Sociology Essay: Race & Ethnicity Essay

Sociology Essay: Race & Ethnicity Essay.

Racism- the act of discriminating others based on race; has existed throughout human history and will continue to exist as long as people subjectively see races as real categories of people. Thus I would like to talk about the issue of racism in Singapore.

Singapore is renowned for its multi-racial society. People around the world are amazed at how our different races have been able to coexist and live together in harmony. But there is more than meets the eye. Though there aren’t outwardly expressions of displeasure amongst the different races, Singaporeans do practice racial biasness, more often than not without themselves even realising it.

For this topic, I would like to talk about the news of an assistant director that was fired for her racist comments.

According to the article, NTUC assistant director, Amy Cheong, was sacked after she posted offensive comments online. She put up a public status on her personal Facebook timeline, complaining about a Malay wedding that was being held at a void deck near her home.

In her status, she related Malay weddings to high divorce rates, and asked how society could “allow people to get married for 50 bucks”, peppering with vulgarities. She also allegedly wrote, “Void deck weddings should be banned. If you can’t afford a proper wedding then you shouldn’t be getting married.” Cheong’s Facebook account has since been deactivated, and she has apologised publicly. However, her post has sparked a furious backlash from the citizens.

The reason for Amy Cheong posting the racist comments on her Facebook is due to her prejudice toward the Malays. According to the Symbolic Interactionist Perspective, Prejudice is a product of labelling and perception. These labels create selective perception of others, and overpower with emotion while blocking out rational thoughts. Consequently, self-fulfilling stereotypes are created. From this, “she related Malay weddings to high divorce rates, and asked how society could allow people to get married for 50 bucks” and “Void deck weddings should be banned. If you can’t afford a proper wedding then you shouldn’t be getting married”, Amy Cheong labels the Malays as lowly and that their weddings are substandard. Hence, we could tell that she is prejudiced towards the Malays.

Prejudice and Discrimination tend to come together. The presence of one often signals the existence of the other. For instance, complaints like “dirty, smelly” Bangladeshis are frequently heard from Singaporeans who use public transport. The influx of foreign workers to Singapore may have resulted in strong sentiment by the locals against the workers, subsequently resulting in discrimination towards these workers by the locals.

The Functionalist view states that prejudice serves a function by creating in-group solidarity. It also states that prejudice creates a common enemy and serves to define discriminated groups as dysfunctional. In this case, Singaporeans, in general, form an in-group unity by ostracising the Bangladeshis and regarding them as dysfunctional because they are “dirty” and “smelly”. Therefore, the Functionalist view shows how a racial group is discriminated by others.


Tan, J. (2012). NTUC fires assistant director for racist comments. Retrieved January 20, 2012, from

Seah, C.N. (2005). Racism lives on in Singapore. Retrieved January 20, 2012, from

Sociology Essay: Race & Ethnicity Essay

Apush 1989 Dbq Essay

Apush 1989 Dbq Essay.

Booker T. Washington and W.E.B. Du Bois offered different strategies for dealing with the problems of poverty and discrimination faced by Black Americans at the end of the nineteenth and the beginning of the twentieth centuries.

Using the documents and your knowledge of the period 1877-1915, assess the appropriateness of each of these strategies in the historical context in which each was developed.

In reference to the years between 1877 and 1915, I assessed that, based on between each of these strategies, Booker T.

Washington’s approach was more appropriate during the time period between 1877 and 1915 than W.E.B. Du Boise’s strategy, for the simple fact that while his strategy would take longer to accomplish deal with the problems of poverty and discrimination in comparison to W.E.B. Du Boise’s strategy, it is far more likely that changes to a society would be accepted if they were introduced slowly into people’s minds by Booker T. Washington’s approach.

In 1877 Reconstruction ended with the signing of the Compromise of 1877.

In 1877, there was no presidential candidate that had received the appropriate number required to take the white house. Samuel Tilden had gotten only 184 of the 185 that he needed to beat Hayes. Therefore it was up to Congress to decide who would win the presidency. There were a total of 15 people voting. Seven of them were republicans; while the other eight were democrats. Obviously the Republican candidate, Rutherford Hayes, won the presidency. However, to avoid claims of unfair voting, President Hayes agreed to three compromises.

He would pull troops out of the south; give money to the south for internal improvements, such as railroads, and to allow a well known southerner to be in his cabinet. This marked the end of reconstruction. Reconstruction was unsuccessful because according to (Doc J),” colored” people were still drinking from “colored” water fountains. This is a reason as to why the appropriateness of Booker T. Washington’s strategy for dealing with the problem discrimination faced by Black Americans, such as the discrimination applied to water fountains.

Viewing “School Enrollment Graph” in (Doc A), it is apparent that W.E.B Du Boise’s strategy for reducing discrimination in schools would not have worked, if it were not for the fact that there simple were not enough people willing to teach black students. Although there were a few black teachers educating young black American’s, it was still not enough to turn the tides of discrimination until a later date. Many people in this time period are just not ready to accept the education of blacks in school. It goes against the values and traditions they were taught. An appropriate reference is that of the talented tenth. The talented tenth was a phrase used by W.E.B. Du Boise to express the possibility that only one out of ten in the black population would one day leaders of the black race. He believed that only through education that this one tenth would one day accomplish this.

However, Booker T. Washington’s approach was much more silent and effective. In the Atlanta compromise, Booker T. Washington agrees with southern white leaders for black people to, not promote suffrage for their people, protest against discrimination, all while only getting just basic education, such as training to be a factory worker. The drastic increase in black Americans being enrolled in school in 1895 is due to the Atlanta compromise. This proves that Booker T. Washington’s approach, while cumbersome, was highly effective in comparison to black education opportunities beforehand. The rate does rise; showing that after 1915 there would be a much better chance of any percent of Black Americans getting into college.

Referring to (Doc B), one can assess that while black illiteracy was still at large, it is decreasing at a steady rate. This is exactly the type of strategy Booker T. Washington promoted. This decrease in illiteracy over time would eventually allow more and more black students to attend college, without hitting the invisible threshold that white southerners had set primarily by white southerners to prevent black Americans from becoming equal to White Americans; even in education. Every time the illiteracy rate was lowered, it did not seem unreasonable to allow a little more leniency in their customs of discrimination. Over time Booker T. Washington’s strategy for reducing discrimination regarding education would be successful. Again, Booker T. Washington’s strategy for dealing with discrimination is proven to be more appropriate than W.E. B. Du Boise’s strategy because it is represented in (Doc C). (Doc C) shows the eventual decrease in the lynching of black people compared to white people.

While the number of lynching of black people is significantly higher than the number of lynching for black people, both decrease over time. This shows that white people were willing to accept less lynching of black people, as black people became more integrated into the white society. This happened in several ways, such as in increase in black education. When black people because more educated, they were able to have a greater variety of jobs, even jobs that white people did. This increased the overall relationship between blacks and whites.

White people would rather lynch a person they didn’t have a relationship with, than a fellow coworker, of student. A summarization of Booker T Washington’s strategy presented in The Atlanta Compromise Address or “Document D” would be to say that he wanted all black Americans to learn trades. He wanted them to pass on those skills, and use those skills so their families could have a better life. “Cast down your bucket where you are…while doing this you can be sure in the future, as in the past, that you and your families will be surrounded by the most patient, faithful, law-abiding, and un resentful people that the world has seen.” EEE

A summarization of W.E.B Du Bois strategy can be described as ceaseless agitation stated in “The Niagara Movement”- “The Niagara Movement proposes to gain these ends…. If we expect to gain our rights by nerveless acquiescence in wrong, then we expect to do what no other nation ever did. What must we do then? We must complain. Yes, plain, blunt complain, ceaseless agitation, unfailing exposure of dishonesty and wrong- this is the ancient, unerring way to liberty, and we must follow it.”-Document F I disagree with his strategy for the period 1877-1915 for he only thought about a small number of the black race, the top ten percent. He was going to send them to Harvard and some how they were going to become the intelligence for the black race as a whole. This also appoints only specific figures as a mini government of the black race. Mainly in Booker T Washington’s proposal, it just seems as if he included the whole race as opposed to W.E.B’s proposal pertaining to only a small select few.

Washington used controversial methods that did not directly challenge white supremacy in order to deal with the problems of poverty and discrimination faced by black people. He was a teacher at Tuskegee Institute in the 1880s, which was an industrial school at the time. He emphasized practical skills and stressed that a vocational education would help blacks acquire economic independence which in turn would lead to the white race recognizing their political rights. However, document H indicates that his ideas received much scrutiny.

People accused his emphasis on vocational training as an idea which stifled the progress of the black race because it “condemned” the education received by college educated blacks. Also, many believed that vocational education served as a barrier which kept blacks from achieving higher levels of education. Furthermore, many thought that Washington’s methods did nothing to help black racial progress and thought accommodation created a larger polarization between blacks and whites.

Apush 1989 Dbq Essay

The Book of Negroes – Racism Essay

The Book of Negroes – Racism Essay.

Writing, reading and literature in all its shapes and forms is an efficient way to confine the struggles and hardships that come while fighting for equality. The novel, The Book of Negroes, written by Lawrence Hill deals with the struggles of African Americans and how they deal with prejudice and discrimination within their society. Racism has a negative effect on the life of Aminata which results in her loss of freedom, lowered her self-esteem, and left her feeling powerless against others.

Aminata’s freedom was lost when Americans started treating her ruthlessly and in a different manner than others. As a helpless woman, Aminata was unable to do anything about the matter. When her white owner gives her food and she states, “I would sooner die than eat pork” (Hill, 105). Although knowing that eating pork is forbidden in Aminata’s culture, her white owner still gives her pork to eat without any other choices or substitutes. Aminata feels like she cannot do anything without her owner torturing her.

She feels dependent on others because the Toubabs commands her: “There is no water. No food. No breaks to pee” (116). Aminata could not even go to the washroom without having the Toubabs permission.

She needs their consent to drink water and eat food. Aminata gets treated like a slave because of the color of her skin and feels that she has lost all the freedoms that come with being a human. Aminata was always fond of studying and being free to do as she please, but she does not feel independent when she dreams “I would be the only woman, and one of the only people in my entire village, to be able to read Qur’an and to write Arabic script” (22). When Aminata lived with her parents she dreamed of having a bright future. However now she feels like as though all her dreams have been shattered and she cannot achieve any of her goals. Consequently, by the need of freedom Aminata has a hard time feeling worthy of herself.

Racism is renowned for lowering the self-esteem of any targeted group or person, in this case Aminata pride was hurt due to the matter of other peoples prejudices. Aminata lacks self-confidence, she believes that she was born a slave and always will be a slave when her friend Chekura affirms that, “any nigger in you at all, then you is a slave as clear as day” (134). This makes Aminata feel like she was a slave from day one and that was her sole purpose in life. She does not feel secure about her self-worth and believes that blacks are meant to be treated like slaves. Furthermore, the white owners show their right over Aminata by abusing her physically to dehumanize her. “I screamed as I have never screamed before, I did not recognize myself, I had no clothes, no beauty, no hair, and no womanhood” (178).

Aminata feels like she deserves this treatment as she is an African. The whites abusive and harmful behavior towards her and her fellow black skins makes her feel low of her. In addition, Aminata will always feel worthless because of the way she grew up and lived, this treatment will be embedded in her thinking. Aminata is used to all the indecency that is shown towards her and that is revealed when she says, “I was tied at the hands and yoked by the neck… but I felt no pain at all” (22). Aminata cannot feel the throbbing anymore because she gets beaten every day and is used to the pain now. She believes that she is worth of this pain because she is black. Thus, due to physical abuse and dehumanization towards Aminata, her self-esteem is extremely low and she sees herself as a worthless individual.

Aminata’s owner physically abused her due because of the fact that she was lower in Social status and her owners had more power over her. The Americans called Aminata names like, “the crazy big mouthed African” (175) to show that she was simply a crazy African nothing more. This has a negative impact on Aminata due to her lack of power, as seen when her friend exclaims, “you call a white man white, he beat you black and blue” (129). Africans were not allowed to call a white man ‘white’ because they are seen as powerful whereas Africans are not considered humans because they are slaves.

Americans could call them niggers but Africans has no right to call the Americans white displaying that Americans are in more supremacy compared to Africans. Aminata gets abused daily, her owners abuse her physically, and this can be seen when her owner tore her clothes off and said, “Your clothes he tore them off and threw them down. We have a law “niggers don’t dress grand” (176). This shows that Aminata is not allowed to dress according to her own wishes because she is an African. Hence, Aminata’s feeling of powerlessness, and the Americans physical abuse towards her affected her to feel in a negative way about herself.

As one can see, racism can have a huge impact on the targeted group or person; it can cause one to feel in negatively about them. As demonstrated in Lawrence Hill’s novel, Racism can have a negative effect on a person which can result in loss of freedom, lowered self-esteem, and feelings of powerlessness. American owners’ abuse towards Aminata has left her to behave in a way which she cannot see herself as a normal human being as she was shown from the beginning that all Africans are born as slaves and should be treated as such. Discrimination is the result of narrow mindedness as one cannot accept another as an equal and cannot overcome or mentality get past another persons’ physical appearance.

The Book of Negroes – Racism Essay

Modern Racism Essay

Modern Racism Essay.

Racism is a problem that has characterized the American society from the historical past and has refused to go away. Though at present, racism is not depicted in overt terms but still kept observations reveal that racism still raises its ugly head in an institutionalized manner. The dream as projected by Martin Luther King Junior where he hoped for a society in which individuals would be judged by the content of their character as opposed to the color of their skin has failed to be fully realized.

This paper shall aspire to look at the evidence of racism in the modern American society by citing up specific examples from the various incidences in the country. Background: Despite the tremendous achievements that have been realized following the civil rights legislations, racism has remained one of the most pressing social issues in the American society.

Racism is often treated as an issue of the past but in reality, racism is still thriving within the American society.

This however can be traced not in the overt practices as the case of the Jim Crow laws in the Southern States at the height of the Civil War, but rather in the covert ways (Wheeler, 2005, p 5). The blame campaigns being witnessed in the American society is a clear example of racism in modern times. In the recent times, the victims have been blamed for the predicament that they find themselves. For instance, the unemployed are blamed for unemployment; those who are not educated are being faulted for not accessing education; and the homeless are being blamed for not having the homes (Dols, 2004, para 3).

Evidence of Modern Racism: There has been some statistics that were revealed by studies indicating some biasness in events leading to unemployment and lopsided delivery of criminal justice. After the economic booms of the 1990s, majority of those affected by the economic downturn were the blacks. In the early 2000s, the rate of unemployment amongst the blacks was said to be rising at a faster rate compared to the unemployment rate of the whites (Wheeler, 2005, p 75).

The lay-offs that were carried in some of the big corporations including Coca-Cola; Sears; and J. P. Morgan reflect on issues of discrimination in modern times. The African American work force in these corporations comprised of 18% at Coca-Cola, 16% at Sears and J. P. Morgan and yet the lay-offs at these corporations had high proportions of the black workforce with percentages given as 42, 54 and 30 for the respective corporations (Dols, 2004, para 5).

Another study at the University of Chicago revealed that African Americans applying for a job were more likely to be denied the opportunity than their white counterparts using the name criterion. It is also worthy noting that studies indicate that African Americans are most likely be found guilty of drug offences compared to the whites (Cole and Smith, 2006, p 16). Apart from the examples provided above, the Africa Americans have continued to bear the consequences of the slavery and the Jim Crow rules at the height of discriminative policies in the United States (Smith, 1995, p 6).

Conclusion: The incidences of racism are rampant in our society even though most individuals would think that we have advanced from the dark years. The government and the stakeholders need to be proactive in addressing the issue of modern day racism through the enhancement of affirmative policy actions that would bring parity and stop propagation of the racism connotations. Work Cited: Cole, George, F. and Christopher E. Smith. 2006. The American System of Criminal Justice.

Cengage Learning, ISBN 0495006017, 9780495006015 Dols, Chris. 2004. Racism lives on in modern America. Retrieved on 17th August 2010 from; http://badgerherald. com/oped/2004/11/18/racism_lives_on_in_m. php. Smith, C. Robert. 1995. Racism in the post-civil rights era: now you see it, now you don’t. SUNY Press, ISBN 0791424383, 9780791424384 Wheeler, Albert, J. 2005. Racism: a selected bibliography. Nova Publishers, ISBN 1594544794, 9781594544798

Modern Racism Essay

DBQ Immigration Essay

DBQ Immigration Essay.

Prompt: For the years 1880 to 1925, analyze both the tensions surrounding the issue of immigration and the United States government’s response to these tensions.

Thesis: Tensions were mainly due to racism and unsatisfied workers that felt that immigrants were taking over the American work environment and politics led to increasingly stricter government regulations on immigration.

Body Paragraph 1:

During the 19th century federal government supported business interest instead of interests of the workers. Immigrants w/o a job were often willing to work for less pay can citizens were.

Businesses were content with paying lower wages to immigrants and often exploited them. However the working class felt as if the Immigrants were forcing them out of the work force. These sentiments led to ant-immigration plank of the Populist Party ‘s 1892 platform. In this platform the National People his stealing of jobs was the greatest reason for tensions surrounding immigration.

Body Paragraph 2:

No immigrants were gaining political power. Boston 1908 men of Irish descent filled positions such as police commissioner.

“Members of Congress: O’Connell…Hoar” (DOC F) This led to tension concerning immigration due to the fact that minorities were running politics and citizens felt that it was led by foreigners Other tensions between African Americans and immigrants

Booker T. Washington felt that immigrants were destroying the opportunities for African American economic Empowerment. Many blacks felt that many of the rights granted to immigrants that were not granted to blacks was unjust. Proposed to allow blacks to fill jobs that immigrants were filling. Washington advocated, “ Casting down…you know.” (DOC D). Touching upon 2 arguments in his speech in Atlanta; promotion of blacks and racist sentiments in America during the 1880s to 1925

Body Paragraph 3:

The Passing of the Great Race by Madison Grant promoted the idea that the Anglo Saxon race was the prime race and that America, “Must chiefly depend on leadership” upon the white man (DOC G)

Riots in big cities between blacks and immigrants. His led to the resurrection of the KKK who was both anti-immigrant and anti-foreigner.

Government responds by limiting immigration. Before the 1880s immigrants were largely welcomed in the U.S.

First of these acts was the Chinese Exclusion Act- forbade Chinese immigration to America, it was widely accepted by public

Commissioner General of immigration announced in 1908 that an understanding with Japan was reached, “discouraging immigration of its subjects,” (Doc E). This policy existed before 1908 as well and was continued and enforced by both the Japanese and American Governments.

Final act against immigration by the federal government was after the First World War when a quota system was created. This system greatly lowered the number of immigrants accepted into the U.S and promoted white immigrants over Eastern- European immigrants. (DOC H) The Literary Digest published a cartoon showing a funnel to represent the quotas and labeled the Cartoon, “The only way to handle it,” This act was supported by the public and was apart of the isolationist movement of the 1920s.


In conclusion the racial tensions and anger at lost jobs led to strict government control of immigration throughout the 1880’s and the post 1920’s

DBQ Immigration Essay

Heritage Countee Cullen Essay

Heritage Countee Cullen Essay.

“What is Africa to me?” (Cullen, Line 10). Heritage is an African American poem by Countee Cullen that was written during the Harlem Renaissance. Cullen was born in a primarily white upbringing; therefore he had no experience in African culture or heritage and was confused. His African heritage concerns him; yet, because he must adapt to the orders of a mostly white culture that is not concerned with his cultural origins. This poem is primarily the internal conflict of Countee Cullen on the dilemma of a modern African American aware of his rich Native African heritage but stranded in a sterile conformist American culture that offer him only stereotypical insight into his heritage and no true unbiased perception of his own culture.

In Heritage Cullen uses literary devices such as imagery, symbolism and irony to show that he is conflicted on his view of his African heritage. Cullen uses imagery as a literary device to show his confusion of African heritage. Thus Cullen begins with a question concerning the nature of an abstract and rather remote Africa.

“What is Africa to me, copper sun or scarlet sea, jungle star or jungle track, strong bronzed men, or regal black, women from whose loins I sprang, when the birds of Eden sang” (Cullen, Lines 1-6).

This quote shows how Cullen lists some concrete images which serve as specific emphases for his conflicting views of his native land. This shows an African Americans point of view of Africa. For example in the phrase “jungle star or jungle track”; the first part “jungle star” has a positive connotation and the second part “jungle track” has a negative connotation. In a way the positive connotations represent African perspective and the negative connotations represent African perspective. “Sung by wild barbaric birds, Goading massive jungle herds, Juggernauts of flesh that pass, Trampling tall defiant grass, Where young forest lovers lie, Plighting troth beneath the sky” (Cullen, Lines 13-17). In contrast to the first quotes the second imagery quote shows a purely American perspective of Africa. This quote shows the constant stereotypical view of Africa that Cullen was fed for his whole childhood. This quote compared to the first shows that Africa was a wild barbaric place.

These two perspectives really confused him. Not only does Cullen use imagery as a literary device to show his confusion on his heritage but he also uses symbolism as a literary device that show this too. Cullen furthermore uses a symbolism of the drum to show that even if he tries he cannot block out his heritage. “So I lie, who always hear, though I cram against my ear, both my thumbs, and keep them there, great drums throbbing through the air” (Cullen, Lines 19-22). This quote shows that he is trying to block out his heritage.

Despite this effort he still hears the drum which symbolizes tribal beats from Africa. This shows that American culture has forced Cullen to deny the primitive African rhythms that pulses through his body. “Who find no peace, night or day, no slight release, from the unremittent beat, made by cruel padded feet, walking through my body’s street” (Cullen, Lines 64-68). In this quote reassures the point that he feels this tribal beat no matter what he does or what his condition he feels the beat within his blood and bones that he cannot get rid of. Not only does the author use symbolism as a literary device to illustrate his dilemma on his heritage but he also uses irony as another tool to show it.

Finally Cullen uses irony to show that he still has not come to term about what his true heritage really is. “I belong to Jesus Christ… although I speak with my mouth thus, in my heart, do I play a double part, ever at thy glowing altar, must my heart grow sick and falter, wishing he I served were black” (Cullen, Lines 96-101). This quote show irony because he states that he belongs to Christ, but later on he states that truly in his heart he wishes his god was black like him. This show that even if he thinks that he has decided which side to choose he still has not truly done so. “Nor yet has my heart or head, in the least way realized, they and I are civilized” (Cullen, Lines 126-128). This quote shows that he still has not decided yet; but he still ironically he still says “they and I are civilized”. This is ironic because the line before “Nor yet has my heart or head, in the least way realized” contradicts this statement.

In this African American poem to show that he is conflicted on his view of his African heritage, Cullen uses literary devices such as imagery, symbolism and irony. The circumstances he grew up with did not show him the perspective of his people; he was constantly give only the American point of view of Africa. This gave him a great internal dilemma of his own heritage because in his blood he had pride. At the end of this poem he is still conflicted about what his stance truly is. The lesson of this poem is that despite where you live and what biased information you are given you can never forget your roots.

Work Cited
Cullen, Countee. “Heritage.” The Poetry Foundation : Find Poems and Poets. Discover Poetry. The Poetry Foundation, n.d. Web. 4 Nov. 2014.

Heritage Countee Cullen Essay

Annual Sports Day Essay

Annual Sports Day Essay.

The 16th Dec is the founation day of my school and besides other annual co-curricular events like the magic show, fun fair, annual sports day is the event that students wait for anxiously . This event develops competitiveness, sports man spirit and team work among the students. They are full of joy on this day.

As usual an interesting programme was chalked out for the day and printed copies were distributed to the students. The parents were also invited alongwith other digniteries and the chief guest.

All the participants of different events were short listed and encouraged to get practice before the event. The physical training instructor was the incharge of the whole show and a full dress rehearsal was carried out a day before to give the final touches to the preparations.

A DJ was specially hired to add some musical flavour to the event. An ex-student of the school hosted the event and added excitement to the occasion by her fluent, graceful and spontaneous commentary of the proceedings.

The show began exactly at 10 AM after the chief guest has arrived at he stage with big round of applause. Parents had already seated in a separate pavillion and looked excited to see their children partcipating in the sports.

At the beginning a boy of 9th class recited few verses of the Holy Quraan which was folowed by Naat to pay homage to the Holy Prophet (PBUH). First of all the atheletes, taking part in diferent events staged a march-past and assembled in front of the main pavillion. A student of 9th class stepped forward and requested the chief guest to formally declare the sports day open with a loud beat of drum and music.

To start with, different races were staged among students of junior sectionwhich included the banana race, cycle race, baloon race, and back-ball race. It was great fun watching little kids making funny moves. A wonderful display of physical exercise was exhibited by all the students of school. A photographer was busy in capturing the events. Then it was the turn of lthe senior section to show their talent in the races like the spoon race, sack race, the three-legged race, the dress-up race, 100 meter race and the 4X100 meter relay race. The famous tug of war won by the 9th class boys who displayed their sheer power and team work to win the contest.

Students, teachers and parents shouted and cheered to encourage participants while the DJ added more drama with his musical flashes. The host kept the audience interested and informed by her articulate and fluent commentary. After races children, clad in the karate uniforms, came running in with their hands of their hips to exhibit their skills i the martial arts and self defence. It was followed by a brave display of smashing tiles with their fists and foreheads. Our PTI himself performed a dangerous stunt by breaking a stack of burning tiles with his hand on fire. Every one was dumb founded to see this and gave him a big applause.

The girls of senior section performed aerobic exercise with musical rhythm in a graceful style. After that, a boy from 10th class sang a popular song of the famous Junoon band while a grils also sang a sufi folk song and got cheered and applauded by all the audiences. Pre-nursary kids presented and fancy dress show and exhibited as a king & queen, an angel, a soldier, a supreman and few more characters which looked so innocent and cute.

At the end the host requested the chief guest to give away prizes to the winners of the different events. To conclude the show the chief guest delivered a brief speech which was followed by ex-principals address who shared her views and experiences and also announced donation for the teaching staff. In the closing speech, the principal thanked all the guests and parents for their valued presence and lauded the students spirit of competition and participation specially to the students who volunteered alongwith teachers in making the whole event a great success.

You may also be interested in the following: sports day writing, essay sports day, essay on annual day, composition on sports day, sports day composition, sports day essay spm, essay sport day, essay about sports day, few lines on sports day in school, essay on annual sports day for class 5, annual day essay, essay on annual sports day, annual sports day essay, sport day essay, essay on sports day, sports day essay

Annual Sports Day Essay

Racism – Will it ever end? Essay

Racism – Will it ever end? Essay.

Racism has been an issue that has been around for hundreds of years. Since back from when people of color used to be slaves until now, it has been quite interesting watching all of it unfold and witnessing how the world has become a more united front. But with that said, has racist really ended? I mean with groups like the KKK amongst other hate groups that discriminate against people of different ethnicities, will hate and racism amongst other racists really ever be abolished? For my paper I will be focusing on Racism and the changes that have taken place throughout time.

Although, these changes have played a huge role in regards to getting rid of slavery and helping to eliminate some hate, will racism ever completely end? I find that my topic is relevant to the course, in regards to the fact that it does follow the theme of racism and looks at it from more of a skeptical view.

The central question that I will be answering throughout this paper is that racism still does in fact exist today and will probably never end within any of our lifetimes. I believe that by answering and bringing light to this question that it would help make sense of our course themes because the contents of this question is basically everything that we have learned throughout this course (race, racism, ethnicity, whiteness) and putting it into a working question that I can look at more closely and show results that racism will in fact never end for the rest of our lives. After growing up in a small, rural, predominantly Caucasian town where I have fell the victim to/witnessed racism and although the media may portray racism as diminishing and claiming that it’s existence is little to none, I know that it still does exist and in fact plays a big role in many peoples lives whether they notice it or not.

There have been some secondary academic sources that do in fact agree with my thesis. One of the sources I found is a book called, “Racism out of Place: Thoughts on Whiteness and an Antiracist Geography in the New Millennium”. This book discusses racism within the new day and age. It gives us the example of two young white males who go on a killing spree of African-American and Hispanic individuals but were made to look like victims in the media. The economics of Racism is another source that I find supports my theory by discussing in the 1970’s after the civil rights movement that the government was moving black people to the North because there was suppose to be no racism but that turned out to be completely false.

The reading also looks upon how the media was portraying racism as gone when it really was not. The last source that I have found that supports my theory is a study based on anger in regards to African-American’s dealing with racism. The title of the study is called, “Getting Mad But Ending Up Sad: The Mental Health Consequences for African Americans Using Anger to Cope With Racism” This looks at how black people cope with dealing with racism and how it has negatively effected their well-being.


“Getting Mad But Ending Up Sad: The Mental Health Consequences for African Americans Using Anger to Cope With Racism.” Getting Mad But Ending Up Sad: The Mental Health Consequences for African Americans Using Anger to Cope With Racism. Web. 4 Nov. 2014. .

“Racism out of Place: Thoughts on Whiteness and an Antiracist Geography in the New Millennium.” – Kobayashi. Web. 4 Nov. 2014. .

“The Economics of Racism.” The Economics of Racism. Web. 4 Nov. 2014..

Racism – Will it ever end? Essay

Metaphor, Tone and Antithesis in “Legal Alien” Essay

Metaphor, Tone and Antithesis in “Legal Alien” Essay.

“Legal Alien,” a collection from “Chants,” is a short free versed poem written by Pat Mora. The poem explores the lives of Mexican-Americans and the cultural tension they have to face. The poet discusses a bi-cultural person whose parents are from Mexico but the person was born and raised in America and is an American citizen by law. Although he can speak fluent English and Spanish, he still has a hard time being accepted by both or one race. Mora’s use of poetic techniques such as metaphor, tone and antithesis emphasizes her concerns in regards to the issue.

Mora uses metaphor to highlight how a bi-cultural individual feels like not being acknowledged by both races.

“a handy token” (line 16) informs the readers that a bi-cultural individual is like a handy instrument that can easily slide from back to forth, from English to Spanish (vice-versa). The person can also adapt very quickly, quicker than those who has only one culture. “between the fringes of both worlds” (line 18) notify the readers that although the speaker’s race is Mexican and his nationality is American the speaker isn’t fully accepted by both races. Mexicans view the speaker as an alien (line 10) while American view him as exotic, inferior and definitely different (lines 9-10). In this situation, the speaker feels lost in both races thus having an identity crisis.

Using tone shapes the ideas of the poem and expresses the poet’s aggravation towards cultural tension. “able to slip from, “How’s life?” to “_Me’stanvolviendo loca”_

(lines 2-3) this line informs the readers that while the speaker can speak both languages fluently she isn’t accepted by both races entirely and the speaker is frustrated, this is evident when she said “_Me’stanvolviendo loca”_(line 3) this means ” they are driving me crazy” in English. “By smiling by masking the discomfort of being pre-judged Bi-laterally” (lines 19-22) the speaker is unease and sad because she is not accepted by both races. The speaker smiles to conceal his discomfort of being pre-judged immediately without knowing him first. Mora capitalizes “Bi-laterally” (line 22) and adds a hyphen to draw attention to the readers that the speaker is being judged by both of his heritage.

Mora uses antithesis to make the readers more mindful of the opposition. Antitheses is almost visible in every line of the poem where the speaker is describing two different races, Mexican and American, side-by-side with each other but are complete opposites. Examples are “How’s life? To _Me’stanvolviendo loca”_ (lines 2-3), “Drafting memos in smooth English, able to order in fluent Spanish at a Mexican restaurant” (lines 5-7), “Viewed by Anglos as perhaps exotic, perhaps inferior, definitely different, viewed by Mexicans as alien” (lines 9-11), “An American to Mexicans/ A Mexican to Americans” (lines 14- 15). These lines of antithesis draw attention to the cultural tension between Mexican and American in an individual’s knowledge.

Pat Mora uses poetic techniques such as metaphor, tone and antithesis to show discomfort and frustration of fitting in and being accepted by both races. The readers is predicted to fathom that bi-cultural individuals don’t have it so easy fitting in and being accepted by both races even though they can speak both languages, both of their race still don’t accept them utterly. That leaves them having an identity crisis thus being called a “legal alien”, a person who belongs however is not entirely acknowledged by the community.

Metaphor, Tone and Antithesis in “Legal Alien” Essay

On the amtrak from Boston to New York City Essay

On the amtrak from Boston to New York City Essay.

The situation of the poem is described in the title “On the Amtrak from Boston to New York City,” was about a white woman and a person with a Native American background who were on a train together. What was being taken place when the speaker is meditating about the “white” woman they were having a conversations with other passengers, including an older white woman about the brief history of the city as they pass landmarks of the Native American Culture.

The subject of the conversation had to do with the frustration the man had with the woman being ignorant about what land was taken away from him and his ancestors. He had brought her orange juice because it was stated right after in the next sentence he respects all elders it could have been out of kindness. That shows that the character is being bigger than himself he himself knows that being rude to this woman will now solve anything.

The idea of Don Henley really made Alexie mad do to the fact that Native Americans inhabited the lands long before anyone else. Throughout the poem Alexie continues to talk to himself and use profanity whenever the white women would bring up the “white” men. For instance, when the woman asks him about Walden Pond. He says, “‘I don’t give a shit about Walden. I know the Indians were living stories around that pond before Walden’s grandparents were born…” Using profanity here represents Alexie’s outrage at the woman’s ignorance. He continues: “I’m tired of hearing about Don-fucking-Henley saving it, too… If Don Henley’s family hadn’t come here in the first place then nothing would need to be saved.” Again, the use of profanity shows Alexie’s anger as a Native American whose family had been pushed out of their land.

The perspective the speaker makes his judgment about the historicity and values of Thoreau’s Pond from first person from his perspective. The speakers opinion of what he thinks of the “white” history is that his peoples stories and land were taken away from them they were over powered by the white man and were not able to continue there history. Along with what they had created historically the white man would take credit for it.

The poem “On the Amtrak from Boston to New York City,” by Sherman Alexie was about a white woman and a person with a Native American background who were on a train together. This is an interesting poem, because it provides a new outlook on our country as it is today, from a Native American. Alexie appears to wish other races would leave his country. He refers to all other races as, “the enemy” and believes his biggest challenge every day is simply dealing with “the enemy.” Due to all that happened to the Native Americans in the past Alexie believes his people were treated harshly, which I agree with.

“Blue Winds Dancing” The story tells of a young Native American’s struggle with growing up in America. The struggle of the character exists because of the ancient Indian thought conflicting with our American expectations. The attitudes the speakers expresses are frustration or anger and how they both wish they could have there home back but it was taken away by the “whites.” For blue winds dancing the internal monologues as the narrator searches for his identity and copes with society, respectively. As for “On the Amtrak from Boston to New York City” the internal monlogues is expressed through frutration from the whites taking away land.

You may also be interested in the following: on the amtrak from boston to new york city, on the amtrak from boston to new york

On the amtrak from Boston to New York City Essay