Reflection paper Assignment Example | Topics and Well Written Essays - 1000 words

Reflection paper - Assignment Example I take good care of my appearance and present myself as a confident, friendly and professional person and do not impose myself on others. The important thing is to establish a level of comfort and trust with my associates. Being a manager of my company I consider that my strength is that I instill confidence in my people by giving them challenging assignments to help them build their skills and credibility. During the course of this study I have learnt to present myself in a way so as not to appear arrogant and aloof. I have also learnt to encourage workers to assess their capabilities, and feel comfortable in expressing themselves in front of me, other leaders and clients. As further development of my professional presence I would like to consider the factors that influence my behavior and how it affects others, and accordingly make my presence more effective. According to Albrecht, authenticity is how honestly one views his own personality and attitude. He has said in his book â€Å"to the extent that you respect yourself, have faith in your personal values and beliefs, and deal straight with other people, you are likely to behave in ways that others perceive as authentic.† (Albrecht, 88) When people suffer from poor self confidence, when they believe that other people will not like their values, behavior and attitude, they then attempt to mould themselves according to the desires and wishes of other people and present themselves in accordance to how the others want to perceive them as. In such cases, these people seem to others like they are behaving in an unauthentic manner. Narcissism which is considered as self-love by many psychotherapists, Albrecht sees it is as another type of unauthentic behavior which â€Å"can become pathological if it renders us incapable of engaging in two-way relationships of mutuality, sharing and s upport.† (Albrecht, 98) Authentic leadership means a

Positive impact of workplace diversity in the UAE Essay

Positive impact of workplace diversity in the UAE - Essay Example In enhancing the employment of workplace diversity, organizations manage to enjoy benefits such as: Existence of good communication between employees increases the productivity of an organization. However, good communication between employers and employees is as a result of diversification of practices in the workplace. Workplace diversity means the coming together of staff from different cultures and backgrounds. Diversity is important because of many reasons. It promotes equality among people in questing for opportunities. In supporting equal opportunities, make institutions increase their benefits. â€Å"Sharing work and working in teams from different cultures can help to overcome cultural differences through shared experiences when working within a team† (Al-Jenaibi, 2012). Additionally, it is evident that â€Å"managing diversity is about more than equal employment opportunity and affirmative action† (Green, Kepner, Lopez & Wysocki, 2002). Al-Jenaibi B. (2012). ‘The scope and impact of workplace diversity in the United Arab Emirates – An initial study’, Malaysis Journal of Society and Space. Retrieved October 21, 2014, from http://www.ukm.my/geografia/images/upload/14.Geografia-2012_Badreya%20Al-Jenaibi_EDITED-azlan-nn-1.doc.pdf Green, K., Kepner, K., Lopez, M. & Wysocki, A. (2002). Diversity in the Workplace: Benefits, Challenges, and the Required Managerial Tools. Retrieved October 21, 2014, from

Viva Translations Essay Example for Free

Viva Translations Essay For example, Translators without Borders is listed as Ð ° partner, together with Viva Translations in Lisbon and Eulogia (currently Ð ° dead link), on the Eurotexte site. Similarly, the Translators without Borders site features Ð ° link to Eurotexte on the main page and, after outlining the groups services to several humanitarian organizations, informs us that many Eurotexte translators and staff volunteer their time for these important translation jobs so that translations can be provided free to humanitarian NGOs. The narrative of Translators without Borders is also structurally incoherent in another respect, as Ð ° consequence of its dependence on and overlap with the Eurotexte narrative. Translators without Borders, listed under the rubric â€Å"Success Stories† on the Eurotexte site, espouse humanitarian and political ideals that are arguably at odds with Eurotexte practices. Lori Thicke, managing director of Eurotexte and founder of Translators Without Borders, addresses these ideals in an undated speech to the Italian Federation of Translation Companies, which she begins with Ð ° powerful reminder of the atrocities committed in Chechnya, Palestine, and Kosovo. Ð  man in Chechnya says, Ð  ground-to-ground missile killed my two sons in the market in Grozny. They werent fighters-they were just there to buy some jeans. The Palestinian girl who at first is too afraid to talk to the visitors, whispers, І dont think were going to come out of this alive. on Ð ° forced March to the border Ð ° mother in Kosovo cries as the soldier takes aim, Not him, hes not even 15! Thicke goes on to ask, If theres no money for translations, who will tell their stories? This is Ð ° valid question and an admirable call for intervention. Yet at the same time the Eurotexte site proudly lists among its top clients numerous companies that are directly or indirectly implicated in the very atrocities that communities like Translators without Borders are meant to be bringing to our attention. These include General Electric, the subject of an intense boycott campaign by various peace groups between 1986 and 1993 because of its involvement in the production and sale of nuclear weapons. As Ð ° major U. S. defense contractor, it is now back on the boycott lists of several anti-war groups. Similar criticisms could be leveled at other clients that Eurotexte proudly lists on its site, including Loreal, as well as its subsidiary Lancome. Apart from its dismal record on animal testing, Loreal established Israel as its commercial center in the Middle East in 1995 and in 1998 received Israels Jubilee Award, for organizations who have done most to strengthen the Israeli economy. Loreal is on the boycott lists of various solidarity groups set up precisely to respond to the kind of fear and oppression opposed by the humanitarian organizations that are served by Translators without Borders. At best, then, Eurotexte/ Translators Without Borders may be accused of taking only Ð ° superficial interest in the plight of the groups it presumes to defend and of failing to look into the wider context of the tragedies it purports to oppose. At worst Eurotexte knowingly and cynically exploits both oppressor and oppressed to further its own commercial success. In Fishers framework, fidelity ultimately ranks higher than coherence. Structural incoherence of the type outlined above in the narrative of Translators Without Borders can in principle be explained and even justified from the perspective of narrative fidelity. Narrative fidelity, as І explained earlier, allows us to test Ð ° story in relation to its reasons as well as the values it promotes In terms of reasons, one could argue that Eurotexte has not misrepresented its links with Translators without Borders and has not sought to mislead by omitting facts about how the two organizations relate to each other. Eurotexte can only gain by its links with Translators without Borders; thus, the reasons for its particular narrative being what it is is logical and justified. For Eurotexte, doing good comes at Ð ° price; the ability to use Translators Without Borders as Ð ° selling point at the same time as keeping its own operation focused on making money ensures that translators without borders can continue to enjoy Ð ° stable platform at the same time that Eurotexte can continue its associations with clients like General Electric and Loreal. In her speech cited above, Thicke explicitly maintains this duality, stating, I’m sure І dont have to convince you of the importance of humanitarian work. If you didnt believe in it, you wouldnt be here today. But were in business. We all need to make money. Good works are often Ð ° luxury we cant afford. or can us? The great news І have for you today is that good works not only help the world: they can also be good for business. Much as І believe in good works, I’m Ð ° businesswoman, through and through Apart from indirectly securing Ð ° financial basis for its activities by promoting its sponsor as Ð ° responsible agency, however, it is not obvious how the aims of Translators Without Borders are served by being commoditized to enhance the image of Eurotexte. It is this element of the commoditization of the humanitarian work of the group that undermines the narrative of Translators without Borders, particularly in light of Fishers fidelity principles. Here, we ask what kind of worldview is promoted by the narrative under examination and what cultural values it directly or indirectly gives credence to.

Disadvantages of Physical Education

Disadvantages of Physical Education Mandatory physical education for students in elementary through high school is designed with the best intentions like promoting a healthier lifestyle, and aiding students in uncovering their potential talent. But as good as these intentions may seem they all fall short of its goals due to restricting students freedom of choice, a mounting budget deficit, and constant bullying. All these countless shortfalls cause a string of unforeseen problems such as impairing academic success, vast emotional damage, immense psychological harm, and painful physical damage. Although many parents consider physical education as an important part of the public education system, children should not have to participate in physical education if they do not want to. Physical Education should not be mandatory in public education for students in elementary through high school since it impairs learning, emotional, and physical harm to students causing immense damage that are not beneficial to students. I am troubled about mandatory physical education for students in elementary through high school. Physical education went through a long journey to become what it is today. It all started in 776 B.C. where Greeks held the first Olympiad. Later on in 1814 Demark establishes the Bill of 1814 the first ever compulsory physical education bill. In 1825 Charles Beck becomes the first teacher to teach physical education. In 1866, California passed the physical education legislation, becoming the first state to ever do so. Afterwards in 1896 Athens, Greece held the first modern Olympic game (Zeigler). Throughout all these years, physical education maintained its core values, fostering an environment for students to improve their comprehension, skill sets, capacities, and principles (Kelso). Problem starts when physical education becomes mandatory especially in schools where all these values begin to shift for the worst part. Students lose their freedom of choice, being forced into a highly co mpetitive world of sports where injuries, psychological drama, and fear of losing become a predominant possibility (FLEMING). Whether physical education should be made mandatory in public education for students in elementary through high school is a highly controversial topic since physical education comes with a heavy price by stripping students of their freedom of choice, and a enhanced education due to lack of funding. Making physical education mandatory in public education for students in elementary through high school intensifies an ongoing budget crisis. In just the state of California alone there is already an 11.2 billion dollar deficit. Across the United States, state tax revenues are down because of the worldwide economic slump. Each year schools receive only limited amounts of state and federal funding, funds depend on population and student academic performance (BBC). According to the Los Angeles Times many schools are already struggling with increased furloughs, and widespread teacher layoffs(Mehta). If physical education were to become mandatory then funds would be stretched even more sparsely. For example making physical education compulsory in elementary and high schools nationwide would be establishing an entirely new department just for physical education, and building new gyms and football fields. All these so called innovations take away scarce resources which could have been bette r used on vital academic lessons. Our students deserve a better future and making physical education mandatory is not the answer. Ms. Weissman, the current head of physical education at Tenafly High School argues that physical education helps students uncover their hidden talent, and helps them use it to their full potential (Weissman). I cannot argue the fact that physical education allows students to try out diverse sports and experience a variety of sports. Nevertheless students can uncover their talents outside of school sidestepping the bullying and physiological damage that usually occurs with physical education. According to a nationwide poll in 2004 done by Southwest Wisconsin Youth Survey 19% of all teens responded to some or quite a bit when asked how much do you worry about being picked on or physically hurt by another teen? (SWYS). Also, 19% is an enormous number that means that two out of every ten students are being bullied. Besides 19% is an understatement since most students that are bulled are too ashamed, scared, or hurt to admit it. There are countless more students that are being bullied but are not documented. Students have a hard time learning when they are constantly being bullied and put down by fellow classmates. Being successful in sports only occurs when both talent and interest are mixed in. Physical education in school only impairs on student academic success it should not be made mandatory. Cristina S. Barroso the current assistant professor of health promotion and behavioral science at University of Texas Health Science Center argues that physical education should be mandatory since the government is concerned about the well being of its citizens by promoting physical activity in students through mandatory physical education assists students in fighting obesity, and maintaining long-term habits of working out (Barroso). While I cannot argue the fact that physical activities promote good health my point is that students should at least be allowed a choice. They should be able to do what they want with their body. They are young sensible adults on the verge of adulthood and deserve to be able to make their own decisions and learn from their own mistakes, it is all part of life and growing up. An essay appeared in Journal of Law and Education, a journal published by the University of South Carolina Law Center. In School Liability: The Danger of Mandatory Physical Educatio n Classes, Heather Sanders the Health argues that forcing students to do what they may not want to do can lead to dire consequences. Consequences like depression, injuries, and anxiety are just a few of the many consequences that occur when physical education becomes mandatory (Sanders). It is also outrageous to say that physical education can actually make a real world difference to students health. Physical education is highly inefficient; there are countless more efficient ways of ensuring a healthy population than forcing students to run a lap once a week, a simple change in their diet to healthier foods and walking instead of driving to school would do just fine (NCCDPH).Taking away freedom of choice for students is a big mistake since having freedom is essential to being an America, physical education should not be compulsory in public education for students in elementary through high school. No one can argue the fact that exercise is highly beneficial for people of all ages but making physical education mandatory for students in elementary through high school is not the answer. The goal of physical education is to encourage a healthier lifestyle, promoting students to become well rounded individuals, and assisting students in finding their potential talent, but in reality all these benefits fall short once physical education becomes mandatory. Once students lose their freedom of choice, have budget cuts kick in, and are constantly being bullied a series of unforeseen problems arises such as underperforming academically, vast emotional damage, immense mental suffering, and constant physical abuse. Disadvantages Of Physical Education Disadvantages Of Physical Education Mandatory physical education for students in elementary through high school is designed with the best intentions like promoting a healthier lifestyle, and aiding students in uncovering their potential talent. But as good as these intentions may seem they all fall short of its goals due to restricting students freedom of choice, a mounting budget deficit, and constant bullying. All these countless shortfalls cause a string of unforeseen problems such as impairing academic success, vast emotional damage, immense psychological harm, and painful physical damage. Although many parents consider physical education as an important part of the public education system, children should not have to participate in physical education if they do not want to. Physical Education should not be mandatory in public education for students in elementary through high school since it impairs learning, emotional, and physical harm to students causing immense damage that are not beneficial to students. I am troubled about mandatory physical education for students in elementary through high school. Physical education went through a long journey to become what it is today. It all started in 776 B.C. where Greeks held the first Olympiad. Later on in 1814 Demark establishes the Bill of 1814 the first ever compulsory physical education bill. In 1825 Charles Beck becomes the first teacher to teach physical education. In 1866, California passed the physical education legislation, becoming the first state to ever do so. Afterwards in 1896 Athens, Greece held the first modern Olympic game (Zeigler). Throughout all these years, physical education maintained its core values, fostering an environment for students to improve their comprehension, skill sets, capacities, and principles (Kelso). Problem starts when physical education becomes mandatory especially in schools where all these values begin to shift for the worst part. Students lose their freedom of choice, being forced into a highly co mpetitive world of sports where injuries, psychological drama, and fear of losing become a predominant possibility (FLEMING). Whether physical education should be made mandatory in public education for students in elementary through high school is a highly controversial topic since physical education comes with a heavy price by stripping students of their freedom of choice, and a enhanced education due to lack of funding. Making physical education mandatory in public education for students in elementary through high school intensifies an ongoing budget crisis. In just the state of California alone there is already an 11.2 billion dollar deficit. Across the United States, state tax revenues are down because of the worldwide economic slump. Each year schools receive only limited amounts of state and federal funding, funds depend on population and student academic performance (BBC). According to the Los Angeles Times many schools are already struggling with increased furloughs, and widespread teacher layoffs(Mehta). If physical education were to become mandatory then funds would be stretched even more sparsely. For example making physical education compulsory in elementary and high schools nationwide would be establishing an entirely new department just for physical education, and building new gyms and football fields. All these so called innovations take away scarce resources which could have been bette r used on vital academic lessons. Our students deserve a better future and making physical education mandatory is not the answer. Ms. Weissman, the current head of physical education at Tenafly High School argues that physical education helps students uncover their hidden talent, and helps them use it to their full potential (Weissman). I cannot argue the fact that physical education allows students to try out diverse sports and experience a variety of sports. Nevertheless students can uncover their talents outside of school sidestepping the bullying and physiological damage that usually occurs with physical education. According to a nationwide poll in 2004 done by Southwest Wisconsin Youth Survey 19% of all teens responded to some or quite a bit when asked how much do you worry about being picked on or physically hurt by another teen? (SWYS). Also, 19% is an enormous number that means that two out of every ten students are being bullied. Besides 19% is an understatement since most students that are bulled are too ashamed, scared, or hurt to admit it. There are countless more students that are being bullied but are not documented. Students have a hard time learning when they are constantly being bullied and put down by fellow classmates. Being successful in sports only occurs when both talent and interest are mixed in. Physical education in school only impairs on student academic success it should not be made mandatory. Cristina S. Barroso the current assistant professor of health promotion and behavioral science at University of Texas Health Science Center argues that physical education should be mandatory since the government is concerned about the well being of its citizens by promoting physical activity in students through mandatory physical education assists students in fighting obesity, and maintaining long-term habits of working out (Barroso). While I cannot argue the fact that physical activities promote good health my point is that students should at least be allowed a choice. They should be able to do what they want with their body. They are young sensible adults on the verge of adulthood and deserve to be able to make their own decisions and learn from their own mistakes, it is all part of life and growing up. An essay appeared in Journal of Law and Education, a journal published by the University of South Carolina Law Center. In School Liability: The Danger of Mandatory Physical Educatio n Classes, Heather Sanders the Health argues that forcing students to do what they may not want to do can lead to dire consequences. Consequences like depression, injuries, and anxiety are just a few of the many consequences that occur when physical education becomes mandatory (Sanders). It is also outrageous to say that physical education can actually make a real world difference to students health. Physical education is highly inefficient; there are countless more efficient ways of ensuring a healthy population than forcing students to run a lap once a week, a simple change in their diet to healthier foods and walking instead of driving to school would do just fine (NCCDPH).Taking away freedom of choice for students is a big mistake since having freedom is essential to being an America, physical education should not be compulsory in public education for students in elementary through high school. No one can argue the fact that exercise is highly beneficial for people of all ages but making physical education mandatory for students in elementary through high school is not the answer. The goal of physical education is to encourage a healthier lifestyle, promoting students to become well rounded individuals, and assisting students in finding their potential talent, but in reality all these benefits fall short once physical education becomes mandatory. Once students lose their freedom of choice, have budget cuts kick in, and are constantly being bullied a series of unforeseen problems arises such as underperforming academically, vast emotional damage, immense mental suffering, and constant physical abuse.

Jews Demand Holocaust Reparations :: essays research papers

American Dissident Voices Broadcast of April 7, 2001 As Ye Sow . . . . By Dr. William Pierce Hello! First, I want to admit to an error I made in last week's broadcast. I attributed to the circus impresario P.T. Barnum the statement that no one ever lost a nickel by underestimating the intelligence of the American public. At least two alert listeners have since pointed out to me that the statement actually was made by the journalist and writer H.L. Mencken. The statement for which P.T. Barnum should be remembered is that a sucker is born every minute. Last week we talked about the rewards of increasing "diversity" in America. The primary reward is the growth in alienation as young Americans fail to develop a healthy sense of racial identity and fail to find satisfactory role models. Diversity goes up, and homogeneity simultaneously goes down. And as homogeneity goes, so goes the individual's sense of community, of belonging, of identity. And we also talked about many of the side benefits of diversity: rising suicide rates, a greatly increased incidence of neuroses and psychopathologies, more schoolyard shootings, a growing pregnancy rate among unwed White teenagers, the confusion and loss of values, lowered academic standards, the trashing of the history and literature curricula in our universities, and a number of other consequences of the diversity being visited upon us by the government and the Jewish media. And America is not the only nation ruined by the diversity-mongers. If you've been paying attention to the news of what's happening in the Balkans, you will have noticed that the bloodshed and misery begun there by the determination of Madeleine Albright and the Clinton government to ram multiculturalism down the throats of the Serbs is still spreading. The killing going on in Macedonia now is a direct consequence of the Clinton government's bombing of Belgrade in order to force the Serbs to accept the multiculturalization of Serbia's Kosovo province. If you remember, the excuse given by Madeleine Albright and her kosher crew was that the wicked Serbs were mistreating the Albanian minority in Kosovo, who merely wanted to live in multicultural bliss with the Serbs. Well, of course, the Albanians wanted no such thing. They wanted exactly what the Serbs wanted: namely to have Kosovo all to themselves. So as soon as Madeleine's hired gunmen shifted the balance of power in Kosovo and forced the Serb army out, the Albanians, instead of hugging their Serb neighbors began killing and terrorizing them. The Serbs fled for their lives, and now the Albanians run Kosovo, except for a few all-Serb

Looking for Answers in Looking for Richard Essay -- Looking for Richar

Looking for Answers in Looking for Richard  Ã‚     Ã‚  Ã‚   Al Pacino's "Looking for Richard" is an unusual film. It is a documentary about the complexities of Shakespeare, the performing of the play Richard III, and the ignorance of the average American regarding Shakespeare. The unusual nature of the film - it's similar to a filmed Cliff-notes version of the text - provokes wildly different reactions from film buffs, critics, and Shakespeare purists. A perusal of five different reviews of the film show such variant descriptors that range from Mary Brennan's comment that the documentary is "decidedly narcissistic" to Edwin Jahiel's comment that the film is an "original, mesmerizing exploration." The rather wide incongruity between the reviews leads to an interesting juxtaposition of its critiques, as we examine the reasons "Looking for Richard" incites such strong responses from its proponents and detractors. A summarized look at each of the reviews reveals the wide range among the criticisms. The first review, by Mary Brennan and posted on the Film.Com web site, is generally positive, despite the aforementioned quotation that the documentary is "decidedly narcissistic." Brennan found herself enjoying the film despite herself, enjoying the "extraordinarily riveting" way the film dissected Shakespeare. However, every endorsement of the film is subsequently balanced by a disparaging remark about it. Brennan calls some of the rehearsals "thoroughly entertaining," then says that the endless scenes of Pacino "mugging into the camera... rapidly lose their charm." Still, she seems to enjoy the film despite its perceived weaknesses. Al Pacino's posturing is "exasperating but likable," and the whole package is enjoyable. Brennan seems to... ...r those like me, however, who enjoy Shakespeare but perhaps do not grasp it as well as we hope to on the first couple of readings, it worked ideally. Works Cited Brennan, Mary. Film.com. Internet. On Line. 1996. URL: http://www.film.com/reviews/index.jhtml?review_url=/film-review/1996/9006/15/default-review.html Dre. Girls on Film. Internet. On-line. 1996. URL: http://www.girlson.com/film/navigation/index.html Jahiel, Edwin. Rec.arts.movies.review. Internet. On-line. 1996. URL: http://reviews.imdb.com/Reviews/65/6541 Renshaw, Scott. Rec.arts.movies.review. Internet. On-line. 1996. URL: http://reviews.imdb.com/Reviews/61/6195 Schwartzbaum, Lisa. "Great Shakes." Entertainment Weekly. 1 November 1996. http://www.ew.com Zimmer, A. Syracuse Times Online. Internet. On-line. 1996. URL: http://newtimes.rway.com/films/richard.htm      

High School District Essay

Declining high school dropout rates continue to reflect on the American educational system. Dropout rate for high school students refer to the number of individuals within the high school age range, between 16 to 24 years of age, who have not enrolled in school, obtained a high school diploma, or achieved equivalency documentation when compared to the general population for this age range. National statistical data indicates that the dropout rate decreased by 6 percent from 15 percent in 1972 to 9 percent in 2006. A similar decrease by 2 percent from 11 percent in 2000 to 9 percent in 2006 also occurred. (National Center for Education Statistics, 2008) There are differing interpretations of the implications of these statistics particularly on developments in the educational system. Some consider this a positive reflection on the educational system while others recognize this as the persistence of the problems. Regardless of the perspective, the relative dropout rate points to improvements in the number of people not enrolling or completing high school as well as an area for further improvement. Dropping out from high school has adverse consequences to individuals and the broader community. On the part of individuals, majority of those who have dropped out of high school were unable to find jobs or engage in odd jobs (Stanard, 2003). Even if employed, there are limited opportunities for career advancement. Income would also likely remain low. (Campbell, 2004) This affects long-term financial security. On the part of communities, the dropout rate means more people likely to become dependent on the social welfare program of the government. This also translates into greater risk of involvement in alcoholism and drug use likely to co-occur with criminal activity. (Martin, Tobin & Sugai, 2002) Even with a decreased dropout rate, it is important to continue addressing this issue by getting at the root of the problem. While the dropout rate has declined, there is no change in the dropout rates when considering all races. The racial gap over the dropout rate remained the same. (Heckman & LaFontaine, 2007; National Center for Education Statistics, 2008) In comparing the dropout rate among Caucasians and Hispanics, the difference or gap in drop out rate is 20 percent in 1980 and 19 percent in 2000. Two reasons account for the nil change in the racial gap over the dropout rate between Caucasians and Hispanics. One is the census bias with Hispanic immigrants who have not graduated from high school included in the statistical data (Christle, Jolivette & Nelson, 2007). This gives rise to the issue of the evaluation of statistical measures and variables in determining dropout rates. The rise in Hispanic immigrants kept a high dropout rate for Hispanics even if the national dropout rate has declined. Another is school related factors that cause the racial disparity in dropout rate at the states and district levels (Orfield et al. , 2004). This means that there are race related school factors at the local level that contribute to the persistence of a huge gap between the dropout rates of Caucasians and Hispanics. One factor is the extent of inclusion or seclusion of minority students in various high schools of different districts (Heckman & LaFontaine, 2007). Another factor is the lower socio-economic status or higher poverty rates of minority high school students in various school districts leading to higher dropout rates (Orfield et al. , 2004). There are differences in the causes of dropout rates at the state or district level because of variances in the existing determining factors and the impact of these factors on racial disparity in dropout rates. State or district level studies are important in identifying and understanding the root cause of the racial gap in dropout rates. In the state of California, there is a concentration of dropout rates in certain schools. There are 2,462 high schools in the state but 100 of these high schools contribute 40 percent of students dropping out from high school. Of this number, 25 high schools account for 21 percent of the dropout rate. The mean rate of high school drop outs in the state is 3. 5 percent and most of the high schools in California report a dropout rate that is lower or equal to the average. Of the total number of schools in California, 76 schools have a more than 50 percent dropout rate. However, there are 662 high schools in the state without any dropouts. This zero dropout rate in these high schools is due largely to the non-traditional schools. In the different high schools, the dropout rate relative to race varies. (â€Å"One hundred,† 2008) Even at the state level, there are disparities in the dropout rate per school when considered relative to the varying racial composition of the school and other closely related school factors. As such, understanding the disparities in dropout rates relative to race requires study at the specific district level. The largest high school district in California is Kern County High School District. The district covers 22 educational institutions serving at least 37,000 students and employing 3,500 educational workers. The school district ranks as the 17th in terms of the highest number of dropouts, with 1st as highest. A large number of the population in this school district is Hispanic comprising 68 percent, followed by Caucasian making up 44 percent. More than one-quarter of the population are living beyond the poverty line. (Orfield et al. , 2004) The racial composition of this school district provides an insightful locale in studying why there is disparity in the dropout rate between Caucasians and Hispanics. This district comprise a good venue in testing the applicability of different perspectives on the reasons for the racial gap for high school dropouts and the identification of other reasons for the differences in the dropout rates specifically between Caucasians and Hispanics. References Campbell, L. (2003–2004). As strong as the weakest link: Urban high school dropout. High School Journal, 87(2), 16–25. Christle, C. A. , Jolivette, K. , & Nelson, M. C. (2007). School characteristics related to high school dropout rates. Remedial and Special Education, 28(6), 325-339. Heckman, J. J. , LaFontaine, P. A. (2007). The American high school graduation rate: Trends and levels. IZA Discussion Paper No. 3216. Bonn, Germany: The Institute for the Study of Labor (IZA). Martin, E. , Tobin, T. J. , & Sugai, G. M. (2002). Current information on dropout prevention: Ideas from practitioners and the literature. Preventing School Failure, 47(1), 10–18. National Center for Education Statistics. (2008). The condition of education 2008. Department of Education. Retrieved April 12, 2009, from http://nces. ed. gov/FastFacts/display. asp? id=16. One hundred California high schools account for more than 40 percent of the state’s dropouts. (2008, February 21). Reuters. Retrieved April 12, 2009, from http://www. reuters. com/article/pressRelease/idUS82976+21-Feb-2008+BW20080221. Orfield, G. , Losen, D. , Wald, J. , & Swanson, C. B. (2004). How minority youth are being left behind by the graduation rate crisis. Cambridge, MA: The Civil Rights Project at Harvard University. Stanard, R. P. (2003). High school graduation rates in the United States: Implications for the counseling profession. Journal of Counseling and Development, 81, 217–222.