Max Weber on Society Essay -- Max Weber sociology sociological Essays

Max Weber on Society Max Weber was one of the world's greatest sociologists and wrote a lot about the capitalist world he lived in. He had a different conception of capitalist society than most of his contemporaries. He looked at capitalism from all the different aspects that the philosophy was made of. Some of these aspects are state power, authority, class inequality, imperialism, and bureaucracy. To understand how Weber thought one must look at each area separately then put them all together in a global package. Weber describes history in terms of the constant struggle for power. He bases all significant historical changes on the power struggle that caused them. Weber describes power as a zero sum game. That means for one person to gain power, someone else has to loose the same amount of power. A fundamental aspect of the power struggle is the state, and its power. Weber states that the state is the monopoly of legitimate force. The state is a compulsory of power, and the laws within it are its powers to enforce its power. The main struggle for power is that of force verses authority. Force is power that can be used to get one's way, and authority is the legitimate use of power to rule. Within the struggle for power, Weber defines three forms of authority: rational-legal authority, traditional authority, and charismatic authority. Rational-legal authority is anchored in impersonal rules that have been legally established. This type of has come to characterize...

Policing Reforms Essay

When reading the case study from Chapter eight in â€Å"Criminal Justice Organization† that dealt with policing reforms and how to implement those several questions were raised at the end of the chapter that I would like to address.   The first was the obstacles to those putting these reforms into place.   What were the issues and concerns of the officers when putting these new reforms into place?   Would these new supervisory reforms be accepted well with the officers and the department?   Would the fears of the community and officers be calmed by supervisors and how would the supervisors do this?   These questions I hope to answer in this essay and allow the reader to see just how effective these reforms are for a healthy society, community and police force. Policing reform includes communities as well as police departments.   Policing and community involvement, to me is more of a democratic policing for society.   Many departments have had issue with their officers and this reform.   But with contemporary styles being introduced the picture is changing.   In the article the officers at fires thought that, â€Å"More contemporary approaches to policing such as community policing ideals and practices, were â€Å"Bullshit† and coddling criminals, as far as he was concerned† (p.207). A new supervisor with the new reforms in mind came into his position with real motivation to change the face of the police department.   â€Å"Bratton had adopted an idea postulated by some Ivy League types that the erosion of quality of life in a community led towards urban decay and ultimately unchecked crime† (207).   The new supervisor had discussed with police and politicians how working with the community and their concerns actually showed a decrease in crime.   He also went on the say that this involvement with the community can be as simple as social programs that would meet individual’s basic needs to the cleaning of neighborhoods and cracking down on crime.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Shifts in the structure of policing would need to happen.   These changes would include more concentration on â€Å"community policing principals† (207).   Other things would be creating substations or mini-stations around the community to keep officers close to their respective communities.   The ideal being the better you know you community the more effective and efficient the officers would be.  Ã‚   Creating watch groups and have weekly meeting with members of the community to pinpoint problems. What better policing than community policing.   Also, also talking with landlords and business owners on effective efforts and ways they can help to prevent drugs and drug houses moving into the community.   Enhancing direct services such as issues with community health in the article the new supervisor had even tried to implement a plan that would involve officers giving aid in transportation to health clinics and departments but liability issues prevented this from happening.   I think this will be something that we could see happening in the policing functions in the near future.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The officers in the story felt that these efforts and concepts of policing reforms were just â€Å"a waste of time† (208).   They had issues with how their performance had been evaluated in the past verses how they would be evaluated after the reforms were in place.   The new policies required more involvement with the communities and getting a sense of unity with the community. â€Å"The purpose of these efforts was to get a feel for the pulse of the community and its problems† (209).   The officers had a problem with evaluations being group instead of being based on individual merit.   But in my opinion this would strengthen the department on a whole.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Police supervisors according to the article are to interact more with the officers.   Don’t use status to separate them from their subordinates getting them involved to identify problems and crime in the community making the officers the experts of their own community.   Supervisors would be seen as support and an in-between for the officers and the upper level management in the department along with being a catalyst between police and the community.   The officer in the story opposed to these changes brought in the union citing that he felt this unfair and a violation of his labor agreement, but the reforms were not seen as being unfair or a violation.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I don’t believe him to be idealistic rather unmotivated to change, because once the officers saw that results for the good of the community their minds were changed very quickly.   If something works and is good for the group as a whole then ethically you would have to change your attitude. There was also improvement in officer’s jobs that could be seen, such as more say in how they thought they should do their jobs.   Since they are the ones actually on the beat forty hours or more a week, somehow being your own critic makes you the best critic for the job.   Supervisors are fundamental in addressing the fears of officers as well as communities.   A supervisor that has strong managerial skills and an ability to show strong leadership and direction would benefit any police department and help in implementing policing reform in any police department. Reference: Stojkovic, S., Kalinich, D., & Klofas, J. (2003).   Personnel, supervision, and evaluation.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ch. 8.   Criminal Justice Organization.   New York: Wadsworth/Thompson

Assessment in Special Education Essay

Abstract Sometimes the general education program alone is not able to meet the needs of a child with disabilities, and he/she may be able to receive special education services. The evaluation process can be a very difficult task when trying to identify if the child qualifies for special education, schools often have a pre-referral intervention process. The most prominent approached used today is the â€Å"response-to-Intervention† or RTI. Special Education teachers face many challenges when trying to meet the needs of special needs students in their classrooms. Methods of evaluation are a big concern and challenge for educators of special needs students today. In addition, meeting everyone’s needs is a difficult task to accomplish because of students’ diverse abilities in the classroom. This research paper will explore the different methods of assessment in special education programs and the best practices to help this children achieve their potential in an appropriate setting. Testing and assessment is an ongoing process with children in special education programs. Some of these assessments include, developmental assessments, screening tests, individual intelligence tests, individual academic achievement tests, adaptive behavior scales, behavior rating scales, curriculum-based assessments, end-of-grade, end-of-course, and alternate assessments. Comprehensive assessment of individual students requires the use of multiple data sources. These sources may also include standardized tests, informal measures, observations, student self-reports, parent reports, and progress monitoring data from response-to-intervention (RTI) approaches (NJCLD, 2005). The main purpose of a comprehensive assessment in the special education field is to accurately identify the strengths and needs of the students to help them be successful during their school years and there after. Legislation has played a big role in the shift towards functional assessment. The Individuals with Disabilities Education Act is also known as the Education for All Handicapped Children Act has played a big role in this matter. The IDEA legislation â€Å"needed to assure that students with disabilities receive free appropriate public education (FAPE) and the related services and support the need to achieve† (Jeffords 1). IDEA was created to make sure that disabled children are receiving fair and equal education and support. This act has several parts to it which include providing grants, funds early intervention services, and supports research and professional development programs. The No Child Left Behind Act: Impact on the Assessment of Special Education Student. After the No Child Left Behind Act (NCLB) moved into our schools there is a great deal of controversy that questions whether the act implemented by President George W. Bush is helping or hurting an already suffering school system. There are many dimensions of the NCLB act that have been questioned over the past decade; the fair assessment of students with disabilities is one of them. As the National Center for Fair & Open Testing (NCFOT) reported, the public relations aspect of this act is strong. Prior to the Individuals with Disability Education Act of 1997 (IDEA) students in special education were exempt from participating in the statewide testing. However, the IDEA advocated that all students including those with special learning difficulties should be able to participate in testing. (Cahalan, 2003). Legislative Overview of Laws Protecting Special Education Students On January 8, 2002, President George W. Bush signed the NCLB act. In this act the federal government was for the first time in the history of the Department of Education putting an act into effect that would penalize schools that failed to meet adequate yearly progress (AYP). The AYP is a measuring system in which the federal government will look at the progress of the local government and school systems to decide whether or not that school, along with its teachers and students, has progressed and provided a high-quality education (Goldhaber, 2002). Through the NCLB act schools are held accountable for failing test scores and failure to improve their class average from one year to the next. The longer the school fails to meet required scores, the more the school will be held accountable, and the greater the consequence. For instance, a school that is unable to make their desired AYP and has not improved a significant amount within five years will then be subject to reconstruction. This reconstruction could include the government completely taking over the school and hiring new teachers and  teacher staff, leaving many teachers and staff unemployed (Goldhaber, 2002). Teachers and students in the special education department do have some laws however that helps them make testing less stressful. The Rehabilitation Act of 1973 required that accommodations must be made for students with learning disabilities in order to be able to participate in the assessment (Cahalan, 2003). However, this leaves the question of what can be used as accommodations. Accommodations could include things such as test schedules and setting of the test, along with the format of the presentation. Also used to help the special education students and teachers is the individualized education plan (IEP). The Individuals with Disabilities Educational Act (IDEA) of 1991 would set into effect the idea of an IEP. An IEP is a plan that is set by a group of individuals that work closely with the student to design the educational format that is most appropriate for him/her (Cahalan, 2003). This does not take into account the type of disorder the student has but simply the student themselves. The individualized attention that is given with this plan provides the student with the correct instruction needed to be successful in education. These groups of individuals include the teacher, parent, school psychologist and anyone else that is closely related to the education of this student. The IEP members are, in most states, responsible in deciding which accommodations are important for each individual student (Cahalan, 2003). They, however, are not a part of deciding what accommodations will be provided for each student during the NCLB assessment. The laws described here were all implemented with the same goal in mind; to protect special education students and be sure their quality of education is the same as all other students. However some of these laws, including the NCLB, must be altered in order to truly give special needs students the education and assessment they deserve. Best Practices in Assessment of Special Education Students Students in special education programs should be included in the statewide assessments, as the IDEA of 1997 states. The IDEA also states that accommodations should be made to be sure that the student is able to fully understand the materials they are asked (Cahalan, 2003). There are four categories of test accommodations, presentation, response, timing, and  setting (Cahalan, 2003). Presentation is simply visual aids that help the student fully understand the context. These do not alter the questions of the test; they simply make it accessible for the students. Presentation accommodations include Braille, large-print, sign language interpreter, or reducing the number of questions per page (Cahalan, 2003). These simple accommodations make test taking less stressful, and therefore the material is better understandable by the student. However, no state has reported using them in their statewide assessments since the inception of the NCLB. In a study of over one thousand students it was found that using a video presentation to help understand the test showed a significant increase in their achievement (Cahalan, 2003). So why is the educational department not using these modifications that help so much? Another form of accommodation used in special education testing is response. It may be as simple as giving an oral response instead of a written one or it may mean that the test is dictated to the student by a recorder. These accommodations in no way alters the response that is given or received, it is still the same question being asked. Results have shown that by providing a reader special education students showed a significant improvement in their test score (Cahalan, 2003). The last two accommodations are setting and timing. The timing could include any extra time needed, breaks during the exam, or spreading the testing out through a few days instead of taking it all in one day. And the final accommodation is setting, which could include special furniture, lighting, or an individualized testing area (Cahalan, 2003). Even though there was no evidence to prove that setting and timing are important accommodations, it is well known that many special education students are tested in private rooms with more time. These accommodations should be accessible for special education students that need them to better their test taking skills. However, many states do not allow such accommodations to be made due to the misconceived conception that they change the contents of the test when in actuality they do not in any way alter the questions asked. BEST PRACTICES IN ASSESSMENT HANDOUT †¢Create a shared mission and goals statement that reflects an emphasis on student learning. †¢Focus on collaboration and teamwork. Faculty members must agree on assessment goals for planning to be meaningful. They may have to rise to a higher level of collaboration than may have been traditionally practiced in most departments. Collaboration within the department, across departments, and with higher administration will facilitate the best outcomes from assessment planning. All constituents must recognize that assessment skills must be developed and that colleagues can assist each other by sharing practices and strategies. †¢Clarify the purpose of assessment. Assessment can serve dual purposes: Assessment can promote student learning or provide evidence for accountability requirements through an evaluation of strengths and weaknesses. Wherever possible, students should experience a direct, positive benefit from their participation in assessment activities. †¢Identify clear, measurable, and developmental student learning †¢OUTCOMES. Explicit identification of learning expectations facilitates the department’s coherence about their GOALS. Sharing those expectations explicitly with students can provide an effective learning scaffold on which students can build their experiences and render effective performance. †¢Use multiple MEASURES and sources consistent with resources. Effective assessment planning can only occur when properly supported with appropriate time, money, and recognition for good work. The expansiveness of the assessment plan will depend on those resources. As resources permit, additional MEASURES can be added to planning. These MEASURES address variations in learning style, differences in types of learning, and interests from varied stakeholders. †¢Implement continuous assessment with clear, manageable timelines. Better assessment practice involves spreading out assessment activity throughout the year and across years rather than conducting a marathon short-term assessment effort in a single year. Projecting a schedule of regular formal reviews can facilitate appropriate interim activity. †¢Help students succeed on assessment tasks. Students will fare best in assessment activities when faculty make expectations explicit, provide detailed instructions, and offer samples or models of successful performance. They will benefit most with opportunities to practice prior to assessment and when given detailed feedback about the quality of their performance. †¢Interpret and use assessment results appropriately. Assessment should be a stimulus for growth, renewal, and improvement, not an action that generates data to ensure positive outcomes. Linking funding to assessment outcomes may encourage artificial results. Assessment data should not be used for personnel decisions. If cross-institution comparisons are inevitable, care should be taken to ensure comparisons across comparable institutions (benchmarking). †¢Evaluate your assessment practices. Results from assessment activity should be evaluated to address their reliability, validity, and utility. Poor student performance can reflect limited learning or an ill-designed assessment process. Examining how effectively the assessment strategy meets departmental needs is a critical step in the evolution of the department plan. (Retrieved from www. caspercollege. edu/assessment/downloads/best_practices. pdf) The Effect of NCLB Assessments on Special Education Programs When the Department of Education was asked how they intend to insure that special education students will not be forced to take tests that are above their intelligence level under the NCLB act, they could not give a real solution. They simply said that there are accommodations available, and if the student’s disability is severe to the point that the accommodations will not help, there are alternate tests they can take (Education Week, 2003). However, the problem with this is that there is no clear definition as to who is able to receive these accommodations and who is able to receive the alternate assessment. Who decides this? And how handicapped must a student be in order to receive an alternate assessment? Even though special education students are not at the same intelligence level as their peers they are still placed in the same test group as them. The NCLB act does not include in its AYP percentage the failing percentage rate of special education students in each given population. Therefore, teachers and school administration are trying to make up for the percentage loss in special education departments. Some teachers are now, for the first time, being held accountable for failing test scores. This, in effect, causes teachers to alter their curriculum and teach to the test? (Goldhaber, 2002). By teaching to the test students are missing out on important curriculum information that may be overlooked completely or presented in short educational lecture in the middle of teaching test taking skills and other information that may be found on the assessments. Possible Improvement to the Assessment and Accountability. To improve the NCLB act we must first know what is wrong with the act. While the idea of leaving no child behind in education is a good plan, there are still a few loop holes that the president’s act needs to clear up. The students that are placed in the special education setting are usually there because they have a disability or are below average in their cognitive abilities. In order to be fair to these students the government must be sure that they have the same quality education as all other students, but the government must also realize that the curriculum of the material they are learning may in some cases be drastically different. With this knowledge, it must then be known that to accurately and fairly assess special education students the assessments must be built with the correct accommodations. In order for this to happen, those who design the tests must develop an exam that meets the needs of the student, and not the needs of the disorder. In other words, do not test a student as an autistic child but first look at their individual advantages and disadvantages according to each test taking skill. Some students may simply need more time, while others will need more time along with a person to read to them and interpret some larger word usage. It is all based on the student’s individual needs (Cahalan, 2003). In other words the decisions of the accommodations should be made by people that know the student on a personal level, and know what accommodations are present in their current education setting. As stated before, with some assessments the IEP will meet to determine what accommodations will be made for the students in that assessment, However, this is not the case in the NCLB assessments; but it should be. Those who are teaching and raising the child should be a part of the process of determining how the child is assessed and what accommodations are necessary (Washington, 2003). It is important for the education of future special education students that the Department of Education take into consideration the possible reforms that were suggested by many local government and teachers surrounding them. Improvements can be made to the assessment of special education, and should be made to be sure that all students are receiving a fair and adequate education. Disproportionate identification of minorities in some special education categories: When speaking of the learning disabled, minorities, one must consider some dimensions to the issue of assessment within a particularly specialized light. This special population reflects both the learning disabled (LD) and the minority that they belong to. This is largely the case within a practical context, although as the literature points out, pre-considerations must be afforded for minority students. To begin with, it is important to look at the many variables that exist within the aforementioned components. These components include English as a Second Language (ESL), socioeconomic level and finally the impact this has on teaching the learning disabled in a classroom setting and more specifically when employing the assistance of a translator. Curriculum-based assessment is hampered with some biases that can affect these students (Dolson, 1984). A child’s race and ethnicity significantly influence the child’s probability of being misidentified, misclassified, and inappropriately placed in special education programs. Research shows the relationship between race and ethnicity and other variables for students’ placement in special education classes. Variables such as language, poverty, assessment practices, systemic issues, and professional development opportunities for teachers have been cited as factors that play a role in disproportionate representation (emstac. org). Children from culturally and linguistically diverse backgrounds should be able to receive an excellent and appropriate education. Some students are not included in special education programs, even though they have a disability that is affecting their ability to learn and they need special education help. Some CLD populations are also significantly under-represented in programs for the gifted and/or talented. In these instances, CLD groups are considered under-represented because the proportion of students from certain ethnic or racial groups who receive special services are significantly less than the number of these same students in the overall school population (U. S. Department of Education, 2004). Facts: †¢ Hispanics are under-identified within certain disability categories compared to their White peers (U. S. Department of Education, 2006). †¢ Asian/Pacific Islander students are actually less likely to be identified for special education services than other CLD populations (NABE, 2002). There are a number of possible action steps school personnel can take to ensure that individual assessments are conducted in a culturally responsive and nondiscriminatory manner (Klotz & Canter 2006). Recommendations include: †¢Allowing more time. Assessments of students from diverse backgrounds require more time to gather important background information and allow for alternative and flexible procedures. †¢Gathering extensive background information. To provide a context for the evaluation, conduct a review of all available background information including: school attendance, family structure, household changes and moves, and medical, developmental, and educational histories. †¢Utilizing student progress monitoring data from Response-to-Intervention (RtI) or problem-solving processes. Data generated from a process that determines if the child responds to scientific evidence-based interventions should be included in a comprehensive evaluation. The National Research Council on Minority Representation in Special Education recommended the use of data from a systematic problem-solving process measuring the student’s response to high quality interventions (National Research Council, 2002, pp. 7-8). †¢Addressing the role of language. Determining the need for and conducting dual language assessments are essential steps in an evaluation process. This includes determining the student’s language history (i. e. , ages that the student spoke and heard various languages), dominance (i. e. , greatest language proficiency), and preference (i. e. , the language the student prefers to speak). †¢ Using nonverbal and alternative assessment strategies. When assessing students from CLD backgrounds, use standardized nonverbal cognitive and translated tests (when available in the target language). Additional assessment techniques, including curriculum-based assessments, test-teach-test strategies and in-direct sources of data, such as teacher and parent reports, portfolios, work samples, teacher/student checklists, informal interviews and observations, and classroom test scores are also helpful in completing an accurate, comprehensive evaluation (NEA, 2007). Bibliography Bush, President George W. (December 3, 2004). Bipartisan Special Education Reform Bill. Retrieved from http://www. ed. gov/news/newsletters/extracredit/ 2004/12/1203. html Cahalan, C. & Morgan, D. L. (2003). Review of state policy for high stakes testing of students with disabilities on high school exit exams. Educational Testing Service. Department of Education. (2003). Title I ? Improving the Academic Achievement of the Disadvantaged; Proposed Rule. (34 CFR Part 200). Washington, DC: U. S. Government Printing Office. Dolson, David P. (1985). â€Å"The Effect of Spanish Home Language Use on the Scholastic Performance of Hispanic Pupils. † Journal of Multilingual and Multicultural Development, V. 6, No. 2,50. Fair Test. (2005). The National Center for Fair & Open Testing. Retrieved from http://www. fairtest. org on October 12, 2011 Goldhaber, D. (2002). What might go wrong with the accountability measures of the? No Child Left Behind Act? The Urban Institute. IDEA Partnership. http://www. ideapartnership. org Klot z, M. B. & Canter, A. (2006). Culturally Competent Assessment and Consultation. Retrieved October 2011 from: http://www.naspcenter. org/principals/Culturally%20Competent%20Assessment%20and%20Consultation%20NASSP. pdf. Improving accountability for limited English proficient and special education students under the No Child Left Behind Act. (2003). Washington Area School Study Council. National Association of School Psychology. (2007). The Truth in Labeling: Disproportionality Special Education. Retrieved from www. nea. org/books on October 15, 2011. National Joint Committee on Learning Disabilities. (2001a). Issues in learning disabilities: Assessment and diagnosis. In Collective perspectives on issues affecting learning disabilities (2nd ed. , pp. 55–61). Austin, TX: Pro-Ed. (Original work published 1987) National Joint Committee on Learning Disabilities. (2005). Responsiveness to intervention and learning disabilities. Available from www. ldonline. org/njcld. National Joint Committee on Learning Disabilities. (2007). The documentation disconnect for students with learning disabilities: Improving access to postsecondary disability services. Available from www. ldonline. org/njcld National Center for Culturally Responsive Educational Systems. (Fall 2005). Cultural considerations and challenges in response-to-intervention models. An NCCRESt position statement. Retrieved October 2011 From http://www. nccrest. org/PDFs/rti. pdf? v_document_name=Culturally%20Responsive%20RTI. No educator left behind: Testing special education students. (2003). Retrieved October 15, 2011, from http://www. education-world. com/a_issues/NELB/NELB025. shtml Olson, L. (2004). Data show schools making progress on federal goals. Education Week, 24, 24-28. Retrieved from http://www. edweek. org Tomes, H. Ph. D. (2004). In public interest: Are we really leaving no child behind? American Psychologist, 35, 31-35. Retrieved from www. apa. org on October 15, 2011 U. S. Department of Education. (2004). Twenty-fourth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.

Booker T vs Washington

Booker T Washington and W. E. B Du Bois offered different strategies for dealing with the problems of poverty and discrimination faced by black Americans at the end of the 19th and beginning of the 20th centuries. By using my knowledge of the documents and my knowledge of the period 1877-1915, I was able to asses the appropriateness of each of the strategies in the historical context in which it was developed. I came to the conclusion that Booker T Washington’s strategy was more appropriate for the time period 1877-1915 then was W. E. B Du Bois’ strategy. A summarization of Booker T Washington’s strategy presented in The Atlanta Compromise Address or â€Å"Document D† would be to say that he wanted all black Americans to learn trades. He wanted them to pass on those skills, and use those skills so their families could have a better life. â€Å"Cast down your bucket where you are†¦while doing this you can be sure in the future, as in the past, that you and your families will be surrounded by the most patient, faithful, law-abiding, and un resentful people that the world has seen. †-Document D. This excerpt from the document basically says that when we are taught a specific trade and teach it to our families, they can in turn be successful and live good lives in the future. Because of you learning this skill and in turn teaching it to your family, they will be better off. A summarization of W. E. B Du Bois strategy can be described as ceaseless agitation stated in â€Å"The Niagara Movement†- â€Å"The Niagara Movement proposes to gain these ends†¦. If we expect to gain our rights by nerveless acquiescence in wrong, then we expect to do what no other nation ever did. What must we do then? We must complain. Yes, plain, blunt complain, ceaseless agitation, unfailing exposure of dishonesty and wrong- this is the ancient, unerring way to liberty, and we must follow it. †-Document F I disagree with his strategy for the period 1877-1915 for he only thought about a small number of the black race, the top ten percent. He was going to send them to Harvard and some how they were going to become the intelligence for the black race as a whole. This also appoints only specific figures as a mini government of the black race. Mainly in Booker T Washington’s proposal, it just seems as if he included the whole race as opposed to W. E. B’s proposal pertaining to only a small select few. By looking at the â€Å"School Enrollment Graph† in Document A, it seems as if the W. E. B strategy would have a better chance of working in a later time period. In the time period of 1877-1915, there really were not a lot of black Americans enrolled in school. The rate does rise; showing that after 1915 there would be a much better chance of any percent of Black Americans getting into college. I can also be seen in Document B-â€Å"Illiteracy by Race†, that Black people were becoming more and more literate, allowing them to thus go to college. It appears that in the ladder of the time period we are discussing, that there is a much larger opportunity for black Americans to go to college and progress while there, than there is a chance for them to go to go to college in the beginning of the time period being discussed. Another reason it seems the Booker T Washington’s way is more appropriate is because it worked. By looking at Document C- â€Å"Lynchings by Race†, the amounts of black lynchings were becoming more and scarcer. This is perceived by me in a number of ways. First off, black Americans were learning skills now by the way of Booker T, and were not only becoming smarter, but they were becoming more important to other persons. Their skills were needed by others which not only gave people a reason not to lynch them, but it also introduced many people to more black Americans, thus putting a personal perspective of actually knowing someone. A person would much rather lynch someone that they did not know personally, than someone that they get potatoes from. In Document G, Booker T is praised by T. Thomas Fortune, a black activist and newspaper editor who writes about BTW in the nationally circulated black periodical, â€Å"Christian Recorder. He is spoken of as a man whose value is impossible to estimate. His work involving Tuskegee College is hailed for having 400 students, great teachers, splendid farm equipments, stock-raising, fruit culture, laundry work, practical housekeeping, blacksmithing, wheelwrighting, carpentering, and more, all this while a normal school system is maintained. â€Å"No time is wasted on dead languages or superfluous studies of any kind. What is practical, what will best fit these young people for the work of life, and that is taught, and is aimed at. This shows that his approach was actually working and this is evidence enough for me to say that I believe by using my knowledge of the documents and my knowledge of the period 1877-1915, I was able to asses the appropriateness of each of the strategies in the historical context in which it was developed. W. E. B just might have been a little before his time with his views. Maybe later when the literacy rate would be higher and more black Americans were being accepted to college, his idea could have worked, but there would be many smart and skilled black Americans all from the concept given by Booker T Washington.

The New Jim Crow Essay Example | Topics and Well Written Essays - 250 words

The New Jim Crow - Essay Example have been facing a number of consequences barring them from gaining equal representation in the country which has been posing as a problem especially to those that have been boxed as prisoners. The author writes, â€Å"The clock has been turned back on racial progress in America, though scarcely anyone seems to notice. All eyes are fixed on people like Barack Obama and Oprah Winfrey who have defied the odds and achieved great power, wealth and fame.† An insight has been provided into the Jim Crow laws which in the past had replaced slavery and thus an explanation of how the same is required in order to deal with minority groups of people belonging to different castes so as to not relegate them to a racial status. The main aim of this piece of writing is to renovate the idea of human rights and equality in the minds of people in order to provide justice to criminals as well as make transparent data and information before wrongfully incarcerating

Strategic Plan,Conceptualizing a Business Essay Example | Topics and Well Written Essays - 750 words

Strategic Plan,Conceptualizing a Business - Essay Example It has the ability for catering of services for both females and males in the area. To ensure that clients get quality services and products; to enhance their mental relaxation and improve on their physical appearance. Being a reputable salon; that offers quality products and services at fair prices (Hormozi et al., 2002). Disney has been a leading hair stylist in the city has worked with major beauty â€Å"spas† that deals with top models and wealthy clienteles. Through the three years of experience in upscale salons Disney has been able to create a reputable name in the beauty stylish industry with a strong base of clienteles. Working with her fellow beauticians; Disney is most destined to build this business enterprise a successful undertaking. Forming from this reputation already earned this company tends to attract more clients and continue the growth of the company. Our business company is located in one of Greensted busy streets which is easily accessible to any person, thus our clienteles won’t find difficulty locating us. The environment is conducive with enough space that ensures the clients receive professional services and recreation. Our business provides quite a variety of products and services all under one roof, and we are flexible in the working hours to suit our customers’ needs. The high reputation of our staff and the owner of being able to offer quality services to suit each customer needs will earn us more new clients and strengthen the relationship with our current clients (Karlsson & Honig, 2009). The company will provide services that cater needs of the whole family setting; that are convenient to children, women and men. These diverse services are: 1) Hair services: shampoo, weaving and waving, colors, haircuts, conditioners, relaxers, curling, perms and reconstructing; 2) Skin care services: facials, massage, and body waxing. 3) Nails Services: polish, manicures,

Training Module Essay Example | Topics and Well Written Essays - 500 words

Training Module - Essay Example It will be part of their work duties. The training will teach the workers how to maintain a healthy lifestyle outside of the workplace to foster a better performance inside the workplace. The purpose of conducting this training is partially to reduce drama in the workplace. Many people come into the workplace with lots of drama issues surrounding their personal lives, which is not acceptable in the workplace. Relationships are important, but details about private relationships should be kept just that—private. People who are working with other workers do not want to hear their co-workers talk about how much someone had to drink the night before, their problems with their significant other or others, and who is sleeping with whom. It’s quite unprofessional and does not reflect the kind of worker that the company wishes to employ. Workers who do not abide by the work/life balance training will be considered for termination or face some kind of penalties. This work/life balance training module has several objectives. One of the objectives is getting employees to â€Å"prioritize† tasks in their lives so that their lives will be more efficient, and thus make them better workers.1 People who prioritize their tasks appropriately are more able to complete their work tasks with more efficiency. Another objective will be to make sure that employees complete their tasks by the stated deadlines. Two other objectives (which now total four) include having employees develop respect for themselves as well as others by being polite and extending various social courtesies and graces. While many people believe this could be a sort of morality training, it is basically training to help balance life at work and at home. The main issue that will be dealt with in meeting the goals or objectives is to try to stop workers from bringing home life drama into the workplace and to realize that there is a difference between