Best Way of Spending Holidays free essay sample

Best way of spending holidays. In my views camping is the best way of spending holidays. It is hard to argue with fact that camping is one of the most popular recreational activity in the world. Whether it involves families, friends, couples or youths, everyone just enjoys a good camping outdoors. Connecting with nature is definitely considered to be one of the most fun ways to invest a vacation. Why invest your vacation in expensive hotels when you can also enjoy your time with your own companions outdoors where it’s closer to mother nature.Camping appeals to the inner subconscious of us human’s desire to interact with nature. The wilderness, trees and shrubs, plants, wildlife, fresh air, humans in general discover all of the over pleasant. There are numerous reasons why camping is extremely popular. It is due to the many benefits and benefits that camping brings. Outside camping is a recommended way to spend period together with people who are dearest to you. We will write a custom essay sample on Best Way of Spending Holidays or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Whether it is with your family or even special someone, the occasions that you will be spending together outdoors will surely give all of you memories that you may all never forget. There are times that we always as well preoccupied with something may it be work or school, so we don’t get to spend time with our loved one as much as you want to. So you want to really make it up to them? Outdoor camping is the ideal answer in this kind of situation. Why? If you are camping, you will have no access to computers, cell phones or a television therefore it just your group and mother nature. So which means no more distractions and also you got each other’s single(a) attention. Camping is also a great way to relieve your stress.If you’re working long hours and therefore are always tired then it’s highly likely that you are stressed out. Relieve your stress threshold by bonding with mother nature. Instead of breathing the usual polluted air of the town, by camping outdoors you will get to breathe cool as well as fresh air. And instead of filing an endless quantity of paperwork or being in front of the computer the whole day, you get to enjoy activities like outdoor bbq, fishing, swimming and other fun activities that might take your mind off work. Camping will surely have a positive effect on your stressed mind and the body.

Working for the Youth Essays

Working for the Youth Essays Working for the Youth Essay Working for the Youth Essay Establishing a social group to help the out-of-school-youth is one way to help the youth attain their dreams and be productive members of the society. While this would take a lot of effort and determination from volunteer groups, doing this would bring about some changes in the lives of the beneficiaries and their families. In this paper, we elaborate on the ten considerations posted by Author in establishing and facilitating a group. We apply each consideration to the establishing or a group committed to serve the out-of-school-youth. Working for the Youth Establishing a community group to help out-of-school youth will be one great contribution to the improvement of our nation. However, establishing a group is not an easy task. One needs relevant knowledge, skills, and determination to ensure the success of the group. Author (year) offers ten considerations every group should take when establishing and facilitating a group. Taking a look at these could help a lot to make the group carry out its tasks properly. First, Author suggests anticipating the positives and negatives of working together as a group. In establishing a group for out-of-school youth, the group should anticipate that not all the members have the same motive for joining, and not all are equally committed. Ideally, the members should have a common passion (World Vision Canada Web site, 2008). But since this is not possible, the members should be prepared for negative consequences to come about. For instance, the founder of the group may simply want to help the youth, while others want to serve their own purpose. In the case of establishing a group for the out-of-school youth, some could expect to benefit from the activities by having the right to do referrals of their relatives and friends. Also, some could think of using the group to earn societal influence and power especially when they are running for elections. To avoid this, the group should clarify with the member the purpose for joining, and make sure each understand s the goals of the group. In addition, the group members cannot expect the leader to be all-knowing and always be available. Leaders have other activities to attend to aside from the concerns of the group. Therefore, it will help if members could share in the responsibilities as they may be assigned. The positive things that the group can expect is the fulfillment each one can feel when they are able to accomplish their goals. If the group works hard, they could expect to help out-of-school youth by making them finish schooling and work at the same time. Next, the group should consider undergoing different phases or cycles. Author claims that just like the life cycle, each group will go through childhood, adolescence, adulthood, old age, and retirement. The out-of-school youth group to be established will initially go through difficulties of finding members, encouraging the youth to take part, finding resources to finance the activities, and making the youth achieve their goals. When it is already fully established, it will need to sustain support to its members by finding additional resources and recruits. Later on, it might also need to add services or people. In each stage, assessing performance against the goals is needed to document the difficulties and success in each cycle. The third consideration is to keep focused on the goals. Each member needs to know why the group for out-of-school youth is founded. As a social and recreational group, its main goal is to respond to the needs of the out-of-school youth to obtain education and guidance. Secondary to it are the desire to keep them away from drugs by providing recreational activities, and helping them earn a living. The fourth consideration is to identify activities of the group. These activities include maintenance activities and program activities. The first includes the work of the staff, such as setting up the place of work, collaborating, finding sponsors, making a newsletter or other forms of communication. Program activities are those from which the out-of-school youth would benefit. These may include educating them and designing programs to sustain their interest in the group. It is important to ensure they have the basic necessities in life, and make them feel accepted and loved. Being out-of-school, some of them may already be working at a young age. Therefore, aside from food, shelter and clothing, some may need time to play and express themselves through art. In this consideration, it might help to provide art classes and games where they would enjoy and find other means of self-fulfillment. The fifth consideration is to identify who may take part in the group. Definitely, there should be a leader to hold the group and guide it towards its goals. In the group to be created, there should be at least five members of the staff to initialize the planning and design stage. Being the beneficiaries, the out-of-school youth also play a key part. As such, there should be a target from the start of who will receive the benefits. Coordinating with community officials will help identify the youth needing intervention, and the support group willing to help in the project. The fifth consideration is the structure by which the group will accomplish its goals. Without a planned structure, achieving the goals of the group will be unclear. As such, the group should set the structure during the first phase, in order to identify roles and responsibilities of the key persons.   Structures can be easily defined according to the purpose they serve. In the group to be created, two structures are very clear: one is the education structure, and the other is the recreational structure. Those with relevant skills in education should be assigned in the first structure, while those who have experience holding recreational activities for the youth should be assigned of the second. This way, the goal of providing education and guidance to the beneficiaries will be sustained. The sixth consideration concerns the leader of the group. Importantly, the role of the designated leader should be identified. Doing this would also determine the kind of leadership role the group needs. In the group for out-of-school youth, the task-centered leader is needed to attain success. The leader of the group should have pertinent knowledge and skills to identify the needs of the group, gain resources, designate roles accordingly, arrive at the best communication system, and maximize participation from all stakeholders. Although the leader may be very knowledgeable and skilled, the help of the members should be equally valued. As such, the leader must maintain rapport with the members and two shall support each other in every undertaking. Finding a good working environment is the next consideration. As the group focuses on out-of-school youth, the meeting place or office should be near the dwelling of the beneficiaries. It should be free from any obstructions, and must provide room for recreational activities in the future. In addition, it should be free from hazards as taking care of the youth involves other safety requirements not found in adult environments. The way the leader would communicate with the members is also another important consideration. Open line communication is ideal for every social and recreational group. Importantly, the leader should serve as the model to the members in setting up an ideal environment where people can express their ideas and feelings in relation to the affairs of the group. To do this, the leader should employ ways to make each member express oneself. For example, in meetings, the members should be given a chance to raise their suggestions. This way, not all decisions would come from the leader but from the members as well. Moreover, in assessing the performance of the group, appreciation should be give to the relevant person, making all feel the importance of hard work and productivity. Mehra (2006) points out that the leader’s external communication skill is also necessary. This means that aside from communicating internally, the leader should also establish communication from outside networks especially those that can help in the organization. Freeman (2005) confirms the advantage of establishing social networks not just of the leader but also the members. Furthermore, members of the group should support each other verbally and nonverbally. Since the group to be created composes of two apparent structures, the members of each should have bonding with their group as well as with the others. The structures should not be a way to divide the members, instead it should serve as opportunity for support and appreciation. The assessment part where the group considers how well they perform is the last but not the least in Author’s suggestions. Assessment can sometimes create factions or conflicts in groups. To avoid this, respect should be exercised, especially in verbal language. The author points out that members should carefully construct statements when addressing others. For example, instead of saying, â€Å"You ignored me† one can say, â€Å"I felt ignored.† Notice that the change in the initial word from â€Å"you† to â€Å"I† could make a big difference. With these considerations come hard work and fun. In every situation, the group to be established should always make it a point to enjoy what they are doing so the work does not seem like work but a way to have fun. ASSIGNMENT 2 One of the groups that I joined was a religious group where I had a chance to teach people in the streets. The group did not actually intend to teach the Bible. Instead, we had basic math, language, art, and science. I was assigned of teaching language to kids in the street. I gained a lot from this experience and until now I still value the learning that I had. Just like any group, our group went through four stages as Tuckman (year) suggests. First, I saw it â€Å"forming.† During this stage, the leader of the group went about recruiting people who can commit some of their time during the weekends to teach street folks. Everyone joined in the planning where we had some â€Å"storming† or ideas. We tried to identify what needs to be taught in the subjects mentioned. The leader set up meetings for us to express our ideas and together come up with a standard. Each one was heard, regardless of the time we joined the team. During â€Å"norming† stage, we got more acquainted with each other. By this time we were very already very comfortable to express ourselves, and confide in each other. Also, the people we were already well acquainted with us, and they expected us to come at a certain time in the designated area. Next stage was the â€Å"performing† stage. When everything has been planned accordingly, we were ready - schedule, materials, target students, etc., we were prepared to teach. We bought our materials and taught the street people the basic lessons that we designed. For my part, I taught the people some words, then gave them exercises on sentence construction, then guided them to write a paragraph to express themselves. The people were very happy for what we did for them. One of the men even expressed that they benefited a lot from the activities. Also, the efforts we made allowed them to express themselves. As for us, we learned important insights about life in the streets, and the problem of lack of education. During assessments, we were happy to report our accomplishments, and recognized each other’s hard work and patience.† The lessons I learned from the organization I joined are truly valuable. However, just like some groups, ours reached its â€Å"adjourning.† As the members of group got married and later had kids to take care of, we soon had to give up the community service but we vowed to still be of service to those we will meet in the future.

Socially Desirable Merit Goods Essay Example | Topics and Well Written Essays - 1250 words

Socially Desirable Merit Goods - Essay Example As the paper declares  the government has the responsibility of ensuring implementation of expended schools initiatives and provision of financial support to schools to facilitate smooth learning environment. The government also has the responsibility of providing public schools with recreational facilities and further gives better education opportunities to all children. UK government must ensure that every child gets quality education with a very good start and further helping schools in delivering education strategy. Mainly the government has to ensure that schools have good infrastructure and provides students with better skills.This study discusses that  the government should ensure that education provided to the public is very beneficial, effective and universal to all the learners. The intention of providing education by the government is to equip learners with high level skills that are relevant to the betterment of the economy and instilling skills that are useful in the modern life.  Government should ensure enough funding especially in the universities and colleges due to the importance of graduates in the economic growth. According to OECD report studying for a degree greatly benefits individuals because they earn a lot of money compared to non-graduates.  The report further suggests that the educated individuals were never affected by the economic crisis as it affected the uneducated. The economic crisis and recession was caused by unsuccessfully educated individuals.... According to OECD report studying for a degree greatly benefits individuals because they earn a lot of money compared to non-graduates. University graduates also benefits the governments from the high taxes earned from higher earnings by the graduates. The report further suggests that the educated individuals were never affected by the economic crisis as it affected the uneducated. The economic crisis and recession was caused by unsuccessfully educated individuals. The government should subsidize higher education since university education is important to the UK’s economic recovery because it leads to receipt of high taxes and reduced level of unemployment. All these show the unending benefits of education thus justifying why it cannot be left on the hands of private sector. Educated people get good employment and earn good money compared to uneducated individuals. Learned individuals also acquire knowledge and skills that help them in rational thinking and decision making pro cess thus reducing risks of economic crisis and recession. University education is considered vital in individual’s innovation capability due to the knowledge acquired (McMahon 2009, 180-200). There are several benefits to governments and society that result from studying for a degree such as increased receipt of taxes and social cohesion. University graduates assist individuals in obtaining lucrative jobs thus reducing the level of unemployment in the country. The employed persons will reduce the level of crime in the society because most people are able to economically sustain themselves. Graduates always acquire skills and knowledge that may help them make wonderful innovations that are crucial

A decade of development Assignment Example | Topics and Well Written Essays - 500 words

A decade of development - Assignment Example With the introduction of the Microsoft suite of products that were designed to be used on a license basis and the resultant need for patches and upgrades met only through paying for the same instead of having a way to program the upgrades by the users themselves. Particularly telling is the instance of how Richard Stallman could not insert his code into the working of the printer software thereby having to wait for the upgrade from the manufacturer. This example typifies the approach of free software activists towards the concept of paying for the software. They insist that the source code of the software must be made available to everyone and those additions and insertions to the source code should provide a way of customizing the software according to the needs of each individual. Similarly, Lessig’s approach of making the content free is discussed as well. Lessig’s approach is the backbone of what is called as the â€Å"creative commons† license. According to this paradigm, content should be free of commercial attributions and once the source code or the content is developed, anyone should be free to add his or her code or content to the existing base and use the modified version without paying any fees. Of course, the creative commons license specifies how the original developer needs to be acknowledged for his or her work and in the later years; this became a bone of contention as well. The most famous example of free content and one that can be editable by anybody is the case of Wikipedia. This is an online encyclopaedia that anyone can edit and add information to the existing body of knowledge. Considering the fact that this site is one of the most popular sites on the internet and the visitors to this site run into the millions, the concept of free content and open knowledge has indeed caught on. However, as the article points out, there were several hiccups along the way as evidenced by the

Narration and description Essay Example | Topics and Well Written Essays - 500 words

Narration and description - Essay Example My grandmother was a college professor with a doctoral degree in education, in addition to being a good cook, a relentless laundry woman, an intelligent consultant, a loving mother to an only child (my father), and the dotting granny at her best. I found her unusual and unpredictable since, despite her age, she manifested vigor and strength analogous to my mother. At one time I see her cooking and an instant she was dressed in flashy gold outfit ready for an evening party with members of her favorite civic organization. She wore extremely large earrings and fixed her hair high with the help of a hair spray. She was gregarious, highly sociable, cunning, intrusive and sometimes, impossible. She would give me and my brothers’ daily tasks to comply such as watering the plants, cleaning the yard, picking out withered leaves in the middle of our play time. She would demand to be taken to almost forgotten scheduled itineraries by my apprehensive father, with us crying siblings driving along. What I loved most about my grandmother was her genuine love for the family. She would go out of her way to prepare lavish dishes and buy special gifts for each of us to commemorate extraordinary days. She loves setting the dining table in intricate and elaborately designed table cloths and chooses the daintiest dishes, depending on the occasion. Christmas and New Year are the best holidays due to the diversity in foods prepared and the number of colorful and shiny gifts wrapped in ribbons of red, green and gold under the tree. She told me when I was grown up and she has immensely aged that what matters most in life is that we have identified what we want to pursue and that we have designed ways and means to fulfill our goals. Also, she told me to remain steadfast in our faith and to believe in the ethics of reciprocity: that of doing

Social Enterprises for Community Development

Social Enterprises for Community Development Provide an account of the history of the emergence of social enterprise and community development in the U.K. Social enterprise is a social mission driven organisation which essentially trades in the goods or services for a uniquely social purpose. These social enterprises aim to achieve their objectives in not only financial but also in the social and environmental. They are profit making ventures set up to attempt to acknowledge the environmental and social need. The reason that these enterprises are unique is due to their central purpose being either social or environmental. These social enterprises are more interested in generating profit in order to further their environmental or social goals. In all industrialised countries, there is a growth in the social enterprise sector which is also known as the ‘non profit sector’ (Defourny 2001, p.1) or third sector situated in between private and public sector. These organisations are representative of the renewed expression of a civil society among an economic crisis, difficulties which are facing the welfare state and the weakening of social bonds in society. Social enterprise is considered as comprising co-operatives, mutual’s (Credit Unions) and voluntary organisations (charities and foundations). Many of these categories were founded in the last century and they play an important part in the economic landscape. Social enterprise can be traced back as far as the 1840’s in Rochdale, where the first workers’ co-operative was founded to provide affordable, quality food in a response to exploitative factory conditions. It was in the mid 1970’s when these social enterprises began to emerge into the mainstream. They had already been active in other areas and began to come to the forefront with increasing economic difficulties deepening and it was against this background that the interests in other economic organisations became strongly reactivated. It was the late 1990’s that a resurgence in social enterprise was experienced in the UK, with different traditions coming together. These organisations are strongly rooted in solid and long standing traditions as most of these organisations had already existed for more than a century and had been constantly growing. The first agency in the UK, was Social Enterprise London (SEL) which was established in 1998 between co-operative businesses and a number of co-development agencies. From this the British government in 2002 launched a unified Social Enterprise Strategy and established a Social Enterprise Unit (SEnU) to help implement it in England and Wales. From this policy development has been increasingly influenced by the organisations in the non profit sector. There are now many organisations which are classed as social enterprises, John Lewis, The Eden Project, The Big Issue and Jamie Oliver’s restaurant – Fifteen. Identify two models of good practice existent in the U.K. There are three characteristics of social enterprises as defined by Social Enterprise London: Enterprise Orientation – directly involved in producing the goods or providing services to a market, seeking to be viable trading organisations with an operating surplus Social Aims – explicit social aims such as job creation, training or the provision of local services. Ethical values are important and they are accountable to their members and the wider community for their social, environmental and economic impact Social Ownership – they are autonomous organisations with governance and ownership structures based on participation by stakeholders or by trustees. The profits are distributed as profit sharing to the stakeholders of used to benefit the community. Two such models of good practice existent in the UK are Jamie Oliver’s restaurant – Fifteen and The Big Issue. Jamie Oliver’s restaurant Fifteen was opened in London in 2002. This was inspired by Oliver and was broadcast on TV. Its name is derived from the first cohort of fifteen young people. Oliver has combined two ambitions – to open a top class restaurant and to give disadvantaged youth a chance to gain the professional training they require to set them up to be independent, inspired and to have a chance at a productive life. It is a registered charity as well as a commercial business and it a chef apprenticeship for 18 to 24 year olds. It is indeed a social enterprise offering a produce with a purpose, a high end dining experience where the best of produce is prepared by great chefs and served by professional people. Its main purpose is the empowerment of young disadvantaged people, giving them a second chance to establish themselves in the restaurant industry. With the success of the London restaurant it has also been established in Amsterdam, Cornwell and Melbourne, with their own foundation and apprenticeship schemes. The strength of the Fifteen brand as of one of the leading global social enterprises. Jamie Oliver is passionate about this issue and wants to help young adults to be able to have prospects for the future. The Big Issue exists as a social enterprise to offer homeless and vulnerably housed people a chance to earn a legitimate income. It is one of the UK’s leading social businesses, which continues to help those in need earn an legitimate income. It was launched in the UK in 1991 by Gordon Roddick and A. John Bird as a response to the amount of rough sleepers in London. The main aim behind this is to help people help themselves and the founders were determined to offer an alternative to begging. I n November 1995, The Big Issue Foundation was launched with the aim to deal with the underlying issues which cause homelessness. The founder’s definition of success is encouraging and influencing people to make life changes positively. The organisation is made up of two entities, a limited company which produces and distributes the magazine to the street vendors and a registered charity which exists to help those same vendors gain control of their lives. The vendor must prove that they are homeless or vulnerably housed, undergo an induction process and sign up to the organisations code of conduct. Asses the significance of such schemes in terms of: a) the development of social policy b) their contribution to the national economy (500 words). The development of social policy Development of social policy is influenced by our beliefs, interests and values. Social policy is the guidelines for changing, the maintenance or creation of living conditions which are conductive to human welfare. It is part of public policy which has to do with social matters. Social policy aims to improve on human welfare, and to meet the need for health, housing, education, and social security. It also refers to policies affecting the social condition under which we live. Other important areas of social policy include: health insurance, unemployment benefit, accident insurance, labour regulation etc. Policy teams are set up in some organisations to be actively involved in influencing public opinion and the decision makers at all levels to make sure that social enterprises remain high on the UK’s policy agendas. The social enterprise organisations work together to strive to improve the business environment and they identify any barriers to growth and advise both government and public bodies on practical solutions as well as develop papers etc. Social enterprises are able to contribute to the creation of a greater impartiality of economic power and a more sustainable society. The aims of these groups is to be recognised and supported for their contributions. Alongside the development of social policy, these groups also aim to raise the awareness and understanding of social enterprise among both politicians and society. They work to influence the political parties and to ensure that social enterprise is both understood and supported. Their contribution to the national economy Social enterprise organisations by using solutions to develop not for profits aims hold a distinct role in helping to create a strong, sustainable, inclusive and prosperous society. These organisations play an important role in helping to deliver to the national economy by helping to drive up competitiveness and productivity, contributing to a socially inclusive wealth create, the enablement for communities and individuals to work together to regenerate their local neighbourhoods, showing new ways of delivering public services and helping to develop active citizenship and an inclusive society. With the presence of a non profit sector, this is an indicator of a healthy economy in local and national financial measurements depending on its size. With growing numbers in the non profit sector, which are focused on the environment, education, social services etc, the non profit sector is central to the health and well being of society. The non profit sector is an excellent outlet for society’s labour and skills. Social enterprise organisations such as Fifteen or The Big Issue have been set up to give people a chance. They are increasingly taking people off the streets and redeveloping their talents into marketable entities especially in the case of Fifteen, who give underprivileged young people the opportunity to train to be the best they can and to contribute to society and the economy, instead of collecting their benefit each week and being a drain on society. The Big Issue offers those without adequate housing the opportunity to earn an income to better themselves and to make the individuals feel better about themselves. Using examples from a chosen organisation compare and contrast some of the values and principles underpinning social enterprise and community development. The Eden Project. The Eden Project was constructed in a 160 year exhausted china clay quarry near St. Austell, Cornwell and was established as one of the Landmark Millennium Projects to mark the year 2000. It is an educational charity which consists of a world class visitor attraction, a botanical garden and a unique regeneration venture. The Eden Project, like its plants are continually growing and developing. The Eden Project reports to a board who then report to the trustees, to ensure that they are meeting their charitable aims. The Project is owned by a registered charity – The Eden Trust and is operated on behalf of the Trust by Eden Project Limited, a subsidiary who wholly by the Eden Trust. The Eden Project, as an educational charity, uses exhibits, workshops, events and educational programmes to educate people to what nature gives to us and to help people learn how to look after it in return. All the monies raised by the Project are returned to the Trust to further the aims. The programmes include work with schools, colleges etc as well as any individuals who want to learn about nature. The organisation believes in learning by doing and to find positive solutions for the future. The project enforces all three of the characteristics of social enterprise as laid down by Social Enterprise London. Enterprise orientation, The Eden Project is directly involved with providing a service to the marketplace – educated individuals about nature and how to protect and nurture it. They are also producing goods, i.e. bio domes, wind turbines etc to help develop ways of saving the environment. They have explicit social aims, in that through the Project jobs have been created as well as a environmentally friendly structure. They provide educational training to those who either want or require it. The Eden Project believe in their ethical values and see them as important to all and they are accountable to their members through both their board and their trustees. The Project is also accountable to the wider community in the teaching and also the producing of produces which are helpful both to them and the wider community. The Eden Project are an autonomous organisation which has governance and ownership structures which are based on participation by the teams reporting to the board who in return report to the trustees. They exist through donations and are a major consumer of goods and services in the Cornwell area, therefore keeping the local economy striving, which in itself is a benefit to the local community. The project feel that it is important to give those who have not previously afforded it, or those with other issues a chance to experience nature. They also provide with Cornwell College an opportunity for local people to work towards a qualification. Provide an evaluation of your own learning together with evidence of transferable skills which have been used in this assignment. These should include communication, teamwork problem solving and self management. To evaluation learning which has been used in this assignment, a number of factors need to be assessed. On the approach to the assignment I had to use my communication skills in order to firstly understand what I had been asked to do within the five tasks. This communication also helped me regarding research and analysis skills on using the internet and to evaluate the data which I had sourced. Self management has also been evident in that I had to plan both the assignment and the time management so as to not get behind schedule on the issues which I had to investigate. Team work problem solving was not an issue as I can work well both within a team and on my own and it was just a matter of assigning different tasks.   References Borzaga, C., Defourney, J., (2001) The Emergence of Social Enterprise, Routledge Burch, H.A., Michaels, D.G., (1991) They Why’s of Social Policy: Perspective on Policy, Praegar Publishers Spreckly, F., (1981) Social Audit – A Management Tool for Co-operative Working, Local Livelihoods http://www.sel.org.uk/ Social Enterprise London

Regents of the University of California v. Bakke :: American America History

Regents of the University of California v. Bakke Established in 1968, the medical school at the University of California implemented a special admissions program to increase the representation of minorities in each entering class. There was one underlying problem with their special admissions program that was not addressed until 1973 when Allan Bakke submitted his application to the University of California. Their special admissions program worked by reserving sixteen percent of the entering class for minorities. The minorities entering through this special admissions program were processed and interviewed separately from the regular applicants. The grade point averages and standardized test scores from the special-admissions entrants were significantly lower than the grade point averages and standardized test scores of the regular entrants, including our dear friend Allan Bakke. In 1973 Allan Bakke applied to the medical school at the University of California. His application was rejected because it was turned in near the end of the year and by the time his application was up for consideration they were only accepting those who had scored 470 or better on their interview scores. Bakke had only scored a 468 out of the possible 500. When he learned that four of the special-admissions spots were left unfilled at the time his application was rejected he wrote a letter to Dr. George H. Lowrey, the associate dean and chairman of the admissions committee, stating how the special admissions system was unjust and prejudiced. When Bakke applied again in 1974 he was once again rejected. This time Bakke sued the University of California. His position was that the school had excluded him on the basis of his race and violated his rights under the Equal Protection Clause of the Fourteenth Amendment, the California Constitution, and civil rights legislation. The trial court ruled in Bakke's favor, however they did not order the University of California to admit him. Bakke appealed to the California Supreme Court where they ruled that the school's admissions programs were unconstitutional and ordered the school to admit Bakke as a student. The school appealed this decision and brought it to the Supreme Court to argue their case on October 12th 1977. The Supreme Court upheld the California Supreme Court's decision with a 5-4 vote. The Court also ruled that the special-admissions program constituted reverse discrimination and was therefore illegal. The Court also said that schools could continue to look at race as a factor when accepting applicants, but they could not set up a quota system or look at race as the only deciding factor. Regents of the University of California v. Bakke :: American America History Regents of the University of California v. Bakke Established in 1968, the medical school at the University of California implemented a special admissions program to increase the representation of minorities in each entering class. There was one underlying problem with their special admissions program that was not addressed until 1973 when Allan Bakke submitted his application to the University of California. Their special admissions program worked by reserving sixteen percent of the entering class for minorities. The minorities entering through this special admissions program were processed and interviewed separately from the regular applicants. The grade point averages and standardized test scores from the special-admissions entrants were significantly lower than the grade point averages and standardized test scores of the regular entrants, including our dear friend Allan Bakke. In 1973 Allan Bakke applied to the medical school at the University of California. His application was rejected because it was turned in near the end of the year and by the time his application was up for consideration they were only accepting those who had scored 470 or better on their interview scores. Bakke had only scored a 468 out of the possible 500. When he learned that four of the special-admissions spots were left unfilled at the time his application was rejected he wrote a letter to Dr. George H. Lowrey, the associate dean and chairman of the admissions committee, stating how the special admissions system was unjust and prejudiced. When Bakke applied again in 1974 he was once again rejected. This time Bakke sued the University of California. His position was that the school had excluded him on the basis of his race and violated his rights under the Equal Protection Clause of the Fourteenth Amendment, the California Constitution, and civil rights legislation. The trial court ruled in Bakke's favor, however they did not order the University of California to admit him. Bakke appealed to the California Supreme Court where they ruled that the school's admissions programs were unconstitutional and ordered the school to admit Bakke as a student. The school appealed this decision and brought it to the Supreme Court to argue their case on October 12th 1977. The Supreme Court upheld the California Supreme Court's decision with a 5-4 vote. The Court also ruled that the special-admissions program constituted reverse discrimination and was therefore illegal. The Court also said that schools could continue to look at race as a factor when accepting applicants, but they could not set up a quota system or look at race as the only deciding factor.