Most Lopsided Presidential Elections

The most lopsided president election in U.S. history was Democrat Franklin Delano Roosevelts 1936 victory against  Republican Alfred M. Landon. Roosevelt won 98.5 percent or 523 of the 538 electoral votes up for grabs that year. Such a lopsided presidential election is unheard of in modern history. But Roosevelts victory is by no means the only landslide White House election. Republican Ronald Reagan won the most electoral votes of any president in history, 525. But that was after seven more electoral votes were added to the prize. His 525 electoral votes represented 97.6 percent of all 538 electoral votes. Definition In presidential elections, a landslide election is generally agreed to be one in which the winning candidate secures at least 375 or 70 percent of the 538 electoral votes in the Electoral College. For purposes of this article, we are using electoral votes as a measure and not the popular vote. It is possible to win the popular vote and lose the presidential race, as happened in the 2000 and 2016 elections because of the way electoral votes are distributed by states. A landslide presidential election, in other words, may not always result in a similarly wide margin in the popular vote because most states award electoral votes on a winner-take-all basis to the candidate who wins the popular vote in their state. Using the standard definition of a landslide victory in presidential politics, when one candidate wins at least 70 percent of the electoral votes, here is a list of contested presidential races that were among the most lopsided in American history. Note: President Donald Trumps 2016 electoral victory does not qualify as a lopsided victory as he won only 306 electoral votes. Democrat Hillary Clinton won 232 electoral votes but carried the popular vote. List of Landslides Under that standard definition, the following presidential elections would qualify as Electoral College landslides: 1996: Democrat Bill Clinton won 379 electoral votes against Republican Bob Dole, who received only 159 electoral votes.1988: Republican George H.W. Bush won 426 electoral votes against Michael S. Dukakis, who received only 111.1984: Republican Ronald Reagan won 525 electoral votes against Democrat Walter Mondale, who got only 13 electoral votes.1980: Reagan won 489 electoral votes against Democrat Jimmy Carter, who got only 49 electoral votes.1972: Republican Richard Nixon won 520 electoral votes against Democrat George S. McGovern, who got only 17 electoral votes.1964: Democrat Lyndon B. Johnson got 486 electoral votes against Republican Barry M. Goldwater, who got only 52 electoral votes.1956: Republican Dwight D. Eisenhower got 457 electoral votes against Democrat Adlai Stevenson, who got only 73 electoral votes.1952: Eisenhower got 442 electoral votes against Stevenson, who got only 89 electoral votes.1944: Democrat Franklin D. Roosevelt got 432 electoral votes against Republican Thomas E. Dewey, who got only 99 electoral votes.1940: Roosevelt got 449 electoral votes against Republican Wendell L. Wilkie, who got only 82 electoral votes.1936: Roosevelt got 523 electoral votes against Republican Alfred M. Landon, who got only 8 electoral votes.1932: Roosevelt got 472 electoral votes against Republican Herbert C. Hoover, who got only 59 electoral votes.1928: Republican Herbert C. Hoover got 444 electoral votes against Democrat Alfred E. Smith, who got only 87 electoral votes.1924: Republican Calvin Coolidge got 382 electoral votes against Democrat John W. Davis, who got only 136 electoral votes.1920: Republican Warren G. Harding got 404 electoral votes against Democrat James M. Cox, who got only 127 electoral votes.1912: Democrat Woodrow Wilson got 435 electoral votes against Progressive Theodore Roosevelt, who got only 88 electoral votes.

Investigating The Rise Of The Nazi Party During The Weimar...

In this literature the authors (King, Rosen, Tanner, Wagner 2008) explore the voting behavior in order to explain the rise of the Nazi Party during the Weimar Republic and who turned to the Nazis and who didn’t. Some of the literature’s arguments there are two theories mentioned, the first one being group-based theory and the second one the Catchall theory. Alternative arguments to this suggest that those who were hurt by the economy and had little risk of unemployment labeled in the readings as the working poor supported the Nazi Party. This group of people disliked the on-going welfare programs from the current government and were seeking for economic stability, new capital goods and more. In contrast those who were unemployed or at high risk of becoming unemployed were in favor of the Communist Party or Zentrum Party, these people were against the Nazi party mainly because they were already benefiting from the different kinds of social assistants and the Nazi polici es did not favor the average peasant workers. The data shown in the essay covers elections from December 1924 to March 1933, after having a set of 681 precincts that were stable. This is divided into six regions, each showing 3 different levels of unemployment (low, middle and high) as well as religious affiliation (Protestants and Catholics plus a couple of others). Some of the findings illustrate that Protestants were located to the Northeast, in contrast Catholics regions were located in the Southwest.Show MoreRelatedEssay about Adolf Hitler3455 Words   |  14 Pages The seeds of Hitlers rise to power were planted following the outcome of the First World War. With Germanys defeat, many German men returned to Germany feeling betrayed by their country and government. Among them was Adolf Hitler, a young Austrian Corporal who had fought bravely for Germany. When the World War broke out, Hitler was very happy. The War had been a blessing to the young Hitler, who had been unsuccessful in civilian life. When Germany was defeated, Hitler was devastated. He wroteRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pageswhich were spread ever more broadly among different social groups—including women, laborers, INTRODUCTION †¢ 3 ethnic minorities, and gays—made strides that were perhaps greater than all of those achieved in previous history combined. During the same time span, however, state tyranny and brutal oppression reached once unimaginable levels—in large part due to the refinement or introduction of new technologies of repression and surveillance and modes of mass organization and control. Read MoreOrganisational Theory230255 Words   |  922 Pagesguru The ‘experimental’ Relay Assembly Test Room used in the Hawthorne Studies Neo-modernist open systems Three layers of organization culture A snapshot taken by a British Officer showing German and British troops fraternizing on the Western Front during the Christmas truce of 1914 The operation of three types of control in relation to an organizational task Factors impacting on the viability of different forms of control Postmodern pastiche architecture in Las Vegas Business sponsoring sport Atkinson’s

The Influence of Humanity on Education and Women Free Essays

The age of Enlightenment put forth the importance of humanism and reason, concepts that creates a balance between humanity’s innate tendency to experience emotions while at the same time, cultivating a rational view of experiencing sensations and interactions around him/her. Indeed, discourses that were created and published in the 18th century reflected the use of reason in order to elucidate the nature of human beings. Enlightenment discourses,’ in effect, provide an important insight into the humanism and reason that dwells inside the human mind. We will write a custom essay sample on The Influence of Humanity on Education and Women or any similar topic only for you Order Now These important concepts of the Enlightenment were shown in the works of Mary Wollstonecraft and Jean Jacques Rousseau. Both being proponents and believers of the principles reflective of the Enlightenment, they expressed their views of how humanism and reason influenced their position about the role of women and feminism, and their relationship with education. In Wollstonecraft’s â€Å"Vindication of the rights of women,† the author utilized reason as a tool to argue her point about the history of women’s suppression when it comes to achieving quality education and fair regard with men in the society. Rousseau, meanwhile, in his work entitled â€Å"Emile† (or â€Å"On Education†), asserted that neither women nor men were suppressed or antagonized against each other, whether the comparison is on their rights, social status, and even privileges such as attaining education. He provided the ‘opposite face’ of Wollstonecraft’s argument of women suppression in society through their lack of education. Given these descriptions of the works of Wollstonecraft and Rousseau, this paper posits that the works of the authors share a similarity and difference that pertains to the issue of women’s equality in attaining education and education in general. This paper argues that using both humanism and reason as foundations for their arguments, Wollstonecraft and Rousseau similarly believed that education must be achieved by all, although education in itself must not be confined to formal education, but to formative education done by the society as well. However, both differed in expressing their opinion concerning women’s roles and feminism. Wollstonecraft believed that women had been suppressed and not given the privilege to acquire good formal and formative educations, while Rousseau believed that women were not hindered by society to receive education, and they can do so if they only willed themselves to achieve it. Presentation, analysis, and discussion of these arguments are supported with texts from Wollstonecraft’s â€Å"Vindication of the rights of women† and Rousseau’s â€Å"Emile. Wollstonecraft and Rousseau presented similar arguments when they discussed the issue of how society should develop and implement education for children and the youth. Both acknowledged the fact that formal education is important, although its state (in the 18th century) leaves more to be desired; in fact, they cited the deficiencies that formal education can have to people’s learning and intellectual and moral development. They believed that formal education must include formative education, which means people must not only learn through accumulation of facts and information in schools and educational institutions, but also learn through constant interaction with other people. The youth must learn not only from within the walls of the classroom, but in the real world as well. Rousseau expressed his strong belief in formative education in â€Å"Emile. † In fact, the creation of the discourse itself was meant to critique and analyze the state of formal education as Rousseau observed it during his time. One of his critiques against formal education is that it tended to provide knowledge that is ‘quite limited,’ even â€Å"censored† for the students. In expressing his disagreement against â€Å"censored† material used in teaching students, he stated, â€Å"[t]he literature and science of our century tend to destroy rather than to build up. When we censor others we take on the tone of a pedagogue†¦ In spite of all those books whose only aim†¦ is public utility†¦ the art of training men-is still neglected. Books and instructional materials are only useful as aids towards learning, but if these educational materials are â€Å"censored† and created in order to suit the institutions’ needs rather than the students’, then the â€Å"training of men† is forfeited. What results is a society where children and the youth depend on education to provide its learning knowledge, taking for granted ‘lessons’ learned in real life, such as knowledge that comes out from daily interaction with other people and learning lessons from their everyday experiences in the outside world. Apart from the censorship in the educational material taught to students, Rousseau also cited the seemingly lack of imagination in the educational system. By ‘imagination,’ he meant that people have become heavily dependent on information and knowledge already extant in the society in all kinds of discipline. Gone is the drive to discover new things in the natural and social environment, which makes human knowledge and most importantly, intellectual development, stagnant. Learning and knowledge accumulation must be a process in which students must think â€Å"out of the box,† an idea that should have been supported because this is what led to the age of Enlightenment. Without humanity’s imagination and drive to learn more about the world they live in, perhaps the age of Enlightenment and Scientific Revolution Rousseau’s society was benefiting from would not happen. He explicated in better terms his idea of thinking â€Å"out of the box† in the following passage from â€Å"Emile†: By freely expressing my own sentiment I have so little idea of claiming authority that I always give my reasons. This way people may weigh and judge them for themselves. But while I do not wish to be stubborn in defending my ideas, I think it my duty to put them forward†¦ Propose what is feasible, they repeatedly tell me. It is as if I were being told to propose what people are doing already, or at least to propose some good which mixes well with the existing wrongs†¦ Wollstonecraft had similarly expressed Rousseau’s sentiments concerning formal education. In expressing her views about education (in general), she focused on the effect that intellectual development from schools have over the moral development of the students. Rousseau, on one hand, had not expressed explicitly his desire for an moral, alongside intellectual, development for humanity’s youth. Wollstonecraft, on the other hand, had been more than explicit in expressing her desire for moral development as an individual goes through intellectual development. In â€Å"Vindication,† she expressed concern that the public and private education systems are focusing too much on the intellectual development of the individual, and might, over time, experience greater knowledge and learning without a strong and firm moral character. By emphasizing on moral and intellectual developments, Wollstonecraft strove to put a balance between the humanism and reason, the pillars of the Enlightenment that helped promote intellectual and social progress in human societies. Her fears of escalating moral degeneration for the future of 18th century society was expressed in her discourse, where she declared, †¦ children would be entirely separated from their parents, and I question whether they would become better citizens by sacrificing the preparatory affections, by destroying the force of relationships that render the marriage state as necessary as respectable. But, if a private education produces self-importance, or insulates a man in his family, the evil is only shifted, not remedied. By claiming that â€Å"evil is only shifted, not remedied,† Wollstonecraft meant that formal education does not prepare people for the knowledge that would become more important and useful in real life. This knowledge is not the wide expanse of information that one knows, nor the deep understanding of a discipline or study, but rather, the knowledge that one has in having the best judgment and manner of interacting with other people. Moral development, in effect, was considered more important than intellectual development because it is through a healthy psyche that humanity is able to move forward and leave the ways of the ‘primitive human. ‘ This primitive being is one who is not able to control his emotions and desires, seeking and pursuing these at the detriment of other people’s lives and welfare. With social progress in mind, Wollstonecraft proposes that education or intellectual development is not the sole key to it, but morality reigning in human societies as well. Wollstonecraft and Rousseau expressed their similarities in the belief that moral development is just as important in attaining intellectual development. However, when it comes to discussing role of women in the society and feminism, the authors have different perspective toward these issues. Wollstonecraft’s view of women and feminism is more radical and attempts to break the status quo (i. e. , the perceived dominance of males over females). Rousseau, meanwhile, sought to establish the fact that in general, men and women are equal in that they complement each other’s differences. Thus, for him, their differences are nature’s way of creating a balanced whole and harmony in the society. Wollstonecraft’s views were apparent in her discussion of education, where, after criticizing education in general, she applied the issue of the achievement of formal education in the context of the women’s sector and feminism. In her discussion of moral development as an essential factor in developing intellectual growth, she argued that women’s lack of opportunity to achieve formal education also resulted to their lack of moral growth. This means that because they were not exposed to ideas that would encourage the development of a moral character, women were left to act and behave attitudes and character that they deemed as ‘right’ and ‘pleasing’ to the society. She expressed dismay over women’s lack of privilege in education, both moral and intellectual, relegated her to the low and weak status in the society: No, it is indolence and vanity-the love of pleasure and the love of sway, that will rain paramount in an empty mind. I say empty emphatically, because the education which women now receive scarcely deserves the name. For the little knowledge that they are led to acquire, during the important years of youth, is merely relative to accomplishments; and accomplishments without a bottom, for unless the understanding be cultivated, superficial and monotonous is every grace. This passage reflected the fact that the perpetuation of a patriarchal society in the 18th century was due to many factors, which included the tolerance of women’s lack of privilege to develop themselves intellectually and morally. If women will not understand the repercussions that education can have in their lives, they will remain as â€Å"indolent† individuals possessing an â€Å"empty mind†-individuals who remain unchallenged and unknowing because they lack the knowledge to survive in a world where survival not only depended on physically, but intellectually and morally as well. Rousseau offered an opposing opinion to Wollstonecraft’s feminist ideals. In â€Å"Emile† (Book Five), he made it clear that â€Å"[t]o cultivate the masculine virtues in women and to neglect their own is obviously to do them an injury. Women are too clear-sighted to be thus deceived. When they try to usurp our privileges they do not abandon them. But the result is that being unable to manage the two, because they are incompatible, they fall below their own potential without reaching our’s and loose half their worth. † This assertion reflected how women, in their desire to be equal in skills and knowledge as men, weaken themselves in the process, for they were not able to cultivate their own skills and knowledge. Attaining equality with men by aspiring for their characteristics is abandoning one’s self and acquiring the identity of the other, thereby creating confusion and guilt. The woman is then left feeling weak because she had abandoned her true, strong self. It is through this point that Rousseau was able to explicate how males and females are equal in that they complement each other: one draws strength from the other, and become weak when they try to be not their true, strong selves. How to cite The Influence of Humanity on Education and Women, Papers

Reflective Essay Cultural Heritage- MyAssignmenthelp.com

Question: Describe my key issues while living in a culturally diverse country like Australia. Answer: The purpose of this reflective essay is to describe my key issues while living in a culturally diverse country like Australia. I will explain our family's cultural origin and cultural heritage. The essay will give detail on the place from where our family migrated to Australia. It will describe the level of prejudice, discrimination and racism faced by our family. It will also identify the influences that lead to the formation of our own cultural heritage in relation to the theoretical frameworks of cross-cultural counseling. It will create an understanding of the complexity of living in a multicultural environment. The essay will explore how the cultural heritage has impacted me and my cultural identities. This section will give a detail about my family history and the cultural heritage. I belong to a family which is a mix of Irish Catholics. My family was originally based in Ireland and an orphan from the family migrated to Australia following a potato famine in Ireland. The first generation women of our family moved to Australia and married an English soldier who then worked on the railway lines. They were subjected to prejudice and discrimination as they were Catholics living in a Protestant colony. They led a hard life due to poverty. One of their children was my great grandmother who married a coal miner and had children. One of them was my grandmother, and my grandfather was a World War 1 soldier who ultimately committed suicide. Our family suffered due to poverty, racial discrimination and domestic violence. Since my grandfather committed suicide, the Roman Catholic Church also discriminated them as they regarded suicide as a mortal sin. Even my mother was subjected to discrimin ation because of low social background and low education levels. The manual workers were paid very low wages, so there was great job stress. I have been influenced by a tolerant family who is not racist. I feel the women in our family were very hard working, and they were very resilient. My mother suffered a lot but as she was an unmarried mother, this also increased her shame and discrimination. But still, the female members of our family were very dedicated to their children and ensured that they get the proper education to improve their future. They were very compassionate and helped peoples in distress. I am associated with arranging community programs and my parents helped me in organizing meals on wheels and youth programs. I personally feel that my mother is a natural social worker, and my parents were always involved in assisting homeless, unemployed youth. I have been profoundly influenced by families culture, and I would not be working on community programs had I not been influenced by the social nature of my family. All my extended family always looked after disadvantaged people in society, and I am what I am t oday because of them. Living in a culturally diverse country like Australia, I feel that development of my own cultural heritage has been influenced by factors like racism, prejudice, discrimination and privileges. Australia has it special cultural status. Originally multiculturalism in Australia was understood as members of Australian community coming from different cultures. However, it is related to rights of migrants living in Australia to express their cultural identity. So any migrant living in Australis will be influenced by the level of independence they get regarding cultural identity, social justice and economic efficiency (Phillips Spinks, 2012). Since 1945 more than 7 million migrants have settled in Australia. Our ancestors had suffered a lot due to discrimination in Australia. The White Australian were also discriminated and till 1970 there was a great restriction on people immigrating from non-European countries. But I feel today the immigration policies are not racially discriminatory. No w anyone can apply for visa irrespective of their origin, race, religion or gender (Hollifield et al., 2014). This section will describe my family's experience of living in the multicultural environment. After analyzing my familys history, I feel that Australia has not been tolerant of ethnic diversity in the past. My previous generation faced decades of discrimination in different forms like job stress, social deprivation, etc. My ancestors suffered from mental health and faced challenges in developing their identity regarding the economy, employment and many other factors. I feel that migrants coming from diverse cultural background have a different way of interpreting and responding to life experiences. The cultural values and personal circumstances of individual decide how they will be reacting to certain situations. I feel that my parents are now involved in supporting disadvantaged people because of their own suffering in life. They were subjected to racial discrimination and so they know the problems that migrants can face (Edge Newbold, 2013). While living in a multi-cultural environment, people like my own ancestors experience stress due to cultural shock. From my family cultural history, I can say that immigrants suffer from stress due to challenges they face in adjusting to a different social structure, values, beliefs, practices, political system and practices. Clash in view occurs, giving an advantage to one section and depriving outsiders of privileged of society (Schmitt et al., 2014). My family faces challenges in arranging for housing and another service to settle down in an unfamiliar environment. Despite several problems, they never compromised on our education and tried to give better lives in future. In a multi-cultural environment, language also acts a barrier. People migrating to different countries may have problems interpreting local dialect. Many immigrants to Australia experience unemployment or poverty. My grandmother also suffered from domestic violence and poverty. They faced limited job opportunities due to social stigma existing in society. Now also I have seen immigrant in Australia suffer unemployment issues due to language skills or because of cultural or religious limitation. These problems lead to isolation and builds insecurity among people. Difficulty in communicating, limited finances and poor access to basic amenities of life has made life very complex for immigrants. My past generation also suffered for a long time because of limited opportunity to improve their personal situation. The sense of isolation is also magnified if anyone is living in sparsely populated areas (Scott Scott, 2013). I have this thinking that multi-cultural environment also has an impact on women. In many cultures, women mainly keep contact with their own home and family. But when one migrates to another country, the connection of extended family network breaks down. So women are more isolated than men. The routine changes and woman feel that they have to work further aggravating the problem. My first generation of ancestor also had to come from a workhouse in Ireland to Australia. She was an orphan, and she was forced to do so because of the potato famine in Ireland. So she was a peasant with no skills and found it hard to get jobs from colonial people of Australia. She was a Catholic and living in a Protestant family contributed to racial discrimination. I feel that as she moved from her own native country, she would also have experienced a similar type of isolation apart from other fundamental problems mentioned above (Delaney MacRaild, 2013). Many people migrating to Australia are also survivors of war, natural disaster or social torture. People are coming in loads to Australia due to these unusual circumstances in life. Similar kind of experience was also faced by my family. My grandfather was World War 1 soldier and suffered trauma due to war and ultimately committed suicide. There are also people who are the survivor of war or natural disaster. This injury led to a development of mental illness including depression and post-traumatic stress disorder. Such people have difficulty in concentrating on the task, feeling of powerlessness, panic attacks and guilt. Migrants also suffer long-distance suffering due to media reports of war. This happens when people suffer because of other in their homeland (Helleiner, 2015). Social issues are also rampant in youth. I am also a fifth generation of young Australian belonging to Irish migrant family who moved to Australia after a potato famine in 1845. I had my own cultural values, and I experienced a different set of culture while living in Australia. So I was caught between two sets of cultural standards and values. Many youths also feel pressurized because of their parents. This is because when their children try to adopt Australian values and customs, they feel that it is a loss of their own traditional culture. Such youth like me face challenges in counterbalancing perceived permissiveness in Australian society (Belot Ederveen, 2012). My transition in life became difficult to negotiate because of my Catholic culture views on sexuality, relationship, education and employment. As I belonged to an ethnic minority group, I had difficulty in maintaining friends because of bullying and my difference in cultural background. Youths migrating to different coun tries also suffer from social isolation. Such life situation may lead to different outcomes in different people. My familys cultural experience has made me what I am today. I always found my parent assisting unemployed people, so I also developed this interest from them to serve the community and make lives better for them. That is why now I work for arranging Community Programs. There are some young people whose life also deteriorates due multi-cultural influences. There is increased the risk of suicide and risk-taking behaviors like vulnerability to alcohol, drugs, anxiety and poor self-esteem (Moran et al., 2014). I have also described the level of prejudice, racism, discrimination and privilege experienced by my ancestors. My original descendant home was Ireland, and they moved to Australia only after potato famine (Beaumont et al., 2013). There was the anti-Irish sentiment in Australia which referred to racism, bigotry, oppression and discrimination against Irish in Australia. My descendants were subjected to prejudices because of our Catholic origin. As they were living in a Protestant colony, so they were discriminated in terms of employment opportunity. My grandmother faced discrimination and prejudice after the death of my grandfather due to her social position and stigma in the family. According to my own experience living so far in Australia, I also feel that racism has contributed to the mental stress of many immigrants. This kind of attitude devalues individual identity and lowers their confidence and self-esteem. I have seen many people who avoid social contact just because of racis m. The immigrants leave their home country and come to a new place in hope of new ways of living and livelihood. But racism further increases people depression and anxiety (Forrest et al., 2014). My family was also a victim of mental illness causes due discriminatory behavior. According to the Racial Discrimination Act 1975, it is illegal to discriminate any person racially in terms of access to desired employment, services or goods, education and housing facilities. I personally experienced this during my college my life when people refused to associate with me because of my racial origin. Other forms of racist behavior that I have experienced in Australia include wearing clothes with signs of particular cultural groups, broadcasting negative material about the particular cultural group through slogans and pamphlets. I saw Australians mocking me because of my Irish Catholic origin. In an extreme case, people were also physically assaulted just because they belonged to a particular cultural group or practice certain religion (Wrench, 2016). It is often seen that when youngsters migrate to new places, they acquire the culture of the new place and forget their own culture. Therefore two kinds of circumstances arise. Either they identify with their culture or distance from their family's cultural background. I particularly identified with my cultural background, and it had its influence on my upbringing and what I m today. My parents used to help unemployed people, and I also acquired that quality from them of serving the weaker section of my community. Irish Catholics are now found in many countries around the world. The population of Catholics dropped following the famine of 1840. More than four thousand young female orphans were shipped from Irish workhouses to Australian colony at the time of famine. My first generation of ancestors belonged to those groups. Some were greeted with hostility while some were exploited or abused by the employers. As far as I have analyzed, religion has always remained a cause of different iation for Irish in any part of the world. It had the greatest impact on our cultural identity and Irish people faced problems of the socioeconomic condition in each new country (Miller 2014). One particular event that is an expression of our Irish identity is the St. Patricks Day. It is an emblem of our culture. But this assemblies and expression of Irish culture were not permitted by Australian initially. The situation, however, changed after the growth of wealthy Irish Catholic emancipist and Irish Catholic Priest. Apart from great atrocities faced by my ancestor in the past, I feel now the situation has far improved now. Now Irish comprise 10.5% of Australian population according to 2011 census. Though I live in Australia, still I follow my Irish culture. The Australian government also played a part in relaxing migration policies (Hutchinson, 2012).So currently Australia has become one of the most culturally diverse countries and the popular destination for migrants. My Irish culture has a sense of informality, and we encourage transparent approach between people both in public and private space. I am very emotional, affectionate and attached to my family. I have got t his quality from my parents only. Literacy and verbal acuity are valued in my culture. What set us apart from another culture is our informality, reciprocity and egalitarianism attitude (Sexton, 2013).We don't hesitate in sharing food and other things to people. Our social boundaries are indistinct and permeable. Our relative wealth and social class influence my choices. My familys social status and their experience in life have affected my life decisions. After the analysis of my ancestor's life history, I was able to counsel myself in cross-cultural levels. I found that different attributions help in understanding how changes occur in the cross-culture environment. The first attribute is how far an individual believes that he is responsible for the problem and the extent to which any person believes in personal responsibility to solve the problem. This framework helps me understand my familys behaviors across cultures. Although they suffered discrimination, late generation recovered from it. My parents too suffered a lot, but they chose to find solutions to the problem themselves. It is the result of those striving that has made me independent today (Ang Van Dyne, 2015). Through the analysis of my family history and cultural heritage, I can conclude that immigration has a severe effect on migrants life. It changes their life totally when they have to leave their own native country and settle down in new places. I saw how people life change and they suffered from mental trauma and distress. The economic status deteriorates and migrants have to face many kinds of discrimination in places due to their diverse identity. But the situation changed and if anyone seeks to find the solution to the problem, then life can improve. My family also had this attribute which made my life easier. The essay is a valuable reflection of the values of cultural heritage and identification with family background. Reference Ang, S., Van Dyne, L. (2015).Handbook of cultural intelligence. Routledge. Beaumont, J., Geber, J., Powers, N., Wilson, A., Lee Thorp, J., Montgomery, J. (2013). Victims and survivors: stable isotopes used to identify migrants from the Great Irish Famine to 19th century London.American journal of physical anthropology,150(1), 87-98. Belot, M., Ederveen, S. (2012). Cultural barriers in migration between OECD countries.Journal of Population Economics,25(3), 1077-1105. Delaney, E., MacRaild, D. M. (2013).Irish Migration, Networks and Ethnic Identities since 1750. Routledge. Edge, S., Newbold, B. (2013). Discrimination and the health of immigrants and refugees: exploring Canadas evidence base and directions for future research in newcomer receiving countries.Journal of Immigrant and Minority Health,15(1), 141-148. Forrest, J., Johnston, R., Poulsen, M. (2014). Ethnic Capital and Assimilation to the Great Australian (Homeownership) Dream: the early housing experience of Australia's skilled immigrants.Australian Geographer,45(2), 109-129. Helleiner, J. (2015). Recruiting the culturally compatible migrant: Irish Working Holiday migration and white settler Canadianness.Ethnicities, 1468796815610354.