The Practice of Social Work Community Intervention free essay sample

According to I. Martin (1987), Community Education has evolved from three main strands. Following our needs assessment of trying to improve a few areas of education (primary areas such as English, Math) with the children at the orphanage, the second strand of community education was attempted. The second strand of Community Education involved providing compensatory education to the children. Some of the children in the orphanage were unfortunate enough to not have been enrolled in a school until at an age where they were way behind the curriculum. Very few of them seemed to be working at their suited level in their respective schools. To compensate for this we divided ourselves among the twenty eight children to attempt to teach them Math and English. Fortunately, we had two teachers in our group who structured lessons for some of the children while the others were given one on one tutoring based on school work they had trouble understanding. We will write a custom essay sample on The Practice of Social Work: Community Intervention or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Community Development has been defined as organized efforts of people to improve the conditions of community life and the capacity of the people for participation, self-direction, and integrated effort in community affairs. In this case, the community we are talking about is the orphanage. Community development places emphasis on promoting self-help through education. Our process of community development began with our group firstly visiting the orphanage and speaking to the founder and the children after introducing ourselves. Next as part of the process, we carried out a needs assessment based on our meeting at the orphanage where everyone had an input to say what they wanted from our group. And based on most of them said we decided upon the enhancement of their numeracy and literacy skills. One characteristic of Community Development is that though the development is concerned with all members of a community, not all of them will be willing to participate. This was experienced at the orphanage where the older boys, though at times we got them to participate, would rather help the workers in the yard rather than let us work with them. Community development, instead of just dealing with one specific aspect, it entails developing total community life and addressing all its needs. Though we were not required to address all their needs, we attempted to address literacy and numeracy. We also did crafts to improve their creativity. In the process of doing these planned educational activities, there were times when we taught them unplanned lessons that were valuable to them such as helping them to realize that to be able to do things they must first give it a try and also when we noticed that one boy was not able to use a scissors we attempted to improve his motor skills with a simple task of cutting drawn lines. In building on the community assets, we found that the orphanage had the required materials (e. g. textbooks) so all that our group needed to do was make ourselves useful to the children. With increasing the skills of the children, we taught them literacy and numeracy which are two basic things that will benefit them in the future and for a lifetime We also baked cakes and biscuits with them attempting to teach them to cooperate among themselves. This cooperation was observed when they let each other take turns at making the biscuits. With the crafts we did with them we challenged their creativity and patience. With the pep talks we had with some of the children we observed that the talks helped to build some confidence in some of the children. Along with the community education and community development, understanding the children we were working with was very important. The backgrounds of the members in our group were very different from the experiences of the children. We needed to understand why they might behave a certain way. The founder of the orphanage helped us in this way by telling us about the children and their experiences before they came to the orphanage. We had an idea of what kind of behavior to expect from the children. We understood that it would at times get difficult but we were not to judge them. We understood why they behaved in certain ways and we were mostly successful at dealing appropriately with their behavior. We made it a point to not appear in anyway better than they were and that we were there not only for our own means but also so that we can be of service to them and in turn help improve themselves. Community Profile The Bless the Children Home Orphanage is a registered non profitable organization whose mission is to help all needy children of different races, religion and background; to feed, house, clothe and give them an education. Founded by Mr. amp; Mrs. Surujpaul, the Home was opened on October 1st, 2008 and is located at Industry, East Coast Demerara. The Orphanage to date consists of twenty eight children, boys, girls, of which are Indians, and –blacks, -Amerindian, mixed race. Their ages range from three years to seventeen years old. These children share a common history of coming from improvised communities with minute or no rudimentary education. Some were sexually abused or physically abused, while some were rejected and neglected. And some parents have died, leaving no legal guardian to take care of them. All the children from four years and above attend school; the ones 4-6 yrs old attend the Plindola Nursery School, and the ones from 6 years to twelve years old attend the Graham’s Hall Primary School. The others above 12 yrs attend the Cummings Lodge Secondary School, and Plaisance Community High School. The children although from different race, creed or color are Christianized once they become a member of the orphanage. They are taught the principles of the bible daily. They have daily morning devotion and in the evening they are taught stories from the bible along with their evening prayers. Every Sunday it is compulsory for them to attend church services. The children are taught to live a ‘Christian life’, and sing praises to their God. The children are disciplined or punished when they have don’t abide by the rules of the Orphanage. Their punishment takes different measures, depending how severe they bend the rules. For misbehavior, they are not given snacks. Other forms of punishment include going to their rooms (quiet time) and not allowing them to participate in any recreational activities they enjoy doing. Apart from the Christian principles that the children must follow, there is also a daily schedule hat they must abide with. This schedule is a daily time table that delegates each child of what minor chores they are expected to do. They wash their clothes and clean their rooms and their surrounding, help in the kitchen to wash the dishes and even to prepare meals. Apart from minor chores, they children have schedule time for their meals, schoo l/homework time, recreation time, sleep time, etc. Given the children’s abusive and neglected background before they came to the Orphanage, they have been psychologically scared, some displaying deviant behaviours, mood swings etc. Mr. Surujpaul is a qualified Pastor and prays for the children along with his church members so their hurt and gruesome pain can be alleviated. Professional help is also afforded to them as well. Medical Doctors, Social Workers and a Psychologist volunteer their services towards the cause. Apart from that, there are routine visits from the Ministry of Human Services and Social Security Social Work Department. The children are well kept and fed; no one seems to be in lack of anything materially. Every child has got a bank account for themselves. Through donated funds and their pocket piece, they are taught to save. At the age of eighteen, it is expected that they are in the field of employment and move on with their lives. (i. e. they move out from the Orphanage) The children work together, play together, especially among their own age groups. They share a special bond of being one big happy family that care for each other. Petty fights are settled among themselves and the bigger ones look out for the smaller ones. It’s truly amazing to find such unity among the children. They are also very friendly children and are always open to guests and visitors that arrive at the orphanage. The building of the Orphanage is relatively new; the place they call ‘home’ is well maintained. All fixtures and light are well updated. And everything inside their home is well packed and kept in order. The Orphanage apart from its owners has six staff-Manager, Cook, Three House parents, and a Driver. The Orphanage also has a part time security guard to ensure the safety of this community. The Orphanage’s main source of income is fundamentally obtained through donations from friends and families, churches, stake holders abroad, especially from the USA and Canada, and fund raising activities. Food items are donated almost monthly by local supermarkets and grocery stores. Also families and friends and church members donate lunch, dinner and snacks regularly to the children. The children’s clothing are also donated through same means. Some children are also sponsored monthly by individuals/families who support the â€Å"Sponsor a child for $50 USD a month† program. Community needs On July 18th, 2012, our group of six members visited the Orphanage. We were given a very warm welcome by the children, especially the younger ones. Each one of us introduced ourselves to them and indicated our purpose of being with them. Then each child was also given the opportunity to introduce themselves and indicate their hobbies. What we realized is that most of the children liked to sing, and play cricket, a few liked drawing and watching cartoons. As part of our needs assessment process we directly asked the children of what help we may provide to them. They all indicated they were poor in basic Math and English skills. Eighty percent of the children above seven years old indicated they wanted to learn to read, spell, and improve of their grammar skills, while the remaining twenty wanted help in their mathematics skills. The children below the age of six asked to sing and play with them. Having made direct contact with the children about their needs, we decided to arrange them into three groups according to their ages and they were asked to name their respective groups. The 3-6 yrs old were named the Superheroes, the 7-12 yrs old were known as the White Diamonds and the teenagers, 13 -16 yrs old named themselves the Untouchables. With the knowledge and expertise of two trained teachers who we were fortunate to have had in our group, an activity planner was organized with a list of topics to complete with the children with a given amount of time (thirty two hours) for a six and a half week period ( 5 hour per week- two days a week). Since the children were divided into three groups, two of us were responsible for each group. Apart from the planned numeracy and literacy skills we planned for them, we also made it fun through games and crafts. We also decided to teach them a craft skill of baking banana oats cookies and baking a cake. We the group members believe that having an education is a form of empowering the minds of our youths today in accordance with Convention on Rights of a Child which came into force Sep, 02nd, 1990. Article 29 1. States Parties agree that the education of the child shall be directed to: (a) The development of the childs personality, talents and mental and physical abilities to their fullest potential; (b) The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations; (c) The development of respect for the childs parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and for civilizations different from his or her own; (d) The preparation of the child for responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin; Community resources The dining room was transformed into a classroom set up for the three groups. The available textbooks that the ch ildren used in their schools were a great asset to helping us complete the below mentioned program. We the group members used our primary and secondary school books that we found relevant to helping the children with their educational activities. Our group donated the necessary exercise books, pencils, pens, craft paper, paint for the basic numeracy and literacy activities and the ingredients for the baking endeavor. Age group| Activities| Group Members| 3-6 years | Language Pre Reading Activities:- Identify, trace and write letters of the alphabet. Identify and colour odd objects from series. Literacy: Pronounce the sounds of the letters of the Alphabet and list words with those sounds. Differentiate Vowels from consonants. -Pronounce the short vowel sounds. List words and colour pictures with initial short vowel sound. Grammar: Opposites: Identify big amp; small pictures and objects. List and draw examples of nouns. Composition Writing: Write sentences on the topic : My Self .

When To Use or Omit Subject Pronouns in Spanish

When To Use or Omit Subject Pronouns in Spanish Subject pronouns in Spanish are a lot like medicine - theyre often essential, but their use should be avoided when theyre not necessary. Overuse of subject pronouns - the equivalent of words such as he, she and they - is common among English speakers learning Spanish. Its important to remember that in Spanish the verb forms often make subject pronouns unnecessary, and when thats the case the pronouns shouldnt be used unless theres a reason to. When To Not Use Subject Pronouns Here is a sampling of sentences where pronouns are unnecessary. In all these examples, the context or verb forms make clear who is performing the action of the verb. Voy al supermercado. I am going to the supermarket. (The verb voy can refer only to the person speaking.) ¿Adà ³nde vas? Where are you going? (The verb vas necessarily refers to the person being spoken to.)Roberto no est en casa.  ¿Fue al supermercado? Roberto isnt at home. Did he go to the supermarket? (Standing alone, the second sentence might be unclear about who the subject is. But in context, it is obvious that Roberto is being referred to.)Nieva. It is snowing. (Nevar, the verb for to snow, is used only  in the third-person singular form and doesnt need an accompanying subject.) What Are the Subject Pronouns? Of course, not all sentences will be as clear as those are without explicit reference to the subject. Here are the subject pronouns in Spanish with their English equivalents: yo - Ità º - you (informal or familiar singular)usted - you (formal singular)à ©l, ella - he, shenosotros, nosotras - we (the first form refers to a group of males or males and females, while the second form refers to females only)vosotros, vosotras - you (informal or familiar plural; the first form refers to a group of males or males and females, while the second form refers to females only; this pronoun is seldom used in most parts of Latin America)ustedes - you (formal plural)ellos, ellas - they (the first form refers to a group of males or males and females, while the second form refers to females only) See the lesson on tà º and usted for distinguishing which form of you should be used. Note that there is no pronoun listed for it as a subject; in sentences where wed use the subject it in English, the use of the third-person verb nearly always makes a pronoun unnecessary. When To Use Subject Pronouns To avoid ambiguity: Context doesnt always make clear who the subject is, and some verb forms are ambiguous. Yo tenà ­a un coche. (I had a car. Out of context, tenà ­a could mean I had, you had, he had or she had. If the context makes the subjects clear, the pronouns normally wouldnt be used.) Juan y Marà ­a son alumnos. Él estudia mucho.  (John and Mary are students. He studies a lot. Without the pronoun, it is impossible to tell whom the second sentence refers to.) For emphasis: In English, unlike Spanish, we often use verbal stress to emphasize a pronoun. For example, if a strong emphasis is placed on the I in I am going to the supermarket, the understood meaning of the sentence might be I (and not somebody else) am going to the supermarket or possibly I am going to the supermarket (and Im proud of myself). In Spanish, one could similarly add an emphasis by using the grammatically unnecessary pronoun: Yo voy al supermercado. Similarly, haz tà º lo que tà º quieres could be understood as you do what you want (and see if I care). Change of subject: When contrasting two subjects, the pronouns are frequently used. Yo estudio y à ©l escucha el està ©reo. Im studying and hes listening to the stereo. Nosotros somos pobres, pero à ©l es rico. (Were poor, but hes rich.) Note that in English you might use intonation - putting stress on were and hes - to add emphasis. But such stress in Spanish would be unnecessary, as using the pronouns takes care of adding the emphasis. Usted and ustedes: Even where not strictly necessary, usted and ustedes are sometimes included and can add a degree of politeness.  ¿Cà ³mo est (usted)? How are you? Espero que (ustedes) vayan al cine. I hope you are going to the movies.

CONSENSUS PERSPECTIVE VS SOCIAL CONFLICT PERSPECTIVE Essay

CONSENSUS PERSPECTIVE VS SOCIAL CONFLICT PERSPECTIVE - Essay Example Members of society are constrained by social facts through their way of thinking, acting and feelings (Ritzer, 23). Moreover, belief and moral codes are passed from one generation to another as they are shared by individuals who make up the society. He says that collective conscience and social stability can only be achieved through consensus that consists of â€Å"common beliefs and sentiments. Without this consensus, social solidarity could be impossible as human being will not integrate with each other† (Ritzer, 25). Durkheim argues that collective conscience restricts individual to behave in accordance with the societal norms. His argument is based on the fact that the society is composed of various parts or institutions which are integrated to form it in order to produce social order. According to consensus; contract comes as a result of the consensus or the meeting of minds. Of any contracting parties without consensus there is no contract and hence it continues to be important and very essential to most of the approaches to contract law (Ritzer, 24). Apparently, most of the participants in the development of this theory tend to think that the growth and the history of consensus theory give a greater knowledge of the foundations of modern contract law. In addition they view the history consensus theory as a testing ground for dissimilar conceptions. The social conflict perspective is one of the major sociological models of understanding the social world. Mainly, this perspective has got three components. First, is that it has conflict which is common and continuing in the society. Second, is that the society is comprised of several classes of populace who have contradictory values and interests. Third, is that the conflict that is present in the society occurs between the dominant and the subordinate who have stiff competition over scarce resources. In this perspective, Karl Marx uses two groups to explain the

Integrated marketing communication Literature review

Integrated marketing communication - Literature review Example An advertising message that highlights the unique capability of the Fiat 500 to upgrade to an electric car delivered on billboards outside of retail stores, on buses and outside of underground stations will present heightened consumer interest cheaply to enhance the effectiveness of the marketing communications mix. Moreover, communication of marketing information can be enhanced through the website for Fiat 500 through which more information can be delivered to the customers in the most convenient and interactive manner. Integrated marketing communication on the automobile will also involve images and messages on social media, electronic mail, print and broadcast media which communicated the same idea which aims at promoting the product to the customers in a convincing manner. Marketing communication is essential in the promotion of a product and integrating the promotional messages and images in all promotional tools provides the most effective way of creating an impact within the market. Every individual, business, company or organisation has a need to communicate, but it is important to remember that competitiveness and communication are highly correlated in the real world because without effective communication, it is impossible to convince others to buy (Pattuglia, 2011, Pp. 5 – 10) and (Percy, 2008, Pp. 5 – 10). This paper is a report on integrated marketing communication of Fiat 500 to the market which includes a situational analysis of the automobile, the objectives of the marketing campaign, tactics, actions taken, control and a marketing idea. According to the Automotive Design and Production (2011, p. 43), the performance of Fiat 500 has fallen below expectations and the target goals. For example in the third quarter of 2011, the company sold 21, 300 automobiles which is far less as compared to the 40, 000 goal. The decreased

Teaching Nonverbal Communication Research Proposal

Teaching Nonverbal Communication - Research Proposal Example There are many styles and techniques in teaching. Some are more effective than others and not all of them are standardized. The active learning technique is a rather uncommon way of teaching and as expected, not many teachers agree to use this method mainly because it is unconventional and others are simply not comfortable doing so. As it was mentioned in the article Vol. 50/No. 3 89, "Lectures remain the primary method of instruction in higher education despite several limitations". The word several here as it was used in the description, is not merely an expression or an exaggeration, but an accurate way to describe the limits of the traditional classroom teaching, more commonly known as "lecture". In the lecture setting, as we all know and experience, we all sit and listen and only the teacher is the one sharing information from his point of view. He may ask questions from time to time to see if the students understood the lesson or ask if the students have any questions regarding the topic. Some teachers do it in a more interactive manner, but it still does not provoke creative thinking. As compared to active learning, which Professors Schwebel experimented on, students were able to do a "hands-on" experience learning non-verbal communication. In the activity, students were asked to do a role play of both an interviewer and interviewee alternately. As instructed, the interviewees did all that they can to show that they are not listening. Some played with their pens, rolled their eyes, or avoided eye contact, which they found out later was non-verbal communication. This way, the students experienced how non-verbal communication can affect

The Aspect Of Healthy Eating Children And Young People Essay

The Aspect Of Healthy Eating Children And Young People Essay The object of research is to determine how things are as compared to how things might be. Children and young people spend a considerable amount of time between the ages of three and sixteen in school. Therefore, school is a place to send out constant messages on healthy eating. This exploration aims to evaluate health promotion in a primary school. It will focus on the aspect of healthy eating as part of health promotion in schools. The Irish heart foundation (2011) state that one in four primary school children are overweight or obese and this is why this research is relevant. They also state that knowledge on healthy eating can be considered as one of many factors that influence eating habits. This investigation also aims to explore childrens knowledge on healthy eating in line with the curriculum and the Food Standards Agency (equivalent in Ireland). This investigation will show childrens knowledge of healthy eating by conducting a focus group. Adequate nutrition and physical acti vity in childhood is fundamentally important for growth, development and long-term health in adulthood (Sheppard, 2008). The author completed three weeks in a primary school on work experience. The researcher noticed that there was a lack of knowledge on healthy eating and it would be a relevant topic for a dissertation. The researcher asked the children aged eleven and twelve; what vegetables did you eat for dinner yesterday? One of the answers was rice which suggested a lack of knowledge of different food groups. Promotion of healthy heating in schools is one of the most important opportunities to ensure that children can choose a healthy diet now and later in life (Health promotion department, 2005). Exploring factors of childhood ability to understand the impact of nutrition will be basis to this study. Evaluating health promotion within the school will also be key. The national council for curriculum and assessment (NCCA) states that Developing health-promoting practices through his/her time in school can encourage the child to take increasing control over his/her own health and help to establish and maintain healthy behaviour from an early age. Healthy eating promotion ought to be taken serious in schools as children and young people are not in school forever and it can have a major impact on their lifestyles. One seeks to find out if the children know what they are eating is healthy and how different foods fall into different food groups. The Irish Heart Foundation (2011) State that maintaining a healthy weight involves balancing the energy taken into the body (food) with the energy used by the body (activity). Energy balance means that the amount of energy consumed is equivalent to the amount of energy expended and there is no storage or depletion of the bodys reserves (Bouchard, 2000). Children should know about good fats and bad fats in food to get a steady energy balance. It has been evidenced through research that following a healthy diet can significantly reduce the perceived health risks amongst children. A healthy diet will positively influence a childs current and future health status, reducing the risk of many chronic diseases and conditions such as cardiovascular disease and diabetes (The department of Public Health, 2011). Food Standards Agency UK has set out a framework for food competences on core skills and knowledge children for young people. It states that children of a certain age should have certain skills and certain knowledge on nutrition. One will find the equivalent in Ireland and put the selected focus group to the test to see if they have adequate knowledge on healthy eating. Health Behaviour in school-aged (HBSC, 2006) report has shown that many young people have poor eating habits. Food and drink are a vital part of our daily lives. They play the essential role in the development of the human being (Healthy food for all 2012). For young people to achieve their full potential, it is necessary that they eat healthily. There are many factors that can affect future health status in children and young people. During the mid-1980s the school as a health promoting situation was a somewhat under-developed idea in Ireland. Schools lay the foundations for children to carry lifestyles into adult life. Initially led by the health sector, a partnership approach between health and education has enabled the more widespread acceptance of school-based approaches to health maintenance and improvement (Gabhainn, OHiggins Barry 2010). Ireland was one of the first to adopt the Health Promoting Schools (HPS) approach. Schools remain one of the few places where children are reasonably protected for commercial interests. (NCCA) set out the curriculum for primary schools in Ireland in 1999. A compulsory subject known as social, personal and health education (SPHE) was introduced. It is designed to run with the whole school approach to health promotion (Department of education and science, 2000). The curriculum is presented in six subject strands comprising of 11 subjects. One of strands is called (SPHE). SPHE provides particular opportunities to foster the health and well-being of a child. Through the SPHE programme children can develop a sense of personal responsibility for their own health and for the decisions and the choices they make. The Irish Governments National Health Promotion Strategy was set in place between 2000 and 2005. Its aim was for every school to promote healthy eating habits and a healthy body image among school-going children and young people. Every school had to facilitate the implementation of health education and health promotion programs. Food Dudes is one of the many programs which schools got in partnership with. It was developed by the food activity research unit at Bangor University, Wales, to encourage children to eat more fruit and vegetables both in school and at home. Eating habits throughout life are established at a young age. Therefore, learning to choose and enjoy different foods in childhood provides the foundation for healthy food choices in childhood (Department of health and children, 2011). As children are in school thirty seven weeks of the year, schools have the potential to play a significant role in promoting healthy eating habits amongst children. The researcher will use children aged eleven and twelve because they are about to make the transition from primary school to secondary school and as per key stages 2 in Wales and The Food Standards Agency UK, they should have sufficient nutritional knowledge. The researcher will take the approach of a qualitative method. A focus group is a group interview with four to twelve people (OLeary, 2010). Focus groups will be considered to conduct the investigation. Questionnaires will also be considered but a focus group would get more of and in-depth knowledge from the participants. One of the advantages of a focus group is that it can develop its own dynamics, and will explore an issue with minimum intervention from the researcher (Oliver, 2010). The aim of the focus group is to use rich discussion draw out depth of opinion and knowledge that probably would not occur from direct interviews. Children at the age of eleven and twelve will be selected at random to for the group. The researche r will then ask questions to get an idea of the childrens knowledge for the grounding of the study. Probes will then be used to elaborate on some of the answers. The researcher will stimulate the discussion and will use some food as focus materials to help the group focus on the topic of study. The Meeting will be recorded for further observation. It allows for non verbal as well as verbal data. It deals not with what people say but what they actually do to the extent that their behaviour is open to observation (Gillham, 2008). The researcher will collect data by taking records. One will also observe and analyse the recorded video of the session. First of all, the recorded text will have to be read. Secondly, the researcher will watch and listen to the tape recording many times. As the researcher observes the tape one will make note of any impressions that maybe useful at a later stage. One will focus on the information given in many ways as there will be different individual or group reaction on different questions and topics. The data will be organised by question to look across all answers so the researcher can identify consistencies and differences. All data from each question will be put together. The researcher will set specific categories in advance and then observe for the data in these categories. The categories should provide a path on where the researcher wants to go. Connections between the categories and within the categories should start to take place. One will count how many times a topic com es up as this should show which categories are the most important. With this all done the researcher will use topics and connections to explain findings. A hard copy and an electronic copy of all information will be kept. By having an electronic copy, text can be moved around very easy and one may wish to copy information onto excel for tables for example.

Slaying the Dragon :: essays research papers

Slaying the Dragon gave the audience a look inside the world of Asian actresses. The entertainment industry is very different for women of Asian descent. I never realized how difficult it was for these women in the earlier years of the film industry. Even today, when asked to name famous Asian actresses, I had a hard time thinking of more than two or three.   Ã‚  Ã‚  Ã‚  Ã‚  The Asian women interviewed in this film spoke candidly about their experiences in the entertainment industry. This film shows a comprehensive look at media stereotypes of Asia and Asian American women since the silent era. One point that the film brought up was that many white women played Asian women in early Hollywood films. One actress who frequently played an Asian woman was Katherine Hepburn. I can’t imagine how insulted I would be if I was an Asian actress who was losing roles to an American woman.   Ã‚  Ã‚  Ã‚  Ã‚  The movie also showed the successes of Anna May Wong’s sinister dragon lady, Suzie Wong and the ’50s geisha girls and the Asian-American anchorwoman of today. One of the anchorwomen who was interviewed spoke about the stereotypes of exoticism and docility that have affected the perception of Asian-American women. She spoke about how her boss didn’t like when she stood up for herself and made radical decisions to cut her hair.   Ã‚  Ã‚  Ã‚  Ã‚  The stereotypes for Asians are never ended; generally we assume that they are quiet, smart, good in math and science and passive. This movie tried to devour these stereotypes and give the audience an inside look into the minds of the Asian women interviewed. I have a good friend from high school who is Korean and having grown up with her, I have watched her struggle with acceptance and trying to overcome these horrible stereotypes. When we reached our junior year in high school and began looking at colleges, she decided that she wanted to attend a college where she wouldn’t be one of the only Asian girls. Growing up in a small rural community, she often felt like an outcat in our white high school. She is now attending SUNY Buffalo and is very happy that she is in a more diverse community. Slaying the Dragon :: essays research papers Slaying the Dragon gave the audience a look inside the world of Asian actresses. The entertainment industry is very different for women of Asian descent. I never realized how difficult it was for these women in the earlier years of the film industry. Even today, when asked to name famous Asian actresses, I had a hard time thinking of more than two or three.   Ã‚  Ã‚  Ã‚  Ã‚  The Asian women interviewed in this film spoke candidly about their experiences in the entertainment industry. This film shows a comprehensive look at media stereotypes of Asia and Asian American women since the silent era. One point that the film brought up was that many white women played Asian women in early Hollywood films. One actress who frequently played an Asian woman was Katherine Hepburn. I can’t imagine how insulted I would be if I was an Asian actress who was losing roles to an American woman.   Ã‚  Ã‚  Ã‚  Ã‚  The movie also showed the successes of Anna May Wong’s sinister dragon lady, Suzie Wong and the ’50s geisha girls and the Asian-American anchorwoman of today. One of the anchorwomen who was interviewed spoke about the stereotypes of exoticism and docility that have affected the perception of Asian-American women. She spoke about how her boss didn’t like when she stood up for herself and made radical decisions to cut her hair.   Ã‚  Ã‚  Ã‚  Ã‚  The stereotypes for Asians are never ended; generally we assume that they are quiet, smart, good in math and science and passive. This movie tried to devour these stereotypes and give the audience an inside look into the minds of the Asian women interviewed. I have a good friend from high school who is Korean and having grown up with her, I have watched her struggle with acceptance and trying to overcome these horrible stereotypes. When we reached our junior year in high school and began looking at colleges, she decided that she wanted to attend a college where she wouldn’t be one of the only Asian girls. Growing up in a small rural community, she often felt like an outcat in our white high school. She is now attending SUNY Buffalo and is very happy that she is in a more diverse community.