Analysis of Sex Without Love

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Love has many different meanings to different people. For a five-year old, girl, love is marrying her daddy when she grows up. For a ten-year old child love may represent those feelings he or she has for their best friend. However, a teenager passing by their crush in the hallways and having sudden butterflies in their stomach, could also be a description of love. It doesn?t matter how you look at it, love is truly undefined and kindles different emotions in every human being. But the question is, What is sex without love? Can one participate in such an emotional journey without loving their partner? This statement holds true, and is represented in Sharon Olds poem titled Sex Without Love.

First and foremost, the poem quite passionately reveals Olds disgust for casual sex. She captures the shameful act of lustful sex and seemingly animates it with her language structure. Her use of imagery not only creates a picture in the readers mind, but also grabs the audiences? attention. The author also makes comparisons through the use of similes. The subject of the poem is sex without love, and how people who have sex without love treat their bodies as separate from truth. It seems that Olds is capturing a lustful scene betweentwo people who lack emotional and spiritual connections, thus conveying to the reader a lesson about love.

The poem, Sex Without Love, expresses the poet?s attitude toward loveless sex as a cold and damaging act. Sharon Olds accomplishes this through her use of various poetic techniques which stimulate vivid images in the reader. Her opening words, How do they do it, the ones who make love without love?, displays a negative tone as if the speaker was in disgust. However, Olds throws us off by referring to the two as beautiful as dancers. When I read the next few lines of the poem, I thought that maybe my initial impression of the poem was misinterpreted. She continues by stating that the characters are, gliding over each other as ice skaters, which represented a somewhat graceful and beautiful scene. At this point in the poem I am confused as to whether or not her tone is positive or negative. Could the poem be depicting a lovely act or one of pure disgust?

Next, Olds returns us to her original feelings of loveless sex by referring to the coolness of the ice and the detachment of the professional ice skaters as they maneuver gently almost without seeming to touch the surface. The image of, fingers hooked inside each other?s bodies, conveys that separated feeling once again. Likewise, there is no implication of gentle emotions or touch as she continues to describe the characters. She uses metaphorical language to describe the overheated lovers, faces red as steaks, and wet as the children at birth associates this lustful act as one of raw desire. I mean comparing a lover?s face to that of a slab of cold, raw beef leaves us with the feeling that these people are indeed using each other as pieces of meat.

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In addition, the reference to mothers giving their children away at birth proceeds to express the author?s attitude that these two people are being irresponsible and aren?t considering what will happen as a result of their actions. I had to reread line eight of the poem a few times, for the spacing and repetition of words caused a halt in my reading. The author?s use of the pun come to the furthers the plot and arouses an emotional response from the reader. Addressing the subject of engaging in intercourse without loving their partner, Old seems to stimulate an actual orgasm as a point of climax, How do they come to the come to the come to the God come to the still waters, and not love the one who came there with them. The poet?s uses of words such as, wet, come, still waters, and came adds to the thought of this being the high point in the act. The spacing around the word God in the poem reflects upon Olds belief that sex and emotions should be intertwined. She uses sexual imagery to address her subject as well as to spur and maintain the reader?s interest. The actual repetition of the phrase, come to the, actually made me take a deep breath as if I was exhausted. It also builds to a peak which then leads to the still waters, or the peaceful aftermath.

As the poem proceeds, line ten again questions how these two characters could participate in sexual activity without love. It has often been assumed that men are more willing to participate in sexual activities regardless of emotional connection more than women are ready to. Perhaps Sharon Olds had sexual experiences that were emotionally scarring. Anyhow, the reference of light rising evokes an image of brightness which fades away as the poet brings us back to the contradictory imagery of the heat of steam rising. This made me picture sort of a Hellish, sweaty scene between the sex partners. Olds speaks of the true religious, the purists, the pros, the ones who will not accept a false Messiah, love the priest instead of the God. This reference reminds us of her view of the sex act as something very spiritual and pure, that which should not be shared by those without love. Her reference to loving the priest instead of the God, shows her underlying belief that God and sex are linked together. The author expresses the feeling that these lovers are using sex for their own pleasures and are wrong for behaving immorally and accepting a false God. I?m not quite understanding of what the reference to not mistaking the priest for God means. Maybe this statement reflects upon Olds? belief that one should not mistake their partner in the act of love, as one should not mistake their leader for the religion they represent.

Also, the last eight lines of the poem seem to refer to sex as a sport. These lines strengthen my theory that the poem is based on Olds? disgust of physical love. By stating that, They do not mistake the lover for their own pleasure, we are focused on the fact that these two people are not bonded together but each in it by themselves. Sharon Olds continues by comparing them to great runners, who very much like the ice skaters are somewhat detached from their sport. Line nineteen of the poem conveys an uncomfortable scene as she uses the words, cold and wind to describe the unpleasant conditions. The lovers are depicted as more concerned about their shoes fitting, or finding their partner that fits for the day?s run. They are described as being more concerned about their sexual pleasures and desires than their health and overall well-being. The poet also states that the runners are alone in their pursuit for the end of the race, just as the lovers without love are also alone.

As the poem comes to an end, Sharon Olds reinforces the lack of partnership in this act of lust as she states, the single body alone. The author expresses the emotional removal of these partners in the bed who only seem concerned or worried about the mere factors that will create sexual pleasure and satisfaction at that moment. The poet?s final line aids this thought, as she reminds us that the truth remains, each is alone in the universe and competing against its own best time. When I initially read this poem I plainly perceived it as a story of casual sex. However, the irony is created when the author continuously refers to the cold and aloneness of the distasteful act. The descriptive words in the poem along with the use of similes revealed her opinions quite thoroughly. Through this poem, titled Sex Without Love, Sharon Olds has expressed her complete and utter disrespect for those who would partake in loveless sex.

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What do Hamlet's soliloquies tell us about his true nature?

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Soliloquy is a speech in a play, in which a character, who is alone on the stage speaks his/her thoughts aloud (Oxford's Student Dictionary of English). Because a person can't tell lies to himself the thoughts reflect the truth and the truth is used to tell us a lot about the character and his way of seeing the life. Acting is not just saying words, and not just moving around the stage, it all is about expressing the feelings and emotions and during the soliloquies we can see the character's inner side, what is going on in his mind. In Shakespeare's play "Hamlet" most of the speeches, when the character is alone on the stage are quite powerful and play a significant role in the piece. Because of Hamlet's father's death, his mind is full of thoughts and feelings and those thoughts and feelings are expressed in the way he acts and in the way he speaks. Although there are different interpretations of "Hamlet" on stage or on screen you can always see that hot-blooded, mentally strong young man, who is full of hate and has enough energy for revenge.

Usually, when somebody you are used to (relative, friend) dies, at first you can't believe and cope with it, and the worst thing is that you can not do anything about it and you feel really disappointed, that this person you can't see anymore, and you haven't him told what you probably always wanted to. Unfortunately, I happened to experience death of a person, who was not really related to my family, but I respected this person a lot. When I heard the news, tears were willing to spray from eyes, I was depressed then for quite a long time and that makes me feel really sorry for Hamlet. Hamlet's behaviour throughout the play seems to be quite strange, but from the other side he must be a mentally strong person to stay in his mind after such a great loss. Ophelia wasn't as strong as Hamlet, she couldn't accept the death of her father and eventually she went completely mad, it was just easier for her to commit suicide. The reader must feel sorry for her, but I don't think that the reader is sorry for the Queen Gertrude. She was too weak-minded to realise the importance of the event, her husband's death quite quickly diffused out of her head. Another key event in the play is the appearance of the ghost and the story of the murder. I expected the scene to be far more dramatic, than in all the screen interpretations we had seen on our lessons. It's not only a great opportunity to see someone you thought you would never see and say what you haven't said, it is also an extremely strong mixture of feelings, it is so strong, that it is used to drive people completely mad. So, those two factors influenced Hamlet's inner world and his behaviour, but than an important question arises "Is Hamlet really mad or does he just pretend?" The answer to this question is hidden in his soliloquies, because in them his thoughts and his behaviour reveal his true, real nature, he can't lie to himself. I am going to analyze two soliloquies before and after the ghost's story.

More than a month had passed since Hamlet's father's death. And it's no wonder that Hamlet is still in a foul mood. In the first lines of his soliloquy after the marriage of her mother we can see, that Hamlet wants to commit suicide. That can happen because of two things, either he is in his madness and can't do anything else or his life had lost its stimulus. And indeed he doesn't find a way of living with his weak-minded mother, his beloved Ophelia, which is forced to reject him, his friend Horatio, which Hamlet seems to consider being a man from another class, and most of all his uncle, Hamlet can't bear seeing him instead of his father. So, it appears, that he is quite a lonely man. The thing that amazed me was that he was stopped from committing suicide by religion, because in our days it had lost its power and especially for me. The thing that became much stronger nowadays than any bible is moral and honour. Hamlet is in a real depression, because only a man, who sees nothing in life, could say that it is just "flesh". Another thing we have learnt from this soliloquy is that Hamlet has not learnt to excuse. The worst thing is that he can't excuse his own mother. Analyzing mother's behaviour is another question and I am not going to write much about it, but I just want to say, that his mother didn't have any other choice; she is not strong enough to reject the title of a Queen and she was "forced" to love Claudius. But for Hamlet this fact can not pile up in his head, because he loved his father so much, that it was impossible to compare his love to dead Hamlet to Queen's. On screen interpretations, when the old king is buried his mother "kills herself" with tears, where Hamlet doesn't cry or say anything, but in his eyes we see something that looks more like horror. As Hamlet says Gertrude's tears were like Niobe's. Her cry didn't change anything. In the portrait of Gertrude reader can see womanhood and Hamlet's definition of woman can be applied to some, but I think that it is a sin to call your own mother "frail". He underlines his independence throughout the whole play (and he is strong more than enough to be independent) , but he forgets, that he owes his mother something, she gave him birth, she raised him, and personally, I don't think that she deserves such treatment.

The next soliloquy is when Hamlet was spied by Rosencrantz and Guildenstern, when he saw the actors the weapon that is more powerful than sword. They were asked to a speech about Pyrrhus. Pyrrhus, like Hamlet wanted to revenge Achilles's, his father's, death by attacking Trojan king Priam in the "ominous horse". This reminds us that humanity hasn't changed a lot during the last millenniums. Such things happened ages ago, happened during Hamlet's times and are probably going on now. Generally in this soliloquy he punishes himself for absence of activity towards his main target revenge.

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I am going to analyze more thoroughly his next, most famous speech. "To be or not to be?" that became the most famous phrase from the whole play. Although, it's not really significant in the play, it is significant in our lives. Every day of every month of every year we ask ourselves this question. We always make decisions from simple ones to ones that may influence somebody's life. In this case Hamlet's words decide life, but here is a double meaning he wants to commit a suicide and he wants to end Claudius's life. After that key question follows another one To fight or to give up and endure? He feels that with all his strength he would barely be able to oppose the "sea of troubles". The simplest solution is to die. This is quite a paradoxical thing that death is an end to a "heart-ache" and "thousand natural shocks", but this end is end to joy, happiness, love, belief and people live, because on scales positive factors overweigh negative, even when we think of it the other way round. So, Hamlet once more in the play has a thought of committing a suicide. He is in such despair, because his "friends" turned out to be his enemies. Nobody is with him, nobody will help him to reach his goal, his father's will. His friend, Horatio will not be able to do anything about it. I can see the author saying, that loneliness is the worst thing.

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Conflict and Change in the Modern World

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Conflict and Change in the Modern World

There are many conflicts in the Modern World. These conflicts often lead up to change. These conflicts include problems in the Cold War, the Four Worlds, China, Southeast Asia, the Negritude movement, African nations, Middle East, and Latin American countries.

The Cold War was an intense rivalry that developed after World War II between two groups of communist and non-communist nations. On one side were the U.S.S.R and its communist allies and on the other side were the United States and its democratic allies. The Cold War was characterized by mutual distrust, suspicion, and misunderstandings by both the United States and the Soviet Union, and their allies. The United States accused the Soviet Union of seeking to expand Communism throughout the world. The United States wanted a world of independent nations based on democratic principles. Some conflicts that occurred during the Cold War were the Berlin blockade, the Cuban Missile crisis, the Suez Canal crisis, the Bay of Pigs, and the Vietnam War. As years went by, ties among members of both the Communist and Western blocs began to loosen and new international relationships in the 170's began to appear. Several Communist and democratic nations developed friendlier relations with one another, helping ease tensions.

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There are some conflicts in the Four Worlds. For example, one world is trying to achieve a high standard of living and others are trying to stay stable. The first world consists of wealth, democracy, and capitalism. The second world consists of the socialist nations of the former USSR and Eastern Europe, which are now developing mixed economies. The third world consists of poor countries struggling to use their resources to raise their economy levels. Finally, the poorest of the poor is the fourth world of nations where people are destitute.

In 158, China began its First Five-Year Plan for economic development. From 15 to 157, Chinese industry grew at the rapid rate of about 15% a year. By 157, the Communists had brought all important industries under the control of the government. In addition, peasants were forced or persuaded to combine their landholdings into agricultural cooperatives, but agricultural production increased much more slowly than industrial output. The Great Leap Forward was the name of China's Five-Year Plan. The Great Leap Forward shattered China's economy. From 15 to 161, China experienced economic depression, food shortages, and a decline in industrial output. By 16, the economy began to recover. However, the Chinese had not solved the problem of achieving economic growth while maintaining revolutionary values. Disagreement over this issue began to produce a major split within the Communist Party between radicals and moderates. The radicals called for China to strive for a classless society in which everyone would work selflessly for the common good. The Moderates stressed the importance of economic development. They believed that the policies of the radicals were unrealistic and hampered the modernization of China. Mao Zedong was the chairman of the Communist Party. His attempt to put China back on a revolutionary path wrecked the government and economy so severely that he had to call out the army in 167 to restore order. In 16, the Communist Party, the government, and the educational system gradually began to resume their normal activities, but the conflict between radicals and moderates within the party continued.

Many people in Southeast Asia resented colonialism and fought for independence. These nations began to win independence after World War II ended in 145. At the same time, Communists gained a foothold in Southeast Asia, often as part of independence movements. Most of the newly independent Southeast Asian governments faced uprisings by Communists and other groups who wanted to take over the countries. Communists gained control of North Vietnam in 154. In 175, after years of bitter fighting, they took over South Vietnam, Cambodia, and Laos. The Vietnamese Communists united North and South Vietnam into the single nation of Vietnam in 176.

There are many reasons for the Negritude movement. One of the reasons was to celebrate African culture, heritage, and values. It first began when French-speaking Africans and West Indians began to express their growing sense of black consciousness and pride in tradition. This movement also viewed the black experience as unique. One of the movement's leaders, Leopold Senghor, later became the first president of Senegal.

In Africa, a left wing military group controlled the government of Ethiopia from 174 to 11. The Military government adopted socialist policies and developed close relations with the Soviet Union. In 175, leftist guerrilla forces formed Marxist-Leninist governments in Angola and Mozambique. They controlled the governments of these countries until 10. Other African nations had Marxist- Leninist governments for short periods in the 170's and 180's. In Central America, an alliance of Marxist groups called the Sandinista National Liberation Front held power in Sandinista parties won

Nicaragua's presidential election. In southwestern Asia in 178, a Marxist-Lennist party seized power in Afghanistan. However, many Afghans rebelled against the new government. In 17, the Soviet Union sent troops into Afghanistan to prevent the overthrow of the government. The invasion resulted in a lengthy conflict between Soviet troops and Afghan rebels. The Soviet occupation of Afghanistan ended in 18. The rebels overthrew the government in 1.

The 150's and 160's were years of radical change in the Middle East. A new generation led by young army officers took over the governments of many Arab states. They overthrew leaders who cooperated with the United Kingdom and France. They hoped to bring about a political unification of the Arab world and to remove any European influence. Gamal Abdel Nasser, the leader of Egypt, became the symbol of these hopes. In 156, Nasser seized the Suez Canal in Egypt from its British and French owners. In response to Nasser's action, the United Kingdom, France, and Israel invaded Egypt. Pressure from the United States, the Soviet Union, and other nations forced the invaders to withdraw.

In 15, former President Ibanez was elected president of Chile for the second time. Major issues in the election were food shortages, rising inflation, and falling worker income. Ibanez continued to encourage industrialization, but economic problems persisted. A sharp drop in copper prices in the world market added to the economic problems. Chileans elected Eduardo Frei Montalva president in 164. Frei began a limited program of land refom, built public housing projects, and expanded education and health services. Frei persuaded U.S. firms that owned copper mines in Chile to give the Chilean government a greater share of the profits and more control over pricing, production, and marketing of copper.

In Nicaragua, its new government, headed by the Sandinistas, took over key parts of the economy, including agricultural exports, banking, insurance, and mining. The economy system is a mixture of public and private ownership. The government adopted many policies designed to help the poor and improve the economy, which had been badly damaged in the Civil War. The economic recovery from the war has been show, and hardships remain for many people.

There are many conflicts that affected the modern world. Some conflicts that people and countries faced over the years dealt with wars, governments, the economy, and other such things. These conflicts often lead to a positive change and sometimes a negative change.

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COMM

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Name Azya Valdez

E-mail mailtoazyavaldez@hotmail.com

MY HISPANIC NEIGHBORHOOD

By Azyade Valdez

I was born in Mexico, I lived in the same neighborhood for 10 years, I never moved. I got to know my neighbors very well, and they knew me since I was a little baby, they saw me grow up and even though we weren't very close we always kept an eye on each other.

My street was, and still is, one the noisiest streets in my city. There is a big triangle interception right at my house, and we are one of the corners. There was an accident almost every day, from people running the red light to people crossing the street without paying attention. Some how it was kind of funny.

In the summer I went to visit my sister in Dallas Texas. I fell in love with the place. It was so different from my hometown, so much nicer and cleaner. There was a front yard in almost every single home with a beautiful landscape. So different from what I was used to seeing, and so much quieter too. I wasn't living in the city anymore, I was living in the suburbs and I'd love it.

Azya Valdez

My Hispanic Neighborhood

Page

I decided to move to Dallas permanently in 17. I wanted to learn English and I wanted to go to school. Once I was living there I found out that there are a lot of Hispanic people living in Dallas. When I started school, my first class was ESL and everyone on my class was Hispanic. I had friends from Venezuela, Argentina, Colombia, and Ecuador. It was such a great diversity of cultures but we all spoke Spanish and we felt like we knew each other for a long time. We were somehow connected right away. I think that being all Hispanics so far away from home we found each other and we felt like neighbors.

I've never knew how to dance Salsa and Merengue, and the first time I went out with my friends to dance I felt lost, I didn't know what I was doing, it was really fun to learn and since then I am a master of the Salsa dance!

Living in the United States and being able to still be attached somehow to my cultural roots through the big Hispanic community has been great. That's the kind of neighborhood I'd love to live in forever, full of different flavors, cultures, music, and most importantly friendship.

I was very disappointed when I moved to PA. I couldn't, and still can't, find that Hispanic community, that Hispanic flavor and culture and everything that I found in

Azy Valdez

My Hispanic Neighborhood

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Dallas. Sometimes I have the feeling that there aren't any Hispanics leaving in Philadelphia. Could that be possible? Maybe they are all living in NYC or maybe in Washington. I don't know, but what I can tell you is that I missed my culture so much and I feel like I am away from home more than ever.

I live in HERE now, and I like it a lot. It is a very small and quite place. I finally own my first home and that beautiful front yard that I fell in love with the first time when I was in Dallas. But now I am missing my real neighbors, my Hispanics neighbors. Maybe someday I'll be able to go back to Dallas or maybe some day I'll get used to being part of this great American culture!

Please note that this sample paper on COMM is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on COMM, we are here to assist you. Your cheap custom college paper on COMM will be written from scratch, so you do not have to worry about its originality.

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Representation of blacks in media

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Moral Panics are times when the media emphasises the threat of certain groups against the good order of society. The result of these panics is, as Cohen (17) states, the emergence of people that become defined as a threat to society's values. Cohen (17) discusses the relationship between the media and these panics. He states that the treatment of youth in the media is the main creation of these panics. However this argument is inadequate as it fails to address the complexity of the issue. Cohen (17) does point out that it is the information the media provides that can cause panic. However Cohen (17) only looks at the effect this information has on the treatment of youth. Cohen's (17) argument is weak as he fails to make the point that information from the media can create panic about any group. Although his argument does make a strong point, Cohen (17) fails to delve beyond youth and make the connection between racial segregation and panic. He fails to provide a comprehensive discussion on all features of panic.

Cohen's (17) argument lies in youth being perceived as unruly and out of control by the media. Cohen (17) notes that the mass hysteria it can create is important to the growth and survival of the media. The media frenzy can have a snowballing effect, with the original story breeding new stories as it develops. This is important to the media industry as it keeps the attention and interest of the audience. Therefore it can be seen that the treatment of youth in the media is often in order to create stories, not to reveal them. By treating youth groups as unruly and out of control, anxiety spreads. Society turns to the media for the reassurance and information they need to cease this feeling. However Cohen (17) fails to note that this occurs in relation to all panics. Berman (187) sees this as a result of the declining social influence of other institutions, such as the church. People now turn to the media for social information and reassurance. Thus the media's influence on society is strengthened.

This can be seen in the Paxton case in which A Current Affair on channel created a moral panic over three unemployed teenagers. The panic surrounded the degradation of today's youth and the subsequent threat to the good order of society. The program made the case that the whole of Australia was outraged that these 'dole bludgers' would not seek employment. Media watch revealed that the Paxton kids were never offered jobs at all. ACA created this moral panic and used the Paxton's as pawns in order to support the line of the story and to possibly boost the rating of the show.

The way in which groups are typecast by society is due to the nature of the information the media provides on their behaviour (Cohen 17). The continued monopoly of media resources (Cunningham and Turner. 17) has lead to one media outlet churning out the same second hand information as another. Cohen (17) is correct in his argument that even these second hand snippets are enough to create moral panic in society. The information the media puts forth about youth is often related to acts of deviance. This makes people weary of all youth and Cohen (17, p.18) is correct in his argument that this leads to the separation of youth from society. Thus the media shapes the audiences perception of all youth. If the knowledge received is restricted to acts of deviance, the perceptions created will be based on this knowledge. Cohen fails to acknowledge that this can apply to other groups within society.

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Berman is correct in his assumption that we receive enormous amounts of social information through the media. (187). We are told what is socially acceptable and, in the Paxton case, what is not. In the Australian media aboriginal representation barely exists and the inclusion exclusion that Hartley (1) notes is predominate. The social information that is presented about aboriginal issues are often one sided, and from a white perspective. When aboriginals are represented it is often in connection to welfare and crime related stories. With this type of information it is hard for the audience to form rounded opinions of aboriginal culture. The information that is presented formulates stereotypes and typecasts the entire aboriginal race. Once again Cohen has failed to address this problem. Cultural boundaries are an important part of panic as anxiety is easily bred out of prejudice.

Roberts (171) found that the media also treats blacks in stereotypical ways. He found that the majority of black appearances in the media were also in relation to crime. Due to the age of his findings many may have the tendency to dismiss them as irrelevant. However he found a trend that is still prevalent today. He indicated that the lack of positive Negro representation could indicate them as folk devils. Berry (180) supports this argument in that

The type of image can increase stereotyped thinking in whites and further demonstrate to blacks that their community and life style are to be devalued

The portrayal of aborigines in the media highlights the moral issue of "theydom" and "wedom". As seen above, the media creates a binary separation by highlighting the differences between "us" and "them". The concept of theydom and wedom is based on the fact that "they" constitutes anyone who is not "we". This is not restricted to aborigines and can be applied to any group. Hartley raises a good point that the only thing that all aboriginals have in common is that they are not "we". They are not white Australians and are not what the media calls " the general population". This concept of theydom is an important aspect of moral panics. For the media to successfully create a panic the audience must feel a threat from "them". The "us" and " them " factor creates a binary separation of society where people must fit into a category.

Once the media defines a category it is often hard for the stereotype to be dismantled. Groups become typecast within society due to the definition they have been assigned by the media (as can be seen in both aboriginal and black minority groups). Berry (180) claims that the white dominance of the media has caused this negative typecasting and moral panic. To support his argument he cites Margaret Butcher (17) .She claimed

Mass media have been staffed primarily by white middle class journalists who purposely or unconsciously communicate bias much more respectful of whites and white culture. (p0)

However these assumptions are far from secure. It is hard to blame a handful of white executives for the creation of stereotypes and prejudices. Despite it's weaknesses Berman does provide a valid argument. He argues that the media's attitude towards these groups intensify's white prejudices and segregation of society. As has been shown the larger the separation between 'us' and 'them' the easier it is to create a moral panic. By segregating society groups become increasingly sensitive and any threat can inflame panic.

Jones and Jones (1) created a model for the progression of moral panic. The model is simplistic and fails to recognise the complexity of the issue. The model fails to acknowledge that panic can be bred from a single person or the media itself. Apart from the models weaknesses it does provide a valid overview of progression. The model does highlight that the media must find the initial act "interesting". Jones and Jones back up Cohen's argument that the media searches for similar stories, heightening the panic as it snowballs. It can be argued that not all panics will take the path outlined by the model. Not all will result in greater social control or new legislation. Although the model provides a good overview of panic it simplifies the complex reactions. The model fails to acknowledge the overlapping causes of moral panic or leave room for alternative paths.

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Nazism

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Although it can be thought that Nazism is a matter of past, in the last years it has emerged groups named neo-Nazis that have been involved in violent incidents. They are groups, of youths usually, who attack inmigrants and spread racist and anti-semitic propaganda. Sometimes these groups are related, not just with politic ideology but with sports such as football. Some may think that this is a German phenomenon but the news show us that is extended in Europe and even in the United States. The culminating point of that was the victory of the Jorg Haider's far-right party (FPO) which became the second largest party in the last Austrian elections. All these facts lead to think about neo-nazism and if it represents a menace nowadays. In this essay I will try to present the different forms of neo-Nazism existing and to explain why, in my opinion, it should be controlled although they are in a minority.

In the last decade it has increased the number of news about violent incidents in which groups of neo-Nazis have been involved. It can be seen on television or read in the newspapers, they assault inmigrants, or people with different races or religions. Some may say that these are isolated facts and lead by adolescents who have a peculiar way of having fun. I strongly feel that they are very frequent and the fact that young people commit those crimes is even more worrying. In Germany this sort of violence is something almost usual since years ago. An article published by "The Times" narrates some of these incidents. In Rostock, a German town, more than a hundred youth set a refugee hostel on fire in 1 .In 1 five Turks were killed in the west of that country. The next year a hundred drunken neo-Nazis chased African students and hurt them badly with iron rods while they shut "Germany for the Germans". (The Times, May 14). These are only a few examples. From my point of view it seems that these are not isolated incidents since there is a lot of news in the internet and in the newspapers that can be found about this sort of attacks. Also I do not believe that this is adolescent innocent fun. I think that all that should be controlled and guilties should be condemned in order to stop this violence. For instance there were 48 people arrested in the incindent of the black students but charges were only pressed against two of them. So I feel that this is the most important problem and the pricipal fail of the authorities. Maybe laws should be modified or at least it is what I believe.

On the other hand, I strongly feel that those who affirm that they are small groups of youths are wrong. Maybe some think that as they are young they act spontaneously and they will be get bored when they grow up. In my opinion, looking at all the information compilated, some of them are well organized although they are in the minority. The article of "The Times" mentioned before talks about a "web of far-right extremists" , "neo-Nazis e-mail boxes, telephone information, lines and video distributors" and even a chain of karate schools used for meetings. An article published this year by the same daily explains that the German police intercepted Nazi literature "calling for a crusade against the Left". It was also foud a pipe bomb in neo-Nazi's cellar and explosives.(The Times, July 000). Of course it can be said that this organizations are not numerous and it is not easy have access to them. Personally speaking I think that nowadays, with the internet, is not difficult at all to obtain any kind of information. In my opinion it is necessary to stop that before it become a bigger problem but it can also be argued that this measure would attempt on the freedom of speech. From my point of view, it is necessary to take into account the fact that they attempt also on the human rights and offend human beings, so perhaps this should not be banned but it should be controlled up to a point.

Another important factor which I consider important to point out is that neo-Nazism and far-right ideology is extended in Europe and even it has reached America. Some may think that it is only widespread in Germany but the reality is that incidents like those described in former paragraphs occur in many other countries. One of "The Times" articles reveal the existence of organized groups from Sweden and Britain (like Combat 18 which will be mentioned in this essay). Also there is a well known American activist called Bill Riccio who were arrested a few years ago in the United States. A report broadcasted by "Televisión Española" showed how he devoted himself to spread racist and aniti-semitic propaganda and to teach adolescents Nazi doctrines. I think this could be dangerous in the future because it will keep on growing if it is not stopped now, not imposing any other ideology but educating children to think by themselves, teaching them History and instiling them respect for different ideas and races.

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Personally speaking I would say that sports can be linked with neo-Nazism at some point. Those who we know as "hooligans", groups of football supporters, sometimes are involved in violent incidents. For instance a British group, Combat 18, was related with an incident occurred in Düseldorf the last summer. A bomb exploded and few people were damaged, icluding a pregnant woman who lost her baby.(The Times, July 000). Of course it can be said that it was not proved. Also, some may argue that this is a different kind of violence and that they fight just to support their teams. From my point of view it may be true that they are football supporters, but I also think that they take advantage of the journeys they make to see teir teams.From my point of view it may be true that they are football supporters, but I also think that they take advantage of the journeys they make to see their teams to fight not only their football oponents but those who they think are the enemies according to their ideology. I also consider that the name of the group Combat 18 give us a clue, 18 are the first and the eighth letters of the alphabet, A and H, abbreviation of Adolf Hitler.

But which is in my opinion the most important point, is the importance that far-right parties have acquired in Europe in the last years. I will illustrate that with some examples. From the beginning of the 10's the far-right parties have had a series of local electoral successes in Germany. In 18 the extreme right wing party German Peoples Union (DVU) gained 1% of the vote and 16 seats in parliament of Saxon-Anhalt. In other countries like Poland,according to articlespublished by "Gazeta Polska", some politicians, such as General Wilecki, a candidate in the October 000 presidential elections, admitted his admiration for Hitler. Another politician, Tadeusz Iminski, chairman of the Polish parlamentary delegation to the European Union has been revealed as an anti-Semitic who published anti-Semitic books and articles compared with Goebbels' propaganda. But the culminating point of that was the victory of Jorg Haider in the last Austrian elections. He recived the 7,% of the vote and became the second largest party in Austria. Haider has anti-foreigner ideology and has used slogans inciting against "inundation" and "asylum abuse" (Spiegel on line, October 1). It can be argued that those parties have not been accepted by the European Union but I think that the fact of being elected is a clear proof of the advance of this, in my opinion, dangerous ideology which is important to stop now.

To sum up, I have tried to show in this essay how neo-Nazism is a reality nowadays. Although they are in a minority, it is possible to observe their advance in the last decade and I think it could be a menace in the future. The fact that young people are involved most of the times and that exist some organizations that go further the street fights, is, personally speaking, the most important factor which lead to think about the danger it could bring. The solutions are not easy to find, but with an impartial education, and instiling children to think by themselves and to be respectful with human beings I think this ideology will keep on being in the minority.

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Difference between traditional ira and roth ira

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Compare and Contrast

Roth IRAs to Traditional IRAs

Based Upon Farmers Insurance Information in 00

THE TASK AND THE FINDINGS

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Report Authorization

This analytical report of Roth IRA and Traditional IRA from Farmers Insurance Group is presented to Dr. Cynthia C. Barnes, Professor Department of Information Systems & Analysis, on November 11, 00. Research was conducted by Josh M. Martin of Financial Specialties Incorporated upon the authorization of this topic on August 1, 00.

Objective of Comparing and Contrasting the Roth Ira to the Traditional IRA

The objective of this report is to reveal the likes and differences as well as pros and cons of the Roth IRA to the Traditional IRA. The information gathered in this report will also help you to decipher which one would be right for you.

Research Tactics Used in Data Gathering

The method for gathering information in this report mainly involved direct contact with the employees of Farmers Insurance Group. Two employees were given questionnaires, but the bulk came from sales agent Mr. Alton Martin. This was not the only form of data gathering used. I have listed several others below.

Other methods for obtaining information was collecting data from booklets and pamphlets displayed throughout the office. Information booklets like these are readily available for the clients who come into the office. The internet played a role as well, it enabled me to search sources which were not available at Mr. Martin's office.

Layout of the Report

Throughout the paper you will first see what makes the Roth IRA and the Traditional IRA different. Second, you will find the positive and negative effects compared between the two. Third, you will read to find which IRA would seem to be more beneficial and which is used more. At the end, a conclusion will be drawn from the summarized information provided by Farmers Insurance.

GETTING TO KNOW ROTH AND TRADITIONAL IRAs

What Makes Them Different

Most people believe that a Roth IRA and a Traditional IRA are the same, but this is not so. "A Roth IRA is an Individual Retirement Annuity that allows you to buy an annuity with after-tax dollars now and withdraw principal and earnings income tax free after five years. The Traditional IRA is a little different, in that it allows for a tax deduction up to the contribution limit if an individual does not already participate in a retirement plan. The principal and interest will be taxed at withdrawal" (Martin). This here is the main difference between the two. Not everyone knows that the differences between the two are so detailed. Below several other differences will be discussed.

Ongoing Facts

As mentioned before a Roth IRA is not tax deductible, but the earnings grow tax-free. Once you have had a Roth IRA for five years you can start to draw from it. You can draw a certain percentage out that is tax-free. For example, you would use the money to put down as a payment on a first time home. On the other hand a Traditional IRA has earnings that are tax-deferred until they are withdrawn, but contributions are tax deductible. Taxes are taken out at the end of the working age when earnings are not as high. The taxes are typically higher at retirement age than at the working age. With a Traditional IRA you can withdraw from it without penalty at the age of 5.5. You may withdraw from it before then but there may be a ten percent penalty. The Traditional IRA requires a periodic withdrawal after the age of 70.5. Both the Traditional IRA and the Roth IRA have their positive and negative aspects.

PROS AND CONS OF THE TRADITIONAL AND ROTH IRAs

Positive Side of the Roth IRA

The Roth IRA can be distributed income tax free and accumulate tax-free. There is no tax deduction for contributions to the account. Contributions can be made beyond the age of 70.5 and there are no withdrawal requirements at the age of 70.5. Not everything is always a plus with these IRAs though. One positive for both the IRAs is the "contribution limit has remained at $,000, the annual IRA for both the Roth and the Traditional IRAs gradually increase to $5,000 by 008 with adjustments keyed to inflation thereafter" (News).

Positive Side of the Traditional IRA

Any kind of investment has good and bad attributes and both the Traditional and the Roth IRA are no different. As mentioned earlier in the report a positive point about the traditional IRA is that it is tax deductible. "If you're under 70 ½, you may be able to contribute up to $,000 a year if single, or $6,000 if married" (Farmers New). You are allowed a tax deduction up to the contribution limit as long as the individual is not participation in a retirement plan already. "Withdrawals are only subject to a ten percent tax penalty unless withdrawn after the age of 5.5 to pay for buying a first time home, to pay for higher education expenses, or if you become disabled or die" (Farmers).

Negative Points of the Roth IRA

One of the negative points of a Roth IRA that caught my eye is that it is not tax deductible. There are other negatives like a ten percent federal penalty tax for withdrawing earnings before 5.5. Another is that a persons yearly contributions are not deductible from income. So you can see a Roth IRA has it's down side also, but do not think that the Traditional IRA is perfect because it is not as you can see in the next paragraph.

Negative Points of the Traditional IRA

Not everything is positive with the Traditional IRA as mentioned in the previous paragraphs. With this IRA there will be a ten percent penalty if it is withdrawn from before 5.5 as well as the income is taxed. The Traditional IRA also requires that you periodically withdraw from it after the age of 70.5. Another negative thing is that when you withdraw the accumulated interest it is taxable. Anytime you invest in something there will be good and bad aspects. These aspects mentioned in the previous sections were some of the main ones.

BENEFITS OF THE IRA

Solid Information on the IRA

People are always looking for a way to better their life, especially the later part of their life when they decide to retire. These people go through many investment options such as stocks, 401K plans, and the IRA. Many times that person decides to go with the IRA for several reasons. One example is the amount of taxes you will pay with a taxable account opposed to an IRA. In the chart below you will be able to compare amounts of money saved in taxes with an IRA rather than a taxable account. In figure 1 above, "this chart compares the growth of an annual $,000 contribution to a Traditional IRA versus the same amount to a taxable account assuming a twenty-seven percent tax rate and seven percent average annual return" (Cohen). With figures like this, people tend to choose an IRA over any other plan.

CHOOSING WHICH IRA TO USE

The Process of Deciding

When people come in to choose an IRA, Farmers Insurance employees have them fill out a questionnaire to see whether the Roth IRA or the Traditional IRA better suites their needs and income. According to Mr. Martin the Roth IRA is the most commonly used. The reason for this was thought to be that the money from the Roth IRA is more accessible than the Traditional IRA. In addition, options like contributions beyond the age of 70.5 are permitted and distribution is not required at the age of 70.5 helps to make this plan more popular.

INVESTMENT RECOMMENDATIONS

In closing, the conclusions drawn from these previous sections points towards the fact that the Roth IRA is more beneficial.

q Importance in knowing the differences between the two.

q Exposing the positive and negative aspects.

q Benefits of the IRA as opposed to other solutions.

q The question of which to use.

q Value of the Roth IRA

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In the early 1960's folk music in America became an increasingly important focus of political protest

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Folk music had a history of being sympathetic to the working class citizen. This folk tradition which had been carried on in the 140's and 50's by Woody Guthrie and Pete Seeger became increasingly popularised and politicised in the late 50's and early 60's by people like Bob Dylan, Joan Baez, and Peter, Paul and Mary. Their new breed of folk music, a cross with rock 'n' roll, reached a far greater audience and had the youth listening.

Pete Seeger was a folk singer before, during, and after the war. He wrote many folk songs and is still currently writing. In 141 Seeger, Cis Cunningham and the Lomaxes formed a group called the Almanac Singers. Their aim was to bring social injustice to the awareness of others.

Woodie Guthrie was also a folk artist during and after WWII. He wrote over 1000 songs before his death in 167 from a nerve disease. 'Where Have All the Flowers Gone?' and 'This Land is Your Land' were two of Guthrie's protest songs.

In 16 a young artist by the name of Bob Dylan came onto the folk scene with his self-titled album. Woody Guthrie had a huge impact on Bob Dylan. Dylan even wrote a song called 'Song to Woody', which paid tribute to Guthrie. '…Im a-singin you the song, but I cant sing enough, Cause theres not many men that done the things that youve done.'

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But it was not Dylan's debut album, it was his second and third albums released in 164 that had songs of protest against the Vietnam War. 'Blowin' in the Wind', 'A Hard Rain's A-Gonna Fall', 'Only a Pawn in Their Game', and 'The Times are They are A-Changing' were all songs protesting war and racism.

'Blowin' in the Wind' was a song protesting the Vietnam War. It asks how long and how many dead soldiers it will take before enough is enough. '…Yes, 'n' how many deaths will it take till he knows, that too many people have died…' and '…Yes, 'n' how many times can a man turn his head, pretending he just doesn't see?' are lines from the song that ask those important questions.

'A Hard Rains A-Gonna Fall' was another of Dylan's anti-war songs. It told the story of a US soldier who had returned from Vietnam. He tells his father of the pain and suffering of war. He describes the desolation and desperation, the horror and the heartache '…I met a young woman whose body was burning…' and '…I met another man who was wounded with hatred…' . These strong lyrics touched the youth of America and challenged their parents thinking in relation to support and acceptance of war as a legitimate way of resolving conflict. Dylan also expressed the hope and love that all people held onto at the darkest of times.

'The Times They are A-Changin' is a song one that spoke for the entire youth population in America. The fourth verse in the song told the story plain and simple that the old and new were vastly different and the new was going to be the wave of the future. '…Come mothers and fathers…And dont criticize, What you cant understand, Your sons and your daughters, Are beyond your command…' he said.

These songs caught the ear of the youth of America and they could understand what he was saying. By 164, Dylan was considered a spokesperson for varying causes. He appeared at the rally where Martin Luther King had given his famous 'I Have a Dream' speech. Dylan performed at this rally along with Peter, Paul and Mary.

In January of 165, Dylan recorded tracks for his new album Bringing It All Back Home. This album was distinctively different from his previous four recordings it incorporated electric guitars and a full band, which popularised his music as rock, attracting a much bigger audience than folk. This change from straight folk to folk-rock would prove instrumental in gaining many more listeners.

As the Vietnam War got older and the anti-war message spread, Dylan was experiencing booming record sales. His third, fourth, fifth and sixth albums all went gold (sales of 500,000) and his greatest hits album, released in 166, went multi-platinum (,000,000+). This was evidence that millions were hearing his messages of political protest.

It wasn't just Dylan that was leading this folk movement up the pop charts. Under the influence of Joan Baez and Peter, Paul and Mary, folk was turning more politically explicit, becoming increasingly identified with civil rights and pacifism.

Joan Baez, who performed with Bob Dylan in London in 165, was a protest folk singer who made her opposition to the Vietnam War quite public. Not only did Baez sing anti-war songs; she also led rallies and marches opposing the war. In 164, she also withheld 60% of her income taxes, the amount determined used for military purposes.

Peter, Paul and Mary are a trio of folk singers that have made albums. They first came along at the same time as Bob Dylan, in 16. They were avid anti-war campaigners who wrote many protest songs.

"I was motivated by two things, by a really powerful vision of what might be in the world and an absolute belief that there was something that was achievable, and number two, by a very clear sense that I was in a position to be a player, along with Paul and Mary, and to try to articulate that vision and lobby for its actualisation

Peter, Paul and Mary were not only anti-war, but in their music they aimed to make the public aware of the exploitation of the underprivileged. Their song 'The Ballad of Spring Hill' made the public aware of the conditions coal miners worked in. '…There's blood on the coal and the miners lie…' made up part of the first verse .

There were also many other folk/protest artists of the early 160's. Some of these artists included Eric Andersen, a song-poet and recording artist who released 18 albums. He was discovered in San Francisco and got his start in Greenwich Village along with Phil Ochs and Bob Dylan.

Judy Collins, well known for her political songs was a participant in The Civil Rights Movement and in 164 went to Mississippi with the Caravan of Music. Woody Guthrie and Pete Seeger and the traditional music of the folk revival fired her passion for writing songs.

Phil Ochs was one of the musical spokesmen of the 160s. His song, 'I Aint Marchin Anymore' was one of the anthems of the anti-war movement. He was a committed activist who never gave up. Ochs was also a part of the Caravan of Music of Project Mississippi in 164.

When Dylan turned electric, it opened a whole new door for folk music. It was a new branch in the music tree and it was to be called folk/rock. Simon and Garfunkle, Country Joe and the Fish , the Byrds, the Mamas and Papas, and Tim Hardin helped give folk/rock an identity. Over a short space of time, protest songs shifted over to rock music. The Rolling Stones, the Who and the Kinks were straight rock artists who incorporated protest in their music. 'Satisfaction' , 'Well Respected Man' , and 'My Generation' were three of their songs of protest and rebelliousness.

From traditional acoustic protest music, folk was popularised through Bob Dylan, Joan Baez and Peter, Paul and Mary. Its popularity grew when Dylan introduced electric guitars and a full band to his music. Dylan's electric influence created a new music genre folk/rock. The protest songs that the artists above sang were specifically against the Vietnam War and general rebelliousness. After a short time, rock artists were taking up protest songs and putting them at the top of the charts

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MOBY DICK

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Moby Dick by Herman Melville describes the "fight til death" tale between Moby Dick and Captain Ahab, one of whom is the protagonist while the other is the antagonist.

Captain Ahab is a stone faced, mad, and selfish man who is willing to have the whole crew killed in the process of getting his vengeance. He expresses his madness and his one-track mind when he says, "God hunt us all if we do not hunt Moby Dick to his death." Ahab accually believes that the whale is antagonizing him which he admits when he says "He tasks me, he heaps me". When a fellow whaling captain asks Ahab for help with finding his son, Ahab refuses and selfishly says "I will not do it. Even now I loose time. Good bye, good bye."

Moby Dick is a rare, fearless, and very aggressive white whale. Ahab makes it very clear that Moby Dick took his leg in statements like "it was that accursed white whale that razed me; made a poor pegging lumber of me for ever and a day!" During his quest, Ahab meets several other captains, one of whom describes Moby as a whale that "doesn't bite so much as he swallows." Moby Dick is truly an impressionable and feared being.

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Captain Ahab is a whale hunter while the whale is not a human hunter. This is proved when Moby swims away from Ahab on the hunt. Starbuck realizes this and tells Ahab, "See! Moby Dick seeks thee not. It is thou, thou, that madly seekest him." It is true that the whale is known to be a killer, but he is a killer in defense.

Between Captain Ahab and Moby Dick, the whale is by far the protagonist of the two.Moby Dick by Herman Melville describes the "fight til death" tale between Moby Dick and Captain Ahab, one of whom is the protagonist while the other is the antagonist.

Captain Ahab is a stone faced, mad, and selfish man who is willing to have the whole crew killed in the process of getting his vengeance. He expresses his madness and his one-track mind when he says, "God hunt us all if we do not hunt Moby Dick to his death." Ahab accually believes that the whale is antagonizing him which he admits when he says "He tasks me, he heaps me". When a fellow whaling captain asks Ahab for help with finding his son, Ahab refuses and selfishly says "I will not do it. Even now I loose time. Good bye, good bye."

Moby Dick is a rare, fearless, and very aggressive white whale. Ahab makes it very clear that Moby Dick took his leg in statements like "it was that accursed white whale that razed me; made a poor pegging lumber of me for ever and a day!" During his quest, Ahab meets several other captains, one of whom describes Moby as a whale that "doesn't bite so much as he swallows." Moby Dick is truly an impressionable and feared being.

Captain Ahab is a whale hunter while the whale is not a human hunter. This is proved when Moby swims away from Ahab on the hunt. Starbuck realizes this and tells Ahab, "See! Moby Dick seeks thee not. It is thou, thou, that madly seekest him." It is true that the whale is known to be a killer, but he is a killer in defense.

Between Captain Ahab and Moby Dick, the whale is by far the protagonist of the two.

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Rodriguez vs. Anyon

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Rodriguez vs. Anyon

Society portrays social classes and social separation in school as having a great effect upon the outcome of the students in their specific social classes. Working-class schools are at a major disadvantage when it comes to the job outcome of these students. Jean Anyon, chairperson of the Department of Education at Rutgers University and author of "From Social Class and the Hidden Curriculum of Work," strongly believes that students are being prepared to occupy jobs that are predetermined according to their social class. For example, Anyon suggests that working-class students are being taught in a manner that only allows them to acquire jobs among the working-class. Richard Rodriguez, author of "Achievement of Desire," was a student of the working-class that went beyond Anyon's proposed fate and obtained a higher-level job. Rodriguez is an exception to Anyon's belief, which poses that Anyon's studies are too general and not completely correct. Anyon's research will not be one hundred percent valid until she takes into account all the factors of the development of a child.

Rodriguez was indeed an example of the working-class student described in Anyon's research. Anyon understands that working-class children must adhere to their teacher's teachings to succeed in the classroom. The teachers that Anyon observed served as a vital influence upon the children because they gave the information to the students. Students are to "follow the steps of a procedure…[they] are told to copy the steps as notes [and] these notes are to be studied. Work is often evaluated not according to whether it is right or wrong but according to whether the children followed the right steps"(Anyon 177). Most of the work done at this level is based upon what the teacher tells the children to do and how well the student listens and reproduces these steps. Rodriguez was like the children in these working-class levels because his success came from following his teacher's every move. The basis of his learning was dependent upon what the teacher told him. "I came to idolize my grammar school teachers. I began by imitating their accents, using their diction, trusting their every direction"(Rodriguez 1). Rodriguez's immediate trust with his teachers and his learning skills that developed from following his teachers' instructions proves that he was an example of the working-class student portrayed in Anyon's research. Anyon has legitimate facts of how students in particular classrooms are taught; of course any person can observe and report factual statements. In the case of Rodriguez, Anyon's suggestion that working-class students are being taught to obtain jobs in the blue-collar workforce is incorrect.

In her research, Anyon suggests that working-class occupations are of a low-skill level. In her essay Anyon states, "The following occupations are typical [of the working-class] platform storeroom, and stockroom workers; foundry men, pipe welders, and boilermakers; semiskilled and unskilled assembly line operatives; gas station attendants, auto mechanics, maintenance workers, and security guards"(176). With these words, Anyon advocates that all working-class citizens hold jobs with little or no skill. She analyzes overall in her essay that working-class children grow up and receive jobs within the working-class system. Unlike Anyon's assumption, Richard Rodriguez is an exception. Rodriguez, author of "Achievement of Desire," presents his struggle of succeeding from the working-class world. Although Rodriguez's parents were among the blue-collar workers, he overcame the stereotype that all children obtain jobs similar to their parents and now has an immense record of job skill. The introduction to his excerpt describes his skills as "An associate editor…an essayist…a contributing editor…[and was] nominated for the Pulitzer Prize in nonfiction"(15). With these job qualifications, it is clear that Richard Rodriguez did not grow up to have a job with little skill. He is a prime example that not all working-class children turn out like their parents. He does not fall into the category that Anyon simplifies; therefore there is an exception to Anyon's generalizations that all working-class children turn out to have jobs similar to those of their parents.

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Although Rodriguez is an exception to Anyon's generalization of the working-class and social class separation, he is just one exception. Anyon has many valid points in her essay, and with more studies and research Anyon's point may prove to be a fully acceptable reality. As her research stands, Anyon cannot prove that her simplifications are always applicable. Anyon's examples came from a very small group of studies. While she did record classroom behaviors from the students in fifth grade classrooms, she neglected to observe other important aspects. Anyon tells us that, "The examples were gathered as a part of an ethnographical study of curricular, pedagogical, and pupil evaluation practices in elementary schools"(175). She gives the reader information of how the teacher responds to students and vice versa. She does give in detail the emphasis on each subject given in the fifth grade and explains how each teacher of each school preps their students with knowledge. What she does not portray, which is an important issue, is how students react to the teachings of their parents in the home. In most cases, parental guidance is necessary for children to move from average students to excellent students. How students react to home situations is greatly important in determining how they develop in school and ultimately into the job world. Richard Rodriguez is an example of a student that worked harder than normal to succeed in school. He gives credit to his family and to others. Rodriguez states, "Without extraordinary determination and the great assistance of others -at home and at school-there is little chance for success. Typically most working-class children are barely changed by the classroom"(18). Even though Rodriguez's family is part of the working-class, it does not mean that they do not give him support. He credits them as well as his schoolteachers for his great success in life. He admits in this statement that his determination and influence gave him the confidence he needed to succeed. He also suggests in his statement that it is rare for students in the working class without his type of determination and influence to succeed in school. While Anyon compiles her evidence of social separation, she has forgotten to include outside sources of influence. It cannot be ignored that Rodriguez had influence in his life other than the teachings he received in school. In order for Anyon's research to be convincing, she must take into serious consideration that there are outside influences in children's lives that affect their outcomes other than just what they learn in school.

While Anyon's studies appear to prove that working-class students will only obtain jobs in the working-class fields because of their schooling, there are exceptions to her observations. Richard Rodriguez, a boy from the working-class, went through school successfully and became a well-known author and English Scholar. Separation among social classes does exist, but Anyon's suggestion advocates more than just separation. She judges that schools are responsible for preparing students in a manner that will benefit them for the jobs they are predetermined to obtain. Anyon's assumptions are faulty because schools cannot be the sole blame for this predetermination of jobs; all variables must be taken into account. Class, race, sex, parents, teachers, and schools must all be viewed as sources for a child's development. No one group or person can be blamed or credited. As in the case of Rodriguez, it is possible that students from working-class families can succeed in life and obtain jobs skills required for higher levels of classes. In order for society to determine why children turn out the way they do and why they obtain the jobs they do, much more research will have to be done and analyzed.

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Children of the Holocaust

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The Holocaust was one of historys most horrifying and most talked about events. Millions of people were killed during this terrible time; many of these people were children. Innocent Children were caught in the middle of a war of which they were powerless to stop and at a loss to understand. The children of the Holocaust were taken from their families and were treated harsh like the adults. These children should not have been dealt with this way and it is the responsibility of everybody to make sure it never happens again.

On August , 14 Adolf Hitler became the president of Germany and the commander in chief of the armed forces after the former President, Paul Von Hindenburg, died. (Alder 107) At that time, the German quality of life was low. Unemployment was high, and Germany was in a sort of depression. Hitler promised to improve the quality of life in Germany. (Giblin 6) He convinced the people that one "race" was responsible for the problems, Jewish. He set out to "cure" Germany, and many other countries such as Poland, Italy, and Russia. (78) Hitler truly hated Jews which came from his dad who had some sort of Jewish background left him. By 140 Hitler had completed taking over the continent. Jews that tried to escape to other continents were sent back, by appointed Hitler officials, to their homes to try and function as they did before. (Greenfield 1)

This systematic elimination of Jews, and many of other types of people such as blacks, homosexuals, Jehovahs Witnesses and just about anyone who Hitler believed was not part of the Master Race," was accomplished with tools of which came to be known as Concentration Camps. (Bachrach 11) Most of these were originally labor camps where prisoners were sent to perform slave labor for Their Reich, but were later used for elimination of people too old, young, or weak to work. This was done by way of the infamous gas chambers and crematoriums. The other poor souls were eliminated by simply being worked to death by their cruel overseers. (Kallen 10)

As the extirpating of Jews began, Jewish children were no longer allowed to attend German schools in 18 (Adler110), and then in 14 all Jewish schools were closed. (114) Jewish children were separated from any non-Jewish things, people, or places. This included schools, parks, and friends. They were made to feel ashamed for themselves and scorned for being of their heritage. (Greenfield 1) To make their lives worse they were forced to sew the Star of David on all their clothing. As all this continued Jewish families were sent to ghettos where children were left in the streets to search through garbage for something to eat. (Adler 57)

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Most of the people in the holocaust were adults, but many were children who were taken from their families and sent far from home. (Abells 6) These lost and confused children were taken to their own prisons where they were reviewed and, if they were lucky, sent to work camps. While not so lucky ones were sent to be killed. Babies and children had little chance of surviving the first selection and were sent immediately to the gas chambers. (Bachrach 5) Many of those that were killed were simply too young or not strong enough to be of any use. The people who were older than twelve years of age and younger than sixty-five were those that were usually placed in the work camps. (Dawidowicz 0)

As children were taken to the camps they were crying for water, their mother's hearts were shattered because they couldn't help their poor souls. (Adler 7) The Nazis hated the children for the sole reason of being Jewish. (Abells 5) Many children kept diaries of this awful time of their lives. One unknown boy wrote about the great hunger he experienced because he was given only about ounces of bread a week. (Holliday 7)

Another victim named Irene Freund was ten years old in 140 and was deported with her parents from Germany to Gurs and then to Rivesaltes (interment camps in southern France). A Jewish children society rescued Irene from the camp and took her to a Catholic Covent along with thirteen other Jewish girls. She was separated from her parents forever, for they were deported to Auschwitz- Birkenau, where they perished. (Bachrach 64)

Werner Galnik was also a child of the holocaust, and remembers seeing on April , 144 all the children under the age of ten, who could not work because of their age, were taken to Auschwitz, and gassed or burned. (Holliday 60) He also told how he and his brother drug wheel-barrows for work, and how the Children was very hard. (Holliday 5)

Those children who had not yet been found by Nazis were forced into hiding. The Hidden Children as they were called, faced many of the same horrors faced by those even less fortunate ones in the death camps, but they more often survived their ordeal. (Greenfield ) They lacked food and water, and due to their hiding places, which were often basements or even crawlspaces. They also lacked such luxuries as indoor plumbing, and a comfortable place to sleep. Those who did have such features as running water often times could not use it for fear of being discovered. (Greenfield 4)

Many times in the war would a kind gentile family would take in Jewish, or children of any other religion who were running from the war, into their homes and hide them from the prying eyes of the Nazis. These children were hidden in such places as cabinets, crawl spaces, and even in holes which would be dug beneath the floor of the family's house hold. These methods were rather successful in rescuing children who were attempting to escape the war. (Greenfield )

Liberation of the survivors in the German concentration camps did not come quickly. Then in 145, the Allies took Germany by storm and freed all the children and adult prisoners. The British and American soldiers were much more generous to these children. Accounts of people that were children in this time reported that these soldiers threw chocolate and chewing gum to these grateful survivors. (Adler 56)

Many of these children were reunited with their parents and traveled to the United States to start life anew. Others, who were not so fortunate, wandered through Europe and some found their way to other countries. Many ended up in America. Some who were not so lucky returned to Germany to find their homes and memories destroyed. Some were even killed as they wandered Europe. But none of these Children of the Holocaust will forget the horrific experience that changed their lives forever. (Adler ix)

The Holocaust was, and still is, one of historys most horrible, most unnerving, and most tear causing subjects. No one can tell you of its horror more than the people who were there, the children who watched history unfold before them, and the ones who lost their lives in the face of senseless racism. This pain and suffering of innocent people, of any magnitude, inflicted by another human being, is never the solution to any problems, and should never happen, though it sadly does. Even when polls were conducted about letting Jewish refugees and children into the United States, Americans voted against it. (Adler 4) However, the results of this major occurrence in history should give us motivation to fight to prevent another event like one of this sort to happen again. Therefore it is the responsibility of today's society to be sure that the children in this world are never faced with or put through such traumatizing situations. Bibliography

Abells, Chana Byers. The Children we Remember. New York Greenwillow Books,

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Alder, David A. We Remember the Holocaust. New York Henry Holt and Company,

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Bachrach, Sudan D. Tell Them We Remember The Story of the Holocaust. Boston

Little Brown and Company, 14.

Dawidowcz, Lucy S. The War Against the Jews 1-145. New York Bantam Books,

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Giblin, James Cross. The Life and Death of Adolf Hitler. New York Clanon Books,

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Greenfield, Howard. The Hidden Children. Boston Houghton Mifflin Company, 1.

Holliday, Laurel. Children in the Holocaust and World War II their secret diaries. New

York Pocket Books, 15.

Kallen, Stuart A. The Holocaust The Holocaust 140-144. Minnesota Library of

Congress, 14.

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Self directed woprk teams

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In recent times, the structural trend within organisations world wide has been towards self-directed work teams. These consist of a varying number of employees forming a team or work group, who then combine their efforts to work towards a common goal or purpose, which can generally be broken down into smaller, interrelated segments. The defining difference between a self directed team and a normal work group, is that the team will perform the task or process with a considerable amount of autonomy, lacking the traditional managerial supervision and taking on the roles of management within the team. There is a clear connection between self-directed work teams and increased productivity, that is the overall outputs which the teams are in control of, in relation to the inputs used to generate that outcome. In particular the information sharing and individual motivation which stems from this type of structure, has resulted in the organisations which have implemented self directed work teams increasing their productivity, and a notable difference in the productivity rates between these organisations and the organisations which are still more traditionally managed. There are inevitable problems associated with self directed work teams, especially in the implementation stage, which consist not only of the problems related to team working in general, but the more specific issues regarding the self-management within the self directed work teams. However, as the concept of self directed work teams is becoming more and more commonplace, research and experience has shown that there are various strategies which can be used to overcome these problems.

The organisational redesign which has been occurring in recent years has been triggered primarily by the managerial desire for work groups to have increased authority to deal with the problems and issues which they encounter. Although self directed work teams do not have the formal leader or manager similar to typical working groups or teams, they can select a leader within the group, interchange leadership depending on the task or they can choose to remain without a leader. However it is important to note that if the team does decide to elect a 'leader' within the group, that the leader is aware that their role r is not the same as the traditional role as a leader or manager and that they need to behave in a whole new set of ways. This leader must function more as an educator, coach and facilitator, and be there more as a resource for the team to use, than someone to take charge (Dyer 15). The team then has to take on all the roles which in a more traditional format, would be determined by management. These roles include areas such as setting the team work goals, which must be in sync with the organisational goals, training the employees within the team to ensure they can do what is required of them, agreeing upon a suitable work schedule and deadlines, hiring new employees and terminating members within the team that are not working effectively. The team is then responsible for a designated process, from start to finish. They are required to take an input and produce an output. The team is granted considerable autonomy in the way they go about getting from the input to the output, as long as they are completing the process accurately and promptly. For example, in the case of a power utility a self directed work team may be established to be in charge of repairs. In the case of an electrical fault, the team would be notified of the problem. Weather the team then decides to split the task into sections and assign a single employee to each task, or if they decide to assign three employees to work through the process of repairing the fault together is up to them, as long as the input, being the damaged or faulty equipment, is transformed into an output, being a properly functioning machine, in the required time.

Orsburn, J.D. (000) The new self-directed work teams mastering the challenge New York McGraw-Hill

Manz, C.C., Sims, H.P. (15) Business without bosses how self-managing teams are building high-performing companies New York John Wiley & Sons Inc.

McShane, S. and Travaglione, T. (00), Organisational Behaviour on the Pacific Rim, New South Wales McGraw Hill

Robbins, Bergman, Stagg, Coulter (00), Management, New South Wales Prentice Hall Australia

Accel Team.com (00), 'Section TwoEmployee Motivation in the Workplace' [Online], Accel Team United Kingdom, http//www.accel-team.com/motivation/ [1 October 00]

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