Factors in Financing Public Education

Factors in Financing Public Education Introduction to Public Education Public Education is about the development of each child as an individual and their abilities to benefit our societies. Colleges and universities are critical social enterprises that have operated largely unchanged for centuries. In recent years, however, the traditional models of higher education have struggled to respond to the demands of new consumer groups, rapidly evolving demands of existing stakeholders, and emerging technologies that fundamentally change historic assumptions about how, when, why and what people learn (Public Administration Review, 2015). Public Education in the United States means a free education for all students, which holds importance to families who are underprivileged but still deserve the right to education regardless of their religion, race or abilities. Education holds importance as our nation has strengthened because of what people know and can do. Public education has provided opportunity for advancement and made an economic difference for individual s, as The United States is a world leader in high school completion Eighty-seven percent of eighteen to twenty four year olds have completed high school (American Imperative, 2006). So, public education is a worthy investment for state government, with immense social and economic benefits. However, there still remains a high and low end of annual expenditures of counties within the states on education, as it is never equal. Improving education outcomes has been shown through studies to result in national saving of about seven billion dollars in public assistance, food stamps, and housing assistance. These are just a few examples of what the governments funds towards education can help reduce the funds needed in other areas. Also, with improved education society benefits when citizens are employed with higher earnings as it gives the government the ability to collect greater tax revenue. All of these factors contribute to why education holds importance for citizens as well as our gov ernment, but the lack of financial support is the issue of importance. Most believe the federal budget is of more importance to our government than the education of citizens, which is the only way we get knowledgeable citizens to run our government. Supporting Factor of Finances Spent on Public Education Nearly half of the K-12 education funding in the United States is intended to come from the states, drawn from a combination of income taxes, fees, and other taxes. This is why the public finances contribute to education, because without these funds the educational systems of each state would fail to exist. As an overall share of the total federal budget, federal spending on elementary and secondary education programs through the U.S. Department of Education account for less than three percent of the total federal budget. In the annual appropriations process, elementary and secondary education funding accounts for about five percent of discretionary funding across all federal programs. Early school funding litigation efforts generally focused on education equity, which sought the same level of per-pupil funding for every student in the state. Since the late 1980s, litigation has focused more on education adequacy, which seeks funding levels necessary to ensure that every student rece ives an adequate education. Defining what constitutes an adequate education as well as what resources are necessary to provide that level of education, have been central questions in the litigation (School Finance). For the past several years, we have been living through the most severe recession since the Great Depression, which has affected public education, not just through cuts to core programs, but through job losses that destabilize students families, cuts to other critical services that the communities depend on, and stress that pulls at the social fabric that unites us. Public Education is a public responsibility and must be a public trust. As used here, the term public education means education that is publicly financed, tuition- free, accountable to public authorities, and accessible to all students. It covers various types of public schools, including traditional schools, charter and magnet schools, vocational schools, and alternative schools. During the 1960s and 70s, th e federal government enacted a series of laws aimed at improving education for poor children, migrant children, students with disabilities, Native Americans, limited-English proficient children, and women and girls. These laws brought additional funding to public schools, along with new requirements to meet the special needs of particular groups of students. In recent years, the emphasis of state and federal reforms has shifted to improving public education for allstudents. The No Child Left Behind Act requires public schools to steadily raise achievement and to close the test score gaps that exist for minority, poor, and special needs students until one hundred percent of United States students are performing at the same high level. Schools that fall short of these goals must undergo a series of interventions. In summary, the growth of public education during the past two centuries has been fueled by high ideals about advancing the common good, but the realities of public schools h ave sometimes failed to live up to these ideals (Kober, 2007). Most taxpayers provide this subsidy because public education in their eyes is crucial to forming the public good. It prevents poverty as well as decreases the crime rate, and prepares young people for the work force, and fosters social mobility. The United States has changed dramatically since the early debates on the role of public schools and the role of the federal government in supporting and sustaining them. The importance of education for the common good has shifted from primarily local control to state and national control, with national attention from the Federal government and national organizations. Studies have shown that twenty five percent of most state budgets contribute to educational funding (Jenkins and Hill, 2011). States are one of the main funders of the nations public elementary and secondary schools, which provide grants to local school districts where entities are responsible for administering scho ols. However, the federal government provides only about ten percent of public school revenues. Although the funding numbers have increased, there is still a lack of federal dollars relating to the opposing factors. Opposing Factors of Finances Spent on Public Education Americans spend more to educate their children than the citizens of most other countries; in fact, only Norway spends more per capita on education. Yet when it comes to student performance, the United States ranks no better than average, resting directly in the middle of the pack of developed nations. Rising government debts and lack of improved student performance have led some to call for cutbacks in school funding. In recent years, skyrocketing state and federal debt levels have led some politicians to support cuts in the educational budget. Conservative politicians have vowed to eliminate the Department of Education ever since its creation, arguing that schooling is an issue for states and local governments to handle, and that tax dollars could be better spent elsewhere. Another strategy aimed at reducing government spending is the restriction of public employee union rights, particularly those of teachers unions. In 2011, Wisconsin governor Scott Walker introduced a bill that so ught to eliminate the right of teachers and other public employees to collectively bargain for their salary and benefits. This was presented as a way to reduce state costs and to help close the budget gap. Critics of the current public school system have argued that, despite massive education spending in recent decades, public schools are doing a progressively worse job of educating American children. For example, Washington, DC, boasts one of the highest per-student school funding rates, yet scores below average on student performance. Public school advocates point out that much of the current spending in the public school system goes toward administrative costs; if the federal and state governments reduced the number of regulations and policies that school districts are forced to follow, they assert, the money saved could be spent on improving the teacher-to-student ratio and purchasing necessary classroom supplies such as textbooks-areas proven to directly impact student performa nce (Gale, 2015). Assessment of Supporting and Opposing Sides of Public Education Funding In my research, I found that both of the supporting and opposing sides have arguable factors to their belief in whether or not public financing through the government is relevant and helpful in education. I believe that while both sides do show factual proof of evidence, I agree that finances should be used in the budgeting process of the government and states for education. Each citizen should be given full advantage of an education to broaden their future regardless of their financial situation. As the schooling systems receive funds, this allows an opportunity for supplies as well as facilities to be created and purchased to hold schooling and educational opportunities. The supporting and opposing factors are a result in the expenditures of tax dollars and revenues, which creates the combustion between the two parties. While it is hard to provide whether one argument trumps another, I feel that the supporting factors of government spending on education are pertinent to myself. Pub lic education specifically relates to myself because if it were not for the opportunity to receive a free education through my local government, my parents would not have obtained the ability to send me to receive a higher education; college. Also, in the supporting factors is stated the factual evidence that education improves the communities as well as lowers things such as crime rates which is of importance to our common wealth and good. The federal and state debt levels have led to politicians deceiving beliefs in education as well as their support in reducing the federal budget for them. This has led to controversy about whether the issue should be left to state and local or federal government when it comes to the financial standpoint. If education is what entails a citizen being equipped for their desired field, then I do not see why limiting the money for a skill needed for employment would even be an option. If the federal government is limited in the education department, t hen that includes the omission of federal student loans to only private loans. Federal government has to rebuild their education funding. Conclusion As the federal debt is increasing, I agree that the federal government has to budget accordingly in the educational department. In suggestion, federal loans for education should be limited, which would reduce the amount of college debt in America, which has recently exceeded the amount borrowed on credit cards. As there is much insight to what should occur in the governments action, opinions of citizens persist. It is made clear in the arguments that government funds are needed in order for education to occur as the state funding and grants are not enough. Education is important for all citizens because even the intelligent kids should be given the opportunity to receive a diploma in order to share their ideas in corporations or even a government position in their future. As there is the opposing factor that although all these funds poor into the school systems of lower level income areas, the testing scores still remain low which cause confrontation between the supporting and opposi ng parties. This occurs in every school system, as there are students with lower motivation in private schooling where their education is paid for by their parents and not the government. Government funds are also used to provide an income for what I think is one of the most important occupations in the United States, which is the career of teaching. Teachers often use their own funds to provide school materials, or to make the classroom environment more collaborative and energetic for students, but they are argued against as some citizens think they should no receive pay. While much of a schools budget is believed to be spent on the administration, there are other things that play into the factor of finances such as the cost of a new gymnasium facility to keep the students healthy, art room and supplies to allow creativity, books for the knowledge and development of the brain, as well as a playground for the enjoyment of being a kid. A parent with three children and a $20,000 salar y per year should not have to fight for their child a free education just because of their circumstances. I believe that government should require the local and state governments to pour their tax dollars into an education because it overall creates a better place. Public Finance plays into the issue because the collection of taxes is used for the public good in which this case, the public educate is the good. I am in support of government financial support in funding education, and firmly believe that it distributes good to our society through its outcome. References (2016, September 26). Speak Your Mind: Challenges Facing Higher Education. Retrieved March  08, 2017, from https://publicadministrationreview.org/speak-your-mind-challenges-facing-higher-education/ (2006, April 27). An American imperative: Public education. Retrieved March 06, 2017, from  http://www.centerforpubliceducation.org/Main-Menu/Public-education/An-American-imperative-Public-education School Finance. (n.d.). Retrieved March 06, 2017, from  http://www.edcentral.org/edcyclopedia/school-finance/ Kober, N. (2007). Why We Still Need Public Schools. Retrieved from  http://files.eric.ed.gov/fulltext/ED503799.pdf Jenkins, C. J., Hill, M. H. (2011). Role Of Federal Government In Public Education: Historical Perspectives. Retrieved March 06, 2017, from  http://lwv.org/content/role-federal-government-public-education%C2%A0-historical-perspectives Gale (2015). School Funding. Opposing Viewpoints Online Collection, Accessed 6, Mar. 2017. Retrieved from Opposing Viewpoints in Context,  link.galegroup.com/apps/doc/PC3010999078/OVIC?u=uscaikenxid=48e25cca.

Dramatic changes in the London areas

Whilst working on this project I have collected a series of results. My results consist of how the Central Business District (CBD) shows us the Burgess Model. As you can see by the map below London clearly shows the rings of the Burgess Model. This is just one of many maps of London that shows the Model. I found that what I intended to find from research such as maps and graphs was correct. 1) Danecourt Gardens 16 2. Carnforth Gardens 4 3. Gale Street 9 4. Harold Road -3 5. Queens Road West 4 6. Wellington Way -15 7. Bow road 4 One of the first destinations we visited was Danecourt Gardens, as you can see my results show that this location was the highest point on my graph. Danecourt Gardens showed high quality, well-designed detached properties in good condition. The range of properties in this area command high prices. This area demonstrated a safe environment consisting of uncongested streets, which resulted in easy parking and access that in turn creates little pollution. The area was attractive in design and of a good reputation; there was plenty of open space and greenery. In general this is a desirable area to live in. On the other end of the scale my graph shows a completely different story. For instance on visiting Wellington Way, which was one of my last places to visit, this graph will show expensive but badly designed and in poor condition properties. From my observations the majority of properties I saw were tower block flats. As a result of these designs it is commonly described, as a Concrete jungle. Due to this area of design parking for non-residents was difficult, parking for residents was provided by way of designated car parks. In general there was little open green space, the majority being tarmac and paving. I also observed a large amount of vandalism consisting of graffiti and damage to street furniture. Of all the locations I visited in my opinion I found Wellington Way was the poorest. Key Question: The environmental areas vary as we go further out of the Burgess Model. Going from the CBD the first type of housing you come to would be terraced housing. The last section of the burgess model would be luxury high class residential, so from the first housing section to the last you can clearly see how much the type of housing improves. Hypothesis The environmental quality clearly has an improved change with the further you travel from the CBD. My Conclusion In my conclusion I found dramatic changes in the London areas, starting with the CBD and travelling out to the more high-class residential areas. I found that this study highlighted the environmental quality within the east London areas starting with Upminster working our way down to Plaistow. I would say that quality housing usually attracts a different class of people compared to the central areas of London's terraced housing. I found that the number of detached properties greatly out numbered that of semi and terraced houses. Working my way towards the CBD the pattern of housing changed dramatically there was the occasional detached property but in main it was dominated by semi detached properties. One of the problems of this type of housing is that off road parking is poor. This makes a problem of congested streets. Eventually on reaching the centre of London all property was either terraced of flat accommodation. These particular types of properties provide no parking other than permit holders or at payment metres. The further I progressed into London the more obvious that parking was a serious problem. Gardens eventually became non-existent; the only means of relaxation was by way of balconies or rooftops. Graffiti is an environmental problem of which London has its fair share. Graffiti is wide spread over almost everything. London can be a nice place to live in, it all depends on your financial position.

God Is Black: Examine the Uses of Religious Imagery in the Fire Next Time.

‘God is black’ (The Fire Next Time). Examine the uses of religious imagery in The Fire Next Time. The Fire Next Time includes many religious images concerning race, ethnicity and culture. The first essay, My Dungeon Shook, is a letter from James Baldwin to his nephew, in an attempt to â€Å"strengthen [him] against the loveless world. † The second, Down at the Cross, explores the background experiences that shaped his view of the world, and allowed him to give the advice in the previous essay.Throughout Down at the Cross, Baldwin examines the â€Å"white God† of his Christian youth, and the â€Å"black God† preached by Elijah Mohammed and the Nation of Islam. Although Baldwin acknowledges both groups’ achievements, he is ultimately critical of their ideologies. Baldwin becomes disillusioned with his church; he feels the â€Å"slow crumbling of my faith, the pulverisation of my fortress† after practicing as a preacher for 3 years. Simila rly, he rejects the Nation of Islam’s ideology that God is solely for the black community, and that â€Å"the white man [†¦] is a devil. Baldwin uses religious imagery to advocate a policy of acceptance, of love between black and white. He argues that by making God colour-conscious, and by belonging exclusively to one race, each group is guilty of legitimising and strengthening the racial hatred and discrimination of the time. Baldwin makes it perfectly clear that he values the church. He describes his childhood, in which it saved him from the sordid drugs, prostitution and gambling on the street. He describes his time in the pulpit as â€Å"very exciting,† and confesses that nothing else in his life could â€Å"equal the power and the glory† that he felt while leading a congregation.The language he uses to describe the fervor, the experience, of his sermons is remarkably literary. His personal feelings are clearly being recalled here, as he allows himself to be swept up in the â€Å"fire and excitement that [would] sometimes, without warning, fill a church, causing it [†¦] to ‘rock. ’† This imagery is very visual, as Baldwin allows the reader into his personal view of the church. This strengthens his argument, as it gives it authenticity. However, this does not show the full picture. The Church and the street are linked by Baldwin later in the essay when he asks whether heaven is â€Å"merely another ghetto. This could be seen to be a reference to New York’s status as a ‘safe haven,’ away from the lynching and segregation in the Southern states, however in reality New York was crowded and dangerous. It could also be a reference to how the Church itself is not able to help the black population. It connects the Church and the street, and to some extent brings the dangers of the street into the church itself, something that is expanded upon later when Baldwin complains of the â€Å"ugly an d unctuous flirtatiousness† that he experienced in his Church. This sentence defines the Church, with how it promises much but delivers so little.Baldwin understands what he is arguing against, as he spent 3 years of his childhood totally immersed in its ideologies, and it is only now that he can pick apart its restrictions and failures. `It is these restrictions and failures that cause Baldwin to reject his faith. He comes to realise that â€Å"there was no love in the church. It was a mask for hatred and self-hatred and despair. † He starts to see that instead of practicing a message that God loves everybody, the Christian church protects and loves only those that believe the same thing as them. What he found most disturbing was that this love â€Å"did not apply to white people at all. This split between believers and non-believers did not fit with Baldwin’s theory of acceptance and integration, as he saw is as an example of hypocrisy at the heart of the chur ch. This imagery can be seen to mirror that of segregated America, except it is whites who are marginalised and discriminated against. It perpetuates the notion that black and white are different, and cannot co-operate together. Baldwin fears that it is these teachings – that the black community should not attempt to reconcile with the whites, but should exclude and dislike them – that is the first road block on the journey to racial equality.He believes that â€Å"we cannot be free until they are,† as it is black people who must learn to love those that do not show them love in return, before the white oppressors will come to realise, and therefore be free of, their crimes. Baldwin uses religious imagery to reveal the hypocritical behavior of his fellow preachers. He says that he â€Å"knew where the money for ‘The Lord’s work’ went,† indicating not only that he realised that church money was being stolen and spent by preachers on the mselves, but also the use of inverted commas reveals that Baldwin is rejecting that Church work really helps people at all.It gives it an element of sarcasm, by subverting the framework that he used to preach and turning it into a comment on the failure of the Church’s ability to help, Baldwin shows the depth of his disillusionment. Baldwin’s time in the church also helped him come to realise that racism exists even at the heart of Christianity. He states: â€Å"I realised the Bible had been written by white men. I knew that, according to many Christians, I was a descendant of Ham, who had been cursed, and I was therefore predestined to be a slave. [†¦] My fate had been sealed for ever. †¦] It seemed, when one looked out over Christendom, that this was what Christendom effectively believed. † Baldwin uses Christian imagery in order to highlight its flaws. He reveals an institution that offered nothing more than a vengeful God, who did nothing to help b uild constructive relations between black and white people. The refusal to accept white and black together reveals an institution that is bound by parochialism. As B. Pakrasi has said before, â€Å"Baldwin sees the seeds of hatred and acrimony embedded in the dogma of Christianity perpetuating the belief of a white God. †Another facet of religious imagery that Baldwin critiques is the notion that there is a ‘black God. ’ This is part of the ideology of the Nation of Islam, a group led by Elijah Mohammed, but also closely associated with the radical activist Malcolm X. Baldwin expressly praises the Nation of Islam, as he believes they have succeeded where Christianity failed. Mohammed was able to â€Å"heal and redeem drunkards and junkies, to convert people who have come out of prison and keep them out, to make men chaste and women virtuous,† however Baldwin disagrees with one crucial aspect. The Nation of Islam allows for no integration between black and white.Mohammed sees the white population as â€Å"devils,† and links them to being sinners. Baldwin contends this, as he argues that if one is to adopt the theory that all white people are sinners, they open themselves to the â€Å"gates of paranoia,† as they become incapable of distinguishing between an actual threat and an imagined one. In a society that was so hostile towards blacks, Baldwin admits that this is an extremely hard trap to avoid, but he maintains it is necessary to try, because otherwise they will see all whites as an enemy, and will never integrate and build better relationships.Baldwin makes it clear to Mohammed that he has no intention of overthrowing the white population. He says to the table that given the choice between dying with his white and black friends, and living but at their expense, he would choose death. He thinks to himself â€Å"I love a few people and they love me, and some of them are white, and isn’t love more important tha n colour? † Again, Baldwin is using the religious imagery of the devil, the sinners and above all the black God to highlight the weaknesses and hypocrisies in the Nation of Islam’s ideologies.He is pushing forward his own courses of conduct; love and integration with both white and black. He sees no reason why there should not be a black God, but he believes that when a group attaches Him solely to their race, it becomes something else. It gives that God a new meaning, as it encourages His followers to hate the opposing race. He finds this on both sides, both with Christianity and Islam, and is ultimately unable to accept either doctrine. Baldwin sees a mirror image in the Nation of Islam’s treatment of white people, and their treatment of blacks. Harvey G.Simmons sees this, saying that Baldwin rejected the Nation of Islam because â€Å"its methods are infused with the same fanaticism and hatred that the Negro faces in white society. † James Baldwin uses r eligious imagery in The Fire Next Time in order to critique both the Christian church, and the Nation of Islam. He finds them both lacking, as he comes to the conclusion that neither advocates a policy that allows for an increase in co-operation between black and white people. Instead, they are insular, only caring for themselves and are unwilling to truly share the love of God with everyone, black or white.This is what Baldwin wants. He articulates his message in his letter to his nephew, saying that â€Å"you must accept them and accept them with love. For these innocent people have no other hope. They are, in effect, still trapped in a history which they do not understand; and until they understand it, they cannot be released from it. † He is using these essays to attempt to speak to the American public, to urge them to take a stand and speak out against the discrimination. Throughout My Dungeon Shook James uses the personal form of â€Å"I,† giving his letter perso nal emotional ties.It also makes his message more human, and helps establish empathy before his appeal in Down at the Cross. Down at the Cross uses terms such as ‘we Americans’ repeatedly, which shows that Baldwin is attempting to unite everyone, both black and white. For him, religion is short sighted and controlling, it doesn’t follow through with its promise that God loves everybody, because as Baldwin points out; â€Å"If His love was so great, and if He loved all his children, then were we, the blacks, cast down so far? Word Count – 1811 Baldwin, James, The Fire Next Time(London: Penguin, 1964) Bloom, Harold, James Baldwin (New York: Infobase Publishing, 2007) Hardy, Clarence E. , James Baldwin's God: Sex, Hope, and Crisis in Black Holiness Culture (Tennessee: University of Tennessee Press, (2003) Pakrasi, B. , ‘Review: The Fire Next Time by James Baldwin,’ The Journal of Negro History, 50. 1 (1965) ;http://www. jstor. org/stable/2716413 ? amp;Search=yes;searchText=baldwin;searchText=%22the+fire+next+time%22;list=hide;searchUri=%2Faction%2FdoBasicSearch%3FQuery%3D%2522the%2Bfire%2Bnext%2Btime%2522%2Bbaldwin%26acc%3Don%26wc%3Don;prevSearch=;item=1;ttl=312;returnArticleService=showFullText; [accessed 20th November 2011] Simmons, Harvey P. , ‘James Baldwin and the Negro Conundrum,’ The Antioch Review, 23, 2 (1963) ;http://www. jstor. org/stable/4610523? seq=3;Search=yes;searchText=baldwin;searchText=%22the+fire+next+time%22;list=hide;searchUri=%2Faction%2FdoBasicSearch%3FQuery%3D%2522the%2Bfire%2Bnex %2Btime%2522%2Bbaldwin%26gw%3Djtx%26acc%3Don%26prq%3D%2522the%2Bfire%2Bnext%2Btime%2522%26Search%3DSearch%26hp%3D25%26wc%3Don;prevSearch=;item=2;ttl=312;returnArticleService=showFullText;resultsServiceName=null; [accessed 20th November 2011] ——————————————– [ 1 ]. James Baldwin, The Fire Next Time (London: Penguin, 1964) [ 2 ]. Baldwin, p. 15 [ 3 ]. Baldwin, p. 62 [ 4 ]. Baldwin, p. 62 [ 5 ]. Baldwin, p 37 [ 6 ]. Baldwin, p. 60 [ 7 ]. B. Pakrasi, ‘Review: The Fire Next Time by James Baldwin,’ The Journal of Negro History, 50. (1965) p. 61 [ 8 ]. Baldwin, p. 35 [ 9 ]. Baldwin, p. 37 [ 10 ]. Baldwin, p. 36 [ 11 ]. Baldwin [ 12 ]. Baldwin, p. 58 [ 13 ]. Baldwin, p. 40 [ 14 ]. Baldwin, p. 41 [ 15 ]. Baldwin, p. 18 [ 16 ]. Baldwin, p. 39 [ 17 ]. Baldwin, p. 38 [ 18 ]. Pakrasi, p. 60-61 [ 19 ]. Baldwin, p. 64-65 [ 20 ]. Baldwin, p. 60 [ 21 ]. Baldwin, p. 61 [ 22 ]. Baldwin, p. 64 [ 23 ]. Harvey G. Simmons, ‘James Baldwin and the Negro Conundrum,’ The Antioch Review, 23, 2 (1963) p. 252 [ 24 ]. Baldwin, p. 16-17 [ 25 ]. Baldwin

Creating A Culture Of Inclusion - 1521 Words

Diverse Workforce I think that the article did a good job explaining why creating a culture of inclusion, can help a business attain organizational success. Even though inclusion initiatives can be hard to quantify in a business organization, if they are not properly implemented, the effects will be felt. I totally agree with some of the shortcomings of a lack of inclusiveness, which are high employee turnover, diminished performance levels, disinterest, and negative attitudes. I also agree that the application of human relations principles, help to build a much more cohesive working environment. I believe that when there is inclusiveness, employees are willing to be engaged more, yields collaborative thought and leads to advanced†¦show more content†¦Who, what, when and where of diversity are self-explanatory, it’s the why that is crucial, more specifically why diversity of thought is valuable. When a business is able to bring together a plethora of thinkers from different backgrounds , not only will ingenuity and productivity increase, but groupthink will be avoided. All of the best intentions regarding diversity and inclusion will be forgone, if there isn’t applicable metrics to measure the success of their implementation. I think that there has to be a consensus of what the employee’s perception of the climate of diversity and inclusion in their respective work environment. â€Å"According to the 2014 Deloitte Consulting Global Human Capital Trends report, only one company in five considers itself fully prepared to address diversity and inclusion in the workforce (Tavakoli, 2015).† I think in a lot of cases business organizations want to apply diversity and inclusion initiatives, yet they don’t seem to understand how to leverage diverse backgrounds and perspectives to help move the organization forward. 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This case study is based on Micron’s Fab 6 location and how the other Fabs can implement some of the same programs and initiatives to achieve diversity at all the Micron locations. In 1978, Micron Technology, Inc. was founded in Boise, Idaho. Micron is the global leader in the semiconductor industry with more than 30,000 team members working in twenty countries. â€Å"For more than 35 years, Micron has dedicatedRead More Differences that Divide Essay1201 Words   |  5 Pagesclearly defined qualities, in an attempt to characterize and classify society into more easily understood â€Å"black and white† groups. In Khaled Hosseini’s The Kite Runner, the characters, representative of the surrounding cultures portrayed, frequently participate in acts of inclusion and exclusion on the basis of ethnicity, religion, and lifestyle as a means of dividing the population into clearly defined, mutually exclusive groups. This underlying expression of discrimination serves as a modern criticalRead Moreunderstand diversity, equality and inclusion in own are of responsibility1243 Words   |  5 Pagesï » ¿CU2943 1.1 Explain models of practice that underpin equality, diversity and inclusion in own area of responsibility. Equality is to treat all as individuals; to respect race, disability, age, gender, religion, beliefs, culture and sexual orientation. For all to be open to opportunities, to be treated fairly and respectfully, have rights and equal status in society and for all to reach their full potential. Diversity is to value that we are all unique and yet similar. We have different needsRead MoreStudent s Social Background And Their Connections Within Society1531 Words   |  7 PagesAs a pre-service educator it is imperative to understand a student’s social background and their connections within society. Julie Matthews regards education being concerned with the transmission of culture, values, beliefs, knowledge and skills (2013,p166). Social insights into learner’s backgrounds can expose how and why student’s act and think in a particular way. Developmentally the sociology of education has provided numerous theories, the functionalist perspective, the conflict perspectiveRead MoreThe Diversity Programs And Development1749 Words   |  7 Pagestechnology that drives innovation and transforms what’s possible (Home: About: Our Company)†. Micron’s Diversity and Inclusion Statement, â€Å"At Micron our people are our most important resourc e and a critical driver of our competitive advantage. We believe our best innovation springs from our team members diverse experiences, perspectives and backgrounds. We are passionate about creating a diverse and inclusive environment, representative of our communities and the customers we serve† (Home: About: Our