Three Events That Changed America Essay Example for Free

Three Events That Changed America Essay The United States has changed a lot since its â€Å"Birth† in 1776. The United States changed for better or worse from The Great Depression, The Vietnam War, and The Attacks of 9/11. These life altering events formed America with tragedy, and destruction. Being the land of the free and the home of the brave. We rose up stronger and with hope. That’s what makes America great. The Great Depression all started when the stock’s value started to plummet with no hope of recovery (Black Tuesday), people started to panic. Everyone who owned stock was trying to sell, but no one was willing to buy. This caused the stock market to suffer even more. The Stock Market Crash was only the beginning. Almost all the banks at this time put their clients’ money into the stock market. When the stock market crashed, this made the banks go bankrupt. When news got around, anyone who had money in the bank was immediately withdrawing all the money they could. All the money being taken out caused any bank left to close permanently. The Great Depression had such a huge impact on the way America is today because it destroyed our economy. We were forced to grow together as a country and rebuild. I think Dennis Hastert says it best â€Å"What makes America great is that we can come together during times of national tragedy†. The Great Depression also change how we run our banks. The government now has a program in place called FDIC Insurance. They will insure you for up to 250,000 per insured bank account. The fee is included in your normal taxes. This was put in place because of the Great Depression. â€Å"The Vietnam War† At the end of World War II Military and Political tensions between the USSR (Russia) and the US greatly increased. Communism in the USSR presented itself as a big threat to the US’s national security. Fearing that the Communism would spread to Vietnam and other countries, the US opposed the independence movement there. The US first began by financially supporting France in the first Indochina War. The French defeat in Dein Bien Phu led to a peace conference in Geneva. This conference resulted in splitting the former French colony Indochina into three separate countries, Cambodia, Laos and Vietnam. Vietnam was divided at the 17th parallel into the Communist North and anti-Communist South. There was a plan for a nationwide election to unify North and South Vietnam. However, in 1956, South Vietnam backed by the US refused to hold the election. The US supported South Vietnam by sending 2,000 military advisors-which grew to over 16,000 by 1963. In 1960, the National Liberation Front (Viet Cong) began to attack the South Vietnamese government. After two attacks on U.S Navy vessels, the Gulf of Tokin Resolution was passed by the US Congress to give the US more powers to fight the war in Vietnam. The first US Combat troops were sent a year and a half after it was passed. In 1968 over 540,000 troops were in the countries of Vietnam. That same year the Viet Cong launched a massive surprise attack. This is now known as the â€Å"Tet Offensive†. This attack threatened the US’s position in South Vietnam. This had a huge impact on the outcome of the war. President Richard Nixon proposed the â€Å"Vietnamization† project. It gave South Vietnam more responsibility in fighting the war while still receiving American aid. The US would also provide air and naval support if necessary. In 1972 the Easter Offensive made people think if the policy was effective. They were suggesting that South Vietnam could not wage a full scale war against North Vietnam without the US’s full support. The 1970’s brought anti-war protests because Nixon tried to destroy the Viet Cong supply bases. In 1973, the war started to come to an end. The Paris Peace Accord was signed. This established a ceasefire and allowed the exchange of war prisoners. Also the withdrawal of US forces from Vietnam. This officially ends the US’s and its ally’s involvement in the Vietnam War. The US did still contribute monetarily to South Korea until its official ending in 1975. South Korea lost, and Vietnam was unified as one communist country. The Vietnam War not only changed how we fight, but it changed who we draft and length of the tour. In the Vietnam War the US learned a lot about jungle warfare. Towards the end the US got very proficient at it. Some historians believe that if the US would have kept the troops for four years instead of one the US would have gotten better quicker. They say that as soon as the troops got good, they were given the option to go home, which they did. The US also learned a lot about chemical warfare. The US learned how it affects the surrounding people. The US also learned how people in their own country felt about it. The war also changed our drafting system. The US in now on a volunteer basis. The Vietnam had many deaths on both sides and it has affected the world forever. â€Å"Pearl Harbor† Early morning on December 7th, 1941, the Japanese launched a surprise torpedo attack on the US Naval Base Pearl Harbor in Hawaii. The following day President Franklin D. Roosevelt delivered a speech to the American citizens. This speech was informing the people that this all happened during the midst of talks to keep peace. That same day America entered WWII. Pearl Harbor held a 22,000 acre naval base. Admiral Husband E. Kimmel of the Navy and Lt. General Walter C. Short of the Army were in command of the fleet and troops on the ground the day of the attack. The majority of the Pacific area’s military commands were headquartered there because of growing apprehensions regarding an aggressive Japanese presence. Since the Japanese wanted to expand their territory and power, they had to search for natural resources. America was a likely target. America was a barrier between Java’s oil fields and the Japanese fleets. Also with America around, Japan could not conduct military strategies against the Netherlands and territories of the United Kingdom. Early on in the morning on December 7th, 1941, Japanese planes attacked about thirty-three American ships on orders of Vice-Admiral Chuichi Nagumo. America sustained a loss of one hundred seventy aircrafts that morning as well as eighteen ships. Three thousand seven hundred Americans lost their lives in one day but only very few Japanese died. Pearl Harbor changed America because it brought us to join WWII. This decision had an impact on who won the war. Who knows, if the US didn’t join the war we could all be speaking German or Japanese right now. This also led to the use of the first and last detonation of a nuclear bomb in warfare. So there are definitely pros and cons to Pearl Harbor. The loss of all the men in the attack was horrible, but if that never happened Hitler might have won. All in all, these events changed the course of history. The Great Depression taught us a lesson about how to handle stocks and money. It also gave us hope and brought us together as a country. The Vietnam War showed us how to fight jungle warfare. It also showed us the effects of chemical warfare (years after the Vietnam War). Pearl Harbor brought us to the very important decision to join WWII. For better or worse America is what it today because of these things.

Restoring Europe :: essays research papers

After Austria was crushed by Napoleon in 1809, Metternich was created Austria's Foreign Minister, and replaced Johann Philipp von Stadion. He pursued a pro-French policy, going so far as to manage the marriage of Napoleon to Marie-Louise, Emperor Francis’s daughter. Following Napoleon's defeat in Russia in 1812, Metternich turned to a policy of neutrality, and attempted to make peace between Napoleon and his Russian and Prussian enemies. In June 1813 he famously met with Napoleon at Dresden , and by his own account came away telling the intolerant Emperor that he was lost. Soon after, mediation having failed, Metternich brought Austria into the war against France. As the war came towards its conclusion in the spring of 1814, Metternich quickly came to the conclusion that no peace with Napoleon was possible, and abandoning ideas of a Bonapartist regency under Marie Louise, came to support a Bourbon restoration, which brought him closer to Castlereagh, the British Foreign Secretary. Metternich was one of the principal negotiators at the Congress of Vienna. During this period, Metternich came to have a bitter personal hate with Tsar Alexander I of Russia, whose Polish plans Metternich deeply feared, and who competed with the womanizing Metternich for the affections of the beautiful Wilhelmina von Sagan. Metternich's attempts to form a united front with Viscount Castlereagh and Hardenberg, the Prussian chancellor, to oppose Alexander's plans for a constitutional Kingdom of Poland under his own rule, came to nothing due to Prussia's unwillingness to stand up to Alexander. Metternich then shocked the Prussians by signing an alliance with Castlereagh and Tallyrand, the French ambassador, on January 3, 1815, to prevent Prussian takeover of Saxony, which was to be Prussia's payment for giving up Polish land to Alexander. While this was successful in saving the King of Saxony, Alexander managed to get most of what he wanted in Poland. At the same time, Metternich worked hard in negotiations with Prussia, Hanover, Bavaria, and Wurttemberg to resolve the organization of Germany, and the Germanic Confederation that resulted bore much of the stamp of Metternich's ideas. Metternich's most notable achievement in the years that followed the Congress was his conversion of the Tsar, who had seen himself as a protector of liberalism, to the protection of the old order, which culminated by the Tsar's decision at the Congress of Troppau in 1820, when the Tsar agreed to Metternich's termination of a Neapolitan rebellion and refused to aid Greek rebels against the Ottoman Empire.

Supported Education For Physical Disability Children Education Essay

IntroductionThis essay will look at what supports are available for the parents of a five twelvemonth old male child with a physical disablement to enable him to go to mainstream school. The essay will look briefly at the historical position sing instruction and people with disablements, how constructs such as standardization and inclusion impacted on the integrating of people with disablements in mainstream school, therefore the term mainstreaming and the policies and supports that run alongside these constructs and if these policies are brooding of a rights based attack. Commissariats are in topographic point for kids below school age ( up to age 6 ) with physical disablements to go to particular pre-schools that have installations that support their demands ( National Council for Special Education, 2006 ) . But commissariats are non in topographic point for pre-school services within mainstream schools hence in relation to this subject the term school will associate to primary mainstream schools.Main BodyIn the Census 2002 it was estimated that about 324,000 people in the population were populating with a disablement ( National Disability Authority, on the Web, neodymium ) . Disability in relation to people is considered to be a â€Å" limitation in their capacity to take part in economic, societal or cultural life on history of a physical, centripetal, acquisition, mental wellness or emotional damage † ( Commission on the Status of People with Disabilities ( 1996 ) cited in Finnerty and Collins, 2005:277 ) . McDonnell ( 2003:28 ) suggests that disablement is non the existent â€Å" damage † but really the barriers within society that dis-enable the individual to take part within mainstream society. Harmonizing to Barnes and Mercer ( 2003 ) the political and societal perceptual experiences of people with disablements was challenged from the 1960 ‘s onwards in that the general position at the clip was to see the individual based on their sensed restrictions. These perceptual experiences were challenged by disablement groups on achieving rights that were attributed to other citizens to besides be attributed for people with disablements. One of the challenges to the traditionally held positions of disablement is the construct of standardization which Walmsley ( 1997 ) provinces was developed by Nirje ( 1969 ) to foreground that people with disablements should hold chances to bask the mundane happenings of life. In that what is the norm for the bulk should be available to people with disablements ( Mitchell 2004 ) . A cardinal component within standardization is inclusion ( Walmsley, 1997 ) . Inclusion became a cardinal component in the development of an integrated educational system ( Finnerty and Collins, 2005 ) . A cardinal factor in inclusion is to take the invisibleness that surrounded people with disablements in the yesteryear and that programmes such as incorporate instruction are a manner of leting kids with disablements to hold a more seeable and positive profile ( Dare and O'Donovan, 2002 ) . The Warnock Report ( 1978 ) cited in Dare and O'Donovan ( 2002 ) reviewed the educational demands of kids with disablements and found that kids with disablements should go to a mainstream school unless it could non supply satisfactorily for their peculiar demands. Education in the early 1900 ‘s was within a unintegrated format of particular schools for people with disablements that reinforced their exclusion from mainstream society. The construct of mainstreaming in which kids with particular demands were catered for within mainstream schools was introduced in Ireland in the 1970 ‘s and was regarded as a more appropriate manner of supplying incorporate instruction ( McDonnell, 2003 ) . But this proviso for particular educational demands within mainstream school still created exclusion in that the format was through particular demands categories and still created distinction ( McDonnell, 2003 ) . Although harmonizing to the Salamanca Statement ( 1994 ) on instruction for people with disablements, inclusion was regarded as proviso within mainstream schools ( National Council for Special Education, 2006 ) .Rights Based ApproachThe European Social Charter ( 1996 ) states that people with disablements have â€Å" a right to independenc e, societal integrating and engagement in the life of the community † ( Lawson on the Web, nd:8 ) : and that it places an burden on its member provinces to set in topographic point supports that overcomes barriers to inclusion and engagement. Unfortunately this Charter has merely been signed off by a few member provinces and that the rights included within it have no legal demand. Harmonizing to Lawson ( on the Web, neodymium ) the rights based attack with respect to disablement provinces that people with disablements should hold the same rights as the bulk and that in order to accomplish this that three factors are cardinal. Engagement in their community should non be limited by social barriers such as attitudes towards disablement, or limited by handiness of supports. Engagement is affected by handiness. In that public services should be inclusive with respect to supplying entree for all, for illustration that public conveyance make proper adjustments for the demands of people with disablements. Underscoring the constructs of engagement and handiness are that authorities societal policies allow proviso for disablement issues within mainstream policy formation instead than specific disablement policies which in their nature create greater segregation of people with disablements. ( Lawson, on the Web, neodymium ) . Harmonizing to De Wispelaere and Walsh ( 2007:521 ) when services for people with disablements are still determined within a â€Å" societal public assistance theoretical account † in that the handiness of services are still decided by public organic structures that a rights based attack is non in topographic point. The rights based attack theoretical account would propose that the rights of a individual with disablements are specified in jurisprudence and that a deficiency of this proviso of those rights should let for resort through the general legal system. In Ireland there are presently three models for proviso of instruction for people with disablements, foremost the pupil can go to mainstream school with support from a resource instructor or particular demands helper. The 2nd option is the pupil can go to a particular category within the mainstream school or thirdly the pupil may go to a school designated as a particular school with supports for peculiar disablements ( The National Council for Special Education, 2006 ) . Assorted statute laws have impacted on the proviso of instruction. The Constitution of Ireland ( 1937 ) states that every kid should hold entree to instruction ( National Council for Special Education, 2006 ) .Education Act ( 1998 )The Education Act ( 1998 ) stated that instruction was to be provided for all kids and specifically references that kids with particular educational demands be provided for and â€Å" have the same right to avail of and benefit from appropriate instruction as do their equals † ( National Council for Special Education, 2006:79 ) . The Education Act ( 1998 ) allowed that support would be available for extra educational resources such as appraisals of pupils, proficient AIDSs but these excessively were assessed as to what was appropriate and were non an automatic entitlement ( De Wispelaere and Walsh, 2007 ) . The Act besides provided for the puting up of the National Council for Special Education that would move as an independent administration that would within its maps co-ordinate the allotment of educational supports ( National Council for Special Education, 2006 ) . The Act ( 1998 ) stated that kids with disablements had a right to education but the term â€Å" appropriate † allowed for measuring based on what resources were available ( De Wispelaere and Walsh, 2007:532 ) . Therefore this would propose that the Act was non rights based in that the proviso of supports were decided non by factors of engagement or inclusion but by resources.Education Welfare Act ( 2000 )The Education Welfare Act ( 2000 ) although its chief purpose was to advance attending at schools, is of effect to kids with disablements in that many kids with disablements are non go toing schools because no appropriate school is available. The enrollment procedure within the Act allows that such kids that are being schooled at place are to be assessed by the Health Service Executive to guarantee that the kid is having a criterion of instruction expected, although there is no index of the expected minimal criterion for kids with disablements ( National Council for Special E ducation, 2006 ) .Equal Status Act ( 2000 ) and ( 2004 )The Equal Status Act ( 2000 ) amended in ( 2004 ) promoted equality and prohibited favoritism in relation to entree and proviso of services with respect to nine factors of which favoritism because of disablement is one ( Government of Ireland, 2000 ) . In relation to education this considers admittance policies, entree for the pupil to school, edifice or supports ( National Council for Special Education, 2006 ) . But the Act besides states that favoritism can non be considered if it is judged that â€Å" sensible adjustment † was made to let for entree or a â€Å" disproportional load † would be placed on the service supplier to do adjustments, ( National Council for Special Education, 2006:81 ) . For illustration in relation to the scenario, the kid that has the physical disablement might non be able to go to his local primary school because although adjustments such as a incline were installed, that in order to supply other adjustments that it would put a disproportional load on the school. Bruce ( 1991 ) cited in Quinn and Redmond ( 2005:145 ) suggests that the entree right besides relates to back up that provide for â€Å" engagement in the societal and cultural life of the community † . Therefore certainly the attending at a local school could be seen as a agency of inclusion for the male child and that exclusion by the school because of no duty to supply services beyond their resources could be considered a misdemeanor of rights with respect to entree as per Bruce ( 1991 ) cited in Quin and Redmond ( 2005 ) . But the fact that the proviso of services is non rights based eliminates the duty of the school to supply services beyond their resources ( De Wispelaere and Walsh, 2007 ) .Education for Persons with Particular Educational Needs Act ( EPSEN ) ( 2004 )Harmonizing to the National Disability Authority ( 2005 ) the Education for Persons with Particular Educational Needs Act ( EPSEN ) ( 2004 ) set out through its purposes of appropriate instruction, appraisal of identifying of demand, single instruction programs, general allotment system and entreaties to present inclusive instruction for kids with particular educational demands. The Act set out that schools have a responsibility to include kids with particular educational demands and that adjustments are to be made to let inclusion, that the school principal in peculiar had a function to place kids with particular educational demands and arrange appraisal. The appraisal would let the school to use for extra support ( National Disability Authority, 2005 ) . A â€Å" General allotment system † was established that would apportion lasting instructor stations based on the degree of high incidence disablements within the school and the allotment of hours for resource instructors or particular demands helpers for low incidence disablements ( National Council for Special Education, 2006:41 ) . Harmonizing to the National Disability Authority ( 2005 ) the Act stated that the school in p artnership with the parents and other professionals would pull up an single educational program to let for the instruction of the kid. The school could be designated by the National Council for Special Education to supply a topographic point in their school for a kid. The Act besides introduced that parents could inform the instructors if they were unhappy with the instruction provided for their kid and that the school was required to turn to this issue. The procedure of entreaties and an Appeals Board was set up to let for referral of differences and possible declaration of differences ( National Disability Authority, 2005 ) . A study by the National Disability Authority ( 2006 ) to reexamine the EPSEN Act ( 2004 ) highlighted assorted facets that were positive and negative. That the General Allocation System was positive in general in that it recognised that supports were needed. But that establishing allotment on degree of high incidence disablements in attending could ensue that pupils that are non within the high-incidence bracket will lose supports that otherwise let them to go to mainstream schools. For illustration described within the low incidence disablements are physical disablement, hearing damage, moderate general acquisition disablement and autism. Concern was raised by parents that kids that were described within high incidence disablements would be more likely to be go toing particular schools that would be more able to supply for their demands. Therefore the degree of high incidence attending would be by and large low in mainstream schools which would impact on allotment of resources as pe r the General Allocation system ( National Disability Authority, 2006 ) . The study stated that the disablements listed within low incidences does non reflect the diverseness of demand sing supports for integrative instruction and that the General Allocation System by its nature excludes instead than includes ( National Disability Authority, 2006 ) . Many parents report that entree to mainstream schools for their kids with particular educational demands is hard in that the appraisal of demand for kids is the necessity of the Health Service Executive. Parents are holding jobs deriving appraisal and secondly that the waiting clip for such appraisals is long ( National Disability Authority, 2006 ) . The appraisal of demand will non needfully measure up that the kid can so travel to a local school in that the school may non be able to supply the adjustments required. With respect to kids with physical disablements the perceptual experience seems to be that if the school provides a incline that it has provided sufficient supports. That the burden is non on schools due to allotment of resources to supply services that have been assessed as needed by the kid and can ensue in the kid being marginalised and excluded if the kid were to stay in mainstream school. Besides that the general physical environment within mainstream schools was non needfully suited to the demands of a kid with disablements and that the inclusion within the school would non be in the kid ‘s best involvements. The assessment procedure is harder to entree for Particular Schools unless they are portion of a clinic that has a resident psychologist. The assessment procedure is in itself labelling in that the p erceptual experience of appraisal of demand automatically deduce an educational restriction within the kid which may non be the instance ( National Disability Authority, 2006 ) . The inclusive construct of the EPSEN ( 2004 ) was positive in that it gave kids with disablements an chance to socialize with their equals but that the deficiency of supports consequence in exclusion as the kid can non to the full incorporate without these supports ( National Disability Authority, 2006 ) . An inclusive educational system provides for the diverse demands of all the kids in attending and by offering different supports for the kids needs it celebrates diverseness and encourages engagement harmonizing to Florian and Rouse ( 2009 ) . But allotments based on available resources could propose that the Act has failed in its purposes of inclusion ( National Disability Authority, 2006 ) . The troubles in deriving entree and supports has resulted that the duty frequently falls to the parents of kids with disablements to supply the educational support ( Power, 2008 ) . Besides the Act states that the particular needs helpers will hold no function in proviso of instruction but th e proviso of attention for the kid ( National Council for Special Education, 2006 ) . But the functions of the particular demand helpers have become education proviso in that resources have impacted on educational supports and that the particular needs helpers are non trained for this function ( National Disability Authority, 2006 ) . It had been forecasted that the Act would be implemented by 2010 budgetary restraints have delayed the execution of many elements of the Act ( National Council for Special Education, 2008 ) . The system of specifying low-incidence and high-incidence is non rights based in that it does non turn to the single demands of the kid regardless of what incidence they are within and that the allotment of extra resources such as instructors, particular needs helpers and resource support instructors based on the incidences of grades of disablement is non declarative of an participatory programme. The General Allocation System is non rights based in that the system of allotment of resources based on figure of kids with high incidence disablements is prejudiced towards the kids with disablements within the low incidence bracket ( National Disability Authority, 2006 ) .Disability Act ( 2005 )The Disability Act ( 2005 ) although non straight linked to instruction does hold mention in that it provided for the right to supply for an appraisal of demands sing wellness and instruction, roll uping a service statement, but it does non automatically imply proviso of services to fit demands. Be sides the right to appeal determinations sing appraisal and service statement but that there was no resort through the legal system ( National Council for Special Education, 2006 ) . The Disability Act ( 2005 ) although supplying for appraisal of demands sing wellness and instruction have non allocated a minimal degree of service bringing as per the Irish Human Rights Commission ( 2004 ) cited in De Wispelaere and Walsh, ( 2007 ) . That although the appraisal of demand is a definite right that it is undermined by the clause that the Service Statement after the Assessment Report allows that services may non be provided if it is â€Å" non possible or practical to supply † ( De Wispelaere and Walsh, 2007:532 ) and would therefore suggest that the Act is non rights based statute law. Harmonizing to De Wispelaere and Walsh ( 2007 ) with respect to the Disabiltiy Act ( 2005 ) that although a right to appeal is mentioned that the entreaty procedure is drawn-out, in that an entreaty will hold to be addressed by a liaison officer, ailments officer, and entreaties officer whereby the determination made is concluding and that so the lone resort is an entreaty through the High Court. That a individual with a disablement is prevented from availing of an independent justice such as an Ombudsman until the internal entreaty procedure is completed suggests that the entreaties procedure is â€Å" dis-abling † ( De Wispelaere and Walsh, 2007:534 ) . Harmonizing to De Wispelaere and Walsh ( 2007 ) the rights based attack that proviso of services should be a legal right based on demand appraisal has two defects. First that the outlook of bringing of services could ensue in a continual demand on public resources. Second that the warrant of bringing of service could be considered to â€Å" undemocratic † if the proviso of â€Å" disablement rights † were to dispute the rights of a authorities to make up one's mind â€Å" economic and societal policies † ( De Wispelaere and Walsh, 2007:523 ) . They proposed that a rights based attack should instead than guarantee that all demands are met, that people with disablements should wish the bulk of people have the right to dispute when services are non in topographic point through the general legal system. With respect to the scenario at the start of the essay for the parents of a male child aged five to go to his local primary school and what supports would be available to him. The Disability Act ( 2005 ) allows that the male child ‘s demands are to be assessed but that the bringing of services will be dependent on the equal resources available ( De Wispelaere and Walsh, 2007 ) . Therefore the kid might be assessed to hold a peculiar demand but it would non be the duty of the local primary school to supply the services required for his demand if it was beyond their abilities and resources. The fact that there is no legal demand on a service supplier to guarantee service bringing that would let this male child to go to the school would propose that there is no rights-based attack with respect to disablement statute law and policies in Ireland ( De Wispelaere and Walsh, 2007 ) .DecisionLegislation has been put in topographic point within the Irish system that aims to supply instru ction for people with disablements. In order to to the full take part entree to instruction and acquisition is overriding but it would look that the rights of the individual with a disablement to hold an equal opportunity of full instruction is determined by standards that measures degrees of disablement instead than diverseness of demand and that adjustment of supports is determined non as a right but as to what resources will be deemed appropriate by Government Departments. Besides that the purposes of the statute law to turn to peculiar issues sing instruction of people with disablements are weakened by the inclusion of clauses such as â€Å" sensible adjustment † and â€Å" disproportional load † ( National Council for Special Education, 2006:81 ) and would propose that the right to instruction is non as clear cut for kids with disablements. Besides disablement rights in Ireland have non received a unequivocal standard sing which rights must be protected and to what grade and that in order to be genuinely rights based this must be the instance ( De Wispelaere and Walsh, 2007 ) .

Racial essentialism and Racial constructivism Free Essay Example, 1000 words

The war against racial prejudice in America has thus been growing under waters because of the historically planted hatred between the whites and blacks. Children that are born in racist families are influenced negatively as they grow up to develop animosity against members of another race without fathomable reasons. For instance, some white kids who are born from racist families mostly interact with white kids and isolate black kids based on their skin color. A kid thus grows knowing that he or she should not associate with black people without an inkling of the reason behind it. The notions that surround racial essentialism are manifold such that the American population that perpetuates racial prejudice is cultivating a horrible situation of existence for the white and black people. Racial prejudice in America is so deep-rooted that some states participate in occasional violent protests against the other races. For instance, the recent demonstration in St. Louis state in America where a young black boy was shot dead by white police in the street for no apparent reason (James, 2008). The resultant protests were so terrific that violence ensued between whites and blacks. We will write a custom essay sample on Racial essentialism and Racial constructivism or any topic specifically for you Only $17.96 $11.86/pageorder now Blacks demanded the rightful conviction of the white police officer who had killed the boy while the whites reiterated that the black boy was guilty, and he deserved to be shot. Racial constructivism Racial constructivism is the circle of notions that people have, enabling them to construct particular racial lines just by appearance and outright â€Å"labeling. † In the United States, racial constructivism has occupied the minds of racists as depicted by the labeling of people as either "blacks" or "whites. " The racial prejudice that undergoes in the United States is principally a division of two races, the blacks, and the whites. For instance, the Africans who live in the United States are mostly grouped as blacks by racial constructivists since their skin color is black. The categorization of people into certain races through racial constructivism has made some racists in America to propagate their atrocities in different spheres of life (Kirkpatrick, 2013). In the job market, some white employers are usually hesitant to employ a person with black skin color. The reason in such cases is just skin color, which shows that the employer declines the person employment because he or she is from a different race. Such scenarios are many since racial discrimination has been a prolonged malady from the historic times.