Discrimination Of Black Minority Youth Groups In Uk The WritePass Journal

Discrimination Of Black Minority Youth Groups In Uk Abstract Discrimination Of Black Minority Youth Groups In Uk ). In 2009, 44% of the minority ethnic students attended post-1992 universities and only 8% joined Russel Group Universities (Runnymede Trust 2012). On the other hand, a large proportion of the white students attended prestigious universities. Unlike the black students, a vast majority of the white students (24%) joined Russell Group Universities (Runnymede Trust 2012). These trends have significant implications on the earnings and employment prospects of the black minority graduate students. The media also seems to contribute to their discrimination. Media is known to make vast exaggerations and sensationalizing events surrounding black youth crime, attaching a level of drama to make it newsworthy (Okoronkwo 2008). As noted by Dorfman (2001), 86% of white homicides are caused by the Caucasians yet only the least frequent killings-homicides that involve the black youth receive the most coverage. The recent 2007 killings of Kodjo Yenga and Adam Regis received vast coverage, with the media depicting the black community as highly dangerous (Okoronkwo 2008). The two deaths were central to the media reporting on the rise of knife and gun crime amongst the black community (Okoronkwo 2008). But is crime really that bad amongst the black community compared to the white? Is media portrayal of the black youth crime in the UK exaggerated? Moreover, is the moral panic really justified? Black youths are also to blame The problem facing most of the black youth in the UK has loomed largely not only in media but also in academic research with many researchers highlighting the moral panic about drug dealing, rioting, mugging and knife and gun violence among others (Gunter 2010). However, this does not mean that the black youth groups are totally blameless. Whilst it is true that they are increasingly marginalized in many areas, it is also true that some of the black youth are influenced by popular youth cultures associated with the development of aggressive behaviours and those that perpetuate black stereotypes (Simpson 2012). A considerable proportion of them appear to perpetuate the black stereotype through their ignorance and idleness (Simpson 2012). Some appear to be driven by celebrity glamour, demanding materialistic gratification without putting any effort to achieve such success (Simpson 2012).   Some of them prefer spending their money and time on material goods rather than their vocational courses (Simpson 2012). Others appear to chase a get-rich-quick scheme and those that try to seek employment are often quick to lose hope at the first failure (Simpson 2012). But of course, this is by no means limited to the black youth. This is also evident in the white and Asian youth groups. Overall, the black youths appear to be marginalized in the various areas discussed above. There is need for anti-oppressive practice to address the discrimination of black youths in the UK. Part 2: How anti-oppressive practice can address the discrimination of black youths in UK As defined by Dalrymple (2006), anti-oppressive practice involves recognizing the power imbalances and working towards promotion of change to redress the balance of power and to challenge the wider injustices in the society. Anti-oppressive practice is based on the recognition that: Society creates divisions based on gender, sexual orientation, race, identity and class (Wood Hine 2009) Some groups of people are believed to be more superior than others (Wood Hine 2009) Such beliefs are deeply embedded within institutional structures (Wood Hine 2009) In order to understand the workings of oppression, it is important to understand the different levels at which it occurs. This is reflected in Thompsons PCS model, which views oppression and discrimination as occurring at three different levels: personal level, structural level and cultural level (Penhale 2008). The personal level relates to personal thoughts, attitudes, feelings and actions (Penhale 2008). At this level, individuals form and share their own beliefs and values. The ideals at this level are mainly based on personal experiences (Penhale 2008). The cultural level relates to the commonalities or shared values (Penhale 2008). That is, the assumed consensus of what is good or bad and what is considered to be normal. The structural level is where systematic discrimination becomes institutionalized. At this level, oppression and discrimination are ‘sewn into the fabric of society through structures and institutions such as the media and the government (Penhale 2008). The three levels interact to create and re-create patterns of discrimination as seen in figure 1. Fig.1 Thompson’s PCS model (Penhale 2008). In this case, at the personal level, the direct discrimination of black youths is evident where they are stopped and searched by the police severely compared to their white counterparts. This implies that the police view the black youth as potentially dangerous individuals because of their colour. Such beliefs and attitudes serve as breeding grounds for racial discrimination. Anti-oppressive practices must thus address the disproportionate use of controversial stop and search powers in the UK. At the cultural level, we examine where the views come from. That is, the shared assumptions that are made about the black youths in the UK which contribute to their discrimination. This equally needs to be addressed by anti-oppressive practices. One way to address discrimination at the cultural levels is through the provision of diversity and cultural awareness training (Dominelli 2002). The black youths are also discriminated against at the structural level through media portrayal of the Black and Ethnic Minority groups as highly dangerous. In addressing such kind of discrimination, it is worth assessing whether media’s sensationalisation of events surrounding black youth crime is justified or whether the media attaches a level of drama just to make it newsworthy. It is clear from above that the three different levels must be taken into account in order for anti-oppressive practice to effectively address issues of discrimination. However, an important progress seems to have been made in addressing the discrimination of black minority groups. For example, in recognition of their over-representation within the youth justice system, an audit and planning process was initiated by Youth Justice Board (YJB) in 2004 (YJB 2004). The action plan required that the differences between ethnic composition of offenders in pre-court and post-court disposals be reduced (YJB 2004). This initiative was meant to address the issue of overrepresentation of the black minority groups in the juvenile justice system, hence improving confidence in UK youth justice system. The black minority ethnic groups have also benefited from affirmative action policies which have increased their opportunities for employment in areas that have in the past been closed to them (Herron 2010). Such policies take into consideration factors such as colour, race, religion, gender and national origin in order to benefit a group that is underrepresented in areas of employment, business and education (Leonard 1990). In this case, the policies ensure that the black minority ethnic groups are equally represented and included in government programs. The affirmative actions are implemented in pursuit of equality by ensuring that the black minority ethnic groups are also afforded preferential treatment under law especially in areas of employment, business and education (Herron 2010). Another anti-oppressive practice which has contributed towards combating discrimination in the UK is the provision of diversity and cultural awareness training. The provision of such training programs in institutional structures helps promote equality for everyone regardless of their identity, gender, national origin, race and colour (Darlymple 2006). Such initiatives indeed contribute to youth work values through their commitment to equal opportunity. Extensive research has also been conducted to identify the various areas where the black youth continue to be marginalized. However, there is need for research to move beyond the quantitative phase and instead focus on anti-oppressive practices for combating factors that result in the differential treatment of young people (Darlymple 2006). With regard to educational attainment, there is need to develop innovative practices for combating the lower educational attainment of the black minority ethnic groups and their exclusion from prestigious universities. There is also the need to extend the Race Relations (Amendment Act) 2000 to cover the private sector as well. The act requires all public authorities to carry out their functions in a manner that eliminates racial discrimination and promotes equal opportunities and good relations among the different races (CRE 2012). Employers in the public sector are required to assess the impact of their policies on recruitment of the different racial groups. Similarly, public schools and institutions are required by the Act to assess the impact of their policies on students, parents and staff from different races (CRE 2012). Whilst this policy plays a major role in the fight against racial discrimination, there is need to extend the Act to cover the private sector as well. Additionally, youth settings can develop schemes for ethnic minority monitoring. Sometimes a great deal of ethnic disadvantage especially in the private sector may be unintentional and may not be immediately recognized by senior management (Wood et al. 2009). Monitoring schemes can help identify such issues that remain largely unrecognized and inform institutional arrangements such as schools and organizations to address the weakness identified (Wood et al. 2009). Clearly, more work need to be done on anti-oppressive practices and policy interventions in order to effectively address the discrimination of black minority youth groups in UK. Part 3: Anti-oppressive practice key to understanding the notion of self.   An important aspect to addressing the issue of discrimination is self-awareness. In other words, understanding how own self can contribute towards inequality and discrimination. As argued by Dominelli (2002), reflexivity and self-knowledge form the bedrock upon which anti-oppressive practitioners can build their interventions. The process of reflecting thus forms a core part of working in an anti-oppressive way. We live in a world with potentially contradictory identities and for us to co-exist in harmony, we must understand and appreciate the various aspects that shape and inform our identities. Practicing equality thus requires the need to identify and understand own self, recognize the differences between self and others, and to value the differences. It should be remembered that many aspects define our identities and determine how we view people and how others view us (Moore 2003). Factors such as our race, religion, values and beliefs shape our identities and differentiate us from others. In many of these factors, we tend to have little control and they enter our practice without our awareness (Moore 2003). Practicing equality requires that we value our differences as opposed to settling for a clone of oneself through demanding uniform conformity in others (Dominell 2002). Unless we follow this path, our reactions to difference would remain one that involves control or domination of others (Dominell 2002). The casting of people in a subordinate status based on the actual or perceived differences is central to the process of othering them, which denies hem their fundamental human rights (Dominell 2002). The politics of identity construction thus plays an important role in confronting oppression and addressing issues of discrimination (Dominell 2002). Practitioners must be aware of the social divisions that occur within the society and the nature of their interaction (Dominell 2002). Anti-oppressive practice require that we value our differences and develop an understanding of the other persons identity and position while at the same time reflecting on the privileged nature of our own (Dominell 2002). The understanding of oneself is important in order to effectively engage with the others (Donell 2002).   As such anti-oppressive practices, is key to understanding the notion of self. It challenges many own social norms and sharpens own senses towards issues of oppressions and discrimination (Dominell 2002).   Conclusion It is clear from above that the black youths in the UK are still marginalized in many aspects. The young black and ethnic minority groups feature in any description of social discrimination and alienation; and are often seen as suffering in measures of poverty, underachievement in education, mental illness, exclusions from schools, unemployment and overrepresentation in youth justice systems. To effectively address the discrimination of black youths in UK, anti-oppressive practices must take into account the three levels at which discrimination occurs: personal, cultural and institutional. There is also need for research to move beyond the quantitative phase and to focus on interventions and policy initiatives that can help combat discrimination and oppression of marginalized groups in UK. There is also the need to reflect on self and examine the impact that we may have on others. Knowing oneself better equips a person to build interventions to address the issues of oppression and discrimination Reference Ball, J., Bowcott, O., Rogers, S., 2011. Race variation in jail sentences, study suggests. The Guardian Barn, R., 2001. Black youth on the margins: a research review. Joseph Rowntree Foundation Commission for Race Equality (CRE), 2012. Ethnic monitoring: a guide for public authorities. Commission for Race Equality Dalrymple, J., 2006. Anti-oppressive practice: social care and the law. McGraw-Hill International Dominelli, L., 2002. Anti-oppressive social work: theory and practice. Basingtoke, Palgrave Macmillan. Dorfman, L., 2001. Youth, Race Crime in the News [Online]. Available at: www.buildingblocksforyouth.org [Accessed on 5th May 2013]. Dumbrill, G., 2009. Anti-oppression in child welfare: laying the foundation for change. The Child Welfare Anti-Oppression Roundtable Gunter, A., 2010. Growing up bad? Black youth, Road culture and Badness in an East London Neighbourhood. The Tufnell Press Herron, R.C., 2010. Superficially similar but fundamentally different: a comparative analysis of US and UK affirmative action, Durham University Leonard, J.S., 1990. ‘The impact of affirmative action regulation and equal employment law on black employment’. The Journal of Economic Perspectives, vol.4 (4), pp.47-63 May, T., Gyateng, T. and Hough, M., 2010. Differential treatment in the Youth Justice System. Institute for Criminal Policy Research Kings College London. Moore, P., 2003. Critical components of an anti-oppressive framework.   The International Childe and Youth Care Network. Okoronkwo, N.N., 2008. The phenomenon of black youth crime and how black youths are portrayed in the media in the United Kingdom: whether the portrayal can be considered exaggerated, or if the moral panic is in some way justified?   International Journal of Criminology Penhale, B., 2008. Working with vulnerable adults. Routledge publishers Runnymede Trust, 2011. Black students half as likely to achieve the English Baccalaureate runnymedetrust.org/uploads/EnglishBacpressrelease.pdf [accessed 5th May 2013] Runnymede Trust, 2012. Work and Pensions Committee youth unemployment and the youth contract. Runnymede Trust. [viewed on 9th May 2013] available from publications.parliament.uk/pa/cm201213/cmselect/cmworpen/151/151we14.htm Simpson, A., 2012. Black youth: luckless or lazy? The Voice TUC report, 2012. Youth unemployment and ethnicity. TUC Verkaik, R., 2010. Black and Asian youths still victims of rough justice. The Independent. Wood, J.J. and Hine, J., 2009. Work with young people: theory and policy for practice. Sage publications Wood, M., Hales, J., Purdon, S., Sejersen, T. and Hayllar, O., 2009. A test for racial discrimination in recruitment practice in British cities. National Centre for Social Research. Wortley, S. and Tanner, J., 2008. Discrimination or good policing? The racial profiling debate in Canada. Centre for excellence on Research on immigration and settlement (CERIS) . Youth Justice Board (YJB), 2004. Differences or discrimination? Youth Justice Board Youth Justice Board, 2010. Exploring the needs of young Black and Minority Ethnic offenders and the provision of targeted interventions. Youth Justice Board

Examples of Arrangement in Composition

Examples of Arrangement in Composition In rhetoric and composition, arrangement refers to the parts of a speech or, more broadly, the structure of a text. Arrangement (also called disposition) is one of the five traditional canons or subdivisions of classical rhetorical training. Also known as  dispositio, taxis, and organization. In classical rhetoric, students were taught the parts of an oration. Though rhetoricians did not always agree on the number of parts, Cicero and Quintilian identified these six: the exordium, the narrative (or narration), the partition (or division), the confirmation, the refutation, and the peroration. Arrangement was known as taxis in Greek and dispositio in Latin. Examples and Observations Aristotle states that...the very nature of rhetoric requires at least four components: an exordium, or introduction (prooimion), an advanced thesis (prothesis), proofs (pisteis), and a conclusion (epilogos).(Richard Leo Enos, Traditional Arrangement. Encyclopedia of Rhetoric, 2001)In A Rhetoric of Motives (1950), Kenneth Burke summarized the classical position on arrangement as rhetorical form in the large involving the following: a progression of steps that begins with an exordium designed to secure the goodwill of ones audience, next states ones position, then points up the nature of the dispute, then builds up ones own case at length, then refutes the claims of the adversary, and in a final peroration expands and reinforces all points in ones favor while seeking to discredit whatever had favored the adversary. Declining Interest in Arrangement In the place of the old rhetorics formulaic arrangement, the new rhetoric [of the 18th century] advised an arrangement that reflected the flow of thought itself. By the nineteenth century, the classical rhetorical tradition was pretty much adrift- although Richard Whately made an heroic effort to salvage it. As writing pedagogy abandoned prescribed techniques for invention, arrangement, and style (memory and delivery were already sinking as writing displaced oral literacy), teachers increasingly focused on grammar and surface features. How the student was supposed to create an essay was a mystery- as all writing came to be seen as the result of inspiration. Teaching the structure of the classical oration certainly made little sense because the form of a piece of writing should be determined by the reality the writer aimed to convey, not some static pre-ordained formula.(Steven Lynn, Rhetoric and Composition: An Introduction. Cambridge University Press, 2010) Arrangement in Modern Media Modern mass media...present special complications to the study of arrangement because the sequencing of information and arguments, the order in which certain appeals reach an audience, is very difficult to predict...Saturation and sheer quantity of exposure to a message given in single bursts may count for more than the interrelationships of parts of a single message achieved by its carefully crafted arrangement.(Jeanne Fahnestock, Modern Arrangement. Encyclopedia of Rhetoric, 2001)

Effects of Quality Management on Domestic and Global Companies Essay

Effects of Quality Management on Domestic and Global Companies - Essay Example In the case of a domestic airline, southwest airline has performed well and survived adverse effects on airline business like terrorism and inflation in the fuel prices. Similarly, the German based Lufthansa has operated internationally and maintained a good market share hence posing good financial performance (Lufthansa Consulting, 2011). The two firms recognized the need of improving the quality of their products while keeping their costs low to become more competitive. The two companies are in the airline industry and pursue strategies to improve the quality of their services. In the airline industry, the domestic and global organizations are interrelated and affected by similar environmental factors. To survive in the US domestic industry, southwest airline has engaged in restructuring and focusing on the customer service. The company believes that the satisfaction of customers is instrumental in gaining positive performance. At the same time, Lufthansa has restructured and enter ed into strong alliances that would allow the company be robust in the airline business (Lufthansa Consulting, 2011). ... For Lufthansa, their wide range of services focuses on quality and safety of their customers. This has been achieved by adhering to the set regulations and standards. Likewise, southwest airline mission is clearly hinged on the maintaining quality by adhering to the regulations set by the US authorities. The two organizations have entrenched in all the procedures and decisions of the firms. The first stage in the process is a well-defined mission and vision statement that demands employees to remain answerable to the company. This has also been integrated in the company strategic objectives of demanding commitment to law and procedure adherence. The second process for both the companies is the aligning the company acquisition and strategic alliances to achieve organizational order and efficiencies. The two firms evaluate strategic alliances and undertake evaluations to determine feasibility and profitability of the actions keeping in consideration the safety and demands of their cust omers. The businesses consider the health of their workers and customers essential for the smooth operation of the businesses. The obligation to make their stakeholders safe is not just, because it is a legal requirement but because the businesses consider it as a social responsibility (Southwest Airlines Co., 2011). Finally, the two companies have a similar procedure I their staff training and development. They believe that for success to be realized in the business the companies must have a staff capable of executing perfectly and in a timely manner, the chosen courses of actions. Both southwest airline and Lufthansa in its international operation trains its employees to improve the quality of

American Born Chinese Essay Example | Topics and Well Written Essays - 1000 words

American Born Chinese - Essay Example They are intended to change the whole viewpoint that the readers have about that particular scenario. These writings are always radical in nature and tend to convince the reader to see things from the same viewpoint. One such text is American Born Chinese, a 2008 graphic novel by Gene Luen Yang and Lark Pien that contains a great deal of protest. It can be easily noticed in the plot development of the story, and this will be the basis of discussion in this paper. The story begins with the monkeys hanging on the trees; generally, one would say that this is the nature of monkeys. They are supposed to live on trees. However, according to Yang, there is one monkey, the king of monkeys that has ruled the other monkeys for many years. At this time, he has mastered the ways of the gods; these ways are the eight Kung-fu disciplines. As a result of his reaching, he yearns to leave the monkeys behind and join the ranks of the gods. This is the first act of protest that we encounter. One could comfortably say that it is part of monkeys’ nature to stay on trees and behave like any other animal (Yang 4). However, here we encounter a monkey that wants to protest against all that and elevate itself to another level. It wants to behave like a god. In addition to this, the monkey wants to protest against the true nature of the monkeys by passing a rule that all monkeys must wear shoes just like human beings. This is another protest because generally, monkeys and all other animals do not wear shoes. For the monkeys, this would even make their life harder since they cannot climb trees while wearing shoes. The monkey becomes arrogant to other gods when he starts to demand that he should be treated like an equal. The leader of the gods, Tze-Yo-Tzuh, tells him, ‘you are what I created you to be.’ Tze-Yo-Tzuh further tells him that he made him from the rock (Yang 7). The monkey challenges the gods’ king to prove this and tries to run away, but the king catc hes him. After learning that he cannot change who he is, he still refuses to repent, and the king of the gods buries him under a mountain rock till a time when he realizes and accepts who he is. Here, Yang tries to prove that when we try to be different persons from what we are we will only end up hurting ourselves. Another protest that we encounter in this comical novel arises from a character, Jin Wang. At this point, Yang introduces us to a boy born of immigrant parents in the United States. His life in the states is virtually peaceful; however, when his family moves from San Francisco to a white dominated suburban region, his life changes. He finds that he is the only Chinese in the whole school, and this fact makes him a subject to the prejudice (Yang 31). This is the point where he begins protesting against his culture. He constantly has to tell the other children in the school that he was born in America, and that his family does not eat dogs. Yang, at this point exhibits ano ther protest, which is against his culture. Jin Wang does not want to be associated with the Chinese way of life yet this is his culture (Yang 31). Jin Wang struggles to fit in his white peers’ way of life in every aspect. He even eats sandwiches (Yang 37), food that is not common for his culture. Jin struggles to be like the whites even when he is not in the school environment. This is evident in the conversation that he has with an old lady about being what he wants to be. The lady replies by telling him, ‘

House On Mango :: essays research papers

Esperanza Cordero is a very troubled patient of mine. Her family lives at poverty level, because the father is a gardener and her mother is a housewife, and has moved around many times in these early years of Esperanza’s life. Esperanza is very ashamed of things, depressed, but yet she is a very intelligent and caring young girl. She has gone through many terrifying and disturbing experiences in her life. She has been raped, her aunt died, her father getting devastated over her grandfather’s death, and she has not yet formed any friendships with other kids. Her house is in the slums of the town. The Cordero family consists of Rita (mom), Paco (father), Esperanza, Carlos, Kiki, and Nenny. The combined household income is at the poverty level with no hopes of that changing in the near future. They have moved from Paulina, to Keeler, to Loomis, and to Mango Street in the first six years of Esperanza’s life (3). The homes she has lived in were all run down apartments with very little amenities. Now her family lives in a run down house on Mango Street, but most likely the best place they have ever lived. Esperanza had to get a job in order to go to a private Catholic high school. Catholics do not attend public high schools. Also Esperanza’s father said, â€Å"Nobody went to public school unless you wanted to turn out bad.† (53). Esperanza’s job was at a photo shop that her Aunt had once worked at. At the photo shop she matched the negatives with the photos. She also has not been able to keep friends because of her constant moving around. Esperanza is very ashamed about many things such as her name, which means â€Å"too many letters† in Spanish and â€Å"hope† in English. People make fun of her name, and she thinks it sounds like something from a Mexican song that her father plays while he shaves (10). She is ashamed about her house because it is so run down and has a poor appearance, but it looks like all the other houses in the vicinity. People who come to her neighborhood want to leave because it frightens them by being so run down and dirty (28). The final thing she is ashamed of is not having money to pay for school and her having to get a job to go to high school.

Sir Gawain and the Green Knight

The Theme of Games in Sir Gawain and the Green Knight The theme of games plays a very important role in Sir Gawain and the Green Knight. In fact, much of the action that takes place in this story revolves around the playing of various â€Å"games. † When one thinks of the word â€Å"games,† there are several thoughts that may come to mind. Sports, board games, and card games are all types of games that society today might be familiar with. The author of Sir Gawain and the Green Knight uses different kinds of games than the ones mentioned above.In the time of Sir Arthur and his court, the word â€Å"game† wasn’t as strongly associated with something pleasurable as it was meant to test one’s worthiness. When the Green Knight enters Arthur’s court and announces that he has come to ask â€Å" a Christmas game,† he has not come to play cards or scrabble, but instead has come to test the worthiness of someone in the court. â€Å"The â€Å" game† of exchanging gifts was very common in Germanic culture. If a man received a gift, he was obliged to provide the giver with a better gift or risk losing his honor, almost like an exchange of blows in a fight, or in a â€Å"beheading game† (Harwood).Many other games are involved in the plot of Sir Gawain and the Green Knight. Throughout the third section of the poem for example, we see Gawain's host's wife play games with Gawain. Gawain views his arrangement of trading with his host as a game (line 1380). Even from the beginning, the Knight plays a game of sorts with Arthur’s court by criticizing and almost taunting the court for failing to live up to its reputation:   Ã¢â‚¬Å"What, is this Arthur's house,† said that horseman then, â€Å"Whose fame is so fair in far realms and wide? Where is now your arrogance and your awesome deeds, our valor and your victories and your vaunting words? † (lines 308-311) Eventually the reader discovers all of t he events of the story are a game of Arthur's sister, Morgan Le Fay. Throughout the telling of the story it becomes evident that the author is playing a game with the mind of the reader. This essay will explore the theme of games in Sir Gawain and the Green Knight as well as how they might be connected. The foundation of the entire plot of the story begins with the â€Å"Christmas game† that the Green Knight has come to play with Arthur’s court. The court initially believes hat the mysterious knight has come for â€Å"contest bare† (line 277). When the Green Knight reveals that he will exchange one blow for another, it seems like it would be an easy victory for an opponent, seeing that no one expects the knight to survive after being beheaded with his own axe. Surprisingly, the knight picks up his severed head and leaves. This severely heightens the seriousness of Gawain's promise to let the knight have a blow at his own head in exactly one year. Arthur clearly downplays the importance of this promise, saying, â€Å"Now, sir, hang up your axe, and return to the feast† (Line 477).Arthur clearly tries to write off the importance of the contest before Gawain beheads the knight with his own axe, as if he foresees Gawain's eventual success: â€Å"Keep, cousin,† said the king, â€Å"what you cut with this day And if you rule it aright, then readily, I know, You shall stand the stroke it will strike after† (Lines 371-374). While neither Gawain nor the reader is aware of the game that is already occurring throughout the plot of the poem, this same game continues to unfold as Gawain arrives at the castle on Christmas Eve.Bercilak, who plays â€Å"host† to Gawain, continues to trick Gawain by not revealing that he is the Green Knight from Arthur's castle. He allows Gawain to stay at his castle, on the condition that anything acquired throughout the day as a result of staying there would be given to Bercilak as a gift. In return, anything that Bercilak acquired while hunting would be gifted to Gawain. We see another representation of Games within hunting, as hunting is sometimes viewed as a game in itself.Gawain sees this mutual exchange of things won over the course of the day as a game, although Bercilak describes this arrangement as a â€Å"covenant† (Line 1384). It also becomes apparent that the hosts’ wife is playing her own games with Gawain by sneaking into his quarters and trying to seduce him. It is at this point in the story in which Gawain breaks a major rule of the game by not telling Bercilak about the girdle, which supposedly holds magical powers that would prevent any harm from coming to Gawain.Gawain does not fail because he accepts the girdle, but rather because he fails to gift the girdle to Bercilak as something won throughout the course of the day. Since Gawain believes that the girdle would give him the power to survive the blow of the Green Knights’ axe, he fails to hand over his relic to his host. Before Gawain goes to bed on this third night of his stay, Bercilak reminds Gawain, â€Å"Every promise on my part shall be fully performed† (Line 1970).This is a hint to the reader that the host is already aware of the fact that Gawain decided not to share this girdle that was gifted to him. When Gawain finally leaves the castle and finds the Green Knight waiting to hold up his end of the bargain, the Green knight continues to play games with Gawain by â€Å"teasing† him with the axe. He stops at first after Gawain flinches and taunts him for moving. Once Gawain remains still and the Knight deals his blow, only scratching the neck of Gawain, the Green Knight reveals his true identity, as well as the identity of Morgan Le Fay.It is at this point the reader realizes that almost everything that has happened up to this point is just a part of an elaborate game. This game was designed at the hands of Morgan Le Fay to teach Gawain, as well as the other knights of Arthurs’ court, that even the most noble of knights are human and subject to failure at the hands of temptation. As Gawain returns still wearing the green girdle around his arm, it is evident that this game has also taught him another valuable lesson: the lesson of humility (Bennett).Gawain returns to Arthur’s court, still wearing the girdle in shame as a reminder to always follow the rules of the game. After Sir Gawain shares his tales of deceit and trickery, the other knights deem it appropriate to also wear green sashes as a reminder of the adventure that Gawain had. Finally, there are at least two more games that the author plays with the reader throughout Sir Gawain and the Green Knight. The first and most obvious game is the fact that the author hides important information from the reader until the end, and then reveals this information.Such information includes but is not limited to the host's true identity, the reason for the â⠂¬Å"Christmas game,† and the fact that Gawain’s aunt, Morgan Le Fay, originated the game. While concealing this information is critical to the progression of the story, it still represents a more subtle game that is being played by the author. â€Å"A much more subtle game played by the author, however, is the way that the author sneaks moral instruction into a poem which, up until about the last three hundred lines, is almost purely entertainment†(Putter).The author clearly expresses to the reader that even Gawain, the noblest of knights, is human and subject to failings. Whether in the fourteenth century or today, the author’s message holds significant meaning. It is apparent that we are in fact all human, and at some point or another, subject to some type of failure. I believe that this is the message that the author of Sir Gawain and the Green Knight wanted to pass along to the reader. In conclusion, the theme of games is demonstrated in many different ways throughout Sir Gawain and the Green Knight.It is seen in the actions of the Green Knight and Morgan Le Fay towards Gawain. It is also evident that similar games are played between the author and the reader. All of these games tie together significantly to reveal what I believe is the key message of this poem: Regardless of social status, we are all human, we are all subject to temptation, and most importantly, we are all, at some point, almost certainly subject to failure. Works Cited 1. Harwood, Britton J. Gawain and the Gift,† PMLA 106. 3 (1991) pp. 483–99. 2. Sir Gawain and the Green Knight in The Norton Anthology of English Literature, Sixth Edition, Volume One. General Ed. M. H. Abrams. New York: Norton, 1993. 3. Bennett, Michael J. â€Å"The Historical Background† in A Companion to the Gawain-Poet. Derek Brewer and Jonathan Gibson, editors. Cambridge: D. S. Brewer, 1997. pp. 71-90 4. Putter, Ad. An Introduction to the Gawain-poet. New York: Addison We sley Longman, 1996. Sir Gawain and the Green Knight The Theme of Games in Sir Gawain and the Green Knight The theme of games plays a very important role in Sir Gawain and the Green Knight. In fact, much of the action that takes place in this story revolves around the playing of various â€Å"games. † When one thinks of the word â€Å"games,† there are several thoughts that may come to mind. Sports, board games, and card games are all types of games that society today might be familiar with. The author of Sir Gawain and the Green Knight uses different kinds of games than the ones mentioned above.In the time of Sir Arthur and his court, the word â€Å"game† wasn’t as strongly associated with something pleasurable as it was meant to test one’s worthiness. When the Green Knight enters Arthur’s court and announces that he has come to ask â€Å" a Christmas game,† he has not come to play cards or scrabble, but instead has come to test the worthiness of someone in the court. â€Å"The â€Å" game† of exchanging gifts was very common in Germanic culture. If a man received a gift, he was obliged to provide the giver with a better gift or risk losing his honor, almost like an exchange of blows in a fight, or in a â€Å"beheading game† (Harwood).Many other games are involved in the plot of Sir Gawain and the Green Knight. Throughout the third section of the poem for example, we see Gawain's host's wife play games with Gawain. Gawain views his arrangement of trading with his host as a game (line 1380). Even from the beginning, the Knight plays a game of sorts with Arthur’s court by criticizing and almost taunting the court for failing to live up to its reputation:   Ã¢â‚¬Å"What, is this Arthur's house,† said that horseman then, â€Å"Whose fame is so fair in far realms and wide? Where is now your arrogance and your awesome deeds, our valor and your victories and your vaunting words? † (lines 308-311) Eventually the reader discovers all of t he events of the story are a game of Arthur's sister, Morgan Le Fay. Throughout the telling of the story it becomes evident that the author is playing a game with the mind of the reader. This essay will explore the theme of games in Sir Gawain and the Green Knight as well as how they might be connected. The foundation of the entire plot of the story begins with the â€Å"Christmas game† that the Green Knight has come to play with Arthur’s court. The court initially believes hat the mysterious knight has come for â€Å"contest bare† (line 277). When the Green Knight reveals that he will exchange one blow for another, it seems like it would be an easy victory for an opponent, seeing that no one expects the knight to survive after being beheaded with his own axe. Surprisingly, the knight picks up his severed head and leaves. This severely heightens the seriousness of Gawain's promise to let the knight have a blow at his own head in exactly one year. Arthur clearly downplays the importance of this promise, saying, â€Å"Now, sir, hang up your axe, and return to the feast† (Line 477).Arthur clearly tries to write off the importance of the contest before Gawain beheads the knight with his own axe, as if he foresees Gawain's eventual success: â€Å"Keep, cousin,† said the king, â€Å"what you cut with this day And if you rule it aright, then readily, I know, You shall stand the stroke it will strike after† (Lines 371-374). While neither Gawain nor the reader is aware of the game that is already occurring throughout the plot of the poem, this same game continues to unfold as Gawain arrives at the castle on Christmas Eve.Bercilak, who plays â€Å"host† to Gawain, continues to trick Gawain by not revealing that he is the Green Knight from Arthur's castle. He allows Gawain to stay at his castle, on the condition that anything acquired throughout the day as a result of staying there would be given to Bercilak as a gift. In return, anything that Bercilak acquired while hunting would be gifted to Gawain. We see another representation of Games within hunting, as hunting is sometimes viewed as a game in itself.Gawain sees this mutual exchange of things won over the course of the day as a game, although Bercilak describes this arrangement as a â€Å"covenant† (Line 1384). It also becomes apparent that the hosts’ wife is playing her own games with Gawain by sneaking into his quarters and trying to seduce him. It is at this point in the story in which Gawain breaks a major rule of the game by not telling Bercilak about the girdle, which supposedly holds magical powers that would prevent any harm from coming to Gawain.Gawain does not fail because he accepts the girdle, but rather because he fails to gift the girdle to Bercilak as something won throughout the course of the day. Since Gawain believes that the girdle would give him the power to survive the blow of the Green Knights’ axe, he fails to hand over his relic to his host. Before Gawain goes to bed on this third night of his stay, Bercilak reminds Gawain, â€Å"Every promise on my part shall be fully performed† (Line 1970).This is a hint to the reader that the host is already aware of the fact that Gawain decided not to share this girdle that was gifted to him. When Gawain finally leaves the castle and finds the Green Knight waiting to hold up his end of the bargain, the Green knight continues to play games with Gawain by â€Å"teasing† him with the axe. He stops at first after Gawain flinches and taunts him for moving. Once Gawain remains still and the Knight deals his blow, only scratching the neck of Gawain, the Green Knight reveals his true identity, as well as the identity of Morgan Le Fay.It is at this point the reader realizes that almost everything that has happened up to this point is just a part of an elaborate game. This game was designed at the hands of Morgan Le Fay to teach Gawain, as well as the other knights of Arthurs’ court, that even the most noble of knights are human and subject to failure at the hands of temptation. As Gawain returns still wearing the green girdle around his arm, it is evident that this game has also taught him another valuable lesson: the lesson of humility (Bennett).Gawain returns to Arthur’s court, still wearing the girdle in shame as a reminder to always follow the rules of the game. After Sir Gawain shares his tales of deceit and trickery, the other knights deem it appropriate to also wear green sashes as a reminder of the adventure that Gawain had. Finally, there are at least two more games that the author plays with the reader throughout Sir Gawain and the Green Knight. The first and most obvious game is the fact that the author hides important information from the reader until the end, and then reveals this information.Such information includes but is not limited to the host's true identity, the reason for the â⠂¬Å"Christmas game,† and the fact that Gawain’s aunt, Morgan Le Fay, originated the game. While concealing this information is critical to the progression of the story, it still represents a more subtle game that is being played by the author. â€Å"A much more subtle game played by the author, however, is the way that the author sneaks moral instruction into a poem which, up until about the last three hundred lines, is almost purely entertainment†(Putter).The author clearly expresses to the reader that even Gawain, the noblest of knights, is human and subject to failings. Whether in the fourteenth century or today, the author’s message holds significant meaning. It is apparent that we are in fact all human, and at some point or another, subject to some type of failure. I believe that this is the message that the author of Sir Gawain and the Green Knight wanted to pass along to the reader. In conclusion, the theme of games is demonstrated in many different ways throughout Sir Gawain and the Green Knight.It is seen in the actions of the Green Knight and Morgan Le Fay towards Gawain. It is also evident that similar games are played between the author and the reader. All of these games tie together significantly to reveal what I believe is the key message of this poem: Regardless of social status, we are all human, we are all subject to temptation, and most importantly, we are all, at some point, almost certainly subject to failure. Works Cited 1. Harwood, Britton J. Gawain and the Gift,† PMLA 106. 3 (1991) pp. 483–99. 2. Sir Gawain and the Green Knight in The Norton Anthology of English Literature, Sixth Edition, Volume One. General Ed. M. H. Abrams. New York: Norton, 1993. 3. Bennett, Michael J. â€Å"The Historical Background† in A Companion to the Gawain-Poet. Derek Brewer and Jonathan Gibson, editors. Cambridge: D. S. Brewer, 1997. pp. 71-90 4. Putter, Ad. An Introduction to the Gawain-poet. New York: Addison We sley Longman, 1996.

Nike Hrm Issues and Solutions - 5308 Words

Sarawak Campus School of Business amp; Design HBH225N Human Resource Management Semester 02/2012 Individual Assignment Nike – Human Resource Management Issues and Solutions Due Date: Friday, 30. November 2012 By Katharina Pilgrim, ID: 4310187 Executive Summary In 1964 a company known back then as Blue Ribbon Sports was founded by Bill Bowerman and Phil Knight. 14 years later the US American multinational corporation officially became Nike, Inc., which is up to today engaged in the development, design and international marketing and selling of sport footwear, apparel, equipment, accessories and services. The company’s headquarters are located in Washington County, Oregon, near Beaverton in the United States of†¦show more content†¦22). It can help in order to reinforce the culture of an organisation and its key values. 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