The Jazz And The Blues - 1023 Words

Music and dancing was also another influence that occurred during this time period. Jazz and the Blues were the most common and well-known types of music, which could have sometimes been involved in the types of dancing that happened in the Roaring 20s. The type of music that we call jazz was a great turning point between the whites and the African Americans who were segregated. It lessened the amount of segregation between the two races and brought people of all races together no matter what color they were. The music helped people that were in need of jobs and the main places that were affected were New York and Chicago. An important figure in the history of jazz was Louis Armstrong who played the trumpet and cornet to play his music. Along with jazz, the blues was a type of music that was inspired by the African Americans of that time. The African Americans that started the blues were in churches or either in hollers working in the fields. They would sing these songs as they worke d hard on the long days on the farm. The blues first started from the African Americans located in the Mississippi Delta. There were many different types of dances that are still being used today even though it was made about a hundred years ago. Some of these dances included the Charleston, the Tango, the Shimmy, and many more other dances. Dance was the entertainment of the daily lives of many people. It was to the point where churches even used it to get the attention of young people andShow MoreRelatedThe Influence Of Blues On Jazz958 Words   |  4 Pages The Influence of Blues on Jazz The blues more than any other form of music is jazz s greatest influence. From its origin in southern United States, in the 20th century, blues and jazz have had a strong correlation. Both the blues and jazz have multiple definitions that sometimes go beyond music and speak to the processes and viewpoints that give these revered musical art forms relevance today. From a musical structure prospective, jazz would not exist if it was not for the creation of theRead MoreEvolution Of Jazz And Blues. The Music Styles Of Jazz And1364 Words   |  6 PagesEvolution of Jazz and Blues The music styles of Jazz and Blues are both considered to be great American musical art forms (Covach, 2015). These styles are also two very important â€Å"roots† of music and have evolved from the late 19th century and early 20th century to lead to the development of Rock and Roll. Jazz and Blues both originated from African-American communities when slaves were brought over to North America from Africa (Schuller, 1986). As time passed and the culture of America was constantlyRead MoreBlues and Jazz Influence Paper1698 Words   |  7 Pages The Influence of 1920 Blues and Jazz on Modern Music Mark Carter The Influence of 1920 Blues and Jazz on Modern Music This paper is will try to show how the music that started with singing of old songs by the slaves to influences the music that the world listens to today. Shaping the music of Rock and Roll, Country and Western, and Easy Listening that influences every aspect of society’s everyday life are Blues and Jazz. In an interview many years ago on television, heard by thisRead MoreThe Development Of Jazz, Blues And Literature1155 Words   |  5 PagesThe development of jazz, blues and literature in harlem shine a big light on langston hughes the famous writer .Who was one of harlem s famous writer for his poetry â€Å" Harlem Dream Deferred†.Langston Hughes is broadly viewed as one of the best artists who ever strolled the earth. A number of his subjects concentrated on the issues that were going up against the race, fairness and Suffrage. Langston Hughes was a vital part of the Harlem Renaissance, a period amid the 1920s and 1930s that was portrayedRead MoreEssay on Ragtime and Blues Influence on Jazz1377 Words   |  6 Pages803-672-412 October 14, 2011 Seeing Ragtime and Blues as Parents of Jazz Jazz is a music genre that has complex characteristics and history of development and thus many musicians and scholars face troubles in defining what jazz is. In general, jazz is believed to have born in New Orleans. Jazz developed for the pleasure of the social dancers. According to the â€Å"Understanding Jazz: What Is Jazz?† of John F. Kennedy center for the Performing Arts, Jazz was created mainly by Afro-Americans, and hadRead MoreRagtime And Blues : The History And Their Influence On Jazz1581 Words   |  7 PagesRagtime and Blues: The History and Their Influence on Jazz In the city of New Orleans, from parades to clubs and from weddings to funerals, one element usually remained constant throughout all these events: the music that permeated the air. At most of these occasions, a band often performed as entertainment, providing many opportunities for musicians in the area to work. By the early 20th century, due to various factors such as mix of ethnicities and cultures with syncopated musical styles influencedRead MoreThe Characteristics Of Jazz And Blues Langston Hughes s The Weary Blues 1521 Words   |  7 PagesThe Characteristics of Jazz and Blues in Langston Hughes’s The Weary Blues While I was reading Langston Hughes’s poems, I have noticed his outstanding accomplishment in his blending creation of Negro musical characteristics and poetry. And The Weary Blues is his peaked piece of a combination of both jazz and blues. The poem reflected American African’s living situation during the Harlem Renaissance, it sufficiently revealed the cultural charm of Negros and Hughes’s fully affirms of his national dignityRead MoreAnalysis Of James Baldwin s The Blues And Jazz Essay2185 Words   |  9 Pagescame from his spirit of evangelism with lyrical stylings of both the blues and jazz. Baldwin’s writings appropriate all three of these elements of African-American culture in both small, singular elements and entire story structures. All three styles — as well as Baldwin’s own writing, chronicle the Black response to an oppressive society that seeks to silent them. From the perspective of the narrator, the short story is a blues n arrative as he becomes more keenly aware of his brother’s troubles inRead MoreThe Blues And Bebop Are Two Forms Of Jazz That Have Given1363 Words   |  6 PagesThe blues and bebop are two forms of jazz that have given us many amazing artists whose talents and arrangements still have relevancy in our society today. Because of their emergence, our musical inventory has expanded greatly. This essay will review these two forms of Jazz while comparing their similarities and difference while also discussing some of the artists who were within their musical genres. Progression to the Blues The blues is a genre of jazz that developed in its earliest developmentRead MoreReview Of Donald Miller s Blue Like Jazz1207 Words   |  5 PagesMiller, Blue Like Jazz: Non-Religious Thoughts on Christian Spirituality (Nashville, Tennessee, Nelson Books, 2003) The book was a great explanation of what the Christian faith looked like from a brand new set of eyes. As Miller took us through his own life struggles, while at the same time explaining each incident in detail, it was clear that his faith was a new life entirely. He talks about his own spiritual journey in the form of a series of essays. The rich emotional impact of jazz was the arch

Essay on the Love Story of Antony and Cleopatra - 1645 Words

The Love Story of Antony and Cleopatra The tragedy of Antony and Cleopatra can be said to have an overall effect of comical lightness. In this way, it is altogether different from the preceding tragedies, although the tragedy that leads to the death and destruction of Antony and Cleopatra is definitely a matter of choice rather than of circumstances that engulf the hero. Yet, ultimately their tragic ending differs greatly from the ominous feeling of those that preceded it. Antony and Cleopatra concerns itself with typically distressing and grave imagery, most importantly the theme of permanent loss. Although circumstance plays a part, the tragic hero is damned by what he himself does and is an active participant in his own†¦show more content†¦As a result, he not only experienced a reversal of fortune in his pride and political power, but this event led to his further downfall and eventually to his suicide in Act 5. Ironically, Antony indirectly prophesized the outcome of the play when he declared his wish that Rome not disturb his time with Cleopatra, he said Let Rome in Tiber melt, and the wide arch of the ranged empire fall (1.1.33-34)! Rome did melt for Antony as his political power arch was destroyed. Sadly, Antony did not possess the careful practicality of Octavius Caesar, which would have enabled him to avoid his tendency towards tragic folly. So, in the case of tragedy, both Antony and Cleopatra led themselves toward their sustained losses of power and pride and as with all tragedy, the death of the protagonists loomed imminently. Although Antony and Cleopatra is formally defined as a tragedy, it stands out from Shakespeare’s earlier tragic works. The structure of paradox within the play produces a different effect to usual tragic intensity. The characters display moods and impulse rather than progressing through a process of edification as in King Lear. The result from this spontaneity of character produces a lack of tragic motivation such as Macbeth’s ambition, or of Othello-like tragic responsibility. However, like the preceding tragedies, this play richly expresses a variety and intricacy in terms of experience. Yet, Antony and Cleopatra is devoid of characters such asShow MoreRelatedAntony and Cleopatra - Love Story or Tragedy Essay1265 Words   |  6 Pages`Shakespeare doesnt organize his tragedy as a drama of love between Antony and Cleopatra, but as a drama of the rise and fall of Antony in the struggle for world leadership. What is your view? Answer Fundamentally, I disagree with this interpretation of the play. Indeed we do see the fall of the great Marc Antony but the play never actually depicts scenes of his rise to prominence. `Antony and Cleopatra is renowned as one of the greatest love stories of all time and I align myself with this conceptionRead MoreThe Central Concerns of the Antony and Cleopatra by William Shakespeare1427 Words   |  6 PagesThe Central Concerns of the Antony and Cleopatra by William Shakespeare This essay will look at two of the central concerns in Antony and Cleopatra, namely reason versus passion and the public versus private domains. These two central concerns of the play are clearly illustrated in the extract we are provided with. I will mainly focus on the character of Antony in this essay as it is within him that these two concerns of the play are most evident. In the beginningRead MoreHow Does Act 1 of Antony and Cleopatra Prepare the Reader for Tragedy?955 Words   |  4 PagesHow does Act 1 of Antony and Cleopatra prepare the audience for tragedy? In this essay i will discuss how act of Antony and Cleopatra prepare the audience for tragedy. Firstly the character of Antony is one of three who rule Rome after the assassination of Julius Caedar. But Antony’s popularity is shortlived, as Shakespeare’s audience discovers when Act I opens in Alexandria, Egypt, where Antony languishes under the spell of Cleopatra’s incomparable beauty and charm. She spends her every wile andRead MoreRenaissance Literature - Romeo and Juliet1835 Words   |  8 PagesRenaissance Essay In what ways is ‘the other’ explored in two of the plays studied in Semester 1? Shakespeare’s plays have always had a hard-hitting effect on their audiences as they are often used as a vehicle to explore fears or concerns of the time. In the two tragic plays, ‘Romeo and Juliet’ and ‘Anthony and Cleopatra’, Shakespeare uses mythology, issues of power and sexuality and in particular concentrates on the concept of ‘the other’. In this use of the term ‘the other’ we are referringRead More Female Power, Maternity and Genderbending in Shakespeares Antony and Cleopatra3164 Words   |  13 PagesGenderbending in Shakespeares Antony and Cleopatra The 19th century essayist and literary critic William Hazlitt wrote of Cleopatra, She is voluptuous, ostentatious, conscious, boastful of her charms, haughty, tyrannical, [and] fickle, which are great and unpardonable faults (Hazlitt 2-3). Much of the criticism of Antony and Cleopatra has recycled this judgement, depicting Cleopatra as a villainess uses her eroticism and sexuality to motivate Antony to seek power. Cleopatra is memorable for herRead MoreKing Lear : A Shakespearean Shakespearian Tragedy1540 Words   |  7 PagesShakespeare tragedies, but it generally comes down to opinion. In order to determine the best Shakespeare tragedy, it has to be stacked up against other well-known Shakespearian tragedies like Macbeth, Othello, Julius Caesar, Romeo and Juliet, Antony and Cleopatra, and Hamlet in multiple ways, both objectively and subjectively. When compared to these plays, it is evident that King Lear should not be counted as one of the top four Shakespearian tragedies on account of three things, its popularity in relationRead MoreThe Benefit of Reading Comic Book877 Words   |  4 Pagesmaterial for young people in Hong Kong. Write an essay comic books which deal with all the following points: - why these books are so popular - the advantages and disadvantages of reading such books - how comic books can be used for educational purposes Justify your views by providing reasons. Reading comic books— a relaxing, joying and learning activity Spiderman or War and Peace? Batman or Romeo and Juliet? Dragonball or Antony and Cleopatra? If taking these questions to ask the secondaryRead MoreThe Benefit of Reading Comic Book887 Words   |  4 Pagesmaterial for young people in Hong Kong. Write an essay comic books which deal with all the following points: - why these books are so popular - the advantages and disadvantages of reading such books - how comic books can be used for educational purposes Justify your views by providing reasons. Reading comic books— a relaxing, joying and learning activity Spiderman or War and Peace? Batman or Romeo and Juliet? Dragonball or Antony and Cleopatra? If taking these questions to ask the secondaryRead MoreThe Age Of Dryden By Charles Dryden1323 Words   |  6 PagesHills preaching was described by an admiring contemporary who said that it was â€Å"plain, spiritual, laborious, powerful, and frequent. His preaching was Dryden s first encounter with formal spoken word, probably beginning his lifelong hostility. This essay will include the life of, evaluate the work of, and examine the impact of Mr. John Dryden (Winn 1). John attended Trinity college in Cambridge following the path his family marked out for him in 1650. After 4 years of college he got his bachelorRead MoreZen and the Art of William Shakespeare Essay2389 Words   |  10 PagesShakespeare discusses the rarer action of mercy again in The Merchant of Venice, particularly in the courtroom scene which is dominated by Portia. This scene provokes a multitude of thoughts. Some of the best can be found in Alexander Leggatt’s essay The Fourth and Fifth Acts. In it, he compares the scene to something out of Lewis Carroll, it shows what happens when logical principles are set to work without the restraints of humanity and common sense. (Signet,TMOV,184) Leggatt makes a brilliant

Adolescents on Mental Illness Essay Example For Students

Adolescents on Mental Illness Essay Dr. Murphy PSY 100 Spring, 2005 Watson, Amy C., Otey, Emeline, Westbrook, Anne L., Gardner, April L., Lamb, Theodore A. , Corrigan, Patrick W., Fenton, Wayne S. (2004). Changing Middle Schoolers Attitudes About Mental Illness Through Education. Schizophrenia Bulletin, 30, 563-572. By Eric J. Pea Section 6 emailprotected Introduction This article shows the attitudes and intellect of Middle Schoolers about Mental Illness. The investigators are interested in the amount of improvement that the Middle Schoolers receive after being well-informed and educated about Mental Illness. They are especially interested in the changes in the attitudes of the pupils that think pessimistically about Mental Illness. Finding out if a curriculum informing the students about Mental Illness would significantly impact them is the other main interest of the investigators. Previous studies show that many adults are almost naturally prejudice to people with Mental Illnesses. Most adults automatically stereotype them as people that are dangerous, shouldnt be talked to, and have a slim-to-none chance of recovering. This comes from their lack of knowledge of Mental Illness growing up. In their childhood, they see Mental Illness as a disturbance and sway away from anything related to it. This concept is truly an unnoticed act of discrimination. Ultimately, the goal of the experiment was to find out how the minds of the students change toward Mental Illness after more knowledge of it is found out. The investigators supposed that there would be a bit of knowledge or at least some awareness of Mental Illness in the students minds. They figured that there would be many pessimists in the group (students that initially think negatively about Mental Illness. ) Also, they assumed that the curriculum would benefit all of the students (especially the ones with the negative attitudes.) Method The investigators used The Science of Mental Illness curriculum to educate the students. This curriculum consists of unique scientific discoveries and case studies that help students understand the link between the sciences and their applications to health care. Some parts of the curriculum are classic, lecture-style teachings and some are more interactive including online programs and situations on video clips. The variety of the curriculum keeps the students interested throughout the 5-week program. Helping the students understand that Mental Illness can be diagnosed and treated very well (unlike they might have thought) is one of the curriculums main goals. The other is to make the students more aware of Mental Illness and understand its different aspects. The curriculum is broken up into 5 lessons that cover everything from the brains functions to recognizing Mental Illness to methods of treatment. To continue the study, a curriculum evaluation was held. The students (the subjects) had a Knowledge Test that had 13 true/false/not sure questions, and 5 short answer questions. The students were to answer the questions as if they were referring to a new student with a Mental Illness. For instance, one of the questions was, Depression is the same thing as being sad. It was administered in 2 forms: Pretest and Posttest, to see if there was a significant change in knowledge. The independent variable of the experiment was clearly the enrolling and teaching the students into the curriculum. The dependent variable was the change in knowledge and attitude (the impact) that was due to learning from the curriculum. The investigators collected the data by reviewing the Pretests and Post tests and measuring the differences of the correct, incorrect and unsure answers. Results The investigators recorded results by numbers and percentages. They just subtracted the number of unsure answers from 1500, then divided the number of correct answers by the difference of 1500 and the unsure answers and multiplied that fraction by 100. .uae3d125384d9683734ec3b83572aa06e , .uae3d125384d9683734ec3b83572aa06e .postImageUrl , .uae3d125384d9683734ec3b83572aa06e .centered-text-area { min-height: 80px; position: relative; } .uae3d125384d9683734ec3b83572aa06e , .uae3d125384d9683734ec3b83572aa06e:hover , .uae3d125384d9683734ec3b83572aa06e:visited , .uae3d125384d9683734ec3b83572aa06e:active { border:0!important; } .uae3d125384d9683734ec3b83572aa06e .clearfix:after { content: ""; display: table; clear: both; } .uae3d125384d9683734ec3b83572aa06e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uae3d125384d9683734ec3b83572aa06e:active , .uae3d125384d9683734ec3b83572aa06e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uae3d125384d9683734ec3b83572aa06e .centered-text-area { width: 100%; position: relative ; } .uae3d125384d9683734ec3b83572aa06e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uae3d125384d9683734ec3b83572aa06e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uae3d125384d9683734ec3b83572aa06e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uae3d125384d9683734ec3b83572aa06e:hover .ctaButton { background-color: #34495E!important; } .uae3d125384d9683734ec3b83572aa06e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uae3d125384d9683734ec3b83572aa06e .uae3d125384d9683734ec3b83572aa06e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uae3d125384d9683734ec3b83572aa06e:after { content: ""; display: block; clear: both; } READ: Fall Back On Fitness Essay For instance, for the first question, Depression is the same thing as being sad, the number correct for the Pretest was 636 and number of questions answered not sure was 98. So, 1500-98=1402. Then, (636/1402)*100 = 45.4%, which is the percentage correct on the first question (for the Pretest.) The investigators found that there was a great improvement in the knowledge about mental Illness from the Pretest to Posttest. The total average score correct increased by 30% (from 6. 87 to 9.75!) Also, the attitude score decreased by a small but effective 3% (22.57 down to 21.99.) Also, once at Posttest, the .

Social Entrepreneurship and Social Change

Table of Contents Background Social change in entrepreneurship The positive externalities theory Explanation of the positive externalities theory Criticisms of the positive externalities theory Conclusion References Background In the current world, increasing pressure from problems that arise due to daily changes in the business sector is driving businesses towards finding alternatives to abate the problem. In fact, businesses are drifting further away from the old forms of thinking and incorporating sustainability programmes to create new market (Elkington, Schwab, Hartigan, 2008).Advertising We will write a custom essay sample on Social Entrepreneurship and Social Change specifically for you for only $16.05 $11/page Learn More The changes witnessed in the current business world and the crazy search for new markets is driving entrepreneurship to have a new shift in leadership and management. Social entrepreneurship is like a hybrid that combines bo th commercial entrepreneurship and social aspects in an organization. Social change in entrepreneurship Failing governments and the lack of economic enterpreurship has driven the need for social entrepreneurship to rise (Wei-Skillern, Austin, Leonard, 2007). Social enterpreurship is a form of enterpreurship that incorporates facets of both economic and social aspects in a business idea (Martin Osberg, 2007). It is a venture that brings into account the activities that impact positively in a society bringing about social change. This shift in business paradigm occurred due to the existing suffocation of markets and the need for new markets. The urgency of these new markets has been brought about by the increasing competition faced by businesses. Although social entrepreneurship starts as a small venture or limited effort, it marks troubles with the local output but makes global significance. This includes provision of water, promoting micro-businesses, waste managing and the preser vation of the environment. For example, the escalating growth of micro-industries in the world is due to social entrepreneurship (Zahra et al., 2008). The development of such ventures and their success has turned them to the spotlight and they have received scholarly attention. This scholarly attention has led to the need to formulate theories that explain this phenomenon (Kuhn, 1962). The idea of social enterpreurship offers a platform for alleviating world poverty through promoting social good (Yunus, 2007) The positive externalities theory It is important that any theory that tries to define the concept of social entrepreneurship should address the issues of value creation and value appropriation (Mizik Jacob, 2003).Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More The theory of positive externalities best explains the shift towards social enterpreurship. It is apparent that economic entrepr eneurship cannot exist in a vacuum. This theory suggests that economic enterpreurship is not valid in areas where there are strong positive externalities. Basically, the assertion is that the potentiality for value creation is not marched by the potential for value appropriation because the ensuing benefits to the society go much above the benefits accrued to the transacting parties. It is also observed that consumers are likely to reward businesses with positive externalities by consuming more of their goods. Further, it is perceived that government initiatives and economic entrepreneurship benefits those people with powerful access to resources neglecting the powerless societies. In this theory, powerless society benefits from social entrepreneurship and the entrepreneurs benefit from the powerless society by establishing markets that ensure sustainability. Although this venture brings forth an implication in the theory, it is not contrary to the definition of the terminology (Cam pbell Temple University, 2008). Explanation of the positive externalities theory The theory points that the externality notion cannot be clearly depicted by market operation or market price structure which leads to incompetent distribution of wealth, social remuneration, personal expenditure and communal expenses (Ying Guoli, 1997). Characteristics of positive externality hypothesis include transferring via other way and not through the price system, non-exclusive and inseparable part as a characteristic of end user, bringing other utilities expenses to decrease and the alleviation of costs to the beneficiary. The positive externality theory assumes that the allocation of social entrepreneurship is largely for the benefit of the society and not targeted towards the profit analysis. Therefore, the social enterpreurship system distributes benefits and costs based not on the market system of analyzing where profits can be maximized, but by targeting the neglected areas of the society .Advertising We will write a custom essay sample on Social Entrepreneurship and Social Change specifically for you for only $16.05 $11/page Learn More Social entrepreneurship also targets areas where economic entrepreneurship has failed to venture, a characteristic that is not exclusive of any player in the society. It aims at creating societal value and not economic value. Social enterpreurship alleviates the standards of the economic as well as social conditions of a neglected or powerless society. In this quest, it aims at reducing the costs of certain provisions that would have been so costly if provided by the economic entrepreneurs. The positive externality theory aims to balance between value creation and value addition in cases where it ventures (Ellwanger, 1997). Criticisms of the positive externalities theory Social enterpreurship is an innovative change that is gripping the business world daily. It is apparent that what the social entrepreneu rs strive to achieve is becoming more complex and the desire to augment the costs incurred in creating social value is rising day by day. The costs also involved in the set up of the social entrepreneurship activities are proving hard to meet by the entrepreneurs thereby distorting the credibility of the theory. Furthermore, as inflation rises, due expenditures in these endeavors are becoming increasingly complex and are therefore neglected to be attended to by the government (Wei-Skillern, Austin, Leonard, 2007). This leaves a lot of unfilled gaps in the tenacity of the theory. Conclusion The idea of social entrepreneurship taking shape and being embraced by the business world requires a thorough consideration and thought before being implemented. It takes a different mindset from the one embraced by economic entrepreneurs in their profit maximization. Social entrepreneurship on the other hand aims at creating social value. In the wake of inflation and increased costs, social entr epreneurs need to have a re-consideration of the theories they use.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More References Campbell, K. A. Temple University. (2008). Towards a general theory of entrepreneurship. London, UK: ProQuest. Elkington, J., Schwab, K. Hartigan, P. (2008). Power of Unreasonable People: How Social Entrepreneurs Create Markets that Change the World. New York, NY: Harvard Business Review Press. Ellwanger, G. (1997). The externality effects of transport, rail international. New York, NY: MacMillan Publishers. Kuhn, T. S. (1962). The Structure of Scientific Revolutions. Chicago, IL: Chicago University press. Martin, R. L. Osberg, S. (2007). Social entrepreneurship: The case for definition. Stanford Social Innovation Review, pp.28-39. Mizik, N. Jacobson, R. (2003). Trading off between Value Creation and Value Appropriation: The Financial Implications of Shifts in Strategic Emphasis. Journal of Marketing, 67, pp. 63-67. Wei-Skillern, J., Austin, J. E., Leonard, H. (2007). Entrepreneurship in the Social Sector. London, UK: Sage Publications. Ying, Y. Guoli, O. (1997). St udy on the development strategy of urban rail transit based on externality. New York, NY: MacMillan Publishers. Yunus, M. (2007). Creating a world without poverty: Social business and the future of capitalism. New York: Public Affairs. Zahra, S. A. Rawhouser, H. N., Bhawe, N., Neubaum, D. O. Hayton, J. C. (2008). Globalization of social entrepreneurship Opportunities. Strategic Entrepreneurship Journal, 2 (2), pp.117-131. This essay on Social Entrepreneurship and Social Change was written and submitted by user Derrick Price to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Teaching Multicultural Education

Teaching Multicultural Education Free Online Research Papers Teaching in an urban environment is a unique experience, especially in a city like New York where individuals emanate from many backgrounds and cultures. Teaching in a multicultural setting has both its rewards and challenges. Having students from various parts of the world creates a classroom of diversity and global awareness. However, if not properly trained to adapt and teach to a style that is effective and relatable to the entire array of students, the task can prove to be challenging for future teachers and damaging to their students. From its introduction into the United States school system in the 1960’s, a time of substantial political and racial instability, the premise of multicultural education was that minorities should adapt to the values and behaviors of the dominant culture in every way. As time progressed, there has been a shift in view and philosophy. Today, the approach to multicultural education does not mean that minorities should surrender their distinct cultural traits to a homogenous ‘melting pot’ of America. Rather, minorities are to maintain their cultural identities and still be a part of American culture much like a tossed salad (Banks, 2001). To accomplish this objective, the school system needs to accommodate each culture to the benefit of all. For pre-service multicultural educators this means preparing future teachers ‘to be reflective, critical thinkers’ (Gay Fox, 241) who will promote social fairness in their classrooms towards the greater goal of a à ¢â‚¬Ëœcollective empowerment’ (Lipman, 52) of minorities in their communities. This standard in teaching and training is vital to realize this objective. Paulo Freire’s fifth letter in Teachers As Cultural Workers discusses the fear and insecurities teachers face on the first day of school. In regards to multicultural classrooms, is this a result of not being properly prepared? The question at hand is, are teachers are being properly prepared to teach in a multicultural classroom? Freire continues to comment that students should be able to think creatively; identify and solve complex problems; know their passions, strengths, and challenges; communicate and work well with others; lead healthy lives; and be ethical and caring citizens of a diverse world. However, this is only possible if the teacher creates the environment to do so. Future teachers being properly prepared to teach in a multicultural classroom is an issue that needs further examining, and research shows it is a worthy issue. Minorities make up an increasing percentage of the United States population. By the year 2020, predictions speculate the school population to be 46% non-White (Neito, 2000). Therefore, it is imperative the growing minority workforce be educated. Unfortunately, this is not happening. In a study conducted by the Secretary of Education’s Commission on the Future of Higher Education, from 1980 to 2020, the white population working force is declining as the minority population work force is increasing (see figure 1 and 2). To address the lack of education that minorities are receiving I suggest examining the way educators are taught to teach minorities. Are future teachers not being properly prepared and trained to handle multicultural classrooms? Should teaching programs nationally require multicultural pre-service education? Investigating both serious questions is necessary. The consensus of both scholars and teachers suggest that future teachers are not receiving the necessary training to prepare pre-service teachers to handle multicultural classrooms. However, the means to solving the issue properly is debatable. One suggestion is a push for national program requiring future teachers to take more classes to prepare them for multicultural classrooms. The opposing side argues that future teachers cannot be properly prepared to handle multicultural classrooms from a course of study but rather fieldwork experience is the solution. Education courses provide future teachers with skills in order to prepare them for the role of full-time teacher. Suggesting required classes to train future teachers to handle multicultural classrooms is argued for this reason. It is debated that no amount of cultural awareness can make up for good teaching skills (Frisby Tucker, 151; Marshall, 374). Future teachers are to learn proper classroom management and instruction techniques (Sheets, 165) and as related to issues of cultural diversity. Multicultural education for future teachers involves effective teaching skills with sensitivity toward cultural diversity. Unarguably, it takes special skills to manage and make the classroom a safe place to accommodate feelings and perceptions as well as language and of students from different backgrounds, but those skills cannot teach you or prepare you for all scenarios. While relating lesson-content to students’ cultural experiences, for example, can produce student engagement, ev ery teaching experience is different. In fact, no class from year to year, school to school, grade to grade, or even room to room is the same. The counter argument is that classes on teaching multicultural classrooms serve only to make future teachers aware of the situation, but does little to no job in preparing them in effectively handling the situation. Research in 2003 by Charles Howard Candler Professor of Urban Education in the Division of Educational Studies at Emory University, Jacqueline Jordan found that pre-service teachers have negative beliefs and low expectations of success for [non White] students even after some course work in multicultural education (Irvine, 11); she called this cultural discontinuity. This cultural discontinuity produces negative interactions between teachers and students, thus reinforcing stereotypes and prejudices on both sides. Irvine argues that cultural discontinuity can cause teachers to ignore their students ethnic identities and their unique cultural beliefs, perceptions, values and worldviews (Irvine, 12). Therefore, simply taking classes on multicultural students can cause futu re teachers to have pre-notions which in-turn can affect teachers attitudes and expectations, thus impacting students academic performance (Delpit, 1996; Howard del Rosario, 129). According to authors Thomas G. Carroll and Geneva Gay, future teachers need to be taught to become changing agents with skills for the following: (1) critical self-analysis, (2) self-reflection and (3) understanding culture. In addition, the authors believe that teachers must develop strategies for teaching both minority and mainstream students. To do this, teachers have to immerse themselves in other cultures (Follo, Hoerr Vorheis-Sargent, 2). Fieldwork experience, an example of immersion, provides future teachers with the opportunity to communicate and learn from multicultural students while working. ESL teacher Marilyn Bean Barrett pointed out that field experiences needed also to include opportunities for reflection on critical incidents (Barrett, 23). Fieldwork experience facilitates future teachers’ observational and analytical skills about the norms, values and attitudes of multicultural students. Learning from hands on experience is a distinctive skill that you do not receive from a textbook or instructor. To understand the entire spectrum of multicultural education, future teachers must close their textbooks and step into the classroom. To learn the skills of teaching multicultural students effectively, he or she needs to experience doing so. The lack of meaningful multicultural preparation and the fact that most teachers come from isolated ethnic groups, and possess professional preparation that usually excludes direct meaningful interaction with various cultures create problems for proper multicultural understanding (Russo Talbert-Johnson, 1997). In order to achieve meaningful interactions, ample experience with students of other ethnic backgrounds is required. Through these experiences, future teachers will acquire an understanding of cultural differences and commonalties between themselves and their multicultural students, which as a result will properly train them t o handle multicultural classrooms. Having this knowledge of other worldviews, family life, and customs can aid in valuable communication between teachers and students of other cultures, which might lead to healthy relationships, student satisfaction, and positive learning environments for both teachers and students. References Banks, J. A. (2001). Cultural Diversity and Education: Foundations, Curriculum, and Teaching. Boston: Allyn and Bacon. Barrett, M.B. (1993). Preparation for cultural diversity: Experiential strategies for educators. Equity and Excellence in Education, 26: 19-26. Carroll, T.G. (1990). Who owns culture? Education and Urban Society, 22: 346-355. Delpit, L, (1996), Other peoples children. Cultural conflict in the classroom. New York: New Press, Follo, E., Hoerr, B. Vorheis-Sargent, A. (2002). Where will urban high school teachers for the 21st century come from? American Secondary Education, 30: 2-8. Frisby, C. L. Tucker, C.M. (1993). Black students self-perception of self: Implications for educators. Educational Forum, 57: 146-156. Gay G. (1993). Building cultural bridges: A bold proposal for teacher education. Education and Urban Society, 25: 285-299. Gay, G. Fox, W. (1995). The cultural ethos of the academy: Potentials and perils for multicultural education reform. Pp. 239-255 in Beyond Comfort Zones in Multiculturalism: Confronting the Politics of Privilege, Sandra Jackson Jose Solis (Eds.). Connecticut: Bergin Garvey. Howard, T, C, Del Rosario, C, D, (2000), Talking race in teacher education: The need for racial dialogue in teacher education. Action in Teacher Education, 21, 127-137, Irvine, J. J, (2003), Educating teachers for diversity: Seeing with a cultural eye. New York: Teachers College Press, Lipman, P. (1996). The missing voice of culturally relevant teachers in school restructuring. The Urban Review, 28: 41-62. Marshall, P. (1996). Multicultural teaching concerns: New dimensions in the area of teacher concerns’ research? Journal of Educational Research, 89: 371-379. Nieto, S. (2000) Affirming diversity: The sociopolitical context of multicultural education, (3rd ed.). New York: AddisonWesley. Sheets, R.H. (1996). Urban classroom conflict: Student-teacher perception: Ethnic integrity, solidarity, and resistance. The Urban Review, 8: 165 Research Papers on Teaching Multicultural EducationStandardized TestingInfluences of Socio-Economic Status of Married MalesPETSTEL analysis of IndiaQuebec and CanadaHip-Hop is ArtResearch Process Part OneRelationship between Media Coverage and Social and19 Century Society: A Deeply Divided EraBook Review on The Autobiography of Malcolm XEffects of Television Violence on Children

Free Essays on Passion Of The Christ Reaction

The extent of the accuracy of the film was unbelievable. To have the entire movie’s dialogue be in Aramaic was the most incredible thing. Before watching the film I though that Mel Gibson might massacre the story by exaggerating or falsifying aspects of it but he truly did stick to the historic Biblical version. The only thing that wasn’t exactly known to be true is the idea of Lucifer appearing to Jesus throughout his ordeal but I would find it very possible that Lucifer be there watching Jesus suffer. The definition of anti-Semitism is hostility toward or discrimination against Jews as a religious, ethnic, or racial group. Does this film lead me to these feelings? In most ways, no. But being a Christian watching the Jewish high priests and crowds of Jewish people sentencing Jesus to his horrible death, I did experience hatred towards those people. Do I feel like the Jewish community of today is in anyway responsible for what happened? No. And so, I would argue that you had to have entered the film with feelings of Anti- Semitism to be able to have exited with those feelings. I felt that as far as the issue of the goriness of the film, I understand why Mel Gibson felt it was necessary. As far as accuracy goes, that is the way we as Christians believe it played out. This was a way for society to view what Jesus went through for us, to what excruciating pain he suffered for our sins. How or where else would there be a better venue then through this film for us all to see the torture and be a little bit humbled about our own petty complaints. In many ways I felt like he took it a bit far to the point that I didn’t want to watch but then I realized if he suffered that much couldn’t I discomfort myself slightly and watch it? My personal reaction towards the film was positive and overwhelming. It was really strange to see the story come to life on film. I felt a little depressed afterwards. I felt that the actor who played Jesu... Free Essays on Passion Of The Christ Reaction Free Essays on Passion Of The Christ Reaction The extent of the accuracy of the film was unbelievable. To have the entire movie’s dialogue be in Aramaic was the most incredible thing. Before watching the film I though that Mel Gibson might massacre the story by exaggerating or falsifying aspects of it but he truly did stick to the historic Biblical version. The only thing that wasn’t exactly known to be true is the idea of Lucifer appearing to Jesus throughout his ordeal but I would find it very possible that Lucifer be there watching Jesus suffer. The definition of anti-Semitism is hostility toward or discrimination against Jews as a religious, ethnic, or racial group. Does this film lead me to these feelings? In most ways, no. But being a Christian watching the Jewish high priests and crowds of Jewish people sentencing Jesus to his horrible death, I did experience hatred towards those people. Do I feel like the Jewish community of today is in anyway responsible for what happened? No. And so, I would argue that you had to have entered the film with feelings of Anti- Semitism to be able to have exited with those feelings. I felt that as far as the issue of the goriness of the film, I understand why Mel Gibson felt it was necessary. As far as accuracy goes, that is the way we as Christians believe it played out. This was a way for society to view what Jesus went through for us, to what excruciating pain he suffered for our sins. How or where else would there be a better venue then through this film for us all to see the torture and be a little bit humbled about our own petty complaints. In many ways I felt like he took it a bit far to the point that I didn’t want to watch but then I realized if he suffered that much couldn’t I discomfort myself slightly and watch it? My personal reaction towards the film was positive and overwhelming. It was really strange to see the story come to life on film. I felt a little depressed afterwards. I felt that the actor who played Jesu...

Presentation Essay Example | Topics and Well Written Essays - 250 words - 8

Presentation - Essay Example Mercanta International is a long time and decently reputed company that sources green coffee from seventeen countries in Africa and Latin America. We are especially well mentioned with regards to strong corporation and considerate corporate policies in the wider context of interests of our corporate partners. Moreover, we adhere to a strict code of operation and corporate ethics and meet all legal benchmarks in all our operations. It is thus our sincere assurance to you that you can have all the confidence as you consider this offer to corporation. Some of the immediate benefits your association stand to benefit working with us is the fact you would no longer have to take your coffee beans through the conventional roasting process and other primary preparation procedures as we would help out with that. The most likely by you question is how. Let break it to you that we have progressed to source the green fresh coffee berries almost straight from the farms. In this regard, your association will take advantage of our efficient infrastructure, systems and logistics in temporary packaging for fright and reduced transportation costs. You therefore stand to get higher returns for your produce as this potential partnership would reduce the bureaucratic and most wasteful stages of handling your produce. If these developments were to succeed, we have a plan in preliminary stages to establish a local office right here in Kenya to effectively handle your affairs and to strengthen our partnership. We have had lengthy deliberations on your main concern of delayed payments as has been perpetually been the case in your perspective. As a direct outcome of these deliberations, it is my pleasure to make it known that plans are underway to partner with Barclays Bank Kenya and The Jubilee Insurance Company to take care of any unforeseen instances that may delay disbursement of money in time to your association therefore to farmers. We also look forward to establishing a