The fame of michael jackson in middle east Essay

The fame of michael jackson in middle east - Essay Example Michael Jackson achieved his popularity in the Middle East from several of his strengths and preferences despite him being a very troubled man. It is paramount that the success story was not achieved easily but was one that was realized through resilience and hard work. The pop star overcame the racial discrimination age and was able to secure white audience along with his black supporters. Michael Jackson’s iconicity evolved around a combination of multiculturalism, religious orientation, and commitment to philanthropy, American individualism, and consumer capitalism as well as his regular world tours. Philanthropic ambitions by Michael Jackson at the height of his widespread music career saw him undertake a new interest in other cultures and religions, particularly the Muslim culture and the Arabian culture. At one time, Michael admitted to a preference for the Islam religion as he felt that the Islam religion resonated more with his values and believed. He even donated money to build a mosque in the Bahraini capital where he used to own a house. He also had several friends in Bahrain including the son of the former dictator Muammar Gaddafi. It was evident that most of the Bahraini people loved Michael because when he passed away, most people commented that they had lost a fellow Bahraini. The â€Å"Bad† world tour lasted over 16 months and involved con certs performed by Michael in 15 countries. In the concerts, Michael campaigned against racialism, social injustices, poverty, and environmental degradation. He achieved the sensitization against all these vices through his lyrics and imagery in his music such as ‘we are the world’ and ‘they don’t’ care about us’. Michael Jackson’s fans in the Middle East began to see Michael as a global symbol and not merely as an American. His music became the first popular music to be allowed in most Middle and Far East countries such as China in the 1980s when these countries were opening up. Most

The No Child Left Behind Act Essay Example | Topics and Well Written Essays - 1250 words

The No Child Left Behind Act - Essay Example However, for some students, the noble idea of not leaving a child behind has not yet been taken seriously with the general public and a lot of educational systems which includes special education. Furthermore, the progressions of credentials, assessment, categorization, placement, and instruction have truly meant to put down their cultural and linguistic differences. With that, it is apparent that school systems overlook multiculturalism and diversity especially in educational intervention, where the minority students are placed, which means children are left behind (Obiakor 2000). Unfortunately, there are some political figures that believe the no child left behind program does not work because minority groups in school systems cover forty percent of the student body and there are lack resources and accommodations for them to learn on an even level with the other students. This creates a major problem with these children learning properly and effectively, which indicates that that number of the growing diversity is being ignored. In fiscal years 2002 through the current 2004, Congress authorized between $26.4 billion and $32 billion to be spent on the "No Child Left Behind" initiative. While Bush's budget request rose in each of those years, it still fell far short of the authorization. And in the past two fiscal years, the president's request of about $22 billion was less than what Congress had appropriated the year before. Both years, Congress provided more than Bush requested. Critics also say that the way the "No Child Left Behind" federal grading system works isn't fair in some cases because it requires yearly progress not just from a school but from every subgroup of students, including those with disabilities or ones who speak English as a second language (Bush stumps for 'No Child Left Behind). The growing number of infants and toddlers of minority groups is increasing every year. Below consists of some statistics that sheds light on the issues, which needs to addressed immediately by educators and families of minority older children, infants and toddlers (Diversity in Early Childhood Intervention Leadership Current Facts and Challenges). The U.S. Department of Education (2003a) found that 38.8% of public school students were minorities in 2000, up from 29.6% in 1986. In addition, the number of students who spoke a language other than English at home rose from 6.3 million in 1979 to 13.7 million in 1999 (U.S. Department of Education, 2003b). Minority teachers, on the other hand, accounted for only 13% of the faculty. The number of ethnically and linguistically diverse students is continuing to grow. By the year 2005, children and adolescents of color will make up as much as 40% of the U.S. youth population. Schools with high concentrations of black and Hispanic students uniformly have the most teachers with the least experience and the least qualifications for the subject they teach. Infants and toddlers ages birth to 2 who are served under IDEA, Part C, reflect the growing diversity of the U.S. The children represented are African-American (15%), Hispanic/Latino (18%), Asian/Pacific Islander (4%) and American Indian/ Alaskan (1%). Special education teachers who served primarily students ages 3-5 classify themselves as Asian (2%), Black (5.8%), White (90%) and "other" (2%). 6.4% consider themselves Hispanic and 93.6% do not. "Young people from the least well off demographic groups form a