The Host Chapter 29: Betrayed

Maybe I should have run the other way. But no one was holding me back now, and though his voice was cold and angry, Jared was calling to me. Melanie was even more eager than I was as I stepped carefully around the corner and into the blue light; I hesitated there. Ian stood just a few feet ahead of me, poised on the balls of his feet, ready for whatever hostile movement Jared might make toward me. Jared sat on the ground, on one of the mats Jamie and I had left here. He looked as weary as Ian, though his eyes, too, were more alert than the rest of his exhausted posture. â€Å"At ease,† Jared said to Ian. â€Å"I just want to talk to it. I promised the kid, and I'll stand by that promise.† â€Å"Where's Kyle?† Ian demanded. â€Å"Snoring. Your cave might shake apart from the vibrations.† Ian didn't move. â€Å"I'm not lying, Ian. And I'm not going to kill it. Jeb is right. No matter how messed up this stupid situation is, Jamie has as much say as I do, and he's been totally suckered, so I doubt he'll be giving me the go-ahead anytime soon.† â€Å"No one's been suckered,† Ian growled. Jared waved his hand, dismissing the disagreement over terminology. â€Å"It's not in any danger from me, is my point.† For the first time he looked at me, evaluating the way I hugged the far wall, watching my hands tremble. â€Å"I won't hurt you again,† he said to me. I took a small step forward. â€Å"You don't have to talk to him if you don't want to, Wanda,† Ian said quickly. â€Å"This isn't a duty or a chore to be done. It's not mandatory. You have a choice.† Jared's eyebrows pulled low over his eyes-Ian's words confused him. â€Å"No,† I whispered. â€Å"I'll talk to him.† I took another short step. Jared turned his hand palm up and curled his fingers twice, encouraging me forward. I walked slowly, each step an individual movement followed by a pause, not part of a steady advance. I stopped a yard away from him. Ian shadowed each step, keeping close to my side. â€Å"I'd like to talk to it alone, if you don't mind,† Jared said to him. Ian planted himself. â€Å"I do mind.† â€Å"No, Ian, it's okay. Go get some sleep. I'll be fine.† I nudged his arm lightly. Ian scrutinized my face, his expression dubious. â€Å"This isn't some death wish? Sparing the kid?† he demanded. â€Å"No. Jared wouldn't lie to Jamie about this.† Jared scowled when I said his name, the sound of it full of confidence. â€Å"Please, Ian,† I pleaded. â€Å"I want to talk to him.† Ian looked at me for a long minute, then turned to scowl at Jared. He barked out each sentence like an order. â€Å"Her name is Wanda, not it. You will not touch her. Any mark you leave on her, I will double on your worthless hide.† I winced at the threat. Ian turned abruptly and stalked into the darkness. It was silent for a moment as we both watched the empty space where he had disappeared. I looked at Jared's face first, while he still stared after Ian. When he turned to meet my gaze, I dropped my eyes. â€Å"Wow. He's not kidding, is he?† Jared said. I treated that as a rhetorical question. â€Å"Why don't you have a seat?† he asked me, patting the mat be-side him. I deliberated for a moment, then went to sit against the same wall but close to the hole, putting the length of the mat between us. Melanie didn't like this; she wanted to be near him, for me to smell his scent and feel the warmth of his body beside me. I did not want that-and it wasn't because I was afraid he would hurt me; he didn't look angry at the moment, only tired and wary. I just didn't want to be any closer to him. Something in my chest was hurting to have him so near-to have him hating me in such close proximity. He watched me, his head tilted to the side; I could only meet his gaze fleetingly before I had to look away. â€Å"I'm sorry about last night-about your face. I shouldn't have done that.† I stared at my hands, knotted together in a double fist on my lap. â€Å"You don't have to be afraid of me.† I nodded, not looking at him. He grunted. â€Å"Thought you said you would talk to me?† I shrugged. I couldn't find my voice with the weight of his antagonism in the air between us. I heard him move. He scooted down the mat until he sat right beside me-the way Melanie had hoped for. Too close-it was hard to think straight, hard to breathe right-but I couldn't bring myself to scoot away. Oddly, for this was what she'd wanted in the first place, Melanie was suddenly irritated. What? I asked, startled by the intensity of her emotion. I don't like him next to you. It doesn't feel right. I don't like the way you want him there. For the first time since we'd abandoned civilization together, I felt waves of hostility emanating from her. I was shocked. That was hardly fair. â€Å"I just have one question,† Jared said, interrupting us. I met his gaze and then shied away-recoiling both from his hard eyes and from Melanie's resentment. â€Å"You can probably guess what it is. Jeb and Jamie spent all night jabbering at me†¦Ã¢â‚¬  I waited for the question, staring across the dark hall at the rice bag-last night's pillow. In my peripheral vision, I saw his hand come up, and I cringed into the wall. â€Å"I'm not going to hurt you,† he said again, impatient, and cupped my chin in his rough hand, pulling my face around so I had to look at him. My heart stuttered when he touched me, and there was suddenly too much moisture in my eyes. I blinked, trying to clear them. â€Å"Wanda.† He said my name slowly-unwillingly, I could tell, though his voice was even and toneless. â€Å"Is Melanie still alive-still part of you? Tell me the truth.† Melanie attacked with the brute strength of a wrecking ball. It was physically painful, like the sudden stab of a migraine headache, where she tried to force her way out. Stop it! Can't you see? It was so obvious in the set of his lips, the tight lines under his eyes. It didn't matter what I said or what she said. I'm already a liar to him, I told her. He doesn't want the truth-he's just looking for evidence, some way to prove me a liar, a Seeker, to Jeb and Jamie so that he'll be allowed to kill me. Melanie refused to answer or believe me; it was a struggle to keep her silent. Jared watched the sweat bead on my forehead, the strange shiver that shook down my spine, and his eyes narrowed. He held on to my chin, refusing to let me hide my face. Jared, I love you, she tried to scream. I'm right here. My lips didn't quiver, but I was surprised that he couldn't read the words spelled out plainly in my eyes. Time passed slowly while he waited for my answer. It was agonizing, having to stare into his eyes, having to see the revulsion there. As if that weren't enough, Melanie's anger continued to slice at me from the inside. Her jealousy swelled into a bitter flood that washed through my body and left it polluted. More time passed, and the tears welled up until they couldn't be contained in my eyes anymore. They spilled over onto my cheeks and rolled silently into Jared's palm. His expression didn't change. Finally, I'd had enough. I closed my eyes and jerked my head down. Rather than hurt me, he dropped his hand. He sighed, frustrated. I expected he would leave. I stared at my hands again, waiting for that. My heartbeat marked the passing minutes. He didn't move. I didn't move. He seemed carved out of stone beside me. It fit him, this stonelike stillness. It fit his new, hard expression, the flint in his eyes. Melanie pondered this Jared, comparing him with the man he used to be. She remembered an unremarkable day on the run†¦ â€Å"Argh!† Jared and Jamie groan together. Jared lounges on the leather sofa and Jamie sprawls on the carpet in front of him. They're watching a basketball game on the big-screen TV. The para-sites who live in this house are at work, and we've already filled the jeep with all it can hold. We have hours to rest before we need to disappear again. On the TV, two players are disagreeing politely on the sideline. The cameraman is close; we can hear what they're saying. â€Å"I believe I was the last one to touch it-it's your ball.† â€Å"I'm not sure about that. I wouldn't want to take any unfair advantage. We'd better have the refs review the tape.† The players shake hands, pat each other's shoulders. â€Å"This is ridiculous,† Jared grumbles. â€Å"I can't stand it,† Jamie agrees, mirroring Jared's tone perfectly; he sounds more like Jared every day-one of the many forms his hero worship has taken. â€Å"Is there anything else on?† Jared flips through a few channels until he finds a track and field meet. The parasites are holding the Olympics in Haiti right now. From what we can see, the aliens are all hugely excited about it. Lots of them have Olympic flags outside their houses. It's not the same, though. Everyone who participates gets a medal now. Pathetic. But they can't really screw up the hundred-meter dash. Individual parasite sports are much more entertaining than when they try to compete against each other directly. They perform better in separate lanes. â€Å"Mel, come relax,† Jared calls. I stand by the back door out of habit, not because I'm tensed to run. Not because I'm frightened. Empty habit, nothing more. I go to Jared. He pulls me onto his lap and tucks my head under his chin. â€Å"Comfortable?† he asks. â€Å"Yes,† I say, because I really, truly am entirely comfortable. Here, in an alien's house. Dad used to say lots of funny things-like he was speaking his own language sometimes. Twenty-three skidoo, salad days, nosy parker, bandbox fresh, the catbird seat, chocolate teapot, and something about Grandma sucking eggs. One of his favorites was safe as houses. Teaching me to ride a bike, my mother worrying in the doorway: â€Å"Calm down, Linda, this street is safe as houses.† Convincing Jamie to sleep without his nightlight: â€Å"It's safe as houses in here, son, not a monster for miles.† Then overnight the world turned into a hideous nightmare, and the phrase became a black joke to Jamie and me. Houses were the most dangerous places we knew. Hiding in a patch of scrubby pines, watching a car pull out from the garage of a secluded home, deciding whether to make a food run, whether it was too dicey. â€Å"Do you think the parasites'll be gone for long?† â€Å"No way-that place is safe as houses. Let's get out of here.† And now I can sit here and watch TV like it is five years ago and Mom and Dad are in the other room and I've never spent a night hiding in a drainpipe with Jamie and a bunch of rats while body snatchers with spotlights search for the thieves who made off with a bag of dried beans and a bowl of cold spaghetti. I know that if Jamie and I survived alone for twenty years we would never find this feeling on our own. The feeling of safety. More than safety, even-happiness. Safe and happy, two things I thought I'd never feel again. Jared makes us feel that way without trying, just by being Jared. I breathe in the scent of his skin and feel the warmth of his body under mine. Jared makes everything safe, everything happy. Even houses. He still makes me feel safe, Melanie realized, feeling the warmth where his arm was just half an inch from mine. Though he doesn't even know I'm here. I didn't feel safe. Loving Jared made me feel less safe than anything else I could think of. I wondered if Melanie and I would have loved Jared if he'd always been who he was now, rather than the smiling Jared in our memories, the one who had come to Melanie with his hands full of hope and miracles. Would she have followed him if he'd always been so hard and cynical? If the loss of his laughing father and wild big brothers had iced him over the way nothing but Melanie's loss had? Of course. Mel was certain. I would love Jared in any form. Even like this, he belongs with me. I wondered if the same held true for me. Would I love him now if he were like this in her memory? Then I was interrupted. Without any cue that I perceived, suddenly Jared was talking, speaking as if we were in the middle of a conversation. â€Å"And so, because of you, Jeb and Jamie are convinced that it's possible to continue some kind of awareness after†¦ being caught. They're both sure Mel's still kicking in there.† He rapped his fist lightly against my head. I flinched away from him, and he folded his arms. â€Å"Jamie thinks she's talking to him.† He rolled his eyes. â€Å"Not really fair to play the kid like that-but that's assuming a sense of ethics that clearly does not apply.† I wrapped my arms around myself. â€Å"Jeb does have a point, though-that's what's killing me! What are you after? The Seekers' search wasn't well directed or even†¦ suspicious. They only seemed to be looking for you-not for us. So maybe they didn't know what you were up to. Maybe you're freelancing? Some kind of undercover thing. Or†¦Ã¢â‚¬  It was easier to ignore him when he was speculating so foolishly. I focused on my knees. They were dirty, as usual, purple and black. â€Å"Maybe they're right-about the killing-you part, anyway.† Unexpectedly, his fingers brushed lightly once across the goose bumps his words had raised on my arm. His voice was softer when he spoke again. â€Å"Nobody's going to hurt you now. As long as you aren't causing any trouble†¦Ã¢â‚¬  He shrugged. â€Å"I can sort of see their point, and maybe, in a sick way, it would be wrong, like they say. Maybe there is no justifiable reason to†¦ Except that Jamie†¦Ã¢â‚¬  My head flipped up-his eyes were sharp, scrutinizing my reaction. I regretted showing interest and watched my knees again. â€Å"It scares me how attached he's getting,† Jared muttered. â€Å"Shouldn't have left him behind. I never imagined†¦ And I don't know what to do about it now. He thinks Mel's alive in there. What will it do to him when†¦?† I noticed how he said when, not if. No matter what promises he'd made, he didn't see me lasting in the long term. â€Å"I'm surprised you got to Jeb,† he reflected, changing the subject. â€Å"He's a canny old guy. He sees through deceptions so easily. Till now.† He thought about that for a minute. â€Å"Not much for conversation, are you?† There was another long silence. His words came in a sudden gush. â€Å"The part that keeps bugging me is what if they're right? How the hell would I know? I hate the way their logic makes sense to me. There's got to be another explanation.† Melanie struggled again to speak, not as viciously as before, this time without hope of breaking through. I kept my arms and lips locked. Jared moved, shifting away from the wall so that his body was turned toward me. I watched the movement from the corner of my eye. â€Å"Why are you here?† he whispered. I peeked up at his face. It was gentle, kind, almost the way Melanie remembered it. I felt my control slipping; my lips trembled. Keeping my arms locked took all my strength. I wanted to touch his face. I wanted it. Melanie did not like this. If you won't let me talk, then at least keep your hands to yourself, she hissed. I'm trying. I'm sorry. I was sorry. This was hurting her. We were both hurting, different hurts. It was hard to know who had it worse at the moment. Jared watched me curiously while my eyes filled again. â€Å"Why?† he asked softly. â€Å"You know, Jeb has this crazy idea that you're here for me and Jamie. Isn't that nuts?† My mouth half-opened; I quickly bit down on my lip. Jared leaned forward slowly and took my face between both his hands. My eyes closed. â€Å"Won't you tell me?† My head shook once, fast. I wasn't sure who did it. Was it me saying won't or Melanie saying can't? His hands tightened under my jaw. I opened my eyes, and his face was inches away from mine. My heart fluttered, my stomach dropped-I tried to breathe, but my lungs did not obey. I recognized the intention in his eyes; I knew how he would move, exactly how his lips would feel. And yet it was so new to me, a first more shocking than any other, as his mouth pressed against mine. I think he meant just to touch his lips to mine, to be soft, but things changed when our skin met. His mouth was abruptly hard and rough, his hands trapped my face to his while his lips moved mine in urgent, unfamiliar patterns. It was so different from remembering, so much stronger. My head swam incoherently. The body revolted. I was no longer in control of it-it was in control of me. It was not Melanie-the body was stronger than either of us now. Our breathing echoed loudly: mine wild and gasping, his fierce, almost a snarl. My arms broke free from my control. My left hand reached for his face, his hair, to wind my fingers in it. My right hand was faster. Was not mine. Melanie's fist punched his jaw, knocked his face away from mine with a blunt, low sound. Flesh against flesh, hard and angry. The force of it was not enough to move him far, but he scrambled away from me the instant our lips were no longer connected, gaping with horrorstruck eyes at my horrorstruck expression. I stared down at the still-clenched fist, as repulsed as if I'd found a scorpion growing on the end of my arm. A gasp of revulsion choked its way out of my throat. I grabbed the right wrist with my left hand, desperate to keep Melanie from using my body for violence again. I glanced up at Jared. He was staring at the fist I restrained, too, the horror fading, surprise taking its place. In that second, his expression was entirely defenseless. I could easily read his thoughts as they moved across his unlocked face. This was not what he had expected. And he'd had expectations; that was plain to see. This had been a test. A test he'd thought he was prepared to evaluate. A test with results he'd anticipated with confidence. But he'd been surprised. Did that mean pass or fail? The pain in my chest was not a surprise. I already knew that a breaking heart was more than an exaggeration. In a fight-or-flight situation, I never had a choice; it would always be flight for me. Because Jared was between me and the darkness of the tunnel exit, I wheeled and threw myself into the box-packed hole. The boxes crunched, crackled, and cracked as my weight shoved them into the wall, into the floor. I wriggled my way into the impossible space, twisting around the heavier squares and crushing the others. I felt his fingers scrape across my foot as he made a grab for my ankle, and I kicked one of the more solid boxes between us. He grunted, and despair wrapped choking hands around my throat. I hadn't meant to hurt him again; I hadn't meant to strike. I was only trying to escape. I didn't hear my own sobbing, loud as it was, until I could go no farther into the crowded hole and the sound of my thrashing stopped. When I did hear myself, heard the ragged, tearing gasps of agony, I was mortified. So mortified, so humiliated. I was horrified at myself, at the violence I'd allowed to flow through my body, whether consciously or not, but that was not why I was sobbing. I was sobbing because it had been a test, and, stupid, stupid, stupid, emotional creature that I was, I wanted it to be real. Melanie was writhing in agony inside me, and it was hard to make sense of the double pain. I felt as though I was dying because it was not real; she felt as though she was dying because, to her, it had felt real enough. In all that she'd lost since the end of her world, so long ago, she'd never before felt betrayed. When her father had brought the Seekers after his children, she'd known it was not him. There was no betrayal, only grief. Her father was dead. But Jared was alive and himself. No one's betrayed you, stupid, I railed at her. I wanted her pain to stop. It was too much, the extra burden of her agony. Mine was enough. How could he? How? she ranted, ignoring me. We sobbed, beyond control. One word snapped us back from the edge of hysteria. From the mouth of the hole, Jared's low, rough voice-broken and strangely childlike-asked, â€Å"Mel?†

Plp- Bings Competitive Advantages

â€Å"Bing† it on Google Introduction Mark Penn is taking a big leap by leaving his firm to work for Microsoft on a mission to fix Bing. The company is faced with becoming a competitive leader in the search engine area. Penn believes he can enter Microsoft with a different strategy. To improve Bing, Penn believes he needs Stack Ranking, which focuses product developers away from getting industry-leading products to market faster than the competition. According to the article, not including the marketing or the billions of dollars put into Bing, Google accounted for 69% of the searches in June alone.They say the key strategy to turn this company around would be to come up with an approach that would make Bing a different kind of search engine compared to Google. Analysis As stated above, Microsoft is trying to take the number one spot for the most used search engine. A competitive advantage can be defined as a firm’s ability to create value in a way that its rivals canno t. Microsoft and Yahoo! introduced Bing in 2009, which allows users to search for information regarding almost anything. While being introduced to everyone in 2009 other search engines were available.Bing’s competitive advantage over the others was that Bing offered subcategories onto the organic search results, allowing the user to quickly see the search results in logical groups. This is an issue for Bing because they are not the only company that offers these types of search engine results and no longer have a competitive advantage in the market on this basis. Another advantage with Bing, you get â€Å"enhanced results† which can also be taken as intelligently organized results that you can receive quickly and efficiently.Because of these enhanced results, many people chose to use the Bing search engine over Google but in recent years, other search engines have put a greater emphasis on their speed and results and are bypassing Bing. If Bing still had any competitiv e advantage, it would be that it offers enhanced results in search engines, however it has been proven for most businesses that use other competitors' search engines their speed and results are sufficient and they prefer them to Bing.This is evident which stated before that 69% of the search engine users chose Google over the 25. 6% for Bing. What hurt the Microsoft Company is that Bing was doing so poorly to the point they offered Penn a position to help â€Å"fix† Bing. This could make or break Bing seeing whether Penn can differentiate this search engine compared to the others. This will be difficult for Penn seeing that he lacks search engine product development expertise.No matter how speedy this search engine is or how well the results are, if Penn does not find a way to improve Bings market share this will be just a fad that the Microsoft has gone through and Google will continue doing well. Conclusions To be successful in any market you need to be able to compete and this is where Bing falls short. In order to make this search engine more successful Microsoft needs to come up with a more sufficient business strategy. They need to figure out where they best fit in and differentiate themselves from other companies.They also need to figure out their goals, and objectives, which will make it easier for them to target their users. If they were to apply their business to the VRINE model, they would quickly notice that their search engine is replaceable and has no ways to set their company’s search engines apart from others. I believe they are taking the right steps by trying to offer different options on their website but I think they will need to do more since they do not offer the same kind of links that Google does such as Gmail or Google Maps.I think that while Mark Penn is focusing on making Bing better in the market share area and the rest of Microsoft management needs to place a strong focus on finding innovators that can help Bing becom e a major competitor once again. Title- Can Mark Penn Fix Microsoft's Bing? Date-7/23/2012 Website-http://www. forbes. com/sites/petercohan/2012/07/23/can-mark-penn-fix-microsofts-bing/2/ Citation-Cohan, Peter. â€Å"Can Mark Penn Fix Microsoft's Bing? † Forbes. Forbes Magazine, 23 July 2012. Web. 09 Nov. 2012. .

Classroom Management-Routines and Procedures Essay

The following in-class activities are in the specialized area K-8. The first in-class activity is the use of centers. In this activity student are able to pick their center that they would like to participate in. Students are given a 20-minute center time that is split into two 10-minute sessions. This allows the students to stay interested in the activity. Types of centers that the students can choose from are: Reading Center, Write the Room, Money Center, Art Center, Listening Center, Pattern Block Center, Puppet Center, Computer Center, or Poetry Center. While students are seated, the teacher reminds the students of center procedures. The children have previously been instructed how to utilize each center. The teacher will choose a stick with the child’s name on it, to determine who gets to pick first and there after. They are reminded that no more than 2-3 people can be at each center, and because of this should be thinking of another center in case the center they first c hoose is full. Students will remain in there seats until everyone has picked a center. The children will hear a bell and are asked to stop what they are doing, clean up their center, and go to their desk where the teacher will now assign them to a different center. During this activity one of my behavioral expectations will be that students are quiet during their center time. Quiet doesn’t mean that the student can’t talk, but they must whisper to their fellow center members if they need too. Center time is still learning time and I want each student to respect that. Students are told that should they break that rule, a warning will be given and then if broken again, they will have to go to their seat until it is time to switch centers. The second expected behavior is that the students stay at his/her center, until they are told to switch. The students are not permitted to roam around the room and visit with classmates at other centers. It is important to maintain a structured, well-balanced classroom environment where students carry over my behavioral expectations from activity to activity. The second in-class activity is the morning meeting board. This activity is done first thing every morning. During this activity we discuss what our schedule for the day will be, take our lunch count, practice our days of the week, months of the year, what the temperature for that day is, daily smart board activities, and many other repetitive activities we do on a daily basis. This activity requires students to be on the floor in front of the meeting board facing me. The morning meeting board requires individual student answers and a high level of engagement. Students are required to sit in an assigned seating area on the floor and remain there until meeting board is over. During this activity one of my behavioral expectation is that there is no talking. Children are not allowed to talk, as it is a distraction to the learning process. Children are told that they are not allowed to talk unless their name is called to answer a question or a group response is needed. The no talking rule, fixes the need for a child to blurt out the answer when it is not their turn. The next behavioral expectation is that students will keep their hands and feet to themselves. It is very tempting to distract your classmate while seated on the floor close to each other. By implementing this expectation, students are learning self-control and the skill of accountability. Students are expected to be able to stay in their assigned area and engage in the activity with little or no distractions. There are many opportunities to take students on the adventure of learning outside the classroom. The first activity is a school wide assembly that would require K-12 students to meet in the gymnasium. The assembly is in an environment that is energetic and fun. The students listen to music by the band, watch or participate in a fun activity with older students, and listen to administration lecture about upcoming events and other important information. This atmosphere will bring out many different behaviors from my students. It is important that I allow them to have a fun, positive experience but with expectations on how they need to behave. My first expectation is that the students will remain in their seats and not move around. With the energy that this assembly will bring, students will need to stay seated so that they are not distracting the other students or those who are putting on the assembly. Students will also be expected to not visit or talk with their classmates during the assembly, as it is a classroom rule to sit quietly while others are speaking. Setting these expectations and explaining why I have them is important for the student to understand. The next out-of-class activity is a field trip to a pumpkin patch. This field trip is a fun, hands on learning experience. The pumpkin patch has a petting zoo, zip line, corn maze, tractor rides, train rides, face painting, pedal tractor racetrack, and many engaging activities. This activity can also bring out an array of different behaviors in children, which the teacher must be mindful of. On field trips there are teacher helpers like volunteers/parents, who go along to help keep a watchful eye on the students. Students are split into small groups and are teamed up with a teacher helper. Teacher helpers are given instructions as to what I expect from my students. One of my behavioral expectations is that the students remain in their group at all times. Students are told that they will not be able to roam about the pumpkin patch without their group and their teacher helper. They are told that the teacher helper will be the one who decides when to move on to the next activity. My next behavioral expectation is that the students respect the property of the pumpkin patch and those who work there. This is already one of our classroom rules and they will be expected to follow it even though we are not in school. A teacher must try to always be one step ahead of their students when it comes to how students will behave in situations. It is extremely important that students always know what is expected of them. A teacher may continually have the child recite the rules over and over, but that doesn’t mean they understand what it means. A teacher may think that the classroom rules are clear and concise, but to a few students they many not be. The first way a teacher can evaluate what her students understand about those expectations, is through discussion. The teacher must state the rule and then explain what it means. The teacher’s explanation should provide examples and scenarios that the student can understand. Allowing the children to give examples that they can relate to, can also help evaluate their understand of the expectation. Another way to evaluate is through role-playing. Children are given scenarios on how to break the rules or follow the rules and then they act it out. The class audience can then determine what rule is broken and how it could have been prevented. The students may also act out how it looks to follow the rule. The teacher can then explain what consequence would be given if rules are not followed. This is fun for the students and allows the teacher to see who is or doesn’t understand the expectations.

Space tourism risk identification and analysis Essay

Space tourism risk identification and analysis - Essay Example Use the 4 categories learned for the RBS: technical, organizational, external and PM risks. Hilson (2002) defined risk breakdown structure or RBS as a source-oriented grouping of project risks that is detailed as in descending manner towards the sources of the risk. It is hierarchical in structure and provides a guideline in risk management. The usefulness of the method is: it aids in identifying risk allowing for complete coverage; allows risk assessment and categorization by source, thereby identifying dependency or correlation that results to capability in focused or generic responses; allows comparison of alternatives or options for management and investment decisions; risk reporting reduces misunderstanding as well as provides consistent information sharing from the bottom up to the highest level of the organization. Comparative Histories: Look back at other projects and if there were scope creep issues or major scheduling risks. The PERIL database (in the back of your Kendrick textbook) is a good example, but most organizations have files of project completed – or cancelled – which could be reviewed for insights and ‘lessons learned’. Decomposition Discussions: Experts who have worked on similar projects are great at ‘taking a potential project apart’. ... Calcium is a metal in the structure of bones necessary for biochemical mechanisms that contract muscles. Crystals growing in urine rich in the right chemicals block the kidneys or the bladder (NASA, 1998). Protein loss was also noted where 45 % decrease in protein synthesis occurred as compared to a 15 to 20 % decrease expected from bed rest studies (NASA, 1998). Forecasting: Often used in the financial arena, there are many methods such as extrapolation, causal forecasts, etc. These projections always will have limitations: they depend on the quality of the historical data available, and are useful for identifying ‘trends’ but cannot ID specific risks. Soft System Analysis: This method assists in the identification of feelings, attitudes and perceptions of stakeholders that could trigger conflicts in projects if left unchecked, not discussed or not considered during risk/opportunity analysis. Pareto Diagram: Demonstrates frequency over time of risks occurring. Review pa ges 210-211 in the PMBOK Guide for an illustration of this diagramming method. Also see the diagram style on p.42, Kendrick text. Straw Man Analysis: A ‘what if’ scenario is developed (hypothetical, like a man built of straw) and then stakeholders discuss the potential risks which might arise in a project. Soft system analysis can also take place here: better discussed beforehand than during any risk crisis. Brainstorming: A group process, useful to ID risk/opportunity decisions about new, large, complex or non-standard activities and project scope, scheduling and aspects. This method relies on group dynamics and depends upon the experience of the participants in identifying and dealing with risks. The method is limited due to ‘group think’

Analysis of Multiculturalism in a Global Society Article

Analysis of Multiculturalism in a Global Society - Article Example There many different aspects in which multiculturalism can affect the way people within a society behave. One of the factors that affect the behavior of people the most is the culture in which they are raised in. Culture refers to learned, shared, and integrated way of life (NesSmith, 1995). An example of the impact culture has on the behavior within a society is the different roles of women depending in which part of the world they live in. In the United States, women have equal life and they play an integral role in family life. Not only are the primary caretakers for the children, they also share the financial role with men. â€Å"Women compromise more than half the US workforce† (Missouricollege, 2009). In contrast to the Middle East women have very few rights and men dominate society and have power over most aspects of everyday life. In societies in which one of the gender lives in inequality progress is limited because there is a large opportunity cost associated with in hibiting the rights of women. There are other injustices that occur in foreign nations which in the perspective of the local is the normal activity. An example is the spread of child labor in many developing nations. Children should have the right to receive a proper childhood instead of being forced to work at an age in which neither their minds nor bodies are prepared for the task that should be performed by adults. Multiculturalism can also be utilized in an official manner as a type of policy guideline for governmental matters such as immigration. Three approaches to deal with immigrant groups and their cultures are monoculturalism, melting pots, and multiculturalism (Wordiq, 2009). In a monoculturalism, culture countries implement policies in which immigrants are accepted and assimilated. A melting pot occurs in  places where immigrant cultures are mixed and consolidated. The best example of a melting pot is the United States of America.  

Aging population Essay Example | Topics and Well Written Essays - 3000 words

Aging population - Essay Example Shakespeare has beautifully described the life of a man. He further describes it, in terms of ages and names it seven ages of a man's life. These are ages are: an infant, a child, the lover, the soldier, the justice, the old age and finally mental dementia and death. In short, they were considered as a useless part of the society and were thus isolated. This very idea had and probably has penetrated the business community as well. This fact was quite reflective in the marketing activities and campaigns launched until recently. However, the time is changing now; the old people are getting more prominence in the business society. They are now considered an important segment of the society. Business society is giving more attention the aging population, especially in the industrialized world. Their changing needs and behaviors are tried to be addressed by the marketers in more efficient manner than ever before. This matter is quite encouraging that the need has been realized; however, a s a matter of fact, what is really missing is the direction to cater their changing behaviors and needs. Thus this paper is aimed to address the fact that how the old population in the industrialized country does affects the business strategist seeking to respond their changing needs.In formulating this paper, we would start with the fact that who the aged ones are, in current scenario. Later, we would explore the key features of the aging population and what characteristics and features make them different from others After discussing this, our discussion will lead to the point that what are the corresponding marketing challenges faced by the marketers, furthermore, we will evaluate the efforts of the business community done so far to address these challenge. Lastly, we would like to know that what can be done further to address those issues. (Heibing and Cooper 2004) What is 'Old' Universally there is not any agreed upon age for being called the 'old'. However, usually those who have passed a considerable age of their life are now retired or about to retire are considered as old. Though the age for retirement also varies from country to country, however, in general that ranges between fifty to sixty years. Thus any person beyond the age of retirement is considered as old. If we accept this definition and start to look for the generation that is going to be the old or aging population, we find that our recent aging population is baby boomers. Before moving further, it is essential to know who are baby boomers are, since it would help in building this topic further. Those people who are born between 1946 and 1964 in United States are called baby boomers. (Hess and Markson 1991) Though this phenomenon is referred to US population only but the people who were born in the same period in other industrialized countries also share the same features. The baby boomers w ere born during the economic upsurge in those economies. As a result, they were fortunate to have best possible education, as compared to rest of the world. On account of the fortunate period in which they were, in general, they had a wonderful childhood leading to a promising career and prosperous youth and adult life. Now this generation that has made a lot of money is entering in to the old age. Obviously, the big sum of money that they have gathered in this period has the potential to make them one the greatest market for the marketers of the industrialized world to capture. Aging Population in Various Countries Moving further, we can

Business Research Skills Essay Example | Topics and Well Written Essays - 2000 words

Business Research Skills - Essay Example When an employee stays the longer period of the time in the same company it increases its loyalty to the company and the salary also increases. He also added that the staying in the company for longer period of time can make that employee more and more experienced and suitable for the company. According to the author, there may be more different another determining factor in determining the salary levels of the executive. According to Economou (2011), He also said that there are lots of determinates like social, political and the situational determinants are very important for fixing a salary of the executive. If the organization is earning profit and revenue then the organization can easily think for a growth in the salary after regular interval of time. It has been noticed that if a person stays a longer period of time with the same company can earn more salary. Seniority of an employee is the very important factor for fixing any salary. Level of salary would be determined by the quantum of the responsibilities of that employee. It is quite obvious that the senior employees would have more and more responsibilities than the junior employees. It clearly states that the level of the salary of the senior employee would get more hike as its base is very high. It also supports the analysis done in the task one. The author also argued that as the salary of the senior employees is higher than the lower emp loyee it shows that what the senior employees can earn in the lesser period of time, it would take a more time for a person who is working in the same company. Obviously, the time taken for the company senior officers is less. He also argued that when one employee is working for the longer period of time that person can adapt very well to the company. It also stated that in any organization people with the highest amount of salaries are less in numbers and the number of people with the lowest base of salary.

STRUCTURAL-FUNCTIONAL THEORY CHAPTER 10 Article Example | Topics and Well Written Essays - 500 words

STRUCTURAL-FUNCTIONAL THEORY CHAPTER 10 - Article Example Merton studied social phenomena by studying the meanings people attach to their actions, using the methodological approach, structural-functionalism which was in vogue in the 1930s. Merton maintained that structural-functionalism is predicated upon three assumptions. The first assumption is that social systems are self-regulating and tend towards a state of equilibrium. The second assumption is that every social practice contributes to the survival of the social system to which it belongs. The third assumption is that every social practice is indispensible just as the brain and the heart are to human beings. On the converse, Merton made postulation that the degree of integration in a social system is an empirical variable and can vary from institution or society or time to the next. Merton also contended that social practices are not really functional for the entire cultural or social system. Merton also questioned the idea of universal functionalism, as the assumption that every social practice fulfills vital functions in ensuring the survival of a system. Merton also disputed the concept of indispensability, as the concept that every social practice is indispensible because it executes necessary function. To draw the proper functions of an organization, Merton drew the distinction between manifest and latent functions. With the former, he meant to denote objective consequences which contribute to the adaptation of the system recognized by participants in a system. Latent functions in turn means objectives that are neither intended noir recognized correlatively. When discussing the structural causes of bureaucratic dysfunctions, Merton points out that the ideal type of bureaucratic arrangements achieves high extent of efficiency due to application of rules that are predetermined categories of cases that preclude the need to issue certain instructions for a given

Brand plan Essay Example | Topics and Well Written Essays - 1250 words

Brand plan - Essay Example ark of international quality, a brand that can be used as a yard-stick in daily jargon to compare excellence in product through flawless craftsmanship. Every Rolex watch tells the tale of an instrument that passes through a series of stringent tests in the manufacturing units supplemented by individual care in making sure it truly represents this undisputed royal watch brand. â€Å"Rolex watches are popularly regarded as status symbols† (Khurana, 2010) There are many reasons why Rolex is positioned in the market the way it is. It was a pioneer in the invention of wrist watches through the skill of its co-founder Wildorf in innovating Oyster waterproof case and screw crown. Rolex has many â€Å"first† which account for its â€Å"father-figure†, aristocratic and near-Godly stature. Rolex manufactured watches were the first to come with Kew â€Å"A† test, a prestigious achievement in the early 1900s that deemed it to be perfect in time keeping. Again, Rolex watches were the first to have â€Å"perpetual self winding rotor mechanism† that kept the watch at optimal tension and wound on its own at the slightest movement of the wrist. (Rolex.com, 2012) The watch and jewellery market is huge at the global level with international brands like Rado, Tag Heuger, Citizen, Gucci, Jaeger-LeCoulture, Schwarzkopf, Breitling, Victorinox (Swiss Army), Cartlier, Omega, Tissot, Movado, ESQ, Edward Mirell, marahlago, David Vurman, John Hardy, Roberto Coin, Ammolite, Llardo, Marco Bicego, Honora, Yvel, Tudor etc. Even though these watches make up for them mid-range watch and jewellery market they compete to a certain extent with Rolex to get a share of the larger customer base who are not Rolex loyalists. Rolex has numerous competitors in the 43.6 billion USD watch and jewellery industry. Rolex has released its Tudor in 1946 to eliminate stiff competition faced from mid-range wrist-watch brand like Tag Heuger and Rado. Its model categories: Prince, Princess, Monarch and Sport entered

Human Resource Planning Case Study Example | Topics and Well Written Essays - 1500 words

Human Resource Planning - Case Study Example This paper outlines that it is also necessary to establish a framework for the competency of the team. This will involve all employees from every department within the organisation. It is also vital to consider the long-term requirements to make the framework more relevant. This involves the process of collecting information and hence the most important step that dictates the success of the entire project. It includes the adoption of the best techniques for collecting the information concerning the roles and responsibilities of each member. It includes observing people while they perform their roles in case of those that are observable, interviewing the workers to learn what people believe and know and creating a questionnaire that will assist in obtaining the most important data. There is the need for spending more time while considering the issues of validity and reliability of the data. The use of standardized job assessment questionnaires can greatly provide good assistance. It n ow follows the analysis of the work and includes an understanding of the behaviours used in performing the job. Key considerations may include business plans, objectives, strategies, job descriptions, principles of the organisation, future predictions as well as the needs of customers and suppliers. It is necessary to employ the best techniques to achieve accurate and comprehensive results. Moving to the next step means reorganizing the information gathered into greater competencies to help in analyzing and groupings of the data in an effective manner. The step requires the grouping of the skills and behaviours into core competencies.

Media Audiences Essay Example | Topics and Well Written Essays - 3000 words

Media Audiences - Essay Example The intention of this study is technology as one of the aspects in the twenty first century that has not only changed the ideas, notion and perceptions of the human beings but also the way people live their lives. It has become one of the most significant and considerable facets of human lives. Moreover, the technological changes and the advancement in technologies in the last few years have proved to be much more in comparison to the previous hundred years. Furthermore, the exponential boost in the advancement and innovation is technology is in a continuously growing process. Therefore, no one can neglect the truth that the humans are now living and belonging to the society that has exquisitely become reliant on science and technology. In fact, according to one of the authors â€Å"Technology is one part of the complex of relationships that people form with each other and the world around them; it simply cannot be understood outside of that concept†. Due to such an immeasurab le development and progression of technology, it has gained and dominates over all pieces of human lives, weather it is business, health care, education, entertainment, travelling or personal relationships. Whilst looking at the world of business and commerce, one can figure it out that ecommerce has altered and transformed the business community and how one thinks about while doing business. From small business enterprises to giant multinational corporations, every businessperson is making the most of the technology in the today’s fast-paced world of online market. ... Therefore, mass media has become a powerful and prominent figure for the entire populace of the world (Haour, 2004). Audiences come under immense effects on a short-term, median-term and long-term basis by the technology and media due to its influential powers. The short-term effects of technology and media not only expose the people with the awareness and providing knowledge about an entity, but also modify and revise the obsolete and outmoded or inaccurate information, and increase their recall abilities about a meticulous announcement or advertisement. When the attitudes, beliefs, behaviors and opinions about social norms changes or alters within a person, that individual comes under the intermediate or median-term effect of technology and media. However, the long-term effect of technology and media relates and integrates all the impact of short-term and median-term in conjunction with focused streamlining the alleged norms and preservation of behavioral change (Napoli, 2011). The ideas about the audience dependency on technology have come under a range of studies and researches in the precious decades. The consequences of media exposure provides with the fact that the effect of media and technology on audience are diverse and wide-ranging. In addition, it has also been an understanding that audiences also leave an impact on the media with the intensity and incidence of their usage. Media and technology have come under advancements with a prime objective to promote social change in developing and under-developed nations. Therefore, with respect to this objective research studies have identified and concluded that knowledge gap and media exposure over time are the factors that affects and shapes the

Why did relations between the soviet union and the US change in the years 1943-1956 Essay Example for Free

Why did relations between the soviet union and the US change in the years 1943-1956 Essay The first reason is that Roosevelts death in April 1945 brought an end to any superficial unity that still existed at the end of World War 2 in 1943. Truman was now the American President, and relations between him and Stalin were deteriorating very quickly indeed, especially when Stalin was such a determined character and Truman was less willing to compromise, compared to Roosevelt. The second reason is that America had developed the atomic bomb in June 1945. This played a major part in the change in Trumans attitude at the Potsdam Conference in the same year. The successful development of the atomic bomb had lifted Truman on his high horse, and this links back to his attitude that clashed with Stalin. Now Truman was even more arrogant, and as a result, it made Stalin even more determined to get his way. The third reason is that as a result of Churchills Iron Curtain Speech, the Truman Doctrine and Marshall Aid, Stalin had responded to these by forcing communism on Eastern Europe, then Comecon and Cominform, and hence the Berlin Crisis. This point marks the peak of the Cold War when relations between the USSR and the USA were at their worst. This was because of the Berlin Blockade, when America had humiliated Stalin so devastatingly, with Stalin on the verge between firing at the airplanes, or ignoring them and keeping the blockade up. This is another example of Stalins stubborn nature, as seen in the Potsdam Conference mentioned in the previous paragraph. Finally, the fourth and last reason is that as a result of the Berlin Crisis, President Truman had signed the NATO agreement in 1949, which was a clear union of America and Western Europe against the USSR and Eastern Europe, and most importantly, against Communism. This made Stalin furious, and he responded in defence with the Warsaw Pact in 1955. This move shows that he is not to be outdone, and hence here at the peak of tension and conflict from 1943-56 we see the complete change that has occurred in the relation between the two powers.

Vargas Teaching Theory Analysis

Vargas Teaching Theory Analysis Question one What are your ideas of teaching? How does that compare with or contrast to Vargas perspective? Answer My ideas of teaching is to have a positive impact on my students in terms of their cognitive domain, affective domain and psychomotor domain. As a professional teacher, I understand that students have different learning styles and that is why my ideas of teaching and method of delivering instructions focuses on student center basically the 4Cs (collaboration, communication, critical thinking and creativity). I want students to have freedom of expression which gives room to open discussion and creativity. This boost their level of confidence and ability to express themselves out there any time. And finally, my Ideas of teaching is to challenge my students, watch them grow to their full potential, develop together for the betterment of everyone. Comparing my ideas of teaching with Vargas perspective, Vargas (2013) believes teaching is not just presenting to an empty class and we both have similar ideas on how teaching should be basically by knowing the students better, work on their behavior in every area and finally she doesnt think knowing the subject matter is a major factor on how students feel or perceive change in their attitude (p. 5). Which I totally I agree with her on this. Question two Briefly summarize Skinners perspective as it relates to behavior Answer Skinner, B.F. believed that the environment is a major determinant of behavior. Skinners perspective people have consistent behavior pattern because they have kinds of response tendencies (Vargas, 2013). He made a discover that most behavior is not the reaction to a stimulus that it depends upon its effect on the immediate environment. Vargas also stated in her book that Skinner believed that it was the consequences of individual actions and not antecedent stimulus that determined what the animals did. He called the behavior operant (p. 8). Question three What is your interpretation of Behavior Analysis? Support your answer with detail from the text. Answer My interpretation of behavior analysis is that it is a natural science that seeks to understand the behavior of individuals. Vargas (2013) explained that behavior analysis is a discipline based on the science first discovered by B.F. Skinner and the practices of operant conditioning have spread to all areas of behavior including animal training, business, clinical work, health and teaching. It is the science of behavior of humans and non-humans (p. 9). Question four How can the discussion What is a Cause (page 21), help the classroom teacher? Answer The discussion what is a cause will help the classroom teacher to focus on conditions or events on which an event or behavior depend on (Vargas, 2013). It will help teachers to learn and adopt strategies to improve behavior. Also what is a cause discussion on p. 21 will help teachers to know more about dependent and independent variables. With this, teachers will know more about the number of problems, assignment completed by the students. It will help them to sense what could be responsible for a behavior to identify functional relations between the behavior. And finally, the way the next generation behave will determine a countrys future more than any other resources within its borders (Vargas, 2013, p. 3). She believes teachers are expected to teach more while they receive more difficult students (p. 4). It is important to understand behavior of these students, it is very important to find the variables responsible for these behaviors. Vargas stated that Finding the causes becomes a search for functional relations among all the contingencies that occur in a setting (p. 22). This is exactly what is a cause discussion explained in details on page 21 of the text which will help the teachers a lot. Question five What new information did you find in chapter 2? Please explain. Answer The new information found in chapter 2 of the text behavior analysis for effective teaching is the functional relation which is a systematic relationship between dependent and independent variables. Independent variable explained as circular explanation or explanatory fiction which is a statement that has the form of an explanation, but in which the cause essentially restates the behavior to be explained while a mentalistics explanation relies on activities of a hypothesized mind to explain behavior (Vargas, 2013, pp. 22-23). Chapter 2 tries to explain more about Independent variables which buttress more points on behavior which can be circular or mentalistics. Question six What did you already know about Pavlov and his theory? After reading about Pavlov in chapter 3, what did you learn about his theory? Answer What I knew about Pavlov and his theory was that he was the one who discovered respondent conditioning and he believed that respondent behavior is controlled by a stimulus. But after reading about him from the text, I learnt that Pavlovs discovery was titled conditional reflexes instead of respondent conditioning (Vargas, 2013). The principle involves respondent behavior which occurs in response to a specific stimulus as part of a reflex. He believes reflexes consist of specific physiological reactions to a specific stimulus (pp. 8-9). What I learnt about his theory as a professional teacher is to be a good observer and a good researcher because it was due to his ability to research and observe that made him noticed something surprising about his dogs salivating before the food was put into their mouths. This is where his investigation began. As a teacher, we must research and observe what different behaviors of students must do with their learning. Question seven Define the Criticism Trap? Have you ever played a role in the criticism trap? Explain. Answer Vargas (2013) defined Criticism trap as a situation where criticizing a behavior you dislike or you wish to decrease seems to work because it temporarily decreases or stop the behavior, but criticizing it strengthens the behavior so that it occurs more frequently in the future. Yes, I had played a role. This happened to me and my wife with our little son at age 2. Anywhere we are going out, hes always excited to follow us but one thing he does is wearing his shoes or slippers the wrongly. After this, we will criticize him always for wearing his shoes wrongly, then he corrects himself and does it again and again. One day we realized criticizing him to correct him didnt work for him, so we adopted a method to correct him. Any time he wears his shoes wrongly, we will calmly correct him and once he does that, we tell him good boy or thats my boy and since then, he wears his shoes correctly and never wears them wrongly. What we learnt from the situation above is that we should praise imperfection and reward approximation the behavior we are looking for. And its working till now. Question eight How can teachers use the information found in chapter 3? Answer As a teacher, lets start from the criticism trap, we shouldnt criticize ourselves too much because in the long run, you will find yourself criticizing your students. We should learn to use praise frequently and use criticism relatively infrequently especially in the classroom. With these, we wont have problems with students. Another information here is punishment. Teachers must know the consequence of punishing a child because punishment has a bad effect on the punisher as well as on the recipients of the treatments (Vargas, 2013, p. 51). References Vargas, J.S. (2013). Behavior analysis for effective teaching (2nd ed.). New York, NY: Routledge.

Right Buy Tenants

Right Buy Tenants Right to buy, the dominant form of housing tenure in the Britain for council tenants, competes against private and mixed economy ownership housing- provided by private initiatives and private rented accommodation. Right to Buy was famously encouraged by Margaret Thatcher (Prime Minister from 1979-1990) through the 1980 Housing Act and the notion of a property-owning democracy. Whilst it brings many advantages, Right to Buy is not without its disadvantages. This essay seeks to analyse the advantages and disadvantages of a system where right to buy as the dominant form of tenure. First, the background of Right to Buy will be explored, with arguments in favour and against how the sale of council houses became a major element in local housing policies in the UK. The Background of Right to Buy. The Conservative Party Manifesto of 1979 reads â€Å"Many families who live on council estates and in new towns would like to buy their own homes but either cannot afford to or are prevented by the local authority or the Labour government. The time has come to end these restrictions. In the first session of the next Parliament we shall therefore give council and new town tenants the legal right to buy their homes, while recognising the special circumstances of rural areas and sheltered housing for the elderly. Subject to safeguards over resale, the terms we propose would allow a discount on market values reflecting the fact that council tenants effectively have security of tenure. Our discounts will range from 33 per cent after three years, rising with length of tenancy to a maximum of 50 per cent after twenty years. We shall also ensure that 100 per cent mortgages are available for the purchase of council and new town houses. We shall introduce a right for these tenants to obtain limited term options on their homes so that they know in advance the price at which they can buy, while they save the money to do so. As far as possible, we will extend these rights to housing association tenants. At the very least, we shall give these associations the power to sell to their tenants. Those council house tenants who do not wish to buy their homes will be given new rights and responsibilities under our Tenants Charter†1 The Right to Buy which was introduced by the Conservative Government under Margaret Thatcher provided a new framework for the sale of public sector housing in Britain. The statutory Right to Buy replaced local discretion and applied to the bulk of secure tenants with three years tenancy. The new policy applied to flats as well as houses. It involved much higher discounts and few exemptions. It was highly publicised and made more attractive by the expectation that rents would continue to rise. (Jones Murie, 2006) There were attempts by various Conservative local authorities since the end of the Second World War to sell council houses. In 1967 Francis Frederick Griffin- a leader of the Tory council in Birmingham wrote that the Partys policy was based upon the belief that government, both local and national, should have as little to do with peoples lives as possible. Griffin (1967) explains: â€Å"We (the Tory council) determined that it was the function of the local authority to serve the people, not master them†¦ We decided that the vital principle of local government was to interfere as little as possible rather than as much as would be tolerated.† After seven months in power they had sold 2,101 homes, which included a reduction of up to 10 percent for long-term residents.2 Many council tenants exercised their right-to-buy. By November 1982 the government said more than 400,000 people had bought their council homes. The right-to-buy scheme was subsequently extended to tenants in leasehold properties. During this period the conservative housing policy proved extremely popular and was seen as a major vote winner for Mrs Thatcher in 1979 and again in 1983.3 Looking at today, with approximately 70% of public sector households in England being under owner occupation, it is easily the assumption that home ownership is the obvious and rational form of housing tenure, and always has been. However, in 1914 home ownership in England stood at only 10%, rising to around 49% in 1971 and 69% in 2002 4 Murie (1998) explains: The nineteenth century man of property did not own his own home Britain, at the turn of the century, was a nation of tenants and this applied to rural and urban areas and to the rich and the poor. Home ownership should not therefore be viewed as the natural tenure mass home ownership is a product of post-war history. (Murie in Marsh Mullins ed., 1998: 80) Farther, whilst home ownership may be the most favourite form of housing tenure in Britain today, other countries see varying forms of housing tenure. Ireland and Spain from statistics in carried out in 1991 showed over 80% home ownership, the UK with 67%, the US at 59%, Germany on 40% and Switzerland with only 29% home ownership. 5 The variation is clearly huge, and by exploring the differences between countries with high and low home occupation some advantages and disadvantages can partly be illustrated. The Right to Buy brought a fundamental change to local society, not least in fracturing the community. Previously, every tenant had one enemy the council. Now peoples problems were more personalised everybody was seemingly fighting their own battles rather than the one big collective threat. Council Tenants who cannot afford homes and flats of theirs due to the expensive cost of ownership can get 33% discount on the market value of their home, increasing in stages up to 50% for a tenancy of 20 years. Mrs Thatchers government of 1979 and again in 1983 believes the bill will transform the social structure of Britain for good. Michael Heseltine, secretary of state for the environment during the conservative government, said: This bill lays the foundations for one of the most important social revolutions of this century. 3 But Shelter, the organisation for homeless people, has said the move will increase the number of homeless people and decrease the number of homes available to accommodate them. And critics have accused the Thatchers government of being too generous to council house tenants while Labour Party believe the cost to the public purse from the implementation of the Right to Buy Policy will be at least  £5,000 per sale but the Conservatives maintain that central and local government will save millions through the reduction of subsidy to council house tenants.3 Homes are expensive hence home ownership is out of the reach of most council tenants earning an average of  £7,500 in 1982. Most home owners take out a loan a mortgage to buy their home. Few people have huge sums of money readily available without borrowing. Usually, a mortgage isnt required only if the purchaser has another house to sell for example, if theyre trading down. Before the Right to Buy Policy, it was extremely hard for a council tenant to borrow enough necessary to buy a home. Conservative government policy has been seen to strongly influence the increase in property ownership for renting council accommodation. Thatchers government of 1979-1990 is most notorious for pushing the notion of a property-owning democracy and actively encouraged this through the right-to-buy policy. But whilst perhaps the most well known and crucial, Thatchers government is by no means the only to advocate home ownership. Blairs New Labour government commenced the Starter Home Initiative in 2001 to help key workers, primarily teachers, health workers and the police, to buy a home in areas where high house prices are undermining recruitment and retention 6 Interestingly, in April 2004 this scheme was succeeded by the Key Worker Living scheme to help key workers in London, the South East and East of England to buy a home, upgrade to a family home or rent a home at an affordable price7 (italics mine). The Nature of Right to Buy Murie (2006) writes that the nature of the Right to Buy has contributed to the process of social change associated with council housing. It has also been reported that more affluent tenants have bought homes and left the sector, so the sector which remains has a narrower social base with a higher proportion of low-income households and those dependent on welfare benefits. It has become more strikingly a tenure of younger households and older people. The conventional role of council housing in housing families with children has become less evident. The social rented sector as a whole is now smaller and has a different demography than in the past. Regionally and locally, social rented housing is most rampant in areas where there has been a loss of employment and where demand for labour is very low. The Impacts: Since the tenure of Thatchers government, there can be no doubting the impact of the Right to Buy. Some 30 per cent of tenants have exercised the Right to Buy. The majority of these have benefited considerably from the process. The volume of sales and capital receipts has far surpassed expectations. By 2003 it was estimated some 1.5 million council homes had been sold. Very substantial rates of sale have changed council housing. Where they have been the highest, the council sector has been transformed. It is a much smaller sector with a different stock than in the past. The sale of council houses has also transformed the owner-occupied sector. In some areas, the owner-occupied sector is essentially a product of public sector activity. In those districts which had the largest council housing stock, former council houses now comprise a major part of the private sector. (Jones Murie, 2006) General Advantages Disadvantages of Right to Buy One arguments for Right to Buy is that it provides protection for purchasers in the initial five-year period and in addition, the lack of capital investment by local councils has tended to reduce the potential for conflict between leaseholders and the council. The levels of discount associated with the Right to Buy mean that households do not over-extend themselves in buying properties. Council house purchasers are not more likely to experience arrears and repossession problems than other purchasers. However, Ball (1986) voiced a strong counter argument, writes that successive property condition surveys show a rapid escalation of dilapidation in Britains housing stock. Some of the greatest increases are in the owner-occupied stock. (1986: 44). So what reason can there be for this? It is important to understand the just because someone owns a property, does not mean that they have disposable income to hand. Ball also writes that recent house condition surveys have shown alarming increases in the extent of disrepair in owner-occupied dwellings because owners cannot afford to repair them. (1986: 3). Rather than viewing a home as an asset, it is more sensible to view its mortgage payments as a liability, presuming a mortgage must be paid. Another argument against Right to Buy by Jones Murie (2006) is that it has resulted in the best council properties being sold to the most affluent tenants in the middle stages of the family cycle. Neither the youngest nor the oldest tenants have bought, leaving fewer tenants in their forties, fifties and sixties. But there is a general consensus that the majority of those who have purchased a house under the Right to Buy have experienced a relatively trouble-free episode. Depending on when people bought, most have experienced a major increase in property values. Whilst the property may be increasing in market value, that is largely irrelevant if the property is not sold. The home only becomes an asset when, and if, it is sold. Conclusion The Right to Buy legislation which came into effect 1980 presented a straightforward set of choices for tenants and a way of extending the existing level of owner-occupation. In the late 1990s the situation is very different. The Right to Buy continues to operate and has become successively more generous. The levels of discount which have applied, especially for flats, are difficult to justify and themselves may unduly influence tenants decisions. The Right to Buy has also operated in a more complex policy environment with a considerable number of exceptions and exclusions within the social rented sector. Tenants in different parts of the social rented sector have a different range of choices. There is a case for rationalisation and for developing more comparable rights and opportunities for all tenants. Endnotes 1. Source: Richard Kimbers Political Science Resources (Mar 2008) Conservative Party Manifesto 1979, online:http://www.psr.keele.ac.uk/area/uk/man/con79.htm 2. Source: Harold Hill Estate Webpage, The Conservative Start Selling Council Houses http://www.haroldhill.org/chapter-three/page-five-conservatives-start-selling-council-houses.htm 3. BBC News Online (20 Dec 1979) Council tenants will have right to buy, online: http://news.bbc.co.uk/onthisday/hi/dates/stories/december/20/newsid_4017000/4017019.stm 4. Data for 1971-2002 from National Statistics Online (20 April 2004) A summary of changes over time Housing tenure , online: http://www.statistics.gov.uk/cci/nugget.asp?id=821 5. Source: Steve Kangas Web Page, data reproduced with permission from Michael Wolff, Peter Rutten, Albert Bayers III, and the World Rank Research Team (New York: Bantam Books, 1992) Where We Stand, online: http://www.huppi.com/kangaroo/8Comparison.htm 6. Communities and Local Government, New Starter Home Initiative to help key workers, online: http://www.communities.gov.uk/citiesandregions/publicationscities/urbanwhitepaper/urbanwhitepaper/implementationplanmain/sectiondproviding/221045/newstarter/ 7. Communities and Local Government, Key Worker Living, online: http://www.communities.gov.uk/housing/buyingselling/ownershipschemes/homebuy/keyworkerliving/ 8. Joseph Rowntree Foundation (Dec 1998) Reviewing the Right to Buy , online: http://www.jrf.org.uk/knowledge/findings/housing/hrd28.asp Bibliography References Ball, Michael (1986) Home ownership: a suitable case for reform, London: Shelter Jones, Colins Murie, A (2006) Right to Buy Analysis and Evolution of a Housing Policy , Oxford: Blackwell Publishing Malpass, P Murie, A (1982) Housing Policy Practice, London: Macmillan Marsh, A Mullins, D ed. (1998) Housing Public Policy, Buckingham: OUP Merrett, Stepehn (1982) Owner-occupation in Britain, London: Routledge Pawley, Martin (1978) Home ownership, London: Architectural Press

History of C Essay -- Essays Papers

History of: Origins and Examples Essay written by DaMonMayers Origins of C What are C and OOP? C is an advanced, high-level programming language (â€Å"Computer languages†) that is used to develop powerful applications for Microsoft ® Windows ®, many Linux environments, and other well-known and widely used operating systems. C is quickly becoming the standard language for commercial software development (Oualline). OOP, an abbreviation for object-oriented programming is simply code that â€Å"attempts to place a new layer of abstraction between the programmer and the data he is working with †¦ this layer will help the programmer develop better code more quickly than he could do before.† (McHale). OOP languages must include four fundamental concepts before it may reasonably be defined as object-oriented (O-O): encapsulation, polymorphism, inheritance and the ability to be dynamic (McHale). Where did C come from? C was designed and implemented by Bjarne Stroustrup who works for AT&T Bell Labs as head of the Large-Scale Program Research department where he is heavily involved with the evolution of his product (Duffy, 98). His development, originally called â€Å"C with classes† was a marriage between a language called Simula67 with object-orientated features and C, which was powerful and efficient in its design. Fortran John Backus at IBM developed Fortran in 1956. Fortran, an abbreviation and acronym for FORmula TRANslation system, is generally considered to be the first high-level programming language. Fortran is, even today, a language of choice among programmers, its latest release, Fortran 90, in 1990. Early versions of this language would be largely criticized today [there were a few problems like the program layout, which had to obey certain criteria like an 80 character maximum line (the length â€Å"of a punch card on which the programs were often written†) (Parsons) and the first six columns were reserved for labels and comments, denoted by the keyword C]; however, this language influenced every language used today in the programming community in some way. A sample Fortran program would look like this (the digits 1, 2, and 3 in this program are labels and .GT. signifies a comparison checking to see if the variable, H, is Greater Than 5): C EXAMPLE FORTRAN CODE DIMENSION A(5), B(5,2) INTEGER H DO 1 I = 1,5 1 A(I) = 6 - I H = 1 3 IF (H.GT.5... ...n Technology at Brighton University. Internet. December 16, 1994. Available http://www.it.bton.ac.uk/burks/burks/foldoc/58/19.htm McHale, William. â€Å"Object-Oriented C? A Case Study of C and Objective-C as Object-Oriented Extensions of C.† Online. University of Maryland, Baltimore County. Internet. 28 Apr. 1996. Available http://www.gl.umbc.edu/~schmitt/331S96/wmchal1/testdraft.html Oualline, Steve. Practical C Programming. O’Reilly & Associates, September 1995. Overland, Brian. C in Plain English. MIS:Press, 1996 Parsns, Peter. â€Å"A Brief History of Programming.† Online. University of Hull Department of Computer Sciences. Internet. 1997. Available http://web.dcs.hull.ac.uk/people/pjp/Teaching/08208-9697/Notes/Languages/node2.html Stroustrup, Bjarne. The C Programming Language. Addison-Wesley Publication Company, February 4th, 2000. Stroustrup, Bjarne. â€Å"Stroustrup: Bjarne’s Homepage.† Online. AT&T Bell Labs. Internet. 2000. Available http://www.research.att.com/~bs/C.html â€Å"The Standard ML Programming Language.† Online. Hughes College of Engineering at the University of Nevada at Las Vegas. Internet. 1999. Available http://www.egr.unlv.edu/stock_answers/languages/sml/

Marketing Letter :: Business Marketing Letters Digital Cameras

September 24, 2003 To All Editors and Publishers, Come and See Our Latest Products! Guinea Laser Photo and its network of dealers in the U.S., invite you to drop by our booth at PhotosGalore West for a look at our latest technological breakthroughs in digital camera technology. eyelike twinkleâ„ ¢ - Just released in August, is the first digital camera that enables presentation of multiple exposures with a reliable preview image. Before this innovation it was impossible to overlay a second exposure over another digital image. With twinkleâ„ ¢ it is now possible to overlay several images and display the results in preview mode before the final exposure is made. eyelike windedâ„ ¢ - Also just released, this digital camera software is specially designed to capture and process either moving objects or still portraits. It allows the shooting and capture of multiple images in sequence, at a speed of approximately one image per second. Using windedâ„ ¢ the photographer can later view all of the stored images one shot at a time, in digital contact sheet format, on a computer. These software modules are just the latest additions to Guinea's line-up of products that make eyelikeâ„ ¢ Digital Camera System a world leader. They're available to all users of the eyelikeâ„ ¢ system whether they work in a PC or a Macintosh based computer. 2002 good reasons to check us out! Guinea Laser Photo manufactured its 2002th digital camera in 2002. These cameras are used by professionals worldwide in the fields of: photography, archiving, and microscopy. The basis of this technology is the ProgRes 3000 family of cameras that have evolved over the past decade. In 2000, the ProgRes 3012 camera won the internationally recognized Seybold Award as best digital camera for professional use. The longevity of Guinea Digital Camera Systems is legendary. All new hardware and software developments made over the years have been designed to be compatible with the original base products so that users of the very first modules are able to work with the latest technological advances without having to change and buy new equipment.

Guantanamo Bay Essay

The United States of America prides itself as being one of the most powerful democracies around the world and The U. S. ’s continued use of Guantanamo Bay, a corrupt institution, as an interrogation facility provides a great example of their ignorance toward basic human rights, their unwillingness to release possibly innocent immigrants back to their countries and lastly disregarding the option of altering interrogation methods or the closing of such an institution. The U. S. being one of the world’s superpowers also infringes upon human rights by funding and supporting Guantanamo Bay. Guantanamo Bay demonstrates the U. S. ’s willingness to gain military intelligence at the cost of possible innocent people’s sanity and at times their lives. Residents at Guantanamo Bay are often held without being told about what they are being held for, their right to habeas corpus is withdrawn from them. Also, on average only one in every one hundred and seventy two detainees at Guantanamo Bay has been given a trial. In addition, the Pentagon has been reluctant to allow aid agencies like the Red Cross to visit the detainees and inspect their living conditions. The torture at Guantanamo Bay is so severe that it caused three residents (Mani al-Utaybi, age 30; Yasser al-Zahrani, age 20; and Ali Abdullah Ahmed, age 37) to commit suicide . However, there is controversy as to whether these three men killed themselves or were strangled by Guantanamo Bay guards or interrogators and strung up to make their death appear like a suicide. During year 2002 Canada became directly involved with Guantanamo Bay. A fifteen year old kid who was alleged to have thrown a grenade killing an American soldier was brought to Guantanamo Bay and was detained there until last year. Omar Khadr was held at Guantanamo Bay and during 2008 he applied to the federal court for judicial review of the governments decision to not seek his repatriation. He claimed that his s. 7 and rights were infringed. â€Å"Everyone has the right to life, liberty and security of the person and the right not to be deprived thereof except in accordance with the principles of fundamental justice. † The court found Khadr’s s. 7 rights breached as a result of the â€Å"frequent flyer program†. Khadr was not given any immediate counsel at the time of his arrest, breaching s. 0(b) of The Canadian Charter of Rights and Freedoms. â€Å"Everyone has the right on arrest or detention to retain and instruct counsel without delay and to be informed of that right. † Like many other detainees at Guantanamo Bay Khadr’s right to habeas corpus was infringed, which is s. 10(c) of the charter. â€Å"Everyone has the right on arrest or detention to have the validity of the detention determined by way of habeas corpus and to be released if the detention is not lawful. † Lastly, Khadr was brought to Guantanamo Bay during year 2002 and was not tried for murder until year 2007, which breaches his s. 1(b) rights. â€Å"Any persons charged with an offence has the right to be tried within a reasonable time. † The most terrible thing about both Guantanamo Bay’s disregard for human rights and treatment of foreigners is the strong aversion The United States has towards the reconstruction and the development of new methods of operation for Guantanamo Bay. Gathering military intelligence is a high priority but that priority should never be at the cost of a possible innocent person’s well being. Therefore, the idea of closing an institution like Guantanamo Bay should not seem extrinsic. However, interrogation facilities are needed in order for the U. S. to stay vigilant with anti-terrorism, but there should be a need to modify Guantanamo Bay’s practices so that detainees can keep their rights. Torin Nelson, a former Guantanamo Bay employee interviewed in the documentary â€Å"Gitmo – a documentary on Guantanamo Bay† spoke regarding Guantanamo Bay’s current interrogation tactics. â€Å"In my humble opinion they’re completely ineffective and detrimental to the overall mission†¦ I guarantee you I could get one person to give more information (compared to trying to get information from ten detainees using current methods) if I was to convince that one person that we’re the good guys and we’re their friends. † In summation, Guantanamo Bay is a corrupt institution because it ignores fundamental human rights by cruelly treating residents, it withholds possible innocent detainees like Omar Khadr and The U. S. is not showing any sign of changing Guantanamo Bay’s methods even though it might prove a more efficient way of gathering military intelligence.

Parties’ Policy Platforms

With the voting date for the 2000 elections approaching, Americans atomic number 18 being bombarded with the polity chopines of the candidates. The two forward runners and their lesser known rivals use any medium avail fitting to spread their estimations on major issues. It is because of their use of the media that voters are able to compare and contrast policy views of fourfold parties. Using two important policy areas (for the purposes of this essay, we will continue to use prevalent education and sociable security) we will reason and analyze the views of the two major parties, the republicans and the Democrats, and aPublic education is a headlining report during elections. The current public education formation has onlyowed the United States to have one of the highest standards of animate in the world, but could use virtually improving. The republicans believe that by providing public schooldays students with private school vouchers, every boor will have access to a high quality, indeed, a world-class education. (the republican National The democrats believe that the republican idea of private school vouchers would offer as well few dollars to too few children to contend their failing schools.The feel that vouchers would be twist bucks out of the schools that need them most. Instead of vouchers, the democrats desire to come in more in Americas crumbling schools, eventide if that means providing less tax cuts for American citizens. (the Democratic Committee The green fellowship also is against vouchers, but believes in get even School Funding with Federal revenue Sharing Federal financing of all public education (instead of by regressive local property taxes) so that every school has the resources it needs to provide he highest quality education for every child.The commons Party website societal Security is other publicized issue. While all 3 parties have expressed interest to allay neighborly security, the way they will go about d oing it varies. The republican party chopine says that they will continue to stop the one-year raids on the hearty Security trust funds by balancing the federal budget without that programs surplus. (the Republican National Convention website www. rnc. org)The democratic platform states that to throw on the success of Social Security, Al Gore has proposed the creation of privacy nest egg Plus voluntary, tax-free, personally-controlled, privately-managed savings accounts with a government daystar that would help couples build a nest egg of up to $400,000. Also, separate from Social Security, Retirement Savings Plus accounts would let Americans save and invest on top of the foundation of Social Securitys guaranteed benefit. Under this plan, the federal government would match individual contributions with tax credits, with the hardest-pressed working families getting the most assistance. (the Democratic CommitteeOn the issue of Social security, the green party platform does not go into practically detail stating The actuarial protection of social security is substantive to the well-being of our seniors, and the nutriment of the systems integrity is an essential part of a healthy community. (the colour Party website www. greenparty. org) While they do not offer their plan for improvement, it is clear that they do not plan on allow the program die out. While the basic, young ideas of improving education and saving social security are shared by the 3 parties, their plan of execution varies.

Jonathan Kozol has been around for quite some time writing

Jonathan Kozol has been about for quite a some succession writing hard-hitting news media about flaws in this country. His book Savage Inequities is more(prenominal) than than of the same with the focus on training. Kozols strength as a writer is being able to coiffure a face on his topic, anyw present from rendering to home littleness, etc. He makes the issue real and attaches human being faces and real people that the subscriber can partake to.In club to write this book, Kozol spent a lot of time traveling around view instructs. To name a few, he visited initiates in saucily York City, Chicago, St. Louis, Washington D.C. and galore(postnominal) others.During his visits, he spent time observing in the classroom as soundly as interviewing teachers, students, p atomic number 18nts, and administrators. What Kozol found out was that schools today be as separate and unequal as they were forward the landmark decision of Brown vs. the Board of k at one timeledge in 1954. he determines that the reason for these inequities lies in the carriage that the Statesn schools ar parentageed. America funds its schools with airplane propeller taskes. The problem with this is that rich suburban field of honors pay very oft more property taskes, which makes their schools unrivaled. While in home(a) metropolis schools, the property tax base is much lour. Therefore, mostly minority kids attend schools without much currency.Kozol takes the contri moreoveror into these schools to make his point. In Chicago, there is a school with no library. They are overcrowded, understaffed, and lack rase the rudiments of resources and equipments. He takes us to a high school in the Bronx where the rain pours in. For example, Kozol states, The science labs at atomic number 99 St. Louis High are 30 to 50 long time outdatedThe six lab stations in the room have empty holes where pipes were once attached. It would be great if we had water, says a physics teacher (Kozol 27). He later hits the reader hard questioning wherefore our country solelyows this to happen. Almost any star who visits in the schools of East St. Louiscomes onward profoundly shaken.These are innocent children, after all(a)One searches fro some charge to understand wherefore a society as rich and, frequently, as generous as ours would leave these children in their want and squalor for so long-and with so little popular indignation. Is this just a strange mistake of chronicle?why is it that we cant at least pour extensive amounts of money, ingenuity, and talent into public genteelness for these children? (140).He literally bombards the reader with real horror stories of his visits and travels in tack to put a face on the silly state of education. It isnt just about education and schools and teachers there are real kids involved here who are non getting what they deficiency.Of Patterson, spic-and-span Jersey, he states,The metropolis is so short of space th at four-spot main(a) schools now occupy abandoned factories. Children at one wood-frame elementary school, which has no cafeteria or indoor(prenominal) space for recreation, eat lunch in a section of the boiler room. A bathroom houses read classes (Kozol 106).He compares these schools to suburban ones where conditions are much better. Teachers are paid much more, libraries are stocked, and technology abounds. He does a fantastic job at present the contrasts between the wealthy schools and the poor schools. With the pictures he paints for the reader, the reader can non argue with him. He also makes a plea for America to hold dear comparability and arrange its schools.And unless we stop to tell ourselves These are Americans. Why do we reduce them to this beggary and why, particularly, in public education? Why not spend on children here at least what we would be investing in their education if they lived within a wealthy regularise like Winnetka, Illinois, or Cherry Hill, New Jersey, or Manhasset, Rye, or Great Neck in New York? Wouldnt this be natural behavior in an pissed society that seems to value fairness in so many other areas of life? Is fairness less important to Americans today than in some preferably times? Is it viewed as slightly tiresome and clashing with hardnosed values? What do Americans believe about e feature? (Kozol 41)Kozol ends the book with a vivid picture of an elementary school in a neighborhood of Cincinnati. He tells the reader that atmosphere was polluted with factories, prostitutes were near, and Bleakness was the order of the day. Kozol said he rarely saw a child with a good big grimace (Kozol 230-31). He leaves the reader with a bad admiration in his/her mouth at the state of schools. This he does in hopes of spurring his readers to action.His research methods would be exposit as informal because his analysis comes from observations and interviews. There is no standard form that he uses, but he gets the materi al nonetheless. He devotes a chapter to teach area he discusses and bring forths the reader a description of the city as to understand why the schools are the itinerary they are.His findings are extremely significant to America as he clearly delineates the problems of American schools. With the images he creates, no one can argue with him. The pictures of these upcountry city schools are bleak.A reflection for Kozol is that he does not concentrate on any other problems in education besides inequality. Not that the inequality of schools is not a huge problem, but there are other problems that lead to poor accomplishment as well. No Child Left Behind plays a role. If those kids dont do well on the tests, more living can be cut. Inner city schools do not tend to keep their teachers, With high teacher turnover, it is even harder for students to learn, and there may be king-sized gaps in curriculum. There are also many forces at play outside the school, such as the home lives and p arental involvement of these students. Probably the biggest criticism of Kozol is that he offers no solutions he only identifies problems. He would probably say that solutions arent his job, and he would leave that to the educational theorists. But after reading his condemnations, it would be decent to hear some of his ideas for solutions.Kozol doesnt tell the reader this, but The relationship between funding and academic achievement is unclear. However, it does not take a genius to go in this out. Will more money alone answer the problems in schools? Of course, it wont. However, more money will help. silver will help schools fix dilapidated buildings, purchase equipment and resources, hire more teachers and aides to promote lower class sizes, attract better teachers who are more qualified, and a myriad of other things. But throwing money at the problem is only a start. These schools lack help. They need more community and parental involvement.They need after school programs a nd tutoring programs and teachers with the knowledge and compassion to expect in the profession. Kozol doesnt mention other solutions except to give the schools more money, but there are many other things needed. Even money will not solve the problems of segregation. Inner city schools are do up mostly of minority students. How is that problem solve? Yes, more whites who fled to the suburbs are finding their way pole to the inner city, but this is not always a good thing either. They are uprooting established communities in the process of gentrification and displacing people who may have nowhere else to go. This is why Kozol focuses on the money, because as difficult as it will be to change the way we fund schools, it will be harder to desegregate communities.Kozol makes good awareness when he speaks of getting rid of the property tax funding for schools and finding a new way to fund them. If education is supposed to be democratic, and it is, America cannot continue to fund sch ools this way. The system America has close to guarantees that parents who can afford to buy big houses in the suburbs will send their children to better schools.For school administrators and all personnel in schools, there are many things to be learned from this book. the most important one is that as educators, we should be fighting for democratic schools. Administrators should be out there fighting the property tax system and leading the charge to find other, more equitable ways to fund schools. Administrators also ought to be required to take a look around at the world. They should be required to visit inner city schools to truly understand what other educators go through on a daily basis. Administrators should value quality teachers all the more after reading this book, and go out of their way to keep their quality teachers.Truly, everyone even thinking about becoming an educator should read a book like this, and visit these schools. Most of us do not even know what a crisis we are in, right now in America. And hopefully, future educators will be the ones to fix this crisis.Work CitedKozol, Jonathan, Savage Inequities, Harper Perennial, 1992.