20 Cause and Effect Essay Topics Top Issues Related to Chinese Students’ Discrimination in the US

20 Cause and Effect Essay Topics Top Issues Related to Chinese Students’ Discrimination in the US New students who come to America either for a full scholarship or even a partial study abroad program face many forms of discrimination in the classroom and outside the classroom. Below are some topics on the subject matter to help you select a cause and effect essay topic for your next assignment: How Some Chinese Students Who Do Not Read or Write in English at Fluent Levels Are Unable to Properly Understand Any Forms They Are Required to Fill out, often Resulting in Misunderstandings about Things such as School Policy or Legal Matters How Chinese Students Do Not Receive Interpreters and May Be at a Disadvantage in terms of Medicinal Treatment They Need while Attending School in the United States How Chinese Students Face Barriers in Their Belief System How Chinese Students Might Find It Difficult to Find the Medical Attention They Require How Chinese Students Are Mocked by Other Subgroups in the Classroom Racial Slurs and Racial Discrimination Chinese Students Face in and out of the Classroom Discrimination against Chinese Students in the Food Available through Student Food Programs and on Campus Discrimination against Chinese Students in the Sports and Athletic Options Available to Students, such as Football and Soccer but Not Thai Chi or Kickboxing or Yoga Discrimination against Chinese Students in the Form of Ignorant Comments and Questions Discrimination against Chinese Students by the Government or Authority Figures Who May be Suspicious That the Student Is Conducting Cyber Warfare Discrimination against Chinese Students after They Complete Their Education, by Not Allowing Them to Get Jobs in and Remain in the United States, Forcing Them to Return Home with All of the Knowledge They Learned for Free in America Discrimination against Chinese Students in terms of Housing, Whereby Many Are Placed with Other Study-Abroad or International Students, often from Conflicting Cultures as a Way to Force Immersion How Chinese Students Face Social Differences without Any Guide of Proper Behaviors, Turns of Phrase, and Demeanors in America How Chinese Students Might Be Unaware of Proper Greetings or How to Use Body Language and Physical Contact How Chinese the Fact that Students Might Not Understand Colloquialisms and Proper English Taught in Schools May Be Grounds for Mocking How Chinese Students May Be Limited in Their Transportation Abilities How Chinese Students Face Discrimination in terms of The Classes They Can Take, often Only Allowed to Select from a Predetermined List for International Students How Chinese Students Face Discrimination by Teachers and Administrators Who May Have Cultural Conflicts. How Chinese Students Face Discrimination by Military Personnel Who May Be Biased because of the Cyber Warfare with China How Chinese Students Face Discrimination in terms of the Language and Terms Used by Culturally Centric People Which Might be Offensive to Someone of Chinese Background Sample Cause and Effect Essay on Cultural Barriers to Medicine Today, many students spend time abroad for their education. Whether a student is visiting for one semester or for many years, there are some forms of discrimination they might face which are not always as noticeable as things such as racial slurs but are just as trying and challenging for Chinese Students to overcome. One of these items is access to medicine. Many Chinese Students who are in America might find that at some point or another they require medical treatment. This might come in the form of an emergency treatment or in the form of simple healing herbs to stop a cold or cough. In such situations cultural and communication barriers can inhibit the student from getting the medical care they need, which is founded in discrimination against Eastern medicinal treatments. It is very difficult for Western medicine to accept the legitimacy of Eastern medicine, even if some treatments have scientific evidence behind them or are backed by insurance companies and the FDA. Communicating medical needs is one part of this discrimination. Not all medical facilities have the funding to supply full time interpreters in a variety of languages. In fact, most hospitals who are unable to afford such staff members will seek instead to hire employees for other roles such as that of nurse who can also speak another language. Then that person is called upon in the event that a patient needs a translator. However, the level of fluency here often fluctuates as there is no standard to which such translation skills are held, in addition to which most hospitals will only have employees who can interpret for the most common languages they have among their patients. Students from China who are studying abroad in the United States might become ill and need medicinal treatment while they are abroad, and without their parents, friends, or family, or even regular practitioner and medical records nearby, they might have problems communicating their needs and the doctors may ha ve similar problems communicating the treatments. Even with someone to interpret, something that would only be afforded if many Chinese migrants- for example- visited that medical facility, there are still many medical terms that might be unfamiliar. Another issue with communication is that of cultural barriers and not just linguistic ones. The student may have strong beliefs that do not align with some medicinal treatments, and may be unable to find a local Chinese practitioner who can provide them with the herbs or other Eastern medicinal treatments preferred such as cupping. While a Chinese Students might prefer a simple herbal tea, the western practitioner who is assigned- often by the school- to offer treatment may only be authorized to provide antibiotics or other pill treatments which the student may not want or need. With each of these, there is a need to help mitigate the discrimination faced by Chinese Students. This starts with recognizing that each culture is different and that students from all over the world may require different treatments. But it also requires people not to look at others through the lens of their own culture. References: Bourne, Peter G. The Chinese student- acculturation and mental illness.Psychiatry  38.3 (1975): 269-277. Goto, Sharon G., Gilbert C. Gee, and David T. Takeuchi. Strangers still? The experience of discrimination among Chinese Americans.  Journal of Community Psychology  30.2 (2002): 211-224. Hanassab, Shideh. Diversity, international students, and perceived discrimination: Implications for educators and counselors.  Journal of Studies in International Education  10.2 (2006): 157-172. Lyman, Stanford M. Chinese Americans. (1974). McClain, Charles J.  In search of equality: the Chinese struggle against discrimination in nineteenth-century America. Univ of California Press, 1994. Rosenbloom, Susan Rakosi, and Niobe Way. Experiences of discrimination among African American, Asian American, and Latino adolescents in an urban high school.  Youth Society  35.4 (2004): 420-451. Spencer, Michael S., and Juan Chen. Effect of discrimination on mental health service utilization among Chinese Americans.  American Journal of Public Health  94.5 (2004): 809-814.

Privacy Issues Essays

Privacy Issues Essays Privacy Issues Essay Privacy Issues Essay Evaluate whether Tesco’s Stakeholders will benefit from the company’s growth. Tesco have several groups of stakeholders that could benefit from the growth of the company. A stakeholder is a group of people or an individual with a direct interest in the success of a business. The stakeholders that will benefit the most are employees. In the long run employees could benefit if the company is in a secure financial position due to the company’s growth. This is because, Tesco will be much steadier and will be able to pay their wages without any problems and also if possible it could result in a rise in wages by a fair amount. Therefore, Tesco will be in a capable financial state to keep these workers employed, which will benefit the employees as they have a job and a secure income. Employees will also benefit by working in a big and successful firm because there is more job security. They will continually need an efficient workforce to carry out day to day jobs so it is unlikely that employees are fired often. Also, there are better conditions for the employees in a bigger firm because Tesco want their workers to be happy and feel safe at the work place to overall keep morale high amongst all members of staff. The next stakeholders that will benefit the most are the shareholders. A part of being a shareholder means that you receive a dividend. A dividend is a percentage of the company’s profits depending on how much the shareholder owns. As Tesco grows, revenue should increase and therefore so should profit. So in the long run there would be a rise in dividend value because of the increased sales Tesco would be achieving. However, dividends may have to fall beforehand in the short run if some of the profit is retained to help pay for the growth of the company. In addition, suppliers may benefit due to Tesco’s growth. As Tesco gets bigger, they will need more constant supplies in order to satisfy their customers, so their suppliers are going to be needed much more frequently. Therefore, the supplier’s position in giving Tesco their products will be much more secure, and consequently they will be receiving a decent and somewhat constant pay. However, suppliers may not benefit from the growth of Tesco. Due to Tesco’s increasing monopoly power they could demand more products for a lower cost as they will be needed more quickly and efficiently. Therefore, the suppliers profit margin is going be smaller. In conclusion, considering these three stakeholder groups, it is somewhat clear that Tesco’s growth will benefit specific stakeholders but on the other hand worsen situations for others. This would need to be taken into consideration by Tesco if it wants to appeal to all its stakeholders.

Throughout history, individuals have had a significant impact on the Essay

Throughout history, individuals have had a significant impact on the outcome of events and on the development of cultures and so - Essay Example The change had enormous effects on the political arena as both Iran and America severed all its ties with each other; capturing of American hostages by Iran for 444 days, American subsequent unleashing of Saddam Hussein which ultimately led to the disastrous Iran-Iraq War. Under his government the most evident change that occurred in Iran was the change in its societal system. Iran was considered one of the most liberal countries in the world but after his taking of power its social order changed from a relatively free to strict conservative order. Women, at one point, were allowed to go down the street without Hijab; after Khomeini came into power all that changed and Hijab was made compulsory for women. Other effects on the societal system were that Iran had relatively stable religious communities which were not prosecuted under the Shah’s dictatorship but now they were openly targeted because of the contradiction of their faith with Islamic faith. A prime example of this is the Jewish population of Iran; during the times of Shah, the Iranian population was close to 80,000 to 90,000 but after Khomeini came into power it decreased to merely 20,000.

Diffrence between ABC costing and the Time Driven ABC costing (HBR) Article

Diffrence between ABC costing and the Time Driven ABC costing (HBR) - Article Example Time Driven ABC was proposed by Robert S. Kaplan and Steven R. Anderson, in 2004. Although ABC had been a trend setter in guiding companies and organizations, still it was unable to keep pace with the ever expanding production lines of companies. Time driven ABC is actually a simplification of the ABC methodology (Kaplan & Bruns). Time Driven ABC requires only the estimation of the practical capacity of resources and the time required for transactional activities. Where ABC does not account for the unused capacity in the organization, Time Driven ABC accounts for the unused capacities, thus opening avenues for the allocation of these capacities to new products or cutting them down. It is easier to maintain and gather the data through this model, as the work force required is far less and also the gathering of the data does not require the employees to be surveyed. The manager can allocate the time for an activity based n his professional observation rather than subjective accounts of the employees. It is easier to calculate and validate as compared to the traditional ABC. The data can also be easily updated. The Time driven ABC method allows for the incorporation of a wide variety of elements in the time equation. It is able to cope with more than just a local department with limited number of activities. It also reduces chances of budget slack, created by withholding of private information held by

Positive and Negative Aspects of Adult Education Essay

Positive and Negative Aspects of Adult Education - Essay Example Therefore, they are now focused on acquiring education and on making themselves compatible to the progressing environment. Governments of various countries like America, Hong Kong, UK have always encouraged older people to have education so that they match and compete with younger students. This prospect has made them independent, knowledgeable and modern literates. Adult students have gained back their lost confidence, importance and strength and are now ready to accept new challenges coming ahead. Many companies prefer to employ adults rather than having youngsters due to more experience and capabilities. For instance, a company would prefer to have a 40-year old manager rather than having a 28 year old youngster with higher education for the same post. In other words, adults are much more comfortable with resolving problems and they manage to do so easily. Institutions, where both young and adult students are enrolled, have a very strong inter-generational relationship. Exchange of ideas, flow of knowledge and wisdom, interpersonal communication and reduced differences in mental level can be well-observed in such institutions. Generation gap has been overcome to a large extent. In short, older adult students have seen to be more socially responsible than the younger ones. Besides having a positive effect on the lives of peopl

An Understanding Of The Term Looking Glass Self

An Understanding Of The Term Looking Glass Self In his book Human Nature and the Social Order (1902), the pioneering American sociologist Charles Horton Cooley introduced, somewhat incidentally, the term looking-glass self. This metaphor has since become a standard concept in American sociology with a larger meaning than Cooley himself first implied or envisioned, and with important implications in psychology, ethical studies, theories of child rearing, and other fields. Cooley meant by this term that to some degree individuals develop their identities or self-concepts, and come to understand and define themselves, by considering the ideas and reactions that they think others have about them especially others who seem significant in their lives. Thus, in the process of socialization, which is especially critical at the earlier stages of life but is always occurring, people mold their natures and personalities and assume their roles in response to their reactions to the other people in their social contexts. In that sense, accordin g to Cooley, ones self may be said to mirror social aspects that are outside oneself; it reflects society itself in many individualized ways. The concept actually implies an interacting pair of mirrors. First one imagines oneself pictured (and judged) in the mind of another; then one mirrors in ones mind those judgments that one imagines, thus regulating ones behavior and partially defining oneself. What is reflected in the mirror of ones own mind includes the value systems, self- definitions, and judgments of others in the surrounding society. In this view, ones self-development does not necessarily depend upon objective social realities; rather, it comes about because one perceives or conceives of others responses in certain ways. Thus the feedback that one thinks one is getting from society may actually be more important than any objective reality outside oneself. As sociologist George J. McCall and J. L. Simmons summarized Cooleys theory in 1966, our imaginations of self reflect our interpersonal concerns. Patricia R. Jette, writing in The Encyclopedic Dictionary of Sociology (1986), says that the looking-glass self theory distinguishes three separate components that contribute to the development of self: the responses of others to the individual; the individuals perception of what these responses are, were, or might be (which may differ from the actual responses); and the i ndividuals patterned internalizing of these perceived responses so that they become parts of his or her self-concept and behavioral makeup. In this latter stage, the individual molds a self that reflects the social surroundings and people in itas she or he has subjectively perceived them. Noting the precise way in which Cooley first used his term can help one to apply it with its original subtleties. In Human Nature and the Social Order, the term occurs in the chapter entitled The Meaning of I, one of two chapters about the social self. Cooley makes clear, in proposing the term looking-glass self, that it is not intended as an absolute definition of the nature of the self but is merely one very large and interesting category in which the self (or the I) is defined by its social surroundings. According to Cooleys original language, one imagines oneself appearing in some other mind, and then the kind of self-feeling one has is determined by the attitude . . . attributed to that other mind. A social self of this sort might be called the reflected or looking-glass self. Cooley goes on to quote an anonymous verse couplet: Each to each a looking-glass/ Reflects the other that doth pass. Thus Cooleys first use of the term suggests that, in any social interaction, each of two minds is a mirror: that of a self-conscious person, and that of another person who is a reacting mirror. In real life, one can imagine some interchanges, especially among social peers, as working both ways, in a balanced fashionwith each person simultaneously being both a self-conscious actor and an evaluating judge. Young people in the earlier stages of socialization, however, or people lacking in social power, would be most likely to function in the self-conscious roles, while those who are older, more powerful, or more authoritative would be most likely to be the self-assured judges whose opinions matter enough for the other person to take them into account and allow them (perhaps unconsciously) to govern behavior Social psychologists such as Tamotsu Shibutani emphasize the importance of Cooleys ideas in the socialization process. In Shibutanis view, the looking-glass self means simply that each persons orientation toward himself is a reflection of the manner in which he is treated. Cooley noted what Read Bain confirmed in the 1930sthat children know other people as objects, and call others by name, before they sense themselves as separate entities. Many experts agree that children see themselves as recipients of action before perceiving themselves as actors. Therefore, their evolving natures as active selves acquiring personalities will be likely to mirror the way they have been treated by others; they first gain self-identity from social interaction. Cooleys metaphor, like any analogy, embeds both the merit of vividness and the danger of distortion. Though McCall and Simmons call Cooleys looking glass a somewhat clouded concept, the term is commonly used by sociologists to help explain certain aspects of the process by which all people achieve their identities, regulating and in effect fine- tuning and modulating them as they go. Most sociologists grant that Cooleys idea contains an important truth. Applications The generalized examples that Cooley used when he first mentioned the looking-glass self in 1902 are good beginning points for illustrating how the concept works in real life. Cooley suggests, first, that as we pass a real mirror and see our face, figure, and dress reflected, we are naturally interested, and we are either pleased or not, depending on whether what we see measures up to what we would like to see. Similarly, when we meet another person, we readily imagine ourselves as mirrored in that persons mindour appearance, manners, aims, deeds, character, friends, and so on. In the next step, we find ourselves imagining what that other persons judgment of our reflected selves may be. The third stage triggered by this sequence is a reflective feeling in ourselves such as pride or mortification when we conceive of this judgment. Cooley himself admits that the metaphor of the looking glass is not adequate to explain the second of these three componentsthat is, the subjective evaluation of the onlooker. The nature and role of the onlooker is strategic in any such hypothetical situation, because one will be concerned about the onlookers evaluation only if that person seems somehow significant. Assuming the onlookers importance in ones life, Cooley says, one will be ashamed to seem reticent if one knows the onlooker is straightforward; one will not want to seem cowardly if one knows the onlooker is brave; and one will hesitate to appear gross if one knows the onlooker is refined. One may, in a certain social situation, boast to one onlooker about how one made a sharp business deal, but with some other person whom one perceives as having different social values one might try to hide the very same fact. In these senses, then, the outside mirror of the onlookers mind actually determines the nature of ones social se lf, generating ones behavior and role in a given setting. Though Cooleys examples do not imply that the whole of anyones self is determined by the process of such interactions, one can see how generally speaking, from earliest childhood onward one is likely to shape oneself to fit what one anticipates to be the expected judgments of those with whom one is dealing. In individual situations throughout life, even after ones identity is rather fully formed, one tends to adopt the contextual roles that one thinks of as suitable when mirrored in the minds of others. Thus in ones grandmothers living room or at a church service, one may in effect be one person, while at a basketball game one may reveal an entirely different self; this is role-playing behavior. Proud parents may discuss their children freely with other parents, but, with some degree of consciousness, they may refrain from mentioning their children when talking to someone who is childlessor who has recently lost a child in a car accident. In these cases, the looking glass of social surroundings and audience shapes ones perceived identity. Although Cooley illustrated only interchanges between two adults and did not specifically explore the implications that his concept has for childhood socialization, the looking-glass self helps to explain early identity development: A young child tends to become a combination of the features that are approved and desired in society. Society always puts pressure on individuals to conform to its values and judgments in order to receive approval; thus humanswho generally seek acceptance and want to be well thought ofshape their social actions according to the signals they get from the social mirror into which they are always looking. Since children tend to internalize what they encounter outside themselves and to act as if it were valid and true, it is clear that those who are treated as worthwhile entities have a better chance of becoming socially productive than those who are treated with abuse or disregard. The development of negative self-concepts as children discourages individuals from acting later as if they have positive contributions to make to society.

Symbolism in Lord of the Flies :: Essays Papers

Symbolism in Lord of the Flies In William Golding's Lord of the Flies, a novel that explores the depths of human nature, plot is irrelevant in comparison to the rich symbolism embedded in nearly all components of the story. The theme of the book is the destructive presence of evil as an influence to mankind, which lies within the breakdown of all order and common sense as a group of british boys stranded on a deserted island evolve into a pack of animalistic savages. The clues to this hidden theme behind the storyline are plentiful, as Golding uses a number of objects to represent certain ideologies and moral values. The first term used in the book that holds much symbolic value throughout the story is the usage of the word "scar" for the stretch of sandy beach that borders the thick jungle on the island. When the plane crashes on the lush island, it disrupts the balance and harmony of nature untouched by man's influence. The twisted wreckage of the plane creates an imperfection in the peacefulness of nature, and leaves the beach a "scar" of what it used to be - beautiful and unharmed by man's destructive impulse. Golding describes the natural surroundings of the island in lush, descriptive detail all throughout the book, beginning with an account of Ralph's proximity : "The shore was fledged with palm trees. These stood or leaned or reclined against the light and their green feathers were a hundred feet up in the air. The ground beneath them was a bank covered with grass, torn everywhere by the upheavals of fallen trees, scattered with decaying coconuts and palm saplings. Behind this was the darkness of the forest proper and the open space of the scar." (9-10) An object which also attains much symoblic relevance as the story unfolds is the conch shell. Delicate, fragile, and white, the conch is what brings the boys together on the first day at the beach. It is used throughout the story as an object of high importance and tradition, as it calls meetings together and determines who has the right to speak, depending on who is holding it at the time. It can be seen as a representation of law and order amongst the boys, as it unites them and prevents chaos from arising.