Cultural Intelligence Research Paper Example | Topics and Well Written Essays - 1500 words

Cultural Intelligence - Research Paper Example The paper analyzes cultural intelligence in relation to cultural experience. It focuses on cultural intelligence development pattern and growth. Cultural intelligence is made of different components that mark the development of an individual in its application (Earley & Mosakowski, 2004). The components include behavioral, cognitive and motivation. The cognitive part of cultural intelligence entails the use of one’s brain to learn about different cultures. It is all about the experience and knowledge obtained from interacting with different people. Experience is crucial to the development of cultural intelligence because it provides firsthand information that is critical to the application and development of the acquired knowledge. Personally, I understood the importance of cultural intelligence when I had a chance to stay together with Afghanistan soldiers/translators to discuss national security matters. I faltered in some aspects, but the cognitive part of my cultural intelligence helped in facilitating successful interaction with the soldiers. The best way to develop the cognitive part in a given situation is the development of learning strategies. The learning strategies ensure one learns without jeopardizing the relationship with the group involved in the experience. In retrospect, my learning strategies entailed observation and adaptation. I focused on how the soldiers related with each other and the other foreigners. The observation yielded information that could help in comprehending the most important practices among the Afghan people. It was an opportunity to assess their attitudes toward different aspects (Boonghee, Donthu, & Lenartowicz, 2011). It became to retain the information because I could compare it to the practices in the Western culture. Self-awareness and knowledge played a cultural experience with the soldiers. Self-awareness made it possible for me to focus on how

Amal Assignment Example | Topics and Well Written Essays - 1250 words

Amal - Assignment Example In the career-development world, Holland, Super, Gottfredson, Brown, and Krumboltz shed some light on process-goals. Process-goals are steps that lead to career development goals. In order for individuals to implement these strategies, it is crucial that they get exposed to real-life scenarios in which they can be able to compare and contrast their acquired skills set. For instance, increasing their proficiency would mean sitting down them individually or in small groups and explaining the concepts to them through real-life methodology. All of them also agree that collaborating is undoubtedly essential in order to thrive in any profession as the thoughts of ideas, knowledge, and practices are exchanged. They tend to agree that individuals must follow a network of collaboration, goal-setting, and practical theory that enables them to harness their career. The traditional career development model is to educate first and then apply these skills, which can be problematic because of nurtu re and nature development. Most careers entail long coursework, which may or may not be relevant to that particular skillset. This holds true in some of the technical careers, especially the ones around the automotive career involve more of practice work. I think it is crucial to understand that some immigrant families have a hard time assimilating. 2. Choose a particular population for one of the following aspects of diversity: age, gender, sexual orientation, or disability, and discuss the issues which you will need to be aware of in order to deliver career counseling effectively. Also, how will your own background and identity be a factor for you in working with this particular population? You will need to utilize a minimum of two journal articles for this question. A huge issue that only plagues immigrant, especially women immigrants as business owners is gender inequality. I have first-hand witnessed gender inequality, which has become

Workmens Compensation Law Ghana Essay Example for Free

Workmens Compensation Law Ghana Essay Section 1-Application to employees employed by the Republic This Act applies to employees employed by the Republic as well as private persons, except in the case of persons in the Armed Forces. Section 2-Employers liability for compensation (1) Where an employee sustains personal injury by accident arising out of, and in the course of employment, the employer is liable, subject to this Act, to pay compensation in accordance with this Act. (2) An injured employee shall not suffer a diminution in earnings while the employee undergoes treatment for injuries sustained through an accident arising out of, and in the course employment. (3) Where an attending medical officer assesses an incapacity in respect of an injured employee, the employer shall pay the injured employee compensation commensurate with the incapacity so assessed. (4) Subject to sections 3 and 4, where the injury results in death or serious and permanent incapacity, the Court on consideration of the circumstances, may award the appropriate compensation under this Act. (5) The employer is not liable to pay compensation in respect of an injury to an employee resulting from an accident which is attributable to the employee ha ving been under the influence of drink or drugs at the time of the accident (6) For the purposes of this Act, an accident resulting in the death or serious and permanent incapacity of an employee arises out of and in the course of employment, (a) although the employee was at the time when the accident happened acting in contravention of a statutory or any other regulation applicable to the employment, or was acting without instructions from the employer; (b) if the act was done by the employee for the purposes of and in connection with the employers trade or business. (7) Compensation is not payable under this Act in respect of incapacity or a death resulting from a deliberate self-injury. (8) Compensation is not payable under this Act in respect of an inc apacity or a death resulting from personal injury, if the employee has at any time represented to the employer that the employee was not suffering or had not previously suffered from that or similar injury, knowing that the representation was false. Section 3-Compensation in fatal cases (1) Where death results from the injury, (a) if the employee leaves dependants, the amount of compensation shall be a sum of money equal to sixty months earnings: but where in respect of the same accident compensation has been paid under section 5, 6 or 7, there shall be deducted from the sum payable under this paragraph the sums so paid as compensation; (b) whether the employee had dependants or not, the employer shall pay the medical expenses; (c) if the employee did not leave dependants, the employer shall bear the expenses of the burial as required by custom; (d) if the employee left dependants, the employer shall bear the expenses of the burial to the sum of five million cedis or as stipulated in the relevant Collect ive Agreement, whichever is the higher. (2) Where an employee survives an injury, whether the employee has dependants or not, the employer shall pay the medical expenses in respect of the injury. Section 4-Employer to pay medical expenses In an injury under this Act, the employer shall pay the medical expenses in respect of the injury. Section 5-Compensation for permanent total incapacity Where permanent total incapacity results from the injury the amount of compensation shall be a sum of money equal to ninety-six months earnings. Section 6-Compensation for permanent partial incapacity (1) Where permanent partial incapacity results from the injury the amount of compensation shall be, (a) in the case of an injury specified in the Third Schedule, a percentage of the compensation which would have been payable in the case of permanent total incapacity specified in the Third Schedule as being the percentage of the loss of earning capacity caused by that injury; and (b) in the case of injury not specified in the Third Schedule, a percentage of the compensation which would have been payable in the case of permanent total incapacity and proportionate to the loss of earning capacity permanently caused by the injury. (2) Where more injuries than one are caused by the same accident, the amount of compensation payable under this section shall be aggregated, but shall not exceed the amount which would have been payable if permanent total incapacity had resulted from the injuries. Section 7-Compensation for temporary incapacity (1) Where a temporary incapacity, whether total or partial, results from the injury, the compensation shall be the periodical payments or a lump sum of money calculated accordingly, having regard to the probable duration, and probable chan ges in the degrees, of the incapacity. (2) The periodical payment shall be the difference between the monthly earnings the employee was earning at the time of the accident and the monthly earnings which the employee is earning or is capable of earning in any other suitable employment or business after the accident; but (a) the aggregate of the periodical payments or the lump sum of money payable under this subsection shall not exceed the lump sum of money which would be payable in respect of the same degree of incapacity under section 5 or section 6, if the incapacity were permanent; (b) a period of absence from duty certified necessary by a medical practitioner shall be regarded as a period of temporary total incapacity irrespective of the outcome of the injury and a period subsequent to the first period but preceding the final assessment of disability shall be regarded as a period of temporary incapacity; (c) the maximum duration of periodical payments under this section shall not exceed twenty-four months except where the chief labour officer directs the continuance of periodical payments during the continuance of a disability for a further period not exceeding six months; (d) a lump sum of money payable under section 5 or 6 shall not be disturbed by r eason of periodical payments having been made under this section in the event of permanent incapacity following or after temporary total incapacity or temporary partial incapacity. (3) In fixing the amount of the periodical payment the Court may consider a payment, an allowance or a benefit which the employee may receive from the employer during the incapacity. (4) On the ceasing of the incapacity before the date on which a periodical payment falls due, a sum of money proportionate to the duration of the incapacity in that period is payable in respect of that period. (5) Where an employee in receipt of periodical payments under this section intends to leave the neighbourhood in which the employee was employed, for the purpose of residing elsewhere, the employee shall give notice of that intention to the employer who may agree with the employee for the redemption of the periodical payments by a lump sum of money or for the continuance of such periodical payments. (6) Where the employer and the employee are unable to agree, either party may apply to the Court which may order a redemption and may determine the amount to be paid or may order the continuance of the periodical payments. (7) A lump sum of money so ordered to be paid together with the periodical payments already made to the employee shall not exceed the lump sum which would be payable in respect of the same degree of incapacity under the section 4 or 5, if the incapacity were permanent. (8) Where an employee in receipt of periodical payments unde r this section leaves the neighbourhood in which the employee was employed, for the purpose of residing elsewhere, (a) without giving notice as provided in subsection (5), or (b) having given the notice leaves the neighbourhood without having come to a n agreement with the employer for the redemption or continuance of the periodical payments, or (c) without having made an application to the Court under subsection (6), the employee is not entitled to the benefits under this Act during or in respect of the period of absence. (9) Where the employees absence from the neighbourhood exceeds six months without justifiable cause, the employee shall cease to be entitled to the benefits under this Act. Section 8-Compensation for desfiguring injuries (1) Where in an employment personal injury of the description specified in an entry in the first column of the First Schedule by accident arising out of and in the course of the employment, is caused to an employee, the employer shall pay as compensation an amount of money for the injury determined by a medical practitioner recognised by the Government, not exceeding the percentage of the compensation payable in the case of permanent total incapacity that is specified in the corresponding entry in the second column of that Schedule. (2) The compensation payable under subsection (1) is irrespective of whether or not a compensation is payable under any other provision of this Act; but a mutilation in respect of which compensation is provided under the Third Schedule shall not rank as disfigurement under the First Schedule. (3) Where more injuries than one are caused by the same accident, the amount of compensation payable under this section shall be aggregated, but shall not exceed the amount which would have been payable if permanent total incapacity has resulted from the injuries. Section 9-Method of calculating earnings (1) For the purposes of this Act, the monthly earnings of an employee shall be computed in the manner that is best calculated to give the rate per m onth at which the employee was being remunerated during the previous twelve months if the employee has been so long employed by the same employer, but, if not, then for a shorter period during which the employee has been in the employment of the same emplo yer. (2) Where by reason of the shortness of the time during which the employee has been in the employment of the employer, or the casual nature of the employment, or the terms of the employment, it is impracticable at the date of the accident to compute the rate of remuneration, consideration may be given to the average monthly amount which, during the twelve months previous to the accident, was being earned by a person of similar earning capacity in the same grade employed at the same work by the same em ployer, or, if there is a person who is not so employed, by a person of similar earning capacity in the same grade employed in the same class of employment and in the same district. (3) For the purposes of subsection (1), employment by the same employer m eans employment by the same employer in the grade in which the employee was employed at the time of the accident, uninterrupted by absence from work due to illness or any other unavoidable cause. (4) Where the employee had entered into concurrent contract s of service with two or more employers under which the employee worked at one time for one employer and at another time for another employer, the monthly earnings shall be computed as if the earnings under those contracts were earnings in the employment o f the employer for whom the employee was working at the time of the accident. (5) The earnings of the employee under the concurrent contract shall be disclosed to any other employee at the time of engagement with the latter and shall be taken into account only so far as the employee is incapacitated from performing the concurrent contract. (6) On the request of the employee to the employer liable to pay compensation, that employer shall furnish in writing a list of the earnings which have been earned by t hat employee on which the amount of the monthly earnings may be calculated for the purposes of this section. Section 10-Persons entitled to compensation (1) Compensation is payable to or for the benefit of the employee, or where death results from the injury, to or for the benefit of the employees dependant as provided by this Act. (2) Where a dependant dies before a claim in respect of death is made under this Act, or, if a claim has been made, before an order for the payment of compensation is made, the legal personal representative of the dependants do not have a right to payment of compensation, and the claim for compensation shall be dealt with as if that dependant had died before the employee. Section 11-Distribution of compensation (1) Compensation payable where the death of an employee resulted from an injury shall be paid to the Court, and the Court may order the sum of money so paid (a) to be apportioned among the dependants of the deceased employee or any of them in the proportion determined by the Court, or (b) in the discretion of the Court, to be allotted to any one dependant, and the sum of money so allotted to a dependant shall be paid to the dependant or be invested, applied or otherwise dealt with for the dependants benefit in the manner determined by the Court. (2) Where, on an application made in accordance with the Rules, it appears to the Court that, on account of the differences of the circumstances of the various dependants, or for any other sufficient course, an order made under subsection (1) ought to be varied, the Court may make an order for the variation of the former order appropriate in the circumstances of the case.

Multi-keyword Ranked Search Over Encrypted Cloud Data

Multi-keyword Ranked Search Over Encrypted Cloud Data Now a days cloud computing has become more popular, so more information possessors are actuated to their information to cloud servers for great convenience and less monetary value in data management. However, sensible information should be encrypted before outsourcing for public. In this paper the problem of a secure multi-keyword search on cloud is solved by using encryption of data before it actually used. Which are continuously supports dynamic modify operation like insertion and deletion of the documents. Keywords: Cloud Computing, Ranked based search, Download frequency, Multikeyword search, Encrypted cloud data, Synonym query. Introduction Cloud computing has become new model which handles large resources of computing. Services provided by the cloud computing is storage and on demand services, both the individuals and organizations are motivated to the cloud. Instead of purchasing software and hardware devices. Cloud provides secure online storage and there is no loss of data, the data is available at anytime and anywhere. Paper shows the general approach for data protection is to encrypt the data by using AES algorithm. The simple method for downloading data is decrypts it locally, because consumers want to search needed data rather than all. In this way it is essential to investigate a productive and successful search benefit over encrypted outsourced information. The current search approaches like ranked search, multi-keyword search that empowers the cloud clients to locate the most pertinent information rapidly. It likewise decreases the system activity by sending the most important information to client asks. However, in genuine search situation it may be conceivable that client searches with the equivalent words of the predefined keywords not the correct keywords, because of absence of the clients correct information about the information. LITERATURE SURVEY Zhangjie Fu, Xingming Sun, Nigel Linge and Lu Zhou [2] proposed a successful way to deal with take care of the issue of multi-keyword ranked search over encrypted cloud information supporting synonym queries. To address multi- keyword search and result positioning, Vector Space Model (VSM) is utilized to build document index that is to  state, each document is communicated as a vector where each dimension value is the Term Frequency (TF) weight of its comparing keyword. Another vector is additionally produced in the question stage. The vector has a similar dimension with document index and its each dimension value is the Inverse Document Frequency (IDF) weight. At that point cosine measure can be utilized to register comparability of one document to the search inquiry. To enhance search proficiency, a tree-based index structure which is an adjust paired tree is utilized. C. Wang, N. Cao, J. Li, K. Ren, and W. Lou [3] developed the Ranked search that increases system usability by returning the relevant files in a ranked order.(e.g., keyword frequency). In this state-of-the-art searchable symmetric encryption (SSE) security definition used for increasing its efficiency. They have also proposed the existing cryptographic primitive, order preserving Symmetric encryption (OPSE) for searching matching files. W. Sun, B. Wang, N. Cao, M. Li, W. Lou, and Y. T. Hou [5] proposed a method to address the problem of similarity-based ranking is privacy-preserving multi-keyword text search (MTS) scheme. They also presented the search index based on the vector space model, i.e., cosine measure, and TF IDF weight to achieve high level of search accuracy and to support a multi-keyword queries with search ranking functionalities. PROBLEM STATEMENT Many associations and organizations store their more significant data in cloud to protect their information from infection and hacking. The advantage of new computing is it looks deeply for cloud clients. Rank search enhances framework ease of use by ordinary coordinating records in a ranked arrange with respect to certain importance criteria (e.g. Keyword and download frequency). As straight forwardly outsourcing significance scores will trickles a great deal of delicate data against the keyword security, to solve this problem we proposed asymmetric encryption with ranking consequence of query information which will give just expected information. Proposed System Fig. 1. System Architecture of Multi-Keyword Ranked Search Over Encrypted Cloud Data. Keyword Expansion To enhance the accuracy of search results, the keywords are removed from outsourced content documents required to be stretched out by regular synonyms or comparable words, as cloud customers, searching information may be the synonyms of the predefined keywords. Upload Encrypted Data After expansion of keywords the data owner assist data with encrypting the document utilizing AES Algorithm and after that upload the encrypted document to the cloud for storage reason. This permits data owner to store their secret key in extremely secure way without presenting it to the clients of framework. For this, secret key is put away again in encrypted frame. Search Module This module helps clients to enter their query keyword to get the most important documents from set of uploaded documents. This module recovers the documents from cloud which coordinates the query keyword. Rank Generation In data recovery, a positioning capacity is as a rule used to assess relevant scores of coordinating documents to a demand. The rank capacity in view of the term recurrence (TF) and converse document recurrence (IDF) is utilized as a part of expanded organize i.e. TF-IDF. Additionally this framework gives client most mainstream documents for their keywords by examining history of most downloaded documents for specific inquiry keywords. Download Ranked Results Clients can download the resultant arrangement of documents just if he/she is approved client who has allowed consent from data owner to download specific document. Owner will send encrypted secret key and session key to client to decrypt the document. Methodologies AES algorithm AES is an iterative instead of Feistel cipher. It depends on substitution-permutation network. It contains an arrangement of linked operations, some of which include supplanting inputs by particular yields (substitutions) and others include rearranging bits around (permutations). Strangely, AES plays out every one of its calculations on bytes instead of bits. Steps for AES algorithm: Create a random key for symmetric encryption of user facts. Encrypt the records the use of this random key. Encrypt the random key the use of asymmetric encryption. Send the encrypted message and the encrypted key to the receiver of searched results. Henceforth, AES treats the 128 bits of a plaintext obstruct as 16 bytes. These 16 bytes are organized in four columns and four rows for preparing as a matrix. TF-IDF TF: TF (t) = (Number of times term t appears in a document) / (Total number of terms in the document). IDF: IDF (t) = log_e (Total number of documents / Number of Documents with term t in it). CONCLUSION The multi-keyword ranked methodology results in the more effective search handle which diminishes the network traffic and download bandwidth. It gives back the precisely matched documents, and also the records which incorporate the terms semantically significant to the question keyword. It offers fitting semantic separation between terms to achieve the question keyword expansion. The encryption has been executed to ensure the security also, efficiency of information, before it is outsourced to cloud, and gives protection to datasets, indexes and keywords. REFERENCES [1] Zhihua Xia, Xinhui Wang, Xingming Sun, Qian Wang,A Secure and Dynamic Multi-keyword Ranked Search Schema over Encrpted Cloud Data, IEEE Transactions On Parallel And Distributed Systems,Vol:PP No:99 ,Year 2015 [2] Zhangie Fu, Xingming Sun, Nigel Linge, Lu Zhou, Achieving Effective Cloud Search Services: Multi-Keyword Ranked Search Over Encrypted Cloud Data Supporting Synonym Query, IEEE Transactions On Consumer Electronics, Vol 60, No. 1, February 2014 [3] C. Wang, N. Cao, J. Li, K. Ren, and W. Lou, Secure ranked keyword search over encrypted cloud data,Proceedings of IEEE 30th International Conference on Distributed Computing Systems (ICDCS), pp. 253-262,2010. [4] Q. Chai, and G. Gong, Verifiable symmetric searchable encryption for semi-honest-but-curious cloud servers, Proceedings of IEEE International Conference on Communications (ICCà ¢Ã¢â€š ¬Ã… ¸12), pp. 917-922, 2012. [5] W. Sun, B. Wang, N. Cao, M. Li, W. Lou, and Y. T. Hou, Privacy preserving multi-keyword text search in the cloud supporting similarity based ranking, ASIA CCS 2013, Hangzhou, China, May 2013, ACM pp. 71-82, 2013.

Teaching Morals and Ethics in Public Schools Essay -- Religion in Publ

Teaching Morals and Ethics in Public Schools I find myself disagreeing with Kozol and his statement that schools should be an institution where morals can be taught and developed. It is my belief that schools should not be held responsible for instilling morals and ethics into the minds of America's children. Of course, it is true that schools should instill and reinforce morals that are part of our everyday existence. Those of the Golden Rule, as well as the wrongs of death and destruction can be, not so much taught, rather restated in institutions of learning. It is my opinion, however, those morals should be taught in the home. Most classrooms are made up of people of various religious and ethnic backgrounds. I t is impossible, therefore, to instill one set of beliefs into such a diverse group. Many people would argue that parents are away too much to raise their children to be moral beings. However, it is my belief that parents should be able to make time for instilling such beliefs. If you want to have a moral and ethical child, then you must work for it. Rather than sitting in front of the TV for 4 hours and then going to bed, parents must find time to speak to children about such issues. I personally do not ever remember being introduced to the concept of God and of heaven. It wasn't as if my parents sat me down one day and explained these theological ideas to me. Merely by spending time with my parents, I was able to gain much perspective into their own morals and ethical patterns. It was, in fact, through schooling, and the facts that I was taught there, that I was able to expand on the ideals that I wished to achieve and model them more towards the world in which I was now living. If one were to ask a grown ... ...with the fact that many people are unwilling to allow their children to be taught such things in a place that should be focusing on the classic three R's. The government made its stand on this issue through the separation of church and state. Not only were theological teachings left out of the school curriculum, but also, so were the morals that went along with these teachings. This is how I feel the issue of teaching morals and ethics to today's children should be dealt with in America. There must be a complete overhaul of the school system we have in place, or a remarkable change of heart of many people whom have been fighting for centuries over minor differences in religious teachings. Otherwise, there will be no other way to ensure that children in America are growing up with a sense of values, which will allow them to make a difference in tomorrow's world.

Performance-based Compensation - Pay for Performance Essay -- Job Work

Performance-based Compensation - Pay for Performance Corporations are looking for new ways to improve employee performance as well as remain competitive. Pay for performance is one method some businesses are utilizing to improve employee performance. Performance-based compensation exists when compensation is tied directly to that portion of an individual’s performance that can be effectively measured. There are a number of ways in which this may be accomplished and a number of examples as well how it is applied. One of the oldest examples is taken from the ancient Egyptians, where slaves working in the pyramids were given bread for superior performance. Payment of commission for sales production is one of the methods used today. Most will agree that knowledge is the ‘key’ resource in this post-industrial economy. The challenge for many companies is developing an organization that creates and cultivates knowledge and learning. Pay plays a significant role in shaping workplace behavior. Most of the traditional pay systems reward the job the individual performs rather than the skills he/she brings to the job. The system is not being able to reward the things the company needs and this presents a barrier. The trend has moved away from pay for the value of the job, service and seniority. It is being replaced with paying for skills, knowledge, competency, performance and productivity, all which can be delivered through different invitations, from changes to base pay to introducing gainsharing. HOW DOES PAY FOR PERFORMANCE WORK? If part or all of the one’s salary is contingent on how well you actually perform your job, one will go the extra mile. The individual will attack his/her work with vigor and revel in the rewards. And... ...aining 34, Number 12 (December 1998): 34-40 Hays, Scott. "Pros & Cons of Pay for Performance." Workforce 78, Number 2 (February 1997): 68-72 Johnson, Sam T. "Plan your organization’s reward strategy through pay for performance dynamics: Compensation & Benefits Review 30, Number 3: (May/June 1998): 67-72 Kalbaugh, G. Edward. "Opportunity Compensation." Rough Notes 141, Number 7 (July 1998): 71-72 Marino, Sal F. "Pay your rank and file fairly." Industry Week 248, Number 3 (February 1999): 18 Morrison, Arnold. "Performance Management and Pay Programs." [http://www/mdcs.state.mi.us/wf_aquis/Programs2.htm]. April 1997. "Bonus and Incentive Pay Plans – FAQ." [http://www.ipma-hr.org/research/bonusfaq.htm]. January 1999. "Guidelines for Administration of Merit Pay Plan." [http://www.hr.ucsd.edu/docs/classification/merits/guideline.html]. September 1998.

American Civil War Essay

Introduction: In our communities today, African Americans have moved away from the theory of ensuring all are able and educated to take care of self. What happened along the way? African American slaves were free of mind but bodies were enslaved. Now that our bodies are free but it seems our minds are enslaved. Mary McLeod Bethune, born to former slaves in 1875, is known for her contributions in black communities. Bethune committed her life to educating African American on the right to freedom and education. She believed through education African Americans could determine their own destiny in an racially equal society. The strength and power she exhibited in the African American community ensured no one would be left behind without a chance in life. Civil right leaders devoted their lives for equality. A number of issues which plague African Americans have their roots dating back to slavery and the post-Civil War Reconstruction Era and are becoming more noticeable in our communities today. There is significant poverty and crime due to lack of education. Families are being destroyed because we have been oppressed by the Jim Crow laws . In many of the southern states during slavery and after the Civil War, slaves was discouraged by their former masters from becoming educated. Mainly because education was opposite with the institution of slavery and would eventually lead to failure . From the perspective of the slave masters, if African Americans were given access to education, they could possibly start thinking and acting on their own, and an uprising was foreseeable. Advocates of slavery in the state of Maryland would be required to accept the reality that slaves or freedmen were in fact not incapable or inferior in absorbing education. The slaves desired the exact same freedoms as whites but, the whites were unwilling to accept the facts . In some states such as Georgia, Louisiana, Maryland, for example, Blacks were able to educate themselves. If whites were caught teaching African Americans how to read and write, they were subject to fines and possibly imprisoned. If slaves were caught, the punishment was far more harsh. Annotated Bibliography. Primary Sources: Feagin, Joe R. and Sikes, Melvin P. – â€Å"Living with Racism: The Black Middle-Class Experience†, Acon Press, 1994 The book provides a thorough examination of common stereotyping of prejudice and discrimination. The author describes in detail the minor acts in which African American are subjected. The book includes a number of social issues such as bitterness and despair in the souls of African Americans. Branch, Taylor – â€Å"Parting the Waters: America in the King Years 1954-63†, Touchstone Book, 1989 The author provides a thorough examination of America during the time of Dr. Martin Luther King, Jr. and the Civil Rights Era. The book reveals a portrait of Dr. King as he was haunted by blackmail, factionalism, and hatred. The book discusses the nonviolent movement as a dramatic force in history. The book provides relevant information relating to my research on racial issues within the African American community. West, Cornel – â€Å"Race Matters†, Vintage 1994 Cornel West’s book provides a thorough examination of new Black conservatism and the strained relations in the Black community. The author addresses a range of issues from the crisis in Black leadership and myths surrounding affirmative action. The book includes a passion grounded in the tradition of the African American church. Ward, Jerry W, Jr, and Graham, Maryemma – â€Å"The Cambridge History of African American Literature† Cambridge University Press 2011 The book provides you with four hundred years of black writing and comprehensive overview of the literary traditions, oral and print, of African-descended peoples in the United States. The contributors, drawn from the United States and beyond, emphasize the dual nature of each text discussed as a work of art created by an individual and as a response to unfolding events in American cultural, political, and social history. Washington, Booker T – â€Å"1856-1915 Up from Slavery†, Doubleday, c1901 Booker T. Washington’s book provides a thorough examination of the events in a remarkable life that began in bondage. The author discusses the relevant issues that impacted the Black community. Mr. Washington demonstrates in his book how he came up from slavery and educated the Black community. Internet: http://mh. sandglass. com/history-african-american-education-montgomery-county-0 Title: History of African-American Education in Montgomery County Description: For nearly a century, schools for black students in Montgomery County (and indeed most of the country) were denied the benefits provided to their entirely separate, but supposedly â€Å"equal,† white counterparts. http://www. loc. gov/search/? q=education+in+maryland+1865 Title: By the House of Delegates, February 14, 1865. Description: Report of the State Superintendent of Public Instruction to the General Assembly of Maryland, together with a bill entitled â€Å"A Uniform System of Public Instruction for the State of Maryland. † Emancipation Proclamation/ End of the Civil War: President Lincoln, on January 1, 1863, signed the Emancipation Proclamation. The Proclamation, DID NOT immediately abolish slavery it only applied to areas outside Union Control. However, it made emancipation an irrevocable war aim, profoundly changing the character of the Civil War. The lives of African American slaves changed forever. The end of the Civil War and the abolition of slavery raised complicated issues and dilemmas for African American and white Americans. In 1865, the Civil War ended and slaves were now free. Many slaves waited the day of being free. Nearly 4 million slaves were freed. For many of the slaves, the future was uncertain. However, for the slaves, it meant families would remain together, and their women would no longer be subject to rape and used as â€Å"bed warmers†. The newly freed slaves were given opportunities to develop their own communities. Many of the slaves were quick to inform the white slave master they were free. Freed slaves were faced with poverty, homelessness and a severe lack of education. Reconstruction: In 1865 Congress created the Bureau of Refugees, Freedmen, to assist with the transition of freedmen for newly freed slaves. The bureau was given massive responsibilities in helping freedmen by providing property, education, and how to negotiate on labor contracts with white planters. Also the Bureau aid in settling criminal disputes involving blacks and whites. Newly freed slaves did not trust the Bureau slavery remain present in the freedmen minds. The former slaves suffered a tremendous amount of injustices at the hands of whites. The bureau was not designed to be a permanent institution but the goal was to encourage the newly freed slave to become self-reliant as soon as possible. The freedman’s Bureau was put in place for one year. Many white Southerners desire was to eliminate former slave’s new found freedom. The renowned African American scholar and activist W. E. B Du Bois assisted in the path of reconstruction. W. E. B. DuBois begins his social analysis of the black conditions in Philadelphia. Published in 1899, The Philadelphia He was also considered the most powerful black educator of the 19th and 20th centuries in so far as he controlled the flow of funds to black schools and colleges. Up from slavery, born a slave on a small farm in the Virginia backcountry, he worked in the salt furnaces and coal mines of West Virginia as a child. e He was determined to get an education he would travel hundreds of miles under great stress until he arrived At Hampton Institute. The 15th Amendment is passed permitting black men the right to vote. Joseph H. Rainey of South Carolina is the first black to be seated in the House. In all, twenty-two blacks are elected to Congress during Reconstruction . There were seven lawyers, three ministers, one banker, one publisher, two school teachers, and three college presidents. Hampton Normal Agricultural Institute is founded by Samuel Chapman Armstrong and chartered as one of the first colleges for blacks. It is also a pioneer in educating American Indians. Booker T. Washington is among its early graduates. Pennsylvania, the home of the oldest and largest northern free black community. Dr. Carter G. Woodson’s innate brilliance and capacity for critical thought allowed him to envision the impossible as possible. He was one of the first African American to receive a doctorate in the United States, and the second to be awarded a doctorate in history from Harvard University; he almost single-handedly pulled African American history from the margins of obscurity. Dr. Woodson was particularly concerned with social and economic history focusing his lens on the fundamental virtue of African Americans, both as individuals and as an ethnic group. Building on traditions informed by the scholarship of black historians such as William Bell Brown and George Washington Williams, he inspired an entire generation of African American cultural historians including noted Pan-Africans Rayford W. Logan, and political and social activist Luther Porter Jackson, among others. His extensive body of work and astute analysis of Negro history and its African origins prompted the intellectual life represented in the Harlem Renaissance, ushered in the era of black studies and also influenced the civil rights, black power and black arts movements. Sixty years after his death on April 3, 1950, his legacy as the Father of Black History still lives on. Education Two of the world’s greatest black’s leaders within the African American community. W. E. B. Du Bois and Booker T. Washington had very distinctive views on education in the African American community. They both disagreed on strategies that largely affected the future of African Americans social and economic development. The philosophies of Du Bois and Washington on how to overcome racial injustice. Booker T. Washington was an educator and influential black leader. Washington spoke from philosophy point of view on self-help, racial and accommodations. He suggested that African Americans should accept racial discrimination for now. But, instead focus on elevating via hard work. Washington believed in education he urged blacks to accept discrimination for the time being and concentrate on elevating themselves through hard work, training and material prosperity. He believed the former African Americans slaves should focus their time in learning skills in farming and industrial. It would gain the respects of whites and that would lead in to becoming accepted as American citizens. W. E. B. Du Bois, is considered a scholar and political thinker. He was against Washington’s strategy to accept racial discrimination that would serve only to preserve white oppression. Du Bois was an advocate for political action and for the civil rights of former African American Slaves. He helped found the NAACP. He believed that social change can be accomplished by developing the small group of educated blacks he called the Talented Tenth. Du Bois has a more realist view in reference to education. Lack of education puts you at disadvantage in competing with whites for higher paying jobs. Ignoring racial discrimination will cause the people to become oppress. If you educated the people they can become more self-reliant from economic prospective. Education in Maryland: In Maryland 1865 â€Å"one high school per county†, the law was passed to opened the door for African-American children to receive a free education. There were some guides that first must be followed taxes collected from African American in the state of Maryland were sufficient to cover the expenses of building schools. The Emancipation Proclamation stated that African Americans were freed in 1863, segregation became the standard. African American teachers were not allowed teach in the state of Maryland without a three year certificate that was issued by the state superintendent, or by the president of the county board. The requirements for Maryland teachers in the 1860s-Caucasian or African-American-were the same. The teachers in Maryland were required to be single; to attend to the students from 9 -4 p. m. , Maryland counties were under no obligation to educated or supply public intuition for African American students. Many of the African American students were taught in very small quarters at home the teachings were informal. However a state law was passed in 1872 to create separate education of white and black students. The school board in Montgomery County refused to maintain the construction and maintenance of black schools. The county promised new schools will be built. MC refused to repairs previous burned and damaged schools from riots’ and cross burnings, Discard books were given to the black schools they never received new books. Most of the time the books were out dated and discarded by whites. The African American teaches salaries were withheld and classes halted with no formal notice. The African American school year was shorter compared to the white’s schools. However, African American teachers were more qualified than their white peers. The pay of African American teacher was much lower. In spite of the white schools, and although many African American teachers were better qualified than their white peers, their official wage scale was much lower. Nevertheless, teachers and parents were devoted to providing the finest education they could, despite these adverse circumstances. In spite of such laws, in African American established a colored school for students and employed black teachers. In a few cases, slave masters taught their slaves or the children of slave masters. However, for the large majority of enslaved African Americans, there were really no formal recognized educational institutions. Therefore, African Americans depended on private instruction to educate themselves. Bowie State University is the oldest historically African American University. It was founded in 1865, in Baltimore, Maryland. It was considered an African American institution of higher education in the State of Maryland for people of color primarily for teachers. Some of the classes were held in Baptist churches. The freedmen’s Bureau the school relocated to a building purchased from the Society of Friends at Courtland and Saratoga Streets. The institution reorganized solely as a normal school to train black teachers in 1893. Conclusion: Globalization is the process in which the black community in the United States must continue to grow in becoming connected and intergraded into the modern world, by building businesses and generating economic growth. The black community should become more engaged in the cultural and political education of the community and respond together and address any global problems that could possibly affect the growth of the community. The problems which plaque African Americans during slavery are becoming more noticeable in our communities today. There is significant poverty among African Americans and crime due to lack of education. Families are being destroyed because we have been oppressed. Booker T. Washington was considered the most powerful black educator of the 19th and 20th centuries, he forward large some of his funds black schools and colleges. He was determined to educate himself. A segment of the African American people has moved away from the theory of ensuring all are able and educated to take care of self. During slavery the minds of the African American minds were free and bodies enslaved. Now that our bodies are free but our minds are enslaved. The global and social issues are affecting many parts of the African Americans community across the country. Some of the problems are so complex, that most people steer clear of addressing global and social issues. A group of people who were dehumanized and strip of their original identity are in search of equality that will better prepare children of the future. Mary McLeod Bethune, born to former slave’s in1875 after the Civil war, is known for her contributions in the black communities. In the 21st century around the world constant debates are taking place concerning the impact of globalization in education in the African American community. Economy and education it’s amazing that the African American community is roughly defined or mildly represented in education. The actually perspective in developing a larger spectrum, cross disciplinary, and cross-boundaries approach would be necessary to examine educational challenges. The collective behavior of the educational system has influence mass behavior of educational system in the black community. Social issues in the black community may cause declined moving to the next century due to the lack of education. The can and will have a global affect across all minority culture. Black children are being placed in special education. As the country move forward in modern technology and higher education the large number of children of color will be left behind. Some of the children that are placed in the venues called class rooms were they are only taught the basic. They not are being prepared for the future. It’s appalling the social, health, economic and criminal justice are markers that predicts downward sparrow in future proportions in the near future for our community. The collective behavior of the African American communities is not reaching out to address these impending issues. Without positive changes, practical well thought out plans the mobilization; the segment of the African American community will not be able to move forward in the new global information or advanced technological skills. Education must become a priority. We must develop a social culture of literacy and education. The Black community must encourage the children to want to learn and move to higher level of education. The parents must be engaged in the educational process. The affects of slavery completely disrupted the notion of the black family because family members could be sold away from one another at any time. Mothers could be torn away from their infants; husbands could be sold away from their families without notice. Slavery made African Americans into work animals, or beasts of burden, who were expected to work from sun up to sundown without stopping, and who were sometimes actually bred like cattle or horses to make better, stronger slaves. Slavery also made black men, women and children extremely helpless to brutal violence, the means of which we cannot even imagine today: rape, murder, torture, lynching’s, tar and feathering, whipping, etc. Slavery also caused severe emotional and psychological trauma, which resulted in oftentimes in self-hatred because blacks were taught that everything black was bad and everything white was good because the lack of education and dehumanized put the African American community at disadvantaged. Some blacks learned to hate the color of their skin, their physical features, and the texture of their hair because they were told over and over that they were ugly because they weren’t European. Slavery has a negative effect on the Black community in America. When slavery was abolish some slaves was taken back to varies parts of Africa. The slaves that remained in America life was an uphill constant battle fighting for equal opportunities as whites. Slavery kept blacks from being educated in large numbers because it was illegal for slaves to learn to read and write. Slave-owners were afraid that educated slaves would find a way to organize themselves and begin a revolution that would end. The 21 century has created an environment that suppresses many healthy discussions in order to remain politically correct. However, as African Americans, we have a strong heritage of lively debate and facing the hard issues to ensure the welfare of our citizens. Many Blacks feels oppressed and angry. Not surprisingly, most discussions today are taking place within the Black community, although electing our first Black President has broadened the commentary on the issue. Does slavery continue to affect our community today? Slavery ended in 1865, followed by reconstruction, which ended in 1877. Freed slaves, who had spent their lives being told what to do and were conditioned to react rather than initiate thought, were left to their own devices to face â€Å"freedom â€Å"The effect of slavery continues to exert its brutal influence in the untold sufferings of millions of everyday people. In conclusion: Globalization has positive and negative affect on the African American community positive affect moving from slavery to equality and negative many are left behind due to not forming to globalization. In 1865 School Superintend of Maryland wrote excluding African Americans students. 1st. Education ought to be Universal. 2nd. Education ought to be Free, and therefore, 3rd. The property of the whole State is responsible For such education of every child in the State as will prepare him to perform the duties of a man and a citizen, in obedience to the laws of God and the laws of the Commonwealth. In the first Article of the Declaration of Rights, the people of Maryland say, â€Å"That we hold it to be self- evident that all men are created equally free ; that they are endowed by their Creator with certain unalienable rights, among which are life, liberty, the enjoyment of the proceeds of their own labor and the pursuit of happiness. † If this be our Faith, then our works ought to be mani- fest. Our children must be carefully taught without any distinction of person, the principles by which life may be preserved and made productive of good to its possessors and those whom they may influence.