Free the Children from Child Labour

Free The Children from Child Labour: The Disadvantageous of Child Labour Two hundred million children are suffering in the world! â€Å"the world has an estimated 186 million child labourers – 5,7 million in forced and bonded labor, 1. 8 million in prostitution, and 0. 3 million in armed conflict† . ( Basu & Tzannatos, 2003, p. 147). In Africa, Asia and the Middle East, a huge number of children are child labourers, and most of them under 14 years old. However, they are working hard as same as adults; they are working long hours every day, and work in harsh, dangerous and harmful conditions.They can’t have normal lives as other children; they can’t go to school and stay with their families, because they must earn money for themselves and their families. Some of child labourers are even used as collateral for loan; their parents use them to obtain money. Finally, a child labour work as a slave, and no future for him. Child labour already becomes a huge and serious problem, and governments must have a law to protect and free the children from child labour, because it causes children have poor education, be abused, and only can get tiny income.Child labour has its specific definition. The International Labor Organization defines child labor as work situations where children are compelled to work on a regular basis to earn a living for themselves and their families, and as a result are disadvantaged educationally and socially; where children work in conditions that are exploitative and damaging to their health and to their physical and mental development; where children are separated from their families, often deprived of educational and training opportunities; where children are forced to lead prematurely adult lives. World Education, 2008). Poor education Lots of people think some child labourers who both work and attend school can learn both general knowledge from school and some special skills from their work; even can be success ful in their specific area. However, it is totally wrong. Children only lost their opportunities for education, and they can not get any benefits from child labour. According to Rosati and Rossi. (2003). In their article, â€Å"children’s working hours and school enrolment: evidence from Pakistan and Nicaragua†, working hours always has negative influence for school hours.Some people think school hours are only the time that spend in school and it is fixed, but the fact is school attendance is only the minimum fixed mount of time devoted to school. School hours mostly are not fixed; however, since children go to work, the hours spent at work actually took from unfixed school hours. For example, some child labourers often skip classes, so they dropped out because it is not tolerated by school authorities. Also, no time for preview and review classes; no time for homework, so they can not even pass their classes.Therefore, anytime time spent at work can be used for educa tion, and it must be used for education. Also, child labourers can not learn any professional skills from their work, because most children choose unskilled labour, and they usually working on family farm, bars and restaurants. â€Å"The ILO estimates that about 20 percent of the people working in commercial agriculture in Africa are children. †( Kielland & Tovo, 2006, p. 92). In the article, â€Å"child labor in the commercial labor market†, (Kielland and Tovo), (2006), they describe African child labourers working situation in agriculture.Because, the main income comes from agriculture in Africa, and base on the agriculture system and main crops, people need a huge mount of labours in agriculture. For instance, children can gather some certain kinds of crops such as cotton and coffee. During harvest time, people employ a lager numbers of children as pickers. Another example, child labourers prefer work in bars and restaurants, because they can get general incomes and the working condition is much better than work in field. However, no matter work in farms or restaurants, there don’t have any specific skills can be learned for children.Thus, child labour only can cause poor education to children, and can not give them any benefits. Be abused People think work doesn’t harm children, but the truth is children sometimes are abused by their employers such as work as slaves and they may get sexual abuse. Children are easy to exploit through manipulation and psychological control mechanisms. They fear of violence and punishment. Also, they are inexperienced in life, so they only can trust adults. Thus, children easily get abuse from employers and are controlled by adults.For instance, in the coffee farm in Africa, a worker told a boy about a child who tried to escape, but failed. The child was caught and badly beaten. This made the boy afraid and scared. Therefore, fear of punishment make children keep working as slaves for employers . (Kielland & Tovo, 2006). Sexual abuse is really common in African child labourers. It causes some serious problem to children such as HIV/AIDS. Working children get sexual abuse more than non working children. For instance, according to Kielland and Tovo. (2006).In their article, â€Å"child labour in the commercial labor market†, girls work in restaurants longer than boys, and working late hours in a place where alcohol is served. Some girls provide service which is far beyond food and drinks. Because there have no general responsibility for those female child labourers, and people think it is a good way to earn money, girls provide sexual service for their male clients. Thus, child labour harms children so much, and it is damaging to children’s health and physical development. Tiny incomeMost people believe if let children work, and they can give a huge help to their families because they can get income from their work. However, children only can earn a tiny in come because of their unique and vulnerable position. According to Kielland and Tovo. (2006). In their article, â€Å"child labour in the commercial labor market†, a child labour only can get half, a third, or even less salary than an adult’s salary. They work as hard as adults, but they can’t gat a salary same as adults because even they only can get a tiny income they still keep working.Especially, when a child leaves home along, he doesn’t have any other choices. Sometimes, child labourers can’t even get any salary. For example, if a child be a part of household work, he isn’t paid at all. In Malawi, children help their families work on the land as adjustable labourers during the heaviest time. They help produce tobacco as part of their tenant families, but no payment because they are not employed directly by their families. On the other hand, sometimes, employers may save the salaries on behalf of the children, or they may pay for childr en at the end of the year.During this time, if children run away, they may lose all of their salaries. (Kielland & Tovo, 2006). Besides, according to Christiaensen, Demery and Paternostro. (2003). In their article, â€Å"macro and micro perspective of growth and poverty in Africa†, let children to participate in household work can not make a change of income for the family. They think â€Å"education and access to land emerge as key private endowments to help households benefit from new economic opportunities. † (Christiaensen, Demery & Paternostro, 2003, p. 317).Therefore, don’t let children to earn income for family because they only can earn less than a minimum wage or no wages at all. In conclusion, child labour causes children lose their opportunities to go to school; get abuse, both physical and sexual from their employers, and they only can earn tiny wages. Children are vulnerable and they need parents’ protection. Child labour must be ende d! Education is the key to ending the exploitation of children. Ending poverty and increasing access to education are therefore crucial tools in the fight against ending child labour.Also, governments must have law to protect children keep away from child labour, and give opportunities to children to create their future. Every single child has a dream, and let us makes their dreams come true! References Basu, K. & Tzannatos, Z. (2003). The global child labor problem: What do we know and what can we do? The World Bank Economic Review, 17(2), 147-173. Christiaensen, L. , Demery, L. &Paternostro, S. (2003). Macro and micro perspectives of growth and poverty in Africa. The World Bank Economic Review, 17(3), 317-347. Kielland, A. amp; Tovo, M. (2006). Children at work: Child labor practices in Africa. United States of American: Lynne Rienner Publishers, Inc. Rosati, F. C. & Rossi, M. (2003). Children’s working hours and school enrolment: Evidence from Pakistan and Nica ragua. The World Bank Economic Review, 17(2), 283-295. World Education. (2008, February 4). Child labor and trafficking. Retrieved February 5, 2008, from http://www. worlded. org/WEIInternet/projects/ListProjects. cfm? Select=Topic&ID= 14&ShowProjects=No&gclid=CKawtIe4wo8CFSJAQQodNGapRQ

The Golden Lily Chapter 5

WORD OF MY UPCOMING DATE spread fast. I could only presume Trey had told Kristin and Julia, who had in turn told Jill and Eddie and God only knew who else†¦. So, I shouldn't have been surprised when I got a call from Adrian just after dinner. He started talking before I could even say hello. â€Å"Really, Sage? A date?† I sighed. â€Å"Yes, Adrian. A date.† â€Å"A real date. Not, like, doing homework together,† he added. â€Å"I mean like where you go out to a movie or something. And a movie that's not part of a school assignment. Or about something boring.† â€Å"A real date.† I figured I wouldn't give him the specifics on the Shakespeare play. â€Å"What's the lucky guy's name?† â€Å"Brayden.† There was a pause. â€Å"Brayden? That's his real name?† â€Å"Why are you asking if everything's real? You think I'd make any of this up?† â€Å"No, no,† Adrian assured me. â€Å"That's what's so unbelievable about it. Is he cute?† I glanced at the clock. It was time for me to meet my study group. â€Å"Gee, maybe I should just send you a picture to review?† â€Å"Yes, please. And a full background check and life history.† â€Å"I have to go. Why do you care so much anyway?† I finally asked in exasperation. His answer took a long time, which was uncharacteristic. Adrian was usually ready with a dozen witty quips. Maybe he couldn't decide which one to use. When he finally responded, it was in that usual sarcastic way of his – though the levity sounded a little forced. â€Å"Because it's one of those things I never expected to see in my lifetime,† he told me. â€Å"Like a comet. Or world peace. I'm just used to you being single.† For some reason, that bothered me. â€Å"What, you don't think any guy would ever be interested in me?† â€Å"Actually,† said Adrian, sounding remarkably serious, â€Å"I can imagine lots of guys being interested in you.† I was certain he was teasing me and had no time for his jokes. I said goodbye and headed off to my study group, which, thankfully, was pretty dedicated and got a lot of work done. But when I met up with Trey at the library later, he was less than focused. He couldn't stop going on and on about how brilliant he was in getting Brayden and me together. â€Å"This date hasn't even happened, and I'm already tired of it,† I said. I spread Trey's lab paperwork out on the table before us. The numbers and formulas were comforting, far more concrete and orderly than the mysteries of social interaction. I tapped the lab assignment with my pen. â€Å"Pay attention. We don't have a lot of time.† He shrugged off my concerns. â€Å"Can't you just finish it?† â€Å"No! I left enough time so that you could do it yourself. I'll help, but that's it.† Trey was intelligent enough to figure out most of it on his own. Using me was just another way for him to dodge looking smart. He let the date go and focused on the work. I thought I was free of Brayden interrogation until, just as were wrapping up, Jill and Micah came strolling by, hand in hand. They were with a group of other people, which didn't surprise me. Micah was easygoing and popular, and Jill had inherited a large circle of friends by going out with him. Her eyes sparkled with happiness as someone in the group told a funny story that made them all laugh. I couldn't help a smile myself. This was a far cry from when Jill had first come to Amberwood and been treated as an outcast for unusual looks and odd behaviors. She was thriving with this new social status. Maybe it would help her embrace her royal background. My smile faded when Jill pulled Micah away from the group and hurried over to our table. Her eager expression worried me. â€Å"Is it true?† she asked. â€Å"Do you have a date?† â€Å"For the love of – you know it's true! And you told Adrian, didn't you?† I gave her a pointed look. Their psychic bond wasn't active 100 percent of the time, but something told me she knew about his earlier phone call to me. When the bond was â€Å"on,† she could see into his mind, observing both his feelings and actions. It only worked one way, however. Adrian had no such insight. She turned sheepish. â€Å"Yeah†¦ I couldn't help it when Micah told me†¦Ã¢â‚¬  â€Å"I heard it from Eddie,† Micah added quickly, as though that might get him off the hook. He had red hair and blue eyes that were always cheerful and friendly. He was one of those people you couldn't help but like, which made it harder to undo the tangled web Jill had woven by dating him. â€Å"Hey, I did not tell Eddie,† said Trey defensively. I turned my gaze on him. â€Å"But you told other people. And they told Eddie.† Trey gave a half shrug. â€Å"I might have mentioned it here and there.† â€Å"Unbelievable,† I said. â€Å"What's this guy like?† asked Jill. â€Å"Is he cute?† I thought about it. â€Å"Pretty cute.† She perked up. â€Å"Well, that's promising. Where's he taking you? Somewhere good? Night on the town? Fancy dinner? Micah and I had an awesome time at Salton Sea. It's so pretty. You could go there, have a romantic picnic.† Her cheeks turned pink and she stopped for breath, as if realizing she was talking too much. Rambling was one of Jill's most endearing traits. â€Å"We're going to see Shakespeare in the park,† I said. That got me silence. â€Å"Antony and Cleopatra. It's good.† I suddenly felt the need to defend myself. â€Å"A classic. Brayden and I both appreciate Shakespeare.† â€Å"His name is Brayden?† asked Micah in disbelief. â€Å"What kind of a name is that?† Jill frowned. â€Å"Antony and Cleopatra†¦ is that romantic?† â€Å"Kind of,† I said. â€Å"For a while. Then everyone dies in the end.† Jill's horrified expression told me that I wasn't really improving matters. â€Å"Well,† she said. â€Å"I hope you have, um, fun.† A few moments of awkwardness ensued, then her eyes lit up again. â€Å"Oh! Lia called me tonight. She said you two talked about me modeling for her again?† â€Å"She what?† I exclaimed. â€Å"That's not quite how I'd put it. She asked if you could do some print ads. I said no.† â€Å"Oh.† Jill's face fell a little. â€Å"I understand. From what she said†¦ I just thought. Well. I thought maybe there was a way†¦Ã¢â‚¬  I gave her a meaningful look. â€Å"I'm sorry, Jill. I wish there was a way. But you know why you can't.† She nodded sadly. â€Å"I understand. It's okay.† â€Å"You don't need a modeling campaign to be beautiful to me,† said Micah gallantly. That brought a smile back to her face that faded when she saw a nearby clock. Her transient moods reminded me of Adrian's, and I wondered if some of that was the effect of the bond. â€Å"Ugh. Curfew's coming. We'd better head out. You coming, Sydney?† I glanced at Trey's lab. It was complete and, I knew, absolutely perfect. â€Å"I'll leave in just a couple minutes.† She and Micah left. Glancing over at Trey, I was surprised to find him staring at her retreating figure intently. I nudged him. â€Å"Hey. Don't forget to put your name on this, or it was all for nothing.† It still took him several seconds to drag his gaze away. â€Å"That's your sister, isn't it?† His dismal tone made it sound more like a statement than a question, as though he were revealing some unfortunate fact. â€Å"Um, yeah. You've seen her like a hundred times. She's gone to this school for a month.† He frowned. â€Å"I just never thought much about it†¦ never got a good look at her before. I don't have any classes with her.† â€Å"She was front and center in that fashion show.† â€Å"She had a mask on.† His dark eyes studied me. â€Å"You guys don't look alike at all.† â€Å"We get that a lot.† Trey still looked troubled, and I had no idea why. â€Å"You're smart to keep her out of modeling,† he said at last. â€Å"She's too young.† â€Å"It's a religious thing,† I said, knowing Trey wouldn't quiz me for many details on our â€Å"faith.† â€Å"Whatever it is, keep her out of the public eye.† He scrawled his name on the lab and shut his textbook. â€Å"You don't want her plastered all over magazines or something. Lots of creepy people out there.† Now I was the one left staring. I agreed with him. Too much exposure meant the Moroi dissidents could find Jill. But why would Trey feel that way, too? His claims that she was too young were sound, I supposed, but there was something vaguely unsettling about the exchange. The way he'd watched her walk away was too weird. But then, what other reason aside from concern could he have? The normality of the next couple of days was welcome – normality being relative around here, of course. Adrian kept sending me e-mails, asking me to rescue him (while also offering unsolicited dating advice). Ms. Terwilliger continued her passive aggressive attempts to teach me magic. Eddie continued in his fierce dedication to Jill. And Angeline continued her not-sosubtle advances on Eddie. After watching her â€Å"accidentally† spill her water bottle all over her white T-shirt at practice with him one day, I knew something would have to be done, no matter what Eddie had said about his personal life. Like so many awkward and unpleasant tasks in our cohort, I had a feeling I was the one who would have to do it. I figured this would be some sort of stern, heart-to-heart talk about the proper way to solicit someone's attention, but on the night of my date with Brayden, it was soon made clear to me that I was apparently the last person who should be giving dating advice. â€Å"You're wearing that?† demanded Kristin, pointing an accusing finger at the outfit I'd neatly set out on my bed. She and Julia had taken it upon themselves to inspect me before I went out. Jill and Angeline had tagged along without invitation, and I couldn't help but notice that everyone seemed a lot more excited about this than I was. Mostly I was a tangle of nerves and fear. This was what it must feel like to go into a test without having studied. It was a new experience for me. â€Å"It's not a school uniform,† I said. I'd had enough sense to know wearing that would be unacceptable. â€Å"And it's a color. Kind of.† Julia held up the top I'd selected, a crisp cotton blouse with short sleeves and a high, button-up collar. The whole thing was a soft shade of lemon yellow, which I thought would score me points with this group since everyone accused me of not wearing colors. I'd even combined it with a pair of jeans. She shook her head. â€Å"This is the kind of shirt that says, ‘You're never getting in here.'† â€Å"Well, why would he?† I demanded. Kristin, sitting cross-legged in my desk chair, tilted her head thoughtfully as she studied the shirt. â€Å"I think it's more like a shirt that says, ‘I'm going to have to end this date early so I can go prepare my Power Point presentation.'† That sent them into fits of laughter. I was about to protest when I noticed Jill and Angeline going through my closet. â€Å"Hey! Maybe you should ask before doing that.† â€Å"All your dresses are too heavy,† said Jill. She pulled out one made of soft, gray cashmere. â€Å"I mean, at least this is sleeveless, but it's still too much for this weather.† â€Å"Half my wardrobe is,† I said. â€Å"It's made for four seasons. I didn't really have a lot of time to switch to all summer stuff before coming here.† â€Å"See?† exclaimed Angeline triumphantly. â€Å"Now you know my problem. I can cut a couple inches off of that, if you want.† â€Å"No!† To my relief, Jill put the dress away. A few moments later, she produced a new find. â€Å"What about this?† She held up a hanger carrying a long white tank top made of light, crinkly material with a scoop neckline. Kristin glanced at Angeline. â€Å"Think you could make the neckline lower?† â€Å"The neckline's low enough already. And that's not a shirt you wear on its own,† I protested. â€Å"It's meant to be tucked in under a blazer.† Julia rose from the chair. She tossed her hair; this was serious business. â€Å"No, no†¦ this might work.† She took the shirt from Jill and laid it across the jeans I'd set out. She studied it for a few moments and then returned to my closet – which was apparently free game for everyone. After a quick search, she pulled out a skinny leather belt with a tan snakeskin pattern. â€Å"I thought I remembered you wearing this.† She laid the belt over the white shirt and stepped back. After a bit more scrutiny, she gave it a nod of approval. The others crowded in to look. â€Å"Good eye,† said Kristin. â€Å"Hey, I found the shirt,† Jill reminded her. â€Å"I can't wear the shirt alone,† I said. I hoped my protests covered up my anxiety. Had I really been that off on the yellow shirt? I'd been certain it was date-appropriate. How was I going to survive tonight if I couldn't even dress right? â€Å"If you want to put a blazer on over it in this weather, be my guest,† said Julia. â€Å"But I don't think you have to worry about it showing too much. This wouldn't even be worth Mrs. Weathers's notice.† â€Å"Neither would the yellow blouse,† I pointed out. They decided my clothing was a done deal and moved on to hair and makeup advice. I drew the line there. I wore makeup every day – very nice, very expensive makeup applied to make the most of my features in a way that made it look as though I didn't even have makeup on. I wasn't going to change that natural look, no matter how adamantly Julia swore pink eye shadow would be â€Å"hot.† None of them put up much of a fight on my hair. It was currently in a layered cut that went just past my shoulders. There was exactly one way it could be styled, worn down with the layers carefully arranged with a hair dryer. Any other style looked messy, and of course, I already had it in the perfect configuration today. No point messing with a good thing. Besides, I think they were all too excited that I'd agreed to wear the white tank top – once I'd tried it on to verify that it wasn't transparent. My only nod to jewelry was my little gold cross. I fastened it around my neck and said a silent prayer that I'd get through this. Although Alchemists used crosses a lot, we weren't exactly part of any traditional Christian faith or practice. We had our own religious services and believed in God, that He was a great force of goodness and light that infused every bit of the universe. With all that responsibility, He probably didn't care much about one girl going on a date, but maybe He could spare a second to make sure it wasn't too painful. They all traipsed down the stairs with me when the time came for Brayden to pick me up. (Actually, it was a little earlier than the appointed time, but I hated being late.) The girls had all come up with reasons for needing to meet him, from Jill's â€Å"It's a family thing† to Kristin's â€Å"I can spot an asshole in five seconds.† I wasn't confident in that last one, seeing as she'd once speculated that Keith might be a good catch. All of them were also full of unsolicited advice. â€Å"You can split the cost of dinner or the play,† said Julia. â€Å"Not both. He needs to pick up the whole bill on one of them.† â€Å"Better if he pays for everything, though,† said Kristin. â€Å"Still order something, even if you don't want to eat it,† added Jill. â€Å"If he's buying dinner, you don't want to let him off cheap. He's gotta work for you.† â€Å"Where are you guys getting all of this?† I asked. â€Å"What does it matter if I – oh, come on.† We'd reached the lobby and found Eddie and Micah sitting on a bench together. They at least had the decency to look embarrassed. â€Å"Not you guys too,† I said. â€Å"I was just here to see Jill,† said Micah unconvincingly. â€Å"And I was here to, um†¦Ã¢â‚¬  Eddie faltered, and I held up a hand to stop him. â€Å"Don't bother. Honestly, I'm surprised Trey isn't here with a camera or something. I figured he'd want to immortalize every moment of this debacle of a – oh. Hey, over here.† I put on a smile as Brayden stepped into the lobby. Apparently I wasn't the only one who liked to be early. Brayden seemed a little surprised that I had an entourage. I couldn't blame him since I was kind of surprised I had one too. â€Å"It's nice to meet all of you,† said Brayden, friendly, even if a little bewildered. Eddie, while uncomfortable with Angeline's advances, could be perfectly outgoing in less bizarre social situations. He played up the brotherly role and shook Brayden's hand. â€Å"I hear you guys are seeing a play tonight.† â€Å"Yes,† said Brayden. â€Å"Although, I prefer the term drama. I've actually already seen this production, but I'd like to watch it again with an eye toward alternative forms of dramatic analysis. The standard Freytag method can get a little cliched after a while.† This left everyone speechless. Or maybe they were just trying to figure out what he'd said. Eddie glanced at me then back to Brayden. â€Å"Well. Something tells me you guys are going to have a great time together.† Once we were able to extract ourselves from my well-wishers Brayden said, â€Å"You have very†¦ devoted family and friends.† â€Å"Oh,† I said. â€Å"That. They just, uh, happened to all be going out together at the same time we were. To study.† Brayden glanced at his watch. â€Å"Not too late for that, I suppose. If I can, I always do my homework right after school because – â€Å" â€Å"If you put it off, you never know if something unexpected might happen?† â€Å"Exactly,† he said. He smiled at me. I smiled back. I followed him to visitor parking, over to a shiny, silver Ford Mustang. I nearly swooned. Immediately, I reached out and ran my hand along the car's smooth surface. â€Å"Nice,† I said. â€Å"Brand new, next model year. These new ones will never quite have the character of the classics, but they certainly make up for it in fuel economy and safety.† Brayden looked pleasantly surprised. â€Å"You know your cars.† â€Å"It's a hobby,† I admitted. â€Å"My mom is really into them.† When I'd first met Rose Hathaway, I'd had the incredible experience of driving a 1972 Citroen. Now I owned a Subaru named Latte. I loved it, but it wasn't exactly glamorous. â€Å"They're works of art and engineering.† I noticed then that Brayden had come with me to the passenger side. For half a second, I thought he expected me to drive. Maybe because I liked cars so much? But then, he opened the door and I realized he was waiting for me to get in. I did, trying to remember the last time a guy had opened a car door for me. My conclusion: never. Dinner wasn't fast food, but it wasn't anything fancy either. I wondered what Julia and Kristin's opinion would be on that. We ate at a very California type of cafe, that served all organic sandwiches and salads. Every menu item seemed to feature avocado. â€Å"I would've taken you somewhere nicer,† he told me. â€Å"But I didn't want to risk being late. The park's a few blocks away, so we should be able to get a good spot. I†¦ I hope that's okay?† He suddenly looked nervous. It was such a contrast to the confidence he had shown when talking about Shakespeare. I had to admit, it was kind of reassuring. I found myself relaxing a little bit. â€Å"If it's not, I'll find a better place – â€Å" â€Å"No, this is great,† I told him, glancing around the cafe's brightly lit dining room. It was one of those places where we ordered at a counter and then brought a number to our table. â€Å"I'd rather be early, anyway.† He'd paid for all of our food. I tried to make sense of the dating rules my friends had bombarded me with. â€Å"What do I owe you for my ticket?† I asked tentatively. Brayden looked surprised. â€Å"Nothing. It's on me.† He smiled tentatively back. â€Å"Thank you,† I said. So, he was paying. That would make Kristin happy, although it made me a little uneasy – through no fault of his. With the Alchemists, I was always the one picking up the bills and handling the paperwork. I wasn't used to someone else doing it. I guess I just had trouble shaking that feeling that I had to take care of everything because no one else could do it right. Academics had always been a breeze for me. But at Amberwood, learning how to hang out with people my own age in a normal way had been a much more difficult task. I'd gotten better, but it was still a struggle trying to figure out the proper things to say to my peers. With Brayden, there were no such problems. We had an endless supply of topics, both of us eager to put forth all we knew on anything and everything. Most of the meal was spent discussing the intricacies of the organic certification process. It was pretty awesome. Trouble came when, as we were finishing up, Brayden asked if I wanted to get dessert before we left. I froze, suddenly in a dilemma. Jill had said to make sure I ordered enough to not come across as a cheap date. Without even thinking about it, I'd ordered an inexpensive salad – simply because it sounded good. Was I now on the hook to order more so I'd seem like someone Brayden had to work for? Was this worth breaking all my own rules about sugar and dessert? And honestly, what did Jill know about dating etiquette anyway? Her last boyfriend had been homicidal, and her current one was oblivious to the fact that she was a vampire. â€Å"Uh, no thank you,† I said at last. â€Å"I'd rather make sure we get to the park on time.† He nodded as he rose from the table and gave me another smile. â€Å"I was thinking the same thing. Most people don't seem to think punctuality is that important.† â€Å"Important? It's essential,† I said. â€Å"I'm always at least ten minutes early.† Brayden's grin widened. â€Å"I aim for fifteen. To tell you the truth†¦ I really didn't want dessert anyway.† He held the door open for me as we stepped outside. â€Å"I try to avoid getting too much sugar.† I nearly came to a standstill in astonishment. â€Å"I totally agree – but my friends always give me a hard time about it.† Brayden nodded. â€Å"There are all sorts of reasons. People just don't get it, though.† I walked to the park, stunned. No one had ever understood me so quickly and easily. It was like he had read my mind. Palm Springs was a desert city, filled with long stretches of sandy vistas and stark, rocky mountain faces. But it was also a city that mankind had been shaping for a long time, and many places – Amberwood, for example – had been given lush, green makeovers in defiance of the natural climate. This park was no exception. It was a huge expanse of green lawn, ringed with leafy deciduous trees instead of the usual palms. A stage had been set up at one end, and people were already seeking out the best spots. We chose one in the shade that had a great view of the stage. Brayden took out a blanket to sit on from his backpack, along with a worn copy of Antony and Cleopatra. It was marked up with notes and sticky tabs. â€Å"Did you bring your own?† he asked me. â€Å"No,† I said. I couldn't help but be impressed. â€Å"I didn't bring many books from home when I moved here.† He hesitated, as though unsure he should say what he was thinking. â€Å"Do you want to read along with mine?† I'd honestly figured I would just watch the play, but the scholar in me could certainly see the perks of having the original text along. I was also curious about what kind of notes he'd made. It was only after I'd said yes that I realized why he was nervous. Reading along with him meant we had to sit very, very close together. â€Å"I won't bite,† he said, smiling when I didn't move right away. That broke the tension, and we managed to move into positions that allowed us both to see the book with almost no touching. There was no avoiding our knees brushing one another, but we both had jeans on, and it didn't make me feel like my virtue was at stake. Also, I couldn't help but notice he smelled like coffee – my favorite vice. That wasn't a bad thing. Not bad at all. Still, I was very conscious of being so close to someone. I didn't think I was getting any romantic vibes. My pulse didn't race; my heart didn't flutter. Mostly I was aware that this was the closest I'd sat to anyone, maybe in my life. I wasn't used to sharing my personal space so much. I soon forgot about that as the play started. Brayden might not like Shakespeare performed in modern clothing, but I thought they did an admirable job. Following along with the text, we caught a couple of spots where the actors messed up a line. We shot each other secret, triumphant looks, gleeful that we were in on something others didn't know about. I kept up with Brayden's annotations too, nodding at some and shaking my head at others. I couldn't wait until we discussed this on the ride home. We were all leaning forward intently during Cleopatra's dramatic death scene, intensely focused on her last lines. Off to my side, I heard the crinkling of paper. I ignored it and leaned forward further. The paper crinkled again, this time much louder. Looking over, I saw a group of guys sitting nearby who appeared to be about college-aged. Most of them were watching the performance, but one was holding an item wrapped in a brown paper bag. The bag was too big for the object and had been rolled down several times. He glanced around nervously, trying to be discreet and unroll the paper in small batches. It was obvious that was actually making more noise than if he'd just gone for it and unrolled it all at once. This went on for another minute, and by then, a few others nearby were glancing over at him. He finally managed to open the bag and then, still in slow motion, carefully lowered his hand inside. I heard the pop of a cap and the guy's face lit up in triumph. Still keeping the object concealed, he lifted the bag to his mouth and drank out of what was very obviously a bottle of beer or some other alcohol. It had been pretty apparent right away from the bag shape. I clapped a hand over my mouth, in an attempt to smother my laughter. He reminded me so much of Adrian. I could absolutely see Adrian smuggling in alcohol to an event like this and then going to all sorts of pains to be covert, thinking that if he just did everything slowly enough, no one would catch on to him. Adrian, too, would probably have the misfortune of opening the bottle right in the middle of the play's most tense scene. I could even picture a similarly delighted look on his face, one that said, No one knows what I'm doing! When, of course, we all knew. I didn't know why it made me laugh, but it did. Brayden was too focused on the play to notice. â€Å"Ooh,† he whispered to me. â€Å"This is a good part – where her handmaidens kill themselves.† The two of us had plenty to debate and analyze on the way back to Amberwood. I was almost disappointed when his car pulled up to my dorm. As we sat there, I realized we'd come to another critical dating milestone. What was the correct procedure here? Was he supposed to kiss me? Was I supposed to let him? Had that been the real price of my salad? Brayden seemed nervous too, and I braced myself for the worst. When I looked down at my hands in my lap, I noticed they were shaking. You can do this, I told myself. It's a rite of passage. I started to close my eyes, but when Brayden spoke, I opened them quickly. As it turned out, Brayden's buildup of courage wasn't for a kiss, so much as a question. â€Å"Would you†¦ would you like to go out again?† he asked, giving me a shy smile. I was surprised at the mix of emotions this triggered. Relief was foremost, of course. I'd now have time to research books on kissing too. At the same time, I was kind of disappointed that the swagger and confidence he'd shown in dramatic analysis didn't carry through here. Some part of me thought his line should've been more like, â€Å"Well, after that night of perfection, I guess we have no choice but to go out again.† Immediately, I felt stupid for such a sentiment. I had no business expecting him to be more at ease with this when I was sitting there with my hands shaking. â€Å"Sure,† I blurted out. He breathed a sigh of relief. â€Å"Cool,† he said. â€Å"I'll e-mail you.† â€Å"That'd be great.† I smiled. More awkward silence fell, and suddenly, I wondered if the kiss might be coming after all. â€Å"Do you†¦ do you want me to walk you to the door?† he asked. â€Å"What? Oh, no. Thank you. It's right there. I'll be fine. Thank you.† I realized I was on the verge of sounding like Jill. â€Å"Well, then,† said Brayden. â€Å"I had a really nice night. Looking forward to next time.† â€Å"Me too.† He held out his hand. I shook it. Then I left the car and went inside. I shook his hand? I replayed the moment in my head, feeling dumber and dumber. What is wrong with me? As I walked through the lobby, kind of dazed, I took out my cell phone to see if I had any messages. I'd turned it off tonight, figuring if ever there was a time I'd earned peace, this was it. To my astonishment, no one had needed anything in my absence, though there was one text message from Jill, sent about fifteen minutes ago: How was your date with Brandon? What's he like? I unlocked my dorm door and stepped inside. His name is Brayden, I texted back. I pondered the rest of her question and took a long time in trying to decide how to respond. He's just like me.

Can Machine Have a Conscience Essay Example | Topics and Well Written Essays - 3000 words

Can Machine Have a Conscience - Essay Example Maybe the urge is, at times, nothing more than the pressures or influences of past parental or societal training or perhaps it may arise from some form of social instinct buried deep in humans or from the understanding it is in the longstanding concern of the agent. However, in any case, it should be noted humans do act autonomously of some form of desire unlike a machine, which is guided by humans (Pitrat 41). No matter how intelligent machines are, they cannot have human’s thoughts and lifestyles. In the last ten years, AI has really progressed due to an increase in research collaboration that has resulted in inventing computers with high processing speed. A lot of researchers propose that within the current century, the AI will cross that of human beings. Furthermore, individuals such as Hall have great expectation (Tucker and Patrick 54). Some scientists believe robots will carry out more difficult work instead of human’s work in the future. In some specific situations, robots could judge and perform tasks individually out of people’s control. All in all, some scientists predict that robots will become more intelligent to help people. Start by defining what a conscience is and people find it is an inner or deep sense of what wrong or right in one’s behavior, motives or conduct, impelling someone towards the right action. A conscience can also be defined as the ethical, as well as moral principles, which guide or inhibits someone’s thoughts or actions, and which can be argued to be an inhibiting sense of what is prudent.

First Paper Assignment Essay Example | Topics and Well Written Essays - 1000 words

First Paper Assignment - Essay Example Thus, the thesis of this paper can be put like this: Killing in war is seriously morally wrong, because it is cruel and worthless deprivation of the most valuable one has which is human life. A number of analytical and psychological researches have been conducted on the reasons, causes, and consequences of one of group of people killing other group of people during war time. However, such appalling facts as raping and killing women and children are shocking evidence of human worst weaknesses and absence slightest responsibility for the most severe crimes. Contemplating on such problematic issue of human life as war, I would go as far as to claim that we do not need war and have to learn to live without it. Killing enemies in war, soldiers become automated machines of mass destruction which never stop even before helpless crying child (Calhoun 40). If one’s psychology is so complex that in war they do not distinguish their aims and enemies from helpless women and little childre n, then they should not engage themselves in war at all. Today, we are witnesses of revolutions and overthrowing of national leaders in the Islamic countries such as Tunisia, Egypt, and Libya. One of the major claims the Colonel Qaddafi’s son has recently made proves the leader’s interests in power and his philosophy that the end justifies the means: â€Å"We will fight until the last man, until the last woman, until the last bullet† (Kirkpatrick).War politics is often based on the assumption that killing combatants in war is self-defending act. It is concluded that war and killing are acceptable. Fighting and killing for one’s country, family, rights is considered to be even honorable. Soldiers are also human beings with their rights to life. Therefore, killing is deliberate deprivation of human life (White 414). In such a chain of logical arguments, it would be reasonable to conclude that end does not justify means. There is a statement which became com monplace during war times: kill or be killed. If to look at this statement from religious perspective, to be killed is honorable, while to kill is not. Furthermore, a person who is forced to kill like a soldier whose â€Å"duty† is to kill, will always have some psychological trauma or, at least, negative images in their mind related to killing and dead bodies of their enemies. Killing in war is similar to some animal instinct for surviving. Hence, any inclination to kill even as a duty in wartime is a rudiment of our ancestors who lived as tribes in caves fighting with their human and non-human enemies for survival. It is neither right nor just to divide soldiers into guilty and not guilty, because they are all the same. They are employed by someone else to do a dirty job which is to kill during a war. Killing then is called â€Å"carrying out of mission† – a very respectful job, one might think. If to assume that killing is self-defense, many combatants are ki lled of another reason, which is their enemy’s duty, to kill (White, 415). Therefore, all the war actions which involve intentional deprivation of someone else’s life cannot be morally excusable, because in most if not all cases it is murder. Killing in war should be looked at from a perspective of immorality of war itself. Duties and responsibilities of a soldier are to be thoroughly looked through and reconsidered. Fullinwider correctly states that killing is

Sam 488 unit 5 Assignment Example | Topics and Well Written Essays - 500 words

Sam 488 unit 5 - Assignment Example As argued by Fay (2011), the mechanism that defines the user access control is based on the elements that are necessary for an effective visitor access control system. Some of these elements include the access control directory, specific users, specific locations, and AICs principles. It is also important to note that these elements directly operate under the access control principles. In this case, the authentication provided by the user in the bind operation, when the security server receives a request that is defined in the server, allows or deny access to directory information. The Selection, purchase, installation, and operation of security devices that promote restricted security for safety are very critical to the security system. In this case, the purchase and installation of the locking devices for security purposes also depends on a number of factors. Some of these factors include the security cameras to be used, type of the locking devices, card readers, and a proper response protocol (Fay, 2011). Motion detectors are employed to successfully guard an in-house perimeter that has proven highly unpredictable for a circuit alarms. Using the reflective effects of certain waves, the motion detector is a device that seeks a disturbance situation in the room when an intruder enters the parameter, and the reflection pattern is disturbed. The sensor sends a signal, when this happens, and the door opens to send an alarm signal ultimately (Fay, 2011). The ultrasonic motion detectors work or s employed efficiently using the sound waves. When the movements disrupt the air and the sound waves, the sensors sound alerts of intrusion. Automatically, the waves strike objects within the field of detection and as long as there is no movement, the waves are not disrupted. Otherwise, the sound waves become interrupted and are reflected back to the receiver of the security system. The principle

Fantasy Vacation Research Paper Example | Topics and Well Written Essays - 750 words

Fantasy Vacation - Research Paper Example My flight was scheduled for 3rd March as time duration of reaching Venice from Dayton is more than 12 hours. I took flights on Air France which comprised of two stops; one from Dayton to Atlanta and then from Atlanta to Paris and then from Paris to Venice; the complete duration time was nineteen hours and thirty minutes. Venice is amongst superb destination places that have to offer various attractions to visitors; it is recognized worldwide for having spectacular range of Museums, architectural pieces, entertainment avenues, luxury hotels and five star restaurants (Venice Sights 3). Travelling within the city is very easy as it has various modes of transportation such as buses, trams, metros and trains. When planning to go to Venice, it is also recommended that cities nearby Venice are visited and people can easily go via cars or even on foot. When vacations are spent in the city, it looks like it is the most relaxing and awesome place for the visitors. Since hotel booking was done online, car was provided by Crowne Plaza Venice East to take visitor to hotel. Its interior has been designed in a most artistic way and all facilities were accessible at the hotel from food to tour guide. For first time visitors, hotel offers attractive packages of tour guides; it covers entire range of places that should be visited in Venice. Venice is divided into six districts and each of them have numerous attractions for visitors and the districts are broken down along its main street known as the Grand Canal which is the heart of its historical center; on its northern side are Castello, San Marco Sestieri and Cannaregio and on southern side of Canal are San Polo, Dordoduro Sestieri and Croce. On the western side of Venice is its main railway station, known as Santa Lucia which is the single road that connects Venice to closed mainland (Kerr 6; Ormand 5). On its eastern side is San Marco Square along with popular

TACC203 Financial Accounting and Reporting Assignment

TACC203 Financial Accounting and Reporting - Assignment Example When depreciation is computed using this method, the depreciation charge throughout the useful life of the assets is equal. In this case, Long Board Limited purchased printing machine for $120,000 which had a useful life of 4 years. The deprecation charge is $30,000 (120,000/4) each year until the machine is sold. The accumulated depreciation is $60,000 in 2 years of usage. At the end of year 2 the company sold the machine for $50,000 cash which resulted in $10,000 loss on this sale since the book value of the machine at that time was $60,000(120,000-60000) as computed above. This method of depreciation is suitable when the economic benefits derived from the assets are equal in every year throughout useful life. Using this method depreciation is charged on the opening balance of the assets by applying the same percentage every year. The depreciation in the early years is greater than the following years because the value of the assets diminishes over the period of time. This method of depreciation is suitable if the benefit derived from the assets are greater in early years than subsequent years. Depreciation is calculated using this method when the economic benefits derived from assets are greater in the early years of its usage. In this case the machine is expected to be used in four years so we need to sum the digits from 1 to 4. In this method the depreciation is charged using the hours of production. It means when the production is higher the depreciation charge is also higher and vice versa. There is no fixed pattern of charging depreciation. It may be possible that the depreciation in the early years is lesser than the depreciation in the following years. Depreciation can be computed as below; Research is defined by IAS 38 paragraph 8, as the original and planned investigation which the entity undertakes in search of new scientific or technical knowledge and understanding. According to IAS 38 paragraph 54-55, all research

Strategic Management Essay Example | Topics and Well Written Essays - 1250 words - 2

Strategic Management - Essay Example In 1998, ‘Somerfield’, a supermarket group acquired Kwik Save in a transaction worth ?473 million (Somerfield, n.d.). They had faced huge competition when super store Tesco and Sainsbury launched their own brands. In addition, other two discounters Lidl and Aldi had also entered the retail market. Several stores were closed around the United Kingdom and as a result the company went under administration. They also sold a few stores to Fresh Xpress but it was also under administration and ultimately all the stores were closed. Eventually, the entire of stores of Kwik Save closed in 2007 (Docstoc, 2010). Kwik Save had closed down 79 stores in order to survive in market. Kwik Save also sold its stores to Somerfield in 2006, and since then more problems aroused which resulted in lay off of several outlets, collapsing of sales as well as suppliers refusing to supply goods (Earth Times, 2011). The management of Somerfield realised that the outlook and inner look of Kwik Save st ores would not fit well with the brand of Somerfield. They had warehouse style of inexpressive wooden shelving, space-saving undersized checkouts and thin passageway which needed to be changed by Somerfield. Subsequently, Somerfield decided to maintain and fully renovate the 102 best stores although the remaining 248 stores were fixed up for closure (Somerfield, n.d.). ... The market share of Kwik Save cut down from 1.2 % in April 2006 to 0.2% in 2007 (Docstoc, 2010). 2.0 Causes of Strategic Problems The company was focussing more on acquisition rather than improving the existing operation. Poor thinking as well as decision-making has been the prime cause of their strategic business failure. The store was not achieving their target since it was established (White Lane, n.d.). Firm’s Strategic Positioning Kwik Save was a successful grocery discount supermarket chain around the United Kingdom. They had developed the strategy to sell branded product in a cheap rate to attract maximum numbers of customer. This strategy led to an amalgamation of low fixed cost as well as severe central control. All this were the outcome of network of above 870 conveniently located and unpretentious stores located around the UK. It adopted a â€Å"no nonsense† approach for grocery retailing. The customer money was provided importance thus they were charged low rate for the products. But in 1970s and 1980s, the entrance of super stores hindered their growth and they could not compete with those retail stores. Firm was successful in strategy positioning when no other highly discount based retailers were present but due to the emergence of superstore they were left behind. The superstores were providing importance to leisure, comfort; excitement in the store but Kwik Save with its simple design, could not gain competitive advantage (Reference for Business, 2011). Firm’s Managers Analysis of the Environments of their Industry Andersen Consulting was appointed by the managers of Kwik Save in order to conduct ‘root-and-branch’ strategic review. Kwik Save was one of the â€Å"Britain’s number one discounter† but became

Problems and Issues at OzBank Essay Example | Topics and Well Written Essays - 1750 words

Problems and Issues at OzBank - Essay Example From this discussion it is clear that OzBank has also shown an under-performance in the previous two financial years. For the past two decades, for example, the UK retail banks have felt the competitive pressures, leading banks to consolidate their positions; mergers and adoption of technology completed, and rising consumer demands with the objective of improving services. These efforts, however, failed to satisfy customers. ¹ OzBank is not alone concerning these issues. these are: focusing on customer service, streamlining processes, reducing jobs and developing the employees ´ skills. These measures are backed up by management, CEO, Paul Kelly. OzBank is committing around $1200 million in several key areas, such as: staff training, systems upgrades, process simplification, and new and improved technology. This paper highlights that one of the problems that OzBank has is that out of 40,000 full time staff, it is to reduce approximately 4,000 between January 2007 and January 2009. Almost half of the reduction has already taken place. This is part of the cost-reduction strategy. Ozbank had already reduced approximately 1500 jobs in the 2006-2007 financial year and 600 employees were retrenched in July 2007. The 4000 job loses is part of the scheme to cut $600 million in costs. The first reduction strategy is the personnel versus equipment/overhead. ConMan is a management consulting company with outstanding results on staff and customers that has been hired to help with the restructure of OzBank. ConMan had advised the bank beforehand of the new strategy ´s announcement however, they neglected to talk to the staff during this time. This may have been seen by the personnel and the union as intruders arriving into the workplace and making decisions about employees, making decisions of whe re the employee will end up, and making decisions without the inclusion in the decision-making process. Ms. Alex Faulkner, OzBank director of Human Resources claimed that the staff had been abreast of the restructuring strategy.

Qualitative research Essay Example for Free

Qualitative research Essay Abstract This paper is the first of a series of three articles relating to a case study conducted at Fairfield University to assess aspects of the rapid introduction of Information Technology at the institution. This article deals with the nature of the problem faced by Fairfield University, the characteristics of the case methodology, and lays the foundation for the selection of this research technique for the current study. The paper begins with an Introduction section to familiarize the reader with the case organization. The following section on Case Methodology explores the history, and some of the applications of the technique. The section ends with specific research protocols for researchers. Introduction Fairfield University is a private liberal arts institution of about 3,000 full time undergraduate students and about 1,000 graduate school students. The undergraduate students are distributed through the College of Arts and Sciences, the School of Business, and the School of Nursing. The graduate students are in the Graduate School of Education, the School of Business, and the School of Nursing. There are also part time students in the School of Continuing Education and the BEI School of Engineering. As with many other private institutions of higher education, Fairfield University faces many challenges. These challenges come from the declining population of college age students and the growing cost of running the institution. The literature will support the preceding statement (Crossland, 1980), but provide little comfort to the institution. One of the areas of greatest concern to college managers is the continuing cost of information technology. With the constant need to increase staff salaries, it is like salaries, inadvisable to reduce the outlay on information technology. Interviews that were conducted by this researcher with the deans and managers indicated that some of the peer institutions of Fairfield University are in fact doing as much if not more in this area. Hence any interruption in the effort to maintain technological currency would result in a competitive disadvantage for the institution. Therein lies the administrative financial challenge. The expense on information technology must be maintained at a time of declining revenues (Nicklin, 1992). The field of information technology at a university is very broad and could encompass many technologies hitherto not considered within its purview. However, there has been a relentless and indeed accelerating pace of convergence of the technologies in telecommunications, library services, and video services. The current study is concerned only with the aspects of information technology as it relates to academic computing and will focus on instructional and research computing. The goals of this study include an examination of the (a) managerial and (b) economic aspects of the rapid acquisition of information technology. The objectives deriving from those goals are: An assessment of the categories of computer use in higher education. An evaluation of the managerial issues of computing, including the centralization/decentralization of computing, client/server computing and the aspects of the Internet and the World Wide Web (WWW) Establish a basis for understanding the current and future economic aspects of information technology acquisition. The research questions arising from the above objectives were as follows: Objective 1 above is addressed by the question: What patterns of acquisition emerge from the current computing environment and the perceived needs for computing? Objective 2 is addressed by the question: What characteristics of the categories of computing use contribute to the patterns of acquisition? The five categories developed by King and Kraemer (1985) and adapted for use by Levy (1988) in his study at the University of Arizona, are used in this study, to examine the computing use at Fairfield University. Objective 3 is addressed by the question: What managerial issues arise from the rapid acquisition of information technology and how important have those technologies become to the organization? Objective 4 is addressed by the question: How will the institution balance the need for technological changes with the need to continue the accomplishment of routine tasks?. Samuel Levy (1988) conducted a study of instructional and research computing at the University of Arizona. This study replicates and extends the Levy (1988) study, and was conducted at Fairfield University. The current study extends the Levy (1988) study in its examination of aspects of the Internet, the World Wide Web, and Client/Server computing. Levy (1988) established the use of the case study as appropriate for the research project, and this researcher also used the literature to confirm the use of case methodology in the study at Fairfield University. The history and development of case methodology is reviewed, in support of the current case study at Fairfield University. There have been periods of intense use followed by periods of disuse of this technique, as documented by Hamel, Dufour, and Fortin (1993) as well as others. The relevance of that history to this study is important in that it establishes the known advantages and disadvantages of the methodology. The particular technique of a single-case study is reviewed, since that is the specific implementation of a case study at Fairfield University and was also used by Levy (1988). Case Study Methodology The history of case study research is marked by periods of intense use and periods of disuse. The earliest use of this form of research can be traced to Europe, predominantly to France. The methodology in the United States was most closely associated with The University of Chicago Department of Sociology. From the early 1900s until 1935, The Chicago School was preeminent in the field and the source of a great deal of the literature. There was a wealth of material in Chicago, since it was a period of immigration to the United States and various aspects of immigration of different national groups to the city were studied and reported on (Hamel et al. , 1993). Issues of poverty, unemployment, and other conditions deriving from immigration were ideally suited to the case study methodology. Zonabend (1992) stated that case study is done by giving special attention to completeness in observation, reconstruction, and analysis of the cases under study. Case study is done in a way that incorporates the views of the actors in the case under study. The field of sociology is associated most strongly with case study research, and during the period leading up to 1935, several problems were raised by researchers in other fields. This coincided with a movement within sociology, to make it more scientific. This meant providing some quantitative measurements to the research design and analysis. Since The Chicago School was most identified with this methodology, there were serious attacks on their primacy. This resulted in the denigration of case study as a methodology. In 1935, there was a public dispute between Columbia University professors, who were championing the scientific method, and The Chicago School and its supporters. The outcome was a victory for Columbia University and the consequent decline in the use of case study as a research methodology. Hamel (Hamel et al. , 1993) was careful to reject the criticisms of case study as poorly founded, made in the midst of methodological conflict. He asserted that the drawbacks of case study were not being attacked, rather the immaturity of sociology as a discipline was being displayed. As the use of quantitative methods advanced, the decline of the case study hastened. However, in the 1960s, researchers were becoming concerned about the limitations of quantitative methods. Hence there was a renewed interest in case study. Strauss and Glaser (1967) developed the concept of grounded theory. This along with some well regarded studies accelerated the renewed use of the methodology. A frequent criticism of case study methodology is that its dependence on a single case renders it incapable of providing a generalizing conclusion. Yin (1993) presented Giddens view that considered case methodology microscopic because it lacked a sufficient number of cases. Hamel (Hamel et al. , 1993) and Yin (1984, 1989a, 1989b, 1993, 1994) forcefully argued that the relative size of the sample whether 2, 10, or 100 cases are used, does not transform a multiple case into a macroscopic study. The goal of the study should establish the parameters, and then should be applied to all research. In this way, even a single case could be considered acceptable, provided it met the established objective. The literature provides some insight into the acceptance of an experimental prototype to perceive the singularity of the object of study. This ensures the transformation from the local to the global for explanation. Hamel (Hamel et al. , 1993) characterized such singularity as a concentration of the global in the local. Yin (1989a) stated that general applicability results from the set of methodological qualities of the case, and the rigor with which the case is constructed. He detailed the procedures that would satisfy the required methodological rigor. Case study can be seen to satisfy the three tenets of the qualitative method: describing, understanding, and explaining. The literature contains numerous examples of applications of the case study methodology. The earliest and most natural examples are to be found in the fields of Law and Medicine, where cases make up the large body of the student work. However, there are some areas that have used case study techniques extensively, particularly in government and in evaluative situations. The government studies were carried out to determine whether particular programs were efficient or if the goals of a particular program were being met. The evaluative applications were carried out to assess the effectiveness of educational initiatives. In both types of investigations, merely quantitative techniques tended to obscure some of the important information that the researchers needed to uncover. The body of literature in case study research is primitive and limited (Yin, 1994), in comparison to that of experimental or quasi-experimental research. The requirements and inflexibility of the latter forms of research make case studies the only viable alternative in some instances. It is a fact that case studies do not need to have a minimum number of cases, or to randomly select cases. The researcher is called upon to work with the situation that presents itself in each case. Case studies can be single or multiple-case designs, where a multiple design must follow a replication rather than sampling logic. When no other cases are available for replication, the researcher is limited to single-case designs. Yin (1994) pointed out that generalization of results, from either single or multiple designs, is made to theory and not to populations. Multiple cases strengthen the results by replicating the pattern-matching, thus increasing confidence in the robustness of the theory. Applications of case study methodology have been carried out in High-Risk Youth Programs (Yin, 1993) by several researchers. The effects of community-based prevention programs have been widely investigated using case methodology. Where the high risk youth studies assumed a single case evaluation, these studies have typically used a collection of cases as a multiple-case study. This has been true in the various substance abuse prevention programs that are community-based (Holder, 1987; Sabol, 1990; Yin, 1993). Numerous such studies sponsored by the U. S. General Accounting Office are distributed in the literature between Evans (1976) and Gopelrud (1990). These studies have gone beyond the quantitative statistical results and explained the conditions through the perspective of the actors. Thus case study evaluations can cover both process and outcomes, because they can include both quantitative and qualitative data. There are several examples of the use of case methodology in the literature. Yin (1993) listed several examples along with the appropriate research design in each case. There were suggestions for a general approach to designing case studies, and also recommendations for exploratory, explanatory, and descriptive case studies. Each of those three approaches can be either single or multiple-case studies, where multiple-case studies are replicatory, not sampled cases. There were also specific examples in education, and management information systems. Education has embraced the case method for instructional use. Some of the applications are reviewed in this paper. In exploratory case studies, fieldwork, and data collection may be undertaken prior to definition of the research questions and hypotheses. This type of study has been considered as a prelude to some social research. However, the framework of the study must be created ahead of time. Pilot projects are very useful in determining the final protocols that will be used. Survey questions may be dropped or added based on the outcome of the pilot study. Selecting cases is a difficult process, but the literature provides guidance in this area (Yin, 1989a). Stake (1995) recommended that the selection offers the opportunity to maximize what can be learned, knowing that time is limited. Hence the cases that are selected should be easy and willing subjects. A good instrumental case does not have to defend its typicality. Explanatory cases are suitable for doing causal studies. In very complex and multivariate cases, the analysis can make use of pattern-matching techniques. Yin and Moore (1988) conducted a study to examine the reason why some research findings get into practical use. They used a funded research project as the unit of analysis, where the topic was constant but the project varied. The utilization outcomes were explained by three rival theories: a knowledge-driven theory, a problem-solving theory, and a social-interaction theory. Knowledge-driven theory means that ideas and discoveries from basic research eventually become commercial products. Problem-solving theory follows the same path, but originates not with a researcher, but with an external source identifying a problem. The social-interaction theory claims that researchers and users belong to overlapping professional networks and are in frequent communication. Descriptive cases require that the investigator begin with a descriptive theory, or face the possibility that problems will occur during the project. Pyecha (1988) used this methodology to study special education, using a pattern-matching procedure. Several states were studied and the data about each states activities were compared to another, with idealized theoretic patterns. Thus what is implied in this type of study is the formation of hypotheses of cause-effect relationships. Hence the descriptive theory must cover the depth and scope of the case under study. The selection of cases and the unit of analysis is developed in the same manner as the other types of case studies. Case studies have been increasingly used in education. While law and medical schools have been using the technique for an extended period, the technique is being applied in a variety of instructional situations. Schools of business have been most aggressive in the implementation of case based learning, or active learning (Boisjoly DeMichiell, 1994). Harvard University has been a leader in this area, and cases developed by the faculty have been published for use by other institutions. The School of Business at Fairfield University has revised the curriculum so that in place of the individual longitudinal courses in the areas of Management, Marketing, Operations, Finance, and Information Systems, students take one course. That course is designed around cases that encompass those disciplines, but are presented in an integrated manner. The students are therefore made aware of the interrelatedness of the various disciplines and begin to think in terms of wider problems and solutions. Later courses add the international dimension to the overall picture. Case studies have been used to develop critical thinking (Alvarez, et al. , 1990). There are also interactive language courses (Carney, 1995), courses designed to broaden the students horizons (Brearley, 1990), and even for technical courses (Greenwald, 1991), and philosophical ones (Garvin, 1991). This investigation is a case study of the aspects of Information Technology that are related to client/server computing, the Internet, and the World Wide Web, at Fairfield University. Thus this paper examines issues that will expand the readers knowledge of case study methodology as it relates to the design and execution of such a study. Yin (1994) recommended the use of case-study protocol as part of a carefully designed research project that would include the following sections: Overview of the project (project objectives and case study issues) Field procedures (credentials and access to sites) Questions (specific questions that the investigator must keep in mind during data collection) Guide for the report (outline, format for the narrative) (Yin, 1994, p.64) The quintessential characteristic of case studies is that they strive towards a holistic understanding of cultural systems of action (Feagin, Orum, Sjoberg, 1990). Cultural systems of action refer to sets of interrelated activities engaged in by the actors in a social situation. The case studies must always have boundaries (Stake, 1995). Case study research is not sampling research, which is a fact asserted by all the major researchers in the field, including Yin, Stake, Feagin and others. However, selecting cases must be done so as to maximize what can be learned, in the period of time available for the study. The unit of analysis is a critical factor in the case study. It is typically a system of action rather than an individual or group of individuals. Case studies tend to be selective, focusing on one or two issues that are fundamental to understanding the system being examined. Case studies are multi-perspectival analyses. This means that the researcher considers not just the voice and perspective of the actors, but also of the relevant groups of actors and the interaction between them. This one aspect is a salient point in the characteristic that case studies possess. They give a voice to the powerless and voiceless. When sociological studies present many studies of the homeless and powerless, they do so from the viewpoint of the elite (Feagin, Orum, Sjoberg, 1991). Case study is known as a triangulated research strategy. Snow and Anderson (cited in Feagin, Orum, Sjoberg, 1991) asserted that triangulation can occur with data, investigators, theories, and even methodologies. Stake (1995) stated that the protocols that are used to ensure accuracy and alternative explanations are called triangulation. The need for triangulation arises from the ethical need to confirm the validity of the processes. In case studies, this could be done by using multiple sources of data (Yin, 1984). The problem in case studies is to establish meaning rather than location. Designing Case Studies Yin (1994) identified five components of research design that are important for case studies: A studys questions Its propositions, if any Its unit(s) of analysis The logic linking the data to the propositions The criteria for interpreting the findings (Yin, 1994, p. 20). The studys questions are most likely to be how and why questions, and their definition is the first task of the researcher. The studys propositions sometimes derive from the how and why questions, and are helpful in focusing the studys goals. Not all studies need to have propositions. An exploratory study, rather than having propositions, would have a stated purpose or criteria on which the success will be judged. The unit of analysis defines what the case is. This could be groups, organizations or countries, but it is the primary unit of analysis. Linking the data to propositions and the criteria for interpreting the findings are the least developed aspects in case studies (Yin, 1994). Campbell (1975) described pattern-matching as a useful technique for linking data to the propositions. Campbell (1975) asserted that pattern-matching is a situation where several pieces of information from the same case may be related to some theoretical proposition. His study showed, through pattern-matching, that the observed drop in the level of traffic fatalities in Connecticut was not related to the lowering of the speed limit. His study also illustrated some of the difficulties in establishing the criteria for interpreting the findings. Construct validity is especially problematic in case study research. It has been a source of criticism because of potential investigator subjectivity. Yin (1994) proposed three remedies to counteract this: using multiple sources of evidence, establishing a chain of evidence, and having a draft case study report reviewed by key informants. Internal validity is a concern only in causal (explanatory) cases. This is usually a problem of inferences in case studies, and can be dealt with using pattern-matching, which has been described above. External validity deals with knowing whether the results are generalizable beyond the immediate case. Some of the criticism against case studies in this area relate to single-case studies. However, that criticism is directed at the statistical and not the analytical generalization that is the basis of case studies. Reliability is achieved in many ways in a case study. One of the most important methods is the development of the case study protocol. Case studies can be either single or multiple-case designs. Single cases are used to confirm or challenge a theory, or to represent a unique or extreme case (Yin, 1994). Single-case studies are also ideal for revelatory cases where an observer may have access to a phenomenon that was previously inaccessible. Single-case designs require careful investigation to avoid misrepresentation and to maximize the investigators access to the evidence. These studies can be holistic or embedded, the latter occurring when the same case study involves more than one unit of analysis. Multiple-case studies follow a replication logic. This is not to be confused with sampling logic where a selection is made out of a population, for inclusion in the study. This type of sample selection is improper in a case study. Each individual case study consists of a whole study, in which facts are gathered from various sources and conclusions drawn on those facts. Yin (1994) asserted that a case study investigator must be able to operate as a senior investigator during the course of data collection. There should be a period of training which begins with the examination of the definition of the problem and the development of the case study design. If there is only a single investigator, this might not be necessary. The training would cover aspects that the investigator needs to know, such as: the reason for the study, the type of evidence being sought, and what variations might be expected. This could take the form of discussion rather than formal lectures. A case study protocol contains more than the survey instrument, it should also contain procedures and general rules that should be followed in using the instrument. It is to be created prior to the data collection phase. It is essential in a multiple-case study, and desirable in a single-case study. Yin (1994) presented the protocol as a major component in asserting the reliability of the case study research. A typical protocol should have the following sections: An overview of the case study project (objectives, issues, topics being investigated) Field procedures (credentials and access to sites, sources of information) Case study questions (specific questions that the investigator must keep in mind during data collection) A guide for case study report (outline, format for the narrative) (Yin, 1994, p. 64). The overview should communicate to the reader the general topic of inquiry and the purpose of the case study. The field procedures mostly involve data collection issues and must be properly designed. The investigator does not control the data collection environment (Yin, 1994) as in other research strategies; hence the procedures become all the more important. During interviews, which by nature are open ended, the subjects schedule must dictate the activity (Stake, 1995). Gaining access to the subject organization, having sufficient resources while in the field, clearly scheduling data collection activities, and providing for unanticipated events, must all be planned for. Case study questions are posed to the investigator, and must serve to remind that person of the data to be collected and its possible sources. The guide for the case study report is often neglected, but case studies do not have the uniform outline, as do other research reports. It is essential to plan this report as the case develops, to avoid problems at the end. Stake (1995), and Yin (1994) identified at least six sources of evidence in case studies. The following is not an ordered list, but reflects the research of both Yin (1994) and Stake (1995): Documents Archival records Interviews Direct observation Participant-observation Physical artifacts Documents could be letters, memoranda, agendas, administrative documents, newspaper articles, or any document that is germane to the investigation. In the interest of triangulation of evidence, the documents serve to corroborate the evidence from other sources. Documents are also useful for making inferences about events. Documents can lead to false leads, in the hands of inexperienced researchers, which has been a criticism of case study research. Documents are communications between parties in the study, the researcher being a vicarious observer; keeping this in mind will help the investigator avoid being misled by such documents. Archival documents can be service records, organizational records, lists of names, survey data, and other such records. The investigator has to be careful in evaluating the accuracy of the records before using them. Even if the records are quantitative, they might still not be accurate. Interviews are one of the most important sources of case study information. There are several forms of interviews that are possible: Open-ended, Focused, and Structured or survey. In an open-ended interview, key respondents are asked to comment about certain events. They may propose solutions or provide insight into events. They may also corroborate evidence obtained from other sources. The researcher must avoid becoming dependent on a single informant, and seek the same data from other sources to verify its authenticity. The focused interview is used in a situation where the respondent is interviewed for a short period of time, usually answering set questions. This technique is often used to confirm data collected from another source. The structured interview is similar to a survey, and is used to gather data in cases such as neighborhood studies. The questions are detailed and developed in advance, much as they are in a survey. Direct observation occurs when a field visit is conducted during the case study. It could be as simple as casual data collection activities, or formal protocols to measure and record behaviors. This technique is useful for providing additional information about the topic being studied. The reliability is enhanced when more than one observer is involved in the task. Glesne and Peshkin (1992) recommended that researchers should be as unobtrusive as the wallpaper. Participant-observation makes the researcher into an active participant in the events being studied. This often occurs in studies of neighborhoods or groups. The technique provides some unusual opportunities for collecting data, but could face some major problems as well. The researcher could well alter the course of events as part of the group, which may not be helpful to the study. Physical artifacts can be tools, instruments, or some other physical evidence that may be collected during the study as part of a field visit. The perspective of the researcher can be broadened as a result of the discovery. It is important to keep in mind that not all sources are relevant for all case studies (Yin, 1994). The investigator should be capable of dealing with all of them, should it be necessary, but each case will present different opportunities for data collection. There are some conditions that arise when a case researcher must start data collection before the study questions have been defined and finalized (Yin, 1994). This is likely to be successful only with an experienced investigator. Another important point to review is the benefit of using rival hypotheses and theories as a means of adding quality control to the case study. This improves the perception of the fairness and serious thinking of the researcher. Analyzing Case Study Evidence This aspect of the case study methodology is the least developed and hence the most difficult. As a result, some researchers have suggested that if the study were made conducive to statistical analysis, the process would be easier and more acceptable. This quantitative approach would be appealing to some of the critics of the case study methodology. However not all case studies lend themselves to this type of analysis. Miles and Huberman (1984) suggested analytic techniques such as rearranging the arrays, placing the evidence in a matrix of categories, creating flowcharts or data displays, tabulating the frequency of different events, using means, variances and cross tabulations to examine the relationships between variables, and other such techniques to facilitate analysis. There must first be an analytic strategy, that will lead to conclusions. Yin (1994) presented two strategies for general use: One is to rely on theoretical propositions of the study, and then to analyze the evidence based on those propositions. The other technique is to develop a case description, which would be a framework for organizing the case study. Lynd conducted a widely cited Middletown study in 1929, and used a formal chapter construct to guide the development of the analysis. In other situations, the original objective of the case study may help to identify some causal links that could be analyzed. Pattern-matching is another major mode of analysis. This type of logic compares an empirical pattern with a predicted one. Internal validity is enhanced when the patterns coincide. If the case study is an explanatory one, the patterns may be related to the dependent or independent variables. If it is a descriptive study, the predicted pattern must be defined prior to data collection. Yin (1994) recommended using rival explanations as pattern-matching when there are independent variables involved. This requires the development of rival theoretical propositions, but the overall concern remains the degree to which a pattern matches the predicted one. Yin (1994) encouraged researchers to make every effort to produce an analysis of the highest quality. In order to accomplish this, he presented four principles that should attract the researchers attention: Show that the analysis relied on all the relevant evidence Include all major rival interpretations in the analysis Address the most significant aspect of the case study Use the researchers prior, expert knowledge to further the analysis Stake (1995) recommended categorical aggregation as another means of analysis and also suggested developing protocols for this phase of the case study to enhance the quality of the research. He also presented ideas on pattern-matching along the lines that Yin (1994) presented. Runkel (1990) used aggregated measures to obtain relative frequencies in a multiple-case study. Stake (1995) favored coding the data and identifying the issues more clearly at the analysis stage. Eisner and Peshkin (1990) placed a high priority on direct interpretation of events, and lower on interpretation of measurement data, which is another viable alternative to be considered.

Racial inequality and treatment

Racial inequality and treatment Introduction It goes without saying that education equality has always been one of the most important questions in Afro-American struggle for equality. It is essential that the Southern states has always been the stronghold of racial inequality and treatment to the Afro- Americans was worse than anyone else is one the most important places in the struggle for equal education. This paper would examine the endless struggle of the black minority in St. Louis for getting the equal education, as good as the white majority gets. The analysis of the struggle for the primary civil rights of the Afro-American nation would help to realize how important was reaching educational equality in the area where the blacks were always considered to be unequal members of the society, who does not have right for the equal jobs, rights and education as well. This struggle for the equal education would be the best illustration for the further generations and help them to understand what a difficult way. â€Å"What hap pens inside the classroom is only a small part of education. What, where, and how students learn is a function of the organization of the school system, prevailing theories about learning, local political pressures, and, of course, financial realities. The history of education in St. Louis is little different than that of most American cities, in that it forms another framework through which to view the communitys past† (St. Lois Government, 1996). The aim of this essay to reveal the difficulties the black minority met while fighting for the equality in the educational sphere St. Louis. The beginning of the struggle for equal education of Afro-Americans It is a well known fact that even in the 20th century it could be hardly spoken about equal rights for the backs and the whites in the educational sphere and Southern states of the U.S. The education of the black minorities, if it is was possible, was separated from the white children and it goes without saying there was no even slight mention about the equal educational facilities: â€Å"Schools were segregated by race. Churches operated the first schools for African-American children until 1847, when Missouri law forbade teaching African-Americans to read and write. First Baptist Church pastor John Berry Meachum responded by opening the â€Å"Freedom School† on a barge in the Mississippi River, which was federally owned, and thus beyond the reach of state law† (St. Lois Government, 1996). The segregated schools became legal in 1896 by the United States Supreme Court (Plessy v. Ferguson case). Back and white children in St. Louis studied separately for more than 50 yea rs and only after the World War II the first steps towards the desegregation were made. The black children were mistreated at school as were as well their parents at work and what is the most poor in this case that it was legally supported over the whole country: â€Å"Giving the power of law to the separate-but-equal doctrine, school systems nationally kept black and white children apart. The problem was that separate wasnt equal† (St. Lois Government, 1996). Hence after the war the civil rights movement was developing quite quickly. Afro-Americand understood that they could not live under the white oppression and the most burning area were Southern States of the United States. : â€Å"In its landmark Brown v. Board of Education of Topeka decision in 1954, the court reversed itself, saying that separate education was, by definition, unequal. Amidst a rising tide of social awareness about racial equality, Catholic schools in St. Louis had already figured this out, desegregat ing the Archdiocese system in 1948. The Brown decision did bring about one immediate change in St. Louis education† (St. Lois Government, 1996). The first step towards the changes which were so much needed was made. It goes without saying that the whole system needed desegregation as equality of education is one of the primary rights of the person. It is essential that representatives of the Afro-American nation were seeking for the equal education and equal work facilities with the whites. They were not intended to yield the places in public transport to the whites and were intended to provide for their children equal with the whites education. The schools were poorly equipped compared to the white communities schools: â€Å"East St. Louis Senior High School, whose biology lab has no laboratory tables or usable dissecting kits, with nearby suburban schools where children enjoy a computer hookup to Dow Jones to study stock transactions and science laboratories that rival thos e in some industries† (Linda Darling-Hammond, 2010). The primary equipment needs in the schools of racial minorities were still severely violated and it is not surprising that the educational level of the black children was significantly lower that the white ones and they could not get equal job and get equal income in future. The problem was really burning and it got to be solved, either by the local government or by Afro-American community itself. As it usually happens the problem solution was found by the the black themselves. It is a well known fact that one of the most significant problems in segregated schools was teaching. The white teachers did not appreciate teaching of the black children that the Afro-American community of St. Louis was eager to train black teachers themselves to raise the quality of the black teachers and the level of the black children education: â€Å"Stowe Teachers College evolved out of the Sumner High School program to train black school teach ers since 1890. But Brown v. Topeka Board didnt fully address the issue of de facto segregation brought on by housing patterns. Blacks were relegated to their own city neighborhoods, where their children attended neighborhood schools. When housing is segregated, so too are the schools. Funding, and therefore educational quality, receded during the 1950s and 1960s as well. What had once been one of the best public school systems in the United States had plummeted. Black students especially suffered as public schools declined in a core city with a disproportionately high African-American population. Three in four students in the St. Louis Public Schools were black in 1980, while more than two in five white youngsters attended school outside the system. Public education in St. Louis came under court supervision in 1980, with the goal of desegregating St. Louis Public Schools† (St. Lois Government, 1996). More than hundred years have passed after declining of slavery and starting of the fight for the equal rights of Afro-Americans with the white majority, when in St. Louis the desegregation program started. It is not surprising that being separated from the equal education from the very beginning the Black Minority did not chanced to protect themselves and seek for the better future. Low rating of the Afro-American schools and their segregation from the white children also had a significant impact on the crime rate in the region, the level of unemployment among the Afro-Americans and other significant factors that form the whole economical vision of the city. Such a poor treatment and late start of desegregation program negatively influenced St. Louis as resort area and economical center of the region as desegregation program was not started earlier, but only in the late 20th century. The following chapter would reveal how desegregation program was started and what were the results of it. St. Lois. Desegregation program of primary and secondary educational systems in the area. Its beginning, results and decisions. Desegregation plan was started in 1983 and since then it has a controlling eye of media, civil rights foundation and other on it. It is essential that development of the blacks segregation in the certain areas in the late 20th century, when the civil rights were not just an empty words, but people struggles for equality for more than hundred years and finally reached it. Then we see that desegregation was started to assimilate the white majority and black minority as the human rights should be observed and the Afro-American community could not stay aside the social life of the country: â€Å"Five years ago, St. Louis pioneered a metropolitan wide school desegregation plan that tried to fuse the predominantly black and poor inner city with 16 mostly white and wealthy suburbs. The plan, which resulted from a Federal District Court settlement that postponed threatened litigation for five years, involves no mandatory busing and became the largest voluntary school transfer program in the country, with 12,000 children attending schools outside of their designated districts each day. It has also met most of its goals for integrating blacks into suburban St. Louis County schools† (Amy Stuart Wells, 1988). It was the first attempt which was under the strict control and attention from the federal government. And it should be mentioned that even after just five years of this program operation in St. Louis the other areas took some significant parts of this particular program to solve the typical questions in their local place. It is not surprising that being the pioneer is very difficult task and St. Louis as the area of traditional confrontation between the black and the white communities had to overcome certain difficulties in order to reach the desired effect. The core idea of the program was the ability of parents to chose the schools for the their children studies outside the area of their dwelling: â€Å"Once hailed as â€Å"one of the most creative social experiments of our time† by William H. Hungate, the judge who oversaw its design, the plan has fostered many problems. Among them are what some parents and educators in the city call a brain drain of the citys best black students, too few white students coming into the city system and high operating costs, financed mostly, and reluctantly, by the state. Concepts National Appeal. Still, the main component of the plan, the concept of allowing parents to choose schools well outside their local districts, has gained national appeal as a way to extend to inner-city children the better educational opportunities often available in suburban districts† (Amy Stuart Wells, 1988). Different civil rights foundation often relate to the St. Louis desegration program as one of the most significant attempts of the past century and consider that it has incorporated the core elements of the school changes involving expansion of such an element as freedom of school choice and accountability . The researches consider that St. Louis desegregation program is one of the most significant achievements in the fight for the civil rights of Afro-American community and it was the largest school choice plan, which let with 13,000 to 15,000 to break through the boundaries of the suburb, the boundaries of inequality, and the boundaries of racial discrimination: â€Å"It permits parents of children in failing schools to send their children to more successful public schools. The St. Louis desegregation plan reconstitutes failing schools with new principals and educational programs-elements of the education reform program supported by President George W. Bush and Senator Edward M. Kennedy† (William H. Freivogel, 2002, p. 209). The same time analytical investigation of the school reform in St. Louis provided by the investigator of the Century Foundation (Task Force on the Common School) William H. Freivogel came to the conclusion that even desegregation did not solve one of the most significant problems for American secondary system and the St. Louis reform has a number lessons to take for the further reforms all over the world: â€Å"the St. Louis desegregation plan has lessons to offer the rest of the nation. Neither school desegregation nor accountability magically creates a level playing field for African-American children. But an entire generation of students-black and white-has had an opportunity for a high-quality education in an integrated setting. African-American students, who took advantage of this opportunity, gained significant, if not dramatic, improvements in achievement, graduation rates, and college attendance† (William H. Freivogel, 2002, p. 210). The increasing of secondary educati on of drop out rate is probably one of the most significant problem for the white majority and the black minority of the area met. The data provided by the different educational establishment showed that the black minority used their advantage and actively participated within the desegregation. The following data give the compared results to the other cities of the U.S.: â€Å"Data from the 1990 census show that, in Florida and Texas, urban districts generally have a greater percentage of minority students as part of the total student body than rural districts. This is a national trend as well. It has been estimated that in the mid-1990s, for example, 53.8 percent of urban schools had predominantly African-American student populations. In some cities the number is higher: Milwaukee, 61 percent; Philadelphia, 64 percent; St. Louis, 80 percent; Atlanta, 92 percent; and Birmingham, 94 percent† (Matthew Ladner and Christopher Hammons, 2000, p. 94). We see that the drop out rate i ncreasing is not just the problem of the St. Louis Area and it even yet it may have connection to the desegregation, It should be noted that the Black minority after the years of suffering from inequality and mistreating within the different educational establishment took their chance. The success of the desegregation should be undertaken as one the positive example of the racial struggle for equal right for the education and freedom of choice. Understanding the mistakes of the past the government developed the plan which corresponded to the needs of the racially discriminated African-Americans. The final edition of the plan included five main components. One of them was so called interdistrict transfer program it â€Å"required mostly white suburban districts to either increase the number of African-American students by fifteen percentage points, or to reach and maintain the plan goal of a student population that was 25 percent black† (William H. Freivogel, 2002, p 213). One of the core features of this plan was that the student would apply for the district she or he would like to study in. The same time the district should identify the children, who need special education and screen for any discipline problems, but it should be noted that they could not send the student off due the academic disorders. Another element of the program was creation of magnet schools in the city and their aim was to create balanced student bodies, which would be attended by the white students from the surburb: â€Å"After a decade of slow growth, the number of white students from the suburbs traveling to schools in the city climbed above 1,100, reaching a peak of 1,478 in 1997† (William H. Freivogel, 2002, p 214).. The third part of the plan was quality of educational component. The thing the black segregated schools always suffered its aim was â€Å"to make capital improvements in city schoolhouses and to improve the education of those students left behind in all- black schools-a number expected to be from 10,000 to 15,000 students† (William H. Freivogel, 2002, p 214). The forth element included financial part, which was aimed to make the first three components working. The prosperous areas received nearly $ 10, 000 per pupil for accommodation and less prosperous from $ 3,000 to 4,000. And the fifth element was to provide 5 year lasting stay of the interdistrict case. It would help to evaluate critically the effect and the results of the first step. It is essential that each step of this plan contributed a lot to the unending struggle of the Black minority for its educational rights. It goes without saying that this desegregation plan was one of the most important decisions in the fight of Afro- American society for the equal educational facilities and it actually reached the aim. It goes without saying that it was the great victory in unending struggle for equality. Conclusion In the end it would be essential to make a stress on the fact that this desegregation program provided a significant impact on the whole country. The positive elements were undertaken in other areas, when they started their personal desegregation programs celebrating cultural diversity and racial equality. Personally I support the idea, that it was the great victory of Afro-American community in their fight for equal education and now not only in St. Louis but in many other cities all over the United States people could choose the school despite the district we live. The racial question is still one of the most important in the present day United Sates but such reforms help a number of Afro-American children to find their place and the white ones to understand the necessity of interracial equality and communication. References: William H. Freivogel. St Louis: Desegregation and School Choice. Century Foundation Press. 2002 Matthew Ladner and Christopher Hammons. Special but Unequal: Race and Special Education. Houston Baptist University. 2000 Linda Darling-Hammond. Unequal Opportunity: Race and Education. Education, Race. Education, Race. Spring 1998 St. Lois Government. 1996. St. Louis Historic Context. Education. 28. 04.2010. Official web site of St. Louis city. Amy Stuart Wells. St. Louis Evaluates Its Pioneer Integration Plan. The New York Times. June 8, 1988