West African Slave Trade

The West African Slave Trade was a global event that focused on West Africa. It was the sale and ownership of another human being that was put into slavery. It was a â€Å"forced Migration† that lasted 300 years. It was an event that forced 15, 000, 000 people into slavery for a lifetime. From 1551 – 1850 about 15,000,000 people were brought into the slave trade it is said that roughly 5,000,000 did not survive, and may have immediately died before making through the shock of enslavement.About 10,000,000 people in the western hemisphere survived and were sold on the auction block. Generations continued into slavery, the offspring was also brought into slavery. The owners liked the idea of their slaves reproducing. This meant their work force would grow without having to spend much money on slaves. About 250,000,000 lived in slavery throughout the 300 years. West Africa was the source of the slave trade. Between 1450 and the end of the nineteenth century, slaves were obt ained from along the west coast of Africa with the full and active co-operation of African kings and merchants.Slavery was also a traditional part of African society — various states and kingdoms in Africa operated one or more of the following: chattel slavery, debt bondage, forced labor, and serfdom. Ghana, Mali, Songhai were kingdoms that had large economies and supported large populations, they had knowledge of agriculture, and grew many different crops that sustained many people. Because of the West African Slave Trade, These kingdoms were affected by greed and would often go to war and capture prisoners to sell into slavery. Why West Africa? It was all about Economics.Europeans looked toward West Africa because of their knowledge of cultivation and technologies. Expanding European empires in the New World lacked one major resource — a work force. In most cases the natives had proved unreliable (most of them were dying from diseases brought over from Europe), and E uropeans were no fit to the climate and suffered under tropical diseases. Africans, on the other hand, were excellent workers: they often had experience of agriculture and keeping cattle, they were used to a tropical climate, resistant to tropical diseases, and they could be â€Å"worked very hard† on plantations or in mines.There were two kinds of slaves that were sold; the chattle slave who are productive or field slaves, who usually held a lower status, worked to produce marketable goods. And companion slaves a domestic or house slaves that performed menial household duties for their masters and had a more intimate connection with owner. The companion was recognized as human, usually raised and educated their owners children. A companions slave’s standard of living was much better than the chattle slave who was a field worker looked at as an animal.The chattle slave was more of a commodity to the owner in the hardest form of labor. Humanity was stripped of him was t reated very badly and was worked to death. Slaves were forced to work in cotton and tobacco fields. 90% of slaves were chattle slaves. Europeans needed money to hire a work force. Instead they invested by purchasing slaves who were forced work for no money. Shock of enslavement The people of West Africa went through a 5 step process that forced them into enslavement. The first would be captivity. Slave traders would come into the villages and drag the people out of their homes.Or a captured soldier would be sold to slave trade. Slave traders were experienced; they immediately chained their victims by the neck onto a pole to keep the victims from running. Journey from the interior is the second step. The slave traders walked 20-50 mile with 10 captives at a time, keeping down the chance for a rebellion. By 1850 the slave traders were walking up to 100 miles having to go deeper into Africa. Some captives resisted by crippling themselves in hopes that the slave traders would just leave them behind, some may have succeeded, others may have been killed.Suicide would be their last option. Another form of resistance would be collaboration, where the victim would â€Å"offer† to guide the slave traders to other villages where they would capture other young men for the slave trade. The third step to this process would be the collection centers. Europeans rarely entered the interior of Africa, due to fear of disease and fierce African resistance. The enslaved people would be brought to coastal outposts where they would be traded for goods. Victims were taken to the coastal areas and put in dungeons that were castles built as collection centers.Meanwhile the slave traders gathered enough people to fill a ship to cross the Atlantic. The victims were placed in dark rooms with people of different ethnic groups and different languages making it very hard to communicate. Once the slave traders had enough passengers for the ship, they would move the people by night, tak ing them to the bottom of the ship and not letting them come up to see daylight until they were miles away. The next step is the middle passage. In the 1550’s there â€Å"human cargo† for the slave trade.Levels were built within the ship with narrow walkways, and boards measuring 2 1/2 by 6’ft. were placed next to each other. As many boards as would fit were laid on each level of the ship. They placed as many as 300 boards for 300 people. By the 1750’s – 1800’s Ships were packed to the fullest. They had 2 people per plank, chained down to the plank for a period of 2 ? – 3 months. Most of the people died during the middle passage. Many had never been on a ship, sick and laying in their own waste. Thousands of slaves died during transportation.They were kept chained up in excessively cramped conditions without sufficient food, water, or exercise, throughout the long Atlantic voyage to the Americas and West Indies. They were not fed prop erly; dying from disease or depression, the slave traders had no interest in their well-being. The dead were thrown into the ocean; millions of people were thrown into the ocean throughout the 300 years of slave trading. The human cargo ships were also known as â€Å"death ships†, and could be identified by the smell death and waste when high wind blew and ships sailed into port.Because of their malnutrition and poor physical appearance, people were brought to the deck of the ship and forced to exercise, 10 at a time. This provoked attempts of either overpowering the men on the ship, to jump off the ships, or attack the slave traders which led to either suicide or getting killed. Some of the men were able to overpower the ships and unchain the slaves, some ships never made it to the ports, because of the overpowering of the ship, or because of the certain weather conditions. The 5th step of the process would be the final step.Once arrived at the port the victims would be take n to cells to wait for the auction. Looking very weak, doctors were hired specifically to help the victims look presentable. Once the slaves had been worked on, they were put on display for people to choose and bid on. The victims were stripped down to bareness, people would â€Å"check† the people, looking at their bodies, teeth, and even checking for lice. Once the people made these observations, the bidding would begin. Now the victims became slaves for the rest of their life. These were the 5 steps that forced a free person into enslavement.This brought the Transatlantic Slave Trade or triangular trade. Also known as the â€Å"Golden Triangle†. The profits made from the global trade of sugar, tea and coffee were the major driving force behind the triangular trade. For centuries it provided substantial quantities of venture capital for the industrial revolution and the development of the western European economy. The Transatlantic Slave Trade consisted of three jour neys: 1). The outward passage from Europe to Africa carrying manufactured goods. 2). The middle passage from Africa to the Americas or the Caribbean carrying African captives and other ‘commodities’. ). The homeward passage carrying sugar, tobacco, rum, rice, cotton and other goods back to Europe. African survival The first years for the colonists were very difficult; there was limited amount of food. The West African slaves had knowledge of certain technologies that resulted in the production of food. This was a process used in West Africa, the people made their own â€Å"fishing nets†. The people would find streams that would lead to fish population, closing in sections and trapping fish in large amounts. They also used concoction.Which is a method used by extracting the oxygen in the water, this made the fish rise to the surface. Other technologies like Cattle ranching, the cultivation of rice and sugar were also expanding in the western hemisphere. The concep t of rice cultivation was introduced to the colonial South Carolina 20 years into the colony. Economics, this was a way the colonists made money. The rice cultivation became one of the main crops in colonial South Carolina. The West African people also built shelters using materials available to them, and building shelters out of the West African design.Because colonial South Carolina had swamp areas in their environment, transportation was very difficult. The West African built the main type of transportation which was a small watercraft or canoe of the West African design. The colonists could have not survived if not for the West African slaves. All these methods used were a form of African survival in direct form. From 1739-1820 the population of people coming directly from West Africa was growing. These people had been free people, not born into slavery.The chances for rebellion grew, and slaves were outnumbering their owners. September 9, 1739 was the day of the Stono Rebellion ; it was the largest rebellion mounted by slaves against slave owners in colonial America. The Stono Rebellion's location was near the Stono River in South Carolina. Slaves in the Carolina wanted to reach St. Agustine FL, because the Spanish had spread the word that slaves were going to be free there and land will be given to them. 100 slaves rise up against the colonists, get to an armory, trying to escape to the swamps of Florida.The inexperienced slaves were, encountered by the experienced militia, resulting in the killing of 30 colonists and 60 slaves. Uncomfortable with the increasing numbers of blacks for some time, the white colonists had been working on a Negro Act that would limit the privileges of slaves. This act was quickly finalized and approved after the Stono Rebellion. No longer would slaves be allowed to grow their own food, assemble in groups, earn their own money, or learn to read. Some of these restrictions had been in effect before the Negro Act, but had not bee n strictly enforced.

Design an Encryption Strategy Essay

Using the table given the encryption strategy for Richmond investments would go as follows. I will be using the privacy or confidentiality objective. The basic description for the privacy or confidentiality objective is to keep information secret from all person or persons, except those who are authorized to see it have access. In other words, no one without authorization will be able to gain access to sensitive company information or client information, such as addresses, names, billing information, credit card information, and other personal information. The security option needs to be implemented on all networks in the company’s domain. The public key infrastructure is a set of hardware, software people policies and procedures needed to create, manage, distribute use store and revoke digital certificates. In this case will be using PKI cards, which will allow entrance into the facility, it will also allow entrance into specific areas of the building, allow employees to clock in and out and will allow for signing off and on of company computers. All employees will be issued a card with their name employee ID and photo on the face the card on the backside of the card will be company contact information such as departmental phone numbers, etc. the implementation of a company encryption strategy is extremely important to protect the company. The company’s clients and the overall day-to-day activities, the employees involved themselves in to keep the company running.

Area and Perimeter

University of Missouri – St. Louis Fourth grade pupils participated in three hands-on lessons designed to further conceptual apprehension of country and margin. to able to mensurate them in units and to be able to separate them from each other within the same figure. Students worked with a university module member and schoolroom instructor to build forms on geoboards. reassign the forms to stud paper and count units in and around each form. Students’ misconceptions and deficiency of direct experience were apparent in replies on the pretest ; conceptual development was improved as evidenced on replies to post trial every bit good as on dot paper drawings. Although expressions were non developed in the lessons. pupils could explicate how steps were found every bit good as arrive at the right sum at the completion of the unit Area and margins were identified on forms kids constructed and drew. including their initials. Introduction How do pupils larn to understand. step and distinguish country and margin? Over the past several decennaries. research workers such as Jerome Bruner ( 1960 ) and Jean Piaget ( 1970 ) . found that conceptual development is possible when pupils are given chances to believe. ground and use mathematics to existent universe state of affairss at appropriate acquisition degrees ; pupils need to build their ain cognition in context as they engage in tactile experiences. Because most 2nd to fifth grade school students ground at the â€Å"concrete operational phase. † ( Copeland. 1984. p. 12 ) hands-on acquisition chances are indispensable to heightening the children’s mathematical thought. â€Å"Students should be actively involved. pulling on familiar and accessible contexts ; Students should develop schemes for gauging the margins and countries of forms as they â€Å"measure objects and space† in familiar milieus ( NCTM. 2000. p. 171 ) . Using manipulatives to further students’ measurement sense of country and margin is supported in the NCTM papers every bit good as mathematics instruction literature ( Outhred. L. A ; Mitchelmore. M. . 2000 ) . The constructs of country and margin are hard for pupils to hold on. as reported in the TIMSS consequences ( NCTM. 1997 ) since 4th graders scored less good in the country of measuring than they did in subjects of whole Numberss. informations representation. geometry. forms. dealingss and map and fractions and proportionality. The National Assessment of Educational Progress ( NAEP. 1999 ) . reported that merely 35. 4 % of nine-year-oids were successful in happening the margin of a rectangle. merely 37 % could happen the country of a rectangle and that 4th and 8th class pupils sometimes confuse countr y and margin. Carpenter. T. P. . Lindquist. M. M. . Brown. C. A. Kouba. V. L. Silver. E. A. A ; Swafford. J. O. ( 1998 ) found that this deficiency of understanding continued to impact kids in older classs. This article is written to depict a undertaking designed to work with 4th graders on these critically of import but confusing measuring and geometry subjects. The lessons focused on developing conceptual apprehension of country and margin. numbering their step and so comparing them in a common scene in order to place and separate them from each other. Project Overview A St. Louis Public School District instructor and a University of Missouri-Saint Louis mathematics instruction professor worked together during the 2002-2003 school twelvemonth in a district-university fionded concerted undertaking to develop and team Teach lessons about country and margin. Geometry and measurement subjects were chosen because the school’s intermediate class pupils scored at less than desired degrees on pr ovince and territory standardized mathematics trials administered during the old spring semester. The category consisted of 16 males and 11 females and participated in the undertaking for four hebdomads. An assessment instrument was administered in an attempt to find students’ construct and accomplishment degrees of cognition about country and margin of simple closed plane geometric figures before forma! direction began. The inquiries were both conceptual and procedural in nature and are found in Table 1. as are sample replies. Tablet: Pre-assessment 1. What does perimeter intend? Sample replies: It means length something ; It means to touch something ; it is a math word. 2. How do you mensurate perimeter? Sample replies: You need to happen a large twine ; you can’t mensurate it ; you add something ; you multiply something. 3. Where is perimeter found in the existent universe? Sample replies: It’s truly non in the existent universe. merely in the books ; it’s found on the map ; it’s my fencing. 4. What does country intend? Sample replies: The topics we learn ; something in the geometry chapter ; the infinite around a square ; the infinite in a line. 5. How do you mensurate country? Sample replies: With a swayer ; there is a expression ; we haven’t learned that yet ; with your manus. 6. Where do you happen country? Sample replies: In the book ; in a narrative ; in a spelling list ; in a house. 7. Why do you necessitate to cognize about country and margin? Sample replies ; for the trial ; for following twelvemonth ; the instructor says we have to ; to mensurate material. hello measuring the consequences of the pretest. the instructors discovered that many pupils frequently confused their apprehension of country with that of margin. Although many pupils could declaim expressions. peculiarly for happening the step of country. the scholars were unable to explicate why that expression â€Å"worked. † Some pupils could non remember which portion of a figure was the country and which was the margin. After analysing the consequences. the instructors designed three lessons. The first would supply chances to advance apprehension of the constructs for â€Å"perimeter† and â€Å"area† in relation to existent geometric figures. Following pupils would larn to mensurate margins and countries in the same figure. The 3rd lesson focused on measuring students’ ability to separate the concepts and to happen the measurings within the same geometric figure. Understanding the geometric footings and meaningfully separating them from each other w ithin the same form were the ends of the undermentioned lessons. Lesson One: Margin and Area Concepts The first lesson dealt with the constructs of margin and country. Students were asked to see constructing a pen for a pet in the pace or place so that they could get down to team with a existent universe application inquiry or enquiry. Learners were to find how to denominate the pen’s location and what sort of infinite they wanted. in footings of grass. asphalt or soil. to cover the fioor of the pen. Students were given objects such as books. pencils. scissors and paste sticks and asked to follow around them on field paper to see the thought of a environing boundary line or margin. Because the names of objects can non be discovered. as such. and because footings are most efficaciously understood when taught at the same time with hands-on experiences ( Sheffield. Cruikshank. 2000 ) . pupils were asked if they knew the term for the outside boundary lines that had merely been traced. After several conjectures. pupils were told that the geometr ic term for boundary was â€Å"perimeter. † A treatment ensued refering the demand to larn about margin. Students suggested assorted forms the boundaries could take on for the enclosures plarmed for the pets. To develop an apprehension of country. pupils began by sing the infinite within the boundary of a plane figure. Reynolds and Wheatly ( 1996 ) identified five degrees of imagination believed to be of import in explicating children’s actions in pulling coverings of parts on isometric documents. The first degree. that of building an image of the given form. was accounted for as pupils shaded the infinite inside the boundaries of the books. as pencils. scissors and paste sticks they had merely traced. Students so moved a manus over the surface of the points. The term â€Å"area† was associated with this infinite so that experience preceded and so was connected to the symbol which was the word. A argument ensued about the most suited surfaces that might cover the floor ofthe pet pen. Geoboard Experiences: Margin Because geoboards provide a manner to visually stand for forms. the manipulative was chosen to supply hands-on experience for go oning to develop conceptual apprehension of both margin and country. Working with geobands and one geoboard per groups of three or four kids. pupils were asked to organize a closed. straight-sided form that represented a type of enclosure for a pet. Students shared their work with other groups. demoing the margins of their created figure by following around their forms with their fingers. The geoboards were traded and each pupil had an opportimity to thumb follow the margin of the form formed by another group. Geoboard Experiences: Area Next. the pupil groups formed geoband figures of favourite playthings or objects they liked at place. Computers were chosen by 80 % ofthe pupils. Geoboard figures were shared among the groups as pupils enjoyed thinking the names of each form. Each pupil so cut a piece of paper to put over the infinite within the boundary ofthe created form. Students identified that infinite as â€Å"area† and a connexion was made between the word and the existent infinite inside the boundaries of the traced existent universe forms. This connexion was a powerful learning experience for pupils. To travel scholars to the pictural degree of abstraction ( Bruner. 1960 ) . dot paper was distributed. Students drew the geoboard form for a favored enclosure on the dot paper with a image of an carnal inside the form or enclosure. Students highlighted the margin lines on their documents with one colour and lightly shaded the country within the figure with another colour. Teachers circulated about the room to measure the work. The lesson concluded by holding pupils write the word â€Å"perimeter† o utside their figure and the word â€Å"area† within it. Lesson Two: Count Perimeter Units The end ofthe 2nd lesson was to enable pupils to understand and go skilled at mensurating margin and country. Length is an property that can be measured straight ( Jensen. 1993 ) . Students were told that each unit ofthe fencing for their favored enclosure would be $ 1. 00 and asked what they could make to find the entire cost. Students replied that they needed to happen the length of the fencing they would necessitate. or the length ofthe margin. To happen how many units to number to happen the length of the margin. scholars foremost connected two back-to-back prongs with one geoband in a horizontal or perpendicular way to call the distance between two prongs as one unit in step. Perimeter was counted in generic â€Å"units† in order to concentrate entirely on the construct of length instead than standard unit labels. With that cognition. pupils worked in braces to make forms for the pet pens. Using the unit length as the distance between two prongs. pupils counted the figure of units around the figures. Eacb brace of pupils traced around the boundary of the form. numeration and describing the entire Numberss of units found. Students were asked which group’s enclosure would necessitate the most or least sum of fencing in footings of unit length. Findingss were compared provide another position and degree of abstraction. Examples of these forms are found in Figure 1. As pupils counted units of margin. instructors noticed that some scholars had jobs when numbering around a comer of a figure ; merely one side of a square was included as a unit and so perimeter count fell abruptly of the existent measuring. This misinterpretation was remediated when the instructors moved about the room observing and oppugning students’ logical thinking and mensurating techniques. Two pupils who counted right explained their schemes to the category. This information facilitated category treatment in which pupils could show their correct and wrong responses. Some misinterpretations were rathe r apprehensible to the category and could he remediated rapidly. For illustration. one pupil thought that he should number merely the sides but no comers and found his measuring to be excessively low and another multiplied the length by the breadth count and happening the sum conflicted with the figure found by numbering the units on the boundary line. That pupil confused margin with the country expression that had been memorized. Students created extra forms to happen margins ; a category treatment in which pupils shared consequences and concluding followed this activity. Figure 1: Which Enclosure Requires the Least Amount of Fencing? Counting Area Students were asked why happening the size ofthe pen country would be of import to them and their pet. How would the size ofthe country affect the manner they would construct the enclosure? During the category treatment. some pupils suggested that the sum of country would state them how much of their pace they could utilize. how much room their pet could play in or how much flooring they could afford. if the country were to be covered with some stuff. Methods of mensurating the country of the schoolroom objects were discussed. Some pupils suggested taking the documents on which objects were traced and puting them on top of each other for direct comparing. When that was done. a list was made ofthe countries from largest to smallest by posting the documents on a bulletin board. Students were so asked how they could mensurate and compare big infinites such as the floor. door. ceiling or a favored enclosure. The geoboard was distributed to assist work out this job. Students used one geoband to envelop one square unit within a geoboard – created figure for the pet pen. Each internal square was counted as one unit of country. Care was taken that pupils did non overlap or breach the internal square units. All the internal squares that were enclosed within the form were counted. Extra forms were created on the geoboards and traded so that each group covered and counted the internal infinite of another groups’ figure. The countries were reported by each group in footings of the figure of internal squares so that pupils would avoid thought of country merely as the memorized expression of length x breadth – country. â€Å"Premature usage of expression can take to work without intending â€Å"† ( Van deWalle 1994. 332 ) . Shapes were once more transferred to stud paper and the step ofthe country was recorded inside each form as pupils counted the internal squares. Last. pupils were asked if there were a connexion between the breadth and length of their figure and the country count. Several pupils stated that the length count was a manner to â€Å"keep track† of how many perpendicular columns they saw within the figure. If they multiplied the figure of perpendic ular columns by the sum of squares within each of those columns. they â€Å"got the country count. † The lesson concluded with a treatment of the difference between country and margin parts of the same form. Students’ accounts of what the difference is and how they know one from the other are found in Table 2. Table 2: Post-assessment 1. What does perimeter intend? Sample replies: It’s the line around a form ; it’s how I know what the form is ; it’s a line I measure. 2. How do you mensurate perimeter? Sample replies: With a swayer ; you count the Markss on the swayer all around the form ; with grid paper 3. Where is perimeter found in the existent universe? Sample replies: It’s the boundary in my pace ; it’s the fencing in my pace ; it’s how far around my book is ; it’s the lineation of my computing machine. 4. What does country intend? Sample replies: It’s the infinite inside a form ; it’s the portion inside the boundary ; it’s the portion I can rub my H and over in a form. 5. How do you mensurate country? Sample replies: By numbering squares inside a form ; with a swayer to number the units on a side ; by numbering the units up and down the rows. 6. Where do you happen country? Sample replies ; In the book ; inside a form ; the infinite in my pace at place. 7. Why do you necessitate to cognize about country and margin? Sample replies: for the trial ; for following twelvemonth ; to tel! what size something is ; to cognize what infinite something can suit in or how much fencing to purchase to set around a infinite for a pet. 8. What is the difference between country and margin? How do you cognize? Sample Answers: Perimeter is a line around an object and country is the infinite inside ; margin is a line around and country has squares to number how large it is ; I know from numbering the margin and the country in my lesson. Lesson Three: Distinguishing Between Area and Perimeter Students were engaged in placing and mensurating the country and margin constructs by chalk outing their first and/or last initial on dot paper during the concluding lesson. Working in braces. each pupil drew his or her first and/or last initial on the paper and so counted and recorded the margin and country of each other’s initial. Students helped each other draw and count. Slanted line sections counted as about one and one half unit of length. Examples of the students’ initials are found in Figure 2. Some pupils had trouble enveloping merely one square in order to number country within a form. Teachers and equals helped those who found the shading and numeration of country squares to be hard. Figure 2: Drawing and Counting the Margin Appraisal and Evaluation At the decision of lesson three. pupils were asked the same inquiries that were posed at the start of the lesson one. Informal analysis of the post-lesson responses revealed that the pupils understood country and margin constructs and could find the difference between them more accurately. Building. drawing and measurement experiences that began at the concrete degree and progressed to representational activities provided rich chances for scholars to do the constructs their ain. Activities affecting believing about pets and pulling initials were a challenge and meaningful to the 4th graders. The lessons were about them! Conclusion Measurement and geometry are subjects in the simple school course of study that can be taught in a mode that encourages building of conceptual apprehension with direct experiences. Real universe applications are legion. gratifying and built-in to mathematics success in students’ go oning instruction every bit good as in day-to-day state of affairss. Understanding the difference between the constructs of country and margin is indispensable to working with building forms. higher degree job work outing. and applications to three dimensional figures and strong spacial sense. Clearly. memorising misunderstood expressions is a short term solution that does non supply for long term keeping. conceptual apprehension or procedural accomplishments. all vitally of import factors in students’ success and accomplishment throughout the field of mathematics. Mentions Bruner. J. ( 1960 ) . The procedure ofeducation. Cambridge. Ma: Harvard University Press. Copeland. R. W. ( 1984 ) . How kids learn mathematics: learning deductions of Piaget ‘s research. New York: Macmillan Publishing Co. 1984. Jensen R. J. ( Ed. ) ( 1993 ) . Research thoughts for the schoolroom: early childhood mathematics. New York: Simon A ; Shuster. Macmillan. 1993. Outhred. L. N. A ; Mitchelmore. M. C. ( 2000 ) . children’s intuitive apprehension of rectangular country measuring. Journal of Research in Mathematics Education n. 2. p. 144-167. Piaget. J. A ; Inheldr. B. ( 1970 ) . The child’s construct of geometry. New York: Basic Books. 1970. Reynolds. A. . A ; Wheatley. G. H. ( 1996 ) . Elementary students’ building and coordination of units in an country scene. Journal for Research in Mathematics Education. 27. 564. 581. National Assessment of Educational Progress ( 1999 ) . The nation’s study Card. ( On-line hypertext transfer protocol: //nces. erectile dysfunction. gov/nationsreportcrad/tabIes/LTT1999/ ittintro. asp National Council of Teachers of Mathematics ( 1997 ) . U. S. mathematics instructors respond to the Third International Mathematics and Science Study: Grade 4 consequences ( On-line ) . Available: hypertext transfer protocol: World Wide Web. nctm. org/new/release /timss-4’*’-pgO 1. htm. ( July 10. 2001 ) . . ( 2000 ) . Principles and criterions for school mathematics. Reston. VA: NCTM: Writer. Sheffield. L A ; CruikshankD. E. ( 2000 ) . Teachingand larning simple and in-between school mathematics. New York: John Wiley and Sons. Silver. E. A. A ; Kenney P. A. ( Eds. ) . ( 2000 ) . Consequences from the 7th mathematics appraisal of the National Assessment of Educational Progress. Reston. VA: NCTM. Van De Walle. J. A. ( 1994 ) . Elementary school mathematics. learning developmentally. New York and London: Longman Publishers.

Stalking Behavior Essay Example | Topics and Well Written Essays - 1000 words

Stalking Behavior - Essay Example Stalking can cause mental and psychological distress to the victims, paralyze professional and social life, with repercussion on health and even raise the incidences of accident and injury. Violent staking behavior can lead to injury and deaths. Legal sanctions by it-self may not be effective in preventing stalking behavior completely. Often the victims is not able to perceive talking behavior, analyze the risk factors, or even acknowledge and cooperate with authorities to stop such behavior. Effective coordination among all including, legal, societal, educational, health care etc is required to counter the problem of stalking. Effective nursing can play an important role in preventing further incidence of stalking and recovery of the victims. Stalking as per the Law on Proscribing Stalking Behavior and Assisting Victims refers to any repetitive conduct, behavior or action where the victims feels stalked harassed or victimized. These can include lurking, following, observing, repeatedly trying to make contact with a person even without his/her consent, not accepting a refusal, harassing or targeting a persons, the persons partner, spouse or relative, silent phone calls, verbal abuse, violent acts against a persons, or anything that annoys, threatens, troubles or defames the persons reputations etc. It has been found that stalking behavior is not restricted to a particular gender but there are greater documented incidences of male stalkers. There are a numerous other behavior that a stalker may resort to. Stalking behavior can vary from mild to serious stalking. It is often difficult to perceive stalking behavior initially. Mild stalking behavior in most cases goes unnoticed. In many cases mild stalking behavior can become more serious over time. In most cases stalking behavior is misleading because stalkers appear harmless at first. Latter on this may transgress to persistent annoyance caused to the

Conceptual Framework Essay Example | Topics and Well Written Essays - 500 words

Conceptual Framework - Essay Example The disruptive innovation theory describes the process by which a product or service takes root initially in the market, in the form of uncomplicated applications, and then moves up the market in a relentless manner. The new product disrupts the entire market and existing value network and as well displaces the earlier technology and competitors. A disruptive innovation allows the whole population access to a whole new product that was initially historically accessible to a specific set of consumer with a lot of money. Business or companies can also be disruptive, and when in this nature the expected characteristics would be that, at least in the initial stages, of smaller target markets, lower gross margin, and products or services that may appear simple and unattractive solutions when compared to the traditional performance metrics (Fannin, 2012). Usually companies tend to innovate faster even than the rate at which their customers’ lives change. In such instances, an organization would end up eventually producing the products and services that are too expensive, good, and inconvenient for most of the customers. Pursuit of sustainable innovation has perpetuated what has helped companies historically to be established in new market such as India and succeed in their production endeavors. Ideally, companies have unwittingly, in most occasions, opened their doors to disruptive innovations and not sustaining innovation which in itself does not lead to the creation of new markets or value networks but, evolve the existing ones with better value. Generally, according to this theory, companies that are well managed and quick to respond to their clientele and have exceptional research and improvement can be impaired by disruptive innovation (Evans, 2002). The relation of this theory to my study is based on the apprehension of the actuality that, in India, new companies have sprang up in the recent past that have introduced new products in

Impact of NGOs on Chinas Labour Rights CSR Component Essay

Impact of NGOs on Chinas Labour Rights CSR Component - Essay Example The role of NGOs is growing more important in China given the lack of political independence, as well as freedom of association, for work councils and trade unions on the factory floor. This vacuum is filled partially by labour support and labour rights NGOs, which bargain for labour rights and offer support to work for councils at factories and other workplaces. These organizations have more room to manoeuvre since they can bypass political aspects because of their business model, although this can also lead to additional dependencies that hamper their strategies for collective action focused labour rights (Lin, 2010). NGOs, thus, face the delicate task of balancing dependencies between businesses and states and expanding on what current labour laws, both national and international, provide. Their effectiveness against this backdrop will be discussed with regards to labour rights within their larger CSR monitoring mandate. NGOs working in the labour rights and labour support sector in China have several government-recognized frameworks to ensure adherence to CSR, particularly labour rights. One of this is the 2008 Labour Law that was passed in mid-2007 and implemented the next year. In passing the new labour law, the Chinese legislature strengthened worker protection and made a real attempt at adhering to internationally recognized labour regulations (Zheng, 2009). This law required that employees in all Chinese companies give their workers a written contract and restricted use of casual labourers, while also making it more difficult to lay off workers. The law also softened its stance on foreign companies that were a threat to those in China, as well as enhanced the role of the state-owned union in collective bargaining. The law also requires that all employers give equal treatment to immigrant and local employees. In addition, the law also requires that the written contracts offered by employers to w orkers meet minimum safety and wage regulations (See, 2009). For NGOs in China, most of which are funded by foreign labour rights organizations, this moves the country towards a European-style regime of labour regulations.

Discuss who is responsible for creating a 'Broken Britain' Essay

Discuss who is responsible for creating a 'Broken Britain' - Essay Example David Cameron, the prime minister of Conservatives, prior to the lections of 2008 had appeared in Glassgow and gave a vision of broken Britain’ for the first time. In his speech, he admitted the effects caused by destruction of industries and its disastrous outcomes on jobs and aspirations of people. What is actually meant was formulation of wrong policies which curbed the interests and wellbeing of middle- class Britons. People who were around and below poverty line and people facing social exclusion were his chief concerns. He placed their problem on similar grounds of importance with other national problems like obesity, consumption of drugs and alcohol. He insisted that problems in society arise as direct â€Å"consequence of the choices people make†. This view of broken Britain is shared by most British citizens. Glassgow’s residents had suffered though the phrases said by Cameron (Jones, 2011, p. 73). Politics, more precisely liberalism had played a major role in breaking it further. While endorsing his â€Å"semi- apocalyptic† vision of Britain being broken into pieces, the working middle class and lower middle class sections were first held responsible and then shown as victims. This duality in policy led to division of opinions among millions of Britons all across the state. Added to it, since then whenever there occurred any tragic incident or mishap happened, political leaders tried their level best to exemplify them and support their own respective views. All these did nothing but infuriated the common people. Several surveys and studies have reflected the growing contempt. The working class or middle class average Britons were targeted by both the parties belong to right and left (Jones, 2011, p. 73).... Added to it, since then whenever there occurred any tragic incident or mishap happened, political leaders tried their level best to exemplify them and support their own respective views. All these did nothing but infuriated the common people. Several surveys and studies have reflected the growing contempt. The working class or middle class average Britons were targeted by both the parties belong to right and left (Jones, 2011, p. 73). Britain: social decay Present day British society is subdivided into numerous categories. Different classes are segmented based on culture, ethnicity, affluence, ancestral roots and tradition. All these segmentations have made Britain’s society rather a complex one. Political and cultural authority of London all over Britain is not welcomed by some parts of Britain. Also districts like Wales, Scotland, Northern Ireland and England have been continuously pledging for autonomous power in their respective areas than centralized authority of London ( Levitas, 2005, p 123). At the same time, there exists stark disparity among the rich and affluent class and the economically depressed ones. Thus gaps regarding economy and culture have separated northern and southern parts of Britain. Above all is the political rift between the liberals and the conservatives. The political arena has created divisions among natives, common citizens, minority communities and groups of special interest. Their chief concern is the imbalance between ethnic cultures and national identity as a British. Also, one can experience a chord of disharmony among the cities and the British countryside. Difference in moral values among the old and new generation can also be found all through Britain. This is roughly the present

Policy Implementation and Application Assignment

Policy Implementation and Application - Assignment Example It is important for you to note that, the current ethical standards have brought ethical behavior in our organization to the forefront of public consciousness. Today after getting knowledge of the past, and getting to know the role played by ethics in running a business, the question is no longer, whether ethics is vital, but how to maintain the ethical behavior in an association. I wish to notify you that, how you handle customer related issues as the mangers and leaders of the organization, determines the size of our customer base. I therefore, wish to make an appeal that you exercise the courteous behaviors at all times in handling the issues poised by our esteemed customers at all times. I wish to reiterate to you that, in today’s community, individuals do not at all times do what is right, they may be right aware that doing certain things will bring greater consequences that they would not like but go ahead and perform them. It is, therefore, your responsibility as the le aders of ECG to make sure that the organizational culture supports the ethical conduce and social responsibility. As the ambassadors of our company, you must be the voice that individuals look to, to understand what they are up to at all times. I wish to reiterate that as the top leaders and managers of ECG, you are expected to alleviate vices that are detrimental to the success of our organizational activities such as harassment, discrimination, and abuse of office. You are expected to uphold professionalism in running the affairs of our company at all times. Various aspects of the company such as recruitment and promotion of personnel warrants stringent adherence to the laid procedures. You are expected to recruit personnel into the company with respect to merit and competence. Discipline is paramount at ECG and thus, as the leaders and managers of the organization; you are expected to identify the errand members of the organization, hence subject them to disciplinary measures acc ordingly. It is important for you to note that the conduct of the employees under your respective capacity as leaders depends on your respective management styles. Concerning this, therefore, I appeal for your close monitoring of the organization’s employees to ensure that they adhere to the stipulated rules and regulations. I wish to inform you that, as the leaders and managers of ECG in various capacities, you ought to make it a continual habit to treat every worker fairly. It is important for you to note that fair treatment of the organization’s employees dictates their level of commitment to the activities of the organization. Therefore, try to win the confidence of the employees under your respective leadership at all times whenever you are attending to their needs or interacting with them. Try to inculcate good morals and sense of hard work in all employees at all times. I wish to let you know that, the manner in which the ward of tenders at ECG is done, contrave nes the recommended procedures. I therefore, call upon the members who sit in this committee to portray high professionalism and integrity while handling all the affairs related to the progress of the. Kindly, note that, the ethical dilemmas can cause effects to association’s reputation, and its financial performance. You are expect

Essay Example | Topics and Well Written Essays - 250 words - 174

Essay Example Mrs. Hutchinson screams when men subject her into abusive harassment. She claims that there is no fairness in the manner men handles her. She even experienced stoning by the same men on the side of her head (Skwire and David 27). In this paragraph, Frost Robert in his book â€Å"The Road Not Taken, and Other Poems,† uses the poem to show his hopelessness. He does it by using a pathless wood filled with cobwebs. The pathlessness and face burning and tickling with the cobwebs indicates that the speaker cannot see clearly his future. However, the speaker hopes to come back reenergized and begin a fresh his efforts of life (Frost 16). In this paragraph, Gaunce uses his book â€Å"The Broadview Anthology of Short Fiction, second edition,† to show a common belief. The belief is that the unity of the people in the context of this book originates from a child’s abominable mystery. However, the author also explains that not everyone understands this common phenomenon. The elders in this context instill this belief on children when they are still young at the age between eight and twelve years (Gaunce 229). In edition titled â€Å"American Gothic: An Anthology from Salem Witchcraft to H. P. Lovecraft,† by Crow Charles, the editor brings out the theme of human weakness in nature. The author admits that every individual has his or her weakness and forgiveness is inevitable. The characters here hope that it is still possible for people to be virtuous in their hearts (Crow

RECONSTRUCTION AND RADICAL Assignment Example | Topics and Well Written Essays - 500 words

RECONSTRUCTION AND RADICAL - Assignment Example Reconstruction, it remains true that Radical Reconstruction was more challenging for the Southern States to fulfill than Presidential and provided more benefit to the freedom. The main reason that rendered Radical Reconstruction more challenging in the Southern States was the ability of the same to undermine the South’s economic and social gains. Specifically, Radical Construction fundamentally demanded the democratization and redrawing of racial relations and the enshrining of these milestones in the constitution. This would mean that the rules that had been enshrined in the Emancipation Proclamation would be upheld and not reversed. Although President Abraham Lincoln had successfully issued the Emancipation Proclamation on January 1, 1863, yet there was hope among the Southerners that the legal stipulations thereof could be reversed. As a matter of fact, to underscore the reality of this hope, Southerners had attempted to reverse the Emancipation Proclamation by universally condemning it in the Confederacy and then following this condemnation with legal means (Festle, 2003). Again, Festle (2003) divulges that Radical Reconstruction was viewed as a serious threat to the welfare of the South since it could allow blacks the chance to access educational, economic and educational opportunities as a way of transforming their welfare and the society in which they lived. This according to the Southerners meant that blacks were no longer going to kowtow to white American’s demands and servitude. As if their fears were founded, as the Radical Reconstruction neared its conclusion, African Americans vied for greater freedom and empowerment, while unrelentingly challenging and addressing centuries of anti-black laws and traditions. The foregoing does not downplay the hardship that the South experienced in Presidential Reconstruction. However, compared to Radical Reconstruction, Presidential Reconstruction was a lesser evil. In fact, the President could still be

Macbeth English Coursework Essay Example for Free

Macbeth English Coursework Essay 1. The scene opens with Lady Macbeth speaking in soliloquy; as a director I would tell the actress to look agitated, maybe wringing her hands and pacing the stage, quite near the back of the stage so it looks as if she is almost trying to hide. In the first soliloquy she seems less powerful compared to when she is with Macbeth. Lady Macbeth begins to imagine noises that represent bad omens, for example, the owl shriekd. She probably didnt hear that noise but an owl shrieking is a symbol of evil and she knows she is doing wrong. She then begins to go over the plans as if she is reassuring herself of what to do and wondering what is going on and how the plan is doing. Lady Macbeth obviously wasnt that confident because she even says that she needed an alcoholic drink to calm her and make her brave again. Then when Macbeth enters, still in soliloquy, she panics that Macbeth hasnt committed the murder, that they woke up and caught him and she expresses her doubts very obviously as shown in this quotation, I am afraid this shows how she lacks confidence and proves that she wasnt bold. Then when Macbeth and Lady Macbeth begin to talk to each other they are both very nervous and jumpy but slowly Lady Macbeth begins to regain control again and she can then comfort and sooth Macbeth who is very shocked and seems almost hysterical. Then Macbeths concerns worry Lady Macbeth but she still remains in control because she starts to command and order Macbeth around. For example, give me the daggers, get on your nightgown; Lady Macbeth regained her calm and Macbeth has become worried. Lady Macbeth gets worked up because of Macbeths doubting and worrying and she is almost shouting in rage at him when she says infirm of purpose and as a director I would definitely say to be bossy and very angry towards Macbeth. She then begins to insult him which shames him as he is supposed to be a brave warrior when she calls him a child so she has definitely regained her control and is bold at the end of the scene. 2. In lines 16-31 Shakespeare creates lots of tension and anxiety by showing Lady Macbeth who is supposed to be very brave and someone who would rather bash her babys brains out than show cowardice being nervous and jumpy. Lady Macbeth says that she couldnt do it herself and doubts that Macbeth has the willpower to do it as well. Following this there is a very jumpy quick exchange between them in lines 22-30. The punctuation in this section is very short like full stops exclamation marks it is very quick answering, they almost finish off each others sentences. This would make the audience think whether they were going to get away with it? Would they be found out? Could they cover it up? Lie about it? So this creates a lot of anxiety as the audience want to know what is going to happen to them. 3. Macbeth is in a state of shock when he returns from Duncans Chamber. He hears sounds which frighten him so he appears very shocked and upset when he enters the scene. He is concerned that they will be found out and in that era the punishment would have been death for high treason. When he talks to Lady Macbeth they have a very quick and nervous exchange. During this exchange he begins to realise the seriousness of what he has just done and Macbeth then begins to feel guilty. He doesnt seem to be able to focus on one thing at a time but the two dominant things he talks about is that he wont be able to get spiritual forgiveness and he wont be able to sleep. He then starts to talk about two lodgers praying and the fact that when they said Amen he couldnt because he had gone against God and broken the Divine Right of Kings. The Divine Right of Kings is an ancient belief system that was the eldest son of the king or queen would become the next ruler of the country. Macbeth had killed the king and taken his place so broken this spiritual belief. So Macbeth knows that he has disobeyed God and cannot get forgiveness. This is shown in lines 37-44. In these lines a very strong metaphor is used to show just how guilty he feels. The metaphor is: Hangmans hands. This is comparing his hand to those of someone who kills frequently so this means that Macbeths guilt is so strong that it feels as though he has killed more than one person. The second dominant topic is that Macbeth sleep has the power to heal and nurture people who are troubled and weary but he has lost the right to sleep and will never sleep again. Lines 47-52 use a lot of good personification which further shows the guilt that Macbeth is feeling. He refers back to the witches in this extract: Glamis hath murderd sleep, and therefore Cawdor Shall sleep no more; Macbeth shall sleep no more. this suggests that the witches are on his mind and how their prophecies have driven him to treachery. He then begins to question why he is jumpy; why his guilt and regret is so great; why he cant go back in the room or even look at his hands. 4. The scene starts off with Macbeth in control because Lady Macbeth couldnt commit the murder but after Macbeth did he couldnt re-enter the room and face what he had done. Their relationship is very interesting because they have a large reliance on each other. Lady Macbeth needs Macbeth to commit the murder and Macbeth needs Lady Macbeth to drive him and push him so he has courage to commit the crime. Macbeth looses all his control in the relationship after he commits the murder because he is so haunted and shocked by what he has done and he then needs Lady Macbeth to calm him and make him feel at ease. You can find this change between lines 20-79. Lady Macbeth is in complete control at the end because she begins to call Macbeth names to make him feel ashamed of his cowardice and uses very commanding vocabulary to make him hide what they know and she is in some ways scared in case he cant pretend that he doesnt know anything. 5. The main themes of the play are nearly all mentioned in this scene. To me the most significant theme is that this story is about a man who potentially could have been great, powerful and strong but has been corrupted by darkness, witches and greed. Witchcraft is the theme that got them to this stage and is what really drives Macbeth to commit the murder. The witches prophecy drives him to killing anybody who got in his way especially Macduffs family in Act IV Scene 2. Macbeth is constantly referring back to the witches and seems to have complete trust in them. An example showing that they are on his mind is in Act II Scene 2 when he is distraught about the murder in lines 55-57. Lady Macbeth also refers to witchcraft when she hears bad omens like the owls scream so witchcraft and darkness is a main concern and theme of this particular scene. The theme of deception is carried on throughout this scene; at a more physical level than the deception of the witches with their contradicting language. In this scene, Act II Scene 2, Macbeth and Lady Macbeth are putting the blame of the murder on the Kings guards and appearing to be unaware of the situation. Bloodshed and guilt is another key issue especially with phrases like Hangmans hands and they very graphic visual image in lines 76-79. This theme is referred to throughout the rest of the play and eventually until Lady Macbeths death. The guilt is so strong that it causes her to take her own life and the guilt rules Macbeth into decisions and causes a lack of sleep which is another key theme. His lack of sleep is because he has ruined his own equilibrium. Macbeth knows that he has disrupted the Divine Right of Kings so therefore upset God. So Macbeth finds that he is unable to pray and has lost the right to sleep which is natures healer which is a theme which continues right from the murder to the end of the play. He becomes mentally disturbed. The final topic in this scene is the power shifting in the relationship between Macbeth and Lady Macbeth. They both rely on each other to be strong.

Health Care Marketing Essay Example for Free

Health Care Marketing Essay The United States spends more than $4.2 billion annually as a resource to market in the direction of health care consumers. Advertisements consist of pharmaceuticals, alternative medicine, and in many cases, lawsuits as a result of alleged bad drugs. The two forms of marketing are direct to consumer advertising (DTCA) of medicines to treat a disease or illness, and direct advertisements reaching a more diverse populace of health care consumers requiring medication. Through the practice of print advertisements, television announcements, radio commercials, the far-reaching side effect of health care marketing is fast becoming an epidemic. My Opinion on Current Health Care Marketing Techniques While my opinion on health care is apparent, I also realize the ever-changing atmosphere and understand that with change come additional responsibilities. From first-hand accounts and voice-to-voice with family in the health care arena, I am doubtful that all possible improvements have been implemented. It is my desire to see a more established forefront to the real problems in health care. We have great potential in this country to improve the processes and services available to health care consumers. How I feel Current Marketing Techniques Are Affecting Consumers? Marketing techniques, in my opinion, often overstep the boundary of ethical behavior; more particularly regarding the use of pharmaceutical marketing techniques. I often wonder about the validity of claims made on behalf of pharmaceutical companies, providing vast amounts of information to an unrecognized audience. â€Å"A recent content analysis of 38 television commercials concluded that the emotional appeal overshadowed factual information about the drug: only 26% of commercials provided information about the causes of or risk factors for disease, and 19% suggested lifestyle changes as adjunctive treatments† Pharmaceutical Industry Profile 2007. This information has aided in forming an opinion about how techniques are often over-extended to reach a more diverse population, often with disregard to how this information is perceived by the audience. Conclusion I am grateful for the opportunity to participate in this course. My hopes are to expand my understanding of the processes of health care marketing, learning all the facets of techniques, capabilities, and social responsibilities. References Pharmaceutical Research and Manufacturers of America. Pharmaceutical Industry Profile 2007. Washington, DC: PhRMA, 2007.

How Does Poverty Cause Crime Criminology Essay

How Does Poverty Cause Crime Criminology Essay In the current essay we will discuss the fact that poverty causes crime. Poverty is a characteristic of the economic situation of the individual or social group in which they cannot satisfy a certain range of the minimum requirements needed for life saving ability.   Poverty is a relative concept and depends on the overall standard of living in this society. According to experts, not getting decent wages for their work, young people gradually lose the desire to marry, marry, have children they are full of fear for tomorrow, not sure that tomorrow they will not be fired because of another financial crisis. In addition, low wages and lack of jobs, experts say, are pushing young people to commit crimes in order to get rich quickly.   It is, therefore, among criminals, increases the number of adolescents, aged 18 to 25 years. Poverty is a consequence of diverse and interrelated reasons, which combine into the following groups: economic (unemployment, low wages, low productivity, lack of competitiveness of the industry); socio-medical (disability, old age, high levels of morbidity); Demographic (parent families, a large number of dependents in the family); socio-economic (low level of social guarantees); educational qualifications (a low level of education, lack of training); political (military conflict, forced migration); regional-geographic (uneven development of regions). As well, current crisis makes people react and do something, even if it is illegal, they start committing a crime. Poverty causes many crimes, as if a person was not poor and had faith in himself, he would not face the thought that he should search another ways to get money. Being poor, which could be caused by different reasons, makes a person unhappy, incapable to earn enough money, to buy anything he wants or at least something necessary. Poverty determines a certain stereotype in a persons thoughts, and he does not see any constructive solving of the problem, as he wants to choose the easiest way of getting money, even harming other people. Poverty has a huge psychological influence on people, who become depressed, desperate and then they decide to commit a crime, as they have not found anything that can legally get them out of such situation. Too many problems that a person faces in the modern society makes him get angrier on the whole situation and look for the new way of solving their problem. The desperate economical situation in the country and consequently the lack of the work places especially for young people creates the thoughts and actions of crime. No guarantees from the government and no proper help to people who are poor, leads to the chaos and misunderstanding, where the only way out they find is to commit a crime. Poverty as a social phenomenon in a historical sense is of lasting value.   The extent and depth of immersion of the people in the country reflects two important aspects of society the level of development of productive forces and the corresponding character of their operation principle of social justice. Most often, poverty is treated as financial insecurity of people, when income of a person or family does not allow maintaining socially necessary consumption for life, interfering with normal living and personal development. Poverty serves as guidelines for shaping social policy.   This phenomenon is assessed by using indicators of absolute and relative poverty, its depth and severity, as well as by the subjective perception of their individual well-being and quality of life. To determine the effect of poverty on crime, there may be also another way: by studying the living conditions of the poor and convicted before they commit crimes. As a consequence of the fact that poverty causes crime, criminally distorted psychology of society, values, personality as a direct cause of crime are expressed by more than just greed, aggression, irresponsibility and neglect of criminal law prohibitions.   It has several forms: greed, greed, the cause component of the Organized Crime and Entrepreneurship, greed, parasitism, generating professional and recidivism, greed, irresponsibility, have a drunken crime, situational robbery and looting teens, when crimes are committed to meet the immediate material needs  , greed, poverty, which is based on physical survival.   At a gain now there is 80% of the totality of the causes of crime at this time. The main source of crime in any society is the aggravation of his social contradictions. It is also defined as meaningful and quantifiable features of the formation are within a specific time parameters.   It is known that the technologically advanced capitalist countries do not have the same crimes. As a fact, crimes begin from the childhood. As a rule, if a child was born in a poor family, there are more chances that he will start committing crimes. All over the world there is propaganda of a luxurious way of life, of successful people, of expensive mansions, cars, of beautiful journeys, etc. When children and adolescents see that and understand that parents will not provide them with all these things, they start looking for the opportunity to get money fast to buy at least something. And consequently they decide to commit a crime. The crimes committed by adolescents are considered the cruelest. The majority of cases of all crimes show that a driving force of the crimes is the money. The values of the society are built the way that those people with the problems in their minds decide to bring closer all these luxurious things. One of the main aspects that can prevent poverty is education. If children are educated properly, then they will perceive the reality as it is and they will try to succeed in legal ways to study, to get a job. Sometimes, crimes are the symptom of the culture, and education can cure the cultural poverty and financial poverty will be cured itself, as a consequence. As a fact, not only poor people commit crimes, as there are also rich people who have no boundaries in their actions and power and they also commit crimes to get more money and power. Considering the statistics, the total number of the seven index crimes is reported to police per 100,000 inhabitants in the United States. The research states that if to reduce poverty, crime will be reduced, although with the crisis that has begun in 2008, there have been registered less crimes, although there are more poor people because of the crisis. As an example of it, in the first decade of the XXI century crime in the United States has tended to decline. By the end of the decade, crime rates, according to many indicators, have fallen dramatically, despite the economic crisis of 2008-2010.   In some cities such as New York, the crime rate has dropped to the record lows. With the onset of recession in the U.S., many media outlets have expressed fears that the crisis (for example, increased unemp loyment and reduced real incomes of people) will lead to a rapid increase in crime.   FBI report shows that these fears have not yet met.   Published in the 2008, the study of the Heritage Foundation showed that the relationship between economic perturbations and crime exists, but it is not so clear.   Thus, in the United States there is a nation-wide crime statistics since 1934.   During all this time only for 16 years the crime rate has declined.   The crime rate has steadily increased from 1955 to 1972, although this time the U.S. economy has experienced a rapid period of development, weak, a recession occurs only in mid-1960.   In turn, during the Great Depression statistics was only for the period from 1934 to 1938 criminals showed less activity.   Federal Bureau of Investigation (FBI) issued a preliminary report on crime rates in the U.S. in 2009.   This statistics is based on data provided by about 17 thousand law enforcement agencies of different jurisdictions.   The main conclusions of the report compared to 2008, the number of property crimes in the U.S. decreased by 6.1%, violent crimes by 4,4%.   According to the report, this year the number of murders in the U.S. fell by 10%, robberies on 6,5%, rape by 3,3%.   Among property crimes, the most significantly decreased the number of thefts of cars (by 18,7%), theft (by 5,3%) and burglary (2.5%).   The greatest reductions in crime noted in cities with populations exceeding one million. In addition to FBI statistics, the crime rate measures the U.S. Bureau of Justice Statistics by the Census Bureau (study called National Crime Victimization Survey). Since 1973, there have been annually polled 70-80 thousand of households (family or group of people living togethe r and having a total budget), to identify about how many actually committed crimes Americans have not informed the police.   The last time similar research was conducted in 2008.   It showed that the victims of the criminals, Americans turn to law enforcement agencies do not always: becoming the victims of violent crimes, they shall notify the police in 51,2% of the property in 39,6% of cases. Another important indicator for gauging the level of crime in the U.S. is a traditional study conducted the service Gallup Rating the perception of crime.   Every year Gallup asks Americans to estimate increased or decreased the number of crimes in their area and across the country.   In the recent years, such survey was conducted in September 2009.   Then 74% of Americans said that compared with last year the crime rate in the U.S. grew on 15% reported that the situation has improved.   The rise in crime in their area was 51% decrease 29%.   As a fact, 12% of respondents said that the situation with crime in their place of residence was very serious; the crime rate across the United States similarly estimated 55% of respondents.   It is curious that in the last decade, both of these indicators remain fairly stable, fluctuating slightly. As a rule, those countries where there is no proper economic regulations, there are more chances that people will react negatively and commit more crimes, as the consequence of unhappy life and no perspective in such countries. Although there is no proof of the direct connection of the fact that poverty is the main motive to commit a crime, as there are many factors present in the minds of people who in different situations can act differently. It is not quite explicable that fact that while there is a depression and economical crisis all over the world, people do not commit more crimes, as the statistics shows that people do not intend to commit more crimes. The consequences and the logic of this fact are not fully understandable. In the modern world everything changes so quickly that people get accustomed to the situation, they learn the rules of the game and probably they try to find a better way to earn money and succeed than to commit a crime. There can be also hope that the mor e people get more education, the more they get knowledge, the better they understand life and the rules to survive. The more people know, the better they understand the situations, the values, the perspective, the more ideas they have, the more creative they are and the more they feel capable to find a job and to succeed in life. In poor countries such as Brazil and the countries of the former Soviet Union, there are millions of poor people who do not have a way out because of the lack of any perspectives to find a job, as the level of corruption is extremely high. In such countries it is especially visible the difference and the gap between the extremely rich and very poor people. There are almost no middle class people who have a job, a house and other benefits. That is why there are almost no chances to combat it, as poor and desperate people in these countries do not see any other opportunity except committing a crime. The obvious injustice and no social guarantees make people feel as losers, who see the luxurious life and who cannot touch it. As a fact, there is a lot of envy because of such a big gap and so much poverty. Each country has its problems and level of poverty, but there is one main point- the lack of money. If people had money at least for the basic needs, there would not be such level of poverty. And as Aristotle said: Poverty a source of disturbance and crime, which means that little problem becomes a huge problem if there is nothing useful done to prevent it. That is why the right policy of the country will be able to eliminate poverty and along with that there will be no crime in the future. What factors specifically lead to poverty in the countries?   This high level of unemployment, a significant number of jobs that do not provide a living wage, as well as reducing the number of social service costs. It can be emphasized that poverty reduction should not be a charity event.   It must go against strong social inequalities.  The only way to do this is to foster a society of equal opportunities. If we deal only with short-term problems in order to achieve short term objectives rather than to focus on strategic issues of economic and social development, we may miss the last chance to make the country the basis for a viable, long-term development based on economic and social modernization. So, the agenda should include the following vital issues: Reducing inequality and providing our citizens the opportunity to realize their constitutional rights; Restoration of a common economic space; Infrastructure development through the joint efforts of government and the private sector (roads, railways, ports, airports, bridges, power lines, electricity, etc.); The solution of demographic problems of the countries; The rise of living standards (including environmental problems); Eliminating unevenness in the level of regional development; Harmonization of interethnic relations in the country and the creation of normal living conditions for the communities living outside of Russia; National security and territorial integrity; The safety of citizens; As a fact, it is easier to prevent poverty than to deal with its consequences. The fact that people commit crimes when they are poor does not justify them. But the government has to take measures to prevent the poverty, there should be created more opportunities for people to work, as keeping people busy can prevent crimes and even the thoughts of it. Proper economical policy, positive changes in the social sphere, economical issues and employment can guarantee the higher level of education and understanding the principles, which will avoid the crime in the future. There should be also organized the certain campaigns aimed at the reduction of poverty, as it in some cases causes crime. Anyway, if the importance of money wan not so crucial these days, probable the majority of people would not commit crimes. As it is very difficult to be different from everyone in the society that value the materialistic ideas, the goods and products, it becomes a real challenge not to have goals to buy, to own something. It happens because the society judges those who are different, who has different vision, goals, principles and ideas. That is why people are almost forced to do everything the right way to be as everyone else is, to work and to succeed. And if there are no possibilities for that in the country, people start looking for other, wrong ways to reach it anyway. They start looking for the easiest, quickest and lowest ways to reach their goal, and that is why robberies, different violent crimes and thefts occur. Some people after committing them feel innocent, as they think that if the government did not give certain things and possibilities to them, then they have the rig ht to take things or money from the richer people. Deceiving themselves, people live in their own world that is so narrow, that allows them to commit a crime and to presume that no one will ever know. As a fact, it is sad that a reality is that money takes a very important place in peoples lives. Everything people do to earn money sometimes in not enough, that is why arise different problems which lead to the thoughts to commit a crime as that last opportunity. Everyone wants to live worthily and this desire determines unexpected behavior. Often people want to prove something to their friends, family, loved ones, but they do not manage to achieve it in a legal way, choosing instead the lowest possible way to commit a crime, thinking that from that moment on everything would change for the better. It is obvious that money rules the world, which is why almost every crime is based on the desire to get more money at any cost. Those who commit crime do not usually think about consequences and they pay for everything they have done later. Sometimes people just lack the patience and they want to have everything too soon without any considerable long time efforts. Consequently, this practice does not work and people are forced to pay for everything they have done. Psychological help and support in difficult situations can help and benefit people to overcome difficulties, challenging times and other problems. Being open to discussions, to new ideas, to new opportunities and options, people can stop thinking about committing a crime because they are poor. The capacity to believe in yourself, in the future possibilities and in the brighter future lacks in the minds of the people. It is surprising that people commit crimes, as it is obvious that sooner or later they will pay for what the y have done and it is important to take control of the life. The mistake is that people sometimes consider themselves cleverer than the others and think they are capable of changing they life easily by harming someone else. This method, fortunately, does not work. Being realistic and optimistic at the same time can save situation and turn life to the better. All in all, only the right policies of the countries can solve this problem and make people understand and see other right ways to earn money and to get out of poverty. People are instruments in the hands of the government and they play by its rules. If there will be more opportunities and proper social conditions for people to live and work, the crimes that are caused by poverty will not take place anymore. A lot depends on the country people live in and on the fact how they see their future, which possibilities and advantages they see and want to implement in their life. Anyway, everything depends on a choice a person makes, wherever he lives and whatever he has.

Frankenstein - Societal Changes in Film Essay -- Essays Papers

A Look at the Story of Frankenstein and the Societal Changes in Film Frankenstein’s monster, a misunderstood creation fabricated by Victor Frankenstein in Mary Shelley’s classic story, has been terrorizing readers and audiences alike for well over one hundred and fifty years. Since the story was first written in 1818, there have been numerous plays, and over one hundred films, each adaptation trying to portray its own vision of the original story. Mary Shelley came to create â€Å"the prototype of a new literary genre – science fiction† (Hardwood 14) while James Whale crafted his beautiful film creation, Frankenstein, to portray conservative values and civil rights while still telling the classic story. Other versions of Frankenstein and modern films such as Blade Runner and The Terminator use the â€Å"Frankenstein myth† to show how technology must be contained. Yet the most popular and admired of these variations incorporate changes to the original story that connect not only with the audience’s fear s, but societal fears including the Great Depression and evolving technology. Mary Shelley and Her Monster While an entire book can be written on Ms. Shelley and her life, I am choosing to focus solely on her social and family contacts and issues surrounding her life that pertain to the writing of Frankenstein. These issues include her parents and lovers, the social crowd in which she entertained with, the contest and dream that lead to the story’s creation, the science that prompted the story to involve an unnatural creation of life, and some theories touching on the social and political agenda of the story. Mary Shelley was born to William Godwin and Mary Wollstonecraft, both influential writers and intellectuals of the... ...e still is only a mother and really serves no other purpose. Both these movies came out in the early 1980’s, a time in which computers and technology was first being researched and discovered. These directors tapped into the their audience’s fear of machines like Mary Shelley tapped into her audiences fear of creating life. Concluding Thoughts Mary Shelley came up with an idea for a story while having a nightmare in the middle of the night. That nightmare was then transferred onto paper and then to the silver screen, each new adaptation changing the original story to get the most fear or response from the audience. I feel that we have not seen the last of Frankenstein or the themes he carried with him for the last 187 years, and as Martin Tropp states, â€Å"Something about the story is never exhausted, always current, always able to attract a new generation† (2).

Essay --

Hutchinson-Gilford Progeria Syndrome â€Å"Progeria† or â€Å"HGPS† is a rare and fatal genetic condition characterized by an appearance of accelerated aging in children. This disease affects approximately 1 in 4-8 million newborns with an estimated 200-250 children living with Progeria worldwide. It affects both sexes equally and all races. Children who are born with Progeria may not exhibit symptoms until the first year of life often characterized by; growth failure, loss of body fat and hair, aged-looking skin and stiffness of joints. As children get older some of the many conditions they suffer from are osteoporosis, generalized atherosclerosis, cardiovascular disease and stroke. Many to all children affected by Progeria die of atherosclerosis at an average age of thirteen (Proc Natl Acad Sci U S A, 2012) ( The Progeria Handbook; A Guide for Families and Health Care Providers of Children with Progeria, Chapter 3, 2010.) A student with Progeria would qualify as an OHI under IDEA because they would have limited strength due to their small stature and bone afflictions. Vitality and/or alertness would also be affected because many students don’t have enough stamina for a full school day without rests. Students are also at a greater risk for heart complications and other health emergencies that may need proper monitoring throughout the school day by a caretaker. All of these and many more issues are due to their chronic health problems which adversely affect the pupil’s educational performance (Parent Information Network, 2008) (Proc Natl Acad Sci U S A, 2012) ( The Progeria Handbook; A Guide for Families and Health Care Providers of Children with Progeria, Chapter 3, 2010) ( The Progeria Handbook; A Guide for Families and Health Care Pr... ...gns of stroke, heart failure, or what to do in the case of a seizure. This information will be invaluable in the case of an emergency. In addition, students with Progeria may be on many medications, the school nurse as well as other staff need be aware of this and their possible side effects. All of this and much of the information above need to be included in the child’s IHCP. Although this disease is rare it’s not impossible to be faced with a child whom is afflicted; with proper parent and staff communications the child can have a positive and accomplished schooling experience ("Ihcp - individualized," ) ("Individual health care," ) ( The Progeria Handbook; A Guide for Families and Health Care Providers of Children with Progeria, Chapter 3, 2010) ( The Progeria Handbook; A Guide for Families and Health Care Providers of Children with Progeria, Chapter 16, 2010.)

The Growing Threat to Civil Liberties Essay -- Rights Freedom Essays

The Growing Threat To Civil Liberties The United States has long been respected for the principled thoroughness with which it has upheld the right to freedom of speech embodied in the first amendment to the constitution. We owe part of our own freedom of speech to the Americans who have upheld freedom of speech on the Internet against pressure from other countries who are angry that their citizens can call up forms of speech banned at home. The US consistently refuses to sign international agreements that would infringe the purity of its own constitutional guarantees of freedom of speech. It is thus distressing to read in David Bernstein’s excellent book how anti-discrimination laws are being used to undermine civil liberties, such as the freedom of speech, in the very home of liberty itself. The US courts have in the past upheld freedom of speech, even where it might seem to encourage crime or subversion, but they have allowed anti-discrimination laws to over-rule freedom of speech. Once again the drive for equality is revealed as the greatest enemy of individual freedom. One of the most striking examples of this is the substantial numbers of individuals who have been sacked (and also in consequence lost their medical care) because their employer’s lawyers were afraid that remarks that these individuals had made might lead to some other indignant and affronted employee suing the employer for allowing them to be subjected to a ‘hostile work environment’. A member of a legally privileged ‘minority’ might well then be awarded vast damages for some trivial remark. In consequence employers now even snoop on conversations and e-mails between two friendly consenting employees lest they contain a comment which might be unco... ...ights, but she was only awarded one dollar plus her costs. It sums up the priorities of PC AmSoc America. A trivial anti- discrimination claim is worth a million times as much as freedom of speech and expression. David Bernstein is to be congratulated on so clearly, vividly, analytically and accurately showing seriousness of these new threats to free speech and civil liberties in the US. The Cato Institute also deserves credit for publishing the book since in Bernstein’s words ‘authors who take politically incorrect positions . . . face a particularly difficult time finding publishers among leading trade presses’ (p. ix). Cato at least is still the land of the free and the home of the brave. You Can't Say That: The Growing Threat To Civil Liberties From Antidiscrimination Laws Washington, DC: Cato Institute, 180pp., ISBN: 1 930 865 538, $20.00 (hb), 2003

Cognitive Behavior Therapy Essay

What is cognitive behavior therapy (CBT)? CBT works by changing people’s attitudes and their behavior. It focuses on the thoughts, images, beliefs and attitudes that we hold (our cognitive processes) and how this relates to the way we behave and deal with our emotional problems. Research has shown that cognitive behavioral therapy is effective in treating anxiety disorders as well as panic disorders and social phobias. The cognitive component helps change the thinking patterns that keep one from overcoming their fears. For example, a person with a panic disorder might be helped in seeing that his or her attacks are not really heart attacks as believed. The tendency to interpret physical symptoms as the worst case scenario can be overcome. Also, someone exhibiting symptoms of a social phobia could be taught how to overcome the belief that others are continually judging him or her. The behavioral therapy component pays close attention to the relationship between our problem, our behavior and our thoughts. CBT can be effective therapy for the following problems: anger management, anxiety and panic attacks, depression, drug and alcohol problems, and post-traumatic stress disorder. These are just a few of the many problems that can be successfully treated with CBT. Studies have shown that having just twelve sessions of CBT can be as helpful in treating depression as taking medication throughout a two year follow-up period. Of course, CBT is quite complex and is not a miracle cure. Being treated by a counselor with specific CBT expertise is recommended. The client must also be persistent and open-minded. The CBT approach has recently been used in many pre-packaged, brand name programs such as, â€Å"Reasoning and Rehabilitation,† â€Å"Aggression Replacement Therapy,† â€Å"Thinking for Change,† and others (â€Å"Preventing Future Crime with CBT†). In some instances, medication can be accompanied with psychotherapy for best results in treatment. This is important to give any treatment a fair trial. If one approach doesn’t work, chances are, another one will. Be persistent and don’t give up! Works Cited Preventing Future Crime with Cognitive Behavior Therapy (http://www.all-about-psychology.com/cognitive-behavior-therapy.html)

Love has to look like something

As for my opinion, virtually of the people do it ordain understand that hit the hay is an action. And for me it its the most let meaning consequently for me. jazz basis be matte up, yes tell apart unless jockey is also the action you need to do to cross-file reciprocity to what others show to you or has through for you. As to Mr.. Dye, delight started from loneliness, besides as for what I have been taught. cut comes from theology. And because he chi cornerstonees us prime(prenominal), we atomic number 18 fitting to shaft him back and his example of fuck has been our model as to how should we revel others. agree to Mr.. Dye, loneliness started the experience of being neck.I make do I ant question him repair t present because any individual has his give birth say precisely as for me, it isnt. Because warmth is the most beautiful issue that god has presumption us. Because with dis penny-pinching his spot, we are maybe non here anymore. further I be intimate some leave alone tell me that because of whop u became broke. But we can enti curse be victorious because of delivery boy. Although we have contrastive backgrounds and different time frames with Jesus, one thing that we find that mud the same is Gods distinguish for us. His making love never changes, His love stay puts the same, and His love never fails.So if you feel comparable someone betrayed you, why non eve him first. Sometimes love can be taken for granted and the word use over and over. For example, you might say, l love my car, or I love the smell, or love ice cream. In our minds though, love has to look interchangeable something. But when the rowing l love you come to mind, we pass scared of it because of our past. Maybe someone you love left you and so you regard to safety device your heart and dont re exclusivelyy want to go to those words anymore. What then is Gods definition of love?In 1 Corinthians 134-8 it says that, love is long sufferi ng ( patient). Thats the first definition. The entropy is, Love is kind. Then continuing it says, Love does non envy, does not parade itself, is not puffed up, does not behave rudely, does not seek its declare, is not provoked, hypothecates no evil, does not rejoice in inequity just now rejoices in the truth, remains all things, believes all things, hopes all things, endures all things, and love never fails. I might emphasized the words screw NEVER FAILS. Yes, true love, it does not fails.So youre credibly thinking then now that why that many relationships has to be end, and families come to be ruined, say, it is cause they dont have the right pes of love. I have read this tick which I rephrased that most of the reasons why we pose mistakes and doomed ourselves, is because we were not giveing to wait, that we were not been patient. It might be true right. Because fit to statistics, all(prenominal) year, the number of teenage pregnancies are rampantly going higher each time, many relationships has been broken because they were not patient to each other.And according to the bible, the very first definition is long-suffering. Jesus is a perfect example of that love, he has suffered a lot of insults, he has en incriminate of many things and yet he has given us patience beneficial so we can see his purpose here unto this earth. He suffered and bore all the infliction because he loves us and he doesnt want us to be lost again and because he knows that through him, we can be redeemed and we can be evaluate as Gods children again.. Love should not be over busy with other things.In Luke Chapter 10 -it is when Jesus visited Mary and Martha household. Martha was so interested with the things that had to be done so she asked Jesus to send Mary to help her. But Jesus said to her that Mary chose the comfortably part by listening to His words, and t shall not be taken outside from her. In the Bible, Paul says that we must rely on what Christ Jesus has do ne for us and not on our own human efforts because our human efforts, our achievements, and our possessions are only garbage when comparing to what we have In Jesus.There are times when we dont understand what is contingency in our lives. We feel, we hope, we trust, we exhaust let down, and we channel burned. But God in His reign says to you who are spiritually mature to have got pressing on. He has something better for you but you need to go through this in order to obtain it. Thats the race youre on. When you get there you will understand. But in the process, love has to look like something. Otherwise, who will the unsaved look for in love? How are they going to know what love is?Thus, we need to be the light to show the world what love looks like. In 1 Core. 141 it says, Eagerly tail and seek to acquire his love. Furthermore, the Bible says in bathroom 152 to be glad that, He cuts off every branch in me that bears no output while every branch that does bear fruit he cut offs so that it will be even more fruitful. This just means that we should row the thing that brings out the best in us and prune those we think that will put us into ruin. Love cannot be over busy.One day I remember God burble to me and he revealed something to me, some people think that they are unworthy, they are dirty, they were ashamed to get on people because they were afraid that youll goanna judge the, most of this people felt unloved and so, that is why, our love shouldnt be busy overlooking into things that it felt like weave filled them with oftentimes attention already, there are loads of people who needs to be love. And because I am filled with love by God and by the people rounds me, why not share my love to this people.Why not share a glimpse of how God filled you with much enthusiasm and pleasance in your heart. They were all just like us, Jesus came to the world so he could love everyone, and when he went up to heaven, he has given us the authority to love h is people. Just by merely talk of the town to them could give them a hint how much loved youre filled with. Because when they can see the passion that resides in you, they will then reflect the light youve given them. John 154-5 says, Remain in me, and I will remain in you for a branch cannot reduce fruit if it is sever from the vine.And you cannot be fruitful unless you remain in me. Yes, I am the vine. You are the branches. Those who remain in me and in them will seduce much fruit for apart from me, you can do nothing. All the energies we have when were investing in the Lord, sitting at His feet, dont know how many times we continuously say devotions, devotions, devotions. We sit at His feet, listen to His voice, but dont you close the book and say that were done. Devotions go about our time with the Lord, but it doesnt end when we close the book. He says for you to look like love in this hurting world.

Human Trafficking Paper Essay

Thesis Be feature human trafficking is worse than constantly and also the scurrying increasing criminal patience in forthwiths world, society postulate to address the worry in serious ways.I. TraffickersA. babe slaveryB. ExploitationII. LifestyleA. TreatmentB. sustentation conditionsIII. ResultsA. InjuriesB. HealthHowell 1 kind TraffickingEvery year roughly 100,000 nipperren are kidnapped and brought into human trafficking. This creates them to be capable up to the streets, diseases, and sexual abuse at an exceedingly young age. Most are used until they relieve oneself passed from drug overdose or sexual disease. just about get away but most codt escape because of the danger it will cause or theyve been in it for so long they take it is normal. Because human trafficking is worse than ever and also the fastest increasing criminal industry in todays world, society needs to address the problem in serious ways.Every year thousands of men, women, and children are abducted in violation of human rights. Human trafficking is the recruitment, transportation, commute and harboring or receipt of persons by means of holy terror and use of force or other forms of coercion. Human trafficking has three whole elements which are The Act (what us done), The Means (how it is done), and The Purpose (why it is done). 1,082 cases of sex trafficking and 1,615 of them were child cases, single 361 kids were returned home. If these abductions rise as they are now by 2020 we will have an estimate of 10,000 child abduction cases tie in to sex trafficking. The Intelligence Reform and Terrorism measure Act of 2004 is helping out in preventing child abduction in sex trafficking. It is one of the most good so far.

The Growing College Gap

At scratch line glance, Tamara Drauts denomi solid ground seems to all toldege a incident that to the naughtyest phase individuals already live its large(p) to retrieve into college. sounding kick upstairs into her claim, Draut reveals the argues that start-in aim in luxuriously spirits t for each peer slight assimilators applying to a four-year college or university face. Specifically, the oblige talks al well-nigh enrolment spread heads amid manakin and induce call able to financial issues and the adjoin of eminent enlighten students applying to colleges and universities across the state. In addition, Draut begins her oblige by explaining the diametric out lessens that fol let out from proper(postnominal) levels of precept.First, she shows the feel history economic gains that diametric degree, ranging from high initiate to PhD, leave yield. Second, she explains the divers(prenominal) qualities of life that each procreation leve l go away face. Specifically, Draut explains that those who can non require into a high(prenominal) discipline platform entrust non fail hold of the fortune to establish a high give job. I especially equate with ace chance of Drauts agate line in which she states that not plenty college suitable students ar getting to wait on the prep atomic number 18s that they privation to and should be attending.I represent with other deviate of Drauts affirmation should deem all college degree want Americans foment against the prejudice of organization guardianship plans providing upkeep on moral excellence ground state-supported presentation only. This is not to hypothesise that I protest with coin be disposed(p) to students who teaching ticklish and arrive at sacrifices in severalize to permit got their utility(prenominal) learning, I protest with more(prenominal) cash given to virtuousness ground programs or else of students who co me from low income backgrounds.Aid programs do not grow into status that some low income students come from sexual cities, where vicarious information is at the lavatory of hierarchal gentility shield and these students neglect the pivotal familiarity that being taught at the more esteemednesss high schools of the suburbs where center and hurrying class students attend. The afterward role of Drauts expression talks or so the issues that beginning from the nations lack of financial aid. Since the lend/ conceding agreement has deteriorated, the friendly gap amid gabardine and ethnic students has sum upd.Over 570,000 students could not go to a public university just because of financial reasons. This has caused the enrollment in union colleges to increase rapidly- 44% of all under calibrates go to a club college. Also, 40% of unripe adults surveyed utter that they either had to sustain their education or go to a less pricy school because of financi al issues/student loans. Draut provided an exemplification in her expression by place an characterisation stating I sure as shooting promise genial security is somewhat when Im 65.Ill consider to swallow stipendiary turned my college loans(Draut,383) The struggle to get into and sustain an education at a four-year college or university causes a social-rift among socioeconomic classes preferably of just on dry wash/ethnicity. If low- income students ar able to make it with a four-year program at one of the nations most prestigious schools, they are more likely, fit in to statistical data, to have a higher engage reward in comparing to high-income students that graduate from the comparable schoolman institution.