Hey there! :)for this assignment, you are basically required to reflect on a ?cultural experience? and relate the behavior(s) you observed to cultural value theory and to business behaviour. You are encouraged to engage in a new cultural experience, or they may use a cultural interaction that occurred in the past.(Or, You can just make up the stories:P) The cultural experience can be any kind of situation that involved you being in a new context within another culture or sub-culture for at least a couple of hours. For example, the student could attend an unfamiliar religious service (e.g. if the student is a Christian they could go to a Mosque or Synagogue), participate in a new sport; have a traditional dinner at a foreign family?s home, attending a wedding / engagement / christening party in a different ethnic group or they could relate an experience that occurred overseas such as buying a rug in a bazaar. (I hope you can compare American vssouth korean or south korean vs American)

Part one (500words): and requires students to specify the activity they intend to analyse and to describe the stereotypes.
Part two (1500worlds): requires students to analyse their experience and reflect on the behaviour that they observed / experienced and link it to cultural theory.

Part one:
-Introduction:[Explain what the assignment is about.
State when the activity occurred and the location of activity.
Briefly describe the activity (what it will be about).]
-Stereotypes: [Explain what stereotypes are and describe your stereotypes about the people prior to attending the event. If you did not hold stereotypes, discuss what stereotypes might be held and why you don?t or didn?t have stereotypes about the group.
This discussion provides an opportunity for students who are seeking higher grades to incorporate academic references]

Part Two: Describe event, reflect on stereotypes, link to cultural value theory, discuss workplace implications of values.

-Behaviours:[Describe two behaviours of the people at the event in a way that a person who was not there could understand how the people were acting.----->Hofstede?s cultural value dimensions+Hofstede?s Cultural Level Values or Shalom Schwartz?s cultural dimensions

-Reflection on Stereotypes[Discuss whether or not the people at the event conformed to your (or usual) stereotypes about the group.Reflect and discuss whether you think it is useful to have stereotypes when going into new cultures? Why or why not?]

-Cultural Values*(important)-Link each behaviour you described above to a cultural value (1 behaviour with 1 cultural value) and explain why the behaviour reflects the cultural value. Preferably use two different cultural values.
Describe the country value (culture-level) scores on these two dimensions for the observed culture. (May be presented in a table.)
Discuss whether or not the behaviour you observed fitted with the cultural value scores you found. If they did not conform, provided a plausible explanation.

-Workplace implications*(important)-[Select one (1) of the cultural values you identified in the group based on their behaviours, and describe how you think these CVs will be manifested in the workplace. You can select any workplace behaviour (some suggestions are: how people interact with their boss; how they work in teams; how they deal with conflict with their boss/workmates; how they want to be rewarded, how they would lead; how they would allocate work to a group).
Describe how you would modify your behaviour if you were working with these people all the time or how you would try to influence them to change their behaviour.]

Conclusion-[Evaluate whether you learnt anything from this exercise (describe what you learned).
Discuss whether or not you think cultural values are useful to explain behaviour and explain why you have this view.
Based on your experience, discuss how do think you should go about developing cultural intelligence to go into a new culture in the future]

Formatting requirements-[No table of contents
1.5 line spacing
Times New Roman or Arial font
Black ink on white paper
A space between paragraphs
Sub-headings to improve readability
Reference list at end
Word count for total assignment at end of assignment]

Structure and writing style-The work flows and is presented in a logical order.
It is a pre-requisite that you run grammar and spell check .You should use a consistent recognised in-text referencing system using credible academic sources.
Avoid derivative writing. The ideas should be in your own words.

Reference List-[Correctly formatted Reference List (only listing sources cited) that allows a reader to find the paper.]

?:Topics for your assignment: You need to think of a behaviour that is an interaction with another person - for example - if you were at dinner it may have been that the father (or both parents) dominated the conversation and the children not say anything unless they were spoken to. I remember when I was staying in Rome I enjoyed watching the interaction of a group of people leaving a restaurant below the apartment I was staying in. They were taking their (very long) time saying goodnight (to each and every other person at least twice) and giving each other lots of hugs and kisses. These two behaviours - spending a long time saying farewell; and, hugging and kissing and kissing and hugging and patting each other on the back (:)) can be analysed in cultural value terms.
note that TWO behaviours by the culturally different other party are analysed.
Ideally - the two behaviours would be from the American vs korean cultural event.
The sort of behaviours you are seeking to analyse are ones that are driven by cultural values - recall our cultural values are the values we share with our group (culture) and that are our guiding principles in life. Before you choose the topic.
ask yourself - what might be guiding or motivating this behaviour? If you can answer "tradition" then it is probably not suitable for analysis. If the answer is "cause they believe that this is the way they ought to do it" then you are probably on the right track (even if you are not yet sure what cultural value dimension lies beneath). YOu can either write this in either korean Perspective view of american person or otherway ( American person's stereotypes on korean person)

Attachment files below:1:guidelines 2. cultural values( slides 6/45(Schwartz) ~~31/45(Hofstede?s)

Answer the following questions in short essay form.

I. Deterritorialization and hybridization are the hallmark of cultural globalization. To what extent should these phenomena appease the fears that globalization leads to cultural homogenization? Your answer should take into account:

a) John Tomlinson's discussion of deterritorialization and hybridization.(from "Globalization and Culture")
b) Jhumpa Lahiri's portrayal of diasporic Indians( from the book "Interpreter of Maladies")
c) Jeffrey Pilcher's discussion of hybrid mexican cuisine ( from "Industrial Tortillas and Folkloric Pepsi; The Nutritional Consequences of hybrid Cuisines in Mexico")
d) Siumi Maria Tam's discussion of Dim Sum in Sidney ( from "Heunggongyan Forever: Immigrant Life and Hong Kong Style Yumcha in Australia")


II. An important aspect of cultural globalization is the widespread reach and influence of mass media and mass culture. Many scholars have made the point that the consumption of mass culture is not passive and uncritical. They argue that consumers adapt and change mass cultural products in ways unanticipated by the producers. This view is meant to temper the fears that mass culture's main effect is Americanization. To what extent do you believe that the consumers of mass culture are as creative and powerful as the producers? Your answer should take into account:

a) John Tomlinson's discussion of mediated cultural experience (from "Globalization and Culture")
b) Faisal Devji's analysis of the role of the media in shaping the martyrdom culture of the jihad (from "Media and Martyrdom")
c) Raminder Kaur's and Ajay Sinha's discusion of the history of Bollywood ( from "Bollywood: An introduction to Indian Cinema through a Transnational Lens")
d) Pico Iyer's comments on the uses of Rambo in Asia ( "Love Match")
e) O Hugo Benavides' views on the role of Latin American soap operas (from "Producing the Global West Latin Tales of Seduction and Envy")


And I DO NOT need a bibliography for this assignment

Each question should be no more than 1 page in length. Short and to the point. So in total it should not exceed 2 pages.

I have notes for these questions as well that my come in handy for some parts.

Thank You Very Much!
I know this is a quick turn around for you guys, but the sooner the better. I need this thing TODAY, again thank you so much! It is greatly appreciated.

Use Mr. Baseball movie and

CULTURES AND ORGANIZATIONS: Software of the Mind, by Geert Hofstede, 2nd Edition (McGraw-Hill, 2005). ISBN 0-07-143959-5. The 2004, 2nd Edition also accepted.

2) INTERNATIONAL DIMENSIONS OF ORGANIZATIONAL BEHAVIOR, by Nancy J. Adler, 5th Edition (Thomson/South-Western, 2008

- every question must be in one page long
- you can find the movie here
http://www.moviesumo.com/Mr.-Baseball_19538.html

- feel free to use bullets, outline formats, etc. to save writing time



Mr. Baseball was a hit comedy in itself, with Tom Selleck playing an American baseball player in Japan, but it also has powerful implications for cross-cultural management.

You will be writing a cross-cultural management consulting report for the USA agency that sent Selleck to Japan, along the following lines


A. Cross-Cultural Management Issues/Problems

1. Describe Mr. Sellecks expatriate entry into Japan and his reentry to the USA. How did this global assignment effect his professional career?

(International Dimensions of Organizational Behavior, Chapters 10-12).

2. Describe Mr. Sellecks particular cultural programming and values, his culture as frozen history, the age of his USA culture vs. that of Japan, and choose three of the seven major cultural disclaimers, applying them specifically to Mr. Sellecks situation.

(Developing a Global Mindset, Chapters 1-4).

3. Single most important what incidents demonstrate Sellecks American cultural values and/versus the Japanese (coach, players, assistant, and lover) cultural values, on each of the five dimensions in Hofstedes model? Please use several examples per each dimension.

(Cultures and Organizations, Chapters 2-6, Developing a Global Mindset, Chapters 5 & 6).

4) New cultural experiences in the professional world often flow in three stages from disgust to acceptance/adaptation and finally to approval. Where can this be seen in Sellecks international experience and what were the actual points of change?

5) Cross-cultural management, and international business, often function as catalyst for change. What were some of the major, permanent changes on both sides (Selleck, as an individual, and the Japanese both individually and organizationally) due to this single job change of Sellecks to Japan?


B. Cross-Cultural Management Recommendations

1. What do you recommend Agency X implement in the future to prepare American baseball players for working in Japanese culture, returning to the USA, and bringing back a new expatriate spouse with them?

(International Dimensions of Organizational Behavior, Chapters 10-12).

2. Using each of the models five dimensions, what changes would you recommend as most functional to the owners and coaching staff of Japanese teams who hire your American clients the American set of values, the Japanese set of values, or a third set of combinations?

(Cultures and Organizations, Chapters 2-6, Developing a Global Mindset, Chapters 5 & 6).

This research paper is for my cross-cultural communication class. Here are the guidelines. Please make sure that the paper is written in first person singular so that the paper feels more personal and it reflects my own experiences and thoughts. Do not write in a very general approach, be detail about it.
Here follows the guidelines:
You are required to immerse yourself into a culture other than your own and interview someone from that culture to expand your cultural awareness. Immersion experiences may include but are not limited to: visiting a synagogue, mosque, the Gay and Lesbian Center, Native-American Center. I want the paper write an experience from the muslim culture, just make sure to be specific and not general when talking about the experience of learning and experiencing about a specific muslim culture, lm interesting about the Saudi Arabian culture. So the paper can also include that im maybe interviewing an other student to get to know about their culture, something in that sense.Please follow the guidelines below.

The must paper must include the following:
Possible outline example:
I. Introduction
a. Explain the reason why you chose this particular culture
b. What were you biases prior to your immersion experience?
II. Primary Cultural Values
a. General family dynamics (e.g., patriarch or matriarch, parent/child relations, extended family), social structure, religious beliefs, language(s) etc.
III. Cultural Experiences
a. Unique historical and contemporary issues related to overall development
b. What conflicts does this culture typically endure in society?
c. Cultural variables that impact counseling
IV. Counseling
a. What strengths do you have that may be of value in counseling someone from a different culture?
b. In what areas do you need to improve in order to counsel someone from a different culture?
c. What have you learn about myself as you this cultures values, beliefs, and attitudes?
d. Specific counseling strategies that are effective with this group
V. Summary/Integration
a. Provide a concise summary of the previous sections. This section should not include any new information not previously discussed in previous sections.
Thank You

Upon entry into the health education field, you will be expected to be able to apply health behavior theory toward the development of culturally relevant health education programs. Indeed, this is evidenced by the fact that the Certified Health Education Specialist (CHES) exam now places strong emphasis upon application of theoretical and conceptual models (refer to CHES Responsibility Area III-Competency C, Subcompetencies 2 and 4); that is, the programs that health educators develop must be firmly rooted in the theory of the field.

That being said, the intent of this session long project (SLP) is to provide an opportunity for you to apply a culture-centered framework for understanding health behavior toward the development of a health education program rooted in the cultural experience of a selected target group.

To this end, you will be introduced to the PEN-3 Model (Airhihenbuwa, 1995; Airhihenbuwa & Webster, 2004), a framework for developing culturally appropriate health education and disease prevention programs, and you will be asked to apply the model to the conceptualization of a hypothetical health education program targeting your chosen cultural group.

THE PEN-3 Model

The PEN-3 Model is a conceptual framework for planning and developing culturally appropriate health education and disease prevention programs (Airhihenbuwa, 1995; Airhihenbuwa & Webster, 2004). The model consists of three domains: Cultural Identity, Relationships and Expectations, and Cultural Empowerment. Click here for a discussion of the PEN-3 Model, including a detailed explanation of each of these domains and the manner in which the model itself is applied in practice. You will need to ensure that you review this information thoroughly before proceeding with your SLP.

SLP - Overall Expectations and Outcome

The SLP will demonstrate the culmination of your understanding and your ability to:

Choose a target cultural group

Identify a health problem affecting this group

Characterize the broader social cultural context in which behaviors contributing to this health problem occur

Discuss how culture can be leveraged toward empowerment of your target group

Discuss the implications of cultural identity in determining the most appropriate intervention "point of entry"

Identify, analyze, and synthesize scholarly materials to inform your application of the PEN-3 Model to the development of your health education program

Please use http://library.tuiu.edu to conduct your research for the SLP assignments that follow.

Your Task for Module 1

For Module 1, read the aforementioned summary of the PEN-3 Model and, after doing so, address the following in a two-page paper:

Identify a specific cultural group (preferably one with which you are not already familiar and that has health beliefs contrary to your own) and a health problem that disproportionately affects this group

NOTE: For the purposes of this exercise, culture is being defined as "the cumulative deposit of knowledge, experience, beliefs, values, attitudes, meanings, hierarchies, religion, notions of time, roles, spatial relations, concepts of the universe, and material objects and possessions acquired by a group of people in the course of generations through individual and group striving (Samovar and Porter, 1994).
Use the scholarly literature to characterize the scope and implications of this health problem

SLP Assignment Expectations:

Read the paper summarizing the PEN-3 Model, and consult the scholarly literature to identify your target cultural group and the health problem disproportionately affecting the group. After doing so, write a essay that specifically addresses the bullets that appear on this page under "Your Task for Module 1."

i want this Writer?s

It's an application essay for Georgetown , i'm trying to attend as a transfer student in marketing and they ask for a specific essay if you are applying to the college of management

Subject: attach a 250-400 word essay about a personal experience that has changed your life
here are some personnal fact :

I would use somewhat of what you wrote in my NYU essay. I would discuss how coming to America made me want to learn, live and work there. that visiting the US really convinced me that living, learning and working in America was for me and explain what it would do to my life and future career

I deeply appreciate the opportunity to apply for undergraduate admission to your fine university, and I thank you very kindly in advance for your courtesy. I am French, living in Paris, but I think it is a fortuitous time for me to transfer to an American university; and my major motivation for wanting to become a part of your highly regarded academic institution is three-fold:

One: my father?s family is living in Manhattan, and though I have been visiting the United States two or more times annually I nevertheless yearn to be able to see them on a regular basis, and to interact more fully with.

Two: I have completed two years of business training at the Universit? Dauphine, a predominant university in Paris, and I am ready now to become fully immersed in a marketing program with the stature of the Leonard N. Stern School of Business. My career goal is to become a highly skilled and respected professional in marketing, and the Stern School of Business is looked upon as among the very best in the world. I am known as a person who sets very high standards, and approaches his work with a vigorous and enthusiastic eye to the future; so, when I researched American universities, and visualized where I should go in order to gain hands-on expertise in advertising, branding, and in acquiring the tools to conduct independent research into consumer and corporate behavior and trends, New York University came in at the top of the list.

Three: New York University is located in New York City, of course, which is the business capital not only of the United States, but of the Western world. The power and vitality of this amazing business community energizes those who chose to live and work there. I want to be close to the cutting-edge of global marketing developments, and become familiar with the leaders in my field who work in New York City. I have a strong desire to have an opportunity to be part of an internship with a firm on Wall Street. Also, I am very impressed with the fact that the university is, as you say, ?not a walled-off enclave,? but in fact is a part of the Greenwich Village community of creative, intellectual and cultural experiences. The idea of having an afternoon coffee in ?the Village? with a fellow student, who is facing the same academic challenges as I, is exciting, and I look forward to that part of my university experience

Moreover, I am impressed with the fact that New York University has a ?student to faculty ratio? of thirteen professors to one student, and that the average class size is under 30 students. And further, the fact that many faculty members at the Stern School Marketing Department serve as editors or are positioned on Editorial Review Boards of publications such as the Journal of Consumer Research, the Journal of Marketing Research, Marketing Science, the Journal of Interactive Marketing, and other respected scholarly publications, had an enormous impact on my decision to attend your university
Beyond the wealth of reasons why I would very much benefit from a chance to learn at your institution, I also have a powerful desire to improve my English, and to allow my personality to flourish in the American cosmopolitan culture of New York City. I speak very clear and fundamentally sound English, but I know I can improve, and I know that I will improve and thrive in the New York City environment

In conclusion, I thank you again for your consideration and courtesy, and I would also like to say that I would love to make a positive contribution to the community within and / or surrounding your campus, in whatever way my talents and neighborhood needs coincide.

Yours Truly,

Professors instructions below thank you

As a result of the current social climate, nearly subfield in psychology is increasing its attention to how cultural variables influence research, conceptualization, and treatment surrounding its particular area of concern. this paper is designed to have you examine how conceptualization, assesment, diagnosis and treatment of childhood mental health disorders may vary by culture. I have chosen 3 article from the special issue that I would like to use in your paper
Specifically, please adress the following things:

1. How do psychologists define culture? How does our definition of culture guide us in our understanding of mental health problems?

2. What are critical components of our cultural experience that are important in how we assess and diagnose behavioral disorders? (parron article uses it, put your input also)

3. Make suggestions of ways we as psychologists can better incorporate culture into our study and treatment of childhood behavioral disorders

Note: Be sure to include your own perspective of the topic

There are faxes for this order.

UNDOCUMENTED STUDENTS EQUITY TO IN-STATE TUITION:
REDUCING THE BARRIERS

TEMPLE UNIVERSITY

EDUCATIONAL ADMINISTRATION 5101

SECTION 012

RESEARCH DESIGN IN EDUCATION
SUMMER 1, 2011

York Williams, title








Immigrant undocumented students
challenges for residency for tuition
purposes and permanency in the
United States






Lori Daniels June 14, 2011

Table of Contents


Abstract ..
Acknowledgments .
Table of Contents
List of Tables ..
Chapter 1 Introduction
Introduction ...
Purpose of the Study..
Importance of the Study & Research Problem ..
Research Questions (number them)
Methods ..
Limitations .
Terms ..
Theory .
Chapter 2
Literature Review
Outraged


Chapter 3 Methodology & Procedures
Study and Design
Population
Procedures
Trustworthiness, Validity, Reliability
Ethical Consideration












INTRODUCTION

In todays universal society it is more important than ever to receive a quality education and to go to college. However, many undocumented immigrant high school students face many issues surrounding illegal immigration. The lack of legal residency and any supporting paperwork, green card, social security number, government issued identification, basically portrays undocumented students as nonexistent to the American federal and state governments. This occurrence has controlled the lack of undocumented students who are eligible to attend postsecondary educational institutions.

These constraints include opposed rights to admission, immigrant-specific obstacles to financial aid and disputes regarding in-state tuition privileges. Immigrant families with low-income, particularly Spanish immigrants, who are attending inner city high schools, are at a greater risk of having unfulfilled dreams of attending a university. Undocumented students are greatly concentrated in urban areas such as Texas, California and New York; however, these individuals are established across the states. Additionally, undocumented students are more likely to begin their postsecondary careers at community colleges rather than four-year institutions because access and lower cost.

Often time minority students from low socioeconomic status might have difficulty identifying their self?worth, and may develop inferior beliefs, and experience academic failures. It is essential that students of every racial background express their own ethnic identity and improve how they see themselves. Discrimination generally cuts across all underrepresented groups, African Americans, Asian American, and Latino/a. African American students consistently reported significantly more racial?ethnic conflict on campus; pressure to conform to stereotypes; and less equitable treatment by faculty, staff. (Ancis, Sedlacek and Mohr 2000)


Because of these instances the United States is currently evaluating an immigration law reform act.


The Dream Act was established in 2006 by Senator Dick Durbin democrat of Illinois and he presented the DREAM Act (S.729) in the Senate and Representative Howard Berman a democrat from California who introduced the American Dream Act (H.R.1751) in the House. (Palacios pg. 2) The In-state resident tuition legislation act that will benefit undocumented students is a significant policy to provide access to immigrant college students to four year institutions, the military and eventually the right to citizenship.

The Dream Act has established standards for the promotion of success for all undocumented students to attend a university of choice being a four year or community college. However, with the present new legislation that makes it a crime to be in Arizona without legal status and requires police to check for immigration papers many immigrants who have lived here illegally for many years and lead productive lives will be subjective to racial profiling. Besides Arizona, there are other states that are contemplating initiating this policy. I think that this will have a negative impact on the public school systems as well as universities and colleges in enrolling undocumented students because they already face many, cultural, social, and economical challenges. These stigmatisms could create difficulties in undocumented students identifying their self-worth, and may develop inferior beliefs.

PURPOSE OF THE STUDY

The purpose of this study is to identify specific policies and procedures to provide the resources and capital to assist undocumented students as well as review key elements of showing the correlation of ethnic identity in access and equity to higher education. hat would help eliminate students frustration. And to illustrate there is no accountability system surrounding the success of undocumented students postsecondary education divide significant structure. In most states undocumented students whose family are long time residents
of the area and pay state and local taxes are considered a resident of that particular state. The realization for many first-generation, undocumented students is that they cannot attend a college/university of their choice because they are not documented. Moreover, after graduation they will have even more difficult than their peers finding a job because they dont have the proper documentation. Undocumented, underrepresented students are at a disadvantage to receive learning opportunities and achievements than their peers. Moreover, immigrant families need greater access to accurate information about college in a consistent manner.

IMPORTANCE OF THE STUDY AND RESEARCH PROBLEM

The need for change is evident, reforms for better immigration laws for public education to create opportunities, access, and respect for undocumented students is imperative. Undocumented high school students need to have the accessibility to secondary learning and know that laws were created to employ citizenship and in-state tuition eligibility for residents who contribute to our society and social order.

RESEARCH QUESTIONS

Without the fundamental requirements met how will undocumented students achieve their goal to attain a degree, and seek a rewarding career?

Is it unjust to extradite an illegal alien who has been living a constructive life and contributing to benefit our society?

Because of the current economic hardship in the U.S., is it fair to allocate money for college to immigrants or only to American students?
METHODS


I first plan to visit

LIMITATIONS

Senator of Arizona, who has created a hindrance on immigrants who exist in that state. Moreover, federal law still prohibits states from granting unauthorized aliens residential rights for postsecondary education for in-state tuition. bigotry and prejudices against someone who is different still thrives even today. and state laws to the contrary are preempted by federal law

TERMS

Undocumented Immigrants
Immigrant
Dream Act
Antiaffirmative Action
Sociocritical Literacy

THEORY
Helms theory of racial identity most influential three concepts: Racial Identity ego status 1. Conformity, negative stereo type of group, commitment to white standards, Adaptation assimilation accepted into white culture, 2.ego status Dissonance much confusion discriminated against will always be viewed as an minority repress anxiety, People of Color Racial Identity, and White racial identity self-actualization. ethnic statuses mature, being able to perceive and cope with the realities of racism and other oppressive forces 3. Immersion/Emersion immerse into own cultural group reject white culture self blame for ignorance emersion educated about your culture true understanding strengths and weaknesses

LITERATURE REVIEW

Higher Education and Children in Immigrant amilies ??" Sandy Baum and Stella M. Flores

The article describes how new immigrants emerge in the U.S. every day, and how ones country origin, socioeconomic status can determine the educational goal attainment of immigrant students. The author talks about Asian immigrant parents who are primarily in the engineering and medical fields, whereas Latino and Caribbean immigrant parents are labor workers. The effect of having educated or non-educated parents plays a vital role on the success of immigrant students in attaining a post-secondary degree. The younger an immigrant enters the U.S. preferably before the age of thirteen the more likely they will succeed in secondary education because the language skills should be well-built.

The authors mention some of the barriers for immigrants attending higher education as language, not proficient in English, applying for college, financial aid, and lack of academic preparedness. Students with low income are able to enroll in college; however, they have a greater difficulty of completing college. Mexican parents do not want their children to leave home to attend college, discouraging to Mexican students.

Most immigrants who have permission from their native country to attend a university in the U.S. have been selected because of their intelligence and skills. The authors found this true except for Mexican immigrants who most likely have a higher social economical status. The article illustrates that more the half of illegal immigrants 53% has graduated from high school, and has attended postsecondary education. The research is contradictory in show a high postsecondary outcome of immigrants overcoming financial and legal barriers. This pertains to the students who arrive before age thirteen.

Outrage by Dick Morris & Eileen 2007 (Harper Collins Publishers)
Chapter 1- Immigration: The Wide Open Door

This chapter first discusses the extensive measures that the United States conducts on a daily basis to keep unwanted illegal immigrants from crossing our U.S Mexican borders. The chapter describes this as only half of the problem, the other half of this issue is illegal immigrants living in the U.S. with expired visa and the fact that our government does not kick them out. These immigrants come here legally as visitors tourist, workers or students; however, 50% of these immigrants never leave. The Immigration and Customs Enforcement (ICE) is the governmental agency responsible for protecting our borders and illegal visitors form residing in the U.S.
There are about 11.5 million illegal immigrants living in the U.S. Roughly about four to five million of them are here on expired visas. Sixty percent of these immigrants apply for permanent residency and many are granted regardless if they are legally or illegal living in the U.S. In 2001 there were 7,588,775 issued visas and 32,824,000 numbers of admissions into the U.S. The chapter talks about the fraud on the part of the immigrants, identity fraud, document fraud, counterfeiting, and corrupt employees, widespread lying and misrepresentation on the part of the applicants. Over $1billion dollars a year is spent on the imprisonment of about 300,000 illegal immigrants in the U.S. The consular officer is an ICE employee rarely who evaluates the application of the applicant; rarely does he turn an applicant away because of fraud. The consular does not want to complete the lengthy document that must be completed to justify the denial. One area where the consular is enforcing the law is on student visas.
Since the 911 attacks the government is doing better at identifying who enters the U.S. by having the home country fingerprint and photograph the immigrant before leaving, and the U.S. fingerprints the immigrant once they arrive to validate the accuracy of the entry is the same person. However, even with these provisions in practice not all U.S. airports and seaports fingerprint the immigrant when they leave. Without efficient exit check points there is no way to check immigrants whose visas have expired. Most of these immigrants live in poor minority cities.

Ethnic Identity
In Ortiz and Santos results suggest that like Asians, Latino/as identify as a distinct group. They are characterize
d as Puerto Rican, Chicana, Mexican, Dominican, Latino/a, 7 of 9 however, most prefer Mexican American (given that the study was done in California. Within this group some of the sub?groups have a negative association attached, Ferdman & Gallegoss (2001) model of Latino Racial Identity Orientation, (Ortiz & Santos p.133). Mexican American racial classifications do not fit neatly into the binary classification used by the United States, which leads to mistaken in ethnic identity.

The authors also discussed the Latino/a culture and traditions, describing how family members, music, food, language, religious beliefs, and cultural events contribute an important role in ethnic identity. Senior family members describe the traditions, cultural experiences and value of their history. For many students they lost their cultural awareness during high school. However, college became a time for students to return to their cultural background and understand the importance of family in their ethnic identity development.
In Ortiz and Santos critically examined immigrant Asian American family structure and its generational effects on ethnicity. Asian racial groups have sub?groups that self identify as Chinese, Cambodian, Japanese, Taiwanese, Filipino and Korean. Additionally, within these sub?groups are varied religious beliefs, Christian, Catholic or Buddhist which also contribute to ethnicity. This is the only group that had a significant interaction with mainstream America during high school. In the Asian culture the extended family often lives in one 5 of 9 household, children, parents, grandparents, and they speak their native language. They believe in strong family ties, and that children must be respectful of their elders. Asian parents tend to be strict and have high expectations for educational achievement and preserving and protecting Asian culture.
Asian students felt that their cultural values were transforming, just from living in the United States and that Asian assimilation to mainstream American had occurred. An Asian female participant in the study discussed the strict cultural background and how she concealed her interracial dating from her parents. The author states that once ethnic identity is weakened when a group adopts the host society, group members sometimes lose all traces of their identity. However, Asian acculturation with the mainstream culture is strong and bicultural according to Berrys Model of Identity. Students value their language and traditions as well as positively interrelate with society as a whole. Asian college students had positive interactions with mainstream America, which made them begin to examine their own culture. However, some Asians feel that if you acculturate fully you have sold out your race to mainstream America.

The Dream Act
The immigration law reform act is one of the changes President Barack Obama has promised the American people. He is genuinely taking into consideration the Dream Act, along with other strategies to improve immigrant existence in the U.S. The initiative of the DREAM Act would allow states the right to determine eligibility for in-state tuition. The DREAM Act would successfully revoke a condition, Section 505 of the Illegal Immigration Reform and Immigrant Responsibility Act of 1996 (IIRIRA), which has discourage states from offering in-state tuition to undocumented students unless they offer the same benefit to all out-of-state students. (Palacios pg. 2).

Some of the common barriers to college for undocumented students are the same as their peers such as and the insufficiencies in the academic preparation of the high schools years and financial difficulty. Under the Dream Act undocumented students who are enrolled in institutions of higher education and meet all of the requirements for conditional permanent residecy status would be eligible for federal student loan and federal work-study programs. However, with the current financial downturn in the United States economy, many federal and state programs will be negatively affected. This will have an impact on low-income students as well as undocumented students who want to participate in college grant programs, financial aid, tuition cost and the university/college student scholarships and loans. Because of the current economic hardship in the U.S., is it fair to allocate money for college to immigrants or only to American students? If immigrants are serving in the U.S. military and contributing to the economical structure than I would think that most would say that it is fair.
The Dream Act is a policy which states that, undocumented students willing to attend college or serve in the armed forces have the full ability to contribute to our society by creating a clear path to citizenship and allowing states to determine eligibility requirements for in-state tuition.
The DREAM Act, would allow illegal immigrants who were brought here at a young age by their parents a pathway to conditional legal status if they arrived in the United States before age 16, have been in the country for five continuous years, and have graduated from high school or obtained a GED or serve in the military.

To be eligible to apply for the Dream Act permanent residency the individual must live in the U.S. before the age of 16 and have continuous residency for five years. The individual must be able to speak English. The individual must enroll in some form of higher education, a trade school, community college, a four year institution or the military. Within a two year period and if the student has followed the aforementioned criteria the undocumented youth can petition for conditional residency. While in the conditional status a student cannot apply for Pell grants, but can utilize personal scholarships and loans. If the criteria are not met after six years the undocumented individual conditional status will lapse and they could be deported back to their homeland.

The Dream Act is still awaiting approval while many immigrants have spent more years illegally in the United States than in their home countries. The Dream Act gives hope to many immigrant American families for authorized work, education, and permanent residency. Hopefully the Dream Act immigration law reform will be passed this year along with many other initiatives the President is implementing to improve access to institutions of higher education.

Creating Pathways to College for Migrant Students: Assessing a Migrant Outreach Program





The article on Higher Educational Access for Undocumented Students suggested that:

Students should be encouraged to take student success courses during their first semester to learn early on about the transfer process, and/or major requirements to avoid taking unnecessary or inappropriate courses since cost is a major concern. These courses can also help students establish connections with undocumented student support clubs. Getting involved with undocumented student support clubs is particularly valuable because they provide students with peer role models and allow students to share information. The clubs also provide students with a sense of empowerment and official institutional (Perez pg. 35)

Most undocumented students situation correspond with the first-generation student as well as the low-income student. Poor students with no financial means and social capital are questionable to make it to college. The RAND study showed that economically disadvantaged families have been hit even harder by the recession, increasing the amount of financial aid and while the increase in Pell Grants to $5350 in 2009 and $5,550 in 2010 is encouraging, the cost of college education is significantly more. Additionally, undocumented students are not privy to state and federal grants.

Summary
Policy-makers and educationalists must effectively target services needed by undocumented students to improve the impact of accessing a secondary education on students security as a citizen. The Dream Act is an example of legislation that would provide a path to citizenship for undocumented students who were brought to the US as minors. Although efforts are being made to reform immigration laws, the legal status of undocumented students remains uncertain. As of now, prior to the Dream Act being standard, we should continued to try and improved involvement with parents, community leaders, counselors and teachers so that undocumented children will achieve their innate potential. A degree gives the student the potential for more career opportunities, earning power and recognition. To empower students this freedom the government would have to remove the barriers that persist in undocumented children from achieving goals.

A program could be designed to implement the effectiveness of undocumented students access and equity in institutions of higher education.

Identify older undocumented students to serve as role models.
Counselors (needs assessment) should be knowledgeable about government and college
admission
Identify private sponsors who can provide financial support to undocumented students
Involve Community partnership in internships and permanent positions after graduation
Survey undocumented student (for changes they would like to see)
Colleges/universities should support the Dream Act

The United States cannot maintain its global position if they do not utilize all the talent that is available, which includes undocumented students. I do think that the rules should apply to all U.S. citizens given the fact that taxes local and federal are paid by the people. So why would an immigrant who has only been paying taxes for a few years have an advantage of lower tuition cost than a person who has paid all their life.
On a daily basis I help undocumented students understand the legality of gaining residency for tuition purposes. There are many students who interpret the rules to favor their circumstances, however, I must examine each case individually and make an accurate assessment. Many of the students have attended PA public school system their entire lives. Additionally, many of their family members own businesses and work in prominent companies but are not considered residents for permanency or tuition purposes.
After all the _____ bigotry and prejudices against someone who is different still thrives even today. With all the talk about diversity and valued beliefs one would think that Americans would conquer their bias opinions of another culture integrating with the American society. America is made up of a melting pot of all races, colors, cultures, and economic status. However, there are more people who are accepting of immigrants, but you still have individuals, like the Senator of Arizona, who has created a hindrance on immigrants who exist in that state. Moreover, federal law still prohibits states from granting unauthorized aliens residential rights for postsecondary education for in-state tuition.


Bibliography

the text book is Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 3/e John W. Creswell

Not sure if the theory I selected is workable for the paper

*My instructor uses a digital drop box where we put our papers that checks authenticity*

I am african american, work for a major university, grew up in an urban metropolitan city, I work as the certifying official at my univeristy were I determine residency for all students. etc.

Must show triangulation - Kreswell

No math - analysis of the data SPSS, ANOVA - must match review

this is a qualitative research study
There are faxes for this order.

This is an anthropology class to Asian culture. I am to relate Sun Tzu's Art of War to an Asian culture (preferably China). The title is just for a direction but it can be changed if need be. It is a 5-7 page research paper (the main body of writing) on some aspect of Asian culture from the anthropological perspective. The ethnographic experience is not necessary I believe. If the experience is used then either incorporate within the main body of the essay or in the appendix. If you have any questions please let me know. I will include a history paper and references. Also, please send a reply that you accept this request.



The Objectives of this Assignment Are:
1) To hone your writing and research skills to achieve a level of competence that will prepare you for 400 level courses, and to graduate as literate, articulate adults;
2) To learn more about a topic from another cultures point of view and what it means to be human in that culture;
3) To communicate and cite information properly and with ethical responsibility;
4) To practice anthropology by conducting some fieldwork.
5) To understand and apply the anthropological perspective;
6) To become familiar with campus resources and how to utilize them.

TP Specs and Requirements:
The data from your paper may be from your text and supplemental articles, plus a minimum of three library academic sources such as books and academic journal articles (articles can be obtained electronically through P********Library);
If you are unfamiliar with the librarys research resources, take either an electronic tutorial on the Pollak Librarys website, or an orientation tour given at the library (call or check the website for scheduled tours). You can also consult with a reference librarian to help you with your research project.
There should be no more than three internet sources (non-academic websites), if any.
An ethnographic cultural experience. To be summarized in an appendix.
o You should have a minimum of two interviews with informants related to your topic or its culture;
o Include at least one cultural experience (restaurant, temple, wedding, funeral, performance, or business). This would be a place or event at which most of the people are speaking their native language (e.g., Korean), are participating in an ethnic-specific activity or occasion, and which would be a good opportunity to conduct your interviews. Consult with the instructor if you need ideas.
In addition to the main body of writing, the paper must also have the following components: Title Page, Abstract, Table of Contents, Endnotes, Appendix, and References Cited.

There are faxes for this order.

Identify an opportunity for you to experience a different cultural situation. For example:



Attend a religious service for a religion that you are not familiar with



b. Using your multi-cultural experience, prepare a paper in which you analyze the impact of group influence on the self. As a part of your analysis be sure to address the following items:

1) Describe your selected multi-cultural experience.

2) Discuss your preconceived notions about the experience. Explain how your notions were impacted by group influence.

3) Describe the reactions of those individuals at the event to your presence. Discuss the impact that these reactions had on your behavior.

Discuss the impact of the experience on your self. This paper is to be written from the perspective of a 40 year old causcasian woman.

Assignment:
* Asses the electoral and racial implications of the Obama candidacy through examination of course materials and the sources provided by me.
* how does context shape character when you consider the theme of Barack Obama and Generational change
* Do Not need outside sources

MOST IMPORTANTLY, I have written the thesis and many starts for paragraphs in a sort of outline form to guide you. I received approval for my theses statement, which I am including below. Please build the paper on the framework of my thesis and suggested outline paragraphs. I will send some sort of tip or gift for great work as I am terribly desperate. My professor emphasized that shying away from answering my thesis and structuring the paper based on anything but the sources he provided us and our own class notes, which I will be sending without labels of institution or number ofcourse Simply, organization upon my thesis, style, and grammar are very important for this piece. Nevertheless, if you run out of time, or are stuck.please let me know whenever at 404-396-9908 or [email protected]. In addition, please send me the email for sources, as I always request email and it says I requested fax sources i.e. I will email my sources via a work cited page with links and an attachment to my summary and notes of other readings that can be included.

* THE QUESTION MY THESIS ANSWERS is
- How do Martin Luther King and Barack Obama reflect the cultural and historical context of their times?
* MY THESIS, which may be tweaked during or upon completion of the paper if needed:
* Although Barack Obamas speech for a More Perfect Union and Martin Luther Kings letter from a Birmingham jail send similar messages of hope, the recipients of these optimistic messages are dissimilar in regards to their historical and cultural experiences. The generational gap between civil rights movement leader Martin Luther King and post civil rights movement leader Senator Barack Obama emanates from their two most famous works on race, justice, and equality; Martin Luther Kings A Letter From Birmingham Jail and Barack Obamas speech, A More Perfect Union.

(I need transition here, as I have briefly outlined topics) Forty years have passed since the onset of the civil rights movement and the de-segregation of blacks and whites. Nevertheless, Obama points out that only the physical(legal inequalities of segregation/racism were completely erased thanks to men like Martin Luther King and the civil rights movement in its entirety.

* Inequality in American society has yet to completely disappear in the areas that do not possess as much legal equality as blacks and whites do as a result of the civil rights movement and men like Martin Luther King. For instance, Obamas speech for a More Perfect union reflects his desire to change inequality in todays world. Although both King and Obama want to end inequality in America. King and Obama want to end different types of inequality in America. Much like mid-civil movement America over forty years ago, Martin Luther Kings Letter From A Birmingham jail illustrates the religious and racial focus of civil rights America and its leaders.

In contrast to Kings hand-written letter on race from jail, Obamas nationally televised and you-tubed speech on race from the United States constitution center in Philadelphia highlights the generational gap between the civil rights movement and post-civil rights, or of the de-segregation and de-racialized movements. Given the historical and cultural context of these movements separated by over forty years, one might think the differences between the two generations is more?

What is more, Obama wants liberty, equality, and justice for all hues; King wants these exact same concepts of liberty, equality, and justice for black and white hues; King, unlike Obama excludes shades of yellow, brown, and grey

Even if color were overlooked, Obama would epitomize the perfect post-civil rights leader because Obama is an articulate and politically professional iconic negro that unlike his radical predecessors, (King , Malcolm X, and Jesse James) actually has a chance at winning. For instance, Kings civil rights movement predecessors desired social movement, or governmental change because of force against or beyond the government; Obama plans to work within government to form a more perfected union with the government. In short, Mr. Obama has the chance to win as long as he keeps his policy moderate, speaks as an eloquent and professional politician, and behaves in a civil fashion against opponents.

In spite of Obamas following for success for gaining election as a black politician, political scientist Shelby Steele believes the opposite will occur. Steele believes there are two reasons why Obama is a bound man (Shelby Steele).
King preaches radically to his parishioners about racism and white supremacy, whereas Obama seamlessly articulates his hopes for a perfected and universally represented America. Moreover, Obama denounces his own pastor in his speech.. (MLK is the pastor)

With his moderate policy positions, professional-political demeanor , Obamas de-racialized campaign increases the chances that America will elect its first non-white president in November 2008 (Willis, Gary). Nonetheless, the true concern for Americans in deciding for the next election does not concern Barack Obamas race. Rather, those voting for Obama believe that he can form a more perfect union by gradually decreasing the political, economic, educational, and medical inequalities just as Martin Luther King gradually broke down the walls of racial inequality, Obama wants to tackle inequality for everyone that feels/is under-represented or not at all; not just blacks and whites; justice for all. In his speech, Obama describes he wants every hue represented and welcomed in America because racial inequality and radical religious focus will not distract Americans in a more perfect union (perfect union text transcript)

The paper is to be about the Oracle of Delphi in Ancient Greece. The paper should basically be a survey of the important aspects of the cultural experience that took place at Delphi. If I could offer any stylistic suggestions for the paper, I would say be wary of multiple cititions within a short space. The paper should be more than just a bunch of facts layed out in a row. After a citation, there should be some analysis of the relevance of the evidence. Essentially, paragraphs shouldn't end with a citation.

We have been reading Walter Burkert's "Greek Religion", and pages 109-111, 114-118, & 143-149 will be especially valuable for this assignment.

I will also fax over a couple of articles. One by Hugh Lloyd-Jones entitled: "The Delphic Oracle", and one by Joseph Fontenrose etitled: "The Cult of Apolllo and the Games at Delphi."

I will also send some ancient sources under the title "Oh! Paian, To Whom We Cry!"

Most importantly, I will fax over a reading outline for all the sources above. This includes five questions that, if answered within the course of the paper, will make an excellent basis for the paper.
There are faxes for this order.

A Philippines Culture

1. Important history and geography of cultural group?s origin included.
2. Full description of the cultural experience presented.

Answer the following questions within the text of your essay
1.How did the cultural experiences of Native American Women affect the way they viewed the societal changes they were faced with in the late nineteenth century?
2. In what ways did their values differ from those of white women?
3. Do you think boarding schools werw a positive experience for Native American Women?
4. Why would some women support "Americanization" attempts while others resisted?

Essay Request: I need an essay for 1- Ed Gold Scholarship and 2-Walter H. Diamond and Dorothy B. Diamond Scholarship. 250 words for each essay using information below that can be found in my bio, essay a, essay b, and writing sample.

1- Ed Gold Scholarship

The Ed Gold funds provides financial assistance to international students from developing nations who are interested pursuing a career in print journalism, and who demonstrates financial need, superior academic and journalistic achievement.

2- Walter H. Diamond and Dorothy B. Diamond International Business Journalism Fellowship

The Walter H. Diamond and Dorothy B. Diamond International Business Journalism fund provides fellowships to students who are interested pursuing a career in international business journalism, and who demonstrates financial need, superior academic and journalistic achievement.


>>Biography
Eunice Omole graduated from the University of Virginia with a bachelor's degree in economics. She then completed her master's degree in real estate at Cornell University. Eunice currently works at FactSet Research Systems as an institutional sales executive and contributing writer for Applause Africa Magazine in New York City. Soon after her appearance on The Apprentice: Africa in 2008, she met with fascinating entrepreneurs, designers, writers and politicians while touring Sub-Saharan and South Africa. Their unique stories inspired her to launch O&M Media Ltd. where she produced a new Pan-African television series, called Africa's Top 100 Entrepreneurs, through which she hoped to connect the showcased entrepreneurs with the many young men and women who aspire to be like them. Her interest in journalism stems from her desire to share the rich cultural experiences she has had while in Africa. She looks forward to attending the Journalism School at Columbia University, which will allow her to develop an effective reporting style that can be used to deliver stories that shape the public opinion of African fashion and entrepreneurship. Columbia will provide an enriching and essential testing ground where she can pursue her short- and long-term goals in fashion and entrepreneurship, and give back to Africa. After graduation, her goal is to join the staff of a large news publishing and media organization.



>>Essay A: Autobiographical essay
--
I possess an abiding entrepreneurial spirit and drive to succeed, which came naturally from being the eldest child of two Nigerian immigrants. Today, this spirit translates into a strong belief in market opportunities and willingness to accept a high level of risk.

Growing up with knowledge of my fathers arduous journey from a Nigerian village to U.S. medical school and ultimately a successful career in orthopedic surgery, determination, hard work, and a thirst for learning were instilled in me from the start. I got to test out these values as a nine year-old when I didnt make first chair during a violin audition. Instead of giving up, I pushed myself to practice harder until I was finally selected to be the concert soloist. Though many years have passed, I remember well the confidence and pride this success inspired; it is pursuit of this accomplished feeling and the certainty that hard work can make anything possible that has propelled me through the incredible journey I have taken to discover my passion for journalism.

Having made Deans List twice during my economics studies at UVA, I joined the New York Investment Banking Consulting team at FactSet Research Systems in September 2001. Hard work earned me fast promotions to Senior Consultant and Account Executive. Not wanting to miss out on any opportunities for learning, I simultaneously enrolled in evening statistics classes at NYU and joined Weichert Realtors as a real estate agent. These varied commitments forced me to quickly learn work-life balance and brought my first surprise: with the purchase of my first property, I fell in love with real estate and enrolled in the graduate program at Cornell.

The real estate program brought opportunities to study emerging real estate markets, taking me to live and work in Nigeria and China, two of the most populous countries in the world. Their rich cultures and traditions inspired me to explore my own, and I became more involved in African organizations, events, and causes at Cornell. I earned second runner-up in the Miss Nigeria in America Beauty Pageant among 50 contestants, using my newfound voice to raise positive awareness of Nigerians in America and assist organizations and causes.

I maintained my involvement in African organizations as an MBA student at Cornell. In 2008, I was selected as one of 18 contestants from across Africa and the Diaspora to compete on The Apprentice: Africa. Though it meant taking a leave of absence from business school, I knew I couldnt pass on this opportunity to gain a voice to enact change within Africa.


After placing 1st runner-up, I made a promotional tour through Sub-Saharan and South Africa and met successful African entrepreneurs who inspired me to stay in Nigeria. I was determined to utilize my status, network, and experience to produce a new television program, Africas Top 100 Entrepreneurs, to fill an entrepreneurship vacuum on the continent by highlighting the accomplishments of the founders of Africas most tenacious companies and the potential of Africas business landscape. To produce the show, I founded O&M Media Ltd., which serviced multiple television programs, including Africas Top 100 Entrepreneurs. However, the global recession bred fear in the marketplace, and I was ultimately forced to close O&M two years later.

Rather than give up, I drew upon my fathers inspiration and headed to his hometown, Ere Village, founding its first microfinance bank. I lobbied Eres elders for support, fighting to raise residents out of poverty. I worked tirelessly with the Central Bank of Nigeria and established management and operations, becoming one of five inaugural members of the Board of Directors and the Chair of the Audit committee from 2009-2011. The material benefits of microfinance took root and expanded beyond Ere, and our initiative was adopted by other states. I am extremely proud of the successful launch of eight bank projects, including a waterworks project, complete with a pipeline network and faucets for the whole village and an energy center, which will buy power in bulk from the Power Holding Company of Nigeria for distribution to every house and generate its own power during outages.

My experiences abroad brought tremendous professional and personal growth, as well as another surprise discovery: my passion for writing about the rich culture abroad as a means of effecting change there. I have begun exploring this interest as a contributor to Applause Africa Magazine, and I feel as confident and inspired as ever to pursue a career in journalism with a focus on business and fashion.


>>Essay B: Professional essay
--
My interest in journalism stems from my desire to share the rich cultural experiences I have had in Africa. Soon after my appearance on The Apprentice: Africa, I met fascinating entrepreneurs, designers, writers, and politicians during my tour across Sub-Saharan and South Africa. Their unique stories inspired me to create a platform for sharing these tales, and I launched O&M Media and produced a new Pan-African television series, called Africas Top 100 Entrepreneurs, through which I hoped to connect the showcased entrepreneurs with the many younger men and women who aspire to be like them. In preparation for the show, I co-wrote the treatment and production bible, conducted detailed interviews, and contributed stories about the entrepreneurs to local print media to attract sponsors. Despite the grueling work of launching a company and show from scratch, I found myself thoroughly enjoying every aspect of gathering inspirational stories and shaping them into a screen production.

Unfortunately, after over two years, the market downturn forced me to close O&M. Upon rturning to New York City, I found myself yearning to share the remarkable stories I had gathered abroad. It is this desire that convinced me of my passion for journalism. By cultivating my writing skills, I realized I may be able to once again establish a platform for the many inspiring stories hidden under the surface.

To explore my interest, I began contributing to Applause Africa magazine in New York, composing pieces on topics such as high-demand African fashion designers. Perhaps even more rewarding than getting to share my stories is reading the feedback from my diverse readers. My experience with O&M Media and Applause Africa magazine has not only reinforced my interest in journalism, but also made me aware of a higher purpose to my writing. Through my reporting, I want to teach readers about todays Africa, hoping to cultivate positive opinion and ultimately benefit its hard-working, inspiring entrepreneurs. Becoming a journalist means accepting both the privilege and responsibility of establishing and presenting the facts to the public.

My journalistic experiences thus far have also demonstrated that the diligence and perseverance I have applied to my prior endeavors translates to reporting. I pursue the necessary facts with unwavering determination and am not easily discouraged by seemingly inapproachable, high-profile sources. Through my previous accomplishments, I have demonstrated leadership and entrepreneurial skills which have resulted in rapid promotions at FactSet and allowed me to successfully launch a microfinance model in Nigeria that serves as an example to neighboring states in Africa. I have no doubt that these skills will continue to serve me as I pursue my passion for journalism.

I understand that pursuing a degree in journalism will challenge me in new ways. However, I have encountered challenges before. During my first two years at UVA, I struggled to find focus and develop time management and study skills. However, my strong motivation to excel drove me to overcome these challenges, and my academic performance improved significantly in the junior and senior years, when I made Deans List twice in two years. Through these experiences, I also learned about the need to take time to adjust in order to optimize my future performance; that is why, upon returning to New York City after closing O&M Media, I elected to take four months off to focus on family, friends, and networking after years of living abroad.

A degree in journalism will allow me to develop crucial skills and apply my international experience to the pertinent issues in my industry focus and my country. The Columbia Graduate School of Journalism will provide the strong foundation I need to achieve my aspirations. Having visited the campus, I am particularly impressed by the faculty, many of whose academic interests closely mirror my own, as well as the programs team-oriented, cooperative culture and sense of social responsibility. Speaking with current students has convinced me that Columbia will provide me with an enriching and challenging environment where I can transform myself into an effective journalist to pursue my broader goals in public opinion and, ultimately, give back to Africa. The part-time MS program at Columbia will allow me to balance academic success with continued achievements in the workplace and at home. I believe I will be an asset to Columbia by contributing my passion for writing and my experiences both inside and outside of the classroom. I look forward to joining Columbia and am certain that I will be a valuable member of the community.



>>Writing Sample
The first link is the promotional version of Africas Top 100 Entrepreneurs, which features as its principal subject Otunba Subomi Balogun, Group Chairman of the First City Group Limited. Balogun virtually established the model for the banking industry in Nigeria, and he continues to assert great influence over a financial institution of international repute and garner for his various companies international respect. The five-minute Its Happening segment is a fast-cut, energetic profile of young Africans who are doing things of significance throughout the continent. The program closes by featuring Deji Akinyanju, CEO of Food Concepts Limited -- a young Nigerian on the sure road to success and creating excitement already with his innovative ways of doing business. The second link is an approximately two-minute clip of the promotional version of the episode used for TV commercials and promotional purposes.

My role as presenter was to uncover the accomplishments, hardships and lessons learned from the founders, CEOs, and presidents of some of Africas most tenacious companies. This program provides viewers with relevant insights into the African business landscape and its major movers. Instead of promoting theories, it provides real-life stories of how businessmen and women were able to become successful, highlighting the challenges and triumphs they encountered along the way. I interviewed and provided in-depth profiles of Otunba Balogun and Deji Akinyanju. As the first in the initial series of 13 episodes of Africas Top 100 Entrepreneurs, Otunba Baloguns profile indicated the standard for selection for the entire series. As the Its Happening guest, Deji Akinyanju was interviewed on location. We got to see much of his Chicken Republic and other business operations through interviews with managers, partner/directors, and other people close to him.

As part of my behind-the-scenes role in the production of the video, I researched the interviewees and wrote the treatment, script, and interview questions.

The videos purpose is to give young, upcoming African entrepreneurs insight into what informed the really great entrepreneurial successes in Africa -- what we want to know, in the Balogun example, is: how did he make it happen? What did he see as the opportunity? What were the business tactics, strategies and principles involved, including attracting of investors? What were the stepping stones or building blocks that amounted to not just success, but phenomenal success? What were the stumbling blocks along the way? How and why did he pick himself up, dust himself off, redesign his strategies and forge ahead with a redefined vision? How did timing factor in? How did he get others, including his family, to share the vision and go along with what seemed to be a hunch? Was First City a choice? Were there alternative directions he might have taken? As a manager, how did he forge uncharted territory? Was marketing acumen the key to success, or was he a banking genius?! Or was Nigerian business just ready for leadership and courage, and Otunba Balogun supplied it?

I asked those particular questions because I wanted to get to the heart and mind of the entrepreneur, hoping to understand the way he thought and felt every step of the way. What makes a good journalist is curiosity about everything. I didnt want to just regurgitate what was already documented; I wanted to be the storyteller getting the information directly from the source. It took a lot of resourcefulness to get access to these high-profile entrepreneurs; I only had one shot to make my pitch in order for them to agree to meet with me and then to agree to be part of the program. Since a lot of the subjects wouldnt take my phone calls, my letters had to be concise and clear about the advantages of participating in the show and the value the subjects would create for the program and viewers.

I started O&M Media to produce the TV show. After a year of going to friends, family, banks, and sponsors I was able to raise enough seed capital from individual investors to produce the promotional video. I spent my own money sending articles to local newspapers and scheduling promotional events to get people to listen to what I had to say and to get the company and program off the ground. I was committed to the entire process of learning and understanding what it means to do business in Africa from those entrepreneurs, all the while doing it myself. Despte the grueling work of launching a company and show from scratch, I am proud of what I was able to accomplish. Even though the market downturn forced me to close O&M, I am still working on getting the program out there.

Journalists have to sacrifice a lot, not only in terms of time but also their personal lives. In that 2-3 year span, I sacrificed school, money, and family. I took a leave of absence from the MBA program to work on setting up O&M Media. I spent all of my savings and begged people I knew and had volunteers work for free so I could peddle the show to networks. I missed out on the births of my niece and nephew. As a journalist, you have to have thick skin and deal with stress and keep going in order to get the story you want. I have the potential to be a great journalist because I have demonstrated the strength to take that extra step.

Africas Top 100 is about showcasing the successes and achievements of the African people to the rest of the world. It is about changing lives, making dreams come true, and inspiring and motivating viewers to achieve goals and objectives within and outside Africa. It is about lasting change in the areas of mentorship, leadership, entrepreneurship, education, development and empowerment. It is about positively affecting African youth.

Online ANP 201 ETHNOGRAPHY ASSIGNMENT

What is Ethnography?

Ethnography is a scientific method of inquiry that seeks to explain the behaviors and values that occur in a cultural scene (setting). Ethnography is also known as Participant Observation, and is the main type of research employed in anthropology. Ethnography is descriptive form of qualitative analysis.

Ethnography is not merely an objective description of people and their behavior from an observers viewpoint. It is a systematic attempt to discover the knowledge a group of people have learned, and are using to organize their behavior from the participants perspective. Ethnography does NOT ask what you the researcher sees the subjects doing, but what do these people see themselves doing.


How to do an Ethnography
This assignment is based on the premise that the perspective of cultural anthropology is learned through doing ethnographic field work. Ethnography is the task of describing a particular culture or setting from the perspective of the participants. It is one thing to read and study others ethnographical work, but it is a more meaningful learning experience to actually do first-hand cultural investigation. There
are 4 main stages to this assignment:

1. Acquiring Conceptual Tools ??" Understanding field work methods
2. Entering the Field- Gaining entry and making contact with informants
3. Doing Field Work- Gathering and recording cultural data
4. Writing up your cultural description and making sense of
data


PART I. ACQUIRING CONCEPTUAL TOOLS


This assignment is based largely on a program developed at Macalester College to get
undergraduate students involved in ethnographic research. It is summarized in the book : The Cultural Experience: Ethnography in a Complex Society (Spradley and McCurdy 2004). (On reserve at Bay College LRC)
The idea is that students learn the anthropological perspective better by
actually doing ethnographic fieldwork, rather than just memorizing concepts, or reading other ethnographic studies.

This type of assignment is different from the typical research project. Instead of doing
research in a library, you will gather information by actually doing your own fieldwork.
Learning how to do an ethnography is a complex process, which is not learned overnight. I will be assisting students on this project throughout the semester. Students are expected to submit drafts to their group for peer review, and to the instructor. The dates for the various stages of the ethnography assignment are listed on the course schedule.

STAGES OF THE ETHNOGRAPHY

Choosing a setting and getting instructor approval
Gaining Entry to setting
Observations and Field Notes
First Draft to Peer Group and Instructor
Group Review
Final Write -Up of Ethnography

The first step will be for you to get a feel for field work methodology. Read Chapter 12 on Ethics and Methods in Cultural Anthropology, and check out the book Cultural Experience on Reserve at the Bay LRC.

In order to understand field work, you need to understand what is a cultural scene.
Spradley and McCurdy define the concept of a "cultural scene" as: the information
shared by two or more people that defines some aspect of their experience.


1. What entails a Cultural Scene?
Cultural Scenes are closely linked to recurrent social situations. A cultural scene is the definitions of these situations held by the insider. Your job as a student of ethnography will be to determine what these definitions are, and to describe how the informants make meaning out of their participation in this cultural scene. The scene you choose to do your study on should be meaningful to you. For example, if you are studying to be a nurse or a teacher, then choose a clinical setting or a classroom for your ethnography setting.

2. Examples of Cultural Scenes:
- a radio station (knowledge of employees, knowledge of functions)
- a classroom in an elementary or secondary school (knowledge of students, or teachers)
- a local bar (knowledge of regulars, knowledge of waitresses, knowledge of bartenders)
- an athletic team (knowledge of team members, knowledge of coaches)
- a medical or social institution (knowledge of staff, knowledge of patients)
- any club or organizations (knowledge of members)
- any type of business (knowledge of workers)


II. ENTERING THE FIELD


Gaining entry into the field can be the most difficult part of conducting an ethnography. It involves getting permission to enter into a working relationship with your informants. You must win their cooperation and participation in your ethnography. This task is not simple. Asking them to talk about their perception of their experience is probably going to be new to them. Some of your questions may seem embarrassing, others trivial. Be very sure that you are not threatening your informants. Do not jeopardize their work, or ask them to reveal anything that may be seen as threatening or uncomfortable. Assure your participants that you will keep their identities anonymous. Treat your informants as your colleagues. Ask them what they would like to know about your project, and or about the cultural scene you are studying. Be willing to share your study with them, and interview them on their role at the setting. If you need a letter from me to help gain entry and /or validate your need to be in the setting, let me know and I am more than willing to do so.


III. DOING FIELD WORK

When you begin your observations you should try to go into the setting with an open mind. Try to make the familiar setting seem strange, as if you were coming from another culture where you had never seen a classroom or doctors office. Every page of your field notes should be labeled with the date, time, place and should keep a time schedule for what is unfolding. (See sample field notes at end of this document)
At first you will basically keep a log of what is happening in the setting. These are Observational Notes. You will start to see hierarchies of who is in charge, and who answers to whom. You will start to ask some questions in your mind as to why certain ways of doing or behaving are taking place. You should jot down these questions in your field notes as Methodological Notes, reminding you to look for the answers in your other observations. Remember that your mission is to explain how the participants of your setting gain a sense of meaning or purpose by their being there. Depending on your setting, you might be trying to document how nurses gain meaning, or if you are focusing on the patient, then how the patient seems to feel and gain meaning from their patient encounters. If your setting is a classroom, you might focus in on the students in a class, and how they relate to one another and maybe note if there are select students your teacher would like more information on, or if there are problems in the class that could use attention. If you want, you could focus on the teacher, and what their day is like, and why they chose the profession of teaching.
No matter what setting you choose, eventually you will begin to see patterns emerge from your notes that point towards explaining the cultural scene. You begin to understand the setting from the eyes of the participants. Just the fact that you are there observing the setting, will change the way your informants respond. (People change when they know they are being observed.) You will be asked to participate as well as observe what is happening in the setting. That is why field work is refered to as Participant Observation. Your participation need not alter the settings definitions or flow of events. After a while, your presence will be an accepted part of the cultural scene, but this takes time. Plan on observing in the setting on several occasions, until you feel you have a good basis to formulate your description.

One essential point: Plan on transcribing your field notes into as complete a record as possible. It is best to do this within 24 hours of your observation. While you are in the field, you will use abbreviations and maybe only jot half of what is happening till the next scene happens, and without re-copying your notes in 24 hours, this data may get lost.

Establishing Categories:
What is a Category? A category is a grouping of perspectives from your informants.
As you become familiar with your setting, you will witness different perspectives from your informants that could classify people in your setting such as the optimists or the pessimists, or achievers or slackers. The category may be a certain type of diagnosis such as those shared by chemo patients, or the regulars at a restaurant. Once you have established relationships with informants at your setting, you will begin to be able to classify their perspectives into different categories. You will want to ask questions of your informants that will help you to establish categories from your cultural scene. You will need to seek out how these categories are organized and how each category of participants derives a different sense of meaning from the setting. An informant will give you an explanation of how he or she understands the setting to be structured. This perspective may be quite different from others in a different category. Also, you will observe yourself how you think the participants gain a sense of purpose from their participation. Eventually one gets categories that emerge from the cultural scene that can be used to classify different behaviors that are exhibited in the setting. Use your field notes to create a theory as to what is going on in the setting, and how the participants gain a sense of meaning or purpose.


The next step, is to write up a vignette of a key observation from your chosen cultural scene. This vignette should demonstrate the typical behaviors found in one of your categories. This vignette describes what is going on from the participants viewpoint, and it is usually in first person dialogue. When the reader reads the vignette, it is as if the person is there in the cultural scene. I will ask you to submit your vignette and your first draft of your ethnography to your group for peer review, and to me as your instructor.
(See Sample vignette below)



To get started in the field you may ask the a Grand Tour question where they will give you a tour or survey of the cultural scene. Or another way is to ask them to describe what a typical day in the life of the setting might be. You will need this in your write-up as well.

To summarize :

1. Choose a cultural scene which has significance to you and your future and get permission from your instructor to use this setting (In Writing).
2. Gain entry to the setting with permission from the persons in charge.
3. Begin by thinking about what do you wish to know about this setting, and
write questions you want to learn about. (More questions will emerge later)
4. Begin your observations by being ready to observe and participate, ready to take field notes.
5. Define the subjects and try to classify their behavior
6 Determine from your subjects those individuals that can serve as informants and seek to discover information that they use to organize their behavior.
7. Use your field notes to create a theory as to what is going on in the setting, and how the participants gain a sense of meaning or purpose.
8. Write up at least one or more vignettes that illustrates how your participants gain meaning from the setting. Be sure to keep the identities of your participants anonymous.
9. Write up your first draft and send it to your peer review group and your instructor. (Use rubric stated below)
10. Revamp and re-write your final draft
11. Submit ethnography to full discussion board for comments and responses.
12. Submit final write up to instructor and possibly to full discussion board

Some Added Suggestions:

The ethnographer constantly seeks to be more objective. You want your account of their behavior to be free from distortion and bias and to accurately represent what people know and believe. To be objective means to state the characteristics of objects and events as they exist, and not to interpret, evaluate, and prejudge them (Spradley and McCurdy 1972)

Making sense of your notes, your theories, and your observations is a difficult task-especially when you are just new at it. Be Open minded! How you organize your categories and apply meaning to the cultural scene is what is important. One helpful hint would be to color code your field notes. Certain themes emerge and you can highlight (see italicized portion of vignette)areas where similar findings bear out your theory.

So lets say you are doing your Ethnography on a church Bingo setting. You would attend several sessions and find out the process by which the participants join in the setting. You would get to know some of the participants, and ask them if they would help you understand what is happening at the setting.. The hard part here is to go into a setting and make the familiar, seem strange. After several visits you may sense that there are different reasons why persons join the setting. You might categorize these reasons and be able to describe how each type has a different agenda, or goals they obtain from their participation. You might find yourself asking lots of questions from your study, such as why does Individual #1 maintain 15 bingo cards at once. you might make an methodological note to check for individual #1s relationships to other players. Or you may end up getting an informant who is open and willing to share why they come and what they gain from the setting. You are trying to obtain an explanation of what the participants see themselves doing, not what you yourself see them doing.

The final step then, is to write up a vignette of a key observation from your chosen cultural scene. This vignette describes what is going on from the participants viewpoint, and it is usually in first person dialog. When the reader reads the vignette, it is as if the person is there in the cultural scene.

The vignette has 3 parts:
1. An introductory paragraph telling the reader what is going
to be found in the vignette.
2. The vignette itself
3. An explanation of what was found in the vignette and why it
was significant.

A Sample Vignette:

THE WEEKLY READER

The scene is a kindergarten classroom in an urban setting, where Raymond shows he knows much more street smarts than the teacher Mrs. Smith gives him credit for.

Mrs. Smith begins the days work by discussing the Weekly Reader called Zip. and do you know who we are going to read today? asks Mrs. Smith. What is his name? They begin with the initials J.B. JELLY BEAN! the class shouts. The name of this worksheet is Jelly Bean Jamboree Can you say this asks Mrs. Smith?
I am focusing on Raymond intensely; he is watching Mrs. Smith and is following the discussion attentively. Raymond lips the words Jelly Bean Jamboree to himself while the other kids say it or think it aloud. Raymond is a target student by the researcher because of comments from Mrs. Smith that she would like more information on him, as he is apotential retainee. His gross motor skills have been poor, he has not been able to write his name correctly or color and stay within the lines. He is slower than other students in the classroom. Raymond has tried to answer several questions but has not succeeded in saying the right answer. Mrs. Smith explains to the kids that this Weekly Reader can come to the students house during the summer, if their mothers say it is okay. The students are asked to take home to their mothers a subscription notice, and maybe their mothers will let Zip visit them at hoe this summer. Raymond asks, How much does it cost? Mrs. Smith takes a second look at Raymond and replies somewhat hesitantly, Three dollars.
Raymond may not at all times be able to get the correct answer, but he has realized from Mrs. Smiths language that when she says mother has to decide whether Zip can visit you at home, what it really means is that it depends on whether or not mother is willing to pay for the subscription. Raymond was the only one to verbalize this assumption.
Mrs. Smith continues to quiz the students on the picture on the cover of the Weekly Reader. What starts with the letter T in this picture? Raymond raises his hand and gets called on my Mrs. Smith. Beaver he says. Mrs. Smith asks Raymond, What letter does Beaver start with? Raymond shakes his head no. Mrs. Smith points to a tennis racquet and asks, What is this object? Tennis racquet the kids shout. Then Mrs. Smith points to the shoe on Zips foot and asks the students to tell her what about this object starts with the letter T. Raymond starts to shout: Socks!! Foot!! but doesnt get the right answer. Mrs. Smith has to tell them she wants to hear tennis shoe. Next, Mrs. Smith points to the piece of luggage Zip is carrying. What about this starts with a letter T? Nobody guesses the right word, which is tag. What does Zip do to his shoes? What begins with a T? Tie they answer after a few wrong guesses. Raymond has answered correctly on this question.

During the question and answer period before Mrs. Smith lets them color and circle the objects which start with a T, I have noticed that Raymond keeps raising his hand to answer the questions asked by Mrs. Smith. Mrs. Smith calls on him, he doesnt know the answer, yet he keeps raising his hand: he doesnt take it down, even when he is called on. Raymond has shown that he does not understand that when hi has an answer to the question being asked, that is when he must raise his hand to get called on. When he gets the floor he no longer needs to raise his hand. Raymond behaves like he is very anxious to get the floor and to succeed by answering the questions correctly. Even when he does not know what is being asked of him, he still raises his hand, to be called on. Raymond has not learned to know when it is appropriate (in the teachers perspective to raise his hand, and to subsequently get the floor, and to be prepared with an answer to the question.
********************************************

As could be seen from the vignette, Raymond demonstrated that he doesnt understand the appropriate roles or format of question and answer time. Repeatedly, Raymond raises his hand to answer the teachers question, and when he gets called on, he doesnt have the right answer, yet he does not take down his hand. Learning how to go to school is one of the main issues evident throughout the Urbandale Health Education Program. The kindergarten students must first learn how to go to school with all of its rules and cues, before the student can be successful in any subject content.
Although Raymond has difficulty being successful during question and answer time, he shows conceptual superiority over his peers by understanding that when the teacher says if your mother says its okay, Zip can visit you at home this summer. What she really means is if your mother is willing to pay for a subscription. Raymond understands this implicit meaning, and demonstrates by asking Mrs. Smith How much does it cost? Raymond shows that he understands that money is involved in a subscription, and that Zip doesnt just appear if mother says its okay: she must pay for it.

FINAL WRITE UP OF ETHNOGRAPHY

The draft and final paper you will turn in to me is due the date listed on your course schedule!

USE THE FOLLOWING OUTLINE AS TO HOW TO WRITE UP YOUR ETHNOGRAPY: (See scoring rubric below)

I. Introduction

1. Define your Cultural Scene
2. What is the plan of this paper?

II. The Cultural Description

1. A Day in the Life of your setting
2. The major Categories Informants Use
3. How are these Categories organized
4. How does your informants find meaning in their setting?
5. Vignette of a Key Observation
.
III. Fieldwork Methods

1. Why did you select this cultural scene
2. Gaining entry ??"problems and procedures
3. Types of fieldwork methods used. (i.e. interviews, observations, etc.)
4. What things influenced the selection of your data?

IV. Conclusion

1. What have you learned about your cultural scene?
2. What would you have done differently.

RUBRIC FOR ETHNOGRAPHY GRADE SHEET 150 POINTS

Name

Ethnography Score 150 POINTS
Your Score

1. A day in the Life of your setting ____20

2. The Major Categories Informants Use ____10

3. How are these Categories Organized ____10

4. Informants find Meaning in Setting ____20

5. Vignette of Key Observation ____20

6. Why did you select this cultural
scene? ____5

7. Gaining entry procedures ____5

8. Types of field work methods used ____5

9. Influences on Data selection ____5

10. What have you learned ____10

11. What would you have done
differently? ____ 5

12. Draft of Ethnography ____ 20

13. Discussion Board & Response ____15

TOTAL 150

COMMENTS:

The purpose of this study is to analyze the factors which led for the Hyundai Motor Company to expand successfully its sale marketing to the United States and intercultural management issues faced by offshoring because the mix of foreign and domestic employees and diverse human resource practices present always both opportunities and challenges. While most existing research papers have studied on the Hyundais technological operation system strategy which contributed to its success abroad, I examine on intercultural issues caused for Hyundai to divert its strategy in offshoring its production facilities and organizational changes of HMMA have contributed to the successful bottom line profit in the United States.
As the view of global marketing analyses, most manufacturing organizations have chosen their offshoring site in cheap labor wage countries such as China, India and Eastern Europe. However, in 1980-2000, many big auto manufacturing enterprises have transferred its subsidiaries to the United States which is the most developed and relatively high labor wage country. The Hyundai Motor Company was one of the countries sought in expanding the bottom line profits overseas. Therefore, I select HMMA as a role model of successful offshoring organization in the intercultural management practice.
The factors Hyundai chose Alabama for its subsidiary plant site
There were several factors appeared in Hyundais decision in selecting Alabama. According to research by McClenahen, factoring into Hyundais selection of Montgomery were the presence of a high-quality workforce, proximity to markets, an established automotive parts supply chain, and commitments made by the state of Alabama and the city of Montgomery which the Alabama legislate approved a $118 million incentives package in hopes of attracting Hyundai, and the state and local incentives approved total $234 million (McClenahen, 2002).
HMMAs relocating to the U.S. is to circumvent trade barriers and to move closer to their market by responding to growing the U.S. protectionism in the 1980s (Jung, 2006). Many other foreign auto assembly plants arrived to the Alabama State because it was cheaper to ship parts to assembly plants than to ship finished vehicles across the country (Jung, 2006). Alabamas low wages and union-free environment, local government incentive package, the availability of a workforce, and the site location which provided an easy access to market played major roles in being selected (Jung, 2006). In historically, the Hyundai Motor Company had experienced market-seeking expansions in many countries before transferring to the United States, such as Canada, Turkey, and India (Wang et al., pp. 15). One most distinguished feature of HMCs investment in the U.S. plant was the creation of North American R&D, engineering and design facilities to improve the companys technical expertise (HMC, 2003). This was necessary for HMC to acquire Americans technology to become a global automaker. Accordingly, unlike adopting only market-seeking strategy in China, India, and Turkey, the HMMAs strategy was employed as a combination of marketing-seeking and asset-seeking (Wang et al., pp. 17). For example, in China, India, and Turkey, the HMC subsidiaries introduced labor-intensive production technology and used less automated manufacturing process than its plants in Korea. There were no R&D facilities and all unassembled products were developed in Korea and transferred to China and Turkey. Thus the strategy of Hyundai transferring to the United States was innovative and aggressive methodology to seek the bottom line profit for the globalization.
During 1970 - 1990, the HMCs production management had suffered in its original Ulsan production plant in South Korea due to violent labor union activities. When South Korean economy was depressed in the late 1990s, Hyundai tried to lay-off 27 percent of workforce in South Korea and cut pay and benefits to decrease expenses. However, its militant labor union resisted the managements decision. All across South Korea, 1,200,000 employees from 125 companies participated in protests against the Hyundai and the Government.
In December 2001, the Hyundai made a 74.5 percent in net income and made a 42 percent sales increase compared to the previous year (Jo and You, 2011, p. 57). Hence, workers at the Ulsan plant went on a two day strike demanding higher wages, higher bonuses, and 30 percent share in the profits of the year as a performance bonus. However, the company opposed clearly that even though the company had done well that year, it could not accept workers demands because the increasing imported cars into South Korea were bound to Hyundai market share in South Korea. In addition, General Motors purchase of Dawoo was a threat to the company and the appreciation of the Korean currency which was becoming less competitive in international markets. The unions refused to compromise and the management also did not take a step back. The demand was high, and the negotiation was unsuccessful. Thus, the HMC decided to relocate the manufacturing plant to Montgomery which was relatively free from the influence of strong labor unions. The average percentages of unionized workers in the southern states were under 10 percent including Alabama, while those in the Midwestern States were about 20 percent (Hirsh, Macpherson, and Vroman, 2001, 52). According to Alabamas labor laws, labor union membership is not mandatory even when a labor union is organized within a company (Jo and You, 2011, p. 53).
Another reason for the HMCs relocating its plant in Alabama was the state governments incentive package. The Alabama State Government offered the HMC an attractive incentive package that included tax abatement, a site preparing grant, and access road and bridge. The state government also promised to provide job applicants with education and training programs which were worth approximately $253 million (Jo and You, 2011, p. 57) (Yang H., p.2). Furthermore, Montgomery City also tremendously supported the HMMA to build, with not only financial support but also friendship bondage between Korean culture and American culture.
The Impact of Globalization on Cross-Cultural management
Due to todays globalization, there are not only at HMMA, but today many companies still set plans for offshoring with many reasons such as competitive labor cost, setting forward bases for expanding sales markets, and advanced technology acquisition. However, most of the companies faced difficult time when initially expending their manufacturing plant to other countries due to many heterogeneous dependent and independent variables such as leadership style, organizational structure, organizational communication, governmental unknown regulatory, and tax and compliance issues (Self at el, 2011). Offshoring is defined that the transferring to overseas seeking for any bottom line profit is called offshoring, in the shift of productions, employment, and locations (Offshoring, 2004).
To be successful in offshoring, an organization requires not only adequate transportation and telecommunication infrastructure but also advanced intercultural management system. In the early part of 1980s, Japanese forerunner Subaru-Isuzu Automotive (SIA) brought the concept of Japanese Lean Production System to the United States (Jo and You, pp.45). However, in the beginning, without modifying their system to be adapted in the foreign environment, they utilized the Lean Production System so that SIA had hard time in managing because local workers resistance in emerged in the form of sabotage, protest, and confrontation against the management (Jo and You, pp.45). Without the research and development of the new system, it could be huge damage to host countrys human resource management even if the project or program is beneficial to both the originated and the host countries. This SIAs case displays that both home and host countries must be sensitive to how national cultural issues impact organizational behavior and human resource practices in becming an intercultural organization.
Due to historical and geographical reasons, South Korean and Japanese management systems as well as language structures are very similar because both countries were under Chinese culture for several centuries. Both management systems advocate the idea of strict obedience to superiors and emphasize the harmony necessary among people in the same ranking (Chan, 2011). In addition, Korean and Japanese management styles are quite different from American employment relations and management style because of Asian cultures seniority-oriented, collectivism, and power distance which may have an strongly effect on organizational behaviors and managerial operation styles. Instead of Western individualism and competition, it is critical to the business success to create and maintain a harmonic environment between employees as well as between superior and subordinates (Chan, 2011). Such cultural heritage has penetrated into Korean management practices and processes for long time. Accordingly, their managements expect naturally obedience and loyalty without any questions from employees, particularly between superior-subordinate relationships. However, the expectation of obedience and loyalty has created high power distance between a superior and a subordinate because it is inappropriate for subordinates to directly confront their superior under Korean cultural management. It had caused many human errors occurred under imminent circumstances. For an example, Korean Air Lines had more plane crashes than almost any other airlines in the world for a period at the end of the 1990s. Finally, the incumbent Korean president ordered to investigate problems. As a result, investigators found that plane crashes could be attributed to captains mistakes and his subordinates were not directly confronting the captains to correct their boss mistakes. It leads to the crashes because there were high power distances between Korean captains and subordinates. In addition, high power distance creates many passive subordinates in leading to very few suggestions coming from the subordinates, and it creates the management to be centralized unlike American decision-making style which input from the bottom, not from the top. Thus the power distance between intercultural employees in HMMA may influence communication in its organization.
The Impact of Globalization on Cross-Cultural Communication
Communication plays a vital role in domestic and global business to effectively communicate for effective operation and management as well as necessary for the individuals to express themselves and to fulfill basic needs. Even though people speak the same language, there can still be misunderstandings due to ethic and cultural backgrounds. Moreover, many misunderstanding have occurred, not only because of mistakes in the usage of words or expressions, but also because of the lack of goodwill and cultural knowledge (Najafbagy, 2008). Under different cultural knowledge, people see, feel, and process decision-making differently because of individual different perspectives on the same phenomenon. Thus it is highly possibility that miscommunications occur in an international or intercultural company if there is not cultural awareness trainings for employees. Companies that are successfully able to communicate cross-culturally have a competitive advantage because they can devote more time and resources to conducting business and less time on internal and external communication issues (Matthews & Thakkar, 2012). Thus Hyundai put maximum effort to overcome the communication disadvantage of the heterogeneous cultural management. To encourage employees to expand their cultural awareness, Hyundai encourages three-month assignment to overseas duties. For example, when the company was building a site in Alabama it allowed employees to visit and study the regional culture and the company promoted backpack travel program around the world where teams of three design their cultural experience (Matthews & Thakkar, 2012). More than 47 teams have traveled over 70 countries, including Peru, Turkey, and Greece (Matthews & Thakkar, 2012). Hyundai learned an importance that participants bring experience and knowledge to share with their co-workers and friends. Accordingly, sharing experience and knowledge spread to all other employees so that the organization grows the strength of offshoring in intercultural environments. Cross-cultural communication can affect how we interpret the action of other so that we misunderstand others action in leading to percept wrongful conclusion. For example, while a young girl alone was watching on the television, she was crushed to death when a heavy television set fell over her at a Korean immigrant family home. When the police arrived at the home, her mother cried and expressed herself saying that I killed her. She was dead because of me. But American police accused the mother of murdering because the police interpreted what the mother said literally without considering cultural background. Actually, she meant that she was ethically responsible for the young girls dead because she did not take well care of her. This story presents usual happenings not only at an immigrant family home but also at many intercultural workplaces. Therefore global leaders need to aware intercultural training at workplaces to help employees gain knowledge of the host country, enhance cultural sensitivity, and develop cross-cultural communication skills (Chein, 2012). Actually, intercultural training can help people understand culture differences, provide information and knowledge of a specific culture, and help reduce emotional challenges (Chein, 2012). Effective intercultural training can be extremely beneficial to peoples adaptation to the culture of the host country, and vice versa.
Hyundai Motor Company was established in 1967 and has developed itself as company that focuses on quality improvement and innovation for long time. Today Hyundai still expands its global sales marketing to counties which have potential to glow its bottom line profit. For the expansion to take place, the company requires effective communication that is able to overcome cultural barriers and accomplish global management initiatives. In the auto industry, effective communication is applied not only human resource management practices but also valuing the needs of its customers. After Hyundai lost market share in Canada and Turkey in the early 1990s, Hyundai learned the importance of researching the culture of a country before making profound business decisions (Matthews & Thakkar, 2012). In addition, Hyundai realized that cross-culture communication involves adapting organizational polices to fit the context of where business transactions will occur so that the management changed its strategy to more proactive on the need of customers with careful communicating. Thus the key of Hyundais success is its corporate philosophy that places the need of customers as to priority in all business areas (Matthews & Thakkar, 2012).
In 1980s, the Japanese transplants were joint ventures with US automakers such as NUMMI (joint venture of Toyota and GM), located in California, and Diamond Star Motor (joint venture of Mitsubishi and Chrysler), located in Illinois (Jo and You, 2011, p. 45). It had difficult time in overcoming the old practices of mass production of the United States due to the unmodified lean production system under the joint venture management. The Japanese employees well acquainted in the Lean Production System but it was not acquainted on the American Mass Production System. In 1988, in cooperation with Mitsubishi, the Hyundai Motor Companys first venture was offshoring its production plant in Canada, but the production plant was not successful because of poor quality products and ineffective human resource policy. In effect, HMC was not able to produce competitive vehicles against competitors such as Toyota and Honda and HMC mismanaged Canadian workforce without adopting an appropriate human resource management approach. Te subsidiary plant had to be closed after five years of operation from 1989 (Rhee M. p.3). This implies that the relationship between globalization and employment relations plays a critical role in an interaction approach of offshoring as well as system barriers. According to research by Matthews and Thakkar, connectivity is defined as the ability to orchestrate organizational networks to move in the same direction in order to accomplish the companys mission. Employees must feel contacted to the organization and understand how their individual effort contributes to the bottom line. Global leaders must look for opportunities to connect everyone within the organization to overall goals and objectives. When employees understand the big picture and the direction the organization is taking innovation and change are supported. However, although the first venture was failed, HMC was able to come back for another opportunity due to learning a lesson from the failure. HMMA also put efforts drastically to change intercultural barrier on its human resource management and operational system. Thus keys to the success of HMMA were Hyundais relatively low dependence on skill formation and high reliance on numerical flexibility of its production system relative to its Japanese counterparts (Jo and You, pp.41).

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There are faxes for this order.

Choose one question from part one and one question from part 2. (each essay should be about 2 pages)
PART I: CHOOSE ONE QUESTION,
PART II: ANSWER QUESTION #1 or #2
You will answer a total of two questions.
(the articles that you need for this assignment are included after the instruction. )
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PART I-
Answer the following question.
(Please specifically answer the question. And follow the instruction bellow and apply the 2 theories )

1- Read article #1 (Cherrie Moraga). then Use a feminist theory of your choice (radical, liberal, socialist, multicultural, and postmodern) to explain the impact of homophobia and intolerance on the life of Cherrie Moraga and on the lives of gays and lesbians in general. Discuss how you would develop a research plan to ?test? this theory using feminist methodology. (Be sure to include how you would incorporate the assumptions of the methodology into a study of the effects of homophobia)
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PART II
Choose one of the following essay questions.
1. Read articles # 2 and #3 and then discuss the concerns of hooks and Dyson regarding misogyny and gangster rap. In your discussion, incorporate one feminist theory (radical, liberal, socialist, multicultural, and postmodern) and one theory of development (cognitive theory, social learning theory and schema theory) to explain both the causes of and solutions for the problem. Be sure that any solutions flow logically from the theory.
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2. Read article # 4 and then Discuss some of the problems for boys that are at the heart of the educational process (as defined by Sadker). Which theory of development (cognitive theory, social learning theory and schema theory) best addresses these problems? Why? Which sociological theory (Functionalist, conflict, symbolic interactionist) best addresses them? Why? Incorporate both explanations and solutions from each perspective in your discussion.

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Article #1 Cherrie Moraga and Chicana Lesbianism
By Tomas Almaguer

(Cherrie Moraga was born in Los Angeles in 1952. She is of Chicana/Anglo descent, which has influenced her experiences as a lesbian poet, playwright, essayist, editor, teacher, and activist. Almaguer argues that her writings offer a lucid and complex analysis of the predicament of many Chicano/Chicana gay and lesbian members of society face. The quotes in his analysis are from Loving in the War Years by Cherrie Moraga)

An essential point of departure in assessing Cherrie Moraga's work is an appreciation of the way Chicano family life severely constrains the Chicana' s ability to define her life outside of its stifling gender and sexual prescriptions. As a number of Chicana feminist scholars have clearly documented, Chicano family life remains rigidly structured along patriarchal lines that privilege men over women and children. Any violation of these norms is undertaken at great personal risk because Chicanos draw upon the family to resist racism and the ravages of class inequality .Chicano men and women are drawn together in the face of these onslaughts and are closely bound into a family structure that exaggerates unequal gender roles and suppresses sexual non-conformity . Therefore, any deviation from the sacred link binding husband, wife, and child not only threatens the very existence of la familia but also potentially undermines the mainstay of resistance to Anglo racism and class exploitation. "The family, then, becomes all the more ardently protected by oppressed people and the sanctity of this institution is infused like blood into the veins of the Chicano. At all costs, la familia must be preserved," writes Moraga. Thus, "we fight back... with our families-with our women pregnant, and our men as indispensable heads. We believe the more severely we protect the sex roles within the family, the stronger we will be as a unit in opposition to the anglo threat" (Loving 110).

These cultural prescriptions do not, however, curb the sexually non-conforming behavior of certain Chicanos. As in the case of Mexican homosexual men in Mexico, there exists a modicum of freedom for the Chicano homosexual who retains a masculine gender identity while secretly engaging in the active homosexual role. Moraga has perceptively noted that the Latin cultural norm inflects the sexual behavior of homosexual Chicanos: "Male homosexuality has always been a 'tolerated' aspect of Mexican/Chicano society, as long as it remains 'fringe' ...But lesbianism, in any form, and male homosexuality which openly avows both the sexual and the emotional elements of the bond, challenge the very foundation of la familia?. The openly effeminate Chicano gay man's rejection of heterosexuality is typically seen as a fundamental betrayal of Chicano patriarchal cultural norms. He is viewed as having turned his back on the male role that privileges Chicano men and entitles them to sexual access to women, minors, and even other men. Those who reject these male prerogatives are viewed as non-men, as the cultural equivalents of women. Moraga astutely assesses the situation as one in which "the 'faggot' is the object of Chicano/Mexicano's contempt because he is consciously choosing a role his culture tells him to despise. That of a woman.?

The constraints that Chicano family life imposed on Moraga herself are candidly discussed in her provocative autobiographical essays "La Guera" and "A Long Line of Vendidas" in Loving in the War Years. In recounting her childhood in Southern California, Moraga describes how she was routinely required to make her brother's bed, iron his shirts, lend him money, and even serve him cold drinks when his friends came to visit their home. The privileged position of men in the Chicano family places women in a secondary, subordinate status. She resentfully acknowledges that "to this day in my mother's home, my brother and father are waited on, including by me" (90). Chicano men have always thought of themselves as superior to Chicanas, she asserts in unambiguous terms: "I have never met any kind of Latino who...did not subscribe to the basic belief that men are better" (101). The insidiousness of the patriarchal ideology permeating Chicano family life even shapes the way a mother defines her relationships with her children: "The daughter must constantly earn the mother's love, prove her fidelity to her. The son-he gets her love for free" (102).

Moraga realized early in life that she would find it virtually impossible to attain any meaningful autonomy in that cultural context. It was only in the Anglo world that freedom from oppressive gender and sexual strictures was remotely possible. In order to secure this latitude, she made a necessary choice: to embrace the white world and reject crucial aspects of her Chicana upbringing. In painfully honest terms, she states:
I gradually became anglocized because I thought it was the only option available to me toward gaining autonomy as a person without being sexually stigmatized. ...I instinctively made choices which I thought would allow me greater freedom of movement in the future. This meant resisting sex roles as much as I could safely manage and that was far easier in an anglo context than in a Chicano one. (99)
Born to a Chicana mother and an Anglo father, Moraga discovered that being fair-complexioned facilitated her integration into the Anglo social world and contributed immensely to her academic achievement. "My mother's desire to protect her children from poverty and illiteracy" led to their being "anglocized," she writes; "the more effectively we could pass in the white world, the better guaranteed our future" (51). Consequently her life in Southern California during the 1950s and 1960s is described as one in which she "identified with and aspired toward white values" (58). In the process, she "rode the wave of that Southern California privilege as far as conscience would let me" (58).

The price initially exacted by anglicization was estrangement from family and a partial loss of the nurturing and love she found therein. In reflecting on this experience, Moraga acknowledges that "I have had to confront that much of what I value about being Chicana, about my family, has been subverted by anglo culture and my cooperation with it. ...I realized the major reason for my total alienation from and fear of my class- mates was rooted in class and culture" (54). She poignantly concedes that, in the process, "I had disavowed the language I knew best-ignored the words and rhythms that were closest to me. The sounds of my mother and aunts gossiping- half in English, half in Spanish-while drinking cerveza in the kitchen" (55). What she gained, on the other hand, was the greater autonomy that her middle-class white classmates had in defining their emergent sexuality and in circumventing burdensome gender prescriptions. Her movement into the white world, however, was viewed by Chicanos as a great betrayal. By gaining control of her life, Moraga became one of a "long line of vendidas," traitors or "sell-outs," as self-determined women are seen in the sexist cultural fantasy of patriarchal Chicano society. This is the accusation that "hangs above the heads and beats in the hearts of most Chicanas, seeking to develop our own autonomous sense of ourselves, particularly our sexuality" (103).

Patriarchal Chicano culture, with its deep roots in "the institution of heterosexuality , " requires Chicanas to commit themselves to Chicano men and subordinate to them their own sexual desires. "[The Chicano] too, like any other man," Moraga writes, "wants to be able to determine how, when, and with whom his women-mother , wife, and daughter-are sexual" (110-111). But "the Chicana's sexual commitment to the Chicano male [is taken as] proof of her fidelity to her people" (105). "It is no wonder," she adds, that most "Chicanas often divorce ourselves from conscious recognition of our own sexuality" (119). In order to claim the identity of a Chicana lesbian, Moraga had to take "a radical stand in direct contradiction to, and in violation of, the women [sic] I was raised to be" (117); and yet she also drew upon themes and images ofter Mexican Catholic background. Of its impact on her sexuality Mor-aga writes:
I always knew that I felt the greatest emotional ties with women, but suddenly I was beginning to consciously identify those feelings as sexual. The more potent my dreams and fantasies became and the more I sensed my own exploding sexual power, the more I retreated from my body's messages and into the region of religion. By giving definition and meaning to my desires, religion became the discipline to control my sexuality. Sexual fantasy and rebellion became "impure thoughts" and "sinful acts." (119)
These "contrary feelings," which initially surfaced around the age of twelve, unleashed feelings of guilt and moral transgression. She found it impossible to leave behind the Catholic Church's prohibitions regarding homosexuality, and religious themes found their way into how she initially came to define herself as a sexual subject-in a devil-like form. "I wrote poems describing my- self as a centaur: half-animal/half-human, hairy-rumped and cloven-hoofed, como el diablo. The images emerged from a deeply Mexican and Catholic place" (124).

As her earliest sexual feelings were laden with religious images, so too were they shaped by images of herself in a male-like form. This is understandable in light of the fact that only men in Chicano culture are granted sexual subjectivity . Consequently, Moraga instinctively gravitated toward a butch persona and assumed a male-like stance toward other women.
In the effort to avoid embodying la chingada, I became the ching?n. In the effort not to feel fucked, I became the fucker, even with women. ...The fact of the matter was that all those power struggles of "having" and "being had" were played out in my own bedroom. And in my psyche, they held a particular Mexican twist. (126)
In a candid and courageously outspoken conversation with lesbian activist Amber Hollibaugh, Moraga recounts that:
what turned me on sexually, at a very early age, had to do with the fantasy of capture, taking a woman, and my identification was with the man. ...The truth is, I do have some real gut-level misgivings about my sexual connection with capture. It might feel very sexy to imagine "taking" a woman, but it has sometimes occurred at the expense of my feeling, sexually, like I can surrender myself to a woman; that is, always needing to be the one in control, calling the shots. It's a very butch trip and I feel like this can keep me private and protected and can prevent me from fully being able to express myself. (Moraga and Hollibaugh 396)
Moraga's adult lesbian sexuality defined itself along the traditional butch/femme lines characteristic of lesbian relationships in the post-war period. It is likely that such an identity formation was also largely an expression of the highly gender-coded sexuality imparted through Chicano family life. In order to define herself as an autonomous sexual subject, she embraced a butch, or more masculine, gender persona, and crystallized a sexual desire for feminine, or femme, lovers.


From ?Chicano Men: A Cartography O Homosexual Identify and Behavior.? Men?s Lives. Kimmel and Messner. Allyn and Bacon. 2004
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article #2 Sexism and Misogyny: Who Takes the Rap?

By bell hooks
From: about.com
Original title: Sexism and Misogyny: Who Takes the Rap? Misogyny, gangsta rap, and The Piano________
For the past several months white mainstream media has been calling me to hear my views on gangsta rap. Whether major television networks, or small independent radio shows, they seek me out for the black and feminist "take" on the issue. After I have my say, I am never called back, never invited to do the television shows or the radio spots. I suspect they call, confident that when we talk they will hear the hardcore "feminist" trash of gangsta rap. When they encounter instead the hardcore feminist critique of white supremacist capitalist patriarchy, they lose interest. To white dominated mass media, the controversy over gangsta rap makes great spectacle. Besides the exploitation of these issues to attract audiences, a central motivation for highlighting gangsta rap continues to be the sensationalist drama of demonizing black youth culture in general and the contributions of young black men in particular. It is a contemporary remake of "Birth of a Nation" only this time we are encouraged to believe it is not just vulnerable white womanhood that risks destruction by black hands but everyone. When I counter this demonization of black males by insisting that gangsta rap does not appear in a cultural vacuum, but, rather, is expressive of the cultural crossing, mixings, and engagement of black youth culture with the values, attitudes, and concerns of the white majority, some folks stop listening.
The sexist, misogynist, patriarchal ways of thinking and behaving that are glorified in gangsta rap are a reflection of the prevailing values in our society, values created and sustained by white supremacist capitalist patriarchy. As the crudest and most brutal expression of sexism, misogynistic attitudes tend to be portrayed by the dominant culture as an expression of male deviance. In reality they are part of a sexist continuum, necessary for the maintenance of patriarchal social order. While patriarchy and sexism continue to be the political and cultural norm in our society, feminist movement has created a climate where crude expressions of male domination are called into question, especially if they are made by men in power. It is useful to think of misogyny as a field that must be labored in and maintained both to sustain patriarchy but also to serve as an ideological anti-feminist backlash. And what better group to labor on this "plantation" than young black men.
To see gangsta rap as a reflection of dominant values in our culture rather than as an aberrant "pathological" standpoint does not mean that a rigorous feminist critique of the sexist and misogyny expressed in this music is not needed. Without a doubt black males, young and old, must be held politically accountable for their sexism. Yet this critique must always be contextualized or we risk making it appear that the behaviors this thinking supports and condones,--rape, male violence against women, etc.-- is a black male thing. And this is what is happening. Young black males are forced to take the "heat" for encouraging, via their music, the hatred of and violence against women that is a central core of patriarchy.
Witness the recent piece by Brent Staples in the "New York Times" titled "The Politics of Gangster Rap: A Music Celebrating Murder and Misogyny." Defining the turf Staples writes: "For those who haven't caught up, gangster rap is that wildly successful music in which all women are `bitches' and `whores' and young men kill each other for sport." No mention of white supremacist capitalist patriarchy in this piece, not a word about the cultural context that would need to exist for young males to be socialized to think differently about gender. Staples assumes that black males are writing their lyrics off in the "jungle," away from the impact of mainstream socialization and desire. At no point in his piece does he ask why huge audiences, especially young white male consumers, are so turned on by this music, by the misogyny and sexism, by the brutality? Where is the anger and rage at females expressed in this music coming from, the glorification of all acts of violence? These are the difficult questions that Staples feels no need to answer.
One cannot answer them honestly without placing accountability on larger structures of domination and the individuals (often white, usually male but not always) who are hierarchically placed to maintain and perpetuate the values that uphold these exploitative and oppressive systems. That means taking a critical looking at the politics of hedonistic consumerism, the values of the men and women who produce gangsta rap. It would mean considering the seduction of young black males who find that they can make more money producing lyrics that promote violence, sexism, and misogyny than with any other content. How many disenfranchised black males would not surrender to expressing virulent forms of sexism, if they knew the rewards would be unprecedented material power and fame?
More than anything gangsta rap celebrates the world of the "material, " the dog-eat-dog world where you do what you gotta do to make it. In this world view killing is necessary for survival. Significantly, the logic here is a crude expression of the logic of white supremacist capitalist patriarchy. In his new book "Sexy Dressing, Etc." privileged white male law professor Duncan Kennedy gives what he calls "a set of general characterizations of U. S. culture" explaining that, "It is individual (cowboys), material (gangsters) and philistine." Using this general description of mainstream culture would lead us to place "gangsta rap" not on the margins of what this nation is about, but at the center. Rather than being viewed as a subversion or disruption of the norm we would need to see it as an embodiment of the norm.
That viewpoint was graphically highlighted in the film "Menace To Society" which dramatized not only young black males killing for sport, but also mass audiences voyeuristically watching and, in many cases, "enjoying" the kill. Significantly, at one point in the movie we see that the young black males have learned their "gangsta" values from watching television and movies--shows where white male gangsters are center stage. This scene undermines any notion of "essentialist" blackness that would have viewers believe the gangsterism these young black males embraced emerged from some unique black cultural experience.
When I interviewed rap artist Ice Cube for "Spin" magazine last year, he talked about the importance of respecting black women and communication across gender. He spoke against male violence against women, even as he lapsed into a justification for anti- woman rap lyrics by insisting on the madonna/whore split where some females "carry" themselves in a manner that determines how they will be treated. When this interview was published, it was cut to nothing. It was a mass media set-up. Folks (mostly white and male) had thought if the hardcore feminist talked with the hardened black man, sparks would fly; there would be a knock-down drag out spectacle. When Brother Cube and I talked to each other with respect about the political, spiritual, and emotional self- determination of black people, it did not make good copy. Clearly folks at the magazine did not get the darky show they were looking for.
After this conversation, and talking with rappers and folks who listen to rap, it became clear that while black male sexism is a serious problem in our communities and in black music, some of the more misogynist lyrics were there to stir up controversy and appeal to audiences. Nowhere is this more evident that in Snoop Doggy Dogg's record "Doggystyle". A black male music and cultural critic called me to ask if I had checked this image out; to share that for one of the first times in his music buying life he felt he was seeing an image so offensive in its sexism and misogyny that he did not want to take that image home. That image (complete with doghouse, beware the dog sign, with a naked black female head in a doghouse, naked butt sticking out) was reproduced, "uncritically," in the November 29, 1993 issue of "Time" magazine. The positive music review of this album, written by Christopher John Farley, is titled "Gangsta Rap, Doggystyle" makes no mention of sexism and misogyny, makes no reference to the cover. I wonder if a naked white female body had been inside the doghouse, presumably waiting to be fucked from behind, if "Time" would have reproduced an image of the cover along with their review. When I see the pornographic cartoon that graces the cover of "Doggystyle," I do not think simply about the sexism and misogyny of young black men, I think about the sexist and misogynist politics of the powerful white adult men and women (and folks of color) who helped produce and market this album.
In her book "Misogynies" Joan Smith shares her sense that while most folks are willing to acknowledge unfair treatment of women, discrimination on the basis of gender, they are usually reluctant to admit that hatred of women is encouraged because it helps maintain the structure of male dominance. Smith suggests: "Misogyny wears many guises, reveals itself in different forms which are dictated by class, wealth, education, race, religion and other factors, but its chief characteristic is its pervasiveness." *

Contrary to a racist white imagination which assumes that most young black males, especially those who are poor, live in a self- created cultural vacuum, uninfluenced by mainstream, cultural values, it is the application of those values, largely learned through passive uncritical consumption of mass media, that is revealed in "gangsta rap." Brent Staples is willing to challenge the notion that "urban primitivism is romantic" when it suggests that black males become "real men" by displaying the will to do violence, yet he remains resolutely silent about that world of privileged white culture that has historically romanticized primitivism, and eroticized male violence. Contemporary films like "Reservoir Dogs" and "The Bad Lieutenant" celebrate urban primitivism and many less well done films ("Trespass, Rising Sun") create and/or exploit the cultural demand for depictions of hardcore blacks who are willing to kill for sport.
To take "gangsta rap" to task for its sexism and misogyny while critically accepting and perpetuating those expressions of that ideology which reflect bourgeois standards (no rawness, no vulgarity) is not to call for a transformation of the culture of patriarchy. Ironically, many black male ministers, themselves sexist and misogynist, are leading the attacks against gangsta rap. Like the mainstream world that supports white supremacist capitalist patriarchy, they are most concerned with calling attention to the vulgar obscene portrayals of women to advance the cause of censorship. For them, rethinking and challenging sexism, both in the dominant culture and in black life, is not the issue.
Mainstream white culture is not concerned about black male sexism and misogyny, particularly when it is unleashed against black women and children. It is concerned when young white consumers utilize black popular culture to disrupt bourgeois values. Whether it be the young white boy who expresses his rage at his mother by aping black male vernacular speech (a true story) or the masses of young white males (and middle class men of color) seeking to throw off the constraints of bourgeois bondage who actively assert in their domestic households via acts of aggression their rejection of the call to be "civilized. " These are the audiences who feel such a desperate need for gangsta rap. It is much easier to attack gangsta rap than to confront the culture that produces that need.
Gangsta rap is part of the anti-feminist backlash that is the rage right now. When young black males labor in the plantations of misogyny and sexism to produce gangsta rap, their right to speak this violence and be materially rewarded is extended to them by white supremacist capitalist patriarchy. Far from being an expression of their "manhood," it is an expression of their own subjugation and humiliation by more powerful, less visible forces of patriarchal gangsterism. They give voice to the brutal raw anger and rage against women that it is taboo for "civilized" adult men to speak. No wonder then that they have the task of tutoring the young, teaching them to eroticize and enjoy the brutal expressions of that rage (teaching them language and acts) before they learn to cloak it in middle-class decorum or Robert Bly style reclaimings of lost manhood. The tragedy for young black males is that they are so easily dunned by a vision of manhood that can only lead to their destruction.
Feminist critiques of the sexism and misogyny in gangsta rap, and in all aspects of popular culture, must continue to be bold and fierce. Black females must not be duped into supporting shit that hurts us under the guise of standing beside our men. If black men are betraying us through acts of male violence, we save ourselves and the race by resisting. Yet, our feminist critiques of black male sexism fail as meaningful political intervention if they seek to demonize black males, and do not recognize that our revolutionary work is to transform white supremacist capitalist patriarchy in the multiple areas of our lives where it is made manifest, whether in gangsta rap, the black church, or the Clinton administration.
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Article# 3- DO WE HATE OUR WOMEN?

By Michael Eric Dyson

From: Holler if You Hear Me: Searching for Tupac Shakur. Basic Civitas Books. 2001.


In many ways it appears too easy, and just downright sexist, to blame women for the
hateful sentiments that pass for gender commentary in hip-hop. Most rappers inherit their beliefs about women long before they find fame and fortune in hip-hop. Still, it is undeniable that they encounter young women whose chief goal is to bring pleasure to rap stars and to procure, in Snoop Dogg's term, "superstar dick." Groupies are a staple not just of hip-hop but all forms of masculine endeavor, from the dugout to the pulpit, from the blues hall to the boardroom. It is one thing to cast aspersions on women deemed to be loose and destructive in their sexual demeanor. It is another to judge all women as bitches or whores or to defend oneself, as rappers often do, by claiming, "I'm not talking about all women, just the ones I meet who act like bitches and hos."

The problem is, they never seem to meet or describe any other women besides"bitches" or "hos." (But the hypocrisy of the double standard must not be missed. Groupie sexual culture attempts, however desperately and self-destructively, to right the imbalance in the circulation of sexual pleasures that allows men to be promiscuous as a condition of their maturing masculinity, whereas women bear the stigma of "ho" for their equally aggressive erotic experimentation.) Neither does such a judgment take into account the political economy of the "ho." If social empathy for young black males is largely absent in public opinion and public policies, the lack of understanding and compassion for the difficulties faced by poor young black females is even more deplorable.

There exists within quarters of black life a range of justifications for black male behavior. Even if they are not wholly accepted by other blacks or by the larger culture, such justifications have a history and possess social resonance. Young black males hustle because they are poor. They become pimps and playas because the only role models they had are pimps and playas. Black males rob because they are hungry. They have babies because they seek to prove their masculinity in desultory paternity. They rap about violence because they came to maturity in enclaves of civic horror where violence is the norm. Black males do poorly in school because they are deprived of opportunity and ambition.

Yet there are few comparable justifications for the black female's beleaguered status. The lack of accepted social justifications for black women's plight would lead one to assume that black women do not confront incest, father deprivation, economic misery, social dislocation, domestic abuse, maternal abandonment, and a host of other ills. If they do, these factors apparently have nothing to do with their crippling lack of self-esteem that leads to self-defeating actions. Neither do these factors have anything to do with the sexually compensatory behavior in which these young girls might participate. Obviously, these young women were not seduced into becoming seducers by the messages of a culture addicted to sexual stimulation.

And perhaps there's no excuse for poor young black women believing that their bodies are their tickets to pleasure - besides, that is all the cues they get from pimps, playas, teachers, preachers, daddies, hustlers, and mentors. Apparently, there are no cultural influences-no magazines or television shows-that lead them to believe that their sexuality might suspend their misery, if even for a few gilded moments at the end of the night in the backseat of a car on the edge of town-and perhaps their sanity. The factors that might contribute to a young woman's behaving ?promiscuously,? or recklessly or even daringly are rarely considered in hip-hop, since the political economy of the "ho" is severely undervalued. (Of course it must be conceded that the definition of "ho" for many men is infamously slippery. If women give sex easily, they're "hos." If they don't, they're "bitches.')

In its punishing hypocrisy, hip-hop at once deplores and craves the exuded, paraded sexuality of the "ho." As it is with most masculine cultures, many of the males in hip-hop seek promiscuous sex while resenting the women with whom they share it. This variety of femiphobia turns on the stylish dishonesty that is transmuted into masculine wisdom: Never love or partner with the women you sleep with. Such logic imbues the male psyche with a toleration of split affinities that keep it from being fatally (as opposed to usefully) divided - the male can enjoy the very thing he despises, as long as it assumes its "proper" place. In order for "it" - promiscuous sex - to assume its proper place in male lives, women must assume their proper places. They must occupy their assigned roles with an eye to fulfilling their function as determined by men. If they are "hos," they are to give unlimited, uncontested sex. If they are girlfriends or wives, they are to provide a stable domestic environment where sex is dutiful and proper. The entire arrangement is meant to maximize male sexual autonomy while limiting female sexuality, even if by dividing it into acceptable and un-acceptable categories. The thought that a girlfriend or wife might be an ex-ho is a painful thought in such circles. The hip-hop credo can be summed up in this way: I want to chase women, but I want my woman to be chaste.

Hip-hop culture has helped to reduce the female form to its bare essence. Black women appear in rap videos in increasing stages of undress as a way for black men to bond in masculine solidarity. Even the ostensible perks of the rap video - it features black women's bodies, which are usually degraded by the larger culture, especially the black derriere, and it provides a launching pad for a career in "the industry" - fail to make men into the advocates of female opportunity that some claim to be. Praising the rump, while certainly praiseworthy on some scores, is not a feminist or particularly liberating gesture in itself, though it might be if it figured in a larger scheme to tell the complete story of black female identity.

Instead, the degraded black female body is revictimized when it is eyed primarily to satisfy the male sexual appetite. Hip-hop reflects the intent of the entire culture: to reduce black female sexuality to its crudest, most stereotypical common denominator. As Sonia Sanchez says, the country tries to "asphyxiate our daughters in a state of undress, and convince them that they're hos. Even in college they [try to make them] hos. Any place [young women] walk, the country says, 'I'm going to take you back to hoedom."' I am not arguing that there are not interesting ways that explicit sexuality is engaged in hip-hop that appeal to signifying traditions in black culture. I am addressing some brutal sexual beliefs within hip-hop that reflect the sadistic sexism of the larger culture. If hip-hop has any virtue in this regard, it is that it uncovers what the larger culture attempts to mask.

The bitch-ho nexus in hip-hop is but the visible extension of mainstream society's complicated, and often troubling, gender beliefs

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Article#4 -THE MISEDUCATION OF BOYS Changing the Script *
MYRA SADKER AND DAVID SADKER
Boys confront frozen boundaries of the male role at every turn of school life. They grow up practicing lines and learning moves from a time worn script: Be cool, don't show emotion, repress feelings, be aggressive, compete and win. As the script is internalized, boys learn to look down on girls and to distance themselves from any activity considered feminine. Dutifully they follow the lines of the script, but now changes are being made in the plot. Today's schoolboys are learning lines for a play that is closing. Consider these statistics:
? From elementary school through high school, boys receive lower report card grades. By middle school they are far more likely to be grade repeaters and dropouts (1)
? Boys experience more difficulty adjusting to school. They are nine times more likely to suffer from hyperactivity and higher levels of academic stress. (2)
? The majority of students identified for special education programs are boys. They represent 58 percent of those in classes for the mentally retarded, 71 percent of the learning disabled, and 80 percent of those in programs for the emotionally disturbed. (3)
? In school, boys' misbehavior results in more frequent penalties, including corporal punishment. Boys comprise 71 percent of all school suspensions. (4)
Beyond academic problems, conforming to a stereotypic role takes a psychological toll:
? Boys are three times more likely to become alcohol dependent and 50 percent more likely to use illicit drugs. Men account for more than 90 percent of alcohol- and drug-related arrests. (5)
? Risk-taking behavior goes beyond drug and alcohol abuse. The leading cause of death among fifteen- to twenty-four-year-old white males is accidents. Teenage boys are more likely to die from gunshot wounds than from all natural causes combined. (6)

? Many boys are encouraged to pursue unrealistically high career goals. When these are not attained, males often feel like failures, and a life- long sense of frustration may follow. (7)
? Males commit suicide two to three times more frequently than females. (8)
The problems for minority males are more devastating:
? Approximately one in every three black male teenagers is unemployed, and those who are working take home paychecks with 30 percent less salary than white workers. (9)
? It is estimated that 25 percent of black youths' income results directly from crime and that one in every six African-American males is arrested by age nineteen. (10)
? The odds of a young white woman being a murder victim are one in 369; for a young white man, one in 131; for an African-American woman, one in 104; and for an African -American man, a shocking one in 21. Homicide is the leading cause of death for young black men. (11)
City by city, the statistics are even more alarming. In New York City, about three out of four black males never make it to graduation, and in Milwaukee, 94 percent of all expelled students are African-American boys. (12) Milwaukee, Detroit, and Chicago consider black males an " endangered academic species" and have resorted to some radical solutions.
Milwaukee was one of the first cities to create black male academies, public schools that serve only African-American boys. The idea spread to other metropolitan areas, along with the notion that the best teachers for black boys are black men. At Matthew Henson Elementary School in a poor, drug- infested section of Baltimore, Richard Boynton teaches a class of young black students. Most of them grew up without fathers, so Boynton's responsibilities go beyond the classroom. "There are three things I enforce," he said, " three things I want them to know in that room: responsibility, respect, and self- control. I feel that these three things will not only carry you through school, they'll carry you through life." (13) So Boynton checks to make sure that all the boys have library cards. On weekends he takes them to the Smithsonian or to play ball in the park. "It's almost as if I have twenty-seven sons," he said. Boynton tries to create a school that will turn each of his " sons" on to education. But not everyone is convinced that teaching black males separately is the best approach.
"I read these things, and I can't believe that we're actually regressing like this," said African-American psychologist Kenneth Clark. "Why are we talking about segregating and stigmatizing black males?" (14) Oark's stinging observations are particularly potent since his research paved the way for the 1954 Brown decision that desegregated America's schools. Other critics charge that black male academies are little more than a return to the cries of "woman peril," scapegoating female teachers, criticizing black mothers, and ignoring the needs of African-American girls. NOW, the ACLU, and several courts have found separate black male education to be an example of sex discrimination and a violation of the law.
Morningside Elementary School in Prince Georges County, Maryland, is not a black male academy, but its students take special pride in their school team, the Master Knights. Tuesdays and Thursdays are team days, and the members, wearing blue pants and white shirts, devote recess and afternoons to practice. But the Knights, the majority of whom are young black boys, differ from other school teams. Their practices take place in the school library, and the arena in which they compete is chess.
The idea for the team originated in the office of Beulah McManus, the guidance counselor. When children, most often African-American boys, were referred to her as behavior problems, she pulled out a worn chess set. Some- how the game got boys talking, and eventually they found out they enjoyed chess, with its emphasis on tactics and skill, and the chance to compete on a field where size and strength mattered less than brains. As Gregory Bridges, the twelve-year-old president of the Master Knights, said, "When you see someone who is big and bad on the streets, you hardly see anyone who plays chess. ...You have to have patience and a cool head, and that patience carries outside the chess club." (15) While Morningside emphasizes the importance of getting African-American boys excited about education, girls are not excluded, says principal Elsie Neely. In fact, the school is trying to recruit more female players for next year.
While Morningside stresses extracurricular activities in order to involve boys, some teachers are bringing lessons that challenge the male sex role stereotype directly into the classroom. Often they use the growing number of children's books that show boys expanding their roles. In a fourth-grade class we watched a teacher encouraging boys to push the borders of the male stereotype. As we observed her lesson, we were struck by how much effort it took to stretch outmoded attitudes. She began by writing a letter on the board.

Dear Adviser:
My seven-year-old son wants me to buy him a doll. I don't know what to do. Should I go ahead and get it for him? Is this normal, or is my son sick? Please help!
Waiting for your answer,
Concerned

"Suppose you were an advice columnist, like Ann Landers," the teacher said to the class, " and you received a letter like this. What would you tell this parent? Write a letter answering 'Concerned,? and then we'll talk about your recommendations."
For the next twenty minutes she walked around the room and gave suggestions about format and spelling. When she invited the students to read their letters, Andy volunteered.

Dear Concerned:
You are in big trouble. Your son is sick, sick, sick! Get him to a psychiatrist fast. And if he keeps asking for a doll, get him bats and balls and guns and other toys boys should play with.
Hope this helps,
Andy

Several other students also read their letters, and most, like Andy, recommended that the son be denied a doll. Then the teacher read Charlotte Zolotow's William's Doll, the story of a boy who is ridiculed by other children when he says he wants a doll. Not until his grandmother visits does he get his wish so that, as the wise woman says, he can learn to be a father one day.
As the teacher was reading, several students began to fidget, laugh, and whisper to one another. When she asked the fourth graders how they liked the book, one group of boys, the most popular clique in the class, acted as if the story was a personal insult. Their reaction was so hostile; the teacher had trouble keeping order. We heard their comments:
"He's a fag."
"He'd better learn how boys are supposed to behave, or he'll never get to be a man."
"If I saw him playing with that baby doll, I' d take it away. Maybe a good kick in the pants would teach him."
"Dolls are dumb. It's a girly thing to do."
Next the teacher played the song "William Wants a Doll" from the Free to Be You and Me album. Several boys began to sing along in a mocking tone, dragging out the word doll until it became two syllables: "William wants a do-oll, William wants a do-oll." As they chanted, they pointed to Bill, the star athlete of the class. Both boys and girls whispered and laughed as Bill, slumped in his chair, looked ready to explode.
Belatedly the teacher realized the problem of the name coincidence; she assured the class that there was nothing wrong with playing with dolls, that it teaches both girls and boys how to become parents when they grow up. When the students began to settle down, she gave them her next instructions: "I'd like you to reread your letters and make any last-minute corrections. If you want to change your advice, you may, but you don't have to."
Later we read the students' letters. Most of them said a seven-year-old boy should not get a doll. But after listening to William?s story, six modified their advice, having reached a similar conclusion: "Oh, all right. Give him a doll if you have to. But no baby dolls or girl dolls. Make sure it' s a Turtle or a G. I. Joe."
For some nontraditional programs, reading William's Doll is just a first step. At Germantown Friends School in Philadelphia, parenting classes begin in elementary school, where children learn to observe, study, and interact with infants. By the sixth grade both boys and girls are in charge of caring for babies at school. Programs that make child-rearing a central and required part of school life find that boys become more nurturant and caring in their relationships with others.
Schools in New York City and other communities are downplaying aggression and encouraging cooperation through programs in conflict resolution. In these courses students learn how to negotiate and compromise while they avoid attitudes and actions that lead to violence. Students learn techniques in how to control anger, to listen carefully to others, and to seek common ground.
These innovative courses are rare. Most schools are locked in a more traditional model, one that promotes competition over cooperation, aggression over nurturing, and sports victories rather than athletic participation. Some boys thrive on this traditional male menu, and most students derive some benefit. But the school program is far from balanced, and the education served to boys is not always healthy despite the extra portions they receive.
From their earliest days at school, boys learn a destructive form of division-- how to separate themselves from girls. Once the school world is divided, boys can strive to climb to the top of the male domain, thinking that even if they fall short, they still are ahead of the game because they are not girls. Boys learn in the classroom that they can demean girls at will. Schools that do not permit racist, ethnic, or religious slights still tolerate sexism as a harmless bigotry.
In American Manhood, Athony Rotundo writes that men need to regain ? access to stigmatized parts of themselves--tenderness, nurturance, the desire for connection, the skills of cooperation--that are helpful in personal situations and needed for the social good." (16) Studies support Rotundo's contention: Males who can call on a range of qualities, tenderness as well as toughness, are viewed by others as more intelligent, likable, and mentally healthy than rigidly stereotyped men. (17) But boys cannot develop these repressed parts of themselves without abandoning attitudes that degrade girls. Until gender equity becomes a value promoted in every aspect of school, boys, as victims of their own miseducation, will grow up to be troubled men; they will be saddened by unmet expectations, unable to communicate with women as equals, and unprepared for modem life.
____________________________________________________________

The assignment question is:

Tourism is essentially an organized system of commercialized travel and hospitality, disguised as an opportunity for social, cultural, and interpersonal exchange. Discuss, illustrating your answer with examples from actual tourism situations.

Please tell the writer that:
1) Social means = leisure, recreational Relaxation
2) Cultural = Experiencing new knowledge, new culture, people
3) Interpersonal exchange = self explanatory. People exchanging something. ie. thoughts, feeling. gifts, knowledge etc.

This paper is in APA format. Please inform the writer to cite everything on the document. Every sentence or every paragraph. I need to know where the writer got the thought or idea from.

NEED INTRODUCTION AND CONCLUSION
NEED INTEXT CITATIONS
USE APA FORMATTING GUIDELINES
PAPER NEEDS TO HAVE ORGINAL INFORMATION NOT BIBLIOGRAPHICAL

IMAGINE YOU ARE OWNER OF A COMPANY THAT CONDUCTS INTERNATIONAL COMMUNICATIONS THAT OFTEN RESULT IN BUSINESS CONTRACTS-YOU WANT YOUR EMPLOYEES TO BE ADEQUATELY PREPARTED FOR INTERCULTURAL INTERACTIONS. DEVELOP A DETAILED GUIDELINE FOR PREPARING TO DO BUSINESS IN ANOTHER COUNTRY TO MINIMIZE CULTURE SHOCK AND OPTIMIZE SUCCESSFUL COMMUNICATION
EXPLAIN THE IMPORTANCE OF THE FOLLOWING:
UNIVERSAL SYSTEMS,CULTURAL VALUES,LANGUAGE AND THOUGHT,SOCIAL ETIQUETTE,BUSINESS CUSTOMS,NEGOTIATION STRATEGIES,CULTURE SHOCK. CREATE QUESTIONS FOR EACH CATEGORY THAT REFLECT WHAT PROSPECTIVE BUSINESS PEOPLE NEED TO CONSIDER IN ORDER TO PREPARE THEMESELVES FOR THAT ASPECT OF CULTURAL EXPERIENCE.

for this essay assingment please write a narrative essay in which you begin by examing a scene from your childhood that you now see asa sort of defining moment in your life. then show how the event from your past has affected or shaped you

-topic-challenge of new environment

introduction
-as iam a international student in United states. i experienced several cultural, and communitation difficulties in United states. but these experience build my parts of life which help me to go another step in my life.the beging of my new journey toward america start from my challengable personality. Usually, my friends just satisfied with their life but i am not one who just satisfied with life want to challenge in new environment. therefore, i decide to study in United State for my useful expereriencevsuch as better education, diverse cultural experience

-my parents and relatives do not let me to go United states by my self they worried about my decision to goto Unitedstates. also, they still tread me as a young child who can not take care by my self.

-i wanto to become a person who can deal with problems by my self and who can be successful person in new environment.it was really difficult to change my parent's opinion. i tried many different ways to show my stubborn decision such as writing a letter anout the reason why i want to go to United states, andstudying really hard to get good grade in class. finally, my stubborn personality makes my parents to think this opportunity as a good chance to experience new environment.

-this study abord experience makes me to be independent form my parent. finnally, i become a person who can deal with many difficulties. during this defining moment, i learn uself life advices from this study abording exeprience. i believe that the process of my journey of new enviroenment is my most defininf moment in my life

and this event from my past shaped my most of life in good ways.

IT is acceptable if word count is little over maximum words

such as 205-210 words for maxmum 200 words

1.how have you taken adavantage of the educational opportunities you have had
to prepare for college?(MAXIMUM:200 WORDS)
-trying to transfer school to get better education (move la to
sanfrancisco)during 11th and 12 th grade, trying to challenge my self to become
a person who can deal with my own problem,taking ap class and hornor class( ap
calculus ,chemistry, enviromental science,and hornor pre calculus) these
experiences shape my rest of life to become more mature
-taking 2005 university of california berkeley summer session program to
prepare for experiencing college life and to compare differences between uc and
other colleges

-trying to join in leaderposition of many school clubs and to join club
activities to grow leadership and get diverse experiences.
(international,jazz,film,environmental,qhoir, yearbook clubs.)

2.Tell us about talent, experience or personal quality you bring to the u.c
(MAXIMUM:200 WORDS)
-challengeable (since i would like to challenge my self, this positive skill
can influence on promoting uc's new concepts)
- i experienced different diverse cultural experience.(as iam a international
student) i can contribute to the university in a tremendous mannaer as i have a
global state of mind which accpets cultural diversity.since uc is the diverse
cultural environment.
-communication skill and active personality(like to talk and adviseto people)(
very friendly and like to join in many activities)
-very passionate and responsiable for every work (if i start one thing, i
concentrate so hard and try to finish work in perfect)
-social justice( i like to help and promote common good )( dealing with social
justice issus )

3.Is there anything you would like us to know about you or your academic
record that you have not had the opportunity to describe in the
application.(MAXIMUM:600)
-in the process of getting used to in new school's environment,i got low junior
year's gpa. especually humanity class. becoz. the format and concept of new
school were totally different from my old school. i took time to get used to
it. even though i got low grade, i satisfy with my decision which transfer to
new shcool. becoz i challanged my self to prove that i can do and adapt in the
new circumstance. especailly, junior year was the hardest year of my school
years becoz new academic environment makes me to very nervious. i tried so hard
to get good grade but its hard for me to keep both sides which is making new
personal relationship and getting good grade in new teacher's classes. during
the process of transferation, i was in agony about decision of transfering to
new school. i knew that junior season is the most important year for
preparation of college and grade point average. however, i believe that the
real educational opportunites for prepration of college is not!
only getting good grade in academic cources but also it can be challeged my
self to get good education and learn new experiences how to deal with problem.

ANSWER THE FOLLOWING 6 QUESTIONS:

1. Provide a short interpretation of one aspect of American culture.

2. Define the different characteristics of etic versus emic OR qualitative versus quantitative research (choose one).

3. Describe what constitutes a belief system using the vocabulary you learned.

4. Describe what constitutes a ritual using the vocabulary you learned.

5. Describe the characteristics of either an identity of descent, assignment or consent (choose one).

6. Provide a definition of race based on what we learned.


KEY POINTS TO INCLUDE:
Definitions of culture
Historical ways of studying culture
Ways to practice modern anthropology
Aspects of culture all around you
The relationship of anthropology and art
Basic tenets of participant observation
Research methods utilized by cultural anthropologists
Etic/emic and qualitative/quantitative research approaches
Changing anthropological methods in response to forces of globalization/postmodernity.
Contemporary dilemmas in ethnographic research
Key concepts about beliefs and culture
Anthropological approaches to studying beliefs
Definitions of rituals, taboos, and fetishes
The role of beliefs in the supernatural, as well as in science and medicine, in influencing peoples worldviews
Historical and cross-cultural knowledge of sex, gender, and sexuality
Difference between social constructionist and objectivist/essentialist understandings of gender and sex
Anthropological approaches to studying gender
Heuristic tools to think about identity
Anthropological approaches to studying identity
The contribution of emerging technologies to new theories of identity and space
Distinction between brute and social facts
History of anthropological approaches to studying race
Contemporary debates in anthropology regarding race
Implications of recognizing race as a social construction
Constructions of the idea of race in different countries

REFERENCES/READINGS

Min, S. (1998); A Cross Cultural Experience: A Chinese Anthropologist in the US

Ojeda, A. (1998); Growing Up American: Doing the Right Thing

Paul Atkinson and Hammersley's chapter on Ethnography and Participant Observation in the Handbook of Qualitative Research (1994).

George Marcus, Ethnography in/of the world system: the emergence of multi-sited ethnography

Thomas Kuhn, The Structure of Scientific Revolutions

James Spradley, Culture and Ethnography

Judith Butler, Performative acts and gender constitution: An essay in phenomenology and feminist theory

Audrey Smedley, "Race" and the Construction of Human Identity

Please read the introduction and follow the instructions answer all the questions. Please email me if you need more information
Thank you.


As we move forward to the second half of this course and its emphasis on application of your developing model in how you will manage and lead organizations, I need to be assured that you understand most, if not all, of what has gone before during this semester. I think I have constructed a test that does just that. Take your time over the next two days and give me your best thinking. I have developed problems that are very common in managerial scenarios around the world. I want to know not just how you would handle these situations but (a) how you would develop solutions using what you have learned in this class and (b) how you would use what you have learned to justify your rationale for the recommendation you have given.

This test is a challenge. Approach it like you have approached your work on Study Questions and Lecture Discussion but with a little or even a lot more intensity and clarity. Get the facts straight (Knowledge); Be sure you grasp the essential elements that shape the problem into a whole (Comprehension); Parse out the different elements and prioritize their importance to an understanding of the problem and the potential solution (Analysis); Reach for what you have learned and apply what you have learned to this particular situation; (Application); Now put what you have learned, your understanding and shaping of the problem and alternative approaches into a few clear statements (Synthesis); now have fun Evaluate the whole matter the problem, your alternative solutions and what managers should learn from situations like this.


The midterm has three questions. Instructions are provided for each in the question.

Good Luck! Remember: highest grades go to those that integrate the lecture and the readings and discussion in a plausible and coherent

Question #1: (10 points no more than 4 paragraphs).

Read this Conversational Scenario; question number one (1) is at the end of the conversation.

Conversational Scenario

Im really glad you dropped in for a drink this afternoon. I didnt expect all of you but I do need your help; so I am buying the drinks. I really have a problem. You know how I feel about diversity. I have always had diversity of all kinds in my business, Religion, Gender, Race, Age all a thorough mix; sometimes this diversity happened by way of intent but lots of times, being in Washington, D.C., it just happened. Well, anyway, suddenly, it, or something, has become a problem.

I asked Sarah to help me; No, shes not here. She just left before you came. Yeah. She is smart, very smart, she gives me a good understanding of problems with that head of hers but darn it, this time, I need a solution.

OK, OK, let me tell you the story first.

In my office, I have a so-called straight married couple, one gay female and one gay male, two Muslims, one from Bangladesh (serious practicing Muslim, prays in the office 2 to 3 times a day; I am OK with that) and one from Egypt; an Irish comptroller married to Robby, a Jewish guy (reform) who works in the office, too. I have two avowed atheists (American) managers, a receptionist from Germany, just 19 barely speaks English (helping a client from one of the Embassies by having her here); and there is Paul our IT guy, an American and a Methodist, who is, I think, having a relationship with Mary, my go-to brainy researcher, an Eastern United States WASP and just out of college and then, there is Harriet, my hard driving personal assistant, an African American (Im not sure of her religion) from a middle class business family, and a full time fan of Louis Fariekan

I really thought we were one happy family until this last week.

Angela, the gay woman, has had to be told that, when she visits clients she needs to wear something other than long skirts with suspenders and Birkenstocks. She was miffed for a bit but then I thought she had settled down. That is, until I got to the Middle East and realized that she had written s/he for every time I had written He. It did not go well with my client. I agree with her that, at some point, we have to rectify gendered injustice but, now with our top client sitting across from me and I am reading the material to him aloud and he is reading along? Jeez! He is a 250K client. Give me a break!

Sure, maybe it is funny to you sorry, maybe, in the search for everyones salary every month - I have lost my sense of humor. OK, be patient, I will tell you what Sara said but Im not finished with my problem yet.

My Bangladeshi Muslim worker, one of my actual favorites, highest producer in the office, decided that, even though she had not followed proper Muslim dress while in the US for her first two years, now she is going to follow Muslim womens dress code as though she was living in the Middle East. When I questioned her, she said, We have Middle Eastern clients; we spend their money; why should we have trouble with their customs and my customs? Paul, who works with her, thinks this is just an unnecessary affectation and is beginning to have conflicts with her on unrelated research and writing matters.

No, wait, there is more.

Robbie says he is being held up in his projects with all this praying and with Harriet going off to marches and such. Sickness is one thing, he said, but why all this disruption? When I brought them all together, the group erupted into If he/she can do this in reference to their religion and culture on their holiday or sacred day of memory, why cant my religious movement or other national special day be considered? If you let someone pray in the office three times a day, why cant I wear Birkenstocks? one asked while another, asked, then why cant I dress according to my religious custom?

In fact, after a five minute lecture in my office about the need for the office to be closed on St Patricks day, my supposedly neutral Irish comptroller worked the numbers; an early estimate of days off for such considerations would be somewhere between 20-25 days a year of lost productivity - not counting the 11 recognized US national holidays. This doesnt even count bona fide sick and death of relatives days, snow days and so on. This would be way over a month of business days not having everyone in the office. As you know we do everything by way of groups so it would be doubly difficult.

What did Sarah say? Here, I have it here:

when an individual becomes part of a new social structure, they immediately seek out a recognizable form of structure based on past cultural experiences and begin to assimilate to the new context. This in itself is significant, because previous schools of thought had managers believing that they needed to cater to an individuals personal beliefs and culture as a means to entice the individual to cooperate. Instead, managers need to have a healthy domain structure in place so the new employee molds to a cognitive pattern that benefits the organization. If a manager wants their employees to be receptive to change, then the manager must structure the organization to foster receptivity to change [and diversity]. Thus, it is critical to remember that once that box of cognition is created, thinking outside of it seems to be very difficult as employees become less flexible with their established domain.

Huh?

Well, I told you. I have read this over and over and I do think she has the essence of the problem but, actually, I still dont have any answers.

Look, guys and gals, drink the rest of this money here, on me. I have to go to a separation of church and state meeting; we are planning a rally next week on the Mall. As you know, I am the lead person in all of this; I am not sure how that has happened; but I am really under pressure. Our people are getting burned out just at the worst time. I need full speed ahead motivated people right now. People I thought I could count on and also wavering under the pessure. I think I can make it happen; but, obviously, I dont need this office situation and this one too. Oh, darn, I am already late.

Look. This is what I want you to do; please write out a couple of paragraphs and put together a rationale and an answer for me; please bring it in the morning. I have planned a meeting for everyone in the late afternoon and I would like to think about your rationale and your answer. Keep it to no more than 4 paragraphs. OK?

--The end of conversational scenario--

Instructions for Question #1:

Now, class, lets help this manager. Think about your answer and then select out from the list below 10 terms that you will use in your answer. Please underline all of the terms you use.


Language
Core Beliefs
Domain Centered beliefs
Communication
The Conversation
Structuration
Context
Identity/Self Concept
Production and Reproduction of the Conversation
Interaction
Social Capital
Culture, Relationships and Structure
Sensemaking
Situational Leadership/management
Plasticity
Organization
Frames
Metaphors
Narratives
Structuring
Structure in and Structure out
Identity
Plasticity


Here are some guidelines in forming your answer:

1. Do not tell me what the manager should have done. Your job is to answer, What can he do now?
2. Make sure you know the context of the problem the manager has created, as you derive it from the scenario. Explain the context; open it up, using what you have learned in this class.
3. Dont just provide a recommendation; make sure you provide a rationale that can convince the manager that your solution will work again use all of the terms that seem appropriate.
4. If you feel he cannot do anything but shut down his shop and start over, use terms from the list above that best explain that dramatic alternative to him.
5. Remember, he is a leader; you are an expert in leadership. Your job is to tell him what to do in the situation; you can tell him what he has done wrong only if you have an alternative approach and can explain the rationale for that alternative approach.

Question #2 (10 pointsno more than three paragraphs)

1. Explain the reasons why social capital can have both positive and negative effects.
2. Explain in what way already engendered social capital has played into the managers diversity problem.
3. Discuss what social capital he can spend and/or create to rectify his situation or just get his workers back to getting the work out to his clients.

Question #3 (10 points)

Read the following narrative and follow the instructions for this question, below the narrative.

There is a branch bank in northern California. The San Francisco office is frustrated to the point of considering the action of firing the entire management of the branch on the grounds of incompetence and general mismanagement. The main office has been brought to this point by continuing issue over the lack of completion of directives sent by the main office to the bank over the past 12 months. A review done six months into the past year suggested that, for some unknown reason, information thought vital to the branchs functioning was not being communicated to the total bank management and their personnel. This information ranged from changes in bank practice to personnel issues with most of the faulty response occurring on the teller side of the bank.

This continuing conflict is equally frustrating to the branch bank management. This frustration has turned to fear and some in-fighting and finger-pointing. The teller side manager, a young woman with 5 years tenure with the bank, has come under the most pressure from both branch and main office management.

You have been called in and, after a week of interviewing and analysis, you solved the problem. You charged them $3500 and gave them a one page solution and a rationale for that solution that startled them but, within three weeks, the problem was solved and they happily paid your invoice. Your solution involved giving the teller-side manager a large rug and a bigger desk. Besides the cost of your solution in dollars, there would be one less teller service space on the teller side.

Oh, yes, on the way out the door, you invited the teller side woman manager to lunch and told her, that entirely without a directive from the Main office, in the near future she could expect an invitation to join the country club and to be drinking scotch on every Thursday night.

--End of narrative--

Instructions for Question #3

This question gives you the opportunity to demonstrate your grasp of the main concepts developed in this course thus far. Support the change and explicate the rationale underlying that change. So ..

Using at least 5 concepts learned in this course (underline them please), write a one-page memo to the Main Office operations manager that accomplishes the following:

1. Briefly tells him the main problem;
2. Details the solution (as mentioned above)
3. Presents a rationale for the solution
4. Persuasively tells them why this solution will work.

Write a critical essay focusing on the poems in following two texts:
1) Native Guard by Natasha Tretheway.
2) A Wreath for Emmett Till by Marilyn Nelson


The essay should consider historical/biographical, poetic/literary, and social/cultural aspects of the poets work. Pay close attention to unusual or interesting things; please dont just state the obvious.
These are some of the things that you should probably discuss in this essay:
? The form and content of each text.
? Similarities and differences of the texts.
? What inspired the poets to write on these particular historical periods, events or subjects?
? How do the poems represent or comment on the identity and experience of historical persons?
? What do they suggest about historical, social and cultural experience of people of African descent?
? How does the poet connect the past and the present?
? What do the poems say about the historical persons, events and periods the poems are based on?
? How do they advance a narrative, articulate a critical perspective, question, challenge, or revise other representations of history?
? How the poems make the reader feel?
? What were the poets trying to accomplish with these texts and what do you suppose attracted the poet to that particular historical period, event, or subject?
? If there was an intended audience for the work, who is it?

This paper is part research and part critical analysis with your own thinking of the poems. It should be at least 6 FULL pages. Please include a separate title page and bibliography. The bibliography should include at least 5 published sources of information useful for critical interpretation of the poets work. Ideally these should include: interviews with the poet, reviews of the poets work, critical biographies of the poets work, history books and articles dealing with the subject and period of the assigned poetry texts. Please AVOID repetition and do not use too many quotes or summarize the poems. I would like to see more critical analysis.

For the research part, here is the list of resources that Ive gathered so far (hope it helps):
Native Guard:
Natasha Trethewey presents her "Elegy for the Native Guards," and "Theories of Time and Space," April 9, 2005, on Ship Island, Mississippi.
[http://www.southernspaces.org/contents/2005/trethewey/1a.htm]

Interview with Natasha Tretheway about Native Guard, Pulitzer Prize Winner Trethewey Discusses Poetry Collection, PBS News Hour, April 25, 2007
[http://www.pbs.org/newshour/bb/entertainment/jan-june07/trethewey_04-25.html]
Review of Natasha Tretheways Native Guard, Carrie Shipers, Prairie Schooner 80.4 (2006) 199-201 [search PROJECT MUSE]
Black Soldiers in Blue: African American Troops in the Civil War Era, ed. John David Smith, University of North Carolina, Chapel Hill, 2004.

A Wreath for Emmett Till:
Interview with Marilyn Nelson, Author Program In-depth Interview: Insights into A Wreath for Emmett Till, Andrea Davis Pinkney, Teaching Books.Net
[http://www.teachingbooks.net/content/Nelson_qu.pdf]

Review of A Wreath for Emmett Till, Sonnets to Honor a Young Martyr, Dean Schneider, Childrens Book Page
[http://www.bookpage.com/0504bp/children/wreath_for_emmett.html]

Emmett Till Poet Protests Teachers Firing, Carla Rivera, Los Angeles Times, March 22, 2007

Exquisite Corpse Ashraf Rushdy, Transition 9.3 (2000) 70-77 [search PROJECT MUSE]

Behold the Corpse: Violent Images and the Case of Emmett Till, Christine Harold and Kevin M. DeLuca, Rhetoric & Public Affairs 8.2 (2005) 263-286


Please be clear and have an introduction paragraph with a strong thesis; your body paragraphs should support your main thesis and you must transition smoothly from one paragraph to the next; also, you must have a conclusion paragraph. Last but not least, please make sure my order is delivered on time; the due date is Thursday, June 7, 2007 at 2:00pm PST.
Thank you and good luck!