Diversity commitment at Toyota

Diversity commitment at Toyota DIVERSITY AT TOYOTA Toyota commitment to diversity is built into every area of their business. Everything what they have done was rooted into two fundamental principles â€Å"Respect for people and continuous improvement†. This belief has been supported by work from the United Nations, which explains diversity efforts in the workplace facilitate the exchange of new perspectives, improve problem-solving by inviting different ideas and create a respectful, accepting work environment, all of which make good business sense (Reichenberg 2001). Taken together, the achievements and pledges summarized under the following key business areas represent Toyota 21st Century Diversity Strategy, a ten-year, multi-billion dollar sustainable commitment to minority participation in the Toyota of today and tomorrow. Diversity can be expressed in different ways, such as nationalities, worldviews, gender and minorities, cultures, skills and life styles. In general, studies tell us that no matter how diversity is expressed, it benefits with societies that foster it (Cf. for example, Florida, 2002). Toyota was named to DiversityInc.s 2006 Top 50 Companies for Diversity list in recognition of its commitment to diversity and to fostering an inclusive corporate culture. In its first time competing for this recognition, Toyota ranked 29th on the list. The DiversityInc top-50 list is considered to be the most in-depth analysis of U.S. corporate diversity management and leadership. Toyota was also named to Black Enterprises 2006 Best Companies fo r Diversity list in celebration of exemplifying the best practices in diversity across North America. Structure Over the next 10 years, Toyota will invest a multibillion dollar in diversity and align diversity with its mission to provide equal opportunity. Toyota way, the diversity strategy represents a fundamental sea change in the way Toyota do business and think about doing business. For Toyota, diversity is an opportunity to continuous improvement in every aspect of business and to show their respect for people. Employment After issue about Jesse L. Jackson Toyota announced a $7.8 billion 10 year diversity program for its U.S. operations. Partnered with INROADS to provide internships to talented minority youth interested in becoming Toyota team members after graduating from college established an automotive training centre in Los Angeles, which has trained more than 1,400 minority candidates for careers as automotive service technicians. Advertising Hired Asian, Hispanic and African-American advertising agencies to help ensure we are reaching our multiple diverse audiences effectively. Procurement In 2002, Toyota spends $700 million with minority owned businesses. Toyota seeks long term quality relationships with its business partners and suppliers. Partners and suppliers are considered part of the Toyota family and are an integral part of the legendary Toyota supply chain management network. Source: http://www.toyota.com/about/diversity/21stcenturyplan.pdf Dealer Representation When it comes to Toyota dealerships, their aim is clear to have the best dealers in the industry selling the best products in the world. This philosophy extends to Toyotas minority dealership program and is the reason Toyotas dealer diversity program is one of the most successful in the industry. Retail Diversity Initiatives Toyota is committed to helping talented minorities prepare themselves for leadership positions within the retail automotive sector. Toyota pledges $1 million to partner with Toyota Lexus dealers to help recruit, train, and develop minority employees for dealership management and technical position. Automotive Training Centres In 1993, Toyota created the Los Angeles Urban League Automotive Training Centre (ATC). This joint venture with the Los Angeles Urban League provides no cost job training and placement for unemployed and underemployed urban residents in the automotive industry. The program has graduated 850 trainees who have gone on to secure entry level jobs. The economic impact of this program has exceeded $20 million to date. Starting in 2002, Toyota will replicate the success of the Los Angeles ATC by opening a similar training facility in the eastern United States. Over the years, it too will have a significant economic impact of hundreds of millions of dollars. Community Involvement One of the most significant aspects of Toyotas diversity activities is its support of minority organizations. Among these are United Negro College Fund, Hispanic Scholarship Fund and our trademark Toyota Community Scholars program. Toyota also provides funding and volunteers to the 100 Black Men Young Black Scholars program. Conclusion and recommendation Toyota sees diversity as a pathway to create a better Toyota. Success in diversity gives Toyota access to the best and the brightest. It creates opportunities for new partnerships. Diversity allows Toyota the ability to fully participate in todays changing marketplace. Diversity gives Toyota additional ways to make a difference and to earn the respect of all of their communities. In short, it provides Toyota with a new way to fulfil its mission to become the most successful and respected car company in America. On a negative side, according to Jobvent.com, a website which rates employers, Toyota is believed to pay well but its workers find it difficult to maintain a good work-life balance. Despite good pay and benefits, the employees also feel a strong lack of respect for them as no one speak to them and they dont feel acknowledged unless they are managers and have to work a minimum 9-10 hours a day being a Japanese company

Evidence based practice and the reflective practice

Evidence based practice and the reflective practice From my point of view, I believe that the two main sorts of research evidence that could inform educational practices are the evidence based practice and the reflective practice. I still have on my mind the words of Ravitch, I am deeply grateful that my treatment was based on medical research and not education research. Otherwise, I would not be here to tell my tale (Ravitch, 1998, p.33) and her insistence from her experience that educators have something to learn from physicians as she was also educators. The evidence based practice was first introduced on medical research as evidence-based medicine. Their main source was the development of a particular kind of medical research the randomised controlled trial (RCT) which was designed as a way to assess the value of new drugs in order to check the claims of their manufacturers (E891 Educational Enquiry, Study Guide, p.18). However, there is a movement in the late 1990s, in several countries and also in the UK, for both educational practice and educational policy to become more evidence-based-or at least evidence-informed (E891 Educational Enquiry, Study Guide, p.15). From my own experience of teaching prof essional practice has always been informed by evidence. What we teach on the class is based on evidence. It is a fact that reliance on a body of scientific knowledge has been treated as a defining feature of any profession, and has figured largely in the attempts by many occupations to gain this status. Looking back, in the beginning of the twentieth century it was taken to be one of the traits that marked professions off from other occupations (Flexner, 1915). The movement for evidence-based practice does not repeat the ideas of the definition of a profession, it does involve distinctive requirements. It proposes that practice should be guided much more directly by research evidence than previously. Furthermore, education as a profession, or a collection of professions, has always been a complex and contested one. It is well known that, in most countries, schoolteachers have never gained any autonomy and power achieved by other professions such as lawyers and doctors. In addition, the main body of knowledge on which their practice was supposed to be based was very often subject knowledge. Thus, in recent decades, in the UK and some other societies, a weak grasp of subject knowledge on the part of primary-school teachers, especially in the areas of science and mathematics, has been held responsible for what has been identified as poor levels of educational performance (Traianou, 2007, p.11). In contrast to this, research knowledge has been shaping the educational practice well before the evidence-based practice began. Jean Piaget and Lev Vygotsky, the two famous educational researchers have worked a few decades ago and their ideas have been generated diverse recommendations for educational practice. It is obvious since Piagets name often has been invoked by advocates of discovery learning and progressive education two approaches that strongly emphasise the autonomy of the learner. Furthermore, his work also highlights the important role that cognitive structures play in childrens learning, and, more generally, that what learners learn will depend on where they are starting from (E891 Educational Enquiry, Study Guide, p.18). At this point, it is also important to mention that Vygotsky drew on Piagets work, and they both believed that learners should actively construct their understanding of the world. They both denied that learning is a passive response to external stimuli but it has implications well beyond the contex t of childrens learning. Indeed, it carries an important message about all forms of education. In addition, Hargreaves literally mentions Teaching is not at present research-based profession and he continues I have no doubt that if it were, teaching would be more effective and more satisfying (Hargreaves, in Hammersley, 2009, p.3). The medical profession has gained a lot of prestige lately due to the growth of its research which mainly is based on evidence based practice. In contrast, the teaching profession did not take such a step. Very rarely, teachers would look on other professional fields to examine and learn from their structure (Hargreaves, in Hammersley, 2009, p.4). As a teacher, I certainly understand that even though we heavily rely on what we learn from our own experiences which are private trials which might be right or wrong. In contrast, in the evidence based medicine process they convert the information needs into answerable questions, track down with the maximum efficiency the best evidence with which to answer, critically appraise that evidence for its validity and usefulness, apply the results and evaluate performance (Hargreaves, in Hammersley, 2009, p.13). Reflective practice can be traced way back before the twentieth century, while much of what is involved in the notion, for example the idea of phronesis outlined by Aristotle. However, the statement by Schà ¶n that In recent years there has been a growing perception that researchers, who are supposed to feed the professional schools with useful knowledge, have less and less to say that practitioners find useful(Schà ¶n, 1987, p. 10) does really disturb a lot since the reflective practice was happened a long before and has not just developed. Furthermore, Schà ¶n stated that it is modified by reflection-in-action (the ability to think about what one is doing while doing it) and reflection-on-action (the capacity to reflect after the event on what has happened and on its implications for ones practice) (E891 Educational Enquiry, Study Guide, p.41). Developing these abilities, these forms of reflection that professional skill and wisdom can be built up in the course of experience, an d these capacities are important because real-world problems do not usually present themselves in ways that would match the technical knowledge produced by research. The notion of reflective practice has been under different names in the early 1970s, came to the fore in the 1980s through the works of Schà ¶n, Valli and Elliott. This notion places as much emphasis on teachers own evaluation of their practices as on the planning and management skills into which such evaluation feeds( Moore, in Hammersley, 2009, p.122). One of the recent recommended techniques in the reflective practitioner discourse is the developing of teachers own diary or journal that can systematically reflect. With this method, teachers can improve themselves and develop their own valid teaching method. As usual, the introduction of new ideas was accepted by less experienced teachers rather than more experienced ones. As Mitchell and Weber (1996) stated experience teachers suggest that they are just likely to cause concern, confusion and misguided behaviour through their over-personalization of teaching activity (Mitchell and Weber, 1996, p.34). Up to this point, I have described the two main sorts of research evidence that could inform educational practice. Furthermore, I will mention differences and significant similarities. Hargreaves and others who have concerned how research serves evidence based practice are not simply putting forward a particular view of the relationship between research and practice. It is clear that they think educational research needs to change in character, although neither Ravitch nor Hargreaves insists that it must take the form of randomised controlled trials (E891 Educational Enquiry, Study Guide, p.26). However, from the point of view of advocating evidence-based practice, the practices of professionals are based on knowledge that must be eliminated in favour of procedures determined by sound, scientifically validated research evidence. In contrast, Schà ¶ns perspective, those traditional practices are seen as skilful and principled strategies that cannot be bettered by the substitution of research based knowledge; rather, they can only be improved by further reflection in and on professional practice (E891 Educational Enquiry, Study Guide, p.41). In addition, Moore sugge sts that, the reflective practitioner discourse was not influential in official circles during his times. He insists that there are connections between each model and particular approaches to educational research. In a sense, the competences discourse has an affinity with quantitative method, and the reflective practitioner model with qualitative method (Moore, in Hammersley, 2009, p.127). In my opinion, I believe that there could be another similarity due to the fact that both are considered to be unrepresentative. It cant be presumed that all subjects taking part in RCT trials are representative of the people who will eventually be taking the drug or treatment and the data that a teacher personally gathers from his/her own classroom conditions cannot be presumed to apply to all conditions. Both of them have the same goals which are to enrich the corpus of knowledgeand to inform educational practice. Also, they both rely on philosophical grounds positivist one and interpretivist (E891 Educational Enquiry, Study Guide, p.79). On the other, it cannot be presumed that all subjects taking part in RCT trials are representative of the people who will eventually be taking the drug or treatment and the data that a teacher personally gathers from his/her own classroom conditions cannot be presumed to apply to all conditions. Nevertheless, it seems to me that they share a lot o f points in common, such as theirposition with theory, which they dont question as both tend to look at teaching strategies rather than the sense of teaching and what is taught. To sum up, I would not disagree that RCTs provide measurable outcomes, and the reflective discourse emphasises the practitioners experience, this doesnt mean that it ignores the skills and techniques needed but that it tries to look at the wider picture. so if their spectrum of research and practice is limited what part does critical theory of research play as I see it to be connected to reflective practice. The Cyprus educational system unfortunately has been very weak as far as the new teachers are concerned, especially the ones that teach in secondary and high schools. A lot of them enter the teaching classrooms without any educational experience apart from the fact that they are graduates of universities. The same fact has happened to me also. Suddenly, I found myself from the hotel industry to teach in the school hotel labs and classrooms. From that day on I had to find a way of how I could become more effective within the classroom and be more efficient with my students. Having studied part one of the study guide for the course I am more confident to explain which methods I use during my teaching courses. However, I remember that I always mention to my colleagues that the teaching plans I have, are never stable. Every time I conclude with the lessons, I keep change them. I used to judge myself (reflective) what went right and what needed a change and I was doing it. Without realisi ng, I was using the reflective method and in a sense I was improving myself. However, as a teacher in a technical and vocational school, I spend most of my teaching hours in the lab rather than in the normal classrooms. From what I have studied up to now, I find myself that I used both educational methods of teaching, i.e. evidence based practice and reflective methods, not only for improving my teaching methods but also for the benefits of my students. The evidence-based practice, I use it a lot when I teach Food technology, Wine making or Food and Drink cost course. In all these courses the results from previous statistics which can be found through research are very useful not only for the teacher but for the students also. For instance, in order to produce good quality wine the evidence shows that there are certain parameters which are very essential such as the % of the sugar on the grapes, or how many days they should stay for fermentation, and e.t.c. This is happening with all the above mentioned courses and believe me students understand better when I use evidence-based practice because I can claim that throughout the years the research experience on developing the course has never been wrong. On the other hand, reflective practice is mostly used in the labs. Since a lot of the students work is done within the lab with practice on the lab exercises. I usually teach cooking and baking. All the other vocational teachers as well as I, were using reflective practice even though we could not understand that we were using it. What do we usually do? We explain to our students how things should be prepared, cooked and be ready to be served. As a teacher, I know from the beginning how the final product should be since I have worked through the reflective practice many times. I explain to the students the process and the directions needed to be followed and I guide them throughout the lesson. A single mistake or a small misunderstanding from the students, results are off truck. This can happen not only with cooking and baking but also with carpentry, electricians and any other specialization existing in the technical and vocational schools. References E891 Educational Enquiry, Study Guide, (2007), The Open University Flexner, A. (1915) Is social work a profession?, paper presented at the National Conference of Charities and Corrections, Proceedings of the National Conference of Charities and Corrections at the Fortysecond Annual Session held in Baltimore, Maryland, May 12-19, Chicago, Hildmann. Hargreaves, D. (2007) Teaching as a research-based profession: possibilities and prospects (The Teacher Training Agency Lecture 1996) in Educational Research and Evidence-based Practice By in Hammersley, M, 2009, Sage Publication, London. Mitchell, C. and Weber, S. (1996) Reinventing Ourselves as Teachers: Private and Social Acts of Memory an Imagination, London: Falmer Press. Moore, A. (2007) Beyond reflection: contingency, idiosyncrasy and reflexivity in initial teacher education in Educational Research and Evidence-based Practice By in Hammersley, M, 2009, Sage Publication, London. Ravitch, D. (1998) What if research really mattered?, Education Week, 16 December, vol. 18, no. 16, p. 33. Schà ¶n, D. (1987) Educating the Reflective Practitioner, San Francisco, Jossey Bass. Traianou, A. (2007) Understanding Teacher Expertise in Primary Science: A Sociocultural Approach, Rotterdam, Sense Publishers.

Shakespeares Othello - Essay on Iago as the Hero of Othello :: GCSE English Literature Coursework

Iago as the Hero of Othello Make an argument that Iago is the hero, not the villain of this play. Why could we look at him that way? If he is the hero, who does this cast as the villain and why? What values are important if Iago is the hero? In the play "Othello", many can and would label Iago as a villain or even an/the enemy of the play. I'm not going to disagree or agree with anyone's opinion on whether Iago is the/an villain or not, because everybody has their own point of view. The purpose of me writing this paper is to prove that Iago is not a villain, well at least not a villain in the play "Othello". Iago was the main character who caused all the destruction at the end of the play, however there was always some worries going along in the play because Othello was a black man and he was married to the young, very much younger than him, Desdemona. Who also is a white lady. Neither the less this essay is not about Othello and Desdemona. Iago had Othello believe that Cassio was having an affair with Desdemona. There isn't really any conclusion or reasoning for Iago's doings, perhaps besides the only reason which he knows. And that reason none of us know of. The only conclusion i can come up with on why Iago has done what he done is because he was looking out for himself. This reminds me of a saying i use to always hear. "Nothing is going to happen for yourself unless you make it happen yourself." I don't know if Iago knew what the outcome of his doings would be, which was death for him, but i do believe he did the things he did because he was looking out for himself. Iago had to take things in his own hands and do what he felt was best. As i said before i truly don't believe he knew what the outcome would be because nobody wants death and i believe Iago did not want death. When i approached these thesis as of whether Iago can be consider a hero, i had/have a point that can base him as a hero but no for himself but for others. I don't know if that is the way i was suppose to approach the topic, but i do believe Iago was a hero.

Are Spinozistic Ideas Cartesian Judgements? :: Philosophy Philosophical Essays

Are Spinozistic Ideas Cartesian Judgements? Abstract Some commentators of Spinoza maintain that Spinozistic ideas are judgements. I shall call this view the common interpretation, since it is popular to interpret Spinoza as reacting against Descartes’s theory of ideas and accordingly consider Spinozistic ideas not as Cartesian ideas, but as Cartesian judgements. The clearest difference between Descartes and Spinoza here is that whereas Descartes thought that ideas are passive, Spinoza thought the opposite. The concept of activity plays accordingly an important role in interpreting Spinoza’s theory of ideas. According to the common interpretation Spinoza and Descartes use the concept of activity in the same way. And since Descartes thought that judgements are active, it is maintained that the Spinozistic, active ideas are like Cartesian judgements. I find that the considerations according to which the activity of Spinozistic ideas is seen in the light of Descartes’s distinction between action and passion are based on too superficial an interpretation of Spinoza. I argue that what Spinoza means by saying that ideas are active does not merely mean that they are active in a Cartesian sense. He has in mind something additional to the mere Cartesian activity. Whereas Spinoza wants to say that active ideas incorporate the property of truth or certainty, Descartes does not think in that way about judgements. Thus, the Spinozistic ideas can be called truth-expressing. Introduction Renà © Descartes brought the concept of idea into a central place in epistemology. Another famous rationalist—Benedictus de Spinoza—made use of the same term "idea", but had an entirely different view concerning the nature of ideas. Whereas Descartes thought that ideas are passive, Spinoza had the opposite view according to which ideas are active. In this paper I shall examine what Spinoza means by the activity of ideas. According to some commentators Spinozistic ideas should be seen as Cartesian judgements. I call this view the common interpretation and I shall argue that it does not capture the whole of Spinoza’s theory of active ideas. The activity of Spinozistic ideas is something more than merely the kind of activity found in Cartesian judgements. In the first part I will sketch Descartes’ conception of ideas as passive. In the second and third part I move on the outline Spinoza’s position and point out that there are passages which motivate the common interpretation. In the fourth part I will proceed to argue that the activity of Spinozistic ideas is not merely that of Cartesian judgements.

When the Scientist turns Philosopher :: Science Philosophy Papers

When the Scientist turns Philosopher This paper examines how such fundamental notions as causality and determinism have undergone changes as a direct result of empirical discoveries. Although such notions are often regarded as metaphysical or a priori concepts, experimental discoveries at the beginning of this century—radioactive decay, blackbody radiation and spontaneous emission—led to a direct questioning of the notions of causality and determinism. Experimental evidence suggests that these two notions must be separated. Causality and indeterminism are compatible with the behavior of quantum-mechanical systems. The argument also sheds some light on the Duhem-Quine thesis, since experimental results at the periphery of the conceptual scheme directly affect conceptions at the very core. I. Ever since Thomas S. Kuhn pointed out the importance of the history of science for the philosophy of science, it has become customary for philosophers of science to support their philosophical considerations by appeal to real-life science. From the often historical material the philosopher seeks evidence for some general principles about the nature of science. If there is a common territory between science and philosophy, as many writers have affirmed, (1) it must also be possible to go from science to philosophy. This is indeed what some of the greatest scientific minds throughout the centuries have attempted to do. Their reflections fall into the oldest branches of philosophical thinking: ontology or the question of what the basic constituents of nature are; epistemology or the question by which tools the human mind can acquire knowledge about the external world; ethics or the question of what moral responsibility scientists have with respect to their discoveries. In such contributions, scientists, prompted by the most recent discoveries in their respective fields, provide interpretations of science and the natural world and thereby contribute to their understanding. The heartbeat of science is at its most philosophical rhythm when major conceptual revisions or revolutions are afoot and scientists feel the need to go beyond the mathematical expressions of natural processes to reach a level of understanding which assigns some physical meaning to the mathematical comprehension of the natural world or offers a re-interpretation of the nature of the scientific enterprise. What is interesting in this process from a philosophical point of view is that empirical facts filter through to the conceptual level and bring about changes in the way the world is conceptualised. 'Old notions are discarded by new experiences', as Max Born once said. The common territory between science and philosophy lies in this interaction between facts and concepts.

Pricing policies Essay

The main Factors that affect the price being charged by your chosen business for their product/service The pricing decisions for a product are affected by internal and external factors. A. Internal Factors 1. Cost While fixing the prices of a product, the firm should consider the cost involved in producing the product. This cost includes both the variable and fixed costs. Thus, while fixing the prices, the firm must be able to recover both the variable and fixed costs. 2. The predetermined objectives While fixing the prices of the product, the marketer should consider the objectives of the firm. For instance, if the objective of a firm is to increase return on investment, then it may charge a higher price, and if the objective is to capture a large market share, then it may charge a lower price. 3. Image of the firm The price of the product may also be determined on the basis of the image of the firm in the market. For instance, HUL and Procter Gamble can demand a higher price for th eir brands, as they enjoy goodwill in the market. 4. Product life cycle The stage at which the product is in its product life cycle also affects its price. For instance, during the introductory stage the firm may charge lower price to attract the customers, and during the growth stage, a firm may increase the price. 5. Credit period offered The pricing of the product is also affected by the credit period offered by the company. Longer the credit period, higher may be the price, and shorter the credit period, lower may be the price of the product. 6. Promotional activity The promotional activity undertaken by the firm also determines the price. If the firm incurs heavy advertising and sales promotion costs, then the pricing of the product shall be kept high in order to recover the cost. B. External Factors 1. Competition While fixing the price of the product, the firm needs to study the degree of competition in the market. If there is high competition, the prices may be kept low to effectively face the competition, and if competition is low, the prices may be kept high. 2. Consumers The marketer should consider various consumer factors while fixing the prices. The consumer factors that must be considered includes the price sensitivity of the buyer, purchasing power, and so on. 3. Government control Government rules and regulation must be considered while fixing the prices. In certain products, government may announce administered prices, and therefore the marketer has to consider such regulation while fixing the prices.

Favorite place

Favorite place BY hi1193 New Jersey is one of fifty states in The United States. It is on the northeastern coast bordering the Atlantic Ocean, New York, Pennsylvania and Delaware. It is one of the smallest states in the country, but is ranked number one in highest population density. I was born there and lived there my whole life, but it wasn't until I relocated that I realized the true beauty of the state. New Jersey (N. J. ) has all the different seasons; spring, summer, autumn, and winter. It has all of the characteristics that come with the seasons.If you have ever eard anything about New Jersey, you have probably heard about our humid summers and freezing winters. In the summer, the humidity rises so high that you can almost cut through the air like you would a steak. In the winter, the temperature gets so cold, Just being outside for five minutes makes you feel like you are in the beginning stages of hypothermia. The summer is my favorite time of year because you get to go to t he many beaches in the Jersey shore, located on the coastal southern part of the state. The beaches are beautiful, but the water is muddy and lack, almost like what sewer water looks like.My mother loves the spring season because it is when she gets to start on her garden and yard work for the year. She starts planting all of our favorite vegetables and flowers. The state is known as â€Å"The Garden State† for a reason; for it holds some of the most beautiful plant life and gardens you could have ever imagined seeing. Many foreigners complain about the smell of New Jersey on the turnpike in the summer because we get the draft of the garbage being disposed of in New York City, and that smell, mixed with our thick umidity is not a pretty picture.I must admit, to us natives, it is what reminds us that we are home. New Jersey is home to a few of historys most prestigious places, like Ellis Island and the Statue of Liberty, which we share with New York. One of my favorite places to spend free time is Liberty State Park, which is a beautiful park in the heart of Jersey City, a northern city that borders New York City. Liberty State Park borders the Hudson River and looking out across it at night you can see the factory smoke-filled ky, but in the daytime you can see the beautiful, sea green, Statue of Liberty.Depending on what time of day you visit the park, you can see the workers cleaning off the erosion on her. New Jersey is also home to Seton and Rutgers University- two of the finest in the country. The State of New Jersey is a melting pot. It is filled with as many races and religions as you can imagine. It is 79% white, 15% black, and 6% other. 37% of New Jerseys population is of Catholic religion, the rest are non-denominational. Now that I ave left the â€Å"melting pot†, I have realized a few things.One of the things I have realized is that having grown up there; I personally feel that I am a more open- minded individual due to the fact that I was raised around so many different people and cultures. When I was fifteen years old, I taught myself fluent Spanish, Just by being around a predominantly Hispanic population. I teel as it people trom other states, such as Arizona, have almost lost out on being able to have the opportunity to be around many different cultures and types of people.One of the most fascinating things that I have observed about New Jersey is its means of transportation. The main source is your personal automobile, but public transportation doesn't fall too far behind. I love getting on the train and going anywhere. I love to look out the window and see the scenery change as we travel further along. It goes from green shrubbery to black and white cities to the brightest of lights and blackest of night once you enter Manhattan. The train runs very fast, but I always feel like it is not getting to my destination fast enough.Although New Jersey doesn't have many breath taking places to visit, like a lot o f other states, it is still home to me and I love it. It was my home for my whole life up until six months ago when I moved to Arizona, and I will forever be grateful for that and cherish and all that New Jersey has to offer. It is a beautiful state with a wonderful variety of people and will continue to be for years to come. It is the state that made me who I am and I feel very proud for that. You know what they always say about people from New Jersey; â€Å"theyre a different breed†. Favorite place Favorite place BY hi1193 New Jersey is one of fifty states in The United States. It is on the northeastern coast bordering the Atlantic Ocean, New York, Pennsylvania and Delaware. It is one of the smallest states in the country, but is ranked number one in highest population density. I was born there and lived there my whole life, but it wasn't until I relocated that I realized the true beauty of the state. New Jersey (N. J. ) has all the different seasons; spring, summer, autumn, and winter. It has all of the characteristics that come with the seasons.If you have ever eard anything about New Jersey, you have probably heard about our humid summers and freezing winters. In the summer, the humidity rises so high that you can almost cut through the air like you would a steak. In the winter, the temperature gets so cold, Just being outside for five minutes makes you feel like you are in the beginning stages of hypothermia. The summer is my favorite time of year because you get to go to t he many beaches in the Jersey shore, located on the coastal southern part of the state. The beaches are beautiful, but the water is muddy and lack, almost like what sewer water looks like.My mother loves the spring season because it is when she gets to start on her garden and yard work for the year. She starts planting all of our favorite vegetables and flowers. The state is known as â€Å"The Garden State† for a reason; for it holds some of the most beautiful plant life and gardens you could have ever imagined seeing. Many foreigners complain about the smell of New Jersey on the turnpike in the summer because we get the draft of the garbage being disposed of in New York City, and that smell, mixed with our thick umidity is not a pretty picture.I must admit, to us natives, it is what reminds us that we are home. New Jersey is home to a few of historys most prestigious places, like Ellis Island and the Statue of Liberty, which we share with New York. One of my favorite places to spend free time is Liberty State Park, which is a beautiful park in the heart of Jersey City, a northern city that borders New York City. Liberty State Park borders the Hudson River and looking out across it at night you can see the factory smoke-filled ky, but in the daytime you can see the beautiful, sea green, Statue of Liberty.Depending on what time of day you visit the park, you can see the workers cleaning off the erosion on her. New Jersey is also home to Seton and Rutgers University- two of the finest in the country. The State of New Jersey is a melting pot. It is filled with as many races and religions as you can imagine. It is 79% white, 15% black, and 6% other. 37% of New Jerseys population is of Catholic religion, the rest are non-denominational. Now that I ave left the â€Å"melting pot†, I have realized a few things.One of the things I have realized is that having grown up there; I personally feel that I am a more open- minded individual due to the fact that I was raised around so many different people and cultures. When I was fifteen years old, I taught myself fluent Spanish, Just by being around a predominantly Hispanic population. I teel as it people trom other states, such as Arizona, have almost lost out on being able to have the opportunity to be around many different cultures and types of people.One of the most fascinating things that I have observed about New Jersey is its means of transportation. The main source is your personal automobile, but public transportation doesn't fall too far behind. I love getting on the train and going anywhere. I love to look out the window and see the scenery change as we travel further along. It goes from green shrubbery to black and white cities to the brightest of lights and blackest of night once you enter Manhattan. The train runs very fast, but I always feel like it is not getting to my destination fast enough.Although New Jersey doesn't have many breath taking places to visit, like a lot o f other states, it is still home to me and I love it. It was my home for my whole life up until six months ago when I moved to Arizona, and I will forever be grateful for that and cherish and all that New Jersey has to offer. It is a beautiful state with a wonderful variety of people and will continue to be for years to come. It is the state that made me who I am and I feel very proud for that. You know what they always say about people from New Jersey; â€Å"theyre a different breed†.