Problems with the US Education System

Problems with the US Education System One of the biggest problems with public school today is that academic performance is declining, particularly in urban areas and among disadvantaged populations. It is well known that education in the US has fallen behind many other countries internationally. We are behind most other countries in both science and math education. The Ayn Rand Institute puts it best, saying, American education is in ruins. In addition to the educational problems, the decline of the family involvement has been such that one now sees public service announcements reminding parents that they need to be the main influence in their kids lives. Although this problem bears disproportionately on the economically disadvantaged, who have no parents at home because all available adults must work to make ends meat. There seems to be a positive correlation between family income and educational achievement. The U. S. Census Bureau states that in 1996 23.7% of white high school graduates went on to complete at least four years of college education, compared to 13.5% for blacks and only 9.3% for Hispanics. So, the percentage of white high school graduates that go on to complete four or more years of college is more than twice the figure for the combined percentage for blacks and Hispanics (11.4%)! With statistics like these, its no wonder why the rich seem to get richer and the poor remain stuck in the gutter generation after generation. The effects of poverty are detrimental to students achievement and life prospects. For example, children and youth from low-income families are often older than others in their grade level, move more slowly through the educational system, are more likely to drop out, and are less likely to find work. Children in poverty are also more likely to have emotional and behavioral problems and are less likely than others to be highly engaged in school. These detrimental effects of living in poverty are further compounded for families that also are raising children with a disability. Furthermore, parents in low-income families are less likely to help their children complete homework assignments (Morrison, 2007). Historically, Americans have viewed education as an answer to many social ills; but a national poll found that 47 percent of Americans would give the nations public schools a grade of C for the quality of their work, and 19 percent would grade the schools as D or F. When asked about the schools in their own community, slightly less than half graded the schools as A or B, 35 percent gave a grade of C, and 11 percent assigned grades of D or F (Polling Report, 2007). (Lauer, 2007). Families are in a continual state of change as a result of social issues and changing times. Even the definition of what a family is varies as society changes. Families now include arrangements other than that of the traditional nuclear family: Single-parent families, headed by mothers or fathers Stepfamilies, including individuals related by either marriage or adoption Heterosexual, gay, or lesbian partners living together with children Extended families, which may include grandparents, uncles, aunts, other relatives, and individuals not related by kinship. As families change, so do the roles of parents, family members, and others. More parents work and have less time for their children and family affairs, working parents combine the roles of parents and employees, the number of hats that parents wear increases as families change (Morrison, 2007). The effects of poverty are detrimental to students achievement and life prospects. For example, children and youth from low-income families are often older than others in their grade level, move more slowly through the educational system, are more likely to drop out, and are less likely to find work. Children in poverty are also more likely to have emotional and behavioral problems and are less likely than others to be highly engaged in school. These detrimental effects of living in poverty are further compounded for families that also are raising children with a disability. Furthermore, parents in low-income families are less likely to help their children complete homework assignments (Morrison, 2007). Historically, Americans have viewed education as an answer to many social ills; but a national poll found that 47 percent of Americans would give the nations public schools a grade of C for the quality of their work, and 19 percent would grade the schools as D or F. When asked about the schools in their own community, slightly less than half graded the schools as A or B, 35 percent gave a grade of C, and 11 percent assigned grades of D or F (Polling Report, 2007). (Lauer, 2007). The crisis in American schools takes three major forms. First, student academic performance is declining, particularly in urban areas and among traditionally disadvantaged student populations. Second, discipline and moral behavior is quickly becoming non-existent. Third, the per-student expenditure is inflated beyond what is necessary. The first problem with public school today is that academic performance is declining, particularly in urban areas and among disadvantaged populations. In the 1980s, Americas education crisis received widespread publicity. Several reports were done on the impact of this education crisis on the workforce. These reports, especially those by the Hudson Institute and David Kearns, indicated massive shortcomings in education that left high-school graduates unable to effectively function in an increasingly technological and service-oriented economy (Tyson 1990). Beyond the area of skills-based education, public schools are sadly lacking in liberal arts education. It is well known that education in the US has fallen behind many other countries internationally. We are behind most other countries in both science and math education (Morrone 2000, U.S. EPA 1996). More specifically, the US ranks 18th out of 21 countries in math as a result of the dominance of progressive education techniques replacing traditional learning (Bernstein 2000). Even here in college, where the students represented are among the top in the nation, problems with object ive math prevail. The Ayn Rand Institute (2000) puts it best, saying, American education is in ruins. Students cannot read, write, add or think?. Parents who can afford to, send their children to private schools, in the desperate hope of finding sane teaching? More than ever, employers are left to pick up the pieces, training school graduates in the basic skills necessary for working life. These problems are exacerbated for African-Americans. According to the Economist (2003), Blacks who are disproportionately concentrated in inner-city areas) are getting a lousy deal from the public-school system. The National Assessment of Educational Progress, Americas equivalent of a national report card, reveals that the average black 17-year-old is four years behind his white counterpart in math and reading and five years behind in science. Black students are three times more likely than whites to be shunted off into dead-end special educational classes. In addition to educational problems, the much-heralded social engineers that seek to impose Progressive norms on Americas students have unfortunately succeeded. The rising self-esteem movement that seeks to avoid blame has clearly left its mark on our public education system. The retrogression toward anarchy occurred on the watch of Progressive education, which seeks to socialize students above actually providing knowledge. It is no wonder that an educational philosophy centered around never finding fault with another and seeking consensus before reason would lead to both educational failure of massive proportion and an increase in violent behavior due to the inability of students to reason together (Woiceshyn, 2000). We can hardly claim we werent warned. John Locke, the most influential philosopher in the minds of our founders, indicated he could easily do without public education. Lockes fears regarding civic education about have been borne out in contemporary America, as young peo ple are increasingly left to shift for themselves. The decline of the family has been such that one now sees public service announcements reminding parents that they need to be the main influence in their kids lives (Schaub, 2002).? Again, this problem bears disproportionately on the economically disadvantaged, who have no parents at home because all available adults must work to make ends meet. Predictably, black males are the most disadvantaged of all, as indicated by their higher rates of incarceration (Mauer, 1990) and suspension from school. Conclusion One thing we can say with certainty about the educational landscape today is that parents, families, and communities are as much a part of the educational process as are children, teachers, and staff. At no other time in U.S. educational history has support for family and community involvement in schools and programs been so high. All concerned view the involvement of families and communities as critical for individual student success, as well as for the success of the American dream of providing all children with an education that will meet their needs and enable them to be productive members of society (Morrison, 2007) Teachers are born, not made and with training and practice teachers are transformed from strong ones into gifted ones. I personally do not believe there is a single formula for classroom success. In order to be an effective teacher one needs to employ structural strategies to address the range of students learning needs. I also believe that, part of being successful in todays classroom is having relationships with the students that are based on maintaining appropriate roles, which suggests clarity in behavioral expectation and consistency in response to disciplinary situations. Communication and classroom management are vital to the success of teaching, having a sense of humor; knowledge and caring are also needed for todays teachers. In general teachers success=student success. School tracking is the process of separating students into leveled course selections according to academic ability. But the matching of students to different tracks tends to bring with it racial, ethnic and social-class overtones from the very beginning. Jeannie Oakes found that race more than ability determined which students were placed in which tracks, and that the lower tracked students had fewer learning opportunities and teachers expected little from them and offered fewer constructive comments. The first public school in America was established by Puritan settlers in 1635. The school was publicly funded and the first classes were held in the home of the schools master. What is so fascinating is that 5 of the 56 signers of the US Constitution attended Boston Latin: John Hancock, Samuel Adams, Benjamin Franklin, Robert Treat Paine, and William Hooper. The basis to create a public school system was initially formed by. Jefferson. In the 1600s, the dominant belief on educating the children was due to religious reasons. However, with the arrival of people from many countries and belonging to different faiths led to a weakening of the concept. People rejected the English only school and opposed the clergy imposing their religious views through public education. By the middle of the eighteenth century, private schooling had become the norm. Jefferson believed that education should be under the control of the government, free from religious biases, and available to all people irrespective of their status in society. Until the 1840s the education system was highly localized and available only to wealthy people. Reformers like Horace Mann and Henry Barnard who wanted all children to gain the benefits of education opposed this. As a result of their efforts, free public education at the elementary level was available for all American children by the end of the 19th century. Education has not always been free and available to everyone. Many people had to die in order to provide minorities as well as the poor the opportunity to attend equal schools. The first blacks arrived as slaves in the colonies in 1619 and were initially taught by the missionaries to convert them to Christianity. In spite of individual efforts, the education of blacks remained very low until Lincoln issued the Emancipation Proclamation in 1863. The literacy rate that was around 5% in the 1860s rose to 40% in 1890 and by 1910 it was at 70%. During the 1950s segregation by race in public and private schools was still common in the United States. In 1954 the Supreme Court unanimously ruled in Brown v. Board of Education that racial segregation in public schools was unconstitutional and by 1980 the federal courts succeeded in eliminating the system of legalized segregation in southern schools. Is the education system better off today? We all know that the advancement in technology and learning methods has brought about a lot of change for the better in the public education. However, Schools are facing other social problems such violence, drugs, alcohol, smoking, and sex-related issues. Low tracks suffered from more classroom management problems, and focused more on social rather than academic matters. Tracking does not result in the equal and equitable distribution of effective schooling among all students. Instead, it allocates the most valuable school experiences to students who already have the greatest academic, economic, and social advantages. I tend to lean toward the conservative and traditional way teaching, therefore, I fine the Teacher-Centered Philosophy approach is more in-line with my thinking. For the Perennialist, reality is a world of reason and would favor a curriculum of subjects and doctrine, taught through highly disciplined drill and behavior control. Kids come to school with lots of knowledge and lots of interests. However, the job of the school is to teach them what they do not know and teach these things in a systematic and organized way. The students are there to learn what they do not know, thus, the environment should be task oriented and disciplined. It is not to fill their minds with isolated fragments of information but to fill them with systematic knowledge. They need to learn, and as they get older, they need human insights and skills that come from the disciplines. Najlaa Reference: Sadker, David M.. Teachers Schools and Society: A Brief Introduction to Education, 2nd Edition. McGraw-Hill/Course As a teacher, you will be called to follow your ethical compass to protect the physical and emotional well-being of your students and to guide students own ethical development (Sadker 2008, pg. 271). Teachers must take a position on moral issues and help students understand right from wrong. But they also have to be aware of their first impressions and be sure they have all the relevant facts. If one does not have them, get them. In the classroom teachers may not use racist or sexist humor or exchange grades for money or sexual favors. They need to think before acting, respect and be sensitive to cultural differences. For example, think twice before telling a joke (any joke!) that might offend other races or cultures. Teachers have always been considered role models for their students and whatever they say and do will have a great impact on them.

Cost Volume Profit (CVP) Analysis Applications

Cost Volume Profit (CVP) Analysis Applications 1. Introduction The use of Cost Volume Profit (CVP) Analysis depends upon a number of clear assumptions, for its application in resolving problems, simplifying complexities and aiding decision-making in business issues. Areas of application, inter alia, include pricing, calculating contribution, computing costs, deciding sales mixes, estimating breakeven points, assessing profitability, and achieving profits. As a financial tool in the hands of accountants, (professionals who are generally more at home in dealing with simple and linear arithmetic than with the intricacies of statistics and calculus), it is invaluable, brilliant in its simplicity and in its ability for using straightforward calculations to make sense out of complicated business situations. CVP analyses work on certain basic assumptions in areas of sales, in unit price and volume, and costs, fixed and variable, for their simplest and most straightforward applications. However, the irregularities of actual business situations, their proneness to pick up complex variables, and their stubborn refusal to abide by the norms of arithmetical linearity, introduce a number of issues that sometimes make it difficult to apply simple arithmetical concepts like CVP towards their resolution. The simplicity of an analytical tool such as CVP can cut both ways. It can be both its greatest virtue and its major shortcoming. The real world is complicated, no less so in the world of managerial affairs; and a typical analytical model will remove many of those complications in order to preserve a sharp focus. That sharpening is usually achieved in two basic ways: simplifying assumptions are made about the basic nature of the model and restrictions are imposed on the scope of the model. (Guidry, Horrigan Craycraft, 1998) Businesses that do not have a single product sales portfolio, and who, in the normal course of their activities, sell a number of products, sometimes quite dissimilar from each other, face even more difficult and complex challenges in the application of CVP concepts. It is the purpose of this assignment to examine the appropriateness of applying CPV techniques in business environments, wherein companies produce and sell a number of dissimilar products, with particular reference to the specific assumptions needed for such exercises. 2. Commentary In base terms, a CVP analysis deals with sales, costs, contribution and ultimate profitability. Arithmetical manipulation of the relation between unit sale price, total sales, variable costs, contribution, fixed costs and profitability, results in information about breakeven volumes, the implications of both variable and fixed costs on margins and final profitability, thus helping decision making in such issues. a. Sales The first set of assumptions, in this methodology, concerns financial data regarding sales. CVP techniques work on the assumption that product sale prices will remain constant and total sales will necessarily be a linear multiple of the number of units sold. As such, if ‘x’ is the sales price in GBP and ‘a’ the volume in units, total sales will equal ax GBP. In most business situations, factors like volume and cash discounts, as well as introductory offers to new customers, often cause changes in sales prices. It is general practice for accountants, in such situations, to arrive at an average sales price depending upon the business environment, and the needs of the market, and apply it for CVP exercises. This situation could become complicated, if sales prices differ in different geographical areas, and infinitely more complex for analysis, if a company deals with a number of products, each of which may have a range of items, and different pricing policies. Furthermore, the use of average prices becomes patently unsuitable, if not downright silly, in environments where a number of diverse products make up the sales basket. b. Variable Costs Costs, for CVP analyses, consist of two broad categories, variable costs and fixed costs. Variable costs are costs that change directly in proportion to changes in volume. They include the wages of production workers or salespeople, raw materials, electric power to run machines, and the cost of maintaining inventory. While most variable costs are of a direct nature, their movement, in actuality, is never strictly linear and they tend to change somewhat, decreasing with initial volume increases, remaining stable for a substantial period and then inching upwards, after volumes exceed a certain limit. While accountants are aware that costs are never fully variable or fully fixed, this differentiation helps in some exercises, notably CVP applications. Costing and production departments thus try to segregate variable costs to the best of their knowledge and ability. â€Å"Splitting out fixed and variable costs can be a long, time consuming process; and techniques such as the inspection of accounts method really are not suitable if the analysis is to be realistic. At the very least, some kind of statistical or mathematical analysis will have to be undertaken.†(Williamson, 2000) The impact of different sales prices, and variable costs, of different items, for a company that deals in many diverse products, introduces a host of complexities in the use of CVP techniques, which primarily work on the assumptions of single product lines, constant sales prices, variable costs, and linear movements of both, in accordance with volumes. Fixed Costs, another important factor for CVPA exercises, comprise of expenses that do not change in proportion to the level of activity of a business. They can include both overheads, like rent and utilities, as well as direct costs like salaries. It also needs understanding that fixed costs remain steady only within a certain range of activity, and for a definite period. They are quite liable to change with time and with level of activity. c. Multi product Situations CVP exercises make use of all these components, namely sales prices, sales volume, variable costs and fixed costs to arrive at conclusions regarding contribution margins, breakeven points, pricing decisions, minimum volumes that need selling, and similar other financial issues. While CVP analyses progress on the assumption that primary factors will behave predictably, at least for single product companies, the situation in real life business environments is very different and sales prices, variable costs and fixed costs get impacted by developments like changes in pricing policies, needs for special discounts, inflation, and mid term salary increases. All organizations are subject to uncertainties, leading to risks of failing to meet expectations. Even though each organization is subject to distinctive business risks, all of them face uncertainties related to the economic environment. These uncertainties increase manifold in the case of organisations that deal in various diverse products, with differing sales prices and variable costs. Even the treatment of fixed costs becomes complex because some fixed costs would be applicable to specific product lines, (e.g. departmental salaries or rent) while others would be applicable to all product groups like the MD’s remuneration or legal retainer fees. Such business settings lead to violation of basic assumptions needed for CVP exercises. Moreover, this sort of nonlinear behaviour, of both revenues and costs, and the increasing number of uncertainties could affect the assumptions required for CVP analyses and lead to invalid conclusions. In addition, it could be difficult to determine the point of operating activity where operations move into a new relevant range. Any simple and straightforward attempt at resolving CVP issues, even for a company with just ten product lines, each with different revenue and cost cha racteristics could thus fail without the use of mathematical modelling, which at times could become quite unwieldy. Multi product situations, which automatically lead to the emergence of numerous variables and to the violation of the tenets of CVP methods, are inevitable in real life business situations, and it would thus be quite impossible to find problems that satisfy all CVP assumptions. Does this imply that the CVP method is just a simplistic arithmetical tool that is adequate for use in costing textbooks, as well as for simplifying basic cost issues for beginners, but actually of no use in real life situations where (a) the sales baskets of companies always have many products, and (b) costs are not amenable to straitjacketed behaviour? Notwithstanding the meagre probability of the assumptions required for CVP exercises occurring in real life situations, CVP analyses still maintain their relevance in operational and financial decision making, even in multi product situations, albeit with some provisos and modifications. The most widespread application of CVO, in multi product situations happens in the formulation and determination of sales mix. In such situations where there are, for example, five products with differing unit sales prices and variable costs, it is possible to find the contribution of each product per piece, by subtracting the variable cost from the sales price. An analysis of comparative contributions thus provides information about the potential profitability of the different products, and determination of the product mix that will contribute most towards the profitability of the company. The use of a practical example will be of use in illustrating these statements Data relating to hypothetical Company ABC Product A B C D E Sales Price GBP 5 6 8 11 12 Sales Volumes Nos. 100 250 325 25 200 Product Mix % 11 28 36 3 22 Variable Costs GBP 3 2 4 5 7 Contribution GBP 2 4 4 6 5 Total Contribution GBP 200 1000 1300 150 1000 The use of simple CVP analyses makes it possible to come to the following conclusions. Product E, even though it has the highest Sales Price does not give the highest contribution, either per piece or in totality. Product D, even if it has the highest contribution per piece gives the lowest total contribution Product C, which has a medium contribution of 4 GBP provides the highest total contribution to the company Profit optimising activities should primarily focus on (a) increasing the contribution of Product A and (b) increasing the sales of Product E and D. Apart from these conclusions, CVP techniques will be useful in calculating the breakeven point of the company’s current operations, after ascertainment of fixed costs, and by using the weighted average of contributions of the total products, based on the current product mix. In this particular case the weighted average of the contribution of the company’s products, obtained by dividing the total contribution of 3650 GBP by total sales of 900 units works, out to 4.05 GBP per piece. Thus, if the fixed costs of the company are 4500 GBP per year, the company will have to sell (4500/4.05) 1112 units to break even, considering maintenance of the current product mix. Income tax does not come into play until achievement of break-even levels. However, once breakeven levels are crossed, the profit after tax at various levels of sales is easily obtainable by multiplying the sales numbers, in excess of the BEP, with the weighted contribution per unit and obtaining the product of this figure and the post tax percentage. If, for example the company plans to sell 2000 products during a year, and the level of tax is 30 %, the total after tax profits can be worked out by multiplying 882 (2000 – 1112) with 4.05 and then again with 70% (being the post tax income). As such, 882 * 4.05 * 70 %, which equals to 2500 GBP will be the post tax profits at a sale level of 2000 units with the same product mix, sales prices, variable and fixed costs. The use of Excel sheets becomes very useful for such exercises and enables accountants to work upon a number of options with varying products mixes, changes in sales prices and the impact of different factors on variable and fixed costs. It thus becomes possible to forecast a number of situations and engage in a number of sensitivity exercises. 3. Conclusion The use of CVP analysis depends upon a number of assumptions in areas of sales and costs for its proper application. Many of these assumptions get violated in actual business situations, more so when a company deals in a number of products with different price and cost structures. While these factors do lead to difficulties in using CVP techniques, the availability of spreadsheets, particularly the options available with Microsoft Excel make it possible for accountants to use these techniques in different business scenarios with changes in assumptions without great difficulty or tedious and repetitive calculations. In case of situations where the number of variables becomes extensive, the use of probabilistic models helps in CVP analysis. However, the use of probabilistic techniques in normal business situations is quite rare, and the careful and knowledgeable use of CVP techniques, with the aid of spreadsheets, proves adequate in handling many multi product requirements. CPV analysi s also faces criticism because conclusions and recommended decisions, arising out of its use, disregards wealth and risk implications. Nevertheless, its continuous use and adaptability reinforces the robustness of the model and its adaptability to changing business needs. Word Count: 2128 words Bibliography Bhimani, A. (Ed.).,2003, Management Accounting in the Digital Economy. Oxford: Oxford University Press. Guidry, F., Horrigan, J. O., Craycraft, C., 1998, CVP Analysis: A New Look. Journal of Managerial Issues, 10(1), 74+. Heymann, H. G., Bloom, R. ,1990, Opportunity Cost in Finance and Accounting. Westport, CT: Quorum Books. Lawrence, C. M., 2006, Cost Management: A Strategic Focus, 3d Ed. Issues in Accounting Education, 21(3), 324+. Mascha, M. F., 2002, Cost Management: Strategies for Business Decisions. Issues in Accounting Education, 17(4), 451+. Riahi-Belkaoui, A.,1992, The New Foundations of Management Accounting. New York: Quorum Books. Williamson, D, 2000, Cost Volume Profit Analysis: Its Assumptions and Their Pitfalls, Fortune City, Retrieved March9, 2007 from business.fortunecity.com/discount/29/cvpassweb.html

Issues of social balance and mixed communities

Issues of social balance and mixed communities Interest in social balance and mixed communities has arisen as a response to both increased management issues in social housing and to concepts of the underclass and social exclusion. The identification of significant and persistent inequalities between areas at the ward and neighbourhood level in recent research (e.g. Meen et al., 2005) has triggered a shift in housing strategy and policy. Social balance is now entrenched within English housing and planning policy where it provides a correction to the housing markets natural tendency to segregate (Goodchild and Cole, 2001). Although this state interventionist approach has come under-fire from academics such as Cheshire (2007), who argue that spatial policy cannot correct deep-rooted social and economic forces and that the focus of policy should be to reduce income inequality in society not just treat the consequences of it, social mixing has gained popular support in urban policy. This literature review outlines the mixed community approach to urban gentrification in urban policy by discussing its latest iteration, the MCI. The MCIs place in UK policy discourse is then analysed as a way of exploring its conceptual and theoretical ideologies for area regeneration. Finally, an in depth review of the literature is conducted which reengages with Mixed Communities as an approach to area regeneration Since 2005, the mixed communities approach to gentrification and the renewal of disadvantaged neighbourhoods has become firmly embedded in the UKs housing and planning policy. The approach was first announced in January 2005 in the Mixed Communities Initiative (MCI) which formed part of New Labours five year plan for the delivery of sustainable communities. The MCI has four core components (Lupton et al., 2009); A commitment to the transformation of areas with concentrated poverty, to provide a better housing environment, higher employment, better education, less crime and higher educational achievements. To achieve these through changes in the housing stock and attraction of new populations, whilst improving opportunities for existing populations. Finance development by recognising the value of publicly owned land and other public assets. Integrate government policies to produce a holistic approach which is sustainable through mainstream funding. Initially the MCI was delivered through twelve demonstration projects situated in the most deprived neighbourhoods in the UK. However, more recently the concepts behind the mixed community approach have grown beyond these projects and are now advocated by planning authorities in a diverse range of areas. Consequently, mixed community developments are emerging without demonstration project status and as such mixed communities have become an approach to area regeneration in addition to being a government policy initiative (Silverman et al., 2006). In response to this policy development the purpose of this literature review is two-fold. Firstly, through analysis of the theories of poverty, place and gentrification in policy discourse it is possible to gain an understanding of the rationale behind the mixed communities conception of the causes place poverty. Review Secondly Theories of Poverty and Place in Urban Policy Any form of urban regeneration reflects a specific theoretical understanding of the causes of place poverty. Throughout the 20th Century UK urban policy has undergone a transformation in its understanding of the causes of place poverty and consequently the approach to urban regeneration has altered. A broad distinction can be made in the UKs approaches to regeneration; between early regeneration by the Keynesian welfare state and that advocated by conservative governments. The former looked to correct the crisis of the neighbourhood through neighbourhood improvement. This approach understands the problems of declining areas as a product of the economic structures which cause spatial and social inequality (Katz, 2004). In response they looked to improve living conditions and try to equalise life chances through redistributive social welfare programmes. In contrast to neighbourhood improvement is the neighbourhood transformation approach, a discernibly neoliberal approach advocated by conservative governments. Here the problems of disadvantaged neighbourhoods are understood as the product of market failures rather than underlying economic structures. The creation of mass social housing estates and overly generous benefit regimes are some of the market failures which reportedly trap the disadvantaged in social cultures of dependency (Goetz, 2003). In the neighbourhood improvement approach these areas are seen as a barrier to market forces; occupying inner city areas with good commercial and residential property investment potential. According to Lupton and Fuller (2009:1016) the neighbourhood improvement approach understands the solution to be: not simply the amelioration of conditions in these neighbourhoods for the benefit of their current residents, but the restoration of market functionality through the physical change and transformation of the position of the neighbourhood in the urban hierarchy Perhaps the best example of this is the role of Urban Development Corporations which brought about the transformation of the London Docklands in the 1980s. Their presence instigated a fundamental change in the role of the state in urban development, from a regulator of the market to an agent within the market. The state was now responsible for fostering the economic conditions under which the economic productivity of areas and communities could be improved. In 1997 New Labours urban regeneration policy was hailed as a divorce from this transformational approach and a return to the improvement approach. The government pioneered an array of new, enhanced public services under the National Strategy for Neighbourhood Renewal. Included was the Neighbourhood Renewal Unit and the New Deal for Communities (NDC) which facilitated interaction between local agents on neighbourhood improvement. Whilst this strategy had the appearance of a strong local focus which prioritised residents, other elements of New Labours policies were characteristically neoliberal. As Fuller and Geddes (2008) remark, Labours urban interventions focus on an equality of opportunity agenda which aspires to greater social cohesion and inclusion by devolving responsibility to local citizens. However, by not matching these responsibilities with appropriate state powers within the NRU and NDC there has been little support for local citizens except to merely compensate the indiv iduals and places put at risk by market forces. As such New Labours initiatives have failed to deliver major redistributional interventions which relinquish local state agents from neoliberal targets, cultures and forms of control (Jessop, 1990). Neoliberal theories of poverty and place within the MCI Within this policy discourse the MCI exists as a more characteristically neoliberal initiative. It is clear in its understanding of the problem, concentrated poverty, and the solution, de-concentration through gentrification and neighbourhood transformation. By doing this the MCI subscribes to a policy discourse which understands concentrated poverty as a spatial metaphor (Crump, 2002). This metaphor inherently undermines complex economic, social and political processes and uses the individual failings of the poor within concentrated spaces to justify their dilution or removal. The concentrated poverty thesis originated from the US (e.g. The Hope VI Urban Revitalisation Programme) where it provides legitimacy to policies which alter cities spatial structures through market forces. Such influences have encouraged British policy makers to adopt a more radical approach to urban regeneration and advocate extensive demolition and gentrification to restore functioning housing markets, imposing a neoliberal agenda on struggling housing environments (Imbroscio, 2008). The MCIs focus on market restoration is clearly articulated: the aim is that success measures should be choice. Reputation, choice of staying and that people want to move in its about market choice (Senior CLG official in Lupton et al., 2009:36) The government realises that while public service improvements will help create this market, it is not enough alone physical change is required to enhance peoples attraction to the neighbourhood and its market. The states role is therefore not just to invest directly but improve and diversify the housing stock whilst decreasing public housing ratios with the explicit goal of stimulating market processes. However, a further consequence of this is the re-population of The mixed communities approach requires the state to fund the improvement of services, in many cases to attract better-off residents, and sell or gift land to the private sector. The removal of social housing through its gift to the private sector inherently creates a spatial fix for poverty and incentivises the development of mixed-income housing developments. In such a situation there is potential for the private sector to change social housing in co-ordinance with market dynamics and consequently complex and marginal developments will be neglected (Adair et al., 2003). CONCLUDE and develop a little mention gentrifiction Impact of Mixed Communities As long as 30 years ago, Holcomb and Beauregard (1981) were critical of the way it was assumed that benefits of urban revitalisation through social mixing would trickle down to the poor. Despite the consequential academic debate, which disputed whether gentrification leads to social exclusion, segregation and displacement, it has become increasingly popular in urban policy where it is assumed that its application leads to a more socially mixed, integrated, and sustainable urban environment. The following review will explore the literature which questions whether moving middle-income populations into low-income neighbourhoods or vice versa has a positive impact on residents urban experience. link to mixed communities Schoon (2001) identifies three rationales behind social mixing in policy debates. Firstly, there is an assumption that the middle-class are more likely to attract public resources and as such the lower-income household will fare better in socially mixed communities. Secondly, mixed income developments are in a better position to support a local economy than areas of concentrated poverty. Finally and most controversially, the networks and contacts argument advocated by Putnam (1995) poses that socially mixed neighbourhoods create an environment which improves the bridging and bonding of social capital between social classes. Consequently, lower-income residents have more opportunities to network and break out of poverty than they would in areas of concentrated deprivation. The Social Exclusion Unit (1998:53) expands on this: [socially mixed neighbourhoods] often brings people into contact with those outside their normal circle, broadening horizons and raising expectations, and can link people into informal networks through which work is more easily found. These three arguments are the cornerstone of a global policy discourse which has received very little critique in the UK. One of the reasons for this is the way it is framed. The social mixing agenda which has been prominent in western efforts to decentralise poverty is a discourse which actively avoids the word gentrification. Instead it uses terms like urban revitalisation, urban regeneration, and urban sustainability to redefine itself as a moral discourse which helps the poor (Slater, 2005; 2006). By doing this the discourse deflects from the class restructuring processes which define its implementation. Previous Studies As of yet there is little consensus around the ability of gentrification to achieve the goals asked of it, neither is it clear what type of social mix is most desirable or the outcomes of different mixes (Walks and Maaranen, 2008). For instance, Tunstall and Fenton (2006) who claim to amass the best UK research on social mix conclude that although knowledge gaps exist the founding arguments for mixed communities remains valid. Yet, in contrast, Doherty et al. (2006) undertook quantitative analysis of the UK census and Scottish Longitudinal Study and concluded that there is little evidence to support the mixing of housing tenures in developments with the premise of improving social well-being. Purpose sentence Randolph and Wood (2003) note that much of the research conducted so far has concentrated on social mixing in public housing estates (Atkinson and Kintrea, 2000; Cole and Shayer, 1998) and there has been little exploration of the social mixing occurring in new build developments. Does Gentrification bring about social mixing? Contrary to the assumptions which link gentrification to improved social mixing, most research suggests that gentrification is likely to reduce social mixing at the neighbourhood level. Interviews conducted by Butler (1997), and Butler and Robson (2001; 2003) suggest that local middle-income gentrifiers engaged in little social interaction with lower-income residents. Their research found that gentrifiers generally sought out people with similar cultural and political interests which often lead to little interaction between middle and low-income residents. Accordingly, they found that interaction was greatest in areas where gentrification had homogenised an area and pushed out other groups. In areas where this had not occurred, Butler and Robson (2001) reported that, the difference between tenants resulted in tectonic juxtapositions which polarised social groups rather than integrating them. In their later research, Butler and Robson (2003) not only reinforced their earlier findings but found that children formed a key facilitator in resident integration: there was no evidence that the children played outside these middle class networks, our fieldwork strongly suggests that the middle class preschool clubs were highly exclusionary of non-middle class children (Butler and Robson, 2003:128) Although Butler and Robsons research rightly questions the role of gentrification in a policy discourse which looks to foster a sustainable urban environment it does so primarily through the experiences of the gentrifier. Davidsons (under review) research of new build, middle income development on the River Thames, London engaged with both gentrifier and non-gentrifier to reinforce scepticism over the ability of housing type to influence class relations. Davidson found no evidence to suggest that any of the developments desired outcomes had been achieved through the introduction of a middle class population. Both the temporary nature of new build residents and the spatially segregated nature of the development itself meant the development fostered little integration between low and middle income residents who do not work in the same place, use the same transport or frequent same restaurants or pubs. In a similar study Freeman (2006) researched two black gentrifying neighbourhoods in New York City. Like Davidson, Freeman found that social networks rarely crossed and that gentrifiers and longer term residents generally moved in different spaces. Additionally, Freeman experienced that residents were hesitant to pass comment on social mixing, they rarely expressed their opinions in overly positive or negative tones. In accordance with this literature it seems unrealistic to assume that different social groups will integrate when living together. As some of the authors have highlighted, increased neighbourhood diversity does not correlate with increased social interaction and can in some cases promote social conflict as much as it does social harmony. Mention how its all based on a class representation of society The mixed communities policy agenda has been used to help improve inequality in social housing (estates managed by local authorities, housing associations, and other non-profit housing agencies) and more controversially to regenerate social housing. This concentration on social housing comes out of a Since its conception social housing in the UK has experienced slow residualisation a tendency to house only certain types of household; the poor, unemployed, those in debt, with a history of mental illness and experiencing a relationship breakdown (Cole and Furbey, 1994). For much of social housings history this process has been ignored and consequently has been accompanied by a sorting process forcing the most vulnerable households into the most unattractive housing (Willmott and Murie, 1988). MIXED COMMUNITIES DEFINE EVERYDAY EXPERIENCE what is encapsulated within this? Social interactionà ¢Ã¢â€š ¬Ã‚ ¦ Previous Studies There are three studies which are relevant to this research. They examine the impact of mixed community housing on social interaction: Atkinson and Kintrea (2000) conducted an exploratory study which analysed diaries made by 38 households. The research suggested that patterns of social life vary by tenure and as such little interaction occurred between residents of owner occupied housing and social housing tenants. The neighbourhood was seen as a focus of interaction for social housing residents only. Cole and Shavers (1998b) survey of 52 residents in a new build, mixed-tenure redevelopment in Sheffield again found only weakly developed social networks. Jupps (1999:10-11) analysis of interviews with over 1,000 residents living in ten-mixed-tenure estates in England, concluded that the street is a more significant social unit than the estate. The case studies analysed often had social and private housing located on different streets and consequently there was little mixing reported between the two groups. Jupp reported that fostering social interaction would extremely difficult because of the overwhelming belief between residents: they do not think that they share many common interests with their neighbours. Individually these studies offer little scope, but taken together they provide a consistent view that mixed tenure developments foster little social interaction between residents of different social backgrounds. However, it must be realised that these studies only examine the grass-roots neighbourhood, that is to say that they often ignore the way external perceptions have defining role in the developments success. Atkinson and Kintrea (2000) identify it as a key area for future research when they report that residents welcomed the influx of higher income residents because they improve the reputation and appearance of the area. There is one fundamental understanding that underpins urban policy in the UK; as stated in the foreword of the Urban White Paper: How we live our lives is shaped by where we live our lives

How Power Corrupts in Macbeth Essay -- Macbeth, power, Shakespeare,

â€Å"Power tends to corrupt and absolute power corrupts absolutely.† (John Dalberg-Acton, 1st Baron Acton) It is in human nature that the more power one desires the more corrupt actions one must do to attain it. In Shakespeare’s tragedy of Macbeth, a Scottish noble's craving for power leads him to do terrible deeds that leads to his demise. Shakespeare shows that power corrupts by using Macbeth who corrupts under the thought of have power over others. Macbeth becomes corrupt under the thought of becoming king and gaining almost complete control over the people that he rules. Macbeth wants the power badly enough to do horrible deeds such as commit regicide. Lady Macbeth becomes very ambitious and allows herself to become seduced to the idea of becoming Queen. Her ruthlessness urges Macbeth to commit regicide by questioning his love for her and his own manhood. Jane Brendon, a female critic on Macbeth comments on the Lady Macbeth’s association with Macbeth, the hero, to commit crimes which tend to show that the corruption of Macbeth is previously designed and the result that they got was foretold: Lady Macbeth certainly had the upper hand over her weak husband; she found it easy to manipulate him into murder and then getting him to think it was his own idea! She even insults him by telling him that the only way he’ll be able to prove his manhood to her is to commit murder, since he hasn’t already proved it to her by â€Å"giving her a son.† That was a very, very harsh insult because in those times, males were everything. (p.9, The Follies of Power) The essence of Macbeth lies not only in the fact that it is written by the universal talent William Shakespeare; the royal-conspiracy, the political unethical activity, the killin... ...U of Pennsylvania Press, 1994) Domhoff, G. W. (1990). The power elite and the state: How policy Is made in America. Hawthorne, NY: Aldine de Gruyter. http://www.ehow.com/about_6635615_meaning-graft-corruption https://answers.yahoo.com/question John Wain, The Living World of Shakespeare: A Playgoer’s Guide (London: Macmillan, 1965), 23. Leonard Tennenhouse, Power on Display: The Politics of Shakespeare’s Genres (New York: Methuen, 1986 Mann, M. (1977). States ancient and modern. Archives of European Sociology, 18, 226-298. Mann, M. (1993). The sources of social power: The rise of classes and nation-states, 1760-1914 (Vol. 2). New York: Cambridge University Press. Merriam-Webster, Incorporated William Shakespeare, Macbeth, in The Complete Works of William Shakespeare (Ware, Hertfordshire, England: Wordsworth Editions, Ltd., 1996), I.v.25-28.

Essay --

In the book Playing with the Boys: Why Separate Is Not Equal in Sports by Eileen McDonagh and Laura Pappano, the authors examine how sex segregation is present in sports today. McDonagh and Pappano distinguish the difference between voluntary sex segregation and coercive sex segregation and what the main problem today in sports is. Along with the types of sex segregation, they also identify something that is an example of sex segregation along with the causes and effects of it. Sex segregation in sports can lead to gender inequalities in sports of all levels. Coercive sex segregation differs from voluntary sex segregation in that with coercive females are assumed to be inferior to males, which contributes to the segregation. With voluntary, females willingly self-segregate themselves into things like all girls schools or an all women’s sports team. The Three I’s associated with coercive are inferiority, injury, and immorality. The Three I’s are false assumptions that contribute to sex segregation in sports. Inferiority refers to the idea that females are inferior to males, injury r...

Crime and Punishment :: essays research papers

Crime and Punishment   Ã‚  Ã‚  Ã‚  Ã‚  Injustice is defined as an unjust act; or wrongdoing. Poverty, illness, and death are all considered acts of injustice. Crime and Punishment written by Fyodor Dostoevsky examines all these areas of life. Death is the greatest injustice, especially when it comes by murder. In the novel two murders occur and the man that commits these acts of injustice believes that he had every right to do it. Though he is punished for his actions the time that he has to spend in prison is not comparable to the time that he has taken away from the women. Although his social punishment does not fit his crime, the mental punishment that he puts himself through makes up for societies lack of punishment.  Ã‚  Ã‚  Ã‚  Ã‚  Raskolnikov who is a poor student commits these murders as a way to obtain money. He convinces himself that it is okay to murder the woman because she is an old lady who doesn’t seem to share her wealth. The fact that her sister had to be killed because she wa lked in at the wrong time shows just how unjust the murder was in the first place. Raskolnikov wrote an article while in school, the article argues that certain men are above the general rules of humanity, thus they have a right to commit murder. These ideas are what he used to justify his killings.   Ã‚  Ã‚  Ã‚  Ã‚  Once Raskolnikov confessed to the murders he was put on trial. At the trial many of his friends and family testified that he really was a good human being. They gave examples of his good deeds towards the community, such as saving young children from a burning fire. Even though he was poor, he gave his money to others in their time of need. The police officer that suspected him all along even lied and said that Raskolnikov confessed on his own and was never suspected. Psychologists testified that he was not physically or mentally healthy at the time of the murder. All of these actions contributed to his sentence being very minimal. He received eight years of hard labor in Siberia. During this time he was allowed to see the girl that he loved everyday. His prison sentence did not meet the severity of punishment that he felt was needed for the women’s murders.   Ã‚  Ã‚  Ã‚  Ã‚   The mental punishment that Raskolnikov put himself through was harsher than any social punishment could ever be.

jeff dahmer :: essays research papers

It's the first week of February and jury selection has begun. Nearly 450 press passes have been distributed to about 100 media outlets from around the world -- from Spain to England to Akron, Ohio. Even when psychologist Judith Becker recounts his lonely and sometimes tragic childhood, Dahmer doesn't show a moist eye. But Becker's anecdotes of the killer's pathetic youth seem to move the audience. She tells of how Dahmer, as a young boy, found a snake and took it to his garage to keep as a pet. The snake, though, wound itself around the spokes of Dahmer's bike and once he went for a ride, the new-found pet was killed. Becker says Dahmer wondered why, of all places, the snake had to go into the spokes and lose its life. A wave of sympathy for the boy Dahmer seems to pass over the spectator section. The audience is snapped out of any sympathetic mindset when the psychologist goes on to tell how young Jeffrey encouraged a childhood friend to put his hand in a hornet's nest. There are only ladybugs in there, Dahmer assured the boy. The friend did what he was told by Dahmer and, of course. was stung. The anecdote prompts Channel 12 reporter Angle Moreschi to let out the loudest guffaw of the courtroom. Even the families of the victims who pack the spectator seats seemed moved by Dahmer's childhood memories, as told by the psychologist. Their sympathy isn't for the killer, though, but for his parents. At day's end, many of them walk up to the Dahmers and talk briefly. As they leave, some of the victims' relatives grab Mr. and Mrs. Dahmer and hug. Lionel and Shari Dahmer sit in the back row, the husband in the aisle seat. They often hold hands during the trial; Mrs. Dahmer, though, sometimes takes notes. For what? Who knows. One afternoon, the defendant's stepmother decides to do her nails and it's enough of a routine change that television cameras capture the "event." The Dahmers try their best to avoid contact with the media and, surprisingly, the reporters oblige: Nobody hounds them for comment. "You could just see how pained his father felt about this," observes one reporter of Lionel Dahmer. While being taken from his cell to the courtroom each day, Dahmer says little to his escorts, if anything. In time, the deputies begin to carry on as if the prisoner is oblivious to their presence.