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QUESTION

Multiculturalism and ethnicity: How does an ethnic group identify within a multicultural society by relaying on their culture

 How does an ethnic group identify within a multicultural society by relaying on their culture

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**************** *** ********** *** **** an ****** ***** ******** ****** a ************* society by ******** ** their ********

*****

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affiliation

Multiculturalism ***

ethnicity:

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****

**

******

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********

******

a

*************

*******

**

********

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*****

********

****

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our **** *** ******* ** ************* policies *** ********** **** **** ****** (Harper **** * *** **************** for

***

purpose ** this essay ** ******* ** ************* **** *** of ******* *** ******** *********** by the government in regard ** ********** ******* population ******** ********* is the ****** ** *********** *** ******* development of new ethnic ****** from ******** **** ** * ****** ** ******** ********* ********* ********* have **** **** *** ******** diversity ** *********** ********** ****** **** ********* ****** ****** ******* *********** and ************ engage with **** other * ************* ******* ** a ****** ***** are ******* ********** ********** with **************** and *********** around the ***** *** done **** ** formulating policies *** provisions **** create a *********** *** peaceful ************* society *** ***** ** ****** * ****** ** ********** relating ** ***************** *** *** ******* of **** ******** ******* ** * group ** ********* **** *** ******* *** ******* ********* morals and ******* that

***

******** ******* *** ****** down ** lower generations within ** ****** ***** ******* is a ******* ***** in ************ *** *** **** ********* ** ************* ***** ******* *** be ******** **** ** ********* and ******** ******** by ****** belonging ** certain groups **** ******** ********* *** ****** ** ********* groups ***** some *** the preserves of the community that ********* them In **** ***** * **** ******* how perceptions **** lead ** ************ of certain ** ***** *** *********** ** ***** ******** groups This *** there **** ** a ***** ************* ** **************** *** *** ********** ******** ** **************** **** ****** ** ****** * ********* ***** **** ***** can *** **** a ************* society ******* *********** modifying ***** ******** **************** ******** **************** *** be viewed in *** ****** 1 ** a *********** **** **** describes the ******** diversity ** a ***** **********

*

As a

***********

term **** describe ********** policies *** **********

*******

** a particular government authority ** promote regimentation ** ******** ********** ******* *********** **

******

accepted ** *** ***** ** **************** People ******* ** ********* ********* *** ******* ******* that *** ******* security *** ******** motives Multiculturalism has

******

*

political ********** **** allows ****** of ********* ethnicities to ******* ******* *********** ******** their ******** *** **** *********** be *********** if the law operates ********* on all groups? ****** we ******** ***** cultures non-progressive *** ********** **** *** the purpose of ************* Affirmative ******* ***** ** The US government *********** action is * ********* move by the ******* ********** ** ****** **** equal ************* *** ***** ** ******** including minority

group **** *********** *** ***** ********** to

***

******** groups * typical example ** *** ******** ***** ********** that *** ** **** preferences to minority ****** ***** *** *** **** was ****** ** **** by *** ******* ***** **** ******** nd) ***** ** discrimination **** *** ********* as ******** *** ********* ** most people as ** ** *** **** ********* base Affirmative ****** ** positive ************** *************** *********** action *** ***** ****** by ********* ******* ****** ** **** ******* ** ********* ***** **** **** ********** to *** government departments and

contractors

**** selection *** ********* ** employee **** *** ** ** ***** ** *********** skin ***** ******** **** ** ***** ***** 2014) **** **** *** ** was *** ***** ** **** *** **** ******** ****** ********** *** ******* Americans who *** **** under slavery *** **** **** * ***** ***** *** match ***** ************ *** ** ***** in ****** ground *** ********* order also *********** * ************ committee **** was responsible for overseeing *** ************** ** *** administrative ***** * ***** ******** ******** the ***************** **** **** *** *** ******* ******** ** ********* ****** *********** Colleges *** ************ immediately ******* to ******** **** ******** ** their admissions Affirmative ******* **** **** ***** by **** ******* *********** ******** actions *** ******** ********* by *** following parties ** *** ****** ******* * ********** ** ****** ********* ****** business ************

***

********** internationalization ** ********* *** ******** *** management of ********* ** ** ************* ********** ***** & ******** (2014) in their ******** *****

out

that ******* and ************** ********

********

dominate ******** ******* and ******* ******** sites ****** ***** ******** 2014) **** is * **** of *** ******** ****** **** ***** ** ******* ************ ** ******** ***** ******** cultures ****** & ******** ***** ******* work *** a ********* ** ******* ******* *** management ******** ************ *** ******** **** **** ********* ** adopt **************** ** ***** admission ******** **** systems **** ** offer ***** ************* ** ******** ****** or ************ **** ***** ** ** universities *** the ****** ethnicity *** complicated aspect ***** *********** ** * ******* issue and ********** of *** *** have made ** ******** between equal *********** *** ****** *** ********** ** ******** is a ******* ******* ** *** *** ****** ***** ** ********** ***** **************** *** University had ***** priority ** ******** group ***** * ***** ******** in **** **** *** ******** by ****** ****** ***** ***** *** ************** ** **** *********** oversaw *** **** to *********** ***** ***** multiculturalism **** *** *********** ********* management *** **** adopted ** many universities ** *** ** *** ***** Europe countries **** practiced ** ******* ** ethnically diverse ******* **** ***** ** ******** ******* ********* ****** selection *** *******

representation

****** ****** * Hiring (by government *********** *** ************* ** ******** ** *** ********** ********* order *** ******* *********** and **************** are required ** **** an *********** ****** ** selecting ********* ******** *** ******* **** **********

********

2014) ** **** **** ******** group ******

**

** ****** group women people with disability *** ******* ******** *********** ****** ******** ******** ******** *** ******** ***** **** ********** An ****** ***** *** ******** **** **** ***** ** *** basis ** ****** ancestry ****** ******* social *** ******** ********** origin ***** ******** systems etc (Bailey **** ***** Depending on *** ******* *** membership *********

***

be

**

********* types that ******** * ******** ****** ****** * ******** ****** ****** 3 ********* ethnic ****** * ******** ethnic ****** ******** ****** ****** ******** ********* *** be termed ** ** *********** ** ****** *** ********** ***** ****** values ** ***** **** are

********* from ***** **

***** ****** ** **

* ***** **** its

unique ******** *** culture

**

*

****** ** country

***

*

specific attributes ** features including religion language and ****** ******** It affects the *** ** life of * group ********* ******** *** ********* ****** *** also the *** ** ******** *** trade within

***

***** ******* *** ** referred ** ** a complex whole **** includes ********* ****** *** ****** *** ******* and other ************ *** ****** ******** by ***** ** * member of ******* * Taylor ***** ****** ** *** **** ******* **** to ** ****** ******* ******* *** ** ********* in any way from ********** ************ ***** ** ******* ** races *** *** only differences are ******** *** *** have *** people ** *** same ***** *** **** exactly *** **** *** ********* **** ********* ******** They do not get along ******* their cultures *** far much different *** ******* *** ** **** ** open ** *** ***** **** ***** *********** **** *********** *** **** far **** ******* ******* **** can’t ** ****** ** racists ***** any ****** has *** or *** race **** *** be **** to ** *********** as **** ***** their culture *** ** *** ********* ** others *** ** *** ** ***** or act the **** way on

them

When ** talk ** ******** **** ** ***** ** ** ** ************ *** ******* ** ***** *************** ******* *** ******** one may ** biased towards ******* who does *** *** into *** or *** culture The ******** *** * ******** *** *** own *****

unable

** speak the ******** **** of ***** **** *** ** *** **** The ******** of ***** ****** ********** *********** ******** *** are ****** to learn other ************** ******* ** they **** ****** you ******* of multiculturalism ******** ** ********* ******** ********* are ******** more diverse ** *** ** culture ** * concern **** **** * good ********** ** **** *************** ********** was *** **** in **** ******* ****** ****** *** ****** ***** from ******* ******* ** ********* *****

are people from

more

than *** countries speaking different languages ****** ** **** ****** ******* *** way ** ******** *** *** they appear **** ******** ********* grows continually since *** different ************* situations bring *** communities ** * ***** country ** *** rare to have ***** ****** ** ********** ** *** ******* butt globalization *** contributed ** the **** ** **************** *** ****** **** been **** ***** countries or

*******

***** ****** **** ******** ********* cultures **** ***** of the ****** ** *** ********* **** *** ********* *** ******* on ***** So ********* **** ******** **** ****** *** world For ******* in Australia ******* ***** including grocery ****** ************ markets cafes *********** *** ****** ******* * variety ** ***** ******** ***** ***** have *** **** become ********** **** but **** **** ****** a ****** *****

*** **** **

***

************** ****** ***** The ********** culture of *** *** use ********** ********** ** Italian ********** people ** * ******* have learned *** like using ********* **** ******** brought ***** ** ****** **** ********* countries ***** ******** new **** of making *** ******* food ********** ************ *** ****** * ******* with people

***

********** ***** cultures *** ***** ***** ********* ******* ** ***** ** that country They *** **** out of their ********* *** ***** *** ******** ** other ********* ******** ***** countries have cultural ************* that support ******* *********** including ***** ****

******* ********* thus helping

**********

**** ** ***** ** ******* ******** ** ********* *** ******* **** ******** ************* **** ** social ****** **** *** ************ **** ******** * ********** ********* ***** ****** **** to have *********** ******** among ***** being radio and ********** ******** ******** ********** ****** the ***** *** ****** *** English ********** However **** ********** *** *********** ** * ************* society Governments ******* ********* in ******** languages *** **** ************ agents *** ****** who ** *** ********** the ******** used ** ********** *** federal ********** *** set up * council *** *************

*********

**** ******* ** **** previous ************* **** as *** ****** of ************* affairs ******* *** multiculturalism *** have **** ********* ** ********** ****** *** other public ************** People *** ******** they ****** * ***** African heritage in ******** *** ******** ** *** *** ***** **** ***** ** ******* *** ******** community **** ****** take **** in diverse ********* and ******* ******* ********* ********* ***** ******* of **************** ********* ******** *** ***** have **** used ** **** people **

the ****** ********** community in

*****

countries **** Kenya **** languages *** ***** ********** *** ****** ** ******* **** ** *** of enabling ****** ** work with foreigners New ********* ****** in schools a **** efficient *********** exchange and **** **** make *** citizen ***** **** ***** ******* *********** *** having * ******** ******* ** ********** ****** *** ******* has ******** territories ****** ** the ******** **** cities ***** many ****** **** ********** cultures live Some ** ***** ****** ****** ******* centers ********** ********* *** ******* *********** ******* *** languages religions and ******** ********* **** nations **** tolerant ** foreigners ***** *** greater ************* ** ***** ***** of the ***** *** more ********* ** ******* ********** **** ****** ***** **** subcultures ** * ******* ********** ** ***** ******* ******** ****** ******* *********** **** **** ********** more ******* ******* are *********

than

*** **** ********** ******* **** In ** *** ******** ***** *** * **** ******** *********** for *** 2000 ******* *** an **** ****** correlation for *** 2010 ******* **** shows that **** ****** ********** **** ******* *********** *** **** ******

** be richer

averagely

*** ******** ** *** significant statistically **** ****** ** **** *********** in ****** ***** country **** itself ambitious ******* ** have economic growth ******* ******** ****** ************** encourage *** **** of ***** *********** in decision-making and ****** ************** *** ************ ** *** government ********* ********* **** ** *** ******* *** ********** the ***** ** cultural diversity Diversity *** dividends to * ******* through ******** and ***** ********

and

*** profit **** as ********* ********* making *** ******* ****** ***** **** ********* ****** of ***** ** ********* *** ******** *** ********** **** *********** ************* ******** Advisory ***** **** aim ** increasing *** ***** ** ******** diversity ** *** ******* ***** *** arrival ** a ***** **** **** brighter prospects ***** ****** will **** **** ******* ******** *********** ** ***** *** ***** ******** they **** ** **** ***** ***** in *****

new

**** ********* ***** ***** *** **** ****** ***** ********** ******* ***** *** ***** *** skills ** a ****** hence ******** the country’s ******** ******* Political ****** ******* **** ****** ** ****** *** ********** have a ****** *** ** ****** **************** ******* *** ********* ********* ** * country * ************ ****** between ***** ******* *** political participation *** ***** that *** ********** in multicultural democracy

*****

** **** * *********** ******* ********* ************* and ********* ***** ** ****** ********** ** *** hand

*** a network

of

****** association ** *** ***** ** ** ******* that ********* *********** creates social ***** which ** turn *** ***** **** into political trust ******* ** ********* ************ ******** trust *** ***** ************ ************ among *** ************ *** ** *** Trust can **** ******* * network ** interlocking directorates *** by ** ***** ******** ***** ********* building ***** *** creation ** ***** ***** ************** Increased ****** trust ********* ********* trust ***** *** ******** **** **** their ******* *** ********* ** ****** ***** ********** The ranking *** ****** see ***** ******* as ***** rightful representatives ************ ********* *** ****** *** ********* ***** **** have ****** *** ****** ********* They *** ** ** ***** for *** ***** government *** ************ ********* **** ** *********

broker

role *** ***** community is generated ** ******* **** ****** **** *** ********* opportunity ********* ** *** **** country ** ** **** ****** ****** ** ***** ** those cultural ******* **** ********* ****** *** ******* of ******* ********** **** ** ***** ******* to ******* country and **** ******* **** ********** *** negatively *** political ********* ** that ******* ***** have

****

********* *** **** that ***** *** issues ********** ********* ** ****** **** ******* ******** **** *** ******* **** ***** unfriendly to **** and ***** ***** **** ** the *********** ******** ********** **** ** ** approach to

********

****** ********* ** *** public ******* ** ****** out *** ***** ** *********** ethnic ********* ********* ********* attention and ******** * *** that ***** guide strategic ******** and ******** *** addressing ******* ** **** ** *** efforts ** structuring ** ********* the ****** ******* *** problems ********** *** management ** ****** ********* **

the

public *******

in

most of *** countries is ****** ********* or ********** Every state ** ****** ** put ** place ******** **** **** ***** to foster ****** diversity ** fairly ***** *** *** ****** including ********** ********** ** their ******** *****

*****

laws **** prevent ** *** ***** **** ******* ************** ** enter a ********** ******** *** **** ** ***************** ** emerged from *** **** ** * medium of ****** the ***** ** ***** ***** **

cultural *** racial ********* ** **** *** forms ** ********** ********* **** nation *** ********* ** historical or ******** context *********** ****** ******* ******** ** multiculturalism to ******* *** ****** *** expand *** ************* *** domestic ******** States *** ****** to *** ******** to

open ***** borders **

***

********* ** order ** ***** ******* ****** of multiculturalism As the number of ***** ********** ***** ************ and ********* have ****** *** **************** education ****** and harmonized ******* **** ***** *********** ***** ** ******** ************ and ********* into ***** *********** ***** **************** *** ********** ** * **** of addressing societal ******** **** ** ************ and ****** *********** *** policies ********** **** multiculturalism **** grown ****** **** *** ***** *** ***** ******* *** believed ** ** ********** with civic *********** **** ******* an ********* ****** ** **** ****** Retreat ****

multiculturalism

*** hidden the **** that ** remains * ****** option *** the ******* ********* ******** **** nations’ tries to adopt ************* *********** **** failed ** ******* ***** ******** effects ***** *** ***** ******* ******* **** ****** ***************** ** ** closely ******* ** the ******** ** ********** given *** ***** *********** with ******** ******** ** ** seen ** * fairer ****** **** gives ******

***

******* to express ***** themselves **** * **** ******** ******** to ****** ****** ** ******* countries ** *** ********* ** * ****** to ****** racism *** ******* minority *********** ********* *** ** **** with multiculturalism *** cultural ***** ** ***

tribal

minority **** ******* to **** ***** most ********* ******* ******** ********* **** people ***** believe ** ****** ethical ********** ***** ******* ** mind **** ******* ** ****** *** ********** of *** ******* of others ** *** *********** ********* **** *** *********** in ********** and ********* *** ************ ** the human feelings increases ******* *** ******* ***** *********

vary ***** different ******** ****

communities

******* ***** dead ***** ****** ***** **** on *** ** **** ****** ** ** ******** ** ********* ******** *** shown **** ********* is *** **** and ********** are the consequences ** social ********** ******** is **** ** * matter ** opinion *** opinions **** **** one ******* ** the ***** *** *** ** ******** ** an ******** **************** 1995) Dealing with **************** *** ** **** ********* ********** given **** ** includes dealing **** ************ ******** and not ******** *** **** **** change when governments and ***

*********

authorities show *** ********** ** accept ******** ********** *********** should support the ************ ** ********** and ******** **** encourage cultural ********* as **** as ******* their citizens what ** *********** ******** ** ******* ** **************** **** **** should **** complaints seriously ***

****

records ** ***** ** ***** ********* *** step ******* ** assess ************** ******* *** its ***** ** ********* ** *********** nature ***** are *** **** ** ******* **** **************** as ****** *************** Gellner *** ***** put

**

*** is ***** *** ********* ***** and *** ***** is ** rational thought ** * ******* *********** world ************* are ***** ** occur and these ********** ****** not be an ****** *** ***** ************ When dealing **** *** ********* ********** we ****** ******** **** *** ****** of **** ********* *** ***** * conclusion

****

** ***** society ***** **** ** ******* **** *** ****** right or wrong * conception construed ** ***** in ***** ** moral ****** ** ******* ** **** the ********** to ******** *** ******* and **** ** ****** ************ ** *** ***** **** ** **** in ******* ** ***************** **** ** the ******* *********** in *** ***** **** **** ****** multiculturalism ** * failure **** ** ******* ******* ** their *********** **** failed ** ********** into the ********** ******* *** *** *** growing ********** *********** *** dangerous as ******** ** the three largest democracies- ******* ******* *** France **************** *** ********** ********** ****** communities to ******* ****** which Western ****** **** ** ******** ** *** ****** and ********* ***

disparaged British *****

minister

***** Cameron ****** **** ***** **************** had **** a ******** bust It *** ***** ******* identity ***** *********** ethnic *********** to ******* ***** ******* and values ***** of ******* ****** **** ** freedom ** religion ******** ** the ***** *** free speechNicolas ******* ** ****** also ******** **************** *******

*

******* ********* *** **** ** ****** *** ****** ** **** **** * ****** ********* ***** is *** ******** community *** ** ***

**

*** **** to accept **** you ****** be ******* to ************* ** added It can’t ** ******** that ***** leaders ** western ******* ****** ***** ********** against multiculturalism they are ****** expected ** be ******** in ***** ** have votes **** ****** ** ******* ********* **** ********* *** now ***** to ** ********** ************ due to ******** threats **** *********** individuals ****** ***** ****** communities *** this ***** ****** **** **** leaders **** *** ********** ********** **************** It is however valid to consider multiculturalism * failure as other ******

*** *** ****** ** their culture *** ** *** accept ********** **** ***** of ***** ****** of people * **** example being the ****** ********** ****** ***** *** *** problem ** ****

********

**************** ******* interaction *** ******* ******* ******** ******** ******* and the culture of *** ********* will **** ** ********** ** **** * ********** that **** ***** **** ************* ********* ******** *** official multiculturalism *********** integration and ********** ********** radicalization by ********* ****** communities that it is *** broader ******** ******* **** ****** ***** to them rather **** *** ***** way round **** ***** **** ******* ****** ** ***** **********

*

******* culture makes **** **** ***** ******** aren’t *** *** **** *** ** protecting ***** culture hence ************ *********** **************** is ************** that the society ** ****** ******* but ********* fails to acknowledge the diversity ** the ******** ** ************ ****** As much ** **** ****** agree **** multiculturalism is ***** ********* * ********* and interactive *********** for ** ********** diverse ***** ******* compromising ** *** ******** ** ***** communities **** ** *** ********* *** learning ********* **** discriminately labeled **** ** ******* to ** *************** and ******* *********** This ****** ** transferred ** ***** ******

**

******** *********** *** the process ** ****** * perceive ********* of *** culture over ******** ** ********* by **** et ** ****** ******* **** effort by *** governments *** educational ************ to ******* **************** much *** to be **** ******** delivered ** ******* *** *** been tested *** their ********* *** ******** biasness ***** ** ethnicity ** ***** ******* ***** ** ** ***** ********* ***** ** the ************* ** ******* ***** ** government *** ***** ************ has ** ** **** This ******* *** creation ** optimum environment *** ******* ******** ** co-exist *********

Bailey

******* ****** ********* ** ************ ** ******** ************ (9th *** Wadsworth Cengage ******** ***** ********* * * ****** ***** *** ************** ADAPTABILITY ********* ****** ** ****** *** ********** ************* ********* ******* MULTICULTURAL EDUCATION ***** DIVERSITY Review ** Management ********** ***** ********** ***** ***** ***** C ***** ******** * ****** Epistemological Beliefs *** ******** Diversity ******* ** ********** ********* *** ********* * ******** ****** *** Future Directions Academy ** ********** ******** & Education 13(2) ******* ************************ ******** *

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of

*********

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German ****** education ********** Revue 25(3) ******* ********************************* Kulik * * ****** Working ***** ***

*****

the line: *** ***************** *** ** ********* management ***** Resource ********** ******* 24(2) ******* ************************* ********* ******** A *** *********** * ***** VAN DIERENDONCK * ****** ******** DIVERSITY AND

****

************ *** **** ** **** ****** **** *********** ******* ** Management Journal ***** ******* *********************** ****** * & **** * ****** ********** Eurocentrism: **************** and the ***** ********** *** guardian (nd) US

*******

***** ******* Michigan *** **** bans *********** action ********* *** 3 **** **** ************************************************************************************** ****** * Harper ***

January

***** Dialogues ** ***** *** ******** planning ****** ***** ******* *** ********************** Tylor * ****** Primitive culture ********** Mass: * ****** Wladis C

Conway

* * & ****** * * ****** The ****** **** ******************* ********* ** *********** ** the ****** ** ********* ****** and *************** ******* Characteristics in the Community ******* ******* *********

*******

****** ***** ******* doi:101177/0091552115571729 Multiculturalism *** ethnicity: How **** an ****** ***** ********

******

* ************* society ** relaying on ***** ******** ***** ************* ************ **************** and ********** How **** ** ethnic group

********

****** * multicultural ******* ** ******** on their ******** Most demographics in *** **** *** defined **

*************

******** *** ********** **** **** ****** (Harper **** *

50)

**************** *** *** ******* of **** essay ** defined as ************* **** *** ** beliefs *** specific *********** ** *** government ** ****** ** ********** ******* ********** ******** ********* ** *** ****** ** immigration *** ******* *********** **

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***** in ************ *** *** **** ********* ** comprehensive ***** ******* *** ** ******** **** ** practices *** believes observed by ****** belonging to ******* ****** **** ******** artifacts are ****** ** ********* ****** ***** **** *** the ********* ** *** ********* **** ********* them ** **** paper * **** ******* *** *********** have lead to ************ ** ******* ** ***** *** *********** of ***** dominant groups This *** there **** ** * ***** ************* ** **************** *** how ********** ******** on multiculturalism **** ****** to ****** * ********* ***** **** ***** *** *** **** a ************* ******* ******* *********** ********* their culture **************** ******** Multiculturalism can ** ****** ** *** ****** 1 As * descriptive **** **** describes the ******** ********* ** * given ********** * ** * perspective **** **** ******** ********** ******** *** ********** *******

**

* particular ********** ********* ** ******* ************* ** ******** ********** ******* *********** ** ****** ******** ** *** cause of multiculturalism ****** ******* ** different countries *** ******* reasons that *** ******* ******** *** ******** ******* Multiculturalism *** become * ********* philosophy **** allows ****** of ********* *********** ** coexist ******* *********** ******** ***** ******** *** **** *********** be *********** if *** *** ******** ********* ** *** groups? ****** ** ******** ***** ******** *************** *** ********** **** *** the purpose ** ************* *********** ******* ***** ** *** ** government *********** action ** * ********* **** ** *** ******* government ** ****** that ***** ************* are ***** ** ******** ********* ******** ***** **** *********** *** given ********** ** *** ******** groups A ******* ******* ** the ******** ***** ********** **** use ** **** *********** ** ******** groups ***** *** ban **** was ****** **

****

** ***

Supreme

***** **** Guardian nd) Bases ** **************

****

*** ethnicity ** ******** the ********* ** **** ****** ** ** ** the ****

prominent

***** Affirmative ****** is ******** ************** *************** affirmative ****** was ***** ****** by ********* Johnson ****** ** **** ******* an ********* ***** ****

gave

**********

** *** government departments *** contractors **** selection *** ********* of ******** **** *** ** ** ***** ** *********** **** ***** ******** **** ** ***** ***** ***** **** **** but ** *** not ***** ** **** *** **** ******** groups ********** *** ******* ********* who had **** ***** slavery *** **** Such * group ***** *** ***** ***** ************ *** at ***** ** ****** ****** *** ********* order **** established

* ************ ********* that *** responsible ***

**********

*** ************** ** the ************** ***** * ***** ******** ******** *** president’s good **** *** *** ******* ******** ** ********* ****** segregation ******** and universities *********** ******* ** ******** **** ******** in ***** admissions *********** efforts **** been ***** ** most ******* *********** Positive ******* are ******** ********* ** *** ********* ******* ** *** ****** ******* * ********** ** ****** learning ****** ******** ************ and ********** ******************** ** ********* has ******** the management of ********* ** ** international ********** HARDY & ********

(2014)

in ***** ******** ***** out **** ******* *** ************** ******** ******** ******** ******** ******* *** virtual learning sites ****** ***** ******** 2014) **** ** a **** ** *** ******** groups **** ***** ** ******* ************ of ******** ***** ******** ******** ****** & ******** ***** ******* **** *** a ********* ** ******* culture *** management ******** ************ and ******** have **** ********* ** adopt **************** in ***** admission ******** **** ******* **** to ***** equal ************* to minority groups ** marginalized **** bases ** ** universities *** *** ****** ********* *** complicated aspect ***** *********** is * ******* issue and operations ** *** *** **** made ** incision ******* ***** *********** *** favors *** University ** ******** ** * typical ******* of *** *** ****** ***** to ********** ***** **************** *** University *** ***** priority ** ********

*****

***** a court ******** ** **** **** *** ******** ** ****** ****** (NCSL 2014) *** ************** ** **** *********** oversaw the need

**

*********** ***** ***** multiculturalism ****

***

*********** ********* management *** been adopted ** **** ************ ** *** US *** ***** ****** countries **** ********* is ******* ** ********** ******* student **** ***** ** interest ******* ********* ****** ********* *** ******* ************** (Kulik ****** * ****** *** government *********** *** contractors) ** relation ** *** ********** executive order all federal contractors *** **************** *** ******** ** **** an *********** ****** ** ********* ********* ******** *** advance them ********** PIETERSE ***** ** **** **** ******** group relate to ** ****** ***** ***** people **** ********** *** ******* ******** *********** action ******** ******** ******** *** ******** ***** nd) ********** ** ****** ***** *** identify with **** other on the ***** of ****** ancestry common ******* ****** *** ******** experience ****** ***** symbolic systems *** ******* 2010 ***** ********* ** the ******* for ********** ********* *** be ** different ***** **** ******** * ******** ****** ****** 2 ******** ****** ****** * ********* ****** group * ******** ****** ****** Cultural ****** ****** ******** ********* can ** termed as ** *********** ** people who altogether ***** common ****** or mores **** *** ********* **** ***** of ***** ****** It ** *

group

with *** ****** ******** The ******* of * ****** or ******* *** * ******** ********** ** features including religion language and ****** ******** It ******* *** way of **** ** * group ********* economic *** *********

system

*** **** the way of carrying ***

*****

****** *** group ******* *** ** referred ** ** * complex whole that includes ********* belief *** morals *** ******* and other ************ *** ****** ******** by ***** ** * ****** of society * ****** ***** People ** the **** ******* **** to be ****** towards ******* *** ** ********* in *** *** **** **********

************

*****

**

******* ** ***** *** *** **** *********** are cultural *** *** **** *** ****** of the **** ***** *** **** ******* *** same *** ********* **** ********* ******** **** do *** *** ***** ******* ***** ******** *** *** **** ********* *** *******

*** ** **** **

open to *** *****

**** speak *********** ****

*********** *** **** ***

****

varying

values **** ***********

**

******

** racists ***** *** person has *** ** *** race They *** ** said ** be cultureless as they ***** ***** ******* *** ** *** ********* ** ****** *** ** not ** think

**

*** *** **** *** ** ***** When we **** ** cultural **** we refer ** ** ** interpreting and ******* on ***** *************** culture *** ******** *** *** ** ****** ******* someone who does *** fit into *** ** *** ******* *** ******** *** * ******** *** *** *** ***** unable ** speak *** ******** risk ** ***** **** *** of *** loop *** ******** ** ***** ****** ********** one’s behavior *** *** ****** ** learn ***** ************** ******* ** they **** ****** **** ******* ** ***************** Citizens ** ********* ******** ********* are becoming **** ******* ** *** ** ******* is * concern **** **** A good percentage ** **** country’s population *** not **** ** **** country ****** mostly one ****** ***** from ******* country ** ********* ***** *** ****** from **** **** 200 ********* ******** ********* ********* people ** **** ****** ******* *** *** ** ******** *** *** **** appear This ******** ********* ***** *********** ***** *** different

*************

situations ***** new *********** ** * ***** ******* It *** **** ** have ***** ****** of immigrants ** *** ******* **** ************* has *********** ** *** rise of **************** And ****** **** **** from ***** countries or ******* ***** people have ******** different ********

****

***** ** *** ****** ** the ********* **** are ********* *** ******* ** ***** ** ********* **** products from ****** *** ***** *** example in ********* product ***** ********* ******* ****** supermarkets markets cafes restaurants *** retail ******* * ******* ** ***** globally ***** ***** **** not **** become Australian **** *** have **** ****** * ****** ***** *** most ** *** nation’s social ***** *** ********** culture of *** *** use ********** introduced by ******* ********** ******

** * *******

****

******* *** **** using different **** services ******* ***** ** ****** **** ********* ********* ***** ******** *** **** ** ****** *** serving ***** Government ************ *** Trade * ******* with ****** who ********** other ******** and ***** ***** ********* ******* in ***** in **** ******* **** *** **** out ** ***** countries and ***** *** ******** ** ***** countries overseas ***** ********* have ******** *************

that

support ******* *********** ********* those **** ******* ********* **** ******* ********** **** ** comes ** ******* ******** ** ********* for ******* have ******** organizations **** ** ****** ****** **** *** ************ **** ******** * ********** ********* ***** others **** ** have *********** ******** ***** ***** being ***** *** television station ******** ********** ****** *** ***** are ****** *** English ********** ******* some ********** are ***********

In * *************

*******

*********** ******* ********* ** ******** ********* *** **** ************ agents *** ****** *** ** *** ********** the ******** **** In Australian *** ******* government *** *** ** * council *** ************* ********* that ******* on **** ******** ************* such ** *** office ** ************* ******* ******* the **************** can **** ****

*********

on government ****** *** other ****** ************** ****** *** Language they ****** * black ******* ******** in ******** *** ******** ** *** not known **** ***** ** growing *** Sudanese ********* **** ****** **** **** in ******* ********* *** *******

******* ********* ********* *****

aspects

** **************** ********* Buddhism *** ***** **** **** used ** most people ** *** entire ********** ********* ** other countries like ***** **** languages *** being ********** *** taught in ******* **** ** *** ** ******** ****** ** **** **** ********** *** languages ****** in ******* * **** efficient information ******** and **** also **** *** citizen ***** with ***** ******* effectively not ****** * ******** ******* In ********** ****** *** ******* *** ******** *********** ****** ** *** district **** ****** ***** **** ****** from ********** cultures **** ****

**

***** places become ******* ******* ********** Chinatown *** ******* *********** ******* *** ********* religions *** cultural ********* make ******* **** ******** ** ********** ***** the ******* ************* ** other ***** ** *** ***** *** more tolerance ** ******* lifestyles **** brings about **** *********** ** * ******* ********** in ***** cities ******** ethnic groups *********** **** **** ethnically **** diverse ******* *** ********* **** the **** ethnically ******* **** ** ** *** ******** there *** * weak ********

correlation *** *** **** *******

and

an **** weaker correlation for *** 2010 ******* This ***** **** even ****** ethnically more diverse *********** *** **** ****** to ** ****** averagely *** relation is not *********** statistically **** change ** **** *********** in ****** ***** ******* sets ****** ********* ******* ** **** ******** growth quality ******** ****** ************** ********* the **** ** ***** *********** ** *************** and ****** ************** *** ************ ** *** government Countries ********* **** ** set ******* *** ********** the ***** of ******** ********* Diversity *** ********* ** * ******* through ******** and ***** ******** *** *** profit **** ** diversity ********* ****** *** ******* ****** ***** some ********* period ** ***** ** Australia *** ******** *** government **** *********** Multicultural ******** ******** panel **** aim ** ********** *** ***** ** cultural ********* to *** economy Every ***

*******

** * ***** **** **** ******** prospects ***** ****** will **** **** ******* terrible adversities ** their *** ***** ******** **** **** ** **** ***** ***** ** their new **** ********* ***** roots *** **** public life ********** however *****

*** ***** and

******

** a ****** hence ******** *** country’s ******** growth ********* ****** groups This ****** ** ****** who ********** **** a common *** of ****** **************** affects the ********* ********* ** a ******* * relationship ****** between civic culture and political ************* *** those **** *** interested ** multicultural ********* There ** **** * *********** ******* ********* ************* *** ********* ***** of ****** ********** ** one **** and

*

network ** ****** *********** on the ***** It ** ******* **** ********* association ******* social ***** ***** in **** *** spill **** **** ********* trust ******* if ********* ************ ******** ***** *** ***** ************ ************ ***** *** ************ *** to *** ***** *** **** ******* * network ** ************ ************ and ** ** doing ******** ***** ********* ******** ***** *** creation ** ***** among ************** Increased ****** trust ********* ********* trust

*****

the citizens **** that their leaders *** ********* to manage ***** ********** *** ranking *** ****** see their ******* ** ***** ******** representatives ************ directors can ****** the ********* ***** **** **** ****** *** ethnic community **** *** ** ** ***** *** the ***** ********** *** interlocking ********* **** an ********* ****** role The civic ********* ** ********* ** factors that ****** **** the

*********

opportunity ********* ** *** **** ******* ** ** **** ****** should be given to ***** cultural

******* that *********

******

*** ******* ** ******* Immigrants **** ** ***** culture to another ******* *** **** ******* **** ********** *** ********** *** ********* structure of that ******* ***** have **** ********* *** **** **** ***** the issues ********** ********* of ****** from varying ******** **** *** ******* **** being unfriendly ** **** *** ***** being fair to *** *********** ******** ********** **** ** ** approach ** ******** ****** ********* in *** public service ** points *** *** ***** ** *********** ethnic diversity ********* ********* attention *** ******** * *** **** ***** ***** ********* ******** *** ******** for addressing ******* ** **** of *** efforts ** *********** or reforming *** public ******* *** ******** ********** *** management ** ethnic ********* in *** ****** *******

**

most ** *** countries ** ****** ********* ** ********** ***** ***** ** ****** ** *** ** ***** ******** **** they ***** to foster ****** ********* ** ****** ***** all *** ****** including ********** regardless of ***** ******** Other ***** **** that ******* ** *** ***** that contain ************** ** enter * ********** ******** *** rise of ***************** It ******* ****

the

west ** * ****** ** ****** *** place ** ***** ***** of cultural *** ****** hierarchy ** **** *** forms of democratic residence Each ****** *** ********* ** historical ** ******** ******* *********** ****** ******* ********

**

multiculturalism ** ******* *** ****** *** ****** its international *** ******** ******** ****** *** ****** to the ******** ** open ***** ******* ** the ********* ** order ** ***** ******* values of multiculturalism As *** number ** these immigrants ***** ************ and ********* **** ****** *** **************** ********** ****** and ********** ******* ****

tried

*********** ideas

**

cultural ************ *** ********* **** ***** traditional ***** **************** *** introduced ** * **** ** ********** ******** ******** **** as ************ and ****** *********** *** ******** ********** **** **************** have ***** ****** **** *** years *** ***** systems

are

******** ** be consistent **** ***** *********** **** ******* ** ********* ****** ** **** ****** ******* **** **************** *** ****** *** **** that ** ******* * ****** ****** *** *** ******* ********* Although ****

************** tries ** ***** multicultural citizenship **** ****** ** ******* their ******** ******* there *** ***** ******* factors **** ****** ***************** ** is ******* ******* to the ******** ** difference ***** its ***** *********** **** ******** ******** It ** **** as a ****** ******

that ***** people ***

*******

** express truly themselves **** a more tolerant ******** to social ****** ** ******* ********* ** *** ********* as * policy ** combat ****** *** ******* ******** *********** globally *** to **** with ***************** *** ******** norms of *** ****** ******** have started ** **** ***** **** societies ******* ******** pluralism **** people ***** ******* ** ****** ******* ********** ***** ******* in mind **** freedom of ****** *** ********** of *** ******* of ****** ** *** fundamental ********* **** *** *********** ** technology *** ********* *** ************ ** the

*****

******** increases further For example ***** ********* vary among different ******** Some *********** ******* ***** dead ***** ****** leave them ** top ** **** ****** ** ** ******** ** ********* Research *** shown that ********* is *** **** *** traditions are *** consequences of social constructs ******** is **** ** * ****** ** ******* *** opinions vary **** one ******* ** *** *****

***

*** be ******** ** an absolute standard(Rachels ****** Dealing with **************** *** be very ********* especially ***** that ** includes ******* with ************ ******** *** *** ******** *** **** only change when *********** *** *** ********* authorities **** *** **********

**

accept ******** diversity *********** should ******* *** ************ of ********** *** policies **** ********* ******** ********* as **** ** ******* their ******** **** ** *********** ******** ** regards ** **************** They **** should **** complaints seriously *** **** records ** ***** or ***** incidents *** step ******* ** ****** organizational ******* and its input ** ********* **

*********** ****** ***** *** ***

****

of ******* **** **************** ** ****** *************** Gellner *** Ahmed *** it One ** ***** *** religious ideas *** the ***** ** ** ******** ******* In * ******* *********** ***** disagreements are ***** ** ***** *** ***** ********** ****** *** be an ****** *** ***** ************ **** ******* **** the religious traditions ** ****** ******** **** *** ****** ** each ********* and ***** * ********** Thus ** human ******* ***** will ** ******* that *** ****** right ** wrong * ********** ********* by ***** ** power

As

***** agents ** ******* ** have *** ********** to question *** beliefs *** **** ** ****** appreciation of *** ***** **** ** **** *** Failure ** ***************** **** ** *** largest *********** ** *** ***** have **** ****** multiculturalism ** * failure

This

is ******* ******* ** ***** *********** **** ****** ** ********** **** *** mainstream ******* *** *** now growing increasing *********** *** ********* ** declared ** *** three ******* ************ ******* Britain *** ******* Multiculturalism *** **********

**********

ethnic *********** ** ******* ****** ***** ******* ****** **** ** equality ** *** ****** *** ********* *** disparaged ******* prime minister ***** Cameron ****** **** ***** **************** had been * ******** bust It *** ***** ******* ******** ***** *********** ****** communities ** promote ***** ******* *** values ***** of British ****** such as

freedom

** ******** equality ** *** ***** and **** ************* Sarkozy ** ****** **** ******** multiculturalism ******* * ******* ********* *** **** ** ****** *** ****** ** **** into * single community ***** is *** ******** ********* and if *** ** *** **** to ****** that *** cannot be ******* to France” ** ****** ** *********** ** ******** that ***** ******* of ******* ******* making ***** ********** ******* **************** **** *** ****** ******** ** ** ******** ** ***** ** have ***** **** ****** ** diverse ********* **** ********* *** *** about ** ** ********** destabilized *** to ******** ******* **** *********** *********** ****** ***** Muslim *********** *** **** ***** ****** **** made ******* make *** statements ********** multiculturalism **

** ******* *****

**

******** multiculturalism a ******* ** ***** ****** are *** ****** to ***** ******* *** ** *** ****** ********** from ***** ** other ****** ** people * good example being the ****** community Others ***** *** the ******* ** **** ******** **************** Private interaction *** ******* ******* original ******** *******

***

*** ******* ** *** Canadians **** **** ** ********** ** **** a ********** that will blunt each ************* extremist elements *** ********

****************

*********** *********** *** ********** ********** ************** by ********* ****** *********** **** it ** *** broader Canadian ******* **** should ***** to **** ****** **** *** other way ***** **** ***** that ******* ****** ** ***** ********** * ******* ******* ***** them **** ***** ******** ************ fit *** **** act in ********** ***** culture hence ************ *********** **************** ** ************** **** *** ******* ** ****** ******* but evidently ***** ** *********** the ********* ** the ******** ** ************ groups ** **** ** **** ****** ***** that **************** is ***** *********

* conducive and *********** environment for ** ********** ******* ***** ******* ************ ** the ******** ** ***** *********** **** ** not ********* *** learning processes **** ************** labeled **** ** culture **

**

*************** and ******* development **** ****** ** transferred ** ***** ****** ** ******** *********** *** *** ******* is ****** a perceive ********* ** *** ******* **** another As construed by King ** ** (2014) despite **** effort by the *********** *** *********** institutions ** ******* multiculturalism **** *** to be done ******** ********* in ******* *** not been ****** *** ***** ********* and ******** biasness ***** ** ********* **

*****

******* (King ** ** ***** ********* ***** ** *** effectiveness ** ******* ***** ** government *** ***** stakeholders has ** ** done This ******* *** ******** ** ******* *********** *** diverse ******** ** ********* ********* ****** ******* ****** ********* An Introduction ** ******** Anthropology **** *** ********* Cengage ******** ***** Bonenfant J * ****** ***** *** ************** ADAPTABILITY INVENTORY ****** ** ****** *** GENERATION ************* ********* ******* ************* ********* ***** ********* ****** ** ********** ********** ***** Creativity ***** ***** HARDY * ***** ******** * (2014) Epistemological Beliefs *** ******** ********* ******* ** ********** ********* *** Learning:

*

Critical Review and ****** Directions ******* ** ********** ******** ***** ********* ***** ******* ************************ ******** M (2014) *** ********** ** ********* ** ** *** ****** ****** ********* ********** Revue ***** 207-226 doi:101688/mrev-2014-03-Langholz ***** C * ****** Working ***** and ***** the ***** *** research-practice *** ** ********* ********** ***** ******** ********** Journal ***** 129-144 ************************* ********* PIETERSE * *** KNIPPENBERG D ***** VAN DIERENDONCK * (2013) ******** DIVERSITY *** **** ************ *** **** ** **** ****** **** ORIENTATION Academy Of Management ******* ***** 782-804 *********************** Shohat * ***** **** * ****** ********** *************

****************

*** *** ***** ********** *** ******** **** US Supreme ***** ******* ******** *** **** bans *********** ****** ********* *** 3 **** from ************************************************************************************** ****** * ****** *** January ***** ********* ** urban *** ******** ******** ****** & ******* p50 ********************** ***** * (1970) ********* ******* ********** Mass: * ****** Wladis C Conway K * & Hachey * * ****** *** Online **** ******************* Succeeds? An *********** ** *** ****** of Ethnicity ****** and Non-traditional ******* Characteristics **

the

*********

College

Context

Community

College ******

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******* ***************************

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