Prejudice and Racism - Color or Character Essay - 690 Words

Color or Character? nbsp; nbsp; On TV and in magazines, you seldom see a dark-skinned black person. Our culture is still being led to believe that having lighter skin somehow makes you a better person. nbsp; Black people with lighter skin get treated better; I believe this discrepancy stems from the days of slavery. In general, dark-skinned blacks labored in the fields while light-skinned blacks worked indoors. Slave owners and even slaves gave lighter-skinned blacks more respect. This segregation of shades within the same race is a serious problem. nbsp; Colorism has always been an issue for the black community. In the past, some black social clubs and societies only allowed those who had light skin. People say that†¦show more content†¦nbsp; Our society has taught us not to accept differences. One senior I know said, My grandfather accepts me, while he treats my sister as if she doesnt exist because she is darker. I asked a number of my classmates what a beautiful black woman looks like, and most of them gave the obvious answers: Halle Berry and Vanessa Williams. nbsp; But one response surprised me. When I asked one classmate, she said she thought there was not just one. She named Lauryn Hill, Jada Pinkett Smith and Erykah Badu, who are all very different, but each has something that makes her beautiful. She also mentioned her deceased friend, Monique: Monique was beautiful because she was smart, always kept herself together and did not let her looks get to her. nbsp; I also asked my classmates how they felt about seeing primarily light-skinned black women in music videos. They all gave the same answer: It is messed up, but what can I do? Most were angry about how dark-skinned black women are portrayed in music videos: When they do show dark-skinned girls, they are greased up with a These images of dark- and light-skinned black women affect people differently. However, it is clear that the absence of beautiful dark-skinned women and the flood of images of light-skinned women increases self-hatred and division. The self-hatred comes in many forms; when I was in middle school, a black girl told me she only wantedShow MoreRelatedUnderground Airlines And The Secret Life Of Bees Tell Related1630 Words   |  7 PagesUnderground Airlines and The Secret Life of Bees tell related thematic concepts through distinctly similar and different ways. Both Underground Airlines and The Secret Life of Bees discuss themes along the lines of, racism and prejudice br ings pain and injustice, and to not judge a book by its cover. These two thematic concepts develop together throughout the course of each novel. 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She was born there in 1926 and recently passed away in February of 2016 (Lee). Harper Lee’s real name was Nelle (Nail), but everyone calls her Harper because she opted for Nelle to be left off of her first novel. Her parents named her after her grandmother

tax management in nigeria - 979 Words

As the global crisis deepened, the foreign investors decided to exit the Nigerian capital market, by off loading their large volume of shares into the market. The market got saturated with shares without corresponding buyers. On the part of the retail investors they could not catch in to take profit as share certificates were not being issued promptly and the process of certificate verification at the Registrars offices took so long to be completed. Since the retail investor could not exit and there were no willing buyers, share prices across the market started plummeting. Very many investors lost out as the good fortune which they saw passed them by. The activities above led to the investigation, of the Stock Exchange, Capital Market†¦show more content†¦The activities above led to the investigation, of the Stock Exchange, Capital Market Operators, some Issuers of Securities and the companies whose shares started rising when there were no fundamentals to support them.As the global crisis deepened, the foreign investors decided to exit the Nigerian capital market, by off loading their large volume of shares into the market. The market got saturated with shares without corresponding buyers. On the part of the retail investors they could not catch in to take profit as share certificates were not being issued promptly and the process of certificate verification at the Registrars offices took so long to be completed. Since the retail investor could not exit and there were no willing buyers, share prices across the market started plummeting. Very many investors lost out as the good fortune which they saw passed them by. 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Arctic Survival Simulation Free Essays

Arctic Survival – From Success to Failure Contrary to the outcome exhibited by most other groups during the Arctic Survival exercise, our team score (34) was lower than my individual score (64). This is not to suggest that group collaboration is detrimental; in fact, our outcome was unique among the class and of great surprise to the professor and entire class section. We will write a custom essay sample on Arctic Survival Simulation or any similar topic only for you Order Now To be sure, pooling resources, elaboration of material, and support and motivation, while perhaps more time consuming, typically offer improved results. In theory, this model implies that a team’s collective knowledge can maximize utility and ensure the best outcome given the available information and perspectives. In our case, our group dynamics were such that we did not effectively utilize the resources we had, and consequently pooled a very limited amount of information. Rather than minimizing our risk, we increased it. I attribute much of our group’s failure at this simulation to process loss, which is defined as the problems that arise from lack of effective coordination among group members. A number of factors at play could explain the process loss which led to our counterintuitive results. First and foremost, one must consider the way in which group dynamics impact the overall productivity of group collaboration. Our team consisted of K, R, W, J and myself. K and W were quite opinionated, and in contrast, both R and J were quiet – I did not have a sense of what their true opinions were. K dominated the group by putting forth an idea and adhering to that idea in spite of other opinions. Both K and W were vocal in reiterating what they thought were the most important elements of survival. In our case, we took no measures to counteract the impact of clashing personalities. Subsequently, a lack of civil discussion led to uncoordinated efforts with regards to how we should begin to approach a systematic analysis of the situation. An effective manager, however, should be skilled at identifying employee team dynamics and personalities; in order to maximize potential, the manager must have the emotional intelligence (that is, the ability to perceive, decipher, use, and pinpoint emotions accurately) to understand how team members differ with respect to emotions, motivation, perspectives, experience, and intentions. For example, though J was quiet and rarely spoke up or defended her ratings, I knew of J’s work ethic from class and understood that it was not as though she avoided work or pulling her weight. In other words, I recognized that her behavior was not attributed to social loafing, but to some other phenomenon. In this case, our group members seemed to exhibit varying levels of psychological safety, which is the belief that little to no risk exists in a particular group environment, and consequently each member feels free to contribute their true thoughts. I presumed that J and R did not feel psychologically safe. Anytime a group member disagreed and pressed them to argue for their position, they wavered and complied, indicating that they felt uncomfortable in taking a risk and voicing dissenting views. Their low psychological safety led to an apparent mode of groupthink, in which R and J preferred unanimity in the group over their perceived accurate valuations of arctic survival tools. Similar to the Asch experiment in which a dissenter purposely responded with the wrong answer regarding which stick length was equal, R and J were often silent even though their scores later revealed that their ranking of the rope was more in line with the ideal. Indeed, both R and J, but particularly J, demonstrated a primary symptom of groupthink by censoring herself and failing to communicate her unique viewpoints. Managing a group of people requires careful consideration of the group dynamics in play, paying close attention to symptoms of groupthink and low psychological safety which might lead to process loss. A manager must use his or her emotional intelligence and leverage group members’ differing perspectives. In doing so, team members will not fall victim to process loss, but will instead pool resources and elaborate on them, thereby facilitating healthy debate and a better end result than one could achieve on his or her own. In addition to identifying how team members differ with respect to emotions, motivation, perspectives, experience, and intentions, a manager must be cautious about his or her own actions and biases. While being confident and resolute is often positive, it can also blind a manager or group member to other valid viewpoints. Many fall victim to commitment and consistency, which is the tendency for individuals to adhere very strongly to a course of action because they feel pressure to act in line with their original declared commitments. Indeed, K exhibited strong commitment and consistency to certain declarations and did not back down. In particular, he was quite stubborn in his opinion that rope was the second most important asset for survival behind matches. When pressed to explain his case, his justifications were vague; yet, he was very insistent. I mentioned, for example, that rope was not necessary in killing prey for food (in comparison to the hand ax), and challenged him to elaborate on his view. He tried to reason by convincing me that rope was the better choice, but ultimately did a poor job at elaborating. The more we debated, the more steadfast he became – he had committed to a course of action, ranking the rope highly, and felt the pressure to follow through. He couldn’t back down now. Rather than counteracting my challenge that a hand ax was more important, he simply offered that he did not agree without any explanation as to why. What’s more, he did not listen to the ways in which an alternative solution might be better (in this case, the hand ax), but instead disregarded my perspective and stood firm that the rope was more crucial to survival, thus confirming his previous beliefs. He defended his position and avoided information that potentially proved his theory wrong. Not only does this exemplify commitment and consistency, but also confirmation bias, which is an individual’s tendency to disregard information that would contradict his or her views and instead only focus on those explanations that confirm them. K’s adherence was convincing to W, who soon after agreed with his valuation of the rope. W’s support coupled with the others group members’ lack of any objections whatsoever throughout the simulation led to my almost immediate compliance on the subject matter. I let them have the rope, and they let me have the hand ax to follow. The next point of contention was the canvas. Though they all agreed that the hand ax was important, they did not believe the canvas to be significant. I was the only obstacle who expressed a different opinion. K and W’s mutual agreement coupled with R and J’s silence, seemed to bolster their insistence that the canvas was unnecessary. Eventually, J broke the silence and agreed with K and W. J was more likely to feel as though the canvas was insignificant given K and W’s dominant opinion regarding the matter. Once again, I succumbed and agreed to rank the canvas lower down. Though I certainly did not consider myself a manager in this simulation, it allowed me to reflect on my own dealings within a group context and as a potential manager. I was aware of the group dynamics and recognized the limitations that commitment and consistency, social proofing, confirmation bias, and groupthink provided, but also knew that likeability was a key strategy for influencing others. I prodded R and J to offer more insight, but my efforts often fell short. Rather than taking any methodical approach, K and W would dominate conversation, and I assumed the role of mediator, trying to compromise between all perspectives. I could not claim to have expert power, but perhaps I could convince the group that we should take a more systematic and methodical approach to analyzing this situation. Unfortunately, my efforts probably provided more harm than good. I used reciprocity by telling K and W that he could have rope, if I could have the hand ax next. We continued to negotiate – W could have navigation guide next if the canvas could follow shortly after. The simulation consisted of many exchanges such as these. Reciprocity, which is the tendency for members to agree to a course of action of an individual who has done them a favor, miserably backfired in our case. Not only did group members (myself included) interrupt each other and fail to exert any sort of coordination, but my attempt to give everyone what they wanted eventually led to a higher valuation of the navigation guide. I should have known that R and J were easily persuaded and would not speak up about this unwise decision, and yet I went through with it. In an effort to gain support through likeability and reciprocity, I sacrificed an effective decision-making process that would have led to a higher probability of success. Group collaboration is typically expected to prevail in this simulation due to pooling of resources and elaboration of material, and in retrospect, our group did a poor job of doing so; framed this way, it is not surprising that our outcome was the exact opposite of the simulation’s intended effect. Though only a simulation, the Arctic Survival exercise certainly illuminated the various ways in which I could be susceptible to ineffective managing. These models and concepts are not simply applicable to this and other simulations, but also provide insight into my potential downfalls. Perhaps it is necessary to assign a devil’s advocate to the group so that teams are not victimized by groupthink; instead a concerted effort to have varying opinions would inspire thoughtful debate and ultimately more effective outcomes. Likeability is an important weapon of influence, but should not come at the expense of sound decisions – a manager must always exhibit a healthy balance of likeability and firm consideration of all the options. I must be cognizant of my team members and make sure to harness each individual’s strengths, going to great lengths to avoid the common pitfalls exhibited in this simulation. How to cite Arctic Survival Simulation, Essay examples

A struggle for Emily Essay Example For Students

A struggle for Emily Essay A Struggling Emily In the story, A Rose for Emily, by William Faulkner, Miss Emily Griersons struggle with her family, her town, and herself makes her do things that are out of the norm. Her struggle makes her act inhuman and deranged. Emily is a living a very sheltered life. Miss Emily struggles, in this story, with herself and the society around her. Emily Grierson became very heartless in the eyes of the reader and even a little demented all because of her sheltered lifestyle, closed environment and, conflict with the townspeople. She knew that the people of her town were talking about her. However, she ultimately let their gossip influence her life. Some think that Emilys actions were based on the townspeoples attitudes toward her. Others may say that her father shaped her actions. However, Emilys father, the townspeople, and even Emily herself shaped her motives. They were the driving forces behind Emilys action. This struggle between an individual and the society that attempts to restrict her (Brooks Warren 158) would be unbearable for Miss Emily. This is what ultimately leads to her downfall. Through imagery and conflict, the reader can witness how all of this is true. As Faulkner begins this story, the reader quickly learns that this piece is going to be about death and dying. Not so much as physical death, although physical death is also apparent, but spiritual, mental, and social decay. The physical death is opened to the reader in the first line of this short story. The storyteller informs the reader by saying, when Miss Emily Grierson died, our whole town went to the funeral Just by this line the reader wonders if the town was sad to see Miss Emily past away, or were they glad. Later in the story, the reader finds out that the townspeople were glad. However, not for the reason that one might imply. Because the first line of the book deals with death and dying, does it make A Rose for Emily a story of horror? Brooke and Warren writes, we have a deca ying mansion in which the protagonist, shut out from the world, grows into something monstrous, and becomes as divorced from the human as some fungus growing in the dark on a damp wall. (Brooks Warren 158) This is what makes this piece a horror story. Webster New World says that horror means, the strong feeling caused by something frightful or shocking. At the end of A Rose for Emily, the reader finds out that Miss Emily is performing a very deviant action. The reader and the townspeople are very much shocked by this act. This piece is truly a story of horror. (Brook Warren 158). What made Emily killed Homer? To answer this, the reader must first expose Emilys character to view. Emilys grew up around her father. Her life was hard. Emilys father was a very strict man. If compared to todays strict father, he would be the type of father that would show off his gun collection to a guy before taking his daughter out. However, in the case of Miss Emilys father, he did not let anyone see her. The narrator in the story says Emilys father ran off all the men that came for Emily. The reader sees how Emilys father is detrimental to Miss Emilys well being. Because her father blocked her from the outside world, Emily became dependent. Emily became addicted to her father. If her father told her to jump, Emily probably would respond by saying how high. Emilys father was like a depressant drug. This drug made Emily feel safe at all times. The reader also witnesses Emilys father characteristics in a work of art. The portrait hung by the back-flung front door. The narrator of the story describes Miss Emily in the picture as a slender figure in white in the background. It continues to say her father was a spraddle silhouette in the foreground. The reader can see how Faulkner uses the portrait to symbolize how Emilys father shielded her. The narrator goes on to say that, her fathers back to her and clutching a horse whip. The picture depicts how Emilys father is in command. It shows how he ruled her. Her father was the dictator in their relationship. Emilys white garment represents how pure and innocent she was. Emily was like a child that is in the first stages on its life. The reader can not help but wonder what happened to Emilys mother. Faulkner does not answer this question. Something must have happen to her while Emily was still young. Something had to happen to make Emilys father act the way he did toward Emily. The absence of her mother affected her slightly. The reader can only speculate exactly how much it affected her. However, the reader could clearly see that Emilys father made her live sheltered and away from everyone. Emily never had a worry. She grew up thinking that in her older years there would always be someone there to make sure she had the necessities of life. Miss Emily knew that without her father she was nothing. Because of this, losing him never crossed her mind. In actually, when Emilys father pasted, Emily lost her best friend, her mother, her brother, and her father. This is what Emilys father represented to her. Emily had nothing else to live for. When her father died, it was no wonder why Miss Emily was confused. However, surprisingly, Emily did not deal with her fathers death like most people. She took it hard, but it left a different kind of impression of her. Her grief was not like a normal persons grief. Nevertheless, she still grieved. When the storyteller describes Miss Emily, with no trace of grief on her face, and when she tells the townspeople that her father is not dead, the reader knows that Emily is having a serious problem dealing with her fathers pasting. This also makes the reader wonder if Emily is crazy or if she is just taking the lost of her father in a much different way. The townspeople thought that Emily was crazy. For three day, Miss Emily denied to the town that her father was not dead. The storyteller says, Just as they were about to resort to law and force, she broke down, and they buried her father quickly, After this, the townspeople begin to wonder if Emily was playing with a full deck. The narrator indicates plainly enough that people felt that she was crazy. (Brooks ; Warren 158) The reader finds out that Miss Emily has become the type of person where realty and illusion has blurred out. (Brooks ; Warren 158) This is apparent to the reader during the tax situation with the new Board of Aldermen. Miss Emily refuses to pay taxes to the town. The mayor of the town begins to protest about her refusal to pay the city. However, Miss Emily does not even identify him as the mayor of the town. A committee from the town comes over to Miss Emilys home. She tells the committee to talk with Colonel Sartoris. The reader finds out that he had been died for ten years. However to her, he was still alive. Faulkner used this comparison between illusion and reality to show how Miss Emily was impacted by her closed and sheltered life. (Brooks ; Warren 158) Emily began t o live like a commoner. During this era, status was a very important thing. The name of Grierson was very noted in the community. For many generations, the Grierson Family lived solely off their name. A principal contrast in this story is between past times and present times: the past as represented by Emily herself, in Colonel Sartoris, in the old Negro servantthe present is depicted through the unnamed narrator and is represented in the new Board of Aldermen, in Homer Barron (West 148). This means that Faulkner used Emily (and the Grierson name for that matter) to represent how things used to be. Although the Griersons lived off their name, the townspeople knew that they did not really have as much money as everyone thought. This is revealed to the reader when the storyteller says, the Griersons held themselves a little too high for what they really were. (OConner 152) Because of Emilys shelter life, she was unable to cope with big events that came her way. Emily was dealing with so many things. She did not know how to handle herself in these unfamiliar situations. However, something happen to Miss Emily that would change her life, Mr. Homer Barron. Homer was day labor. This was different for Miss Emily and the townspeople, because Miss Emily was a Grierson and she was not supposed to ignore noblesse oblige. Miss Emily disregarded it anyway. The reader notices that Miss Emily is proud of Homer. Brooks and Warren indicate that her pride is connected with her contempt for public opinion. This comes to the fore, of course, when she rides around about town with the foreman whom everyone believes is beneath her. (Brooks Warren 158). The townspeople were happy for Miss Emily. Homer was like the rest of them, a commoner. They felt that he brought Miss Emily down to their level. The reader could see that Homer made Miss Emily happy. This was also apparent to the townspeople. They could see that Emily loved Homer. She wanted to spend the rest of her life with him. S he was determined not to lose Homer the way she lost her father. She is obviously a women of tremendous firmness of will (Brooks Warren 158). Miss Emily was going to get it no matter what it took to do it. The reader can see how firm she is when she goes to purchase the poison to kill Homer. She completely overawes the clerk (Brooks Warren 158). She does not even give off any clues to what use she will have for the poison. When she kills Homer, Miss Emily feel that this is the only way to keep him forever. To Miss Emily, poisoning Homer was her way of preserving. (Fielder 142). Miss Emily was a confused woman. She did not understand what she was doing was not the way to preserve love. The reader could see that she had never experienced love like the love her and Homer Barron had. She liked that feeling and did not want it to end. She knew that if the townspeople found out he were dead, not only would she suffer serious consequences, but also they would take Homers body away leavin g her with nothing. Faulkner says, I feel sorry for Emilys tragedy; her tragedy was, she was the only child, an only daughter. At the time when she could have found a husband, could have had a life of her own, there was probably someone, her father, who said, No, you must stay here and take care of me (Jellife 152). Like Faulkner himself, the reader feels sympathetic toward Emily at the end. Miss Emily could have had a great life if she had only had better values instilled in her. If her father let her roam free, if the townspeople saw it form Miss Emilys perspective, and if Miss Emily herself would have tried harder to make a difference in her own life Homer and her could have gotten married and live happily ever after. Works Cited Brooks, Cleanth. Warrren, Robert Penn. (1959). Short Story Criticism. (Vol. 1). Detroit: Gale Research Company. (pp. 158-159). Faulkner, William. A Rose for Emily. Literature: Reading and Writing the Human Experience. 7th ed. Eds. Richard Abacarian, Mar vin Klotz, and Peter Richardson. New York: St. Martins, 1998. (pp. 667-674) Fiedler, Leslie A. (1950). Short Story Criticism. (Vol. 1). Detroit: Gale Research Company. (pp. 142) Jellife, Robert A. (1955). Interviews with Faulkner. Short Story Criticism. (Vol. 1). Detroit: Gale Research Company. (pp. 152). Van OConner, William (1970). History in A Rose for Emily.' Short Story Criticism. (Vol. 1). Detroit: Gale Research Company. (pp. 152) West, Ray B. (1949). Short Story Criticism. (Vol. 1). Detroit: Gale Research Company. (pp. 148-151). 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