To Kill A Mocking Bird Essay -- To Kill a Mockingbird Essays

2. â€Å"What is the significance of the title of the novel† â€Å"I’d rather you shoot at tin cans in the backyard, but I know you’ll go after the birds. Shoot all the bluejays you want, if you can hit ‘em, but remember it’s a sin to kill a mocking bird.† Atticus Finch recites these lines to his two children, Jem and Scout after he gives them air-rifles for Christmas. Scout is curious, as this is the first time that she has ever heard her father refer to anything as a sin, Scout asks Miss Maude what Atticus meant by this. Miss Maude tells Scout that mocking birds don’t rip up people’s garden’s or annoy them in any way, all they do is play beautiful music for us to listen to. To Kill A Mocking Bird is set in a small town in South America called Maycomb. Most of the town’s people of this happy town are not at all what they seem for there is a great hate for all coloured humans. At first glance many readers would wonder how the title evolved, but once you explore the text you begin to understand what the bases of Harper Lee’s message. Harper Lee has portrayed two characters as Mocking Birds. The first of these is Tom Robinson. Tom Robinson is a Negro living in Maycomb who becomes notorious when he is wrongly accused of the rape of a white woman. Atticus knows that the battle will not be an easy case to win, but decides to represent Tom Robinson, as he says that he couldn’t hold his head up in town or tell the children what to do. Tom Robinson was a harmless member of society who nev...

Jazz: Urban and Rural Reactions In the 1920s Essay

Subject Area: Music and American CultureTopic: Jazz: Urban and Rural Reactions in the 1920sIn parallel with the uproar of jazz during the 1920s came the commotion of different critics from various geographical settings. Many of the white people living in rural areas disliked and rejected jazz as a musical genre. However, the urban city-dwellers were more fond of it; therefore, it was more generally accepted and frequently found in city nightclubs and radio stations. Several characteristics of cities also allowed jazz to survive in urban areas over the rural ones, such as: diversity, tolerance, a more progressive attitude, technology (media, radio), more entertainment locations, and a more educated populace. Cities were known for the more relaxed and less-religious atmosphere; in contrast with cities, the rural setting was dominated by a more religious and conservative mood with a homogenous population that was more opposed to the cultural liberalism found in the cities, jazz, and the black society in general. Unlike the rural areas of the time, the socio-cultural dynamic of urban areas, with respect to tolerance, diversity, education, nightlife, and the media, allowed jazz to thrive and become a huge part of American culture. The formation of jazz occurred between the years 1897 and 1917. When jazz bands started playing, they had no way of recording their music until 1917; and even then, the quality of these recordings were atrocious. Another aspect of early jazz was that anything that was played was ever written. Jazz evolved from the blues, ragtime, brass band music, and other musical works that were all around the United States. â€Å"One important factor that existed only in New Orleans, namely, the black Creole subculture† allowed jazz to emanate from the mentioned city (Weinstock). Another aspect of New Orleans that allowed jazz to thrive in this city was the medley of â€Å"ethnic, cultural, and musical conditions [†¦] [and] the necessary philosophical impetus for [j]azz i.e., [†¦] freedom of individual expression supported by group interaction† (Weinstock). This implies that New Orleans was one of the cities, and most likely one of the first, that hosted the new counter-culture that would soon spread throughout the United States. â€Å"The preeminence of New Orleans as a Jazz center came to an end in 1917 during World War I as a result of still another ordinance when Storyville [(an area of New Orleans that was full of dance halls and bordellos where Jazz was the  dominant music)] was closed by the Navy Department† (Weinstock). As a whole, the United States embraced jazz, but there were still many groups of people who disliked jazz and all that it represented. These close minded people, especially those in small-town America, were afraid of the fast changes that were occurring in society and that jazz was the â€Å"cause of [the] loosening [of] morals and frightening dislocations† (Roaring 1). The New York American published an article expressing the views of many conservative, white Americans who thought that â€Å"moral disaster [was] coming to hundreds of young American girls through the pathological, nerve-irritating, sex-exciting music of jazz†¦Ã¢â‚¬ (Roaring 2). White audiences in the southern part of the States were ruthless towards black people and their music. The north appeared to be more tolerant, but there were still many confrontations between blacks and whites. Jazz was a part of modernism which helped pave the way for liberals who felt pinned down by the older conservative generations. It also served as a medium for white musicians searching to liberate themselves from the conservative constraints of their time. One can see that the northern part of the states, where cities were mostly located, accepted jazz more easily and quicker. The predominance of racism and general intolerance towards the black culture was another aspect of rural areas that did not allow jazz to thrive. Since jazz was also rejected because of its African American origins, and not only because of the supposed moral decay that it provoked in the youth of America, racism also tied into the calumniation of jazz. This also affected the conservative populace of the suburbs who were afraid their young girls were mesmerized by the â€Å"black music.† Jazz was so closely tied with to African American culture that it was often referred to as being â€Å"the accompaniment of the voodoo dancer† (Roaring 2). By referring to jazz in this manner, critics were trying to degrade and undermine everything that it meant to the black community. They were also trying to lure white Americans into their train of thought and trying to get them agree with their mind mapping accusations. â€Å"Many [†¦] Americans were appalled to see their children dancing to music that was believed to have emerged from [†¦] [the] Negro brothels of the south†(Roaring 2). In addition, a plethora of jazz critics  became famous for voicing their dislike of jazz. But in fact, they hid behind their critiques of jazz in order to express, not the dislike of the music, â€Å"but the social and political dislike of the black population† (Anderson 135). The problem that worried white conservatives the most was interbreeding between black and white young people who were really into jazz mainly because it belonged to the new counter-culture. Jazz served as the highway that joined blacks and whites. Whites were not only racists towards blacks emotionally, but their prejudice expanded to influencing their physical behavior as well. Many times did the racist, anti-jazz white population try to sully jazz to something much dirtier than it truly was. Since jazz came from the black population, who were once slaves, jazz was not socially accepted as a real musical genre. It often occurred that jazz musicians were characterized as viruses that tried to infect the general population through their music. Jazz was labeled Mumbo-Jumbo (meaning non-sense) by many critics, and by this discounting jazz as any kind of music where talent is needed. It seemed like the white trend was being against jazz and it’s black producer. According to an article in the September 1918 issue of the Current Opinion: â€Å"One touch of [j]azz makes savages of us all† (Anderson 138). The goal of white critics was to undermine black music and culture. Hate towards jazz and jazz musicians in general came to such extremes as to where they were threatened through magazine articles. These articles suggested lynching, kidnappings, and murders, among others, to scare the black population. Even though that by the 1920s and early 1930s jazz had gained an international reputation and was already part of the American culture, the â€Å"racial innuendoes in articles on jazz continued† (Anderson 141). The white population continuously tried to limit jazz’s growth, by letting the jazz musicians know that their music was not welcome through critical and controversial magazine and newspaper articles. The main goal of the critics who published articles dehumanizing blacks and bashing jazz was to disenfranchise the jazz industry and to label blacks as savages who wanted to recruit more and more people to their music. â€Å"[M]usic soothes the savage beast, but we never stopped to consider that an entirely  different type of music might invoke savage instincts†(Anderson 141-42). With this, Anderson is trying to imply that blacks are savages and those who listen to jazz will turn into savages as well. By the latter part of 1924, jazz had gained many white musicians and had also grown in popularity among the white crowd. The white population came to believe that notion that â€Å"[†¦] when white people play jazz, it is jazz music, but when black people play jazz, it is jungle noise† (Anderson 144). So, in order to accept this, many critics came to the conclusion that white and black jazz were different and that white jazz was pleasing while black jazz tried to make music but only succeeded in producing noise. Critics played a huge role in dehumanizing jazz and the black population. During the late 1920s to early 1930s, Jazz became so big that it came to shape and represent the new American culture of the cities and the people of this time. â€Å"Jazz music [†¦] became a symbol for all the modern innovations that traditionalists despised[:] the new leisure, city life, Freud, and other elements of the 1920s cultural modernism†(Peretti 2). Peretti is implying that jazz became a huge part of America in a way that it helped shape the culture to what it is today. In fact, it became such a big influence, that during the 1930s white jazz musicians tried to get all the credit for jazz and succeeded in many places. Audiences would consider many white performers (i.e. Benny Goodman) symbolic to jazz. However, in big cities like Chicago, blacks were credited with the invention of jazz and their seemed to be more cooperation between black and white musicians. Chicago was one of the main destinations for black musicians who moved from rural to urban areas of the country in order to play and promote their music. It is speculated that white musicians only exploited jazz because of the commercial gain and the huge public attention that it had. It is also believed by some that they played the music in parody: in order to mock the black musicians and jazz. In many places, whites tried to take all the spotlight for inventing jazz while whites in other locations stepped out and let the black culture shine. The big cities of America were famous for their animated and wide ranging nightlife that allowed jazz to be heard by a manifold of people. Many clubs  around the states opened their doors to jazz and jazz musicians from various ethnicities, though mainly white and black. Jazz nightlife reached its peak in Harlem, New York during the 1920s. This era was also known as the Harlem Renaissance. During this time one of the most eminent clubs in that area was the Cotton Club. The elite would frequently congregate at this location which was famous for having alcohol, during the age of prohibition, and because of its jazz. Although jazz and black jazz musicians were welcomed and most of the time the protagonists on the stage, they were not allowed to be part of the regular crowd or mingle with the white throng; admission to the Cotton Club was strictly limited to whites. This was an example of how the white population discriminated the black people but embraced their music and part of their culture. American cities, like New Orleans, New York, and Chicago, were the birthplaces of jazz and allowed jazz to spread throughout the other states. Another northern city that was also affected by the ‘big bang’ of jazz music and its culture was Chicago. This was also a scene where prohibition loomed and nightclubs defied it. Big jazz bands were many times features in lavish shows put on in cabarets. Many Chicago residents turned to these destinations in search of a fun night. For many city-dwellers, joining the jazz scene was a way of protesting against prohibition. â€Å"Biting and incisive, jazz personified this protest, this direct, raw approach to life, which offended the â€Å"solid† citizen and was looked upon as sinful by puppeteers and preachers and as cheap and tawdry by small-minded classicists†(Dexter 34). Chicago was not only the scene of protest against prohibition, but also the place where many young musicians moved to with a goal to start and succeed at their own musical careers. Many prospered, but many more did not; Chicago became such a hotbed for jazz, that there were too many musicians trying to spread their sounds. One of the places where musicians could go to listen and talk to other musicians was the Three Deuces (later known as the Off-Beat Club). It was a â€Å"convenient and cheap place to meet and jam between jobs†¦Ã¢â‚¬  (Dexter 38). When jazz was on the verge of expansion, numerous small clubs appeared in many cities were jazz musicians could congregate and listen to different songs and interpretations. The invention of the â€Å"talkie†, an early form of the jukebox, had a great impact on the spread of jazz. At first, many musicians had no idea how the talkie could revolutionize the music scene. At this time, the only way to listen to music was to presence it live. The talkie allowed for a raunchy reproduction of several tunes, which became the perfect tool for the spread of the popularity of jazz. These talkies were soon spotted and nightclubs, diners, bars, and other locations, for their customers to listen to jazz (or any form of music) freely. The talkie sparked a new interest for jazz, which later led to the dispersion of many musicians from Chicago who moved on to accept jobs in other cities (especially New York). The invention of the talkie gave people from all around the country access to jazz anytime they pleased. Jazz owes all its fame, glory, and expansion to the great cities of the 1920’s America. Full of diverse people, vast places for entertainment, the radio and a more educated populace that yielded more tolerance to new ideas and forms of expression, cities opened their doors to jazz and all that this new music represented. They were responsible in allowing for the formation of jazz to what it is today; embedded in the American culture, jazz has become the only true American form of music. Though often challenged by close-mindedness, jazz managed to prosper. Jazz has not only maintained its original form through the interpretation of some talented musicians but it has also evolved to influence the popular music of today. Works Cited Anderson, Maureen. â€Å"White Reception of Jazz in America.† African American Review. 8.1 135-145 (Spring 2004). Dexter Jr., Dave. The Jazz Story: from the ’90s to the ’60s. New Jersey: Prentice-Hall, Inc., 1964. Peretti, Burton W. Jazz in American Culture. Chicago: Ivan R. Dee, 1997. Peretti, Burton W. The Creation of Jazz: Music, Race, and Culture in Urban America. Chicago: University of Illinois Press, 1992. â€Å"Roaring Twenties – History in the Key of Jazz.† PBS – Jazz: A Film by Ken Burns. 7 September 2004. Weinstock, Len. â€Å"The Origins of Jazz.† The Red Hot Jazz Archive. 29 January 2005.

Neutron Stars and Pulsars Creation and Properties

What happens when giant stars explode? They create  supernovae, which are some of the most dynamic events in the universe. These stellar conflagrations create such intense explosions that the light they emit can outshine entire galaxies. However, they also create something much weirder from the leftover: neutron stars. The Creation of Neutron Stars A neutron star is a really dense, compact ball of neutrons. So, how does a massive star go from being a shining object to a quivering, highly magnetic and dense neutron star? Its all in how stars live their lives. Stars spend most of their lives on what is known as the main sequence. The main sequence begins when the star ignites nuclear fusion in its core. It ends once the star has exhausted the hydrogen in its core and begins fusing heavier elements. Its All About Mass Once a star leaves the main sequence it will follow a particular path that is pre-ordained by its mass. Mass is the amount of material the star contains. Stars that have more than eight solar masses (one solar mass is equivalent to the mass of our Sun) will leave the main sequence and go through several phases as they continue  to fuse elements up to iron. Once the fusion ceases in a stars core, it starts to contract, or fall in on itself, due to the immense gravity of the outer layers. The outer part of the star falls onto the core and rebounds to create a massive explosion called a Type II supernova. Depending on the mass of the core itself, it will either become a neutron star or black hole.   If the mass of the core is between 1.4 and 3.0 solar masses the core will only become a neutron star. The protons in the core collide with very high-energy electrons and create neutrons. The core stiffens and sends shock waves through the material that is falling onto it. The outer material of the star is then driven out into the surrounding medium creating the supernova. If the leftover core material is greater than three solar masses, theres a good chance that it will continue to compress until it forms a black hole.   Properties of Neutron Stars Neutron stars are difficult objects to study and understand. They emit light across a broad part of the electromagnetic spectrum—the various wavelengths of light—and seem to vary quite a bit from star to star. However, the very fact that each neutron star appears to exhibit different properties can help astronomers  understand what drives them. Perhaps the greatest barrier to studying neutron stars is that they are incredibly dense, so dense that a 14-ounce can of neutron star material would have as much mass as our Moon. Astronomers have no way of modeling that kind of density here on Earth. Therefore its difficult to understand the physics of what is going on. This is why studying the light from these stars is so important because it gives us clues as to what is going on inside the star. Some scientists claim that the cores are dominated by a pool of free quarks—the fundamental building blocks of matter. Others contend that the cores are filled with some other type of exotic particle like pions. Neutron stars also have intense magnetic fields. And it is these fields that are partially responsible for creating the X-rays and gamma rays that are seen from these objects. As electrons accelerate around and along the magnetic field lines they emit radiation (light) in wavelengths from optical (light we can see with our eyes) to very high energy gamma-rays. Pulsars Astronomers suspect that all neutron stars rotate and do so quite rapidly. As a result, some observations of neutron stars yield a pulsed emission signature. So neutron stars are often referred to as PULSating stARS (or PULSARS), but differ from other stars that have variable emission. The pulsation from neutron stars is due to their rotation, where as other stars that pulsate (such as cephid stars) pulsate as the star expands and contracts. Neutron stars, pulsars, and black holes are some of the most exotic stellar objects in the universe. Understanding them is only part of learning about the physics of giant stars and how they are born, live, and die. Edited by Carolyn Collins Petersen.

Persuasive Essay On Teen Suicide - 1235 Words

In America today, most schools have a plethora of diversity. Students in schools all have different cultures, talents, and views that make them unique from one another. Schools feel full of culture due to diversity. A student s voice helps a school become a wonderful and lively place to learn. However, what happens when a student silences their voice forever by committing suicide? When a student dies in an accident, schools can mourn the death as a random occurrence. However, when a student kills themselves, a school feels guilty as they mourn. While the teachers feel guilty because they failed to help someone. The students feel bad for not knowing the student. Those who are responsible in some way are conflicted inside by guilt. A school†¦show more content†¦Depression does not only come from people with disabilities. Anyone can feel depressed. A person’s depression may come from a lack of feeling appreciated by one’s peers or one s family. In the film The Breakfast club, there exists an epitome of a depressed character. In the film, the character Brian considers shooting himself. Brian’s desire was caused by his failing grade on a major assignment. Throughout the film, Brian acts like a young and intelligent man. He does not stand out as a mentally disabled person or a troublesome youth. Yet, Brian still has depression. His depression stems from bullies constantly harassing him for his imperfections, which damages his self-esteem and confidence in himself. It also stems from his parents putting very high expectations on him. His parents do not appear that frequently in the film, though later in the film Brian describes them as people who give him pressure. They make him feel that he must succeed academically to be accepted into a prestigious college. To feel fulfilled in life, Brian feels he must live up to the standard that his parents set for him. In his explanation for having the gun, Brian says, ‘†™ I can t have an F, I can t have it and I know my parents can t have it! Even if I aced the rest of the semester, I m still only a B. And everything s ruined for me! (Ned Tanen (Producer), Michelle Manning(producer), John Hughes (Producer and director), The breakfast Club,Show MoreRelatedPersuasive Essay Topics1228 Words   |  5 Pages101 Persuasive Essay Topics By: Mr. Morton Whether you are a student in need of a persuasive essay topic, or a teacher looking to assign a persuasive essay, this list of 101 persuasive essay topics should be a great resource. I taxed my brain to create this huge list of persuasive essay topics relevant to todays society, but I believe I am happy with the results. 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Title II Request For Funding - 1322 Words

Title II Request for Funding a) Decide on a program/initiative that you think would be worthy of the team creating. Describe the program/initiative. Aligning Research with Literacy Initiatives While Advocating for the Role of Media Coordinator According to CMS Superintendent Ann Clark regarding literacy as our North Star, it â€Å"is the most important skill we teach. Literacy is the foundation for academic success from pre-kindergarten through high school.† Literacy is key to achieving academic success and the responsibility of literacy encompasses every educator and discipline. Many media coordinators have been trained in Common Core State Standards (CCSS) and district adopted reading initiatives, such as Balanced Literacy and Reading Apprenticeship. However, most struggle with linking our programs with literacy initiatives. According to the 2015 Nation’s Report Card percentages of fourth graders and eighth graders reading on grade level continues to decline, especially among urban school districts (nationsreportcard.gov). â€Å"That is, when reading grade appropriate text these students cannot extract the general meaning or make obvious connections between the text and their own experiences or make simple inferences from the text. In other words, they cannot understand what they have read.† (National Assessment of Educational Progress). And, furthermore, principals are trading media coordinator positions at an alarming rate as evidenced by the more than 30 schools which no longerShow MoreRelatedRacial Disparities Within Nursing Home ( Nh ) Care Quality Essay1497 Words   |  6 Pages(CMS)-funded NH’s that are in violation of current anti-discriminatory laws. 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Exploring the Impact of Epidemiology and Political Economy on Fighting Cardiovascular Disease Essay Example For Students

Exploring the Impact of Epidemiology and Political Economy on Fighting Cardiovascular Disease Essay Society is unaware of how vital epidemiology and political economy is to cardiovascular disease and as well as their well being. One of the leading causes of death in society is cardiovascular disease. Cardiovascular disease usually occurs in low income families. An epidemiologist studies the causes and transmission of the ailment within a population. As an epidemiologist, they need to take into account factors such as: the population’s usage of tobacco, an individual’s unhealthy diet, and the person’s physical inactivity. In political economy the use consumption of tobacco products is one of the most profitable and an influential cash crop as it heavily influences individuals. Political economists see â€Å"different groups as having inherently contradictory views or interests and capitalism, characterized itself by contradictions and specific trends (Coburn, 2006)†. Without epidemiology and political economy it would be difficult for cardiovascular disease to further its research to find preventive measures on the spread of the disease. Political economy is crucial to everyone in society. The three Esping-Andersen Typology of Welfare States is the Social Democratic, Liberal and Conservative. The wealthy have unlimited health resources such as private health care. For middle class families, clinical care of cardiovascular disease patients can be extremely expensive and long-lasting. The direct costs avert the sparse family and â€Å"societal resources to medical care (World Health Organization, 2009)†. Cardiovascular disease usually affects individuals in their mid life years which interrupts families reliant on them and undermining the developing of the nation by â€Å"depriving valuable human resources in their most productive years (World . .Graziano, T., Graziano, M. (2002). Clinical Evidence Cardiovascular Disorders. Loveland: Bmj Publishing Group. Heart and Stroke Foundation of Ontario funded research Heart and Stroke Foundation of Ontario. (n.d. ). February is Heart Month Heart and Stroke Foundation of Ontario. Retrieved January 31, 2010, from http://www.heartandstroke.on.ca/site/c. pvI3IeNWJwE/b.3748577/k.1DCA/Heart_and_Stroke_Foundation_of_Ontario_funded_research.htm Maclean, D. (1992). Canadian heart health surveys: a profile of cardio. CMAJ. 1992 PubMed result. National Center for Biotechnology Information. Retrieved February 2, 2010, from http://www.ncbi.nlm. nih.gov/pubmed/1596846 World Health Organization. (n.d.). Cardiovascular diseases (CVDs). Cardiovascular diseases (CVDs). Retrieved February 1, 2010, from www.who.int/mediacentre/factsheets/fs317/en/index.html

Conflict Resolution Conflict Resolution Strategies

Question: Discuss about the Conflict Resolution for Conflict Resolution Strategies. Answer: Introduction Conflict implies a form of friction, disagreement or discord that emanate among a certain group of individuals whenever their right is infringed. Conflict may arise within a group sharing a common background or predicament. Such form of a conflict is referred to as intragroup conflict. This conflict may occur among individuals belonging to two or more groups. It may entail violence or the general disagreement among the members of the group. The other form of conflict is intergroup conflict. This form of conflict occurs between members of distinct groups (Leidner, et al. 2013, pp.181-192). For instance, members belonging to one ethnic group ganging up against members of another ethnic group. This form of conflict may be triggered by the presence of or a lack of a motivating factor. For instance, members of one ethnic group may attack those of another ethnic group due to scarcity of resources or on belief that the other group is enjoying a bigger share of the national cake over themselves. Such form of conflict leads to a stage of conflict resolution. Conflict is deemed as having been resolved when the disagreement between the wishes as well as actions of the conflicting parties is addressed amicably. One means of conflict resolution is negotiation. This form of conflict resolution entails a process that tries to incorporate the positive conflict with the main aim of preventing the conflict from degenerating into negative conflict (Kim, 2016, pp.39-47). It entails striking a balance between the conflicting parties so that all parties feel that they have not lost as a result of the conflict. Another form of conflict resolution mechanism is mediation. This entails involvement of a neutral party in the process of conflict resolution. The neutral party does not take sides. He or she listens to both the conflicting parties and tends to give his or her view. However, the mediator does not judge or decide for the conflicting parties. They only listen and give their opinion. Racial conflict in Australia Racial discrimination is a conflict that has existed for a very long time in Australia. Members from Indigenous families have since the pre-independence era suffered as a result of racial discrimination (Le Nguyen Ali, 2015, pp.159-175). The racial discrimination has been witnessed in all spheres of Indigenous persons lives. Economically, socially, politically, Indigenous groups have been. marginalized. Racial discrimination refers to a situation when individuals of a particular race are treated less favourably as compared to how the members of the other race treated because of their colour, descent, ethnic origin or their nation of origin as well as their immigrant status. The nation of Australia was at independence defined as a white territory. This definition contributed to a wide range of rapid intensification that was based on racial ideologies of superiority during the period of the spread of the ideals of Charles Darwin. Social Darwinism affirmed racial bigotry as a value to be embraced in Australia. The Australian riots of 1857 and 1861 driven by the perception among the European-Australian miners that the Chinese were present in Australia illegally and that by virtue of the quarries falling in their cultural capital, they enjoyed undue right to send away immigrants. This riot widened the boundaries of who should be called the white and how much privileges members enjoying this definition held. The end result was the growing discrimination against members of other races other than the white race. The riots ended up defining who deserved to be called Australian and who did not (Ralph, et al. 2013, pp.19). During the formation of Australia as a nation, the driving force for nationality was based on the belief that only members of European origin held enough enough of the civilization blood in them and hence this was the definitive factor in setting the conditions of a commonwealth of equality. Members of other racial inclination felt offended by this and hence the up rise of the various conflicts based on race. Members of the black race as well as those of Chinese race felt unfairly treated and ended up revolting. This for a very long time led to animosity and conflicts between members of the European race against members of other races such as the black race and the Chinese race. The conflicts were driven by the delusional politics among the Australian population. What followed was a history of a series of attacks stretching from the revolutionary pro as well as anti Soviet Russians occupying the Brisbane region of Eastern Australia, spreading through the inter-Asian as well as anti-W hite confrontations of Broome which eventually degenerated to the bloody clashes witnessed at Kalgoorlie. Australia is home to the worlds most diverse cultures. In this nation are people who identify with over 270 global ancestries (Little McMillan, 2016, pp1-19). Despite this rich diversity, a large number of individuals face unfair treatment as well as racism on the basis of how they look or on the basis of their place of origin. Racial discrimination as a conflict can degenerate to the level where barriers are created that lock people out of the economic as well as social opportunities. Racial discrimination began in Australia in 1788 when the British settlers took away land belonging to the Indigenous groups. The Indigenous groups were deprived of their right to full citizenship and regarded as immigrants subjected under strict immigration laws based on the doctrine of terra nullius (Little McMillan, 2016, pp1-19). At independence, the discriminatory treatment were transferred to the new Australian government which discriminated the Indigenous groups based on their colour and cultu re. They were viewed as an inferior race unable to equally contribute to the nation development. As a result, they were not allowed to hold positions of significance in the society. Most members of Indigenous groups ended up holding subsidiary roles in society such as acting as home guards and domestic workers for the white race. The policies implemented by the government hindered members of the Indigenous groups from accessing national resources such as education. The education system implemented after colonization emphasized on promotion of the white culture as opposed to Indigenous culture. Due the love of their culture which they wanted to preserve, members of Indigenous groups opted not to attend schools. This made them economically disadvantaged as they lacked the skills to get employed in the formal sector leaving them exposed to poor living conditions. Moreover, government policies that segreted people based on race further disadvantaged members of Indigenous groups. These group of people were only allowed access to facilities that were substandard such as schools that lacked adequate teaching and learning resources, health facilities that lacked adequate treatment facilities (Ralph, et al. 2013, pp.19). As a result, most members of Indigenous groups preferred using traditional treatment methods which was not up to standard as they could diagnose the disease to be treated. This contributed to the high mortality rate among members of Indigenous communities. These groups could not embrace the culture that was being promoted in the schools and as a result, most of them stayed away from school to engage in their own economic activities such as farming. Racial discrimination rose so high leading to the 1934 Kalgoorlie riots. This riots led to massive deaths as well as destruction of homes of the Dings at Dingbat Flat and at the same time led to the rising horror in the town. This horror was fuelled by how the alcohol-fuelled attack occasioned on foreigners degenerated into sustained mayhem. This situation led to an ambiguous anxiety that to date lurks at the heart of all Australian race riot. For the sake of conflict resolution, individuals caught up by the rising wash of vengeance fuelled by the believe of righteousness against the outsider and by the emotion of self-justification are called upon to confront an awareness of a fragile and civilized society and the essence of building bridges of peace rather than animosity. In 1967, a referendum concerning Aboriginal rights was conducted. After this referendum, lives of the Indigenous groups started improving as measures were put in place to reduce the racial conflict. The government in an attempt to address conflicts caused by racial discrimination has enacted various measures. For instance, education policies that consider members from Indigenous families have been implemented. The education curriculum has incorporated the study of Indigenous culture as away of reducing cultural conflict in among the whites and the black race. Mediation teams have been deployed to various conflicting regions to help mediate between the warring groups. Conclusion Contrary to the widely held view, not all conflict result to negative consequences. There are cases where conflict is constructive. For instance, moderate level of conflicts could be mutually beneficial, leading to conditions of understanding, tolerance, efficiency and effectiveness as well as boosting the process of learning (Le Nguyen et al. 2016, pp. 559-568) At this stage, there emerges two levels of conflict; content conflict in which persons disagree on how to handle a particular issue hence increases individual motivation and in the process stimulating discussion and relational conflict. Here, persons disagree with each other leading to decrease in individual performance, reducing loyalty and contributes to negative and suspicion among members of the group. Bibliography Cowan, A., 2013. [22PacRimLPolyJ247] UNDRIP and the Intervention: Indigenous Self-Determination, Participation, and Racial Discrimination in the Northern Territory of Australia. Darian-Smith, K. and Edmonds, P. eds., 2015. Conciliation on colonial frontiers: Conflict, performance, and commemoration in Australia and the Pacific Rim (Vol. 34). Routledge. Leidner, B., Castano, E. and Ginges, J., 2013. Dehumanization, retributive and restorative justice, and aggressive versus diplomatic intergroup conflict resolution strategies. Personality and Social Psychology Bulletin, 39(2), pp.181-192. Little, A. and McMillan, M., 2016. Invisibility and the politics of reconciliation in Australia: Keeping conflict in view. Ethnopolitics, pp.1-19. O'Toole, J.R. and Burton, B.V., 2015. Cycles of harmony: Action research into the effects of drama on conflict management in schools. Le Nguyen, H., Larimo, J. and Ali, T., 2016. How do ownership control position and national culture influence conflict resolution strategies in international joint ventures?. International Business Review, 25(2), pp.559-568. Le Nguyen, H., Larimo, J. and Ali, T., 2015. Control Position Strategy, Cultural Distance, Conflict Resolution Strategies and Performance of International Joint Ventures. In The Rise of Multinationals from Emerging Economies (pp. 159-175). Palgrave Macmillan UK. Kim, K.H., 2016. Impact on the Collective Claims and Conflict Resolution Strategies Related to Infant Policy Integration. International Journal of Advanced Culture Technology (IJACT), 4(3), pp.39-47. Ralph, N., Welch, A.J., Norris, P. and Irwin, R., 2013. Reflections on power, conflict and resolution for the perioperative environment. ACORN: the journal of perioperative nursing in Australia, 26(1), p.19. Stone, J. and Rizova, P., 2014. Racial conflict in global society. John Wiley Sons. Petersen, N. and Ward, G., 2015. The transmission of historical racial violence: Lynching, civil rightsera terror, and contemporary interracial homicide. Race and Justice, p.2153368714567577. Williams, D., 2016. Conflict Resolution: An Examination of Perceptions of Cultural Conflict Resolution Strategies in Organizations.