Racial Inequality And Gender Inequality - 1468 Words

All people need to work for a living, but some may have it easier than others. Racial inequality, specifically relating to minorities and white individuals is a current issue that needs addressing. It is sad to say, but Hispanics and blacks make significantly less money than their white counterparts. In 2012, whites were making an average of $51,017, blacks and Hispanic respectively making $39,005 and $33,321.1 Currently, the rankings of average wage earned by race is as follows, Asian Americans, white Americans, Latin Americans, African Americans and finally Native Americans. We like to believe that such a thing does not exist as our past dealing with inequality has left a permanent scar on us, just saying something racially offensive may†¦show more content†¦They also agreed that obtaining a higher education could fix the problem.3 Lawrence Katz, a Harvard Economist states â€Å"even if the gains of the top one percent were distributed to the lower 99 percent, household i ncome would increase by less than half of what could be earned if everyone obtained a college degree†. Yes, schooling does have a direct relation to the amount you earn, some people get tempted with the thought of making money at a young age, hence they drop out of school. A study done in 1950, compared a number of years of schooling total and the median percent of income earned. There were 4 categories; 1-4 years of school, 8 years of school, high school graduate, and college graduate. They were also separated by age group and the average income of those within the group, the peak being men ages 35-44. Within this group, the average income was $3,085. The ones with 1-4 years of schooling only averaged 50.6% of this, while college graduates earned an estimated 166.7% of the average income for the age group.4 With more education, many individuals could make more money, which would lessen the economic inequality we are facing between races. The relationship between the amount of schooling and the income earned by each race is also amazing. In 2014, a study proves that even with the equivalent schooling between different races, the average income is noticeably different. There is not much difference between incomes of people thatShow MoreRelatedRacial Inequality And Gender Inequality889 Words   |  4 PagesIn today s world discrimination is a racial inequality when it come to different races in the United states. Discrimination has been around for years and have created a social inequality , economic crises and have lowered individuals into a group known as the â€Å" racial minorities â€Å".Racial minorities can be classified as older people , women , immigrants and young men and women. Women from the early 1600’s to today s women have been discriminated against for years. Women have never had the sameRead MoreGender Inequality And Racial Inequality Essay924 Words   |  4 PagesFor centuries and even tod ay, gender inequality and racial prejudice continue to exist. Throughout time these concepts have overlapped and intertwined, each other creating complex interactions and a negative influence upon society. In the 1980s, Kimberle Williams Crenshaw through her article, named Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color, introduced the term â€Å"Intersectionality.† Intersectionality, is the theory of how different types of discriminationsRead MoreRacial Inequality And Gender Inequality2184 Words   |  9 Pagesracism and gender inequality have played a prominent role in America. Ranging from slavery to the Jim Crow laws to the war on drugs, racial inequality is present in our everyday lives. Likewise, gender inequality is also as prominent as there are many inherent barriers for women in the workplace such as sexual harassment, inability to ascend into high ranking jobs and stereotypes involving gender roles. Even with the impl ementation of anti-discrimination laws, racial and gender inequality would stillRead MoreGender Inequality And Racial Prejudice1130 Words   |  5 PagesGender inequality and racial prejudice are alive and well in the United States and around the world despite the strides that have been made here over the past fifty years. Over time fixed notions about gender differences have been interwoven into the fabric of society, each leading to complex interactions among people. Traditionally, most of these rigid views have supported the dominance of men and the subservience of women in most social structures. In her article entitled: Mapping the Margins:Read MoreRacial And Gender Inequality : Scout Finch, A Young Girl1540 Words   |  7 Pagestrue since people have begun interacting with one another. Indeed, people feel the need to categorize everything and everyone leading to stereotyping and bias based upon appearances. In today’s society, there are many incidents involving racia l and gender inequality demonstrating that little has changed since the 1960s. In this novel, Scout Finch, a young girl, recounts her life as she observes social concerns including racism and prejudice. When her father Atticus, a criminal attorney, agrees to defendRead MoreRacial Inequality797 Words   |  4 PagesRacial inequality is regrettably imbedded in the history of the United States. Americans like to think of the American colonies as the start or founding of the quest for freedom, initially, the ending of religious oppression and later political and economic liberty. Yet, from the start, the fabric of American society was equally founded on brutal forms of supremacy, inequality and oppression which involved the absolute denial of freedom for slaves. This is one of the great paradoxes of American historyRead MoreSocial Inequality Is An Important Issue In Today’S Society.1595 Words   |  7 Pages â€Æ' Social inequality is an important issue in today’s society. Today, people face many inequalities based on their gender, race, religion, and disability status, yet there are many different ideologies and ongoing debate about social inequality. There are three perspectives concerning the issue of inequality in America. This paper will analyze an article about social inequality, â€Å"Gender, Race, and Income Gaps† by Richard Hogan and Carolyn Perrucci, and how it applies to the viewpoints concerningRead MoreWhy Race and Gender Inequality Still Exist1101 Words   |  4 Pagescenturies ago, but inequalities between gender and race continue to exist. To analyze why gender and racial inequalities prevail, human capital theory and functionalism take into account cultural, historical, and economic factors. In my opinion, the human capital theory presents a more persuasive reason. Although race and gender inequalities in the United States have diminished in the past few centuries, many aspects of these inequalities still persist today. Race and gender inequalities are covert, andRead MoreAnalysis Of The Article The American Ideal 964 Words   |  4 Pagesequality. Economic inequality has surged into a greater issue over the past several years. Gender inequality is something that has began to reduce in the US ever since the 1900s. Even though big changes have been made, gender inequality stills exists in the workplace due to many reasons. Furthermore, ever since colonial times, racism has been a prodigious problem in the United States . Examples of racial inequality includes poverty and education, as a result, racial inequality has become an obstacleRead MoreRacial Gap And Social Mobility1139 Words   |  5 Pagesinvolves movement of various categories of people in a societal set up and majorly highlights issues to do with these people’s status charac teristics. The most pernicious racial divide in the current world is in social mobility. This is in reference to the gap that coexists between a child born white, and a child born black. Racial gaps today are rampant in various sectors and thus pose a reflection of disproportionate representation of black families at the lower scale of income appendage (de Souza

Crisis Management Free Essays

Crises Management in Public Schools Review of Crisis in Public Schools throughout the United States Throughout the United States students in public schools have experienced many crises. Students have witnessed or experienced many different types of crisis which can include: violence, death, accidents, family issues, natural disasters and terrorism. Statistics from the National Center for Educational Statistics (2008) show that in the 2003-04 school year there were 19 homicides and 3 suicides that occurred at school. We will write a custom essay sample on Crisis Management or any similar topic only for you Order Now Outside of school in the 2003-04 school year there were 1,437 homicides and 1,285 suicides of youth ages 5 to 18. According to the Fatality Analysis Reporting System Encyclopedia (2008) in the year 2007, there were 2,022 children ages 0-15 and 5,338 teens ages 16-20 who died in fatal car accident. Other crises include disasters. Since 2003 there have been 4 hurricanes (hurricanes Isabel, Ivan, Katrina, and Ophelia) in the United States. Hurricane Katrina displaced over 372,000 school-aged children (Dickenson, 2008). In the September 11 attack, there were 3,051 children who lost a parent (New York Media, 2008). Earthquakes, thunderstorms, and tornadoes also have caused major fatalities and displacements. Public Schools in the United States â€Å"need to be ready to handle crisis, large and small, to keep children and staff out of harm’s way†. There must be a â€Å"Crisis Intervention or Management Plan†, in case any of these crises occur in the school. Unfortunately, not all do. School Psychologists play a significant role of the crisis management team and should review the plan and know their part in crisis management for schools during and after the crises occurs. Crisis Management, as defined by The Model School Crisis Management Plan (1999), is â€Å"that part of a school division’s approach to school safety which focuses more narrowly on a time-limited, problem-focused intervention to identify, confront and resolve the crisis, restore equilibrium, and support appropriate adaptive responses†. This paper will address the following: recent research on what school crisis management plans should include, definition and signs of posttraumatic stress disorder, and resources to guide school psychologists in playing an important role in risis management. Resent research on crisis management plans The Center for Mental Health in Schools at UCLA (2008) created a 161 page crisis prevention and response plan for schools to use as a resource. In it they define the major facets of crisis response as being: 1. communication, 2. direction and coordination, and 3. health and safety. These major facets should be implemented during the emergency, immediate aftermath, days/weeks following, and in prevention. The Psychological First Aid approach which was developed by the National Center for PTSD to help children, adolescents, adults, and families in the immediate aftermath of disaster and terrorism should also be included in the crisis management plan. It is â€Å"designed to reduce the initial distress caused by traumatic events and to foster short-and long-term adaptive functioning and coping† (NCTSN, 2006). The Psychological First Aid for school aged children should be implemented immediately after the trauma and includes three basic objectives: managing the situation, mobilizing support, and following up. Definition and signs of posttraumatic stress disorder Posttraumatic Stress Disorder â€Å"is an anxiety disorder that can occur after you have been through a traumatic event†¦ during this type of event, you think that your life or others’ lives are in danger. You may feel afraid or feel that you have no control over what is happening† (NCPTSD, 2008). If these feelings persist over a long time and interfere with a person’s daily life, they are experiencing PTSD. Elementary school-aged children show different signs of PTSD than adults. Instead of experiencing flashbacks or amnesia, children experience â€Å"time skew† (mis-sequencing trauma related events) and â€Å"omen formation† (belief that there were warning signs that predicted the trauma) and may reenact the trauma in play, drawings, or verbalization (Hamblen, 1998). Adolescents resemble the signs of adults, but may also reenact the trauma in some part of their daily life. Resources for school psychologists in crisis management The National Association of School Psychologists (2000) has a list of website resources that guide school psychologists on various school safety and crisis information. Some resources include: school safety/violence prevention, suicide prevention/intervention, trauma, natural disasters, and war/terrorism materials. One approach the NASP recommends for school psychologists in identifying coping strategies is the BASIC Ph Coping Model by Dr. Mooli Lahad. The model â€Å"suggests that people possess six potential characteristics or dimensions that are at the core of an individual’s coping style† (Zenere, 2004). The six coping styles are Belief, Affect, Social, Imagination, Cognitive, and Physiological. There are many organizations and associations listed on the Ed. gov â€Å"Emergency Planning† website. It is important for school psychologists to recognize their important role in the crisis management team. They should use the resources available to them to aid in the school’s process of developing the crisis management plan. School psychologists should also stay up-to-date on current research regarding outcomes of tragedy in children. Together as a team, they have the ability to help children, and hopefully reduce PTSD in children after a trauma. References Center for Mental Health in Schools at UCLA. (2008). Responding to a Crisis at a School. Los Angeles, CA: Author. Retrieved December 2, 2008, from http://smhp. psych. ucla. edu/ Dickenson, C. (2008, November). Children Displaced by Hurricane Katrina. Communique, 37(3), 32. Fatality Analysis Reporting System Encyclopedia (2008). National Statistics. Retrieved December 2, 2008, from http://www-fars. nhtsa. dot. gov/Main/index. aspx Hamblen, J. (1998). PTSD in Children and Adolescents. National Center for PTSD. Retrieved December 2, 2008, from http://www. ncptsd. va. ov/ncmain/ncdocs/fact_shts/fs_children. html National Association of School Psychologists (2000). Information for Educators. Retrieved December 3, 2008, from http://www. nasponline. org/educators/index. aspx National Center for Education Statistics (2008). Indicators of School Crime and Safety:2007. Retrieved December 2, 2008, from http://nces. ed. gov/programs/crimeindicators/crimeindicators2007/ NCTSN: National Child Trau matic Stress Network (2006). Psychological First Aid: Field Operations Guide (2nd Ed). Retrieved December 3, 2008, from http://www. ncptsd. va. ov/ncmain/ncdocs/manuals/smallerPFA_2ndEditionwithappendices. pdf U. S. Department of Education (2008). Emergency Planning. Retrieved December 2, 2008, from http://www. ed. gov/admins/lead/safety/emergencyplan/index. html Virginia General Assembly (1999). The Model School Crisis Management Plan, 2. Retrieved December 2, 2008, from http://pen6. pen. k12. va. us/VDOE/Instruction/model. html Zenere, F. (2004). How Children with Trauma and Ongoing Threat: The BASIC Ph Model. National Association of School Psychologists. Retrieved December 2, 2008, from http://www. nasponline. org/ How to cite Crisis Management, Essay examples

Financial Accounting Outline free essay sample

Harrison, Horned, Lemon, Segueing, and Robertson Lemon. Pearson Canada 2012. Calculator: The Department of Accounting requires all students taking accounting courses to use the Sharp EL-REAR Scientific Calculator as depicted below in all quizzes, midterm and final examinations. This is the only calculator that can be used in departmental examinations. Students are advised to purchase this calculator and become familiar with its usage and bring it to their examinations.This calculator is available in the bookstore and includes a $2 rebate from Sharp. It is also available from Staples Inc. Blackboard and Unaccountably: This course uses the SUM Blackboard system and built-in Unaccountably application to supplement the text and class meetings. Blackboard is accessible by all registered SUM students through SUM Port. Students should use the access code provided with their textbook to register and use Unaccountably in the course.Use of both Blackboard and My Accounting Lab is mandatory in this course. We will write a custom essay sample on Financial Accounting Outline or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Objectives: Course Objectives: This course is concerned with the study of basic accounting concepts and reminisces, their application to business transactions and financial statements, and an understanding of the uses of and limitations of the balance sheet, income statement, and the statement of cash flows. Upon successful completion of the course, you will be prepared to undertake additional study in accounting. If you desire to become an accounting professional, this course will be critical in assisting you on your way to that goal. If you desire to work in another area in business and management, you will be prepared to be a knowledgeable user of financial accounting information, and you will also be prepared to study introductory managerial accounting in ACT 2242. Bachelor of Commerce Program Learning Objectives: The achievement of the course objectives noted above will contribute to the achievement of the following Program learning objectivesCommunication Preparing professional written reports/assignments * Critical thinking Formulating and justifying positions on issues or situations using appropriate evidence * Ethics and social responsibility Identifying and understanding the ethical dimensions of complex situations; identifying report social responsibility behaviors Prerequisites: In order to register for this course, you must have completed fifteen (15) credit hours, including MG M 1 281 or appropriate work experience determined in advance by the Chair of the Department.If you have not completed these prerequisites, you must see the instructor during the first week of class. Course Requirements and Weighting: Midterm Examination I Midterm Examination II Final Examination 20% of final grade Assignments (Blackboard/Unaccountably) 10% Pre-class quizzes (Blackboard/Unaccountably) Total 100% Midterm Examinations I and II: The Midterm Examinations I and II will be offered on the date and at the 10 time noted on the schedule at the end of this course syllabus.The topics covered on these examinations will be announced well in ad the examination. These examinations will cover course material FRR textbooks, from lectures, and from any supplemental materials HTH instructor may distribute or assign, either in class or from the court No early or deferred administration of Midterm Examinations I at offered. Occasionally, circumstances that prevent a students tater examinations may present themselves.In those cases where there serious, legitimate and unavoidable reason for absence from Mind Examination or II, the points assigned to this Examination will be forward and the Final Examination will be weighted as 60% of the grade. If both Midterm Examinations and II are missed due to a It documented reason, the Final Examination will be weighted as 800 course grade.In general, circumstances under which students may be excused examination are limited to the following situations: student illness/ requiring a physicians care; family emergency in the form of series injury or death; religious observance; or travel for University busing cases, students should check with me for clarification and guidance Please note, however, that no roll-forward of points will be grantee you contact the instructor in writing, and s/he and the student con- agreement, PRIOR to the originally scheduled examination. In the last-minute, emergency situation, please contact the instructor as possible via e-mail and vocalism. ) Appropriate, external, and indeed written documentation supporting the reason for your absence FRR Examination Ill will be required. Failure to abide by these guideline exult in the assignment of 0 points/credit for Midterm Examination Final Examination: The Final Examination will be offered during the final examination per the schedule published by the university, and will be cumulated, nature.