The cause and effect of Gangs in Society

The cause and effect of Gangs in Society According to Street Wars by Tom Hayden, an estimate of over 25,000 young people in the United States, the majority of them African American and Latino, have been killed in street wars during the past two decades (Hayden, Foreword). Because of these violent events, those who live in poorer areas of the country are stereotyped: every child with a tattoo and street child is stigmatized as a criminal who is creating an unfriendly climate for investment or tourism in the country(Hayden, Preface, IX). Gangs never used to be called gangs, and some still do not call themselves gangs(Hayden, 2). Although several gang members see themselves as a family or neighborhood, it is pointed out that gangs are essentially a criminal enterprise(Hayden, 3). This review of literature will examine the factors that contribute to the cause of people coming together to commit crimes, as well as the question of whether the decisions made to join gangs are forced or made at free will. An explanation for the gro wth of gangs is the continuation of extreme poverty and isolation among the generation labeled at risk in our nations cities(Hayden, 16). The stereotype that these people are all criminals has become one of the reasons gangs rebel against the society just because it was wrong and violated societys standards of acceptable behavior(Carrigan, 278). Growing Up Without Proper Nurturing Gang members often come from dysfunctional, abusive, or broken homes, poor living conditions, lack of parental discipline, neglect and low incomes(Carrigan, 285). A variety of studies have shown that a lack of time spent nurturing and properly disciplining children can be a significant contributor to problem behavior(Carrigan, 305). The National Center of Health Statistics in 1988 discovered that, Childrens well being is associated with family structurechildren from divorced families and those living with single parents have been found to have more emotional, behavioral, and academic problems than children living with both of their biological parents (Carrigan, 287). For the upbringing of gang members from single parent households, it wasnt so much the family status that caused the problem. Rather, the status brought on stresses and strains that contributed to the deprivation of good parenting(Carrigan, 287). Jane Rodd, an experienced social worker, states that, What society has to l earn is that children growing up have needs: support, love, respect, fair discipline and a family with positive social values. If these elements are not a strong part of childhood development, the child may well become antisocial as a youth(Carrigan, 287). Study done for the Ministry of the Solicitor General of Canada (1985) reviewed the literature on family relationships and delinquency and reached the conclusions that family criminality, whether it be parents or siblings, is a powerful predictor of childrens delinquency, and parental supervision, followed by mothers affection during childhood, appear to be the two most important variables accounting for adult criminality(Carrigan, 286). Some of the gang members are even homeless, either because their parents are on drugs and they discard them, or they have no homes and the children drift away(Castro). Most gang members have nothing to live for, except their hood. They pledge allegiance to their neighborhood gang, and it becomes their whole wide world, their family. Their loyalty is fierce(Castro). Donald J. McKinnon suggests that the main cause of juvenile delinquency is the lack of a sense of responsibility on the part of parents in the matter of bringing up and training children, l eaving them out on the streets(Carrigan, 284). The particular culture of a lower-class community is seen as one of the major factors that causes gang delinquency(Carrigan, 278). The individual is influenced by the norms of the gang, which in turn reflect modes of behavior acceptable to a lower-class culture. These norms are different from the middle-class culture, which places a higher value on conformist behavior(Carrigan, 278). Throughout American history, a high percentage of delinquents has come from poor economic backgrounds. The correlation led to the easy conclusion that poverty causes crime(Carrigan, 283). It is conveniently forgotten that the sources of most street gangs lie in violent oppression, dispossession, and migration(Hayden, 200). In the twenty-first century, the new generation has been Brought up in a materialistic environment, indulged, protected, and taught by consumer-oriented society that instant gratification was a normal expectation in life, therefore youths often lacked patience and an ability to cope wi th frustration(Carrigan 299). Influences in the past that had helped to nurture values and character were, by the 1960s, either substantially diminished or gone(Carrigan, 300). The decline in the influence of the churches, less emphasis on values education in the schools, and the diminution of the role of the state as a moral agent have contributed to the lessening of interest in the role of values as a governor on human behavior(Carrigan, 288). Heredity While bad neighborhoods and lack of moral education is blamed for the formation of gangs, some studies indicate that the urge to join gangs might lie, at least in part, in their genes(Boys May Feel a Genetic Pull Toward Gangs). Cesare Lombroso (1835-1909), professor of medicine at the University of Turin in Italy, argues that more persistent and violent criminals were born that way. They were throwbacks to a more primitive stage of development(Carrigan, 273). He also defined a criminal as an atavistic being who reproduces in his person the ferocious instincts of primitive humanity and the inferior animals, stating that these people generally have enormous jaws, high cheekbones, prominent superciliary arches, solitary lines in the palms, extreme size of the orbits, handle-shaped or sessile ears found in criminals, savages, and apes; insensibility to pain, extremely acute sight, tattooing, excessive idleness, love of orgies, and the irresistible craving for evil for its own sake, the d esire not only to extinguish life in the victim, but to mutilate the corpse, tear its flesh, and drink its blood(Carrigan, 273). Also, those born with criminal traits start lawless activities at an early age, and constantly demonstrate anger, a spirit of revenge, idleness, volubility and lack of affection(Carrigan, 273). It is said that aggressive behavior is one of the early signs of antisocial and criminal tendencies(Carrigan, 306). Other traits are also said to be hints of rebellion when children grow older: a taste for risk; below average verbal intelligence; response to frustration more likely to involve resentment and anger rather than composure or anxiety, guilt or depression; egocentricism; moral immaturity; and poor problem-solving, coping or self-regulation skills(Carrigan, 281). Children that have high tolerance for deviance in general; rejection of the validity of the law in particular, applies rationalizations for law violations to a wide range of stimuli as reasons for anger, tend to become a lot more rebellious when they grow older(Carrigan, 280). Even the most sensitive among them [the gang members] often have committed terrible violence(Castro). However, those who are insensible to pain are often one of the most violent members in the gangs. One gang member tried to steal a car from this guy, and when the guy resisted, he knocked him down and ran over him with the car. Then he backed up, ran over him again, then he drove around the block and came back and ran over him again. Then he put the car in reverse, and as he ran over the guy a fourth time, the police came along and saw it(Castro). According to a study, Boys who have a variant of the gene monoamine oxidase A(MAOA) otherwise known as the warrior gene are not only more likely to be in gangs than boys without the variant, but they tend to be among the most violent members(Boys May Feel a Genetic Pull Toward Gangs). It is not only the poverty-stricken environment or the broken homes that deprive individuals of a sense of belonging, desperate to join gangs. The study shows that joining gangs also has to do with the genetics of a person (Boys May Feel a Genetic Pull Toward Gangs). Previous research has linked low-activity MAOA variants to a wide range of antisocial, even violent, behavior, but our study confirms that these variants can predict gang membership, the studys lead author, Kevin M. Beaver, a biosocial criminologist at Florida State Universitys College of Criminology and Criminal Justice, said in a university news release. Moreover, we found that variants of this gene could distinguish gang members who we re markedly more likely to behave violently and use weapons from members who were less likely to do either(Boys May Feel a Genetic Pull Toward Gangs). The MAOA gene is believed to affect levels of neurotransmitters such as dopamine and serotonin that are related to mood and behavior, according to the study. Previous research found that the warrior gene is more prevalent in cultures that are typified by warfare and aggression. Strain Theory When someone is unable to gain wealth, power, status, or possessions by legitimate means(Carrigan, 276), due to the frustration felt at being blocked by the system, the individual violates the accepted code of conduct and to resort to illegitimate or illegal means(Carrigan, 277). Strain theory emphasizes the relationship in society between the goals that constitute status and the conventions or does of conduct that regulate the manner in which those aspirations may be pursued(Carrigan, 276). General Strain Theory identifies three major sources of strain: the failure to achieve positively valued goals, the loss of positively valued stimuli, and the presentation of negative stimuli. The first type of strain includes three subtypes: the failure to achieve aspirations or ideal goals, the failure to achieve expectations, and the failure to be treated in a just / fair manner(Broidy and Agnew). It also considers types of strain other than goal blockage, such as the loss of positive stimuli like friends and romantic partners, and the presentation of negative stimuli like excessive demands and verbal, sexual or physical abuse(Broidy and Agnew). The delinquent accepts societys norms that place an importance on the ownership of certain things, but social inequalities, such as poverty, prevent their attainment, therefore turning to crime(Carrigan, 277). Sampson and Wilson (1995) proposed an integrated social disorganization-strain theory in which strain factors are viewed as causing the deterioration of social controls, which are hypothesized to have the more direct effect on crime(DeFronzo). They argue that the forms of social disorganization that promote crime most likely include disrupted, dysfunctional, and/or structurally impaired households; ethnic, racial, and class discrimination and hostility; and the development of deviant subcultures, although they specified that such subcultures are not entirely distinct from the conventional-dominant culture but rather deviant in the sense of fostering at least the tolerance of certain nonconformist behaviors(DeFronzo). Sampson and Wilson concluded that strain factors such as economically generated frustrations or the lack of access to legitimate opportunities tend to create forms of social disorganization. For example, limited economic resources might be expected to result in stresswhi ch, in turn, increases the likelihood of excessive use of alcohol or other drugsand unprotected sexual intercourse outside of marriage often resulting in children being raised in one-parent households(DeFronzo). The Hippie Movement could be one of the examples of gang-like rebellion against mainstream society, although it influenced the culture later on(Carrigan, 300). The revolt of the 1960s was led, disproportionately, by advantaged, well-educated young people who began the first phase of their protest in universitiesWhen faulty and administrations resisted their demands for change, they resorted to protest and sometimes violence to achieve their goals(Carrigan, 300). Clothing styles were changed as an increasing number of people defied convention by opting for casual dress on all occasions, including topless bathing suits; language took on a new coarseness, as four-letter words became the style and symbol of liberation; drug use reached epidemic proportion, as a way of defying legal restraints(Carrigan, 301). It is said that, The social structure itself is the source of the pressure that forces a person into nonconformist or criminal conduct(Carrigan, 276). In a similar way, different strains gang members experience push them into the situation where they would rather commit crimes together than facing their previous struggles(Hayden, 216-217). Conclusion: The formation of gangs hasnt intensified or surfaced until the past few decades(Hayden, 3). It has caused the death of innocent people, and ruined the future for several gang members that initially joined for the sense of belonging, outside of their dysfunctional families and failed relationships. Those who have been bold, allowed themselves to befriend the gang members and have learned more about them as people, have fortunately survived (Castro). They have also been able to turn some lives around, and help them realize gang violence is preventable (Hayden, Foreword). We must put effort into peacemaking, so that our country would become more civilized and be rid of unnecessary violence. Mike Davis from Planet of Slums emphasized that, What is clear is that the contemporary mega-slum poses unique problems of imperial order and social control that conventional geopolitics has barely begun to register. If the aim of the war on terrorism; is to pursue the erstwhile enemy into his sociol ogical and cultural labyrinth, then the poor peripheries of developing cities will be the permanent battlefields of the twenty-first century(Hayden, Preface).

The Secret of Ella and Micha Chapter 20

Ella â€Å"So is this what you used to do all the time?† Lila relaxes back in the lawn chair. â€Å"Just sit around and watch them work on cars all day? God, that must have been nice.† I slurp on my Icee, my eyes fastened on Micha and Ethan working on the car on the opposite side of the garage. They're trying to work too fast and it's making me nervous. â€Å"No, I used to work on the cars with them.† She dumps a bag of M&M's into her hand. â€Å"Do you want to go help them right now?† â€Å"I can hang out here with you,† I say and stick out my hand. â€Å"Besides, I'm kind of enjoying myself.† She dumps some candy into my hand and I pour the chocolate into my mouth. â€Å"I know you are.† She sets the candy on the floor and picks up her soda. â€Å"You're practically glowing.† I rest my face in my hand to hide the alleged glowing. â€Å"This makes me nervous.† â€Å"What does?† â€Å"Racing when the car's not running good.† Lila pulls her hair out of the ponytail and tousles it with her fingers. â€Å"Why? Can something go wrong?† â€Å"With racing, anything can go wrong,† I say, mad at myself for getting Micha into this mess. Micha I kick a tool box out of the way and step up onto the bumper, staring down at the engine. â€Å"So what do you think?† Ethan wipes his hands on a rag as he shakes his head. â€Å"I have no clue if this quick fix is going to hold up or not and we don't have time to check the tie rods. If you got hit hard enough, they're probably bent and your whole steering is going to be fucked up.† â€Å"I guess we'll find out when we get it going.† I glance over at Ella and Lila, laughing in the corner of the garage. â€Å"You're not going to take her with you when you race, are you?† Ethan rounds the back of the car and starts checking the tire pressure. â€Å"Not with the car running like it is.† â€Å"And what if she gives you a hard time.† â€Å"She won't.† I check the oil. â€Å"At least I think she won't.† Ethan wipes his hands on his jeans. â€Å"I think that all depends on which Ella you're dealing with. The nice, polite one or the one who got you into this mess.† I look over at Ella again as she bends over to get a soda from the cooler behind the chairs. Her short shorts ride up and the bottom of her ass peeks out. After getting a drink, she drops back in her chair and opens it up, laughing at something Lila said. I adjust myself and slam the hood of the car down. â€Å"I think she might be a little of both.† *** â€Å"Why are there so many more people tonight?† Lila asks from the backseat, gaping at the cars parked up and down the road. â€Å"It wasn't this bad the last time we were here.† The girl is scared shitless and I kind of feel bad for her. â€Å"Mikey likes to draw a crowd.† â€Å"To watch him lose?† she asks, prodding Ella with her elbow. â€Å"Maybe,† I say with a heavy sigh, psyching myself out as I climb out of the car. The three of them follow me out and Ella takes my hand as we hike through the crowd where Mikey's talking smack to some skater dude who drives a Honda in the middle of the crowd, showing off for everyone. There's a bonfire burning over near The Hitch and people sitting on tailgates, drinking beers, waiting for the race to start. I push my way through the crowd, keeping a hold of Ella's hand. When we step out into the open, everyone looks at us and gossip starts flowing. Mikey stops talking and claps his hands loudly. â€Å"Holy crap, I didn't think you'd actually show up.† â€Å"Do I ever not show up?† I say. â€Å"You're the one that backed out the last time we tried to race.† He spits on the ground and crosses his arms. â€Å"So which one of you's racing? The little one with the big mouth that got you into this mess? Or are you gonna race me yourself?† Ella starts to move forward. â€Å"I'm – â€Å" â€Å"I am.† I squeeze her hand, pulling her behind me. â€Å"Micha,† she hisses. â€Å"This is my thing. I can handle it.† I shake my head, not looking at her. â€Å"Let's line up and get this over with.† Mikey grins, rubbing his hands together. â€Å"What? You eager to get your ass kicked?† â€Å"No, I'm eager for you shut up.† With that I turn away and head back to the car with Ella in tow. â€Å"Micha Scott,† she says, tugging on my arm and planting her feet in the dirt, trying to get me to stop walking. Ethan and Lila are a ways back and Ethan's trying to explain to Lila the rules of racing. I keep walking forward, dragging her along with me, refusing to let her have her way this time – not with this. â€Å"Stop being all noble and just let me drive,† she says hotly. â€Å"It's much better for me to lose to him then for you to. He'll bug you about it for the rest of your life.† I stop just in front of the car and turn to her and brush the pad of my thumb across her cheek. â€Å"Hey, who said anything about losing?† She gathers some strands of hair out of her face and stares at the front end of the car. The glow of the fire highlights the worry in her eyes. â€Å"I know Ethan and you didn't get everything fixed. You were working too fast and I'm sure you didn't do that great of a job.† â€Å"The car's fine,† I assure her. â€Å"But you need to sit this one out.† â€Å"No way,† she argues, folding her arms over her chest defiantly. â€Å"I'm going to at least sit in the passenger seat and ride with you. â€Å" I shake my head. â€Å"Not this time, pretty girl.† She starts to fume, so I lean in and kiss her right in front of everyone, cupping the back of her head and grabbing her ass, letting people know she's mine. Her body trembles as she kisses me back, even when someone whistles. When I pull away, she has this glazed look in her eyes. â€Å"Now take Lila and go sit over by the finish line.† She opens her mouth, then seals her lips shut and nods. Ethan and her trade places and she walks off with Lila over toward the line. Once they're out of sight, Ethan says, â€Å"You sure you want to do this?† I nod, my gaze tracking the line of the road and the trees next to it. â€Å"You sure you want to do this?† â€Å"Absolutely,† he says. â€Å"I have nothing better to do.† We bump fists and climb into the car. I rev up the engine a few times, then inch it forward across the dirt and through the crowd toward the lineup area in front of The Hitch. â€Å"How's the steering?† he asks rolling down the window, and letting the night air flow in. I veer it from side to side, testing it. â€Å"It's shaky.† â€Å"Left or right?† â€Å"To the right.† â€Å"Make sure you do your turnaround to the left then.† I nod as we roll up to the lineup and Mikey's already waiting for us. Ella and Lila are just off to the side, near the trees, sitting on the tailgate of someone's truck. She has her eyes glued to us as Lila talks to her, swinging her legs. I thrum my fingers on the top of the steering wheel, eyeing the end of the road. â€Å"Quit psyching yourself out,† Ethan says and snatches up the iPod. â€Å"I think it's time for a little tunes.† He scrolls through the music and â€Å"The Distance† by Cake flips on. He cranks it up so the base is bumping and we start nodding our heads. When it hits the chorus we start singing and Ethan taps his fingers on the dash, like he's playing the drums. The more the song goes on, the more we get into it. I catch Ella laughing and shaking her head at us, because she knows this is Ethan and mines thing, but usually she's in the car with us. â€Å"Hey, are we going to race?† Mikey shouts, slipping out his window and looking at us from over the roof with his hands in the air. â€Å"Or are we going to sit around and listen to music?† I floor the pedal so loud the sound rumbles through the night and his eyes widen slightly. He gets back into his car and throttles his own pedal. It's half as loud and Ethan and I laugh at him. â€Å"Dude, quit wasting time and get your girl over here to start us off,† he calls out over the music. I turn it down a notch. â€Å"Get Chandra to do it.† â€Å"No man, you know the rules,† he says with a smirk. â€Å"The girlfriend of the one being challenged has to start off the race.† I roll my eyes, knowing Ella's not going to like this, the old or the new version. I slide out of the window, cup my hands around my mouth, and shout over the roof at her. â€Å"Ella May, get your beautiful ass over here.† Lila has her distracted and she jumps. Her eyebrows furrow as I wave her over. She holds up a finger to Lila and hops of the hood, looking at me perplexedly as she makes her way through the crowd and over to me. I sit back in the car as she reaches the window and she lowers her head down, looking into the cab. â€Å"You have to start us off,† I tell her and she instantly makes a face. â€Å"It's the rules. You know that.† â€Å"Those rules are sexist,† she says. â€Å"Let Mikey's slutty girlfriend do it.† â€Å"You know he's not going to let that happen.† â€Å"I could make him let it happen.† I press my lips together as her spitfire personality burns through all her fake politeness. â€Å"Can you just do it for me?† She rolls her eyes, then leans in and kisses my cheek. â€Å"But only for you.† Then she backs out of the car, with an exaggerated sway of her hips, making fun of the ordeal, but still looking hot as hell in her little shorts. Ethan and I bust up laughing as she turns around with a big embellished grin on her face. â€Å"Well, at least she's entertaining,† he says, patting the side of the door with his hand to the beat of the music. I pump the gas a few times, my gaze attached to hers as she elevates her hands above her head. She looks at me as she counts down. When her arms drop, the tires squeal as we peel out. Ella I walk back through the cloud of dirt and hop on the tailgate with Lila. I spot Grantford through the crowd and when he sees me, he hurries away, ducking into the crowd, knowing Micha's around. Lila swings her legs, taking in the surroundings. â€Å"What was that about?† â€Å"Rules,† I sigh, leaning forward so I can get a better view of the road. It's hard to tell because it's dark, but it looks like Micha is winning. I start to grow restless the farther away the taillights get and I jump off the tailgate and pace the dirt. â€Å"You're nervous,† Lila observes. â€Å"And you're making me nervous.† I bite on my fingernails, unable to settle down. â€Å"I don't know what my problem is. Usually, I'm not this jumpy.† But I think deep down, I know exactly what my problem is. My feelings for Micha have been freed and now they consume me, own me, bind me to him. The crowd starts moving, nearly trampling me as they stare down the road, waiting for the turnaround. I hear the scared tones in their voices first before the crash. It's like a train wreck, metal crushing and snapping apart. Lila's eyes snap wide. â€Å"What the hell was that?† I spin around and shove my way to the front of the crowd. There are a few cars on the side backing up onto the road. â€Å"Shit,† someone says. â€Å"I think one of them wrecked.† I feel my heart crumble as I take off down the road. â€Å"Ella!† Lila shouts. â€Å"Where are you going?† I keep running, stumbling through the dark, searching for their lights. My flip flops fall off somewhere, but I keep going, needing to know. Cars are pulling out behind me and headlights shine at my back. Seconds later, Mikey's car zooms by and he shouts something foul at me. Halfway down the road, the air turns to dirt and the sound of â€Å"The Distance† by Cake floods the air, only it's stuck and keeps saying the same line over and over again. Spotting the outline of the car, I slow down. Suddenly, I'm back to the night my mom died. The Chevelle is smashed against the trunk of a large tree, the windshield smashed to pieces, and two of the tires are blown out. Somehow it must have flipped around and the driver's side took most of the impact. I know whatever's inside the car is bad, just like when I opened the bathroom door the night I found my mom and I won't be able to do anything about it. I almost turn away and run, not wanting to see it, but the passenger side door swings open and Ethan stumbles out, clutching at his upper arm. There's a path of blood dripping down his arm and his cheek is scraped. I snap out of my own thoughts and rush to him. â€Å"Are you okay?† â€Å"Ella, go get some help.† He coughs, nearly buckling to his knees. â€Å"No.† My voice comes out sharp and high-pitched and vomit burns at the back of my throat. I gently push him aside and climb into the car, which is filled with dirt and the air is muggy. â€Å"Micha.† I cover my mouth and shake my head. His head is flopped back against the headrest and turned away from me and his arms are slack to the side. Branches are poking in through the window and it looks like one of them might be lodged into his shoulder. His head turns toward me and his eyes widen. â€Å"Fuck. Ethan, get her out of here.† Ethan reaches in to pull me back, but I climb onto the console, taking in the long, thin stick stabbed in his shoulder. I can't breathe. I can't lose him. I can't do this again. â€Å"Ella May, look at me.† His voice is hoarse as he locks eyes with me. â€Å"I'm okay, now back out of the car so Ethan can get me out of here.† My eyes scan his body, looking for any more wounds that could be hiding from me. â€Å"It's just the branch? That's the only place you're hurt?† He nods lethargically. â€Å"A few stitches and I'm as good as new.† Kissing his forehead, I take a deep breath, hating to leave him as I back out of the car. Ethan's walking up the road toward me with Benny at his side. He's still clutching his arm and there's a little bit of a limp to his walk. â€Å"Someone's got to have two good arms to pull it out,† he says to Benny and I see him glance at me with concern in his eyes. Benny nods and hops into the car, while Ethan and I wait impatiently on the outside. Cars start to pull up, headlights lighting up the accident as people rubberneck. One of the cars is a Camaro and Mikey stands in front of it, laughing with his girlfriend at his side. â€Å"Fucking asshole swerved at us,† Ethan tells me as he glares at Mikey. Rage engulfs me and this time I let it take me over. I march up to him and shove him hard so he stumbles back into the front end of his car. â€Å"You think this is funny?† I shout. â€Å"They crash into a tree because of you and you keep driving. What the hell's wrong with you?† His eyes darken and he steps toward me. â€Å"I won and that's all that matters.† Shaking my head, I lift up my leg and knee him in the balls, hard. He groans, his face reddening as he hunches over and his girlfriend runs to his side to coddle him. I start to leave when he straightens back up. Cradling his injured guy parts, he charges, ready to hit me. Ethan blocks him and shoves him back with his good arm. â€Å"If you touch her, I'll slam my good fist into your face.† This is not the first time he's had to say that to someone on my behalf. Mikey backs down from the fight, muttering something about it not being worth it as Benny helps Micha out of the car. The branch is out of his shoulder. Left in its place is a hole, which is bleeding down his arm and shirt, but he's alive and breathing and that's all that matters. We get him into the front seat of Benny's GTO and then Ethan and Lila get in the back. Micha has me sit on his lap, and he nuzzles his head into my chest. I hold onto him tightly as we speed off into the night.

The Number One Question You Must Ask for University of Chicago Essay Topics

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Analysis Of The Article Withdrawal From Trans Pacific...

In the article, â€Å"Withdrawal from Trans-Pacific Partnership, TPP shifts U.S. role in world economy† by Ylan Mui (2017), the author discusses US exit from the TPP, and its impact on world economy. According to Mui, Trump’s cancellation of the agreement for a comprehensive trade deal with Asia began shifting the role of the US in in the world’s economy. The departure leaves a gap for other potential countries to flex their economic muscle. The departure is also viewed as a symbolic move, aimed at showing that the president’s hard-hitting talk on trade during his campaign will continue to his new administration. Mui continues to explain that the action to departure from the TPP came at a time China and other nations across the globe with a†¦show more content†¦Pulling out of the TPP raised significant questions about the reliability of the US, and left most of the US trading partners and allies in the lurch. On the other hand, the deal created an open gap placing China in a position to make as strategic move. Mui continues to explain that this exit put china in the best position to take advantage of the situation that could lead to significant loss for the US. The Chinese government could sign a deal with the Japanese government, which could consequently jeopardize up to $5 billion in American jobs and US exports. Additionally, the move places China in a position of great authority in that it could command the terms of global trade (Mui, 2017). Mui continues to argue that the US could save the situation by signing bilateral deals with the individual countries involved in the TPP especially Vietnam and Japan. However, there is a need to make a swift move since China is aggressively seeking to lock in trade contracts with most of the same countries that were involved in the signing of the TPP. Trump had also vowed to renegotiate the NAFTA (North American Free Trade Agreement), which significantly vital to the economic relationship between Canada, US, and Mexico. According to Mui, Mexico’s president, Pena Nieto continues to assert that his country would be looking to diversify its political and trading partners during the Trump’s era so that it could stop relying heavily on the US government. The author continues to

Common Core and the effects on America Free Essays

Language Learners Since being introduced in 2010, forty-four States have now adopted the Common Core State Standards Initiative. This initiative provides standards in English, Language Arts and Math. Every child in a public school will be expected to meet each standard for their grade level In these areas. We will write a custom essay sample on Common Core and the effects on America or any similar topic only for you Order Now These standards are designed to guarantee that every child In America will be on par with each other. They use the example In their 3 minute video about a child In Seattle who has an A In his English class but would be receiving a C in a public school in Chicago(understanding Common Core). These standards are also designed to insure that American youth are graduating high school with the ability to compete with other nation’s graduates worldwide. So not only do American school children need to compete with their national peers but they are also competing on a global level (Common Core). Professor E. D Hirsch In an excerpt from his book â€Å"On Cultural Literacy† discusses how cultural literacy is the only way for Impoverished children to rise above their lot In life. Part of his assumptions are that every American child needs a basic foundation, such as the subjects proposed by Common Core, to be provided by the American Education system. Hirsch argues this foundation will ensure every child is culturally literate,†only by accumulation of shared symbols, and the shared information that the symbols represent, can we learn to communicate effectively with one another in our national community† (36). This statement Is based off of the assumption that all Americans speak the same language (Bezel 661). This Is simply no longer true. Between 2010-2011 there were 4. 7 million English Language Learners (ELL) in the American School system (Fast Facts). Unlike No Child left behind act, Common Core acknowledges that they cannot define and meet every need that ELLS have in order to learn the language being used by Common Core on the same level as their peers (English Standards 6). Without going in-depth into the standards, the most accessible Information on the website Is specific on how to accommodate special needs children, but for ELLS all the standards say Is â€Å"It Is possible for every child to meet the standards†(6). This paper will address the potential effects of Common Core on ELLS, by using the proposed effects of both Common Core supporters and Common Core posers. There is a lack of public information as to how these state standards are going to affect English Language Learners (ELL), there needs to be more focus on how state standards and federal tests are going to accommodate the growing number ELLS. In 2001 the Bush administration Implemented the No Child Left Behind act. (UNCLE). Under Title Ill in UNCLE it was clearly stated how ELLS were to receive special attention. It allowed for extended time on test and occasionally for the test to be administered in the learners own language. These methods were not effective cause ELLS were still testing twenty to thirty percent lower than their English proficient peers. UNCLE required schools to break their students Into subgroups one testing in comparison with their English proficient peers. For ELLS the test was not only used to gauge their progress in that particular subject but also their progress in English proficiency. Not surprisingly the ELLS were doing significantly worse on their English and language arts test than on Math and Science. A glaring fault of UNCLE was that once a child began to test on the same level as their English proficient peers hey were removed from the ELL subgroup and expected to keep succeeding without the extra accommodations. These ideas were implemented without there ever being proof they would work. Abide and Tilted finish their 2004 Winter report for CREST with the statement, â€Å"For a goal to be within reach of all schools, at least one school should have already attained it. To date we have yet to see a school with a sizeable ELL population that meets the 2014 UNCLE requirements†. (5) In preparation for the continued rapid growth of the ELL population, which according to a TESTS brief is errantly approximated at 6 million, Common Core broke down English proficiency expectations into four categories (4). An independent study conducted by Stanford defined the four categories are reading, writing, speaking and listening, and language (3,5-7). Reading requirements are designed to make sure students can read and comprehend complex text across all subjects. Writing standards ensure students are prepared to research, analyze and argue. The need for speaking and listening is to ensure that every student has the ability to understand and articulate orally their ideas and arguments and the arguments of others. Finally the language requirement refers to grammar; in the paper the authors students need to understand that English is â€Å"as much a craft as a set of rules†(7). This paper argues that according to the standards, language will tie the four brackets together (7). The opposition to Common Core is that Common Core will force teachers to teach to the test. Ritual standardized testing increases pressure on students to find the right answer instead of encouraging learning and independent thought (Hawkins). According to New York City teacher Katie Alphas in a letter to Carmen Farina, ELLS articulacy in grades third through eighth are â€Å"encumbered with standardized testing. † Here is a quote from a resignation letter by former Colorado Springs English teacher Pauline Hawkins â€Å"l am supposed to help them think for themselves,†¦ Instead, the emphasis is on Common Core Standards and high stakes testing that is creating a teach to the test mentality for our teachers, and stress and anxiety for our students. † This anxiety is increased when a student is not only being tested on their comprehension of the material but also their comprehension of the English language. The majority of teachers who oppose Common Core want less regu lar testing and a more diversified way of evaluation. Common Core is moving fast. For most teachers they are being required to rewrite curriculum to match standardized testing, which is binge implemented in some states as early as April 2014. In particular for ELLS in grades third through eighth, who have been in the country for a year or less they are allowed one exemption from a test. After that they are required to test to the level of their English proficient peers. There is an extra time allotment for ELLS UT as Katie Lymphoma states in a blob post titled Battling the High-stakes Testing Beast: from NAPE to NYSE, â€Å"the state has generously offered to give you extended time (time and a half) on the tests; instead of 90 minutes per day for six days (3 days for testing day. That’s a total of 13. 5 hours! Hours upon hours of testing for a fifth grader who is working twice as hard to comprehend the test does not seem like the right answer. Lymphoma in the same post discusses how she as their teacher does not have access to the test results only the scores of her students. To summarize searchers are required to conform curriculum to the tests. The same test where they are not allowed to see which material their students failed on. The ELLS are exempt from only one test in the entirety of their schooling. During the testing ELLS could spend up to twelve plus hours a week testing. According to the association of Teaching English to Speaker of Other Languages (TESTS) and an independent Stanford Study, Common Core will present significant challenges to ELLS but will also provide an education that will offer them the same opportunities as their native English speaking peers. When Common Core was first developed English Language Proficiency Development (ELOPED) Standards were left up to the individual states. Starting in 2012 Common Core recognized that a standard for ELOPED would need to be developed. In 2012 the Council of Chief State Officers produced a basic framework for states to use when adapting their ELL standards. They also hired the Partnership for Assessment of Readiness for College and Careers and Smarter Balanced Assessment Consortium to prepare the assessment test prototypes. According to TESTS on testing â€Å"[the tests will] be administered by computer, both consortia are exploring technology-based accommodations, such as pop up glossaries and captions for audio. To ensure the widest accessibility to the test items† (7). By using measures such as extra glossaries and captions it should take some of the pressure off the students. Common Core firmly states that only by regular standardized tests can teachers and the rest of the education community truly understand what students are learning. The Framework for English Language Proficiency Development Standards corresponding to the Common Core State Standards and the Next Generation Science Standards is vividly clear in that they do not force schools to adopt a curriculum. Instead they simply provide what information students are expected to master at every grade. There is no proposed curriculum or any specific standards to guide teachers. The Framework along with Common Core has yet to address what will happen if a child can not meet the standards. UNCLE clearly defined that if a child failed, then the school would be required to use [article title] funding to provide the student the ability to travel to a school where they could get better education. Diana Rancidity in her article with the Washington Post poses the same question what will happen to students who fail. How much funding will go to provide tutoring? What will the repercussions be for teachers whose students are not meeting the standard? Will schools who consistently fail the standards be closed? These are Just some of the many unanswered questions raised by Common Core for ELLS. The Framework answered some questions, like which type of questions students are supposed to be able to answer by each grade, what type of thinking process they should have mastered and what kind of tests they should be able to pass. No one on either side of the issue is making light of the extra struggle the ELLS re going to have on top of the rigorous workload of an English proficient student. Those who are pro Common Core firmly state that by going through the Common workforce or further education. Whether that statement is true or not has yet to be seen. Only time and testing will prove whether Common Core is truly beneficial to ELLS. The facts state that there are approximately six million ELLS in the American public school system today. Until we have a working ELL program that has proven results it is counter productive to expect those students to perform well on the Common Core tests. The government is in the awkward middle ground of some of the information being released without enough information to determine whether or not the program’s success is even plausible. How to cite Common Core and the effects on America, Papers

Rain Man free essay sample

Rain Man starts off with a pompous self-centered business man named Charlie Babbitt. Charlie is in deep water trying to save his business when he receives a phone call alerting him that his father has passed away. He returns to his hometown Cincinnati for the funeral with his business associate/lover Susanna. Charlie tells Susanna that his mother had died when he was two, his father showed him minimal affection, and when he was scared he had an imaginary friend named Rain Man that would sing to him. He also tells Susanna the reason why his relationship with his father had come to an end. When Charlie was16 he had brought home admirable grades that he thought his father would have been proud of and as a reward he wanted to drive his father’s Buick. His father denies him, so Charlie takes the car anyways without permission. Charlie and his friends are driving around town when they are pulled over because his father calls in a report of a stolen car. We will write a custom essay sample on Rain Man or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Charlie’s father left him in prison for 2 days, whereas his friends’ parents bailed them out that same night. Charlie left home as soon as he had gotten out and never looked back. When Charlie’s fathers will is read he is highly upset to learn that he left with prize winning rose bushes and the Buick that had brought their relationship to an end. The estate though, amounting to 3 million dollars had been left to a private trustee. Very upset Charlie goes to the local bank to get information on who is in charge of the private trust, this leads Charlie to Wallbrook. During his search for the trustee at Wallbrook, Charlie is shocked with news that he has a brother he never knew, Raymond Babbitt, a high functioning autistic savant. Dr. Bruner who in charge of the trust and care taker of Raymond tells Charlie about his brother and the challenges he faces every day. Although, all Charlie seems to be interested in is how to get half of the money he thinks he deserves. Charlie takes Raymond off the institution grounds without permission with hopes to use him a leverage to get his half of the money. Charlie and his brother embark on a road trip that not only exposes Charlie to a world he never knew, but to the many unresolved issues within him. While he has little patience for his brother, Charlie is forced to accommodate to all of Raymond’s wants and need. Although he does observes that he is good at memorization and quite smart, Raymond lacks the understanding of social formalities. While in hotel one night Charlie learns that his brother is actually, â€Å"Rain Man†. Charlie had been two years old when his Father had sent Raymond away because he thought he had hurt baby Charlie with a hot bath resulting in a burn. While getting closer to his brother and learning a little more patience for him, Charlie takes Raymond to Vegas. In Vegas, Charlie uses Raymond to impressively counts cards and wins the money he needs to save his business and cover the hotel fees. The two brothers share an intimate moment and dance together. As the movie comes to an end, Charlie has focused on someone other than himself. He has found compassion in his heart and no longer wants his share of the money, but to stay with his brother. Upon returning to Los Angeles Charlie set up a custody hearing to see who will keep his brother. Although he has made a real connection to Raymond over the past couple of days, Charlie returns his brother to Dr. Bruner, seeing that that is what is best for him. He then promises Raymond that he will see him in two weeks as he boards the train back to Wallbrook. Section 2: After watching Rain Man there were several different psychological issues that were present. One of the first and most apparent issues present was one of the main characters, Charlie Babbitt who has relationship and family issues. Charlie had no personal attachments to anyone and he had resentment towards his father. Charlie also had a hard time with emotional expression. Charlie’s psychodynamic experiences with his father had lead him to the way he is. Psychodynamic psychology can possibly explain someone’s personality traits and disorders explained by unfulfilled wishes and childhood traumas (Myers, 2013). Charlie’s father had a hard time showing his son love and affection so this could have affected Charlie. Charlie does the same with his own personal relationships. The next issues are Raymond Babbitt, an Autistic Savant. Raymond has memory issues, emotional issues, and psychodynamic consciousness (id) issues. Raymond has extraordinary memory. He is able to recall information after just learning it once. Raymond can do complex math problems in a matter of seconds. Raymond can barely understand emotional expressions in a traditional sense. Raymond is stuck in what Freud called the Id. The id is a  reservoir of unconscious psychic energy that strives to satisfy basic drives and immediate gratification. (Myers, 2013). This pertains to Raymond because he wants his needs satisfied immediately if not he has a tantrum. One example is Raymond had to have his schedule exactly the same as Wallbrook. Same foods on the same days, same shows at the same times, same clothes, bed near the window, and many more. Section 3: The film Rain Man depicted the issues quite well. The film makers did a good job at capturing the audiences interests in autism, family dynamics, and the influences parents and peers can have on one another. I think it sparks an interest in Autistic people because it poses questions like can autistic people really be that high functioning? Do family relations have that much of an influence in how we act? Or even can you be that high functioning autistic but not understand the little concepts such as the value of money. In the movie the characters both definitely depict some psychological issues. Charlie cannot seem to comprehend what Raymond is going through or have any empathy for him. The filmmakers depict Charlie’s family issues well, the fact that he had no mom and an estranged father. From Charlie point of view he had frustration, lack of communication, and pathological lies. Charlie went through a personal growth throughout the movie and was able to connect and form a real personal relationship with his brother. The filmmakers’ caught Raymond’s point of views and issues quite well also. They showed that special need people go through many challenges every day. That it takes patience and understanding to deal with someone who is unable to comprehend social norms. That you must be self-less and caring to someone who may be grown in body but childlike in mind. I think this movie might misinform some people because they might assume all autistic people are the same as in the movie or that everyone will treat autistic people with the kind of frustration that Charlie did. The movie though may help in some way in that they may realize that there needs to be some patience when it comes to people with special needs. I would recommend this film to a friend or family member it doesn’t really have anything to be too conscious about except for maybe one sex scene. Other than that it’s a good movie to watch about autism and family issues that some people could probably relate to.