Racial Identity Development Personal Essay †Sociology Paper

Racial Identity Development Personal Essay – Sociology Paper Free Online Research Papers Racial Identity Development Personal Essay Sociology Paper My name is Hakyoon Anfo. I am 22 year olds and I am Korean. I just immigrate 3 years ago. Actually I grew up in Korea, so I can not speak in English. I did what I want to do when I was in Korea because there are 100% pure Koreans live in Korea and I am male, so nobody care what I want to do. I was the dominant group of majority,sexuality and most of categories, but it completely changed. After I immigrate here, I could not be majority or dominant group anymore. There are four categories of Identity development which are the White racial, Minority racial/Ethnic, Black racial and Biracial Identity development. (Poston) I am belonging to minority racial/ethnic identity development, so I do not have many disadvantages than native born or white people. One of disadvantages is ignoring or makes fun of me when I ask something to native born people. That happen makes me uncomfortable. My dad also had one of disadvantage happen last time. Actually previous owner used that heater, and he never used heater which is in his office, but ‘Puget sound energy’ charged my dad to pay previous payment. According to one of my math classmate Sun-Jae said, â€Å"I had disadvantage on buying my car!† Sun-Jae went to dealer to buy his car, and he did not get any profit and then they charged him to pay high interest and tax, but he did not know about that because he could not speak in English at that time. Also one of my classmates Josh said that he saw some bad situation that Asian his friends can not go inside the club because they are just Asian. I have some advantages too. It does not matter who is white or Asian or whatever other race people. Male can walk around the street or campus during the night time. That is what I did when I was in Korea too. Another advantage is my parents allow me to meet girl friend, even my mom love to see my girl friend, but my parents never allow let my sister have or meet any boy friend. I think most of parents want their daughter not to meet boy friend. The thing is that I have many disadvantages than what I have advantage after I immigrate here. I learned 4 categories of racial identity development and 4 stages of each category. Especially I memorized minority racial/ethnic category, but I do not think I changed my social life positively. I knew all the information that I can change my social life but it is really hard to overcome cultural conflict between Korea and the United States. I am always reminding those stages but sometimes I just lost my reason when minority situation came up to me, but now, way better than before I take this Intra America History class. It is going to be better and better so on. â€Å"It’s always been this way, and it always will† (Johnson, 142). This is one of his Myths in his chapter entitled: â€Å"What can we do?† I disagree with some parts of his words and I totally agree with some parts of his words. I do not like this passage that it’s always been this way, and it always will. Do we have to let it go same as what it did? I think we have to change if we can. Everything is process, the space between one point and another, the movement from one thing toward another, just like this century also one of step for the future. I totally agree with Johnson’s argue. There are so many different racial people or groups in the world, and they have different culture and customs each of them. So there are many problems, conflict between each other. The Johnson’s second Myth is Gandhi’s paradox and the myth of no effect, this myth story’s point is really similar with Korean Proverb Proverb. â€Å"If people in one united body, they will survive but if they separate by each one of them, they will die† (Korean proverb). That means if we respect each of different racial people or groups, we could live perfect world that does not have ‘ism’. So we must stop waiting wonderland and we should change our destiny. Research Papers on Racial Identity Development Personal Essay - Sociology PaperAnalysis of Ebay Expanding into AsiaHonest Iagos Truth through DeceptionBook Review on The Autobiography of Malcolm XHip-Hop is Art19 Century Society: A Deeply Divided EraPersonal Experience with Teen PregnancyThe Hockey GameResearch Process Part OneCapital PunishmentThe Masque of the Red Death Room meanings

The Role and Duties of Canadian Members of Parliament

The Role and Duties of Canadian Members of Parliament Beginning with the October 2015 federal election, there will be 338 members of parliament in the Canadian House of Commons. They are elected in a general election, which is usually called every four or five years, or in a by-election when a seat in the House of Commons becomes empty due to resignation or death. Representing Constituents in Parliament Members of parliament represent the regional and local concerns of the constituents in their ridings (also called electoral districts) in the House of Commons. Members of parliament solve problems for constituents on a wide variety of federal government matters - from checking on individual problems with federal government departments to providing information on federal government programs and policies. Members of parliament also maintain a high profile in their ridings and take part in local events and official functions there. Making Laws While it is public servants and cabinet ministers who have direct responsibility for drafting new legislation, members of parliament can influence legislation through debates in the House of Commons and during all-party committee meetings to examine legislation. Even though members of parliament are expected to toe the party line, both substantive and fine-tuning amendments to legislation are often made at committee stage. Votes on legislation in the House of Commons are usually a formality following party lines but can be of significant strategic importance during a minority government. Members of parliament can also introduce legislation of their own, called private members bills, however it is rare that a private members bill passes. Watchdogs on Government Canadian members of parliament can influence federal government policy by participating in House of Commons committees which review federal government department activities and spending, as well as legislation. Government members of parliament also raise policy issues in caucus meetings of members of parliament of their own party and can lobby cabinet ministers. Members of parliament in opposition parties use the daily Question Period in the House of Commons to raise issues of concern and bring them to the attention of the public. Party Supporters A member of parliament usually supports a political party and plays a role in the operation of the party. A few members of parliament may sit as independents and do not have party responsibilities. Offices Members of parliament maintain two offices with corresponding staff - one on Parliament Hill in Ottawa and one in the constituency. Cabinet ministers also maintain an office and staff in the departments for which they are responsible.

Project halim Assignment Example | Topics and Well Written Essays - 1750 words

Project halim - Assignment Example The main function of the encoders and decoders is to convert parallel data to series data. Design of the control circuit The function of the control circuit will be to give an alarm to indicate the departure of the child. The communication process that will be employed is the RF communication because it is the most accepted and affordable cost solution. In the RF module, both transmitter and receiver pairs are essential because the communication uses the principle of serial communication. The module of operation demands a component that converts the n-bit data to serial data. The RF module can, therefore, employ Serial encoders or decoders (HT12D and HT12E) to convert the data or task. RF communication block diagram The block diagram of the RF communication illustrated above employs the encoders/decoders that are TTL compatible. Therefore, the input levels are depicted in a TTL Logic level. To solve the problem, the TTL input must be changed into serial data input. To have a serial d ata input, an encoder must be used because; it can be read directly by the RF transmitter performing the amplitude Key shifting (ASK) modulation, and further transmitting the data via antenna. At the receiving end, modulated signal by the antenna is received; the RF Receiver carries out the filtering, demodulation and processing of the transmitted data. The data obtained at the end is a serial data that is converted to a TLL level logic data. The RF Module The module comprises of an RF receiver and transmitter. The two operate at a frequency of 434MHz. The transmitter obtains serial data from the encoder and transmits it using a wireless platform provided by the antenna attached to the pin 4 (data). The transmission speeds are between 1Kbps and 10Kbps. The RF receiver operated at the same frequency as the transmitter to obtain the data transmitted. In most cases, the RF module is used beside coupled with a pair of encoder HT12E and Decoder HT12D. The encoder is useful in encoding pa rallel data for transmission while the receiver send the required signal to the decoder for decoding. Features Range frequency of the TX: 433MHz Supply voltage of the TX: 3V ~ 6V Coverage in open space (standard Conditions): 100 Meters Receiver Frequency (RX): 433 MHz Operating voltage of RX: 5V Supply current of the RX: 3.5 mA RX IF Frequency: 1MHz Low Power consumption Easy Application HT12E and HT12D The decoder (HT12D) is ICs comprising a series of CMOS for remote control applications. The IC is paired with an encoder HT12E with the HT12D main role is the conversion of the serial input to parallel output. The HT12D decodes the serial addresses and data that are received by the RF receiver, which in turn sends the parallel data to the output pins after processing. For successful operation, the paired decoder and encoder must have the same number of address and data format selected. The serial data and address from matching encoder, received by the decoder, is transmitted by a car rier employing the RF transmission medium providing output to the output pins. Consequently, the HT12E encoder IC is also a series of CMOS specifically for Remote Control applications. The purpose of its use is interfacing the RF. The suitability of the encoder is restricted to 12 bit information consisting of N data bits and address bits. The encoder converts the parallel input from the

Public shipping Law Case Study Example | Topics and Well Written Essays - 2000 words

Public shipping Law - Case Study Example The influence of the judiciary decisions and the various regulatory organizations in the framing of these principles are also considered briefly. For this, the International law is understood and its issues are considered briefly. Further, the sources of the International law framework and the general principles in practice are studied. The integration of the human rights and labor rights into the framework is also understood with particular reference to the employment at sea. Principles governing the law relating to the high seas along with the issues or rights and obligations of the states within the maritime zones relating to territorial sea, internal waters, exclusive economic zones, etc. are explored. As the different states have different practices, the freedom of navigation for merchant as well as naval vessels raised the issue of innocent passage and the principles relating to the same are also considered. Shipping is the largest trade accounting to almost 95% of world trade by weight (Rajadurai, 2004, p 83). This trade is truly international and has importance to any business irrespective of the state of origin or operation. Since, shipping is a necessity by businesses across the world, there is also a need for uniformity in practices to make it safe and accessible. Also, since there are inherent dangers in terms of security in any trade, more so in shipping as it involves maritime transport in dangers waters with almost no monitoring or safety from perils or disasters, there is even more need for a common regulatory framework and enhanced operational safety. As McConville, et al (2005) observe that "regulations in shipping must necessarily be developed at the global level and since it is international and has the potential to offer a uniform platform to maritime players, there is a need for a uniform regulations on matters such as construction standards, navigational rules and stand ards of crew competence" (p 249). There are various conventions, laws, treaties, etc. and the issues relating to the different nation's rights and responsibilities towards each other are laid in the International law and the various states which constitute the shipping industry decide to abide by its rules. The International law's oldest discipline is the law of the sea and it draws from various sources for its regulations. Custom is seen as the most important of sources with tradition as another important source of the law of the sea (Dupuy, Vignes, 1991, p 60). There are also the Hague rules which were consolidated in three conventions and which related to issues like principles of freedom of navigation, the juridical nature of territorial waters and the rights of the coastal states over same the, the defining of baselines, the regulations of innocent passage by ships, with significance of the contiguous zone and the issues of breadth of territorial waters among others (Dupuy, Vignes, 1991, p 68). Since the sea wa ters of the Asian and African continents were being

A manager and a leader Essay Example for Free

A manager and a leader Essay The difference between a manager and a leader is that the former ensures control and rationality, her/his focus is on day to day problem solving, best means in achieving results for staff to continue to contribute to the organisation (Zaleznik,1992) . While a leader uses power to influence actions and people, focusing more on outcomes and impact, where this action has inherited risks such as the risk of losing self- control in the need for power (Zaleznik,1992). While leaders and managers have common traits such as sound communication skills, work ethics, integrity, key technical competencies, etc, yet there are some differences. These differences can be summarised as follows: Risk taking: Manager are regulators of affairs in an organisation, getting rewards from collective achievements . Therefore, to be a good manager, it requires persistence, patience, intelligence, analytical skills, and goodwill. Leaders think out of a box and work with high risk initiatives. While managers, unlike leaders, tend to solve problems in a more conservative way and tend to tolerate mundane and practical work (Zaeznik,1992). Leaders on the other hand are risk takers. Relationships: Manager work with people to implement initiatives, solve problems, by focusing staff on policies and procedures and not on content (Zaleznik,1992). They are engrossed in how to make decisions, but not what are the rights decisions to make. While leaders attract strong feelings of identity and difference. Their human relationship might seem turbulent, intensifying motivation and often resulting in unanticipated results (Zaleznik, 1992). Sense of self-worth: managers’ sense of self-worth is secured by ensuring and strengthening existing institutions. While leaders feel separate from their institutions, their perception of identity is different (Zaleznik, 1992). They may work in an organisation and never have a sense of belonging, always seeking opportunities for change. Vision versus objectives and goals: Managers take the short view, focus on objectives, targets, implementation and monitoring and evaluation while leaders take the long view, focusing more on a clear vision, a clear sense of purpose, and a passion to pursue that vision while aligning the organisation its vision (Allio, 2012). Manager Leader Ensures control and follows day to day work implementation of an action plan (day to day work) Sets a vision A problem solver Uses power to lead and influence action Not a risk taker Willing to take risks (balance between change and stability) Follows rules and regulations High levels of creativity, always thinks out of a box Implementer Leads, inspires and motivates Strong sense of belonging to organisation May and may not have a sense of belonging to organisation Works in a comfort zone Always embracing change management, seeking new opportunities. In health care, the Minister of Health in the State of Palestine is a leader, while the director generals, directors of various departments are managers. The former is the person who sets out the vision for the ministry, partnering with other stakeholders (UN organisations, private sector, and others) for instance in advancing the public health sector. This resulted in a reduction in infant and under five child mortality rates over the past five years. While director generals and directors are consumed with implementing the inputs needed to achieve the overall vision set out by the Minister. Thank you. References: Allio, R.J., (2012), ‘Leaders and leadership – many theories, but what advice is reliable?.’ Strategy and Leadership. [Online], 41, (1), pp. 4-14. Available online from: http://www.emeraldinsight.com.ezproxy.liv.ac.uk/doi/pdfplus/10.1108/10878571311290016 (Accessed on: 19 January 2015). Zaleznik, A., (1992), Managers and leaders: Are they different?’ Harvard Business Review. [Online], 70 (2), pp 126-135. Available from: http://eds.a.ebscohost.com.ezproxy.liv.ac.uk/eds/pdfviewer/pdfviewer?vid=3sid=ef29e84c-a001-4d56-9f66-b5f4a202c402%40sessionmgr4001hid=4202 (Accessed

john kemeny :: essays research papers

JOHN KEMENY: MATHEMATICIAN   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  John Kemeny was born on May 13, 1926, in Budapest Hungary. He attended primary school in Budapest. He came from a Jewish family and in 1940, due to the Holocaust, Kemeny’s father moved the family to the U.S. Kemeny’s family moved to New York, and John attended school in New York City. He attended Princeton University where he studied mathematics and philosophy. He took a year off during his undergraduate course to work on the Manhattan project in Los Alamos. John’s boss was Richard Feynman and he also worked with Von Neumann.   Ã‚  Ã‚  Ã‚  Ã‚  He returned to Princeton, and graduated with a B.A. in 1947. He then worked for his doctorate under the supervision of Alonzo Church. Kemeny received his doctorate in 1949 for a dissertation entitled Type-Theory vs. Set-Theory. He was appointed as Albert Einstein’s mathematical assistant while he was still a doctoral student. John continued to study both mathematics and philosophy, and became a professor of philosophy at Princeton in 1951. In 1953 he was appointed to the mathematics department at Dartmouth, and in two years he became chairman of the department. He held his position until 1967. He was president of Dartmouth between 1970, 1981, and 1982. He soon returned to be a full-time teacher.   Ã‚  Ã‚  Ã‚  Ã‚  Kemeny co-invented the Basic(Beginners All-Purpose Symbolic Instruction Code) computer code. It was in 1963 that John and Thomas Kurtz decided that they wanted to give students easy access to computing. They designed the first system so that many students could use a single computer at the same time. It was designed to allow students to write programs easily. The first Basic program was run at Dartmouth at 2am on May 4, 1964. Kemeny also introduced a new teaching innovation. He developed a Finite mathematics course including topics that we still use today. Some of the topics were logic, probability and matrix algebra.

Science Processes

Module 1 Science Processes Scientific ProcessDefinitionScience Activity ObservingThe process of gathering information using all appropriate senses instruments that extend the senses. Collecting data on classmates, students walk around the classroom and make observations about eye and hair color of their classmates. ClassifyingGrouping objects or organisms according to one or more common properties. Classifying plants by features of plant life. CommunicatingRecord observations in multiple ways and present them to others.Students can record the data found in their observation activity and communicate the eye and hair colors they observed in the classroom. MeasuringMeasure variables using a variety of instruments and standard and nonstandard units. Give students various measuring tools and ask them to measure various things in the classroom. PredictingMake a projection of what the outcome of an investigation will be using data and patterns. Prediction worksheet: look at the pictures on the left side, draw a picture and write about what you predict will happen next.InferringDescribing a potential conclusion based on observation and prior knowledge. Science Mystery Bags: Students are asked to use sense of smell, hearing, and touch to infer what is in each mystery bag. Identifying & Controlling VariablesRecognizing a system’s variables and manipulating the variables to control the system’s outcome. Bread Mold Activity: Students will identify and control the variables that cause bread mold. Formulating & Testing Hypotheses Make a statement to guide and investigation.Test that statement for its truth. Formulate hypotheses for what conditions cause the bread to mold, and then test the hypotheses to see if they are correct. Interpreting DataRecognize patterns and associations within a system of data. Using scientific graphs to share data, as well as understand data represented in graph form. Defining OperationallyCreating a definition by describing an inter action or observation. How can you tell if plants are healthy? Students will define plant health in effective terms. ExperimentingScientific procedure used to test a hypothesis, make a discovery, or determine something. Students can take part in an experiment to see if they can balance eggs using salt. Constructing ModelsBuilding models to represent a mental, verbal, or physical idea or object. Students could participate in a physical science project where they are asked to make a water reservoir. In the chart above defining the twelve scientific processes, I included definitions of each as well as a science activity that students could participate in to support each process.These processes support inquiry learning, because they provide students with the opportunity to use problem solving skills, critical thinking skills, and logical thinking skills all at once. Students are encouraged to apply their prior knowledge to their new problem, experiment, or questions, which incorporates what they are currently learning with earlier experiences. Inquiry learning in science gives students control of their investigation and enhances their interest in the subject. Inquiry learning involves all learning strategies, including but not limited to verbal, written, and hands-on activities.When students are actively engaged in the learning process they are more likely to stay attentive, which allows them to not only gain information, but also helps in retaining that knowledge and understanding. The teacher’s attitude toward science has a major impact on students and how they view science. In order for teachers to get students interested and involved, they must have a positive and inspiring outlook on the subject. When students see and feel that their teacher is excited about a subject and that he or she wants to share their experience, students are more likely to fully engage in learning.Teachers should share their knowledge by motivating students to want to learn scie nce, and getting them excited about learning by introducing science through observation activities and experiments. Students need to see that their teacher is enthusiastic about science, and that science is a learning process that can be fun and enjoyable for the entire class! Lesson Plan: Objectives Students will †¢work in groups to build catapults out of everyday objects (Constructing Models); and †¢Demonstrate their understanding of motion and forces by using the catapults to launch objects. Communicating) Materials †¢Motion, Forces, Energy, and Electric Current video and VCR or DVD and DVD player †¢Pictures of catapults †¢Computer with Internet access (optional) †¢Cardboard shoe box (1 for each catapult) †¢Rubber bands (4 for each catapult) †¢Popsicle sticks (2 for each catapult) †¢Masking tape (one 6-inch piece for each catapult) †¢Plastic spoon (1 for each catapult) †¢Rulers (1 per student group) †¢Scissors (1 per stu dent group) †¢Marshmallows (2 per group) †¢Masking tape (for launching competition) †¢Object of your choice to serve as a target Procedures . Begin the lesson by discussing motion and energy. Ask students: How do objects move? How do we calculate motion? What is acceleration? What is speed? What are some of the forces that act upon objects in motion? (Observing, Predicting, and Defining Operationally). A good way to introduce this information is to view portions of the Motion, Forces, Energy, and Electric Current video. 2. Tell students they are going to work in groups to create catapults out of everyday objects. Explain that catapults were often used as weapons of war during the Middle Ages.Show students some pictures of catapults and discuss how they work, making sure that students understand catapult designs and uses. (Classifying). A good animated illustration of a catapult can be found at http://en. bestpicturesof. com/pictures%20of%20how%20to%20make%20a%20catapu lt 3. Tell students that after building their catapults, they will compete to see whose catapult can fling a marshmallow the farthest and whose catapult can fling an object closest to a target. (Experiment). 4. Divide students into groups of five, and give each group the supplies they will need to make heir catapults (see materials list) as well as any other objects you wish to provide. Tell the groups that they can design their catapults however they please, but they can use only the materials you have provided-nothing extra. Give students time to design and build their catapults, and ask them to name their team. (Constructing Models, Identifying and Controlling Variables). 5. Once students have completed their catapults, clear an area in the classroom that can be used for the launching competition. Using masking tape, mark a starting line.Place the target object about 10 feet in front of the line. 6. One at a time, have the student teams place their catapults on the line and fling a marshmallow at the target-their goal is to hit the target. Mark where each team's marshmallow landed with a piece of masking tape that has been labeled with the team's name. 7. As a class, determine which team was the most successful in accurately hitting (or coming the closest to hitting) the target with its marshmallow. Talk about the design of the winning catapults. Why did this design work the best? Formulating and Testing hypotheses, Interpreting Data, Measuring, Communicating). 8. Have students again place their catapults on the starting line and fire a second marshmallow — their goal, this time, is to achieve the greatest distance. Again, mark where each marshmallow lands with a piece of labeled masking tape. Once all the catapults have been fired have students measure the distance from the starting line to where their marshmallow landed. (Measuring). 9. As a class, determine which catapult was able to launch a marshmallow the greatest distance.Ask students: Why did this catapult work best? What element(s) of its design do you think helped propel the marshmallow farther than the others? (Interpreting Data, Defining Operationally). 10. Have each student write a paragraph that answers the following questions. †¢What was your group attempting to achieve with its catapult design? †¢How did the catapult set the marshmallow in motion? †¢Which challenge did your catapult meet best, accuracy or distance? †¢What could you have done to make the catapult better? †¢What helped the catapult work as well as it did? What did this activity teach you about motion and forces? 11. Ask for volunteers to share their answers with the class. Discuss students' answers and the forces that work on objects in motion. Evaluation Use the following three-point rubric to evaluate students' work during this lesson. †¢Three points: Students actively participated in class discussions; worked cooperatively in their teams; successfully created a tea m catapult; actively participated in the catapult launch; wrote a thoughtful paragraph that answered all six questions. Two points: Students somewhat participated in class discussions; worked somewhat cooperatively in their teams; needed help to complete their catapult; did not actively participate in the catapult launch; wrote an incomplete paragraph that answered only three or four of the six questions. †¢One point: Students somewhat participated in class discussions; were unable to use catapult materials without teacher guidance; created unfinished catapults; did not actively participate in the catapult launch; wrote an incomplete paragraph that answered only one or two of the questions.Credits Tamar Burris, former elementary teacher and freelance education writer References Bass, Joel E. , Contant, Terry L. , & Carin, Arthur A. (2009). Teaching Science as Inquiry, 11th Edition. Pearson Education, Inc. Boston, MA. Burris, Tamar. (2012). Discovery Education. Lesson Plan Libra ry: Motion, Forces, Energy, & Electricity. Retrieved on September 28, 2012, from http://www. discoveryeducation. com/ teachers/free-lesson-plans/motion-forces-energy-and-electricity. cfm.