture of the TL. On the other hand, separation occurs when the individual refuses to get assimilated or integrated into the new culture. Finally, marginalization takes place if the immigrant suffers rejection, depression and anxiety, and as a consequent gets distanced from both their home and host cultures. In conclusion, second language acquisition is a product of interacting socio-cultural and psychological factors. The acculturation theories identify these factors as responsible for the rate at which immigrants acquire a new language when they are exposed to a different culture. Professor Abdullah Saeed (2004). Muslim Australians. Melbourne: National Capital Printing. [Accessed 30 August 2010]. Available from: http://www.abdullahsaeed.org/book/muslim-australians-their-beliefs-practices-and-institutions.

Animal Farm, by George Orwell :: Animal Farm Essays

George Orwell’s novel Animal Farm takes place on a farm in England. Napoleon is the main character in this book and his character is a symbol for greed. Napoleon is a large Berkshire boar who receives great power when he arranges for the expulsion of Snowball. Napoleon changes in a negative way as the plot progresses. At first, Napoleon wants to better his life and the lives of all the other animals, but that soon changes. Power tends to corrupt some people, such as Napoleon who uses his power to change rules, control others, and shows favoritism. Napoleon uses power to change rules. The animals design The Seven Commandments of Animalism as rules which apply to all equally. Napoleon arranges to change The Seven Commandments to justify his wrong doing. After series of changes, only one commandment remains: â€Å"All animals are created equal, but some are more equal than others.† By having the power to make changes, he can make everything suit himself. At first there was the idea of a Utopia, heaven on Earth, but Napoleon changes that too. The Utopia changes to a dictatorship under Napoleon’s influence. Napoleon has the power to control others. He first gains the animals’ trust to become their leader and then plots to physically control them. He secretly trains guard dogs and makes them his secret police. Napoleon’s main concern is no longer all of the animals. Dogs kill three pigs for making confessions. These killings instill a mass fear among the other animals. Squealer assists Napoleon by speaking convincingly on his behalf and making him seem more â€Å"king-like†. Squealer aids Napoleon in his quest for absolute control or power. The animals are most afraid at the sight of Napoleon carrying a whip. Napoleon shows favoritism. His main concern is not all of the animals. Napoleon wants only to improve the worth of his and the other pigs’ lives. There is a caste system with two groups: the workers and the rulers. In this new system, the pigs are in the ruling class, and the other animals are the workers. The rulers were the pigs because they are better; therefore the workers are the other farm animals. Napoleon uses the barley crop to make whisky for himself and the pigs. The pigs wear clothes, learn to read, sleep in beds, eat on fancy dishes, wear ribbons on Sunday, and had to do less work.

Discrimination in the workplace Essay

Discrimination in the workplace is a common behavior that occurs in all occupations and industries. It can occur whether you work for a large or small organization, you’re a boss, or just starting out. In an ideal world people would be equal in rights, opportunities, and responsibilities, despite their race or gender. In the world we live in, however, we constantly face all kinds of neglect based on different attributes. All over the world, certain people treat others with prejudice because of particular features they possess. Unfortunately, this happens even in places which, by definition, should be free of all personal prejudices – specifically, in offices and other business surroundings. This phenomenon is called workplace discrimination; not every unfair behavior at work, however, can be assessed as discrimination. So, what exactly is workplace discrimination? Basically, it can be defined as a less favorable treatment towards an individual or a group of individuals at work, usually based on their nationality, skin color, sex, marital status, age, trade union activity, or other defining attributes (Australian Human Rights Commission). It can appear as a denial of certain rights, negligent treatment, intentional underestimating of a worker’s personality or work results and achievements, and so on. A person can be discriminated by their employers, or by their coworkers as well. Discrimination can result into severe psychological consequences for the victim, such as emotional stress and anxiety. Discrimination often causes an employee to leave the workplace, resign from a position, or in severe cases, to commit suicide or act violently against the discriminators. Workplace discrimination can take more open and threatening forms, which are known as workplace harassment. It occurs when an employee is made to feel intimidated, insulted or humiliated, based on such features as race, ethnic origin, gender, physical or mental disability, or on any other characteristic specified under legislation (AHRC). The two most radical forms of workplace harassment are the application of physical violence, or sexual harassment; women are especially exposed to this kind of discrimination. Workplace violence can take several forms: the direct exercise of physical force against a worker that causes or could cause injuries to the worker; an attempt to exercise such physical force; or a statement or behavior that a worker can reasonably interpret as a threat to exercise physical force (Ontario Ministry of Labor). Sexual harassment can  take the form of obscene jokes and allusions; intrusive body contacts; inappropriate gestures, or even direct actions aimed at sexual contact. There are several ways to deal with workplace discrimination; such measures can be held both on the individual and on the collective level. Individuals who have experienced discrimination or harassment at work, are recommended to stand firm under verbal attacks, remain confident about their own abilities and judgments, and try not to stay alone with the abusive person (UnionSafe). At the same time, collective measures can be taken as well. They usually include calling for a meeting in a quiet confidential place in order to admit and discuss the problem; complaining to competent authorities; developing respective policies together with sanctions applied in case there is an infringement enacted by workers. Unfortunately, we do not live in a perfect world, and not all people can enjoy equal opportunities and rights. This refers not only to our personal lives, but to our working environment as well; employees can be discriminated and abused because of certain features they possess, such as the color of skin, their ethnicity or gender, age, marital status, disabilities, and so on. To eliminate workplace discrimination, both individual and collective preventive measures should be made. References â€Å"What Is Workplace Discrimination and Harassment?† Australian Human Rights Commission. N.p., n.d. Web. 05 July 2013. . â€Å"Preventing Workplace Violence And Workplace Harassment.† Ontario Ministry of Labor. N.p., July 2011. Web. 05 July 2013. â€Å"Bullying and Harassment in the Workplace.† UnionSafe. N.p., n.d. Web. 05 July 2013. . Discipline & Discharge An employer may not take into account a person’s race, color, religion, sex (including pregnancy), national origin, age (40 or older), disability or genetic information when making decisions about discipline or discharge. For example, if two employees commit a similar offense, an employer many not discipline them differently because of their race, color, religion, sex (including pregnancy), national origin, age (40 or older), disability or genetic information. When deciding which employees will be laid off, an employer may not choose the oldest workers because of their age. Employers  also may not discriminate when deciding which workers to recall after a layoff. Harassment It is illegal to harass an employee because of race, color, religion, sex (including pregnancy), national origin, age (40 or older), disability or genetic information. It is also illegal to harass someone because they have complained about discrimination, filed a charge of discrimination, or participated in an employment discrimination investigation or lawsuit. Harassment can take the form of slurs, graffiti, offensive or derogatory comments, or other verbal or physical conduct. Sexual harassment (including unwelcome sexual advances, requests for sexual favors, and other conduct of a sexual nature) is also unlawful. Although the law does not prohibit simple teasing, offhand comments, or isolated incidents that are not very serious, harassment is illegal if it is so frequent or severe that it creates a hostile or offensive work environment or if it results in an adverse employment decision (such as the victim being fired or demoted). The harasser can be the victim’s supervisor, a supervisor in another area, a co-worker, or someone who is not an employee of the employer, such as a client or customer. Harassment outside of the workplace may also be illegal if there is a link with the workplace. For example, if a supervisor harasses an employee while driving the employee to a meeting. Prohibited Employment Policies/Practices Under the laws enforced by EEOC, it is illegal to discriminate against someone (applicant or employee) because of that person’s race, color, religion, sex (including pregnancy), national origin, age (40 or older), disability or genetic information. It is also illegal to retaliate against a person because he or she complained about discrimination, filed a charge of discrimination, or participated in an employment discrimination investigation or lawsuit. The law forbids discrimination in every aspect of employment. The laws enforced by EEOC prohibit an employer or other covered entity from using neutral employment policies and practices that have a disproportionately negative effect on applicants or employees of a particular race, color, religion, sex (including pregnancy), or national origin, or on an individual with a disability or class of individuals with disabilities, if the polices or practices at issue are not job-related and necessary to the operation of the  business. The laws enforced by EEOC also prohibit an employer from using neutral employment policies and practices that have a disproportionately negative impact on applicants or employees age 40 or older, if the policies or practices at issue are not based on a reasonable factor other than age. 2. Which federal laws cover language discrimination? Title VII of the Civil Rights Act of 1964 is a federal law that protects individuals from discrimination based upon national origin and race. Some courts and governmental agencies have said that discrimination based on language is a form of national origin discrimination because primary language is closely related to the place a person comes from. So if you are being discriminated against for using that language, or because of characteristics having to do with that language, that is considered essentially the same as if you were being discriminated against because of your national origin. This area of the law is still developing, however, so you should also consult with a local attorney for more information. 6. Can I be asked not to speak my native language at work or to speak English only? A rule requiring employees to speak only English at all times on the job may violate the law, unless an employer shows it is necessary for conducting business. If an employer believes the English-only rule is critical for business purposes, employees have to be told when they must speak English and the consequences for violating the rule. Any negative employment decision based on breaking the English-only rule will be considered evidence of national origin discrimination if the employer did not tell employees of the rule, except in several western states as noted below. In California, as of January 1, 2002, there is a specific legal provision which makes it illegal for an employer to adopt or enforce a policy that limits or prohibits the use of any language in any workplace, unless both of the following conditions exist: (1) the language restriction is justified by a business necessity; and (2) the employer has notified its employees of the circumstances and the time when the language restriction is required to be observed and of the consequences for violating the language restriction. â€Å"Business necessity† is defined as â€Å"an overriding legitimate business purpose such that the language restriction is necessary to the safe and efficient operation of the business, that the language restriction  effectively fulfills the business purpose it is supposed to serve, and there is no alternative practice to the language restriction that would accomplish the business purpose equally well with a lesser discriminatory impact.† In the states of Alaska, Arizona, California (but the above state law still applies), Hawaii, Idaho, Montana, Nevada, Oregon, and Washington, there is a court decision that requires one of the following two circumstances for an employee to challenge a â€Å"speak-English-only† policy in the workplace under federal law: the rule is applied to employees who speak no English or who have difficulty speaking English; or the policy creates, or is part of, a work environment that is hostile toward national origin minority employee s. If, initially, an employee is able to show that either of those conditions applies, the employer must show some â€Å"business necessity,† a sufficiently compelling and clearly job-related need, for the policy. Even if the employer does demonstrate business necessity, the policy is still illegal if there are less discriminatory alternatives to the policy that achieve the same goals just as effectively. At this point, although the law on language discrimination continues to evolve, employees in the U.S. but not in these states do not have to show either of the two conditions. The mere existence of a policy, whether or not it affects or targets national origin minority employees, is evidence of discrimination which may only be overcome by the employer’s business necessity. In Nebraska, a statute called the Protections for Non–English Speaking Employees Law offers several protections for workers whose primary language is not English. The law applies to employers that employ 100 or more workers and recruit or hire non–English-speaking workers residing more than 500 miles from the place of employment, and where more than 10 percent of the employers’ workforces are non -English-speaking and speak the same non-English language. Employers must provide non-English-speaking workers with required written information about the job and obtain the person’s signature on a statement acknowledging having received that information before hiring. Employers are required to provide bilingual employee interpreters to assist non-English speaking workers in carrying out their job responsibilities and to provide them with information on community services. Employers are also required to transport employees who quit within 4 weeks back to the locations from which they were recruited. More people in the workforce are claiming discrimination over  their English-speaking ability or foreign accents, according to federal officials.Workplace discrimination complaints based on national origin — which often involve language ability — rose by 76 percent from 1997 to 2011, when more than 11,800 complaints were lodged with the U.S. Equal Employment Opportunity Commission. The EEOC attributes the trend to a more ethnically diverse labor force — about 45 million Americans speak a language other than English at home. Civil-rights advocates say workplace environments have grown more hostile in states enacting tough new immigration laws. It is a common dilemma: employees complain about co-workers speaking other languages at work, conflicts arise, teamwork suffers, and morale issues begin invading the organization. These complaints usually center on an employee’s perception that it is rude for co-workers to speak another language at work, that such actions are intended to be deliberately exclusive and to make other employees feel uncomfortable. Employees feel they are being talked about, laughed at or even plotted against. Yet, Title VII protects employees from national origin discrimination, and therefore, employers must allow employees to have conversations in their native languages, unless there is a reasonable business need to require English-only rules during working hours. So what can HR do to resolve this conflict when English-only rules do not apply, such as during break times and lunches, and for businesses that cannot justify such a policy? First, educate employees on discrimination laws and work to f oster inclusion. Start with presentations on national origin discrimination and show the correlation between native languages being allowed in the workplace and the law. Work to create a presentation that shows common misconceptions on both sides and engenders respect for each other. Employees should be well informed of the company’s discrimination policy, which should also include the use of languages and guidance on what would constitute discriminatory or harassing behaviors. It should be communicated to all employees that failure to abide by the company’s policy and its expectations may result in disciplinary action, including termination. HR must also search for ways to ensure that inclusion is an integral part of the company’s culture. Providing a cohesive environment where everyone is respected and valued is vital to ensuring organizational success. Employees may find it  easier to assume that others are deliberately speaking a foreign language to hide something rather th an to take the time to understand another’s point of view. Conversely, always excluding employees from conversations by using another language can be unprofessional, unfair to co-workers and not in the best interests of the employer. Diversity and inclusion training should include awareness of cultural differences and the challenges non-native-English speakers may currently or once have faced, such as trying to fit into a new culture, being understood when conducting daily activities and being accepted and included at work. Employees also need to respect those fluent in more than one language. These individuals are able to speak English, but at times choose to speak to others in another common language. This is a natural way of sharing a part of their heritage while providing enjoyment in speaking a language that they both share. Finally, the organization’s management must â€Å"walk the talk† and be ready to address situations that affect their teams or jeopardize the employer’s goals and vision for the organization. SHRM HR Knowledge Center As a professional member of SHRM, you can receive free, exclusive access to the HR Knowledge Center. Our advisors have many years of HR experience and a wide variety of resources to assist you with your HR questions. You may reach the Knowledge Center at (800) 283-7476, Option #5 or by using the HR Knowledge Center Request Form. Express Requests The HR Knowledge Center has gathered resources on current topics in HR management. Click here to view and request information. Obtain reuse/copying permission – See more at: http://www.shrm.org/templatestools/hrqa/pages/whydosomeemployeesreactnegativelytootherlanguagesatwork.aspx#sthash.961esjei.dpuf Another step HR can take to prevent discrimination is to encourage cooperation and friendly, professional work relationships by creating  diverse departments or work areas throughout the company. Make sure employees know where to report any incidents of discrimination. Be sure to list the name of the Human Resources staff member that can document the complaint or report and is able to answer any questions or respond to concerns the employee may have. It is important that the HR staff member informs the manager or supervisor about the employees mentioned in the complaint so that the manager is informed and can schedule a private meeting with the employee to explain that they will have to answer the complaint. Be sure that all employees know that discrimination complaints are taken very seriously and addressed in a professional manner. Make any decisions regarding disciplinary action in a timely manner so that employees are not left to wonder what the outcome of the situation will be. Another step HR can take to prevent discrimination is to encourage cooperation and friendly, professional work relationships by creating diverse departments or work areas throughout the company. Make sure employees know where to report any incidents of discrimination. Be sure to list the name of the Human Resources staff member that can document the complaint or report and is able to answer any questions or respond to concerns the employee may have. It is important that the HR staff member informs the manager or supervisor about the employees mentioned in the complaint so that the manager is informed and can schedule a private meeting with the employee to explain that they will have to answer the complaint. Be sure that all employees know that discrimination complaints are taken very seriously and addressed in a professional manner. Make any decisions regarding disciplinary action in a timely manner so that employees are not left to wonder what the outcome of†¦

American Farmers in the West essays

American Farmers in the West essays In Americas history, farmers have always played an important role. In the later part of the 19th century, farmers moved to the west. The farmers of the West were economically vulnerable due to factors beyond their control. Environmental conditions greatly affected the farmers economy. The lack of government protection of farmers put the farmers in a difficult economic position. The mortgage companies, which controlled the farmers land, caused the farmers to go further into debt. Mother Natures wrath severely harmed the farmers. First, floods caused the erosion of the land and destroyed the scarce fertile topsoil. Farmers, who were suffering from a loss due to the weather damaging the crops, now had to buy overly expensive fertilizer to repair the land before next seasons crops had to be planted. Second, droughts plagued the trans-Mississippi west. Due to the lack of production due to the lack of water like Powell had warned people, farmers left the farms. One poet describes the conditions of the drought as fifty miles to water. New farming methods called dry-farming had to be used to make use of the land that got little water. The new farming methods ultimately made to soil useless and created the Dust-Bowl. Last, extreme heat caused farmers to abandon their farms. The heat led to a poor production of crops and crops not suited to be sold. Because of the hot temperatures, fires could occur in the dry wheat and rye fields and on the sods twig-thatc hed and sun-baked houses. The dangers of fire, dehydration, and flooding mixed with the insufficient production of crops caused the farmers to leave their farms or stay and live off of virtually a nonproductive piece of property. The lack of government aid and protection of the farmers resulted in the farmers economic sufferings. First, the Homestead Act was supposed to be a g...

Constatin Sergeyevich Stanislavski essays

Constatin Sergeyevich Stanislavski essays I. Constatin Sergeyevich Stanislavski: Who was he? Born in 1863 in Moscow, Russia, Constatin Sergeyevich Stanislavski is known for pioneering many of the acting concepts and methods that are used in todays world of acting. It is said that Stanislavski had the greatest effect on acting more so than anyone else in the 20th Century. From his ripe teenage years, Stanislavski was involved in theatrical productions in hopes of attaining his status as a respected actor in the performance community. Over a time span of 40 years he was involved in many facets of the performing arts which ranged from producing and directing plays to analyzing and understanding the meaning of acting. Stanislavski earned international recognition during his lifetime for all of his contributions to the acting genre. However, in the United States and beyond, his legacy lives on today and is demonstrated by some of the greatest performers of the 21st Century who follow his guidelines and concepts. There are a plethora of books and research relating to Stanislavski and his acting method, many of which he wrote during his lifetime. Many today follow his acting methods and comb through his concepts with a fine toothcomb in order to try to fully understand his viewpoints. Complex and intricate as some of his ideas may have been, they have proven time after time to mesh extraordinarily well in relationship to acting. It is especially important to recognize that Stanislavski focused a great deal on the psychological aspects of acting and not just the physical state of acting. Naturalism was of specific importance to Stanislavski and that is the main focus of this paper. There is such a multitude of areas that Stanislavski has written about, it is necessary to zoom in and focus on one specific angle in his areas of research in order to begin to understand what this man was about. I have felt there was nothing for me to do excep...

Athens of America Coursework Example | Topics and Well Written Essays - 750 words

Athens of America - Coursework Example In addition, they liked participating in pottery, literature, music and skills in carpentry. All these developments in Athens happened in Philadelphia. In 1876, Philadelphia developed the Centennial exhibition. It was a centre where people took their art for exhibition. Art is an activity borrowed from the Greek people. Architects in the city developed the first rural cemetery. That was in 1836. The cemetery served the city for over a century. People in Philadelphia were very much into music. It made them develop a recording industry to promote their music culture. The city boasted of developing many recording studios in the US. The art of music came from Greek because, before music, Philadelphia concentrated in entrepreneurship. It is evident with the rich culture; Philadelphia had followed the ways of Athens. People in that city did their work with much hard work. Textile industry was a common thing during the early years. Philadelphia had its own textile industry in Manayuck. The textile industry grew rapidly in the early 1800s. The textile industry transformed the banks of Schuylkill River. The city dwellers participated in early industry revolution. The Schuylkill River provided the best flood plain and best landscape to build industries. The people in the city were hard working that they established the best flour centres. It led to developments of roads linking various towns to the city. The local administration at that time was impressed by the hard work of the people. The Schuylkill navigation company improved the conditions of the river in order to boost industrial revolution. The city possessed rich people like Wigard Levering. He assisted the local people in promoting the industrial culture. He ensured it was a success by leasing his property for development of farming and dwellings (OConnor, 2006). Nathan Levering was the pioneers of carpentry in Philadelphia. He assisted in building housing projects

The Effects of Surface Functionalization of Zinc Doped Silica Literature review

The Effects of Surface Functionalization of Zinc Doped Silica - Literature review Example Zinc ionosphere solution produces anti-proliferative activity resulting in intracellular concentrations of free zinc, which is an active cancer culture. However, based on the properties of silica nanoparticles it has been found that they have greater advantages over ZnO nanoparticles. Silica nanoparticles have stability, low toxicity and an inherent ability to functionalize with a range of molecules and polymers. On the other hand, ZnO nanoparticles provide versatile and promising platforms for cancerous cells as they are selective and have the inherent toxicity of the particles. ZnO nanoparticles exert selective cytotoxic effects on the cancerous cells (Sirotnak et al. 2000). The reactive oxygen species generated in the cancerous cells in response to the free zinc is larger than that generated in the normal body cells and that combined with the sensitivity of the cancerous cells results in an effective death of the cancer cells. This effectiveness is largely due to the high solubili ty and high potency of dissolved zinc ions together with the miniature surface area, the chemical compositions and the environmental parameters including the pH. The combination of silica nanoparticles and therapeutic ions in the form of zinc complement each other with their zero premature controlled release which ensures the drugs are carried with precise control of location and activity (Ding et al. 2005). In the preparation of Giant Uni-lamellar Vesicle (GUV), there are two efficient methods that are used. These two methods include W/O emulsion transfer and the lipid-coated ice droplet methods. W/O emulsion transfer method involves putting together the second layer of lipids on a lipid-coated water to form the membrane that contains oils from the emulsion.