Marginalization of Rural Migrant Workers in China

Background Information The issue of rural migrant worker is one of the most crucial concerns in the contemporary Chinese setting. Essentially, a rural migrant worker is an individual who is originally registered in the rural area, but has migrated to an urban area to work. The number of the rural migrant workers has attained alarming levels.Advertising We will write a custom term paper sample on Marginalization of Rural Migrant Workers in China specifically for you for only $16.05 $11/page Learn More In particular, the number of the rural migrant workers has been seen to rise as shown in this table. Year Estimated Population of the Rural Migrant Workers 1989 30 Million 1993 60 Million 2006 120 Million 2010 158.63 Million 2012 163 Million Estimation to 2025 Additional 243 Million Table 1: The data on rural migrants’ population (Bosker 47) According to the above statistics, it is evident that the population of rural migrant workers is increasing rapidly. Between 1989 and 1993, the population doubled from 30 million to 60 million. This implies that the population increased at a rate of 100% within a period of five years. Although, the rate of increase between 1993 and 2006 decreased, the total number of the migrants was substantial. Understandably, the rapid increase and the expected projection in 2025, raises a question of whether China has distributed its opportunities and wealth evenly. This question is necessitated by the fact that the migration prevails due to search for employment. As such, this paper will discuss the issue of rural migrant workers, associated problems, and the policies that can be stipulated to solve those challenges. Problem Identified The rural migrant workers face social, environmental, and financial problems in china due to the conservative system. Indeed, the challenges faced by this section of the population are completely unacceptable. First, the employment areas set aside for th e rural migrant workers are inspired by discrimination.Advertising Looking for term paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In this case, the residents from urban areas are absorbed in the manufacturing industry and distribution functions (Huang 98). On the other hand, the rural migrant workers are employed in the construction areas as well as the service provision entities. This implies that most of the rural migrant workers get casual employment which is both risky and temporary in nature. In addition, it is evident that this section of the working population is allocated physically-demanding jobs. In fact, some of the industries are known for the high risk they pose to the employees in the process of working. These industries include the textile companies, mining sites and garment manufacturing among others. From a critical perspective, these types of jobs indicate that the rural migrant workers go for the jobs that the local urban residents avoid. This is also an indication that the employers and the authorities absorb the local residents more readily as compared to the rural migrants. In addition to working in risky and physically demanding areas, the working conditions for the rural immigrants are also pathetic. Due to the fact that most of the rural migrant workers in China are illiterate, the level of employment mobility is very low. The lack of mobility emerges because they can only compete for the jobs with fewer technicalities. Whereas the lack of technical skills prevails, the employees have little understanding of their basic human rights and employment legalities. As such, their employees take advantage of their illiteracy to exploit them physically and financially. For example, some of the employers and contractors withhold the employees’ wages in order to delay the payment. This is used as a deliberate technique to prevent them from leaving the job and fightin g for their rights. In some cases, employers release a part of the salary and then release the remaining part when the year ends (Richardson 56). Extreme cases require employees to contribute some capital before employment. This ensures they will not move from the company easily or choose other jobs freely. While the employers are keen to withhold the salaries, they still do not give them good salaries. They consider these migrants as providers of cheap labor. Despite the low salaries and payment delays, the companies do not pay social security fees to cater for hospital and other social expenses. In particular, a survey conducted in 2003 indicated that only 14 percent of the rural migrant workers had health insurance. In addition, it was discovered that only 10 percent had secured a pension plan for retirement.Advertising We will write a custom term paper sample on Marginalization of Rural Migrant Workers in China specifically for you for only $16.05 $11/page Learn More On the other hand, about 79 percent of the local urban residents had a health insurance cover an 91 percent were enjoying the pension plan. As such, it cannot be disputed that the employers are inconsiderate and bully when it comes to treating the employees. Second, education qualification and emphasis among the rural migrant workers are very low and poor. Xinhua News Agency indicated that the migrants’ children drop out at a rate of 9.5 every year. Besides, the agency discovered that those who go to school consistently are beyond the average school age. A percentage of 6.9 of the children’s population have never been admitted to any school during their period of stay in the urban area. The data concerning access to education for different residents is as shown in this table. The academic challenge is highly inherent to the Hukou system. The system allows the local children, who are registered in the urban areas, to study in public schools for 9 yea rs (Whyte 83). On the other hand, the rural urban migrants are needed to pay a fee ranging from three thousands to thirty thousands in order to study in government school. Essentially, however, most of the private schools available in these cities are cheaper than the public ones. Nonetheless, these privately owned schools do not provide proficient and quality education to the students. In most cases, they do not have well-qualified teachers or enough resources to facilitate learning. As a result, it becomes a double blow for the rural migrant workers. in response to this problem, the central government stipulated a policy which ordered the local schools to stop charging additional fees. While this policy was stipulated and released by the government, the local governments have remained reluctant to implement it.Advertising Looking for term paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More One of the best examples in regard to this situation is the Baoshan District which is found in Shanghai. In terms of policy, the authorities in this district purports that the children will be admitted in public schools freely. However, it complicates the policy to an extent that the parents are practically unable to take their children to school. In particular, the authorities require parent to meet four different conditions in order to get their children admitted. These conditions are outline in this list. The parents must submit a certificate of temporary residence. The parent must provide a certificate of employment as a proof of the working status. This certificate is usually provided by the destination’s bureau of labor. They must then present a certificate of studentship from the area of origin. The parents must produce a valid document of identification which granted by the police department of the original area of residence. Obtaining these certificates might requir e the worker to make a fees ranging between two hundred and three hundred Yuan. The rural migrant workers are required to have a permanent location in the destination. They might seek to reside in the district for a period amounting to one year or more. Lastly, the workers are needed to have worked in the district for a continuous period of half a year (Young 76). Evidently, it is clear that this process is costly, involving, and tedious to undergo and complete successfully. In a study conducted by Xinhua News Agency, it was discovered that only twenty to thirty percent can afford to undertake the process successfully. It is, therefore, a clear indication that the local government of Baoshan is not willing to allow easy access to public schools. It puts obstacles in order to discourage the parents and students from pursuing their education for free. This is one of the critical issues that should be solved through the stipulation of considerate and far-reaching policies in order to ensure that all migrants access education. Besides the education and employment problems, the Hukou system presents a different residential problem to the rural migrant workers. In this regard, the Hukou system registers people in accordance to their original residence. As a result, the rural migrant workers are registered under the rural residence. This implies that they are not recognized as residences of the urban areas where they move to seek employment. The residents, who are registered under the urban areas, are entitles to buy houses at reduced prices. On the contrary, the rural urban migrants are not provided with the opportunity to buy the houses at the subsidized prices. The authorities argue that the responsibility to provide housing for the rural migrants lie with their respective government. In addition to this, the available houses in urban parts of China are not many in comparison to the population. Consequently, those apartments and houses that are available are char ged highly. In average, most of them are about 1000 Yuan per month. This is a very high price for the rural urban migrants who earn very low. As a result, they opt to live in the dormitories provided by the companies and employers. This is pathetic housing situation due to various reasons. First, living in common rooms is very undesirable since most of the migrants live with their families. Second, the employers do not make efforts to provide good sanitation and enough space because they understand that the employees do not have any other options. In other words, the employers are aware of the employees’ inability to get good houses in the cities. As such, they do not bother to improve the condition of the houses. Lastly, the high prices prevent the workers to have permanent house ownership despite the fact that they earn. Consequently, the rural migrant workers live in the cities for years, but they end up without housing. In fact, some of the people who are considered as ru ral migrants were born in the cities. Nonetheless, they cannot be integrated in the system because their parents were from the rural areas. Due to that rural-migrant status of their parents, they are also classified as rural migrant workers. Evidently, this is a very oppressive and inconsiderate housing system which exhibit lack of flexibility and retrogressive approach. Lastly, the rural immigrant workers are discriminated and despised by the local residences in the city. Indeed, it cannot be disputed that the local residents do not respect the workers in any material way. This is based on the fact that the housing system has classified the rural immigrants as non-local. Despite the rural immigrant workers playing a fundamentally vital role in the development and the progress of the urban areas, the local residents consider themselves superior. The media display the rural immigrants negatively based on their low literacy levels and poor living conditions. As such, the media does no t portray the god work which has been supported and tackled by the rural immigrants especially when it comes to the construction and building industry. Importantly, the local consider the rural immigrants as the major employment competitors. The local residents therefore put efforts to humiliate and intimidate them in order to make the living conditions difficult. In light of this intimidation, the local media and residents link the rural immigrants to vices such as social instabilities and the crimes. The worst perception that the local residents have created towards the rural migrants is related to the ignorant status of the migrants. The locals create an impression that the illiteracy among the rural immigrants is the sole driver of their misfortune. This is a false implication that the rural immigrants incur challenges which they have created for themselves. With this perception, the locals view the rural migrants as intruders who bring instability, crime and competition. These unfair perspectives increase oral disrespect, despise and calculated avoidance. Essentially, it is evident that the government and the public have substantially disregarded the usefulness of the migrants. Their dignity has been churned in terms of the social and financial aspects. Causes of the Problems Identified There are various reasons that cause the academic, social, and financial problems identified in paragraph 2.0. First, the major cause of these problems is the inflexibility of the housing system. The housing system has been linked and connected to all aspects of the migrants’ lives. It has an impact in the employment, residence, and education. In particular, the housing system does not easily accommodate migration of people from one area to another. As a result, the migrants are not recognized in the urban setting. In the housing system, they are considered and registered in their respective places of origin. This implies that the destinations’ local governme nts do not recognize them. When planning for the provision of services, the urban governments only consider those people who have been registered under the urban residence. On the other hand, they disregard the migrants because such people are registered under their respective rural areas. Disregarding the immigrants has therefore evoked other related problems including academic marginalization and employment biasness. In this case, the immigrants cannot access the public schools and quality education because they are charged extra fees. Although the national government has prevented the schools from charging more fees, the local governments do not enforce the regulation effectively. In a similar scenario, the same housing system leads to the marginalization of the immigrants when it comes to employment. The locals get better jobs while the immigrants are left to go for the physically-demanding jobs which are lowly paid. As such, the inflexible housing system is actually the major c hallenge when it comes to the issues of marginalization, lack of god employment conditions and poor housing. In case the government is intending to restore dignity for the migrants, it has to address the issue of the Hukou Housing System.  The second major cause of the problems identified in the previous paragraph is the deficiency of human rights orientation. Evidently, the local governments tend to prioritize development-oriented policies and disregard the promotion of human rights. This implies that the governments do not promote equal access to education for all people living in the country regardless of where they belong. If the authorities were willing to make changes in the system to accommodate the rural migrants, the problems would have been solved conclusively. However, the lack of this human rights ideological support contributes highly to the existence of these problems. The other cause of these problems is the deficient unity among the people of China. It is evident t hat the urban locals view their colleague citizens as competitors and instigators of crime in the cities. This leads to a situation whereby the citizens come from one country but they lead two different forms of lives. In particular, the migrants live in pathetic poverty while the locals enjoy developmental privileges that have been highly promoted by the efforts of the migrants. The media has also instigated these problems by portraying the migrants as illiterate, instigators of social instability and propagators of criminal acts in the cities. The negative media perspective has provided the moral authority for the locals to disrespect and despise the migrants. Possible Solution and Policy Proposition Essentially, it was evident that there are policies which have been stipulated to ensure equity in education and the financial system. However, these policies have not been implemented effectively by the local government. As a result, stipulating policies is not enough to discourage t he disregard and mistreatments directed towards the migrants. This implies that the urban setting must first change their attitude and mentality when dealing with the rural migrants. They should not treat them as competitors when it comes to employment. Instead, they should view and treat them as colleague citizens. They should remember that, although the migrants come from the rural areas, they belong to the same country. In addition, this should be understood by the local governments. Besides the ideological change of mindset, the local and central governments should learn to work together in order to confront this challenge. In paragraph 2.0, it was indicated evidently that the central government stipulates policies that are not implemented by the local governments effectively. A good example of this scenario is the Baoshan district which was found to put obstacles in the process of education access. When this is done, the players should come up with a policy that ensures the equ ity of citizens. In particular, the central and local governments should tailor a policy that enables the transfer of money from one area to another. As a result, when a person migrates from a rural area to an urban area, his or her funds are transferred to the destination government. As such, the migrants can easily access public services. Works Cited Bosker, Maarten. Relaxing Hukou with Increased Labor Mobility and China’s Economic Geography. London: Centre for Economic Policy Research, 2010. Print. Huang, Xiaoming. The Institutional Dynamics of China’s Great Transformation. Milton Park, Abingdon, Oxon [England: Routledge, 2010. Print. Richardson, Sophie. Promises An Assessment of China’s National Human Rights Action Plan. New York, NY: Human Rights Watch, 2011. Print. Whyte, Martin King. One Country with Two Societies on Rural-urban Inequality in Contemporary China. Cambridge, Mass.: Harvard UP, 2010. Print. Young, Jason. China’s Hukou System Markets, Migrants and Institutional Change. New York: Palgrave Macmillan, 2013. Print. This term paper on Marginalization of Rural Migrant Workers in China was written and submitted by user Barbara Abbott to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

spit of the CSFR essays

spit of the CSFR essays What do you think was the main cause in the split in the CSFR? Could the split have been avoided? CSFR was divided into two separate independent countries: The Czech Republic and Slovak Republic on 1.1.1993. This split was caused because of three reasons: historical, political and economical. Below I will try to discuss all of those reasons. We should first say what federation is: its a common state which consists of two or more equal nations. And word equal is most important for Czechoslovakia and its problems. Firstly, we should think about historical reasons. In history of Czechs and Slovaks we could see that those two countries were never actually together in one state. Under the Austria-Hungary, Czechs were more under Austrians and Slovaks under Hungarians. But we should start from the beginning. During the tenth century there was the Great Moravia, which included Slovakia and Moravia. Later they conquered Czech, too, but only for 100 years. Then the Great Moravia under the pressure of Hungarians and Franks diminished. After then the Czech state emerged and in 11th century Moravia joined. After this time Czechs and Slovaks never had their own state until establishment of CSR in 1918. Even under the Austria-Hungary, Czech state was more advanced then Slovakia. Czech had about 75% of all industrial output of Austria-Hungary and Slovakia was mostly agricultural. That was one of the most important aspects in the future of CS(S)R. During the revolution in 1848-9, Czech political representation called upon rearrangement of Austria-Hungary into a liberal-constitutional state, which would ensure free development to all nations including Slavs. But the revolution was a failure and soon after new pressure on Czechs and Slovaks emerged. The Czech and Slovak political representatives estimated that a new ruler of Austria-Hungary will be more generous to Slavic nations. But year 1914 changed everything. The throne successor F...

College Essay Topic #3 7 Essay Tips for Writing a College Application Essay About a Famous Person

College Essay Topic #3 7 Essay Tips for Writing a College Application Essay About a Famous Person Writing a college admissions essay about a famous person is similar to writing about your grandmother, it’s tricky to write about a famous person.   You risk writing a short academic paper rather than a true personal statement. Here are 7 tips for keeping your essay about a famous person interesting (note: the first two tips are very similar to the tips for writing about your grandmother!): 1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Focus on you, not on the famous person.   Write your thoughts and opinions about the person. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If you find you have written more than one sentence in a row that is all about the famous person instead of about you, add the word â€Å"I† or â€Å"me† to at least one of the sentences! 3.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Do NOT copy information from the internet about the person and put it in your essay.   It will be crystal clear to the admissions committee that you did not write that part of the essay, and it is extremely easy to copy and paste text and put it into Google.   If anything pops up in the results containing that text, you will NOT get into college. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Think about the first time you heard about the famous person, saw the person on television, read a book by the person, or saw the person’s artwork.   What were your thoughts in that moment?   How did the person, book or artwork affect you? 5.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What happened next?   Did you go research more about the person?   Did you start reading every book by the person?   Did your friends and family start giving you books about the person or his or her work? Tell the story as it progressed of what you learned about the person, and about what kept you interested. 6.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Talk about how your understanding of the person’s influence or work changed over time.   As you matured, did you start to gain a deeper understanding or see things from a different perspective?   Share the details of this process. 7.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Tell us how this person or work has had an impact on your life.   How are you different because of your contact with and knowledge of this person? As you can see, writing about a famous person can actually be very personal.   The personal side is what will keep the attention of the admissions committee members.   Remember, they are just as capable as you are of using Google and Wikipedia to find out about a famous persons life.   What they want to read about is your unique experience. For examples of successful college essays, The Essay Expert recommends Accepted!   50 Successful College Admissions Essays by Gen and Kelly Tanabe. Still not sure how to write a great college application essay about your sport?   Contact The Essay Expert for a FREE 15 minute consultation.

Car Racing Assignment Example | Topics and Well Written Essays - 250 words

Car Racing - Assignment Example This is because in the world of car racing time is of great importance since every time lost normally reduces the chance of success (Doeden, 2009). Most companies in motor sports normally have highly qualified personnel. Some of the people hired include product designers who are normally entrusted with the role of coming up with outstanding car designs and features such as engines that will make the company stand out from the rest in addition to increasing the chances of winning in a race besides being easy to alter if need entails (Murray, 2013). Such companies also have a devoted human resource team whose main objective is normally to ensure that everything runs smoothly, for instance ensuring that the team responsible for conducting replacements are qualified and ever ready to swing into action when need arises. The companies have also come up with new technologies in order to increase speed and at the same time cutting down the expenditure cost. For instance, a fuel flow restrictor whose main role is minimizing fuel spent on car racing (Sam, 2014). Just like in car racing, the main objective of many companies and organizations is normally to succeed in business, which usually results to increase in terms of revenue. In my opinion, for other companies to succeed in the field of business, they ought to embrace the motor sport ideas. For instance, the companies should have an excellent human resource department whose main role should be ensuring the well-being of employees. In most companies, whenever a car develops a mechanical problem, it normally takes a lot of time before the problem is fixed hence loss of revenue. In this case, companies ought to have an ever-ready mechanical team whose role is identifying mechanical problems and fixing them immediately in a move to prevent the business from becoming

Developing Global Managers Essay Example | Topics and Well Written Essays - 500 words

Developing Global Managers - Essay Example Applying one management style or theory because of its success in one place does not necessarily result in similar success in other countries. This concept has been explained based on various characteristics associated with societal beliefs, national cultures, and impact of management policies and practices in cross-national and cross-cultural settings. Therefore, before applying the management theories that originated in one country or culture, it is important to assess its implications on other cultures and countries. 2. Explain the difference between individualistic cultures and collectivist cultures and your personal experiences with culture shock. The difference between individualistic and collectivist cultures is that people in the former type, it is generally assumed and accepted that every individual is responsible for him/herself and that individual is responsible for all rewards and repercussions for his/her actions. Individual decision making is highly emphasized and do no t entertain indulgence in others privacy. The latter type believes in family or team culture in which responsibilities and repercussions are shared by the group/family. These individuals let others invade their privacy because that is thought to be respectful, and group decision making is common.

Arthur Birling and inspector goole Essay Example for Free

Arthur Birling and inspector goole Essay Priestley shows this in the section after the inspector has left I remember what he said, how he looked, how he made me feel. Fire and blood and anguish. This shows the affect that he had on certain characters was very big. In his closing speech the Inspector left with a warning; And I tell that the time will soon come when, if men will not learn that lesson, then they will be taught it in fire and blood and anguish. This could be referring to the first world war, where men from all different backgrounds, and classes, would have to stand together, as equals, and fight for their country. This contradicts Mr Birlings prediction at the start of Act 1; Just because the Kaiser makes a few speeches The Germans dont want war. Nobody wants war, This shows the difference between the philosophies of the Inspector and Birling, it also demonstrates Priestleys idea that Mr Birlings capitalist views are wrong, and how the Inspector, who is right about war, is probably right about everything else. Priestley uses this to show the benefits a socialist society would bring to the world. Priestley is suggesting that Birlings every man for himself idea will end in tragedies like Eva. Whereas the Inspectors Philosophy of shared responsibility would avoid such terrible events. The experience of the Inspectors questions changes some characters, but has no effect on others. It starts off with all of the family sitting down feeling no guilt whatsoever, but after the Inspector comes Eric and Sheila realise the seriousness of what they have done, whilst the others, at this point believing it is a practical joke, feel no guilt. What Mr and Mrs Birling and Gerald didnt seem to understand is that even if it wasnt the same girl (and no one was sure if it was or not) that they still did these cruel actions, and millions of other people do similar things without knowing the consequences, many young men and women will come to a similar end. Another point to the structure of the play is that the inspector only reveals small parts of Evas story to certain characters, never letting more than one person see the photograph at once. This gives the twist at the end more mystery. The Inspector affected different characters differently, depending on how much they understand what was going on in the world at that point in time. Mr Birling was affected slightly at the start, but being a weak character, and because of his wifes superior class always follows her lead. Therefore after watching his wifes interrogation, and seeing the way she refused to give in to the Inspector, and not feel guilty about what she has done, he follows suit. He and Mrs Birling were the least affected characters, in the end, possibly because they didnt understand what life would have been like for Eva Smith without all the things they did to her. Gerald felt very guilty at first, because he had feelings for her, but then he went for a walk and didnt feel as guilty anymore. This is probably because Gerald has grown up used to money, and inherited his parents capitalist views. Eric and Sheila were most affected by the Inspector, especially his final words, this is shown when Sheila repeats them Fire and blood and aguish. Sheila and Eric understand most about what goes on in the world, this is demonstrated early on but what about war? and when Sheila knows about Erics drinking problem. They understand more that this sort of thing can happen to people, and these small actions can lead people to commit suicide, this is probably why the inspector affected them more. After watching the play, the audience can interpret the character of Inspector Goole in many different ways. You could think of him just as a normal man, who, having heard of the Birling familys selfish acts, wishes to help them change for the better. Or he could be a conscience to make them feel guilty about what theyve done, and stop distancing themselves from the working class. He could also be the ghost of Eva Smith in another form to make them pay for what theyve done. His surname also indicates this as it is a homonym of ghoul, another word for ghost. I conclude that Birling represents the views of capitalists and the inspector represents the views of socialists. Priestley makes Birling a weak, unintelligent, ignorant and Selfish character who rambles on a bit and desperate to fit in with the higher class that he follows his wifes lead. Sybil seems to guide her husband, Telling him what he should or shouldnt say, this is made evident when she disapproves with him saying: Good dinner too Sybil tell cook for me. Mrs Birling would disapprove because saying what good food it was, wasnt considered a polite thing because it is like fishing for compliments from Gerald. She doesnt like him saying tell cook for me because it implies they talk to their servants, which wouldnt have been done in those days. Birling also copies Geralds fathers (his social superior) choice of wine, to make Gerald think that he is marrying into a family with as much money as his. In contrast, Priestley makes the inspector appear as a person who speaks carefully, is intelligent, knows what is going on in the world, is very strong and comes across as a kinder, selfless person; Priestley uses this to make the audience think that a socialist society will provide a fairer, more just solution to the worlds problems.

Legalization of Drugs Argument Essay -- Drug Prohibition Regulation Le

Legalization of Drugs Argument Man, as a creature, is inherently bored. Since the dawn of time, it has been the natural instinct of man to find alternative methods to enhance his being. The many means by which man has turned to include sex, gambling, and the consumption of substances beyond the requirements of nutrition. The consumption of substances can be further broken down into legal and illegal substances. The question then becomes, who are we to place labels on certain substances by deeming them legal and prohibit others by creating penalties for their use? The issue of prohibition is certainly not a new one to our nation. In 1919, the 18th Amendment prohibited the manufacture, sale or transportation of alcoholic beverages. "Suddenly honest, responsible Americans who just wanted a drink, were turned into criminals. Respectable bars became underground speak-easys, and legitimate liquor manufacturers were replaced by criminal bootleggers." Gang warfare, bribery, and criminal activity reached an all-time high. Standards on illegal alcohol were much lower than those on the previously legal alcohol which led to the blinding or death of many consumers. Finally in 1933, politicians buckled and repealed the 18th Amendment. The Prohibition attempt of the early 20th century provides the perfect historical support for the decriminalization of drugs. "Prohibition will work great injury to the cause of temperance. It is a species of intemperance within itself, for it goes beyond the bounds of reason in that it attempts to control a man's appetite by legislation, and makes a crime out of things that are not crimes. A Prohibition law strikes a blow at the very principles upon which our government was founded." The rise in violent crime over the years has been a concern to most. A major cause of this increase in crime is the illegal trafficking of drugs. As violent crime continues to increase, we are unable to devote our financial resources and time into preventing and prosecuting those who commit crimes such as murder, rape, and assault. The reason we are unable to devote these resources where they are needed is because we are foolishly spending them on a battle that we cannot win-the "War on Drugs." Prior to Ronald Reagan's "War on Drugs," America's crime rate had been declining. Since the introduction of the new wave drug... ...cal use. Research would also be encouraged as scientists could search for new and practical uses of drugs. There are many wonderful uses of drugs that have not yet been identified or perfected and with expanded research, we could discover these new possibilities. Of course, some restrictions would have to be set. Likely, an age restriction would have to be adopted. Restricting the use of drugs to adults only, and educating the youth of the potential dangers should help curb adolescent abuse. Prohibiting acts such as driving a vehicle under the influence of a mind- altering substance would likewise be necessary. Another necessity would be the destruction of all those with prior criminal records due to the arrest or conviction on drug-related charges. Of course, the right of the non-smoker would have to be paramount. In a public facility, non-smoking areas would have to be set up. A system of drug regulation that would include the above provisions, public health and agricultural regulations, and a form of taxation would discourage abuse, protect public health and safety, reduce crime, and raise revenue. "Regulation is the inevitable replacement of prohibition."

Vocabulary

3 Developing Vocabulary in Second Language Acquisition: From Theories to the Classroom Jeff G. Mehring Abstract This paper examines the theories behind vocabulary acquisition in second language learning in order to put these theories into practice in a class. Learning vocabulary is an ongoing process which requires systematic repetition to help students learn, especially low context vocabulary. Students can retain the vocabulary they find useful and relevant to their subject matter by learning vocabulary through context, cooperative learning, and using technology.Results from an action research project will be reported. Introduction Until recently vocabulary had been widely overlooked in the ESL/EFL classroom. Maiguashca (1993) stated that teaching or studying grammar is based on a set of rules with a coherent structure which students follow or remember, but the same is not true of vocabulary (p. 91). Within the last few years, vocabulary has become viewed as an important aspect in s econd language learning, in fact, many believe just as important as the main skills of reading, writing, listening, and speaking.Nation (as cited in Nation and Waring, 1997) explained, â€Å"Vocabulary knowledge enables language use, language use enables the increase of vocabulary knowledge, knowledge of the world enables the increase of vocabulary knowledge and language use and so on† (p. 6). This contextualized approach to learning vocabulary will help students increase their vocabulary though authentic interaction. In this paper, I will examine the theories behind vocabulary acquisition and some results when they were put into practice during my student teaching. Theoretical ConceptsBuilding vocabulary is extremely important for success in undergraduate or graduate studies. Nation and Waring (1997) reported that 5-year-old native English speakers beginning school will have a vocabulary of around 4,000 to 5,000 word families, adding roughly 1,000 word families a year until graduating from university with a vocabulary of around 20,000 word families (p. 7). Bauer and Nation (as cited in Nation and Waring) defined a word family as the base word, its inflected forms, and a small number of regular derived forms (p. 7).This means that students such as those in the English Foundations Program (EFP) at Hawai‘i Pacific University (HPU) have an enormous challenge ahead of them, considering that their previous schooling was in their L1, not English. If one uses Nation and Waring’s statement that native speakers have a vocabulary of around 20,000 word families at the time of university graduation, non-native speakers, before finishing EFP 1310, an advanced-level class in the EFP, and entering the undergraduate program, would have to increase their vocabulary from between 5,000 to 15,000 word families, depending on their previous English language studies.The good news is that according to Jamieson (as cited in Nation and Waring), once ESL students ent er a school where English is the primary language, their vocabulary grows at the same rate as native speakers, around 1,000 word families a year; however, the initial gap never closes (p. 7). Understanding where ESL students are starting from will help in providing the vocabulary needed in order for them to improve and catch up. Learning vocabulary is an ongoing process that takes time and practice. Nakata (2006) acknowledged that vocabulary acquisition requires continual repetition in order for effective vocabulary learning (p. 9). Vocabulary acquisition is not something a student can spend time learning or memorizing, like grammar, and be successful. Acquisition requires the learner to be disciplined, spending time each day working on words he/she does not know in order for 4 learners to remember high frequency words and put them into their long term memory, Nation and Waring stated that learners need to encounter the word multiple times in authentic speaking, reading, and writing context at the student’s appropriate level (p. 8).Developing lessons which allow the student to encounter new words multiple times, allowing them to put the new words into his/her long term memory can be time consuming. Developing word lists from the context of the lesson can reduce the work load, enabling the student to encounter the word multiple times through reading, listening, and speaking. Learning new vocabulary through context also helps the student understand the word’s correct usage and prevents students from making sentences from dictionary definition such as, There is a large cleavage between the rich and poor in America.Learning new words from a word list is much different from learning them in the context of a sentence or story. Yongqi Gu (2003) stated that learning new words through context is only one step students may use, and that students should think meta-cognitively and learn new words within the context of where they appear. (p. 14). To help the student learn the important words from the context of a lesson a teacher needs to focus on low context words, which necessitates a second distinction: high frequency and low frequency words.Nation (2005) defined high frequency words as words that occur quite frequently in the language, such as the, a, man, and woman. High frequency words occur so regularly in daily conversation that if students understand these words, they are able to write and speak in comprehensible English. Low frequency words, as described by Nation, are words that deal more with academic studies, words that appear throughout all academic texts and courses, but not very often in day to day speech, such as formulate, index, and modify (p. 48).This helps ease the burden a teacher has when trying to understand what words students understand; however, low frequency words are the more difficult aspect for teachers to teach and learners to understand. Creating vocabulary lists from the students’ textbooks and p resenting these words through context in the lesson should help them to retain and use the new vocabulary. It will also carry through that students learn vocabulary better when they find the items to be useful and are able to put the new words into use more often while they study.Vocabulary, like other aspects of language learning, can be facilitated when done through cooperative learning. Yongqi Gu (2003) pointed out that vocabulary acquisition is a very learner-centered activity with the effectiveness of the learner’s strategies depending on his/her attitude and motivation towards new vocabulary acquisition (p. 2). This is true because the main motivational learning factor must come from the student, but when learning vocabulary in a cooperative learning environment it allows students to learn from peers closest to them.Murphey and Arao (2001) pointed out that students felt more relaxed and learned more from peers since they saw that making mistakes is acceptable, having go als is good, and learning English can be fun (p. 2). So, even though vocabulary acquisition is a learner-centered activity in regards to studying and being disciplined to set goals, when done in collaboration with peers students may enjoy the activity more, learning more vocabulary in the end.Understanding that vocabulary learning is an ongoing process, that learning new vocabulary through context, and learning new vocabulary can be done cooperatively are what guided the classroom practices below. Vocabulary Development in Classroom Practices Context The course in which vocabulary development in line with the above theoretical concepts was implemented was EFP 1310 College Listening Skills, an advanced course in listening and note-taking. It stressed comprehension of classroom discussions and lectures, as well as a variety of other media presentations.The class was taught by two instructors: Dr. Hanh Nguyen as the lead teacher and myself as a student teacher. Together we worked to de velop the students’ vocabulary in class. In this class there were 5 eighteen students, eleven females and seven males. Of the eleven females, seven were Taiwanese, one Belarusian, one Japanese, one Chinese, and one Indonesian. Of the seven males, three were Korean, two Japanese, one Taiwanese, and one Serbian. One male student was repeating this class for the second time.For two of the males and three of the females, this was their first English language class at a university. The average number of years spent studying English in the student’s home country was 6. 2 years and in the US, just over one month. explained that Test Your Word Level is adapted for the web from Paul Nation and Batia Laufer's word levels tests, developed for learners with vocabularies of different sizes and types, with the 1,000 to 10,000 most frequent English words (p. 2). At the 1,000 word level, the items are multiplechoice and based on either pictures or short sentences.Learners check their answers and move on to a second test at a higher level, (80% or higher to move up), or moved down to a lower level, depending on their score. Assessing the student’s vocabulary level in the beginning of the semester was needed to set a starting point. It also helped students understand where they were and where they needed to go in order to do well in undergraduate studies. All of the students assessed in the EFP 1310 class scored in the 2,000 level except three students who were assessed at the 3,000 level.This means that their vocabulary level was between 2,000 and 5,000 word families, whereas their native-speaking counterparts would have around 15,000 word families. The second activity required students to learn three new words each week. The first time this class was taught each week students were required to write three new words in a journal along with a definition for each word and three example sentences using the word in context. They could pick these words from thre e sources: the next level up from the website where they had their level assessed, words from their textbook, and words from the AWL provided by the teacher.The website informed the students at what level they were assessed; then the students picked words from the level above that, studied them, and hopefully did better on the exam at the end of the semester. For example, students who were assessed at the 2,000 level would then study words from the 3,000 level to improve their vocabulary. If they did not want to do this, they could choose vocabulary words from the new vocabulary section listed at the beginning of each chapter of the textbook.Their last choice, if they did not wish to do the other two, was the AWL provided by the teachers. This list was prepared by examining the lectures in the text- Vocabulary Development Activities As mentioned earlier, Nation and Waring stated that learners need to encounter a word numerous times in order to use it properly. Building vocabulary is an ongoing process, and I believe good progress was made during the semester. The biggest obstacles encountered were the limited time and the number of words students had to learn in order to be well-prepared for undergraduate studies.Students now understood the importance of a large vocabulary and the amount of work they needed to put forth in obtaining it. In order to build the students’ vocabulary, and help close the vocabulary gap as much as possible, we carried out the following steps: (a) Students assessed their present vocabulary level, a starting point had to be determined so progresses could be assessed, (b) students learned three new words each week, getting the students motivated and changing their attitude on learning vocabulary, (c) the teachers created an academic word list (AWL) xtracted from the lectures and the textbook, developing vocabulary that the students would learn in the context of the lectures and use in the class discussions that followed, and (d) the students assessed their vocabulary at the end of the semester to see if they made any progress. To see their progress would motivate the students to continue the learning process. To begin with, the students needed to assess their present vocabulary level. To do this, students visited http://www. lextutor. a and took a vocabulary test to determine their present level. Sevier (2004) 6 book, pulling out the academic words, and putting them on a piece of paper to be given to the students. Some of the words on this list were the same as the words from the new vocabulary section of the textbook. Getting the students to learn three new words each week posed the most difficult task. Students did not have these lists checked every week, but at the mid-term and final exams, so a few students quickly created these books just before this time period.At first it was planned to have each student post his/her three new words on WebCT so they could be checked more regularly and other classmate s could learn from other student’s words. After this plan was put to a vote in class, the students decided to place their vocabulary words in a notebook and turn the notebook in before the mid-term and final exams. Learning from mistakes, we feel that it would have been better to check their vocabulary notebooks weekly, or have students post their new words on WebCT to help them acquire more low-context vocabulary, thus creating an even better activity for the class.To overcome these weaknesses, when I had the opportunity to teach the class again in the following semester (now as the sole teacher), students were required to post their three new words on WebCT instead of in a journal. They could choose the words from the same areas described above, but each week instead of writing them in a journal they needed to post them on WebCT for the teacher and classmates to see. The first reason was because the previous semester some students did not keep their journal regularly, only making the journal the day before it was due.The second reason was so classmates could learn from each other, near peer role modeling, and the teacher could use the words students were posting as part of the vocabulary section of the test. Students seemed to have taken a stronger interest in learning new vocabulary by transferring words they need to learn into a vocabulary journal or flash cards to help them study. Whether this process is successful or not will be seen at the end of the semester when the students take the vocabulary exam again to see their progress. The third activity was to provide lists of words for the AWL that appeared in the lectures in the textbook.Since EFP 1310 is an advanced course in the EFP program, and after this course most students enter undergraduate studies, the AWL is the appropriate list for this class. If it were a lower level class, lower levels of vocabulary would have been used. By pulling out the contextualized vocabulary from each lesson, we were hoping not only to increase the student’s vocabulary but also make the lectures more comprehensible. I helped with scanning and running each lecture through â€Å"RANGE† a software program developed by Nation (2005).This program allowed me to create a contextualized AWL specifically for our class, focusing on the vocabulary from the given lectures. Nation and Waring (1997) developed three levels of vocabulary lists: level 1 is the first 1,000 word families, level 2 is the second 1,000 word families, and level 3 is the university word list (UWL) or AWL (p. 14). RANGE is used to create word lists based on frequency and is useful for seeing what low frequency words are contained in a paper, technical information note, or a text aimed at foreign readers.It creates three ready-made base lists. Figure 1 shows an example of a lecture that was run through RANGE. The first includes the most frequent 1,000 words of English. The second includes the next 1,000 most frequent w ords, and the third includes words not in the first 2,000 words of English but which are frequent in upper secondary school and university texts from a wide range of subjects. All three base lists include the base forms of words and derived forms; thus, the first 1,000 words consist of around 4,000 forms or types. 7 Figure 1.An example of RANGE analysis output (see the Appendix for the sample text of this analysis) Tables Table 1 Three Base Lists Created from RANGE Software Program Types found in base list one Type a all also and bank business employees Range 1 1 1 1 1 1 1 Freq 9 2 1 3 2 13 2 F1 9 2 1 3 2 13 2 Types found in base list two Type competition critical hurt lot rush Range 1 1 1 1 1 Freq 1 1 1 3 1 F1 1 1 1 3 1 Types found in base list three Type affect community factors financing investigate obtain project range require Range 1 1 1 1 1 1 1 1 1 Freq 3 2 2 1 1 1 1 1 1 F1 3 2 2 1 1 1 1 1 11 After scanning each lecture and running it through the program, we pulled out only th e level 3 words, the AWL, and put them into a word document. Before each lecture, the teacher printed out the appropriate AWL and gave it to the students to prepare them for the lecture. This practice was inspired by the notion that new words are best learned in context, or as Sternberg claimed, â€Å"Vocabulary using context is the most effective, or even a relatively effective, way of teaching that vocabulary† (p. 89).Since students had the chance to study and understand the vocabulary before listening to the lecture, we aimed to help them to concentrate on the content of the lecture and hear the vocabulary being used in context. Extracting the high context vocabulary from the lectures was a great way to focus on the content words from the lessons so students would be using them regularly in class, hopefully committing them to long term memory. It also saved the teachers a lot of time by not having to read the lectures and pull the vocabulary out. This allowed more time to focus on presentation of the lessons and vocabulary.The final activity took place at the end of the semester when students revisited the website, http://www. lextutor. ca, and had their vocabulary assessed a second time to see if it had grown. All of the students scored at the same level from the beginning of the semester, except one student who scored higher. The use of the same exam at the end of the semester gave validity to their scores since the level of the test did not change. Even though most students scored at the same level in the end, I do not believe that the vocabulary learning activities done in class failed.One level contains roughly 4,000 word forms and types, so a student may have tested into the lower end of level 2,000 at the beginning of the semester, and tested at the same level but toward the higher end at the completion of the semester. Since the test does not show this in more detail, it is difficult to know if the students have or have not made some progress . Conclusion Vocabulary acquisition has become an extremely important part of second language acquisition, and teachers cannot rely on students acquiring the needed vocabulary just through interaction with the language.I always understood that vocabulary was important in second language learning, but understanding what words to teach and in what manner have helped me to better plan my lessons so students can acquire the necessary vocabulary. Students need to be taught vocabulary in context so that they can retain the words and use them more frequently. Learning how the computer can help to develop word lists from the student’s textbooks has enabled me to focus on the words that were necessary in each lesson. Allowing the students to use the new vocabulary during the course of the lesson should help them retain it in their long term memories.Using a computer program to assess the student’s present vocabulary level also helped me to see what words needed to be taught to help students progress or catch up. In the end, however vocabulary is presented to the students, like all materials, it must be in appropriate situations, giving them the chance to use the vocabulary and build upon their language repertoire. 9 References Cobb, T. (1999). The compleat lexical tutor (Version 4. 5) [Computer software]. University of Quebec at Montreal. Maiguashca, R. U. (1993). Teaching and learning vocabulary in a second language: Past, present and future directions.The Canadian Modern Language Review, 50(1), 83-100. Murphey, T. , & Arao, H. (2001). Reported belief changes through near peer role modeling. TESL-EJ, 5(3). Retrieved June 1, 2006, from http://wwwwriting. berkeley. edu/TESLEJ/ej19/a1. html Nakata, T. (2006). Implementing optimal spaced learning for English vocabulary learning: Towards improvement of the low-first method derived from the reactivation theory. The JALT CALL Journal, 2(2), 3-18. Nation, P. , & Waring, R. (1997). Vocabulary size, text coverage and word lists. In N. Schmitt & M. McCarthy (Eds. , Vocabulary: Description, acquisition and pedagogy (pp. 6-19). Cambridge, UK: Cambridge University Press. Retrieved March 3, 2006, from http:// www1. harenet. ne. jp/~waring/papers/ cup. html Nation, P. (2005). Range and frequency instructions [Computer software]. Retrieved March 3, 2006, from http://www. vuw. ac. nz/lals/staff/paul -nation/nation. aspx Nation, P. (2005). Teaching vocabulary. Asian EFL Journal, 7(3), 47-54. Sevier, M. (2004). The compleat lexical tutor, v. 4. TESL-EJ, 8(3). Retrieved May 26, 2006, from http://wwwwriting. berkeley. edu/TESLEJ/ej31/m2. tml Sternberg, R. J. (1987). Most vocabulary is learned from content. In M. G. McKeown & M. E. Curtis (Eds. ), The nature of vocabulary acquisition (pp. 89105). Hillsdale, NJ: Lawrence Erlbaum. Yongqi Gu, P. (2003). Vocabulary learning in second language: Person, task, context and strategies. TESL-EJ, 7(2). Retrieved October 3, 2006, from http://www-writing. berkeley. e du/ TESL-EJ/ej26/a4. html 10 Appendix Sample text for RANGE analysis example Starting Your Own Business When starting your own business, it is important that you put a lot of thought into what you are going to do. 0-85% of all business will fail, so the first point is to start with something you know well. Study what the kind of store you want to open. If it is a retail store, then look around. Do you see someone else selling what you plan to sell? How many possible competitors do you see? The next step to plan: There are two reasons for business planning. One is that it makes the entrepreneur investigate where he will open his business and what factors could affect his business. Second, a business plan will also help the entrepreneur obtain financing from a bank.All banks will require a business to make sure enough thought and planning have gone into the project before the banks gives any money. Looking at the first point: By looking at your possible market from a business personâ €™s point of view, you may look with a more critical eye. You don’t want to rush into something where you could lose a lot of money. Possible factors that could affect your business range from employees, to possible growth of the community, to your competition.If there are not a lot of people living around your business, where will your employees come from? Is the community going to grow where you plan to open your business or is it shrinking? If it is shrinking will that hurt your business? The second point is more for the bank. They like to see that you have thought through many of the possibilities that could affect your business. They want to see that you know what your expenses will be, how well you know your product, and how much money you think you can make selling your product. (Prepared by Jeff G. Mehring, 2005)

Literary Criticism Paper

An archetype Is a reoccurring pattern of Images, symbols, or a situation. The hero archetype Is one who tries to fulfill a necessary task and tries to restore Justice to a society. The hero will commonly go through the hero's journey in search for truth and information on restoring Justice to a society. All archetypal heroes share certain characteristics. In 1984, by George Orwell, Winston follows the hero's cycle because there is nothing told of his childhood, he looses favor with the Party, and Winston is not burled after all.Throughout the book ‘We are told nothing of his holding† (Garry 1 1 ) besides the few memories or dreams he shares with Julia or himself. After waking up crying one morning, Winston shares a memory of his childhood Tijuana; he recalls the time him and his sister and mother spent most of their days in underground shelters, hiding from air raids. Many times, Winston and his family went without food. From starving one day, Winston stole chocolate from his mother and sister and ran away, never seeing them again.Winston constantly dreams about his mother and Is convinced he murdered her because he stole her chocolate and left her there to starve. However, his subconscious Is his only road to the truth. Although the reader is given small memories on his childhood â€Å"nothing remained of his childhood except a series of bright-lit tableaux occurring against no background and mostly unintelligible† (Orwell, 3). Implying, the reader is not really told anything of his childhood besides the subconscious memories and few unclear images In 1984, the God Is represented through Big Brother.This Is true because Big Brother Is perceived as the ruler of Oceania and he Is a very high figure to the people. Big Brother's face is constantly being broadcasted and he is even stamped on he coins. Thus, Winston â€Å"Later loses favor with the gods and/or his subjects† (11) by wanting to do many rebellious acts and hateful thoughts. Fo r example, Winston begins to have sex with Julia, which was only, â€Å"a blow struck against the Party† (126).Implying there was no true emotion towards Julia and Winston and Julia only had sex to rebel against the Party because having sex Is a major crime In Oceania. Also, Winston looses his support towards the Party shown when he wrote â€Å"Down with Big Brother† in his diary. Again, signifying his hatred towards the society and writes to mind people of the better times in Oceania and writes about what it used to be and what it can still become. Towards the end of the book Winston and Julia are surrounded by troops of the Thought Police.From there Winston is taken to the horrid Room 101 where he Is tortured. Room 101 holds the person's greatest fear and for Winston It Is rats. As the rats come closer to his face he yells, â€Å"Do It to Julia! Do It to Julia! Not me! Julia! I don't care what you do to her. Tear her face off strip her to the bones. Not me! Julia! N ot me! † (286). It is here Winston betrayals Julia and fully egging to believe and love Big Brother and the Party. Winston did not only betrayal Julia, but he also abandons himself.Winston follows the hero cycle because â€Å"His body is not buried, but nevertheless† (1 1 Meaning the Ministry of Love broke and tortured his mind and will and mentally killed him but Winston Is still physically living. Hang out with Julia. However, he is essentially a slave because he cannot express any of his own feelings of rebellion, including to himself in the privacy of his mind. Winston was a very mentally strong character who understood the corrupt world he ivies in while nobody else does.During the beginning of the book he does not find any pleasure in Big Brother and as the story progresses he starts to love Big Brother. His goal is to change society's means and gain the freedom of thought back. However, he is a bizarre hero because he is middle-aged, has an average intelligence, and is very weak. He is a hero, although, with different heroic characteristics. Finally he is a hero because, Winston childhood is a mystery, his support for the Party is lost, and he becomes a walking slave for the Party and Big Brother.

Harvey Surname Meaning and Origin

Harvey Surname Meaning and Origin From the Breton first name Haerviu or Aeruiu, derived from the elements haer meaning battle or carnage and viu, meaning worthy. In general, it was used to refer to a soldier or someone who was battle worthy. Its also possible that the Harvey surname derives from the Old German personal name Herewig, from the elements hari army and wig war. Surname Origin: English, Scottish, Irish Alternate Surname Spellings: HARVIE, HARVE Genealogy Resources for the Surname HARVEY Common Surname Search TipsGet valuable tips and tricks for researching your HARVEY ancestors online. HARVEY Family Genealogy ForumThis free message board is focused on descendants of Harvey ancestors around the world. Find records, queries, and lineage-linked family trees posted for the Harvey surname. (Must create a free account to access) HARVEY Surname Mailing ListThis free mailing list for researchers of the Harvey surname and its variations includes subscription details and searchable archives of past messages. References Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Dorward, David. Scottish Surnames. Collins Celtic (Pocket edition), 1998.Fucilla, Joseph. Our Italian Surnames. Genealogical Publishing Company, 2003.Hanks, Patrick, and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick. Dictionary of American Family Names. Oxford University Press, 2003.Reaney, P.H. A Dictionary of English Surnames. Oxford University Press, 1997.Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997.

John Dillinger - Public Enemy No. 1

John Dillinger - Public Enemy No. 1 During the eleven months spanning from September 1933 through July 1934, John Herbert Dillinger and his gang robbed numerous Midwest banks, killed ten people and wounded at least seven others, and staged three jailbreaks. The Start of the Spree After serving a little more than eight years in prison, Dillinger was paroled on May 10, 1933, for his part in a 1924 robbery of a grocery store. Dillinger came out of prison as a very bitter man who had become a hardened criminal. His bitterness stemmed from the fact that he was given concurrent sentences of 2 to 14 years and 10 to 20 years while the man who committed the robbery with him served only two years. Dillinger immediately returned to a life of crime by robbing a Bluffton, Ohio bank. On September 22, 1933, Dillinger was arrested and jailed in Lima, Ohio as he was awaiting trial on the bank robbery charge. Four days after his arrest, several of Dillinger’s former fellow inmates escaped from prison shooting two guards in the process. On October 12, 1933, three of the escapees along with a fourth man went to the Lima county jail posing as prison agents who were there to pick up Dillinger on a parole violation and return him to prison. This ruse didn’t work, and the escapees ended up shooting the sheriff, who lived at the facility with his wife. They locked the sheriff’s wife and a deputy in a cell to free Dillinger from incarceration.   Dillinger and the four men who had freed him – Russell Clark, Harry Copeland, Charles Makley, and Harry Pierpont immediately went on a spree robbing a number of banks. In addition, they also looted two Indiana police arsenals where they took various firearms, ammunition and some bulletproof vests.   Ã‚   On December 14, 1933, a member of Dillinger’s gang killed a Chicago police detective. On January 15, 1934, Dillinger killed a police officer during a bank robbery in East Chicago, Indiana. The Federal Bureau of Investigation (FBI) began posting photos of Dillinger and the members of his gang in the hope that the public would recognize them and turn them into local police departments.   The Manhunt Escalates Dillinger and his gang left the Chicago area and went to Florida for a short break before heading to Tucson, Arizona. On January 23, 1934, firemen, who responded to a blaze a Tucson hotel, recognized two hotel guests as being members of Dillinger’s gang from the photos that had been published by the FBI. Dillinger and three of his gang members were arrested, and police confiscated a cache of weapons that included three Thompson submachine guns, as well as five bulletproof vests, and more than $25,000 in cash. Dillinger was transported to the Crown Point, Indiana county jail which local authorities claimed was â€Å"escape proof† a claim which Dillinger proved wrong on March 3, 1934. Dillinger used a wooden gun that he had whittled in his cell and used it force the guards to open his. Then Dillinger locked up the guards and stole the Sheriff’s car, which he drove to and abandoned in Chicago, Illinois. This act allowed the FBI to finally join the Dillinger manhunt since driving a stolen car across state lines constitutes a federal offense. In Chicago, Dillinger picked up his girlfriend, Evelyn Frechette and they then drove to St. Paul, Minnesota where they met up with several of his gang members and Lester Gillis, who was known as â€Å"Baby Face Nelson.†Ã‚   Public Enemy No. 1 On March 30, 1934, the FBI learned that Dillinger may be in the St. Paul area and agents began speaking with managers of rentals and motels in the area and learned that there was a suspicious â€Å"husband and wife†   with the last name of Hellman at the Lincoln Court Apartments. The following day, an FBI agent knocked on the Hellman’s door, and Frechette answered but immediately closed the door. While waiting for reinforcements to arrive a member of Dillinger’s gang, Homer Van Meter, walked towards the apartment and upon being questioned shots were fired, and Van Meter was able to escape. Then Dillinger opened the door and opened fire with a ​machine gun allowing him and Frechette to escape, but Dillinger was injured in the process.​ A wounded Dillinger returned to his father’s home in Mooresville, Indiana with Frechette. Shortly after they arrived, Frechette returned to Chicago where she was promptly arrested by the FBI and was charged with harboring a fugitive. Dillinger would remain in Mooresville until his wound healed.After holding up a Warsaw, Indiana police station where Dillinger and Van Meter stole guns and bulletproof vests, Dillinger and his gang went to a summer resort called the Little Bohemia Lodge in northern Wisconsin. Due to the influx of gangsters, someone at the lodge phoned the FBI, who immediately set out for the lodge. On a cold April night, the agents arrived at the resort with their car lights turned off, but dogs immediately began barking. Machine gunfire broke out from the lodge, and a gun battle ensued.   Once the gunfire stopped, the agents learned that Dillinger and five others had been able to escape once again.    By the summer of 1934, FBI Director J. Edgar Hoover  named John Dillinger as America’s very first â€Å"Public Enemy No. 1.†

Microeconomics Essay Example | Topics and Well Written Essays - 1250 words - 4

Microeconomics - Essay Example In addition, microeconomics looks into decisions made by businesses regarding production and prices attached to goods and services produced by individual businesses. In general, microeconomics deals with economic decisions made on a micro level (McEachern 13). A clear understanding of microeconomics is essential since it builds a platform through which macroeconomics is constructed. Macroeconomics pays attention to a wider perspective of economic issues. Its main focus is on the national economy in general, providing a basis understanding of how issues relate to each other in the world of business. It is essential to have an understanding of microeconomics and macroeconomics in order to learn how the economy works for a given country. Decisions made by firms and individuals in microeconomics are largely influenced by costs and benefits. In this case, cost can occur in the form of financial cost or opportunity costs. Financial costs can be in the form of total variable costs or average fixed costs while opportunity costs are alternatives foregone (McEachern 14). Microeconomics has a number of questions that economics under this branch of economy attempt to answer. Examples of such questions include impacts of changes on prices of goods on people’s purchasing decisions, impacts of increased income, and impacts of changes on interests on national savings. Economists are of the opinion that the market has two parts; the demand and supply part. The demand side consists of households, economic agents, and firms. These components of the demand side go to markets to source certain goods and services. The supply side comprises of suppliers who supply goods and services to specific markets. In this case, firms are the main suppliers (Boyes & Melvin 21). In markets holding finished goods, those who demand mainly comprise of consumers at household levels. Contrary to this, the main consumers of capital goods include firms such as