Individuals Influence On Gender Identity Essay Example | Topics and Well Written Essays - 2750 words

Individuals Influence On Gender Identity - Essay Example To understand gender identity at a deeper length, it is imperative to consider social constructs of gender difference. This implies that issues like socialization or environmental factors and response to changing societal norms must be considered and understood. Children start understanding gender identity at a very tender age. A child will know whether he is a boy or she is a girl. Thus children at an early age can already categorize their gender. They further learn how to perform gender roles that are associated with their identity as masculine and feminine. Boys learn to control and manipulate their physical environment through their strength and sometimes skills. On the other hand, girls at an early age, already start presenting themselves as an object that should be viewed. These children keenly monitor their friends’ gendered behaviors as well as their own. Thus, gender segregated children activities, partly found in their play and normal life practices bring in the appe arance that there are male and female behaviors. Therefore, these children grow up knowing that there are varied behaviors, roles, and practices that they should do as a male or a female. There are a number of factors that influence a child’s gender development. The most outstanding of these factors is the environment where a child develops. Indeed, Barret found out that one's identification as a male or a female is not natural, but it results after a series of repeated performance of gender norms conforming to the above-identified sexes. identified sexes (2001, pp. 313). Thus, it is this performance that will reproduce and results into the traditional gender categories of males and females. Studies have found out that children develop gender identities as they search for their social cues (Lucal, 1999, pp. 513). In addition, Brown established similar findings in his studies. He established that, children will develop their

Cultural Issues in Middle School Essay Example for Free

Cultural Issues in Middle School Essay Middle school is one of the most difficult situations of transition. Middle schoolers are awkward, hard to deal with and confused. They aren’t children but certainly not adults. They are egocentric to say the least and have little concern for the consequences of their actions. Yet, they are also one of the best ages to work with, if one is willing to try to understand their difficult lives. The culture in middle school can be broken down as such: sexuality, intellect, and social status. Sexually, these students have to deal with their changing bodies and feelings. They also have to try to understand how these feelings and changes fit in appropriately within the community. This is the area they are most sensitive toward. Intellectually, students have to decide if being â€Å"smart† is something they are willing to do. In some environments, being smart is cool, so those students who are gifted have no trouble fitting in. In other schools, these students are outcasts. When it is not cool to be smart, many students have a hard decision to make. If they show their gifts, they may sacrifice social standing. When it is cool, the struggling students feel even more left out and troubled. At times, these students may even act dumber to try to hide how much they truly struggle. Social status varies with each school environment. Wealth, possessions, address, family legacy and athletic ability are all indicators of success. Middle school is a contest and students are constantly scrutinizing each other to see who will win, popularity being the prize, of course. There are leaders and followers; the status symbols then change as the leaders themselves change. Whether it is the newest clothing label, shoe or track star, the culture of middle school is dominated by judgment. Evaluation The Illuminative Model of Evaluation rests its assessment on process. It appraises based on qualitative analysis of a situation in order to understand its initiation as clearly as its conclusion. Thus, in order to evaluate a situation, one must observe the effects of the process not simply look at data. The following tools of assessment are based upon that model and are applied to the curriculum overall. Several lessons will be used that typify the learning environment created within the classroom. Evaluation One: How does this lesson provide skills that work outside the testing environment? To evaluate this lesson, the calendar of lessons was assessed. Questions were asked such as, how do the lessons flow and what overall messages are the students receiving? Can they define, find and apply the concepts discussed in class? Upon reviewing the lessons, they seem to present isolated concepts. The entire unit is research process and narrative writing techniques which are two genres and should be taught separately. These lessons are trying to do way too much too fast. Middle school students are more successful when you break the process down and connect it to real world reasons for completing the work. If they would’ve started with day five, â€Å"reading the memoir,† then they could use the text to help define and find the language. Once they can do that, then they can apply the concepts such as writing dialogue, good word choice and using sensory language. The lesson plans as they are, present interesting skill sets but they aren’t connected to the question of, how do I apply this to reading and writing outside school. These skills might help them pass a test, but if you ask them to write dialogue, they will not know how. The non-fiction author board is a great idea but is not developed. They are completing tasks that have a function. This project should be enhanced by having students read Georgia authors and doing actual research and a research project on their author. This schedule needs to be totally revamped in order to serve the real world needs of the students. Evaluation Two: Does this lesson connect to a home environment? As is, there is no connection with the home environment. This will lessen the importance of the work and disconnect the families from what the students are learning. To enhance the process, when having the students write narratives, why not have them collect narratives from family members? This validates the home environment while creating an interest in the school environment at home. For the research section, they could research their family tree or conduct a survey at home regarding their family’s favorite authors. The greater the involvement from the home, the greater opportunity to work with the family for the student’s well being. Evaluation Three: What purpose does technology serve? This also needs improvement. There is no use of technology which works against evaluative point number one. In the larger society, students must be technologically literate. Students should research using the internet, present their projects via power point, and utilize online oral history collections to hear memoirs. Computers should not only be used to type in language arts but should be used as a tool for diversification of learning styles and presentation methods. Conclusion Overall, the learning process in this curriculum model needs to be improved. The questions of evaluation, based on the Illuminative Model, show that the process is flawed. Although there are many interesting lessons, they don’t flow together to teach an entire concept that can be applied to a real world learning situation. The terms need to be taught as part of an entire concept. Students can then define, find and apply what they have learned rather than simply be occupied for a 45 minute block of time. According to this model, students are more successful when the process is improved. The product should be the last point of evaluation rather than the first.

Outsourcing to India: Is the United States benefiting from it? Essay ex

Outsourcing to India: Is the United States benefiting from it? I. Introduction â€Å"Did you hear the news? No, what happened? We are shipping all of the IT jobs to India †¦Ã¢â‚¬  Water cooler conversations are beginning to sound more and more like this. Outsourcing of jobs has become a major concern for employees at large corporations (technical or financial). The economic drought that the United States faced in 2000 to late 2001 led to numerous cost-cutting measures, but none more effective than that of outsourcing. The outsourcing of jobs is now a necessity in the United States, so companies are forced to send jobs to places such as India to keep costs down, all the while trying to balance the advantages and disadvantages of the move. II. Background In order to thoroughly grasp the significance of outsourcing to India, it is important to review the basics of outsourcing. Outsourcing is formally defined as the procuring of services or products, such as parts or labor, from an outside supplier/manufacturer in order to cut costs. In more simple terms, using services (usually labor) that cost less. There are five important questions when dealing with outsourcing: who, what, when, where and why[1]. Why you should outsource will be addressed later on, so this section will focus on answering the other questions. Who should outsource? If you can remotely benefit from outsourcing, then you should do it. This includes entrepreneurs, home offices and small businesses all the way up to large corporations. At the current pace that technology is evolving, costs need to be kept down in order to provide the maximum advantage to a company. What should be outsourced? Currently, it only makes sense to outsource items th... ..., < http://www.outsource2india.com/ >. [3] Sara Baase, A Gift of Fire (New Jersey: Prentice Hall, 2003), 405. [4] Sara Baase, A Gift of Fire (New Jersey: Prentice Hall, 2003), 406. [5] Sara Baase, A Gift of Fire (New Jersey: Prentice Hall, 2003), 406. [6] Sara Baase, A Gift of Fire (New Jersey: Prentice Hall, 2003), 407. [7] Daniel Pink, The New Face of the Silicon Age, 2004, Wired Magazine, 28 May 2004, < http://www.wired.com/wired/archive/12.02/india_pr.html >. [8] Outsource2India, Various Articles, 2003, 26 May 2004, < http://www.outsource2india.com/ >. [9] Christopher Koch, Backlash, 2003, 27 May 2004, < http://www.cio.com/archive/090103/backlash.html >. [10] David Gumpert, U.S. Programmer at Overseas Salaries, 2003, Business Week, 27 May 2004, < http://www.businessweek.com/smallbiz/content/dec2003/sb2003122_8887.htm >.

Shakespeare in Canada Essay examples -- William Shakespeare

Shakespeare’s Dream, A Canadian Reality Love. Shakespeare has a lot to say about love, but mind you, so do The Beatles, Neil Young, and Bob Dylan. Montrà ©al’s Repercussion Theatre recognizes the universality of the thematic concepts that appear throughout Shakespeare’s plays and, in the summer of 2004, staged a distinctive production of A Midsummer Night’s Dream*. Setting the romantic comedy in New France, Director Kevin Orr adapted the words from the 1600’s to include music from the 1960’s, French and English dialogue and Amerindian mythology. Through this production’s staging, characters and setting, as well as the unmistakable element of humour, I discovered a unique theatrical experience that is not only representative of Shakespeare in my Canada, but Shakespeare in my Quà ©bec. I was first introduced to Repercussion Theatre during the summer of 2002 when I attended a performance of The Complete Works of William Shakespeare Abridged at the Vieux-Port in Old Montrà ©al (Appendix B). Even though Repercussion Theatre stages certain shows indoors, they are revered for their Shakespeare-in-the-Park series which, during the summer months, tours the parks of Montrà ©al and the surrounding areas. By moving from one location and community to the next, the production adopts qualities of the environments that the local audiences are familiar with, thus personalizing the * * Unfortunately, I was unable to attend the 2004 staging of A Midsummer Night’s Dream, but have found the production to be very accessible based on my previous exposure to the company, the availability of archival materials, and discussions with those who were present at performances. 2 theatrical experience. In the case of A Midsummer Night’s Dream, t... ...mmer Night’s Dream upholds the company’s mandate to create theatre that is accessible and affordable and relevant to today’s society (Appendix G-1). All while maintaining a clear foundation in Shakespeare’s text, this production’s stage environment, characters and setting (in terms of language and content), and the humourous musical element embody the notions of bilingualism, multiculturalism, and history that I associate with being a Canadian. Funded entirely by Canadian institutions and individuals (Appendix C-7), it is clear that Repercussion Theatre is committed to keeping Shakespeare’s Dream alive in Canada. 6 Works Cited Barratt, Amy. â€Å"Fairies, fur traders and flower power.† Montreal Mirror 15 July 2004. 17 Jan. 2005. . Sinfield, Alan. Faultlines. Berkeley: U of Californation P, 1992. 10-28.

Joseph Conrad’s “Heart of Darkness” Essay

When Marlow talks of London being a dark place, the theme of civilization versus savagery comes into play. Marlow’s aunt believes he is an emissary of light, being sent into the darkness. Marlow sees this darkness through the placing of heads on poles, for a man named Kurtz. All of this makes Marlow change his inner feelings of himself, which relates to the theme of the journey of the inner self. Marlow talks of when the Romans first came to Britain, and how they had actually brought some light into the somberness of London, and how one day that light may disappear. This relates to the theme of dark and light. As Marlow tells of his voyage deeper into the unknown, his capacity for self-control is tested. Kurtz seems to inhabit his every thought. While this is happening, the theme of a journey into the inner self is seen again. There are certain patterns in â€Å"Heart of Darkness†; one of these is the theme of â€Å"threes†. There are three chapters, three women, three times Marlow breaks the story, three stations, three central characters and three views of Africa. Marlow indirectly suggests by referring to the Roman conquest, that the theme of colonialism has existed since the earliest times of human history. Colonialism is seen as one of the major themes in the book. When Marlow talks of London once being a dark place, the theme of civilization versus savagery comes into play. The book implies that civilizations are created by the setting of laws and codes that encourage men to achieve higher standards. London itself is seen as a symbol of enlightenment. We see this through Marlow and how he tells his crew that the Romans had brought a light into the darkness of Britain. Marlow and Kurtz are two antithetical examples of humanity. Kurtz represents what every man will become if left to his own desires, without a  protective, civilized society. Marlow represents the civilized soul that has not been drawn back into savagery by his â€Å"heart of darkness†. The book implies that every man has a â€Å"heart of darkness† that is usually drowned out by the light of civilization. However, when a man is removed from a civilized environment, the basic instinct of savagery must be unleashed. Savagery is linked to darkness, and in most parts of the book, we see Marlow  as the light in this darkness. Marlow’s aunt believes he is an emissary of light, being sent into the darkness. Marlow sees the darkness through the placing of heads on poles, for a man named Kurtz. All of this makes Marlow change his inner feelings about himself, which relates to the theme of the journey of the inner self. Through Marlow, the book creates a voyage of self-discovery. All of Marlow’s experiences point to a change him. The thoughts about the people he meets, and their behavior, slowly begins to change. Marlow’s trip from Europe to the outer, then central station tests his capacity to discriminate between good and evil, since he witnesses actions which directly ask him for a moral judgment, such as brutal beating of the native worker. Marlow’s detailed account of what he sees, shows his compassion. Conrad suggests that those who are unable of controlling their unconscious side, run the risk of losing control the their heart of darkness. Marlow talks of when the Romans first came to Britain, and how they brought light into the somberness of London. He also tells them that one day that light may disappear. This relates to the theme of dark and light. In â€Å"Heart of Darkness†, there is an obvious contrast between what is light and what is dark. Light seems to represent civilization, or the civilized side of humanity whilst dark represents the uncivilized or savage side of humanity. In this book, dark and light or black and white, have the same usual connotations of good and evil. According to Christianity, in  the beginning, everything was dark. The same thing applies to London before the Romans came. At the same time, Africa was considered â€Å"dark†, as most of it had not yet been discovered. However, as Marlow’s journey progresses, it appears that dark and light are used counter intuitively. Darkness refers to truth and light refers to falsehood. In Marlow’s interview with the Intended, the windows of the room, which are normally a source of light, are covered and let in little to no light at all, as in a mortuary. The â€Å"cold and monumental whiteness† of the fireplace adds to the deathlike atmosphere. This shows that Conrad had used dark and light inversely. We could assume that the dark could represent the unknown. As Marlow talks of his voyage deeper into this unknown, his capacity for self-control is tested. Kurtz seems to inhabit his every thought. While this is happening, the theme of a journey into the self and the unconsciousness is seen again. Marlow’s story clearly implies that the kind of world men make for themselves, and for others, results from the character of individual behavior. Kurtz appears to be stuck inside Marlow’s head. Every thought is focused in this man he has never met. Kurtz wins control of men through fear. His power over the natives almost destroys Marlow. Kurtz is actually a victim of the manager’s murderous cruelty. It is possible that Kurtz might never have revealed his evil nature, had he not been tortured by the manager. Marlow struggles with himself, the person he thought he was turns out to be a nobody. Marlow sees the â€Å"real† person he is, and fears himself. After seeing the Kurtz, Marlow realizes how much like Kurtz he has become and regains control from his heart of darkness. There are patterns noticeable in this book. One of these is the theme of â€Å"threes†. There are three chapters, three times Marlow breaks the story, three stations, three women, three central characters and three views of Africa. The three stations are the inner station, the central station  and the outer station. These are symbolic of the stages in Marlow’s journey of self-discovery. The inner station is the first station he goes to. Here, he sees how the natives are treated, and gets a glimpse of the things he may have to face in his future travels. He reaches the central station, and discovers that Kurtz may not be the man he first heard of. He was told that Kurtz was this wonderful man, who had plenty of power. Now, Marlow is beginning to see in his mind, someone that has followed his own ideas, and doesn’t care about anyone else. He struggles within himself to see if he is like this man. At first, he dismisses the idea that he could ever be that  kind of person, but soon after, he changes his opinion. The outer station is where Kurtz is finally reached. Conrad also uses imperialism as a major theme in the book. Marlow indirectly suggests by referring to the Roman conquest over Britain, that the theme of imperialism has existed since early human history. As Marlow tells his story, a different narrator, who is also a member on the ship they are traveling on, sees the Roman invaders to be like the English conquerors. He expresses that they were both â€Å"hunters for gold and pursuers of fame†. He does not understand that without the Roman invasion, Britain may have remained a dark country. Through Marlow’s tale of truth, pain, anxiety and the quest for complete knowledge, the major themes are revealed. Colonialism, the journey of the inner-self, the theme of â€Å"threes†, dark and light and civilization versus savagery. All of these themes lead to the understanding that Marlow’s voyage into the deepness of the Congo, is symbolic of the journey he had to take into the deepest side of himself. He successfully battled with his savage side, and came out a changed man. It just shows that no matter hoe perfect something seems to be, there is always a heart of darkness deep within somewhere.

Italian Proverbs and Sayings

Italian Proverbs and Sayings Italian is a language as fertile as the vineyards that dot the peninsulas countryside from north to south, and as a result, it’s also rich in short, pithy sayings. Didactic or advisory in nature, Italian proverbs are generalizations couched in specific, often metaphorical expressions, like niente di nuovo sotto il sole, meaning theres nothing new under the sun or troppi cuochi guastano la cucina, which means that too many cooks spoil the cooking. The Study of Proverbs Italian proverbs can be very amusing: Bacco, tabacco e Venere riducono luomo in cenere, but they are of linguistic interest and often show lexical change. In academic circles, scholars concern themselves with la paremiografia and as well as la paremiologia, the study of proverbs. Proverbs are part of an ancient tradition common to every part of the world, and there are even Biblical proverbs. Linguistic experts point out that proverbiando, simpara; by speaking and parsing out proverbs, one learns about the language, the traditions, and the mores  of a culture. The statement itself is a take on the famous Italian proverb: Sbagliando simpara (One learns from his mistakes), which implies that both native speakers and new students of Italian can increase their grammar aptitude, and vocabulary by studying quotes and sayings. You Say Pentolino, I Say†¦ The Italian language, reflecting the pastoral heritage of the country, has many proverbs that refer to horses, sheep, donkeys, and farm work. Whether termed an adagio (adage), a motto (motto), a massima (maxim), an aforisma (aphorism), or an epigramma (epigram), Italian proverbs cover most facets of life. There are proverbi sul matrimonio, proverbi regionali, and proverbs about women, love, the weather, food, the calendar, and friendship. Not surprisingly, given the large variety of regional differences in the Italian language, there are also proverbs in dialect. Proverbi siciliani, proverbi veneti, and proverbi del dialetto Milanese, for instance, reflect this diversity and show how a common idea may be given different local references. For example, here are two proverbs in Milanese dialect that show the similarities and differences in construction and pronunciation: Milanese dialect: Can ca buia al pia no.Standard Italian: Cane che abbaia non morde.English translation: Barking dogs dont bite.Milanese dialect: Pignatin pien de fum, poca papa ghà ¨!Standard Italian: Nel pentolino pieno di fumo, cà ¨ poca pappa! (or, Tutto fumo e niente arrosto!)English translation: All smoke and no fire! A Proverb  for Any Situation Whether you are interested in sports or cooking, romance or religion, there is an Italian proverb thats appropriate for any situation. Whatever the topic, remember that all Italian proverbs embody a general truth: I proverbi sono come le farfalle, alcuni sono presi, altri volano via. Or, Proverbs are like butterflies, some are caught, some fly away.

Fashion scene in pakistan essays

Fashion scene in pakistan essays Sleeve less shirts, deep necks, slit shalwars is that the idea of our fashion Well thats what we see on the covers but how many of us wear it But that are all the ideas glossies or non-glossies have there to give it to us. Whether you are viewing a high class magazine or just a magazine printed on a recycled paper... that is all there is to see. Get real how many of us wear this stuff...okay sleeveless fine people do wear but who wears a short top showing the belly and slit pants and well not usual slits but slits that go up to your knee? Just today I opened up this glossy which showed the photo shoot of gals wearing jeans and pathetic shirts...I am not saying that we cant wear it but these are not what I would wear to look classy. Today we cant say that we are illiterate about fashion come on we have fashion schools sprouting up like mushrooms all over the country but I dont see any.. I mean any change in that idea that fashion is not for the masses. The sort of fashion we see in the media is not what the masses wear. We also want to have some style okay some small scale designers do provide us with that but if we are talking about promoting our culture through fashion we are so far behind...what I see is promoting the big mighty west in the fashion industry. We try to copy their cuts their ideas and just adulterate out own sense of fashion. We have big names in this industry but it seems that the clothes are becoming smaller by the day. Yeah they do give the glamour I mean who doesnt like good looking gals wearing skimpy clothes, but is fashion all about showing your body? Figure? Or is it more about looking good? Feeling comfortable? Yeah guys might like looking at gals in these fashion shoots but trust me gals just get more frustrated. I mean design something that echoes our feelings our culture. Now this fashion scene is not exactly limited to photo shoots in the papers. Switch to any Pakistani ...

What Is the Common Core A Straightforward Guide

What Is the Common Core A Straightforward Guide SAT / ACT Prep Online Guides and Tips Have you heard about the Common Core? Are you asking, "what is the Common Core, exactly?" Don't worry. This post will explain what the Common Core is, why it was adopted, and how it could affect you as a student. Why should you care? The Common Core has driven some pretty major changes to big-name standardized tests like the SAT and ACT, as well as curriculum changes within schools. So read on to discover what you’re being tested on and why! Common Core 101 In this section, I'll explain what the Common Core is, why it was implemented, and what some common opinions about it are. Later, I'll discuss how the Common Core could affect your high school classes and standardized testing. Why Does Common Core Exist? Who Uses It? The Common Core is a set of educational standards for American schools, from kindergarten through 12th grade. It was designed so that education is consistent between each state and district. The first official adoptions of the Common Core were back in 2010, which means it has only been implemented during the 2013-14 school year and beyond. Since it has only been used the past two years, it’s hard to say how effective it’s been so far. It will take a few more years of Common Core before we have a decent sense of how useful it's been. It’s currently been adopted or partially adopted by 40 states. Four states never adopted the standards, and six initially adopted them but later repealed the standards. Or to put it another way, every state except Alaska, Indiana, Michigan, Missouri, Nebraska, New Jersey, Oklahoma, South Carolina, Texas and Virginia has adopted the standards. (Minnesota has adopted the English standards but not the Math ones). In the 44 states that have adopted the standards, school districts still design their own curriculums, and teachers create their own methods for instruction. In other words, the Common Core is not a day-by-day curriculum teachers have to follow – instead, it’s easiest to think of it as a series of basic benchmarks for each grade. So what exactly are these benchmarks? What do the Common Core Standards Do, Exactly? The Common Core sets specific learning goals for students in each grade from Kindergarten through 12th grade in two subjects: Math and English. Broadly speaking, the standards emphasize critical thinking and real-world problem-solving skills as opposed to rote memorization, reading obscure texts, and packing in tons of math concepts each year. The English standards rely on a mix of literary, historical, and informational texts – everything from Huck Finn to the Declaration of Independence to scientific articles. The Math standards focus on problem-solving and modeling as opposed to just moving through dozens of math concepts. You can expect to see more complex problems, including story problems, in math classes that are following the Common Core. We'll dig into the high school Common Core standards in depth later in this post. The Pros and Cons of Common Core There has been a lot of debate over the Common Core since it was first adopted by many states in 2010. We’ll leave it up to you to decide if the Common Core is a good thing or not, but these are the basic arguments for and against the standards. Supporters of the Common Core say the standards will better prepare students for college and their careers. By focusing on having students explain their thinking and come up with new ways to solve problems, they hope to help students be better college students and moreeffective workers. One high-profile supporter is current US Secretary of Education Arne Duncan, who said Common Core may be "the single greatest thing to happen to public education in America since Brown versus Board of Education." Current US Secretary of Education Arne Duncan is a big fan of the Common Core. Critics say the standards are vague and might not be easy for many schools to adopt. Some believethey won’t lead to a marked improvement in school performance, especially since they come with harder state testing. Others are worried that the standards weren’t tested before they were adopted, so there is no way to know how’ll useful they’ll be. If you want to read more, one of the most thorough arguments against Common Core comes from Diane Ravitch, an education historian and former U.S. Assistant Secretary of Education. How Common Core Could Affect Your High School Classes Common Core was designed specifically for Math and English, so those are the classes where you can expect to see the biggest changes as a high school student. While your social studies, history, and science classes may incorporate some Common Core-like elements (more open-ended questions, problem solving, and real-world applications), it’s likely that your Math and English teachers will be responsible for the biggest curriculum changes. This article focuses on the high school Common Core standards, so if you want to see a guide to the Common Core at all grade levels, K-8, check out this guide put out by the national PTA. Common Core Math Experts have mostly agreed that in the past, American math classes have tried to cover too much ground each year. This means students know a little bit about many topics,but don’t have a solid understanding of the main ideas that would help them in more advanced math classes. In response to this issue, the Common Core math standards tackle fewer topics in more depth. The goal is for students' math fluency (their ability to perform basic math functions and work through problems) to be strengthened. You'll still spend time memorizing and practicing formulas and working through math problems, like you're probably used to doing in math class. But you’ll also do a lot of modeling to understand concepts you're learning about. For example, instead of just learning that y = mx + b is a linear equation and drawing it on a graph, you might model a linear equation with a real world situation, like in this example problem from Khan Academy: The problem still requires students to know the basic y = mx + b formula and what it means. But it goes a step further by requiring students to apply that formula to a real-world situation. You can see another example of how Common Core standards aim to promote more critical thinking below, courtesy of Foundation for Excellence in Education: For the problem on the left, you could just tackle it by manipulating the equation until y is alone. As the analysis notes, if you can follow a series of mechanical steps, you can get the right answer. For the problem on the right, not only do you need to find out what y is, but you also need to make your own equations, which requires you to have a stronger conceptual understanding of what equations are and how to write them. Basically, Common Core is trying to create a balance between math fluency (working through problems, memorizing formulas) and the ability to solve tougher problems using critical thinking skills. The Common Core High School Math Standards This is a basic summary of what the Common Core math standards will look in high school. Notice that these aren’t incredibly detailed, and focus on developing key skills in each area. They're less focused on moving through the traditional math sequence and getting through a bunch of concepts (Beginning Algebra, Geometry, Intermediate Algebra, Trigonometry, etc). Also notice these standards only go up through Statistics, so if you’re an advanced student aiming for calculus, these standards might not apply to you in your upper-level courses. Concept Description Example Number and Quantity Work with rational and irrational numbers, including exponents, solve problems with a wide range of units and solve problems by thinking about units. The Trans Alaska Pipeline System is 800 miles long and cost $8 billion to build. Divide one of these numbers by the other. What is the meaning of the answer? Algebra Solve real-world and mathematical problems by writing and solving nonlinear equations, such as quadratic equations, interpret and manipulate algebraic expressions to solve problems. Solve a problem about a loan with interest rate r and principal P by seeing the expression P(1+r)n as a product of P with a factor not depending on P. Functions Analyze functions algebraically and graphically, and work with functions presented in different forms. Given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum, working with function families and understanding their behavior (such as linear, quadratic, and exponential functions). Modeling Analyze real-world situations using mathematics to understand the situation better and optimize, troubleshoot, or make an informed decision about a problem or issue. Use volume formulas and graphs to find an optimal size for an industrial package. Geometry Prove theorems about triangles and other figures; use coordinates and equations to describe geometric properties algebraically. Prove that the angles in a triangle add to 180 degrees; write the equation for a circle in the coordinate plane with a specified center and radius. Statistics and Probability Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Work with probability and use ideas from probability in everyday situations. Compare the chance that a person who smokes will develop lung cancer as compared to the chance that a person who develops lung cancer smokes. Via Parents' Guide to Student Success, from the National PTA. Common Core English (Language Arts) The old English (or Language Arts) standards, especially at the high school level, tended to focus mostly on reading and analyzing literature. The new Common Core English standards include a shift to more nonfiction and informational texts, as well as a push for more class discussions and writing that are focused on evidence from the readings (as opposed to the prior experiences or ideas of the students or teacher). Specifically, in elementary school, according to the Common Core, students should be reading a mix of 50 percent literature and 50 percent informational texts. By high school, students’ reading will shift to be 30 percent literary and 70 percent informational. The Common Core also pushes for students to study important foundational documents of the United States, including the Declaration of Independence. The new standards also push students to read harder texts that are matched to their grade level, even if their reading ability is below grade level. In the past, teachers were encouraged to match readings to the students’ current level of skill. To help them keep up, teachers should use techniques like close reading, and not be afraid to spend more than one class period on just one text. Also, instead of asking more general questions about a text, the Common Core encourages teachers to ask more specific questions about details in the text and what you can infer from them. All of this is to help students read and understand complex texts from a variety of subjects, and to prepare them to write strong essays, reports, and presentations. This table has a basic summary of the Common Core English standards for high school students. Just like the math standards, they're mostly skills-based (e.g., be able to "evaluate arguments and specific claims") as opposed to content-based (e.g., "read Shakespeare's Romeo and Juliet"). Concept Goal Reading Understand more from and make fuller use of written materials, use a wider range of evidence to support an analysis, make more connections about how complex ideas interact and develop within a book, essay, or article. Reading Evaluate arguments and specific claims, assess whether the reasoning is valid and the evidence is sufficient, and as appropriate, detect inconsistencies and ambiguities. Reading Analyze the meaning of foundational U.S. documents (like the Declaration of Independence, the Preamble to the Constitution). Writing Make an argument that is logical, well-reasoned, and supported by evidence. Writing Write a literary analysis, report, or summary that develops a central idea and a coherent focus and is well supported with relevant examples, facts, and details. Writing Conduct several research projects that address different aspects of the same topic, using more complex books, articles, and other sources. Speaking and Listening Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; and resolve contradictions when possible. Speaking and Listening Share research, findings, and evidence clearly and concisely. Speaking and Listening Make strategic use of digital media (e.g., animations, video, websites, podcasts) to enhance understanding of findings and to add interest. Language Determine or clarify the meaning of words and phrases, choose flexibly from multiple strategies, such as using context, Greek and Latin roots, patterns of words (conceive, conception, conceivable), and consult specialized reference materials. Language Analyze figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the written materials. Via Parents' Guide to Student Success, from the National PTA. How Common Core Affects Standardized Testing The Common Core will have a pretty sizeable effect on standardized testing – from college admissions tests to in-school exams – in the next few years. This may be the area you see the most noticeable changes in your high school experience, so read closely! First off, it’s important to know that the SAT and ACT were both involved with the creation of the Common Core standards. And in fact, the current head of College Board (the company that makes the SAT) helped write the Common Core. He was on the Language Arts committee. As Diane Ravitch notes in the Washington Post, â€Å"With David Coleman in charge of the College Board, the SAT will be aligned with the Common Core; so will the ACT. Both testing organizations were well represented in the writing of the standards; representatives of these two organizations comprised 12 of the 27 members of the original writing committee.† So it’s not a surprise that the SAT’s 2016 redesign is in large part to fit in with the Common Core Standards. To take just one example, let’s look at how the SAT essay is changing. This is an example of an old SAT essay topic: And hereis an example of a new one: (The prompt also includes an essay, which we won't make you read!) Via Test Specifications for the New SAT, pages 131-3. Notice the old essay question allowed students to draw from personal experience and examples. The new essay is all about working with evidence to make an argument – just like the English standards specify above. (We'll be outlining even more changes in an upcoming post just about SAT and the Common Core.) The ACT’s new features, like the new essay and more complex science questions, also speak to the Common Core standards, even though the ACT changes are less dramatic. In addition, ACT Inc.’s new Aspire testing aligns to Common Core goals. But the changes don’t stop with the SAT and ACT. Recent AP redesigns of Physics and US History have the goal of making the classes more skills-based and involving more critical thinking. Plus, Smarter Balanced, PARCC, and other new state-wide tests have been created to assess students with the new standards in mind. "To get at what's really fundamental in the Common Core, the higher-order thinking skills, we need performance-based tasks," said Derek Briggs, who advised both Smarter Balanced and PARCC (as quoted in US News). Thus,new tests had to be designed. These new tests could make standardized testing take even longer since the performance-based tasks take up much more time than your typical scantron-and-pencil multiple choice test. What Should You Do if Your State is Using Common Core? Even though the Common Core changes might seem intense, the good news is that, as a student, there isn't a lot you have to do to prepare for the new curriculum. Read on for advice on handling Common Core both in the classroom and on college admissions tests. Common Core in School If you’re a student, you don’t need to stress about the changes at the classroom level – your teachers will be the ones integrating the Common Core into their curriculums based on how your school district is adopting the standards. It would be worth talking to your teachers about how Common Core has affected their curriculums, if at all. Math and English teachers are likely to see the biggest changes. If your school is using Common Core, you can keep the standards in mind and work to use more evidence in English class and use real-world examples in math. But again, your teachers are responsible for implementing the changes to their curriculums and you should follow their lead. There is one important point to check up on: check in with your guidance counselor to make sure the sequence of math classes at your high school isn’t changing. If you want to take Calculus by the end of high school, you should aim to have completed Algebra before freshman year. Since the Common Core standards don’t explicitly list Algebra until ninth grade (even though Algebra concepts are included in the middle school standards), some worry that Algebra classes will be bumped to ninth grade, putting students behind. Common Core on Standardized Tests We will have more detailed posts coming up on Common Core specifically on the SAT and ACT. But if you're worried about how the Common Core will change the ACT and SAT and affect how you study for either test, keep the following advice in mind. For the SAT, instead of worrying about how Common Core is changing the test, learn as much as you can about the new SAT and also check out our complete guide to studying for it. On the ACT, the changes are subtler, so you’ll mainly have to worry about being ready for the new essay, as well as theharder reading and science questions. As always, we recommend taking plenty of full-length practice tests to prepare for the test. If your school is implementing Smarter Balanced, PARCC, or ACT Aspire, don’t stress over them, since your performance on those tests doesn’t affect your grades or college prospects. It will be your teacher’s job to prepare you for in-school assessments. What’s Next? If you’re part of the graduating class of 2017, you could take either the â€Å"old† or â€Å"new† SAT. Learn how to decide between the old and new SAT – and whether you should consider just taking the ACT instead! Have you already decided to take the ACT? Learn if the ACT is getting harder, and get a complete guide to ACT Science. Chosen the SAT instead? Get a complete guide to SAT Reading if you're taking the "old" SAT, orread more in-depth about the new SAT if you'll be taking it. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Personal Statement Example | Topics and Well Written Essays - 500 words

Personal Statement Example The subjects of Economics and programming classes of C language and Matlab were also part of my undergraduate course of Electrical Engineering. I have the honor of having worked as â€Å"treasury† for my school organization. In addition to that, I frequently open stock market and buy stocks. I also have a lot of knowledge about various engineering, applied mathematics, finance, and economics tools that are frequently employed in problem solving techniques used in strategic planning, risk management, and investment. I would like to mention that I chose to study Electrical Engineering at the undergraduate level so that I would be able to serve in the firm that my father owns. My father wants me to take charge of the work once I am done with my studies. In order to run the business in the competitive market scenario, it is imperative that I equip myself with good skills on the financial side of the business as well. Having realized the importance of Financial Engineering in the c ontemporary world, I started reading books on the very subject. As I learnt more, my interest in Financial Engineering studies grew further. My father wants me to take complete hold of his business because he wants to see me leading his firm in the right direction in his life.

Quotes from Ludwig Wittgenstein (The book, Tractatus Essay

Quotes from Ludwig Wittgenstein (The book, Tractatus Logico-Philosophicus) - Essay Example in determining meaning arrives through the process of determination of whether an elementary proposition can be considered true or false depending on how it relates to the perceived reality of the world that is accepted as real by the multitudes. Language can therefore be said to consist entirely of propositions all of which can be analyzed for the purpose of breaking them down into elementary propositions. In turn, elementary propositions are actually simply name combinations used to refer to objects. On the metaphysical level, elementary propositions can also be termed logical representations of atomic facts. It is at the level of atomic facts that metaphysical language becomes particularly confusing because atomic facts are combination of complex facts that represent truth in the world (3.261) If language is a series of elemental propositions representing logical representations of atomic facts, then the obvious answer to the question of metaphysical meaning lies in the realization that any meaning of a particular word must be divorced from the thing it is intended to represent and instead pulled forth from this distortion of meaning so that it is applied instead to how the word is utilized. The meaning of language essentially becomes intertwined with context constructed from the elementary proposition. If elementary propositions are intended as a logical representation of an atomic fact then it becomes true that facts can change through context. As an example, consider the blue heron in scenario one. The blue heron can be broken down into several elementary propositions and the one the participant chooses to use in the scenario becomes a logical representation of the atomic fact that represents only the truth that some people do seen signs and make connection. Essentially this entire scenario can be read as a language game in which words like â€Å"sign† â€Å"soul† and â€Å"being† are all capable of being used with a broad amount of variability. Due the

Project managment individual assinment Essay Example | Topics and Well Written Essays - 1750 words

Project managment individual assinment - Essay Example According to Visitacion (2003) it is most often â€Å"poor planning and fuzzy requirements† that contribute to poor management of projects and result in failed productivity.(www.amd.com). She states that if the planning process is improved by 20%, then there will be an 80% improvement in productivity. In particular, from the perspective of stakeholders, there is added pressure for the project to conform to the limitations of finances, time and resources, hence she recommends that many project failures can be averted through implementing good planning and developing a clear understanding of the project requirements so that they can be satisfied. LaBrosse(2007) recommends that a standardized, consistent approach be developed towards project management and has created the Cheetah Project Management method. This system boosts individual as well as organizational productivity through the development of a standardized, consistent system that includes best practices into the manner in which projects are managed. This standardized approach consists of the 5 S’s, which are very helpful in eliminating chaos in the work environment and can help team members to work efficiently and reduce delays caused by disorder in the working environment and work areas. The first item is SORT, where materials that are present within the working area are restricted to those materials which are used on a daily basis. The other materials are stored away elsewhere, and an efficient filing system is developed to enable a quick retrieval of the documents. The next item is STRAIGHTEN. This aims to smoothen the work flow by setting out specific spots for moveable items. Materials such as fax and copier machines and other items used collectively by several organizational members are labeled and schedules drawn up for rotating use of such machines, in order to promote efficiency. The third item to improve project management is SHINE,

Psychology at Work Essay Example | Topics and Well Written Essays - 3000 words

Psychology at Work - Essay Example The value of well-being programmes as an organisational investment is explored in this study. Reference is made, as an example, to the case of BGL Group. The specific firm is well established in the UK market, being involved in the provision of insurance and legal services. The firm has emphasized on the well-being of its employees so that their motivation and commitment to the organisation are secured. The review of the elements and the effects of this programme can hep to understand whether such programmes could be a good investment for organisations in the modern market. The well-being programme of BGL Group will be checked and evaluated using the concepts of work psychology as included in relevant literature, with particular reference to the work of Anna Sutton. As a theoretical framework work psychology is rather wide, being able to incorporate different themes, such as ‘psychopathology and organisational development’ (Sutton, 2014: 6-7). Various approaches have been used for describing work psychology. According to one of these views, the work psychology ‘facilitates change towards improved work and working conditions’ (Milward, 2005: 1). From another point of view, work psychology aims to provide to managers necessary information in regard to ‘the application of psychological principles to running a business’ (Hodson, 2014: 6). In any case, work psychology has to support organisational development. This fact indicates the close relationship between work psychology and organisational change (Sutton, 2014). I t should be noted that work psychology can be related to different priorities, depending on the geographical area involved: in USA the limitation of costs is of primary importance while for firms based in UK work psychology would be most related to the increase of firms’ profitability (Sutton, 2014: 10). The second approach will be

Definition of American Literature 1865-1914 Essay

Definition of American Literature 1865-1914 - Essay Example Naturalism is a movement that emerged in response to the perceived excesses of Romanticism and Surrealism, particularly with reference to those styles’ symbolic, idealistic, and optimistic views of the world and human nature. Nevertheless, while realism sought only to impose empirical value into art by portraying subjects in an earthly way, separate from the idealism of the early 19th century, the movement toward naturalism reflected more of a philosophical shift than an artistic one. Although naturalism is viewed often as an outgrowth of literary realism, it is the result from a leap further into the study of human nature, rather than a study of art. While realism attempted to portray human beings as they actually are, naturalism took a step further by first proposing a theory of human nature and then representing that nature in art. Part of this theory of human nature was determinism, or the belief that every event in the universe, including human behavior, is causally deter mined by previous events. .

Psychology at Work Essay Example | Topics and Well Written Essays - 3000 words

Psychology at Work - Essay Example The value of well-being programmes as an organisational investment is explored in this study. Reference is made, as an example, to the case of BGL Group. The specific firm is well established in the UK market, being involved in the provision of insurance and legal services. The firm has emphasized on the well-being of its employees so that their motivation and commitment to the organisation are secured. The review of the elements and the effects of this programme can hep to understand whether such programmes could be a good investment for organisations in the modern market. The well-being programme of BGL Group will be checked and evaluated using the concepts of work psychology as included in relevant literature, with particular reference to the work of Anna Sutton. As a theoretical framework work psychology is rather wide, being able to incorporate different themes, such as ‘psychopathology and organisational development’ (Sutton, 2014: 6-7). Various approaches have been used for describing work psychology. According to one of these views, the work psychology ‘facilitates change towards improved work and working conditions’ (Milward, 2005: 1). From another point of view, work psychology aims to provide to managers necessary information in regard to ‘the application of psychological principles to running a business’ (Hodson, 2014: 6). In any case, work psychology has to support organisational development. This fact indicates the close relationship between work psychology and organisational change (Sutton, 2014). I t should be noted that work psychology can be related to different priorities, depending on the geographical area involved: in USA the limitation of costs is of primary importance while for firms based in UK work psychology would be most related to the increase of firms’ profitability (Sutton, 2014: 10). The second approach will be

Identifications in Hip Hop Culture Essay Example | Topics and Well Written Essays - 500 words

Identifications in Hip Hop Culture - Essay Example Bernard Zekri and   Jean Karakos had a significant impact on the history of American rap in the 1980s. In 1980, Zekri made the decision to leave France and move to New York where he worked in a restaurant with French owners. In this year, Karakos who had headed a small label in France referred to as Celluloid also moved to New York and met Zekri. The two had a significant impact on the American hip-hop culture which had long-term implications including bringing American hip-hop to countries overseas and changing the manner in which rap music was recorded. 4.Kafig The power that characterizes French hip-hop dancing can be traced back to the careers of individuals and the fact that developments in the styles of dancing occurred in regions that applied their own preferences. Kafig is a genre that comes from the regions of Lyons as well as Paris and is considered as the birthplace of hip-hop dancing. Kafig is a dance that is specialized, characterized by numerous complex movements. The artists who engage in this type of dance display a   large amount of emotion as well as power in their movements. This style of dance impacts on hip-hop culture through the fact that it aims at cultivating awareness of how movement can bring out a certain message or create a different depiction of the world(McCarren 65).   5. Siya Possi XThe name Siya Possi X is derived from both the English term referring to the posse and the phrase siya possi which means in simple terms people who are to be killed.

Personal Finance Concepts Investing Essay Example for Free

Personal Finance Concepts Investing Essay According to the finance researchers a portfolio refers to an appropriate collection of investments for an institution or a single individual. An investment portfolio is constructed by financial advisors or a retainer their main task involves investment analysis that are useful; during purchasing of stocks and bonds, and other business assets. . Cliff uses his present finances to determine his future holding and finance position. Cliff financial statement seems to spread in many fields, he invests in fixed assets and even before he could fully exploit his new investment strategy he is already investing in shares and bonds. Basically this is diversification and investing assets such as bonds and shares in such a scenario is exposing a high percentage of ones investment at risk (Grant 2005). Cliff is a risk taker hence he is more likely to invest in income securities and unwarranted investment such as the equities. Hence Cliff will tend to have very low cash holding and shares, in addition he is not expected to hold high levels of securities as savings since his age is allows him to have a long time to invest in most cases age is a great determinate in an individuals saving amount and investment, though Cliff will tend to save for his future plans such as his wedding plans, his marginal propensity to save will still be quite low. Since Cliff is earning an approximate of $340000 he I expected to distribute his earning to his present and future expenses, A great source of cliff’s finances is in terms of bonds and shares which are a good way to invest but the shortcoming with Cliff’s investment is the fact that he did not take a good research before imposing a big sum of his money into the investment, the investment in bonds and shares involve a high percentage of risk and for that reason if they are not carefully researched on they bring high degrees of losses or very little profits. In that light they are not included in the construction of a portfolio, instead the items that can be included in the construction of a portfolio are savings, cash at hand and revenue that is already attained or the degree of risk is not too high. Using Cliff’s example he can spread his earning such 30% of his total earnings is equities, 40% income securities, 20% sundry expenses and 10 % as savings. The assumption is that cliff is a young risk taker hence his securities will tend to be and also his savings and cash. Â  Below is an example of Cliff’s portfolio: References Frasca , R, (2006) – Personal Finances: An Integrated Planning Approach, 7th Ed – Pearson Prentiss Hall Grant, R (2005) Contemporary Strategy Analysis Blackwell Publishing Karnani, A (1981) – Business Portfolio: an analytical Approach – Harvard Publishing .

Political, Social, and Ethical Ideologies on Graphic Design

Political, Social, and Ethical Ideologies on Graphic Design Mythology vs. Modernity Political, social, and ethical ideologies on graphic design in the twentieth century Abstract The following dissertation will discuss whether mythology or modernity had the greatest impact upon the political, social, and ethical ideologies that were closely linked to or had an influence upon graphic design and artistic culture during the twentieth century. The main focus of this dissertation will be to describe the often-complex relationship between mythology and modernity in relation to political, social, and ethical ideologies with particular reference to Germany and, to a lesser extent the Soviet Union, essentially between 1914 and the early 1930s. Germany and the Soviet Union were chosen as the main case studies for this dissertation, due to them being the countries that had the most complex situations, and often they had a highly contradictory relationship between mythology and modernity in the political, social, and ethical ideologies that influenced graphic design. Germany is of particular interest due to the clash between mythology and modernity at the end of the imperial regime, throughout the short and turbulent Weimar Republic and most strikingly during the Third Reich. Imperial Germany had a government that was autocratic in nature, the Weimar Republic allowed greater cultural diversity, yet suffered from political and econ omic weaknesses that allowed Adolf Hitler to bring the Third Reich into existence. In the Third Reich, it was Hitler who determined what graphic design was acceptable and pragmatic and which forms of it were politically, socially, as well as ethically unacceptable (just as he did with everything else). As will be mentioned Adolf Hitler’s dislike of anything related to graphic design or architecture if known widely enough could be as effective at preventing things happening or closing down pre-existing organisations as any decree or government legislation. The Soviet Union also arguably interchanged mythology and modernity in the political, social and ethical ideologies that underpinned its graphic design, culture, and its architecture as well as the governing regime. The Communist regime in the Soviet Union and the Nazi regime in Germany had radical agendas that were intended to transform the politics and the society of the countries they ruled over. Both regimes had also int ended to alter the political, social, and ethical ideologies of their populations through propaganda, indoctrination, and repression when required. For both regimes graphic design was just one of many ways to achieve their political, social, and ethical objectives, a method that they wished to control and even suppress if that suited their particular objectives and prejudices. These regimes could also find people that could use graphic design techniques to carry out their objectives whilst the formally qualified graphic designers were not used due to doubts over having suitable political, social, and ethical beliefs. Introduction Germany’s defeat in the First World War and the collapse of the Imperial regime had major political, social and ethical consequences that were not just confined to the field of graphic design. Prior to the First World War, the German government had built up the mythology of the invincibility of the German army, strengthened by the modernity and dynamic growth of its economy and its advanced industrial complexes. Germany’s rising economic production and the ability to make industrial products effectively meant that Germany’s power was widely viewed as increasing, a cause for national pride, and also a cause of international concerns that poised a challenge to peace. German militaristic culture and its ambitions to be a great power contributed to the outbreak of the First World War, as did the decision to back all of Austria-Hungary’s demands against Serbia (Fulbrook, 1991, p.3). The Imperial German government used propaganda to maintain the war effort in th e wake of heavy fatalities and severe shortages at home, due to the effectiveness of the Royal Navy blockade. The failure of the German spring offensives of 1918 brought about the final collapse (Roberts, 1996, p.455). Around the issue of German surrender in 1918 myths and counter myths would abound. German nationalists claimed that Socialists, Social Democrats, the Centre parties, and the Jews had betrayed the country and its army. Such arguments were put forward by the leading German generals, most notably Ludendorff to deflect from the failures during the war. Other elements in Germany that favoured modernity were those that supported the Weimar Republic most strongly (although that support was not always returned by the Weimar authorities). The ideological conflicts between left and right would last until the Nazi Party came into power. Once the Nazis gained power they intended to radically alter the political, social, and ethical ideologies that dominated Germany through whatev er means they had to use. The social and ethical alterations would revolve around cleansing the country of political, social, and racial undesirables (Bullock, 1991, p.74). The effectiveness of German propaganda during the First World War; the political, social, and ethical ideologies and their impact upon graphic design in Germany will discussed in chapters 1 to 3 as well as in the conclusions. The influence, innovations, and the subsequent legacy that the Bauhaus school had on graphic design in Germany and beyond will be scrutinised in greater detail. In Germany the movement most closely linked to the concepts of modernity, rather than the concepts of mythology in graphic design would become known as the Bauhaus school after the graphic design school that opened in 1919. The leading members of the future Bauhaus school were frequently working as architects and artists before the outbreak of the First World War in August 1914 (some of them in countries that fought against Germany). These artists and architects were equally committed to the concept of modernity and the political ideology of socialism. Ironically enough, the modernist concepts that would form the basis of the Bauhaus school were heavily influenced by British architecture, except for the Germans had in the vast majority of cases kept their allegiance to socialist ideals (Hobsbawm, 1987 p. 225). From its inception the Bauhaus had a mission simple to drive forward its work, projects, and its teaching. That publicly stated aim was ‘The Building of the Futureâ€℠¢. The school hoped to make graphic design more accessible and pragmatic to help modernise the economy and help transform art and culture (www.bauhaus/archiv). There was a competing stronger current in German culture that stressed the cultural, ethical and in more versions the racial superiority of the German nation above all other nations. This vision of a culturally superior Germany was favoured by most right wing groups throughout Imperial Germany, the Weimar Republic and was part of the extreme ideological basis of the Nazi party that came to power in 1933. For the German right wing nationalists’ culture went further than occasional trips to the theatre or the cinema. Culture to them was part of the mythology of the greatness of the German people. Such strong and wide-ranging notions of nationalism go a long way towards explaining the highly militaristic nature of both Imperial Germany and the Third Reich. If anything, the militarism of the Third Reich was the most potent form as it was combined with the drive for racial purity, as well as plans to exterminate Communism and the Jews (Bullock, 1991 p. 76). The emergence of the Communist regime in the Soviet Union also led to a mixture of mythology and modernity influencing the political, social, and ethical ideologies on graphic design. The Communist regime that took power in October 1917 to establish Marxism-Leninism across the former Russian Empire in what eventually became known as the Soviet Union. To secure its future the Communist regime used myths about the struggle to bring revolution, combined with the modernist urges, to end the political, social, industrial, and economic backwardness of the Soviet Union (Hobsbawm, 1994 p. 63). The Soviet regime maintained its grip on power through often large-scale brutal repression, the extensive use of official propaganda and censorship, and systems of party and government patronage. Under the cruel rule of Joseph Stalin the use of all these methods reached its systematic and violent peak with his campaigns to modernise the Soviet Union and crush all opposition real or made up (James, 2003 p. 61). The role of mythology and modernity in the graphic design of the Soviet Union will be discussed in greater depth in chapter 4 and the conclusions. Chapter 1 Mythology, Modernity, and the collapse of Imperial Germany Imperial Germany had a rich culture, with mythological and militaristic ideologies seeming to dominate less popular modernist tendencies. The appeal of mythological ideology and heavily military influenced nationalism are linked with German history and the struggle to create a united Germany. Many Germans prided themselves upon their own culture. Imperial Germany for instance, had popular and successful theatres, which had expanded in actual numbers, as well as in the size of their audiences. Musically the pre-war period witnessed the peak in popularity of Richard Wagner’s operas, laden as they were with mythology and heroic references. Imperial Germany saw the foundation of the precursor of the Bauhaus school in the form of the Werkbund as early as 1907. Like the Bauhaus the Werkbund was intended to improve the efficiency of the industrial designs and machinery used by German businesses. The emphasis was upon modernity to drive forward economic growth. At this point in histor y, Germany was becoming an increasingly powerful country, with a strong economy and a powerful army. Its government was undemocratic, and there was a strong sense of nationalism. Modernity was not rejected, just harnessed to increase the country’s wealth and power (Burns, 1995 p.12). As a united country Imperial Germany owed its very existence to war, or three wars to be exact. Prussia and Austria had been rivals for the position of the leading German nation, Prussian policy aimed to achieve a united Germany but that seemed to be an unlikely dream. Under the Chancellorship of Count Otto von Bismarck the Prussians gained decisive victories over Denmark, Austria, and then France. Victory against France persuaded the more sceptical German states that it was time to form a united Germany. A single German empire was forged with the Prussian King becoming the German Kaiser (Rayner Stapley, 2006, p.92). In Imperial Germany, popular culture and mythology centred on the army that had done so much to forge a united Germany. Later, Germany would develop pride in the German navy that Tirpitz turned from a small coastal defence force into a powerful unit capable of challenging the formidable Royal Navy. The massive expansion of the German navy was a fine example of Germanyâ €™s booming economy, strong grasp of design and the development of the most up to date technology available (Fulbrook, 1991, p. 3). German military strength and the rise of her naval power were a source of national pride, yet internationally the French wanted revenge for 1870, whilst the British and the Russians were wary of German intentions (Roberts, 1996, p.). When Bismarck had been Chancellor he had been careful to keep France isolated. However, the Kaiser’s quest to increase German power and prestige meant that Russia and Britain became closer to France. The Kaiser’s poor diplomacy and lack of tact meant that Germany had to fight on two fronts. The German military planned for a quick victory in the war in the west to avoid prolonged war on two fronts, although the breaching of Belgian neutrality caused Britain to join the war. However the Germans gained a crushing victory against the Russians at Tannenberg and the Eastern Front, yet were unable to finish the war on the Western Front in 1914 (Colvin, 2004, p.244). Despite rapid advances in the war the Germans were eventually stopped by the French and British, which would mean a long war (that made German victory unlikely). The German invasion of Belgium had brought Britain into the First World War, which meant that the German army had to gain victory before the Royal Navy blockade starved Germany into submission (Kennedy, 1976 p. 246). The myth of the greatness of the German army had not been broken in 1914; after all it had almost gained victory in the war. The stunning victory at Tannenberg had produced two new heroes in the form of Hindenburg and Ludendorff who both became leading figures in the conduct of the war, as well as having a great deal of political influence. Neither side was able to break the stalemate on the Western front in 1915, although the Germans helped Turkey to stop the allied offensive in Gallipoli. From an early stage in the First World War the German government realised the importance of propaganda in maintaining both military and civilian morale. Any successes were exaggerated, set backs were either not mentioned at all or their significance was played down (Bourne, Liddle Whitehead, 2001, p.49). The German army put all its hopes of winning into the massive offensive against Verdun in 1916, Falkenhayn aimed to kill so many French soldiers that it would break French morale and force their surrender. Verdun almost fell but for the efforts of Petain, it could have broken the French army. The German government presented the Verdun offensive as a victory due to the French having sustained heavier losses. The attack on Verdun brought forward the British led offensive on the Somme. For the Germans, the Somme helped to create the myth that the German army could not be defeated. The defences of the Hindenburg line were formidable and the massive artillery barrage that lasted a week did nothing to break it. The barely touched or harmed German defenders decimated the advancing British and French soldiers. The first day of the Somme remains the worst day in the British army’s history. Allied failure to make a breakthrough in the Somme helped to keep Germany fighting and also moral e and confidence high (Bourne, Liddle Whitehead, 2001, p. 459). However, the most decisive battle of 1916 was at sea, the battle of Jutland. The Germans claimed victory as they had inflicted heavier losses upon the Royal Navy. The Germans claimed that their ships were better built, more up to date, and therefore were superior, as were the gunnery skills of the German crews. The German navy and the German government did not make public that Jutland had almost been a disaster. The Germans had planned to reduce the superior numbers of the Royal Navy by isolating units from the main British fleet by sinking them all. Instead of that, the Germans met up with the entire Grand Fleet. Only nightfall and the cautious approach of the British admirals prevented the Royal Navy destroying the High Seas Fleet. After Jutland, the Royal Navy maintained its devastating blockade against Germany. From then on the only German naval threat came from its submarine force, and the crews of the High Seas Fleet would prove more of a threat towards the German government th an the Royal Navy (Kennedy, 1976, p.247). During the First World War the German government controlled what newspapers could publish, the press did not usually publicise official casualty or fatality figures, discuss food and fuel shortages or mention anti-war protests. The German government vetted all public theatre or musical performances, whilst the country’s 7,500 cinemas could only show German made films that were considered patriotic. Hollywood films were banned as culturally unsound even before the United States entered the war. German cinemas did show newsreel footage of the war from 1917, yet that footage was restricted in the images that were shown. Germany produced less propaganda articles or posters than Britain or France. German news coverage and propaganda lacked effectiveness compared to British propaganda. The German government was hampered due to the political parties being unable to agree upon the country’s war aims, there was disagreement as to whether they were fighting a war of containment o r fighting for financial or territorial gains (Stevenson, 2004, p.277). The German government seemed merely to tell the German media what it could not print or broadcast that it missed the opportunity to ensure that propaganda and information was presented in the most effective manner. The government left the decision of how to present information about the progress of the war to the newspaper editors. The style of writing and presentation of newspapers were adapted to the tastes of the people that brought the newspapers. To a certain extent official information and propaganda was able to disguise bad news from the front yet perhaps it was only effective due to wishful thinking or naivety on the home front. German propaganda and censorship however could not hide food shortage form the German people, those that were not in the army or did not live in agricultural areas had to make do with 50% less food than in 1914. It was also difficult to cover up increasing political divisions ove r the conduct of the war. Perhaps foolishly the government had not banned public discussions about national war aims, or whether Germany should find ways to end the war through peace talks. The government could not hide the splits of the Social Democratic Party either. The most left wing of the Social Democratic splinter groups was very outspoken about Germany’s chances of winning the war and called for ending it as soon as possible. During the course of the First World War, German newspapers changed in size and in the actual print types used. Although smaller newspapers with simpler print types may have pleased readers such changes owed more to shortages of paper than altered graphic design or attempts to make propaganda more effective (Stevenson, 2004, p.279). The German government had great confidence that its submarines or U-boats could get Britain out of the war by breaking its Atlantic supply lines. At first the German navy had stuck to the rules of war, only naval ships were sunk on sight, merchant ships were inspected and all crews were usually evacuated before sinking the ships. The Royal Navy responded by arming merchant ships and using ‘Q’ ships, these were warships disguised as merchant ships to sink unsuspecting U-boats (a strategy that worked well but broke international maritime law). U-boat commanders retaliated by sinking ships if they believed them to be armed or carrying war supplies. The German government convinced the German public that its U-boats were providing heroic services and could even win the war. However, the U-boats caused controversy with the sinking of the liner Lusitania in May 1915 with the loss of over 1,000 lives, including many Americans. German propaganda that the Lusitania was carrying mu nitions was not widely accepted as much as British denials were. The Germans sink on sight policy was dropped to prevent United States entry in to the war (Rayner Stapley, 2006, p.105). The Germans returned to unrestricted submarine warfare in 1917, arguing it was a morally justified measure in response to the Royal Navy blockade of Germany. The German U-boats initially caused heavy shipping losses that threatened British food and war supplies. The U-boat campaign helped to bring the US into the war against Germany, British propaganda was very effective in persuading American public opinion to support entry into the war. The German government however, could have increased its chances of victory by improving the efficiency of German industry and agriculture. The German failure to fully mobilise their resources disproved their claims of modernity and efficiency (Hobsbawm, 1994, p.28). Despite the failure of the U-boat campaign to eliminate Britain from the First World War, the Germans still had chances to win the war. The collapse of the Tsarist regime in Russia presented the German military with opportunities to win the war before the United States could intervene decisively. The Russian Provisional Government carried on fighting against Germany, although the October Revolution that brought the Bolsheviks to power effectively ended the fighting on the Eastern front (Bullock, 1991, p.69). The Russian exit from the war allowed Hindenburg and Ludendorff to transfer army units from the Eastern to the Western Front for the Spring offensive of 1918 (which they knew was their last chance to win the war). There was the drawback that part of the German army and navy became attracted to revolutionary ideas as a means to end the war and bring fundamental political changes to Germany (Fulbrook, 1991, p.22). Hindenburg and Ludendorff knew something that the German governmentà ¢â‚¬â„¢s propaganda kept from the public; the spring offensive was the last throw of the dice. Although the spring offensive gave the German army its furthest advances in the West since August 1914, it failed to break the Allies and end the war. The failure of the spring offensive meant that Germany could only lose the war. Hindenburg and Ludendorff found civilian politicians to seek armistice to end the war. They hoped that these civilians would take the blame for the defeat, which is just what happened. The same generals that failed to win the war blamed the people left to pick up the shattered pieces of Imperial Germany for their failures. Hindenburg and Ludendorff invented the mythology of the ‘stab in the back’ that so undermined the Weimar Republic (Brendon, 2000, p.9). Germany’s defeat came as a bitter shock to the majority of the German population as the government’s strict censorship of bad news and its attempts at propaganda had convinced the majority of German people that defeat was not possible or indeed likely in the near future. Propaganda and censorship made it appear that Germany was in a stronger position than was actually the case. Government bulletins had deceived people into believing that the sacrifices and losses would be worth it once victory had been achieved. The bulletins gave an ultimately false impression that German victory was at hand. This was especially the case when the spring offensive made its initial gains. If the majority of the population had not believed wartime propaganda then the myth of the ‘stab in the back’ would not have gained so much currency in subsequent years after the war (Bourne, Liddle Whitehead, 2001, p.460). The truth was that the First World War exhausted Germany, the mode rnity of its army, navy and its weak allies, inefficient organisation, and the effects of the Royal Navy blockade nullified industry. The German army and the navy were affected by Communist and revolutionary impulses. The German army’s morale was lowered as a result of the spring offensives, soldiers found out that the Allied armies were better fed and equipped than they were (Brendon, 2000, p.8). The army was broken after August 1918 and in non-stop retreat. It had not been defeated, although the arrival of large numbers of American troops and the surrender of Austria meant that defeat was inevitable (Holmes, 1999 p.213). The ‘stab in the back’ myth had no basis in reality, yet it would endure long enough to severely undermine the viability of the Weimar Republic due to millions of Germans believing it (Fulbrook, 1991, p.23). Chapter 2 Mythology Modernity during the Weimar Republic Some of Imperial Germany’s most gifted artists, architects, and writers had fought in the First World War. Although some of them had held left wing political opinions, they had not avoided military service. Amongst the influential modernists that served in the war was the painter Paul Klee. Paul Klee went on to survive the conflict, whilst his fellow artists Franz Marc and August Macke were killed in action. Marc and Macke had both been talented modernist painters. They had been in a group with Wassily Kandinsky they had decided to call ‘Der Blaue Reiter’ or in English, The Blue Rider. This small group of artists favoured a strand of modernity referred to as abstraction (Faerna, 2000 p. 8). It has been argued that the experiences of military service had the affect of radicalising those that returned from the front. In the case of Germany, her veterans were drawn towards either the rabidly nationalist ring wing groups such as the Nazi party, or they were drawn towa rds the revolutionary left. Amidst the debris of a war shattered country the old monarchy was replaced by the Weimar Republic. As a matter of coincidence the centre of excellence for the modernists in Weimar era Germany, the Bauhaus school was also founded in Weimar during 1919 (Hobsbawm, 1994 p. 179). In many respects the founders of the Bauhaus school had similar political, social, and ethical ideologies to those that had drafted the constitution of the Weimar Republic. Like the architects of the Weimar Republic, the founders of the Bauhaus favoured modernity, cultural diversity, and they were internationalist in outlook (James, 2003 p. 85). History has certainly not been kind to the Weimar Republic, Germany’s first taste of liberal democracy that was detested by millions of Germans, as well as being beset by major political and economic weaknesses particularly after the Great Depression. The collapse of the monarchy had allowed the Weimar Republic to be created to the decidedly inauspicious background of military defeat, an enforced peace treaty and political unrest at home. The optimism of pre-war Imperial Germany had been shattered by the time the First World War had finished (James, 2003, p.73). The Weimar Republic had a very liberal constitution with left wing and centre parties supporting the new system. The Weimar Republic was not at first accepted by the Communists or right wing nationalist parties. The new German state lacked the economic dynamism of Imperial Germany, especially as the Ruhr Valley industry output was harnessed to the French economy. The Germans protested about the reparations enforced upon them by the Treaty of Versailles. The Versailles settlement was intended to strip Germany of the power to wage war again, the army was reduced to 100,000 men, and the high command was abolished. The German navy was reduced to a weak coastal defence force banned from having submarines. Germany was also banned from having an airforce. The Allies had hoped to break militarism in Germany, yet only caused resentment amongst the German people. Resentment of the Versailles settlement fuelled dislike of the Weimar Republic, although the government could not have rejected the treaty. Germany simply did not have the military, human, or economic resources to have carried on fighting which was why Ludendorff had brought civilians into the government in the first place, to use as fall guys for the army’s failure to win the war (Shirer, 1988, p.32). However fragile the political and economic situation was in the Weimar era, Germany was certainly not a cultural or artistic backwater. In fact, Germany during the Republican period gained an international renown for its cultural and artistic achievements. Some of these cultural and artistic trends had existed before the First World War; others such as the Bauhaus School most closely linked with Walter Gropius flourished in this period (Fulbrook, 1991, p.39). Much of the cultural diversity witnessed during the Weimar Republic fits into the concepts of modernity. Walter Gropius, Thomas Mann, and Arnold Schonberg were notable members of the German modernist avant-garde who got their best opportunities to fully express themselves after the First World War (Hobsbawm, 1994, p.179). German avant-garde modernism was influenced by two American imports after the First World War, cinematic films, and jazz music. The Weimar Republic had a flourishing filmmaking sector, although it could not mat ch the production levels or profits generated by Hollywood. Hollywood studios, especially Universal Studios liked to use ideas from relatively unknown German films, such as Frankenstein. Even before the Nazi’s took power and repressed the degenerate elements of modernity; German technicians and filmmakers could always find work in Hollywood. Gropius and the Bauhaus linked itself with jazz music, which they regarded as the height of modernity in musical terms. The right wing politicians and extreme nationalists disliked jazz due to its Black American origin, as much as for its musical merits (Hobsbawm, 1994, pp.184-85). The Bauhaus School membership was almost entirely made up of left wing sympathisers who preferred the new republic to the old monarchy. The Social Democrats retained their previous popularity but the new Weimar Republic actually allowed it a share of power. The greater freedoms that were allowed under the Republican regime would mean that the Bauhaus and other centres of German modernity were not only linked with Socialism or Marxism, they were also linked with Germany’s moral degeneration. Places where new culture was stronger, especially Berlin, were frequently resented for moral decadence and politically subversive views. The Bauhaus also tried to change the print types used in German newspapers and their own printed material. This was partly to make the graphic design better to look at as well as to save resources which traditional print types used more of (Fulbrook, 1991, p.41). For instance, Lyonell Feininger taught at the Bauhaus, yet had previously been a cartoonist that had gained a reputation for producing hard hitting political satire in his newspaper cartoons. Whilst working for the Bauhaus Feining er went on to become a highly skilled painter and woodcutter. His work reflected that the influence of the Cubist movement remained strong throughout his career (www.articons.co.uk). Wassily Kandinsky had been a founding member of the ‘Blaue Reiter’ before the First World War forced his return to his native Russia. Whilst at the Bauhaus, Kandinsky did some of his finest work most notably the ‘Kleine Welten’ of 1922. He broadened his artistic horizons, whilst using his skills as a graphic designer to produce stage sets and theatrical costumes (www.articons.co.uk). Laszlo Moholy-Nagy came up with some innovative photographic techniques that later became widely used in journalistic graphic design. These techniques produced photographic quality pictures without the need to use a camera which Moholy–Nagy referred to as photograms. Moholy –Nagy became a film producer, as well as further developing photograms to be incorporated into printed text (Cry stal, 1998 p. 652). Dislike of the new democratic Germany was not just confined to extreme nationalist groups, teachers, civil servants, as well as the Catholic and Protestant churches were suspicious if not downright hostile towards the Weimar Republic. The political, social and ethical decadence of the Weimar Republic came to a head in 1923. This year was when the French occupied the Ruhr Valley and also when Germany was devastated by hyperinflation. Hyperinflation brought misery to millions of ordinary Germans; it made wages, savings, and pensions worthless. Millions turned in desperation towards the Communists, but also for the first time the Nazi party. Hyperinflation was the event, which also saw Adolf Hitler brought to national attention, after the failed putsch in Munich during November 1923. Hitler skilfully used his trial to publicly express the aims of the Nazi party. Germany’s severe economic problems also prompted American recovery packages that gave the Weimar Republic the appearanc e of political and economic stability (Brendon, 2000, pp.29-30). Domestically, stability seemed to be achieved under th

Leaving My Home :: Personal Narrative Traveling Essays

Leaving My Home We finally found gate C-4 after what seemed like an interminably long time. I rejoiced to see the rows of plush cushioned chairs. My aching legs were also thankful after wandering the long cramped halls of O'Hare's bustling airport. Although the halls exuded spaciousness, the throngs of impatient people thwarted any chance for a leisurely stroll. However, I could not concentrate on this scene of busy travelers and cramped corridors. For the airport and my trip to Argentina seemed surreal to me as I dreamed of my dog Max and my bedroom and how long it would be until I saw them again. This after all was just a stop on a busy road to my future. Of all the rows of chairs, we staked out five that were closest to the boarding doors. My parents sat across from me, and observed me like birds that watch their fledgling take its first flight. My sisters Rebecca and Elizabeth sat on either side of me, both filled with the anxious thoughts of a year without a brother and friend. Then it was time for us to wait. At first the comfort of sitting in the cushioned chairs and staring out the large glass windows was enough. I saw the planes make their exits from the sky to come gliding onto the runway. Although made of metal those birds land gracefully. A slight squall from the tires, a bit of smoke, but all in one smooth slip from the sky to skating across the open pavement. They taxi their ways along the integral paths of painted yellow lines. Each one was like an ant moving purposely about its assignment without disturbing its fellow workers. The men and women on the ground crew carefully orchestrated it all with orange batons and walkie-talkies, making sure there is no confusion. The plane returns to its port like a seaman after a long voyage. Their thoughts are only that it's good to be home. The scene soon became monotonous. The planes always nearly landed on the tail of the one just departed. They turned with the same motions following the same paths to yet another loading dock. Even the questions that quarry an observer ran stagnant. Where were all those planes going? It became apparent that they are all on journeys without any final destination. They only hope to get in as many miles as is possible in their lifetimes.

Republican Plan Should be Vetoed :: Argumentative Persuasive Papers

Republican Plan Should be Vetoed I think that the Republican should be vetoed because to me, their proposed tax cuts in education, the environment, and other areas are not the way to go. There are probably other government functions that could use a decrease in spending. Raising medicare premiums (http://www.yahoo.com/headlines/951114/news/stories/budget_42.html) seems alright, but there could be a better way. In general, today's Congress is in so much deadlock over balancing the budget, they will end up watching it go to about $6 billion by the start of the new millenium!!! The debt's already too high now. President Johnson was able to halve the deficit and keep his budget under $100 million during his first year in office (http://pathfinder.com/time/special/moy/1964.html); but he achieved this through some manipulation of others - something of which Bill Clinton is not a master. Though the proposed increase of $9 a month may seem small to some,many older Americans in the long run will not be able to keep up with the payments and will trim down their disposable income (isn't this what Keynes would think?) Stimulating the economy at the expense of a certain group of people does not constitute favorable domestic policy for politicans of any party. Why is it that the U.S. has such a hard time trying to keep a stable economy when Germany has historically had pretty strong currency and is perhaps the best economic nation in all of Europe? (http://pathfinder.com/time/international/ 1995/950925/economies.html) They do have tougher regulations, but not a lot of capitalistic ways that we do here. The country's central bank managed to step in after unification with tough-minded economic management; and even though the eastern side of the country has spend a little more than necessary, Germany today remains financially stable (without huge increases in inflation). The temporary stop-gap spending bills that Clinton vetoed, causing the current partialgovernment shutdown, has made the U.S. look bad in the eyes of the world because of party gridlock. I doubt if countries such as Germany ever have this much trouble. Are there any solutions to solving the national debt that will completely satify everyone involved? Probably not. I proved that by stating my support for the President's veto of the Republican's spending bills. However, the oneitem that really bugs me is that if the Republicans want to lower the debt so much, why

Street Gangs

Street gangs are very common in America and especially amongst African American populations. The history of street gangs can be traced back to the 1930s when African Americans were undergoing challenging moments considering that it was an era of great racial discrimination. Different street gangs have different names for instance, famous street gangs in the US included The ‘Kelleys’, The ‘Driver Brothers’, The ‘Boozies’ as well as The ‘Magnificents’ .Activities of such gangs evolved from violence, robbery, drug dealing, and prostitution to covert missions. In addition, street gangs have been usually composed of juveniles. Composition of the street gangs has always been around peers such as friends, sisters or brothers. Although street gangs lack clear ideology in the struggle for black liberation street gangs were seen as the voice of black struggle within the black community and very little was done by the community to deal with th e problem of street gangs.Today, street gangs have various definitions depending on who is defining them. For instance, a researcher’s definition is different from a police definition and definitions have varied from author to author with different authors giving different definitions for street gangs. For example; (Skogan, 1990) defined street gangs as groups of teenagers who congregate around street corners not necessarily for covert missions but also because of social pressures such as lack of shelter (Sarnecki. 2001).Another author, Sheriff and Sheriff (1964) defined street gangs as an elaborate network of young persons whose goal is to violate the law (Sarnecki. 2001). This shows how greatly the topic of street gangs has been surrounded by mystery in America. However, there is agreement that street gangs in America are largely networks of people with a loosely threaded ideology which is temporary. In addition, membership to street gangs is never permanent as the street g angs have very strict ‘code of conduct’ which often see members fall apart.In addition, street gangs cut across racial, religious, national and ethnic backgrounds and today, unlike before the definition of street gangs goes beyond ‘black’ gangs (Jennifer Lee, Min Zhou, 2004). Street gangs have a way of identifying themselves which is distinct from other competing gangs. For instance, each gang in America has their particular label of clothing or shoes which is only specific to that gang and anyone found to be using the same label outside the gang membership is often met with punishment which can include lynching or assault and in some cases, death (Jennifer Lee, Min Zhou, 2004).Street gangs also use specific types of tattoos on their bodies to further define themselves and as a result differentiate themselves from other competing gangs (Jennifer Lee, Min Zhou, 2004). Also common amongst street gangs is the use of hand signals which are unique to members of the given street gang and is a way of communication, identity and a sign of loyalty to the particular street gang. Street gangs also have their unique communication styles embedded in both verbal and non-verbal use of language and this is further used to promote the culture of the givens street gangs.As mentioned earlier, street gangs are rarely permanent in terms of the duration which members last in the gang. Leadership of street gangs is often autocratic and oppressive, something which is responsible for the rampant fallout amongst members which makes it very difficult for members to stay long in the groups. Another factor which defines street gangs in American is the fact that all street gangs have their turfs which they control and fight any effort by police or other law enforcement agents to oust them.As a result, street gangs come to form part of the life of the area where they occupy, something which has led to the spread of gang life especially practices such as drug abuse, prostitution and violence in the areas occupied by street gangs (Jennifer Lee, Min Zhou, 2004). Another factor, which defines street gangs in America, is the fact that all are involved in criminal activities and rarely do street gangs engage themselves in any constructive activity apart from some form of art such as rap music .It is generally accepted that street gang is a problem which is not only a threat to social order but also to national security. In the advent of terrorism, the police and other law enforcers cannot leave anything to chance when it comes to addressing loopholes in national and homeland security. To that end, several policing strategies, new legislations and other changes have been implemented in America to not only address the danger posed by external aggression but also the potential of threats within the United States of America. Street gangs are known to carry out any business for money indiscriminately.Therefore it does not matter whether it is a terroris t that the gang is working for. All that matters to a gang is that it forms a source of income. To counter the potential of street gangs posing a significant threat to homeland security, the police have moved as a measure to contain the street gangs within their ‘territories’. As mentioned earlier street gangs operate strictly on their territories and rarely do they move to new locations. This has presented an opportunity to the police to contain and deal with street gangs in a more localized manner.To ensure that the influence of street gangs does not spread widely into the community the police have come up with a strategy of road patrols which are made to make the community safer and secure. This is made to counter the possibility of gangs using the roads to harm their victims or to infiltrate fear amongst the members of the community. This has greatly worked well although it has been faced with the problem of racial profiling, given the fact that members of racial mi norities are often targeted by police searches aimed at countering street gangs.However, to a great deal, police road patrols have raised the level of security even in areas where street gangs are common. Another strategy has been to use technological power to deal with street gangs. This has seen the police use sophisticated weapons to fight street gangs whenever confrontations occur and to ensure that the police always remain in control. The police in most states have strategic plans which have seen police set up traffic checks along major roads aimed at ensuring that gangs’ activity is limited.The fact that most gangs trade in narcotics means that police have to strengthen their anti-narcotics units to decapitate the ability of street gangs to carry on illegal drug trade. This has seen the police work closely with intelligence, local community leaders as well as religious bodies to ensure that every member of the society is involved in fighting street gangs. Another great change in law enforcement agencies that has resulted from street gangs activities in America is the introduction of community policy. Unlike conventional policing, community policing is proactive, less resource laden and problem-solving .As a result of community policing, violence and drug abuse incidences have significantly dropped in the community level. However, it is worth noting that community policing requires training of local community members to equip them to deal with the sophisticated nature of crime in the society. The fact that police departments lack enough resources has seen a slow implementation of community policing as a strategy of law enforcement. Nonetheless, community policing has led to a decrease in fear levels amongst community members .Although originally community policing was motivated partly by the threat of street gangs in the community, community policing has turned out to be effective in fighting even crime which is unrelated to street gangs. The strat egy of community policing revolves around training of community members to equip them with the necessary tactics and knowledge to deal with crime, establishing of stations at the community level, increased foot patrols of police officers, as well as brainstorming meetings between community members and police in a bid to encourage citizen participation in fighting crime .It is worth noting that policing strategies, laws and other changes aimed at dealing with the problem of insecurity is largely based on state administration. This therefore means that different states use different approaches to fight with levels of crime considering the fact that different states have different security needs. For instance New York policing strategies is aimed at tackling crimes such as public drunkenness, violent crimes as well as prostitution. This therefore shows that the nature of criminal issues facing a state may vary and therefore may dictate the types of policing strategies.In addition, New York State is faced with a high threat of terrorism than the threat of street gangs for example. This therefore means that the changes and strategies by law enforcement agents have been broadly aimed at dealing with threats specific to that state . In Washington DC for example, there are gang legislations which have been specifically enacted to deal with the problem of gangs. This has attracted more funding aimed at empowering law enforcement agents’ efforts to deal with prevention of gang activities in Washington.The availing of funds has seen the police and other law enforcement agents become more capable of dealing with the problem of gang violence, which is deep-rooted in the State. The legislation has also allowed for funding of intervention measures and programs, which have seen the community, enjoy safer neighbourhoods. Other changes aimed at dealing with the problem of street gangs in Washington DC have included the imposition of tough penalties for street gang member s who are caught participating in violent crimes . This approach has seen the threat of violent street gangs decrease significantly in Washington DC.However, it is worth noting that all efforts geared towards dealing with the problem of insecurity and particularly street gang activities need to be integrated into federal laws so as to ensure that the state is able to fully address the challenge. Such legislation such as the companion legislation is aimed at making sure that there is the availability of funds to deal with lawlessness. In addition, the legislation aims at making sure that the police and other law enforcement agents are able to meet the challenge as well as effectively deal with violence before it becomes widespread (Jennifer Lee, Min Zhou, 2004).Efforts to deal with the threat of violent street gangs has moved from the preventive level to correctional facilities by empowering correctional officers to put in place reform measures aimed at rehabilitating street gang off enders. It can be said that the tough laws have been largely successful in not only dealing with violent street gangs but also in increasing the level of security in the neighborhoods (Sarnecki, 2001). Not all policing strategies or new laws have been successful in dealing with crime.However, some strategies such as road policing strategy have been effective due to its ability to prevent crime at the neighbourhood level. Other strategies or changes such as enhanced penalties have to some degree failed given the fact that the prisons where such offenders are sent to are not necessarily effective in correcting the behaviour of the offenders and therefore when such street gangs or any other offenders come out of the prisons they usually continue with the same criminal activities.Forfeiture is a strategy aimed at decapitating not only street gangs but other criminals of their ability to coordinate and execute criminal activities. Laws permitting the forfeiture of profits gained from cri minal activities have made it possible for law enforcement agents to seize property of criminals and therefore making sure that it becomes very unattractive for criminals to continue with their crime activities (Sarnecki, 2001).Another change or strategy which can be said to have resulted from the threat of street gangs is the initiation of gangs’ data bases which makes it possible for law enforcement agents to trace criminals with this (Jennifer Lee, Min Zhou, 2004) This also allows for easy monitoring of released criminals to monitor whether such have reformed. Having gang data bases also enables the easy exchange and sharing of information amongst law enforcement agents. Another change in the law enforcement agencies, which has been occasioned by the threat of street gangs, is the adoption of information technology systems .The introduction of information technology use amongst law enforcement agents has seen a dramatic increase in the ability of law enforcement agents to counter the activities of gangs. This has also made it very possible to collect data on criminal activities. Information technology has led to the quick exchange of information and intelligence on security issues, which significantly has boosted the ability of the law enforcement agents to prevent crime. Information technology has made it very hard for the gang members as well as other criminals to infiltrate law agencies, something which can jeopardize the effectiveness of law agents.Another strategy, which has been initiated to deal with crime in America, is the empowerment of law enforcement agents (Jennifer Lee, Min Zhou, 2004). This has been done through providing them with better equipment as well as training which makes it possible for law enforcement agents to operate with a high level of efficiency. Lack of capacity can greatly impact negatively on the war against crime. Therefore the move to empower law enforcement agents must be seen as one of the most effective changes e ver in dealing with organized crime.If the war against crime is to be won, a combination of the above mentioned strategies and changes must be implemented. For instance, having legislations however good, without having a capable human resource to enforce the legislation is likely to yield not better than meager results. The war must be sustained, focused and the aims should be well defined. Clearly, the strategies must address the root causes of criminal behaviour and activities. This should not be left to law enforcement agents alone.Violent behaviour has been found to be caused by a myriad of factors namely social factors, economic factors, political factors, religious factors and cultural factors. This indicates that the changes and strategies must cut across socio-cultural issues as well as economic, political and religious dimensions. There is an increasing trend of juvenile violence in America. This is a clear indication that there is a social crisis which must be addressed no t necessarily by law enforcement agencies but by other departments such as children’s department.In the past, efforts to deal with violent crime have tended to be reactive as opposed to proactive. If this approach is not changed, there is a high likelihood that a lot of resource will keep on being wasted due to using of the wrong strategies to fight lawlessness. Indeed, crime is not a war that can be won by law enforcement agencies only. Hence the reason why all efforts geared towards reducing criminal activities in the American society should be multisectoral. The introduction of community policing strategy is particularly encouraging.However, it is sad that most legislation aimed at curbing street gang crimes or other forms of crimes in the society have tended to originate from criminal justice. Given the fact that crime is influenced by other factors such as economic factors, there is a need for legislations based on economic principles such as equitable distribution of re sources especially to the marginalised communities to be enacted. Such legislations will see youths from the marginalised groups empowered economically and perhaps desist from joining street gangs or any other forms of crimes.Educational reforms or legislations can also be a great intervention measure in dealing with crime in the society. This is true considering the fact that there is a direct positive correlation between involvement in criminal activities and the level of education. Therefore, empowering people and especially the youths through education is likely to deter a good number from participating in crime. There is a need for education to reach every single youth in America as a way of empowering the society. If this is realized it will be an effective and less costly way of dealing with the problem that crime has become in the society.There is a need for more research to be commissioned to deal with the issue of street gangs in America. It appears that one of the reasons why law enforcement agencies have been slow in winning the war is the fact that most of the decisions made concerning how to deal with street gangs in America are not based on empirical evidence but rather on egoistic feelings of politicians. Until the law enforcement agencies realise the power of research in dissecting social problems, street gangs and other violent crimes are likely to continue threatening the American society.In addition, there is the possibility that a lot of resources will be wasted and there will be no resource to show for it. In conclusion, it can therefore be said that the war changes in street gangs in America have had an impact on law enforcement agencies in regard to the type of strategies the police have come up with, laws which have been put in place to deal with crime as well as the resources allocated to the fight against crime. Reference George, L, K and Coles, C. M. 1997. Fixing Broken Windows: Restoring Order and ReducingCrime in our Communities. 88. Simon & Schuster. New York. Jennifer Lee, Min Zhou; 2004. Asian American Youth: Culture, Identity, and Ethnicity Routledge. United States. Jerzy, Sarnecki. 2001. Delinquent Networks: Youth Co-offending in Stockholm. Cambridge University Press. Cambridge, England. Mark, H. M. 1992. Problem Solving and Community Policing. Modern Policing. Vol. 99 Scott, Robert C. , Warner, Mark R. , Wilder, L. Douglas. June 7, 2004. Democrats Square off over Richmond Election. The Washington Times.