Lou Gehrig

The sport of baseball has produced some legendary, iconic players since its inception in the late 1800s. However, there is one particular legend that stands out from the rest: Lou Gehrig. Lou Gehrig was one of baseball’s greats, had a record setting career and a life claimed by a disease bearing his name. When Lou benched himself in 1939, nobody, including himself, imagined he would be dead in just two short years. Lou Gehrig was born June 19, 1903 to Heinrich and Christina Gehrig, German immigrants. They made their home in Yorkville, in the Upper East Side of New York City and eventually moved to upper Manhattan when Lou was four. Shortly after settling in their new home, Lou received his first baseball glove, a catcher’s mitt, for Christmas at the age of five. At the park across the street from the Gehrig home, Lou would play baseball with the older children in the neighborhood. Even though Lou was only six, he was comparable in size to the other children as he was big and strong; a very husky fellow but very shy. Like the older children, Lou would arise at five each morning and play baseball in the park until it was time to go to school. In this park is where it began for Lou Gehrig (Hubler, 1941). By the time Lou entered Commerce High School he was a big, burly young man weighing nearly two hundred pounds with extremely broad shoulders. In the park, he could hit a baseball further than anyone around. However, Lou did not participate in baseball as a school sport; he considered himself an ordinary neighborhood sandlot player. At some point during Lou’s high school career, classmates told his teacher about how far he could hit a baseball. After hearing this information, the teacher demanded Lou show up at one of the scheduled high school baseball games. Lou did show up, heard all of the cheering, turned around, and went directly home. Lou was so terrified that he literally ran away from his first high school baseball game. The next day his teacher demanded that Lou show up for the next game and threatening a failing grade if he did not show up. Lou Gehrig was forever grateful for the teacher’s threat that day (Macht, 1993). Lou’s parents wanted him to attend college even though he wanted to work and earn money for the family. Fortunately, Christina worked for a fraternity house at Columbia University managed by the university’s athletic director. Because of this working relationship and a tremendous amount of studying, Columbia offered Lou an athletic scholarship and he accepted. Before the baseball season started, someone had advised Lou to go to Connecticut to play for Eastern League, a professional team, to gain more experience and he would be paid to play. While playing for the Eastern League, the Columbia University baseball coach discovered that Lou was playing professionally and therefore breaching his contract with Columbia. Lou was not allowed to play his entire freshman year as a consequence of breaching his contract (Macht, 1993). By Lou’s sophomore year at Columbia, his fielding was erratic but his hitting improved with much practice. He was dangerous and extremely wild as a pitcher and terrible in the outfield. Finally the manager placed Lou at first base where he needed only to catch direct throws or scoop up ground balls. His hitting continued to evolve and he was hitting the ball more than 420 feet. During this time at Columbia, professional league teams were taking notice of Lou and making offers. It was not until his mother fell ill that he accepted a $1500 bonus to join the New York Yankees and dropped out of Columbia University after two years (Hubler, 1941). The new Yankee immediately became frustrated with his newfound job. He practiced with the team, watched the other players, worked out in the bullpen and everything in between. However, he never played in a game. Finally, after several weeks of warming the bench, the Yankees manager called on Lou to pinch-hit for the pitcher during a game at Washington. He struck out. A few days later, during at game with St. Louis, Lou was sent to the plate again and hit a line drive for a double. The Yankee’s manager knew that Lou needed more playing exerpeience and decided to send him to Hartford, Connecticut, to play with the Hartford Club (Macht, 1993). Lou’s time in Hartford proved to be beneficial. In the short time he was there, he hit 69 home runs in 59 games. In September, the Yankee’s first baseman injured his ankle. The Yankees immediately sent for Lou to take injured first baseman’s place. Lou was finally in the Yankee’s line-up. The Yankees went on to win the pennant that season and for the third year in a row they were in the World Series. However, Lou had joined the Yankee line-up too late in the season. He was not eligible to play in the Series unless the opposing team’s manager would allow him to do so. Unfortunately, the manager of the opposition refused the request and Lou warmed the bench as he watched his team win the World Series for the first time. The 1927 season brought baseballs greatest team: The New York Yankees. The first six batters in the Yankee’s order made up Murderer’s Row with Babe Ruth in the 3rd position and Lou in the 4th or â€Å"clean-up† position. According to The 1927 NY Yankees (2011) the Yankees were â€Å"Graced with the batting phenomenon pair of Babe Ruth and Lou Gehrig† (1927-Murderers’ Row, para. 2). Even though Babe Ruth had the most home runs during the 1927 season, Lou had the highest batting average of anyone on the famed Murderer’s Row. The Yankees went on to win 110 games and swept the Pirates in the World Series. The 1927 season also brought somewhat of a slugfest between Lou and the Babe. The fest was never anything but friendly between the two as they cheered each other on through the season. This slugfest was a brutal neck-and-neck, back-and-forth home run race. At times the two of them (sometimes referred to as the â€Å"Twins†) tied in home run hits, times when the Babe was ahead of Lou and other times when Lou was ahead of the Babe. This activity continued for nearly the entire 1927 season. During the last month of the season, Lou could not keep up with the Babe and eventually he fell behind him in the home run race. Lou ended the season with 47 home runs. Lou Gehrig had an astounding career with many achievements and records during his time with the New York Yankees. He played 2,130 consecutive games with the Yankees between the years of 1925 and 1939. This record stood for 56 years until it was broken in 1995. He became the first American League player to hit four homeruns in one game, won the Triple Crown in 1934 and inducted into the Baseball Hall of Fame in 1939 (CMG Worldwide, 2003). Lou currently holds several records in the world of baseball including Major League and team records for the New York Yankees. First, Major League records currently held by Lou Gehrig are four home run hits in one game, most grand slams (23) in a career, most runs batted in by a lefthander in one season, most seasons with 100+ runs batted in consecutively and most seasons with 150+ runs batted in consecutively (Baseball Almanac, Inc 2000-2011). Additionally, the current New York Yankees team records held by Lou include grand slams (23), hits resulting in double bases (534), hits resulting in triple bases (163), and runs batted in (1,995). Lou also holds several of the number two spots in the Yankees record books including second highest batting average, hits, home runs by a lefthander, on base percentage, runs scored, slugging average, and total bases (Baseball Almanac, Inc. 2000-2011). To say that Lou Gehrig had a good career with the Yankees is an understatement. The 1938 season brought some changes for Lou Gehrig. He was off to a slow start at the beginning and was not hitting like usual. By summertime several players from other teams were noticing that Lou was walking and running like an old man. It was also noted by some pitchers that Lou’s reflexes seemed to be slow, and although he was swinging the bat as hard as he always had, the balls were not going nearly as far. By the end of the season his batting average was down to .295. Lou had higher expectations of himself considering his .351 average the season before (Macht, 1993). In early 1939 Lou was determined to bounce back for the upcoming season but he was developing more trouble physically. He had fallen while fishing, had problems stepping off curbs, and small items would fall out of his hands. Finally, even thou Lou would not admit something was seriously wrong, in June he visited the Mayo Clinic in Rochester, Minnesota, where he underwent numerous tests. On June 19, 1939, his 36th birthday, his doctor gave him the diagnosis of amyotrophic lateral sclerosis, a disease that attacks the nerve cells that control voluntary muscles (Hubler, 1941). Today this disease is also known as Lou Gehrig’s disease. Lou benched himself May 2, 1939, just days prior to his diagnosis and never played for the Yankees again. By the spring of 1941 Lou was bedridden and started to have trouble breathing. Eleanor and her mother took care of Lou around the clock. By this time he could not swallow anything other than pureed food. On Monday, June 2, 17 days before his 38th birthday and exactly 16 years to the day he took over first base for the New York Yankees, Lou Gehrig passed way in his New York home with his family by his side including his devoted dog, Yankee (Macht, 1993). Lou Gehrig is a legend; a baseball icon. He was known as a decent, humble, shy and courageous man on and off the baseball field. He set many records during his career and faced his debilitating disease with nothing but courage. There will never be a number four Yankee’s jersey to grace a baseball field again because that number was for the one and only: Lou Gehrig.

The Going by Thomas Hardy

Hardy almost appears unaware of the years passed distanced from his wife ntil the fifth stanza, suggesting her death has the effect of a virtual awakening, allowing him to finally accept it, yet not settle from mourning it ,as is made evident by the following 1912-13 poems. The Repetition of â€Å"Why' beginning the first, third, and fifth stanza illustrate Hardys rejection of Emma's death, probably resulting from the regret of not having taken advantage of the time she was alive. Hardy feels Emma â€Å"calmly' died with â€Å"indifference†, giving way to intense feelings of remorse in the following stanza's.His uspicion of her carelessness is further highlighted in the second stanza as she is described to have â€Å"never to bid goodbye† – â€Å"or lip [him] the softest call†. Emma's apparent alienation of hardy suggests she deliberately left him in response to â€Å"those days long dead† where she was as good as dead to Hardy. Moreover Hardy rem ains unsettled by the fact that death or Emma offered â€Å"no hint† of her â€Å"going†. Deaths unexpectedness emphasizes its fragility, and tendency to â€Å"quickly – and calmly' occur at any â€Å"moment, and alter all†.The use of the oxymoron, quickly – and calmly' to describe death may suggest Hardys state of confusion due to the swiftness of it all happening, as well as him actually not knowing how she died because he was not there. In addition the aural imagery created through the use of the monosyllabic words, â€Å"up and be gone†, has the effect of emphasizing deaths suddenness. The â€Å"IloW' sound created by the feminine end rhyme of â€Å"where I could not follow – with wing of swallow' has the effect of something continuous, in this case suggesting Hardys growing distance from Emma now that she is dead, as well as oreshadowing the long period of grief to come. The Going† is reference to Emma's gradual fading f rom Hardys memory. Emma death is also described to be a â€Å"swift fleeing† and a â€Å"great going†. Death and the after life are never referred to explicitly. Therefore Hardys use of euphemisms illustrate his avoidance of reality, as well as his fear of acknowledging Emma's death. Furthermore, Hardys commemorations of his courtship with Emma in the fourth stanza further stresses this point. The tone of the poem shifts during this process, as he cadence begins to rise, revealing the Joy Hardy feels whilst remembering Emma alive.It almost seems as if Hardy is attempting to â€Å"follow' Emma through his memories of her. Hardys eventually recollects the moments where him and Emma were most distant and â€Å"did not spear or â€Å"visit together those places that they once visited†. By this point, regret dominates Hardys feelings and the poem. Furthermore, in the first stanza Emma's is described to have passed on â€Å"quickly after the morrows dawn† â⠂¬â€œ the use of the word â€Å"dawn† adds a sense of light to poem, allowing readers to imagine the sun rising.This may symbolize Emma's soul rising from her dead corpse, as well as, portraying an ambiance of increasing light. Hardy deliberately eliminates this semblance of light to depict his increasing sense of grief. In the third stanza, the use of the words â€Å"darkening dankness† and â€Å"yawning blankness† coupled with Hardys description of his wife's hallucination â€Å"at dusk†, convey this diffusion of light. In the final stanza Hardy appears to be undergoing acceptance, suggested by the use of the words â€Å"well, well†. Nevertheless his grief has not yet subsided.The broken yntax alters the rhythm, as well as giving the impression of it faltering forward. Hardy describes himself as a â€Å"dead man held on end to sink down soon†, this conflicts with the â€Å"rising† of Emma in the first stanza, nevertheless, may imply the same idea. Hardy is now plagued with a wish to Join his wife in the after life, yet this does not bring them any closer to her, as Hardy feels he'll â€Å"sink down† instead of rising up. In addition, similarly to the sun â€Å"rising† in the first stanza, the use of â€Å"sink down† may symbolize the sun now sinking, bringing about darkness. The Going by Thomas Hardy Hardy almost appears unaware of the years passed distanced from his wife ntil the fifth stanza, suggesting her death has the effect of a virtual awakening, allowing him to finally accept it, yet not settle from mourning it ,as is made evident by the following 1912-13 poems. The Repetition of â€Å"Why' beginning the first, third, and fifth stanza illustrate Hardys rejection of Emma's death, probably resulting from the regret of not having taken advantage of the time she was alive. Hardy feels Emma â€Å"calmly' died with â€Å"indifference†, giving way to intense feelings of remorse in the following stanza's.His uspicion of her carelessness is further highlighted in the second stanza as she is described to have â€Å"never to bid goodbye† – â€Å"or lip [him] the softest call†. Emma's apparent alienation of hardy suggests she deliberately left him in response to â€Å"those days long dead† where she was as good as dead to Hardy. Moreover Hardy rem ains unsettled by the fact that death or Emma offered â€Å"no hint† of her â€Å"going†. Deaths unexpectedness emphasizes its fragility, and tendency to â€Å"quickly – and calmly' occur at any â€Å"moment, and alter all†.The use of the oxymoron, quickly – and calmly' to describe death may suggest Hardys state of confusion due to the swiftness of it all happening, as well as him actually not knowing how she died because he was not there. In addition the aural imagery created through the use of the monosyllabic words, â€Å"up and be gone†, has the effect of emphasizing deaths suddenness. The â€Å"IloW' sound created by the feminine end rhyme of â€Å"where I could not follow – with wing of swallow' has the effect of something continuous, in this case suggesting Hardys growing distance from Emma now that she is dead, as well as oreshadowing the long period of grief to come. The Going† is reference to Emma's gradual fading f rom Hardys memory. Emma death is also described to be a â€Å"swift fleeing† and a â€Å"great going†. Death and the after life are never referred to explicitly. Therefore Hardys use of euphemisms illustrate his avoidance of reality, as well as his fear of acknowledging Emma's death. Furthermore, Hardys commemorations of his courtship with Emma in the fourth stanza further stresses this point. The tone of the poem shifts during this process, as he cadence begins to rise, revealing the Joy Hardy feels whilst remembering Emma alive.It almost seems as if Hardy is attempting to â€Å"follow' Emma through his memories of her. Hardys eventually recollects the moments where him and Emma were most distant and â€Å"did not spear or â€Å"visit together those places that they once visited†. By this point, regret dominates Hardys feelings and the poem. Furthermore, in the first stanza Emma's is described to have passed on â€Å"quickly after the morrows dawn† â⠂¬â€œ the use of the word â€Å"dawn† adds a sense of light to poem, allowing readers to imagine the sun rising.This may symbolize Emma's soul rising from her dead corpse, as well as, portraying an ambiance of increasing light. Hardy deliberately eliminates this semblance of light to depict his increasing sense of grief. In the third stanza, the use of the words â€Å"darkening dankness† and â€Å"yawning blankness† coupled with Hardys description of his wife's hallucination â€Å"at dusk†, convey this diffusion of light. In the final stanza Hardy appears to be undergoing acceptance, suggested by the use of the words â€Å"well, well†. Nevertheless his grief has not yet subsided.The broken yntax alters the rhythm, as well as giving the impression of it faltering forward. Hardy describes himself as a â€Å"dead man held on end to sink down soon†, this conflicts with the â€Å"rising† of Emma in the first stanza, nevertheless, may imply the same idea. Hardy is now plagued with a wish to Join his wife in the after life, yet this does not bring them any closer to her, as Hardy feels he'll â€Å"sink down† instead of rising up. In addition, similarly to the sun â€Å"rising† in the first stanza, the use of â€Å"sink down† may symbolize the sun now sinking, bringing about darkness.

Critical Review Assignment Statistics Project Example | Topics and Well Written Essays - 1000 words

Critical Review Assignment - Statistics Project Example One of such is to determine the level of utilization of health care in the country. In answering this, the researchers set out to determine the means that people use in seeking medical services. They try to determine the number of people with insurance services and compare the quality of services such people receive from medical facilities to the service accessed by people without insurance policies. Additionally, the researchers analyze the rate at which the medical homes have increased and the rate at which more people show preference to such facilities. They later therefore compare the quality of services that patients receive in such facilities to the conventional medical facilities such as hospitals and dispensaries. The nature of their research and the type of research questions they answer imply that the research covers the entire country. However, such a research is nearly impossible to conduct, they therefore use various sampling techniques to determine their subjects, which they thereafter use in the study and make conclusions denoting to the entire country. After using a number of data collection methods and adequate sampling techniques, the researchers analyze their data and conclude that indeed medical homes are cheaper and offer better services especially to the aged and the poor in the American society. Right from the beginning of the research report, the researchers clearly articulate the issues they seek to study. They have an effective introduction, which offers preliminary information on their research topic. The introduction offers basic information and an adequate background to the questions they study. In this section of the report, they include their research questions, which they cover in proses in an attempt to increase readership of the report. Additionally, researchers have a sequential arrangement of the issues they discuss in their research through clearly labeled sub topics. Under the literature review

Determining a profitable investment Essay Example | Topics and Well Written Essays - 500 words

Determining a profitable investment - Essay Example On the other hand, long term investing can be much more useful when the entrepreneur uses Candlestick examination to purchase stock at the most beneficial cost and set up for sale of stock at the finest price when a marketplace rally has run its course. Investment approaches employed by the entrepreneurs will depend upon the investment goals. If an investor is looking forward to a short term profit investment he should pick different stocks as compared to when he is looking to establish a balanced stock portfolio with the idea of retirement in mind. In realizing a potential useful investment, the entrepreneur must eternity balance risk management as a single risk. In additions, he/she can pose a significant threat to harmonizing a stock portfolio with hoard picks and chooses from a variety of market segments, and technological stock analysis with candlestick outlines to maximize profits. The entrepreneur will evaluate the risks available and make a choice on the stages of risk he is willing to sustain in finding profitable ventures. Many of the times superior profit potential bears higher risks. The long term entrepreneurs and the day to day traders, usually have a limit to the level of his risk by close attention to business senti ment using candlestick chart analysis. Entrepreneurs use methodological scrutiny to evaluate the market sentiment. Majority of cases are the primary drive are eventual stock price are set in consideration into account by the market very fast. Since the prices in markets tend to replicate themselves, identifying a profitable investment is achievable in understanding the market reaction to changes in essentials. No matter how well versed the entrepreneur is in the in evaluating the essentials of stock, through the use of technical analysis with candlestick pattern configurations will most usually help the entrepreneur to be able to buy and sell stocks at the

Management Essay Example | Topics and Well Written Essays - 500 words - 31

Management - Essay Example These factors have enable the firm be the best semiconductor chip manufacturer globally. The company currently enjoys a wider market and increased profits. The two factors are of essence in the existence of a business. Intel thus has a number of strengths and these include effective marketing. There is no doubt to the fact that the firm has one of the best marketing teams in the world. The company manufactures information technology devices. It is therefore more likely for the firm’s employees to be technologically savvy. Such a team knows what to do to result in increased publicity for products. Within no time, the products and services of the business are uploaded onto the social networking platforms alongside the other conventional media. The social media offers clients a unique opportunity to stay a head of their competition; the customer literally interacts with possible clients who may develop customer infatuation with products (Alexander 128). Besides the extensive and very elaborate advertisement parameters, the company enjoys a favorable reputation. This factor comes from the fact that it has existed for a very long time and is arguably among the pioneers of modern day computing technology. The high quality of its chips is thus known and highly regarded. Such occurrences make clients develop loyalty with the given products. Customer loyalty as well as interpersonal recommendation is the most effective form of advertisement. With these, the firm enjoys positivity and commands a large customer base globally. Additionally, the firm currently enjoys the increased revenue because of the market segment it targets. It is common knowledge that the market is divided into two; there are those who shop while attaching more importance to the price of the commodity while there are those who attach heir shopping decisions on the quality of the products. Subscribers having a belief in quality will buy any good regardless of its price provided the

An Evaluation of Recent Digital Resources that Have Been Developed to Essay

An Evaluation of Recent Digital Resources that Have Been Developed to Support Teaching and Learning in ICT - Essay Example You may find it useful to write the assignment before making a presentation and then fine tune your work in the light of feedback from that occasion. Abstract Applicable with the use of the old ICTs (Microsoft Word, Excel, PowerPoint and digital videos), the role of the recent digital resources in primary school education is to bridge the teaching and learning gap between the primary school teachers and the student. Aside from making it easier to address the specific teaching and learning needs of each student, significant changes in the features of interactive whiteboard, Blackboard, COSE, and MOODLE are useful in terms of promoting e-security and facilitating better communication and interaction between the primary school teachers and the students and/or among the primary school students. Table of Contents Abstract .............................................................................................................................. 2 Table of Contents ...................... ......................................................................................... 3 I. ... ...................................................................................... 10 IV. Conclusion and Recommendations ....................................................................... 14 References ......................................................................................................................... 17 Appendix I – Sample of Scientific-based Study on Human Lung Capacity ..................... 22 Appendix II – Sample of a Napoleon’s Theorem Diagram Drawn Using an Excel Worksheet ........................................................................................ 22 Appendix III – PowerPoint Presentation on Multiplication Using a Combined Plain Text and Cartoon Character .............................................................. 23 Figure IV – PowerPoint Presentation on Multiplication Using Plain Text ........................ 23 Appendix V – Using PowerPoint Slides in Conducting a Whole Class Review Activi ty . 24 Appendix VI – Movie Trailer on How to Use iMovie ........................................................ 25 Appendix VII – Two-way Interaction Using MOODLE .................................................... 25 Appendix VIII – Using MOODLE for Individual or Group Math Homework .................. 26 Introduction Since 1999, ICT has become a significant part of the curriculum of the UK primary schools. To improve the quality of teaching and learning, primary school teachers are required to incorporate the use of ICT tools in their teaching and learning curriculum. Since primary school teachers in UK are required to use ICT in teaching, most of them buy Maths and English packages to allow the students to practice. These packages would also

The Friedman Family Assessment Model Essay Example | Topics and Well Written Essays - 2500 words

The Friedman Family Assessment Model - Essay Example The family acts as a system within a larger social framework, and each family belonging to this framework employs a different approach to health care provision. Every family acts as a support system for its members and transmits fundamental elements of culture to every member (Spector, 2004). Some of these beliefs and structures may provide challenges or barriers to types of health provisions and treatments. The Morrison family consisted of Mr. and Mrs. Morrison, Luke, Matt, Katie, and Bo. Luke was the eldest followed by Matt, Kate, and Bo was the youngest. The family lived in Crow Lake region in Ontario, Canada. Mr. Morrison worked at a local bank, and the children were in school. Luke had secured a scholarship in the university and had been admitted to study teaching. Matt had excelled in his high school and had secured a slot in the university. Mr. and Mrs. Morrison had gone shopping in preparation for Matt’s admission in the university. On their way back, they were involve d in an accident and died. The children were orphaned, and Luke had to decline the scholarship in order to take care of the family. Matt also impregnated Marie, a neighbor’s daughter, and could not join the university. Kate was successful in her education and became a professor at the university in Toronto. FFAM has six assessment categories, but the two most relevant to the Morrison family are family stress, coping, and adaptation and family functions (Friedman, Bowden, & Jones, 2003). The two categories are significant due to the stressful conditions subjected to the children after the death of their parents. The children had to look after themselves and received a little help from the neighbors. The family functions were also changed after the tragedy. Luke and Matt became the fathers of Bo and Katie. They work in the fields in order to finance the education of their sisters and meet other family needs. Family Stress, Coping and Adaptation Family stressors, strengths, and perceptions This category is necessary since the death affected their normal living conditions, caused different perceptions, and the children utilized their strengths to counter the stressors. The children have to take care of each other. The demise occurs when they were still young; Luke is 18 years and Bo is still a toddler. The death causes stress among the children, especially Luke and Matt who were left with parenthood responsibilities. The Morrison family has a motto â€Å"thou shalt not emote† that helps them counter the effects of the stress (Lawson, 2002). The motto helps Kate suppress her emotions throughout her education, which makes her uninterested in relationships. The death of parents is a leading stress factor in families, especially when children are left without caretakers (Holtslander, 2005). Matt also experiences a setback when Marie becomes pregnant, and her father commits suicide. Matt is forced to take care of her and moves to her father’s house . He has to cope with the stressful condition of taking care of his family and helping Luke look after Kate and Bo. The two brothers are responsible for educating and providing health care to Kate and Bo. The family derives its strength from the decision to stick together, look for jobs, and get help from the nei

Economics Assignment Example | Topics and Well Written Essays - 2000 words - 3

Economics - Assignment Example Manufacturers are essentially limited to the manufacturing of mobile handsets and accessories and supply them to the mobile phone network service providers. Most of the major manufacturers of mobile phone sets are however, foreign and UK imports mobile phones. Major manufactures of mobile phone handsets include Nokia, Samsung, Apple, Sony Ericson are all foreign firms providing mobile phone handsets and other accessories to the service providers.1 Network operators offer airtime and data services to the end users as well as other tied services. They also offer services to indirect services providers as well as the virtual network service providers. They also sell packages to the customers as well as to the dealers to provide pay as you go as well as other bundled services to end users. Dealers actually operate through their retail outlets and offer mobile phone handsets as well as services obtained from the network operators. Though there are large numbers of smaller and independent dealers however, market seems to be dominated by the few very large dealers such as phone4U and other dealers. The growth of mobile phone networks in UK started during 1985 when government started to de-regulate the market. Since then there has been mushroom growth of the mobile networks in the country. Over the period of time, new services have been added thus increasing the overall depth and breadth of the market. (Doyle and Smith, 1999) Some estimates suggest that there are more than 80 million users of mobile phone data services across the country. Such growth in the market therefore suggests that UK is one of the growing markets for the mobile phone networks. What is also critical to understand that the overall number of service providers have remained limited despite such growth in the market. Initially very few operators were allowed to operate however the overall inclusion rate has increased in the recent past. Firms like Orange, O2, and Vodafone

A concluding theme Essay Example | Topics and Well Written Essays - 1000 words

A concluding theme - Essay Example The upper class mainly comprise of the top world economic giants followed by the developing world that comprise most countries in the Far East such as Malaysia and finally the lower class where most states in Africa and Asia belongs. It is on this backdrop that the books Poor Economics: A Radical Rethink of the Way to fight Global Poverty by Abhijit V. Banerjee and Esther Duflo , Whiteman by Tony d’Souza, and Little Princes by Conor Grennan where authored to evaluate these changing cultural dynamics across the globe. Aside from death and taxes, there exists one more aspect that can be added to life certainties list in school thought policy. These are mechanisms on how to extricate the global south from poverty. According to the World Bank’s definition of poverty, poverty is the inability for a person to utilize at least $ 1.25 in a day; 1. 3 billion people across the globe live below these standards. Paul Collier, a development economist refers these as the bottom billions. There is increased desire for the world to help people in the third world countries. It is on this premise that an academic discipline has emerged with several scholars advances theories related to poverty alleviation. These scholars include Jeffrey Sachs with the Pre- Foreign –Aid, Dambisa Moyo and the theory of Trade, not Aid and Paul Romer’s view of creating charter cities. It tempts to make an assumption that all books on issues related to global development seems to advance poverty alleviation theori es to assist in poverty reduction in the Global south (Abhijit and Duflo 297). Abhijit and Duflo have alienated their development concept on possible ways of reducing poverty in the global south through development of a modest premise outside the anti- foreign aid and pre- foreign aid discussions. They argue that poverty alleviation strategies on international development aimed at alleviating poverty in the developing nations have to be formulated on an international platform.

The color Purple Essay Example for Free

The color Purple Essay As the narrative perspective shifts and develops, so too does Celies view of God. When Celie writes her first letter to God, we have a very limited idea of what she means by God. At first, God is an abstract, authoritative, and dependable figure to whom Celie can share herself. White white skin and a white beard, he will be there for Celie as long as she believes in him. When Celie tells Shug that she will stop writing to God because he does not listen, Shug teaches her something highly significant. Shug does not tell her to imagine a black God instead, nor does Shug simply tell Celie to keep believing anyway because God will return in the way she remembers him. Rather, Shug tells Celie to feel loved by God by being herself. Shug explains that one does not find God in a church but through oneself. This perspective challenges the general view of God in their society, as though God is someone who can be visited or expected to come when calledor as though God is some white old man with a white-grey beard. Shug shows her own love for God by loving the things she has been given. She appreciates the world, from her own sexual ecstasies to the color purple she finds in nature. For Celie, God moves from being a person to being something (not someone) inside Celie, a goodness that inspires. Celie learns that she writes from her own view of the world and that every view must be challenged and not taken for granted. Whatever people may think about God, whether the Bible says it or not, Celie learns to find her own meaning in God. Throughout her written letters, we see her writing, perhaps rewriting, her world and the divinity it expresses. Still, it is not until the end of the novel that she most fully sees what she has been doing all along: creating her own story. One has a certain power and responsibility in creating a world or judging a world that has been created by oneself or someone else. Creative expression When Africans were taken from their homelands to America, they usually were denied education by their slave owners and were not allowed to speak their own languages, instead being forced to speak English. This meant that the slaves had to create their own forms of communication and expression. This is where the African-American oral tradition began, with style and content often rooted in the stories and tales they had grown up with in Africa. They communicated through dance, song, and gesture, passing on their stories of woe and of freedom from one generation to another. In a similar way, although Celie is forced into silence by Alfonso, by writing her letters she engages in creative expression and communication so that her story is received by all her readers. Her example of persistence in writing to God is her way of persistence in being heard, in writing instead of orally. Although she does not realize it at the time, every word she writes is an assertion that she deserves to be heard. Likewise, sister Nettie, who never knows if her letters will reach Celie, writes religiously to her, and their communication is eventually granted to them. This success is an example of the hope in human struggle, providing courage and strength for readers who do not yet feel able to communicate fully with others. During the novel several characters find their voices and their own expression: Shug recovers from her illness and continues singing, Mary Agnes starts singing and writing songs, Celie and Sofia start off by making quilts, and Celie eventually runs her own business making pants. Starting small, each enterprise is an example of courage and hard work that pays off in the end. Hope for the next generation The novel anticipates a brighter day for the black community and for black women in particular. Of all the black families, Samuel and Corrine’s is the most secure and loving. Celie’s children find their way into the bosom of that family and are protected by it. Their education, with help from Aunt Nettie, allows them to choose at an early age the sort of life they would like to live. Knowing that she does not want to be a subservient wife, Olivia (like Nettie before her) works hard to ensure that she can be independent without a man controlling her life. Within Celie’s family, we can already see change in her children, which opens up endless possibilities for her grandchildren and great-grandchildren. The white missionary Doris Baines also instills us with hope. Educating her so-called wives in England ensures that another family will be looked after and educated, equipped with the powers to challenge male dominance and racial prejudice. There is also change within the white communities at home. Eleanor Jane loves Sofia as she would a mother, despite her race and because of her care. When she has her son, Sofia comments that when he gets older he will be a problem for her, but we are not inclined to believe her. Sofia may think that this innocent, white, male baby will turn out like all the other white men she has dealt with, but Eleanor Jane demonstrates her hopewith her new perspective and with fresh, forward-oriented thinkingthat her son and the next generation will advance in many ways after the struggles of earlier generations. Female solidarity At the start of the novel, the young, black female is presented as about the most vulnerable person in society. Celie epitomizes this female: she is abused and denied a voice by her (supposed) father and then by her husband. Along with the racial prejudice young, black women endure, they also tend to struggle against their black, male counterparts. Sofia always fought her brothers, and we see how she has to fight Harpo to assert her equality. Likewise, the Olinka tribe do not believe in educating their women, and although there are no reports of abuse against women by men in Nettie’s letters, female subservience is unchallenged, and the debasing initiation ceremony continues without contestexcept from Nettie and her family. Under such conditions, if they want to change the status quo, these women must stick together against male oppression. In fact, the one time that Celie is too disturbed to sleep is when she betrays Sofia by telling Harpo to beat her; the disloyalty to her fellow female is more than she can bear. Usually, however, there is a strong union of support between one woman and another, and this bonding comes from a need to unbalance the male view of themselves that they have total authority over women in their society. The woman who manages to challenge this male dominance the most is Shug, who asserts her independence by living according to her own laws. It is unsurprising, given the circumstances, that Celie and Shug become involved romantically. Shug is a powerful goddess who refuses to be brought down by men, ever vigilant to maintain the upper hand. Celie is a victim of male abuse who has closed herself off from the possibility of trusting men. When she comforts Harpo, who is crying on the porch, she feels nothing more than she would for a dog. Together, these females free each other: Shug teaches Mary Agnes to sing, Albert’s sister takes Celie shopping when no one else does, Sofia’s sisters look after her children while she is in jail, Nettie writes to Celie and looks after her children for thirty years, Doris Baines sends her wives to England for their education, Eleanor Jane cooks nourishing food for Henrietta, and Celie nurses Shug back to health and inspires her songwriting. More than all this, Shug and Celie loves each other with a very strong love born from isolation, desire for something better, and acceptance of one another. By the end of the novel, these women are no longer powerless; they have joined forces and are forging their own lives. Color Shug is often described in colorful terms: she is rouged in the photograph Celie first sees of her and twice wears seductive bright red dresses during the course of Celie’s records. She also gives Celie yellow fabric for her quilt. These bright, exuberant colors are full of energy. Contrastingly, the clothes Celie is able to choose from when she goes shopping with Kate are brown, maroon, or navy blue because Kate doesn’t think Mr. ______ will want to pay for her preferred red or purple because they look too happy. When Mary Agnes first starts writing her own songs, they are songs about color: they call me yellow/like yellow be my name. As she tries to find her identity apart from her skin color, Mary Agnes explores the shades of color that lie beneath her skin, in her personalityfinding these colors within gives her the voice to sing. When Shug and Celie discuss their idea of God, Shug explains that God is in everything and that God is the beauty in nature. Shug points specifically to the color purple (traditionally a color of royalty) and wonders how such a color could grow naturally. Purple seems rare in nature. It as though the color itself were a manifestation of God. Transcendence and relationships By the end of the novel Celie has experienced love, started her own business, and learned to accept herself. She is a very different woman from the fourteen-year-old at the beginning. She becomes closer to Mr. ______ through their shared love of Shug and then by their listening to and relating to one another. The lessons both Mr. ______ and Celie learn teach them about themselves, which in turn gives them the confidence to talk to one another without any preconceived ideas of the roles they each fit into. Friendship becomes a vehicle for people to change and grow out of their original selves. Many of the relationships are disturbed over the course of the novel but are later restored: Sofia returns to her family and to Harpo, Shug returns from her travels with Germaine, and Nettie arrives home with Celie’s children. In these cases, people grow and change separately before coming back together. Although they each travel their own journey and learn their own lessons, when the relationships are restored they are bonded by family and friendships that transcend the pain of the past and the earlier roles that had caused tension.

Problems of Organisational Research

Problems of Organisational Research EVIDENCE AND THE PROBLEM OF ORGANISATIONAL RESEARCH. Research is a process that people go through in order to find out answers to questions in a systematic way, which will then increase their knowledge (Ghauri and Gronhaug, 2005) in Saunders et al (2007). The purpose of this review essay is to critically discuss evidence and the problem of organizational research, using four academic articles. This review will amongst other things, try to outline the debate on possible approaches to business research, look at the arguments for evidence based research and give an explanation of the problems identified with this approaches. The first article under review is by M. Saunders, P. Lewis and E. Thornhill, (2007) titled ‘The nature of business and management research, taken from their Research Methods for Business Students. This article discusses the debates on the status of business and management research. One popular aspect of this debate is on the ‘transdisciplinary nature of management research. This is a situation whereby knowledge from different disciplines helps management research in no small measure to advance, which otherwise cannot be gotten from the disciplines separately. Another debate arising from this article is ‘that research should complete a virtuous circle of theory and practice (Tranfield and Starkey, 1998) in Saunders et al (2007). This is whereby business and management research will have to apply both theory and practice to increase knowledge. The third debate which this article discusses is how management research can meet the double hurdle of been rigorous both in theory and method while engaging the world of practice and relevance (Hodgkinson et al, 2001) in Saunders et al (2007). This debate arises mainly from Gibbons et al (1994) work on the production of knowledge and its concepts. The implications of these debates are that business and management research will now have ‘to address business issues and practical managerial problems in addition to advancing knowledge and understanding. This however may turn out to be a problem because research that has no commercial value now might have value in the future (Huff and Huff, 2001) in Saunders et al (2007). The second article, ‘Evidence based management by Pfeffer and Sutton(2006), discusses the issue that managers, very much like doctors, rely on outdated knowledge, traditional ways of doing things and their own methods and skills. As with medicine according to Pfeffer and Sutton (2006), managers should in addition to practice and experience, use best logic and evidence to achieve better results. This is because, as opined by Pfeffer and Sutton (2006), even though research on medical practices abound, doctors do not use them. This is the case also with managers because as per their argument, ‘managers are actually much more ignorant than doctors†¦.and they are less eager to find out. Although Pfeffer and Sutton (2006) posit an evidence based movement among managers, they do not loose sight of the challenges which are that the evidence is weaker because everyone lays claim to been a management expert and because of the dynamics from one company to another, that what works for one company may not work for another company. Reasons why managers prefer to make decisions that are not based on new evidence without giving it a serious thought, according to Pfeffer and Sutton (2006) is that they rely heavily on past experience. Dogma and belief is another major driver of managers decisions while ideology has its own fair share of the blame. Hype and marketing also plays a major role in the decisions taken by managers as much as imitation of another companys style; so does casual benchmarking though if well utilized can be cost effective but what works in one company may not work for another. In spite of the factors militating against evidence based management, as posited by Pfeffer and Sutton (2006), ‘organizations will perform better if leaders knew and applied the best evidence. This boils down to the point of ‘providing training, technologies and work practices so staff can take the critical results of the best studies to the bedside. These managers can achieve through demanding evidence, adopting a neutral stance towards ideologies and theories, examining logic, treating the organization as an unfinished prototype, embracing the attitude of wisdom and cultivating the right balance of humility and decisiveness, Pfeffer and Sutton (2006). The third article under review, ‘The narrative of evidence based management: a polemic by Morrell K, (2008) discusses that evidence based management is an offshoot of evidence based medicine which tries to apply ‘the conscientious, explicit, and judicious use of current best evidence in making decisions (Sackett et al 1996) in Morrell(2008). Based on the extensive research carried out in the field of evidence based management, agencies of government and policy makers have taken on board principles of evidence based management, even though there is still no consensus as to what really evidence is in management studies or on what will be used the determine the quality of evidence (Dopson, 2006) in Morrell (2008). This article also points out the political and moral implications for management both as research and practice, arguing that ‘current attempts to translate the principles of evidence based management have overlooked the role of ethics and judgments (Sackett et al, 1996) in Morrell (2008). Morrell (2008) is of the opinion that not all those pushing for ‘evidence based approaches were in tune with each other as they used different variants to achieve their own purposes. However, they share the view about the relationship that management research has to management practice and the modes of research and forms of knowledge production that it promotes. Morrell (2008) argues that ideology has a part to play in evidence based management and the strands which he identified which can be traced are pragmatism, progress, systematization, technique and accumulation. Based on these, there is a commitment to positivism which means that our knowledge of the social world increases through experiment and that there should be a more scientific approach to the research of the social. This, according to (Hammersly, 2001) in Morrell (2008), is explicit in the goal of building an evidence base or knowledge stock which will give evidence about the social world. Consequent upon these, those who are in support of evidence based approaches state the intention of carrying out research to inform practice as according to (Young et al, 2002) in Morrell(2008), a common belief is that evidence is key to encouraging the adoption of practices by those who are entrusted with policy formulation or other players. The third argument propounded here is the commitment to and development of a common language with the adoption and redefinition of key terms, ‘through, ‘objective, ‘transparent, ‘rigorous, ‘systematic and ‘narrative. Here, existing criticism has overlooked the lapses in evidence based literature, yet, making it too simple, restraint and regimentation will have both political and moral implications that can lead to liberty been curtailed, Morrell, (2008). From the arguments, it is clear that evidence based approach offers a fresh scope to analysis using an esthetic that highlights the political and moral implications of the approach to management. As opined by (McLaughlin 2001) in Morrell (2008), researchers aspire to a way of evaluating the quality of proven evidence. Morrell argues that the apparent lack of a common ground in management studies is a problem because consensus is needed if the study of management will grow. This is because even in medicine where there seems to be a certain level of agreement, ‘the adoption of promising practices is not governed by the principles of evidence, robust scientific evidence is not, of itself, sufficient to ensure diffusion Morrell (2008). The fourth and final article under review, ‘Dynamic Capabilities and Knowledge Management: an Integrative Role for Learning?, Eaerby-Smith and Prieto (2008), discusses the dynamic capabilities approach of strategic management (Eisenhardt and Martin, 2000; Teece, Pisano and Shuen, 1997) in Easterby-Smith and Prieto (2008) which sets out to show why some organizations succeed more than others in building competitive advantage within changing markets. Here, the management of knowledge has been put forward as a primary strategic initiative and the most important factor that will guarantee a sustained competitive edge for companies (Grant, 1996) in Easterby-Smith and Prieto (2008). While the dynamic capabilities school emphasizes the renewal of resources by reconfiguring them into new capabilities and competencies as posited by (Teece, Pisano and Shuen, 1997) in Easterby-Smith and Prieto (2008), While the dynamic capabilities school emphasizes the renewal of resources by reconfiguring them into new capabilities and competencies as posited by (Teece, Pisano and Shuen, 1997) in Easterby-Smith and Prieto (2008), according to (Cepeda and Vera, 2005) in Easterby-Smith and Prieto (2008), knowledge management research often focuses on providing solutions to managers to create, retain transfer and use an enterprises explicit and tacit knowledge. This article under review relates to the debate in the sense it shares some views with the other authors. According to Easterby-Smith and Prieto (2008), there are times when researchers, without been aware of it, use ideas and models drawn from other fields not knowing the discussions that have lead to the constructs coming to light, and this sometimes leads to a confusion of concepts between the fields. Again, because researchers may not know the potential limitations in the other field, they may build their research on quick sand. Furthermore, without proper information of the other field, researchers may loss opportunities to better develop their own fields. In relation to the other articles, the idea of knowledge management has become important due to the increased awareness of the importance of knowledge for a companies prosperity and survival, (Grant, 1996; Kogut and Zander, 1992) in Easterby-Smith and Prieto (2008). In this article, Lave and Wenger (1991), come up with the idea that knowledge is ‘situated in the practice of everyday work, while (Cook and Yanow, 1993; Nicolini and Meznar, 1995; Nicolini, Gherardi and Yanow, 2003) propound the idea that organizational knowledge is sustained through social processes within ‘communities of practice. In the light of all that that has been reviewed, it can be deduced that even though the writers of these articles seek to find the right approach to solving the problems of organizational research, they go about it in different ways and have their own views. They however share similar ideas and even though there is no consensus. REFERENCES: Easterby-Smith, M., Prieto, I.M. (2008), Dynamic Capabilities and Knowledge Management: an Integrative Role for Learning? British Journal of Management, 19, pp235-249. Morrell, K. (2008), â€Å"The Narrative of ‘Evidence Based Management: A polemic†, Journal of Management Studies, vol.45 no.3, pp613-635. Pfeffer, J and Sutton, R, (2006), ‘Evidence based management, Harvard Business Review, Jan, pp63-74. Saunders, M., Lewis, P. and Thornhill, E. (2007), ‘Research methods for Business Students, London: Prentice Hall, pp4-9.

The Sailor Who Fell From Grace with the Sea and Like Water for Chocolat

Separation between lovers, sisters, or close friends can instill vivid emotions from characters in a novel. Emotions are often evoked through the sense-impressions, thoughts and memories of principal characters. At the same time, departure develops characterization, placing emphasis on a medley of styles and voices employed by writers. Both The Sailor Who Fell From Grace with the Sea (hereafter referred to as Sailor) by Yukio Mishima, translated by John Nathan, and Like Water for Chocolate (hereafter referred to as Chocolate) by Laura Esquivel, translated by Carol Christensen and Thomas Christensen, reveal a stark contrast between characters’ departures. In Mishima’s novel, departing is an emotionally painful affair between Ryuji and Fusako; whereas through magic realism in Chocolate, departure acts as a release from a tyrannical household, taking readers to a more personalised understanding of characterisation and gender stereotypes central to the narratives. This essa y will compare the importance and consequences of departures in both novels. The dramatic and emotional effect of Ryuji’s parting from Fusako in Sailor insinuates the incompetence and hollowness of women in a post-war Japanese society. Although Fusako accepts that Ryuji’s departure is temporary, she is positively traumatized. Fusako is in desperate need of a masculine figure, as she muses, â€Å"tomorrow, the thick fingers twined in her own would plunge over the horizon† (Mishima, 1965, pg. 73), allowing us to acknowledge the full extent of Fusako’s fear of abandonment. Ryuji’s, â€Å"thick fingers† symbolises his protective and dominant nature, while the hyperbole, â€Å"plunge over the horizon† is suggestive of Ryuji forgetting her over the vastness of the sea. The use of col... ...ama Elena in Chocolate, and departures influence women to display an honourable degree of strength – birthing, reanimating, and recovering – in the novel. The departure of characters in Sailor, however, enables Mishima to explore Japanese in a moral and cultural decline when Emperor Hirohito surrenders. The misery that washes over Fusako after Ryuji’s departure projects her character as an epitome of the artificiality and absurdity of life in post-WW2 Japan. Nevertheless, Fusako’s development as the powerful and oppressive breadwinner of the household establishes recognition of the invincibility of women. In the eyes of this analyst, I can conclude that in times of hardship, female characters are the ones advocating values of their own with utmost control, and to that extent, successfully approach and react to the event of departure with determination and empathy.

Elegy to and Unfortunate Lady Essay -- essays papers

Elegy to and Unfortunate Lady In Alexander Pope’s poem â€Å"Elegy to the Memory of an Unfortunate Lady,† Pope uses a great amount of war-like imagery to enhance his vision of the suicide described. He creates allies and enemies, weapons and invasions, as well as the gruesome death that only seems to come from war. These pieces add to the overall meaning of the work and the vision of the event that has occurred, giving the reader an image of a battle occurring. The first images of the war or battle are that of the victim of battle. Starting at line four and extending to line ten, I find that Pope is using a great amount of imagery to depict the woman’s wound and the fate upon which she has fallen. In line four he describes her wound in only three words â€Å"bleeding bosom gor’d,† but he then extends the depiction of her wound into how it was obtained. He describes the knife or the dagger that she must have used to kill herself with as a â€Å"sword†, which is something that would typically be found in battle rather than in the case of a suicide. He also brings in the theory of the ancient Roman justice system for not just war but any crime. It is much greater and braver to die by your own sword than by any other. She kills herself for the simple fact that in her eyes she must be punished for loving some one too much; however, her death is the start of the real war, between Pope and the society and family that abandoned her. Pope sides with the ghost in the poem and criticizes her family and society for her death. In line thirty he states clearly his great dislike for the uncle who he labels as â€Å"Thou, mean deserter of thy brother’s blood!† This is an apparent line drawn between what Pope believed should have occurred and w... ... else, at least through her father or uncle, but once she died, all of her titles, wealth, beauty and honor meant nothing. They are things that could not be carried with her in her death. The lines about her becoming a pile of dust also fit with the image of a soldier who has fallen in battle because she is a pile of dust, which â€Å"all the proud shall be†. Every proud soldier who dies what they believe in becomes a pile of dust just like the lady in the poem. The war imagery in Pope’s poem helps define and clarify the point of view Pope has on the even that has occurred. It also gives Pope a poetic platform on which to condemn the opposite side. He uses the imagery to describe the victim of war, the way death and battle are in war, and the opposing sides of this war and why they are battling; creating a new view of the woman’s suicide and her as a soldier for love.

Local Fundraising :: essays research papers fc

Running an election campaign is very strenuous and time consuming. In many ways it is a balancing act. One must deal with maintaining public visibility, appealing to the voters, developing a platform, kissing disgusting babies, and meeting as many people as possible. However, one of the most important and difficult parts of the job is raising money. Money is necessary for all parts of the campaign, and without it, a campaign can grind to a halt. In this paper I will attempt to explain how a candidate gets the money to campaign.   Ã‚  Ã‚  Ã‚  Ã‚   The first thing to do, whenever one runs for any office, is to check all local laws pertaining to elections and contributions. In any county, there often are obscure laws that affect a myriad of subjects, elections being among them. These laws usually state who can give money to whom and how much can be given by any one person or organization. Violating these laws may result in an automatic forfeiture. Another important step is to make sure that you, yourself, contribute to your own campaign. It does not have to be much, as many candidates do not come from wealthy backgrounds, but enough to show that you are serious about winning the election. After all, if you are not confident enough to contribute your own money, how can you expect others to contribute for you? The third step that many hopeful candidates use is to approach their friends and family for money. While some may be hesitant to do this, one expert, who curiously did not leave his name (Basic Fundraising, n.d.), says that this is important. Your friends and family should be asked, firstly, for the reason outlined in the preceding paragraph, and secondly because this is where a candidate gets much of his or her initial seed money. A viral approach, according to Garecht, should be used when asking associates for money (n.d.e). Ask your family and friends to ask all their family and friends, who should, in turn, ask all of their family and friends. Of course, not everyone will contribute, but by playing the percentages, a candidate can expect to receive thousands of dollars, even if he or she is not from a particularly affluent social circle. If a person is unwilling to contribute monetarily, ask if he would like to volunteer either his time or services, or even there lawn for use as signage.

Equal Employment Opportunity History and Laws

Running head: Equal Employment Opportunity History and Laws Equal Employment Opportunity History and Laws Nickki LaCour Grand Canyon University: AMP-434 Human Resources December 1, 2011 Equal Employment Opportunity History and Laws Many of us have heard of or have been made aware of the phrase Equal Employment Opportunity (EEO). But how many of us genuinely comprehend the criterion of EEO and why it subsists? Equal Employment Opportunity laws are designed to give all workers fair consideration on the basis of job performance rather than any irrelevant personal factors.These laws are in place in order to prevent bias, prejudice, bigotry, and inequity against anyone due to physical abilities, race, religion, gender, or age. EEO strives to assure that all applicants, male and female alike and all ethnic groups have a fair chance in the hiring process, in competing for advancement, and each employee must have the same access to development probabilities. Equal Employment Opportunity is b ased on equality and it is encompassed by a series of statutes intended to proscribe workplace discrimination.History In the 1960s, Americans anticipated on the President, Congress, and the courts would implement the pledge of the 14th Amendment. In June 1964, the U. S. Senate passed the Civil Rights Act. Nearly a month later the U. S. House of Representatives passed the bill and President Lyndon B. Johnson signed the bill into law. Equal Employment Opportunity was established by Title VII of the Civil Rights Act of 1964, but its purpose has been fashioned by more than a solitary part of legislation (Youth at Work, 2011).The requirements of this civil rights act would allow the government to make a set of laws to help end discrimination on the basis of gender as well as nationality in employment, advancement, and dismissals. These laws became a self-governing body making it a key component in dealing with unfairness issues. Since its creation, Congress has progressively made other a uthorities available such as: investigatory mandates, setting up programs to bring disputing sides together, filing lawsuits, and managing charitable support programs (National Archives, 2011).Major EEO Laws Title VII and Pregnancy Discrimination Act Title VII makes it prohibits discrimination against anyone on the grounds of race, color, religion, national origin, or sex. The Pregnancy Discrimination Act is an amendment to Title VII. This law makes it illegal to single out women because of pregnancy, childbirth, or for any medical condition that may be related to pregnancy or childbirth. It is intended to protect female employees or prospective employees from being dismissed from a job or being passed over for promotion due to motherhood.In addition, Title VII also makes it necessary that employers reasonably allow for the religious practices of their employees, unless doing so would conflict with the needs of the business or cause adversity in the workplace (Laws Enforced by EEOC, 2011). Equal Pay Act of 1963 (EPA) The Equal Pay Act forbids gender discrimination in the form of wages paid to men and women doing the same type of work, in occupations that call for the same aptitude and accountability, with comparable working conditions, in the same organization (EEO is The Law, 2011).The Age Discrimination in Employment Act of 1967 (ADEA) â€Å"The Age Discrimination in Employment Act of 1967, as amended, protects applicants and employees 40 years of age or older from discrimination based on age in hiring, promotion, discharge, pay, fringe benefits, job training, classification, referral, and other aspects of employment† (EEO is The Law, 2011). Title I of the Americans with Disabilities Act of 1990 (ADA) Title I ADA forbids employers from discriminating against an experienced applicant with a disability in the private components of society and in civic and local governments.It also calls for employers to accommodate the bodily or psychological boundaries of a competent person with a disability who is an candidate for employment or a current staff member, unless providing modifications to the workplace would cause difficulty in the function of the company (Laws Enforced by EEOC, 2011). Sections 102 and 103 of the Civil Rights Act of 1991 â€Å"The Act authorizes compensatory and punitive damages in cases of intentional discrimination, and provides for obtaining attorneys’ fees and the possibility of jury trials.It also directs the EEOC to expand its technical assistance and outreach activities (Federal EEO Laws, 2011). Sections 501 and 505 of the Rehabilitation Act of 1973 This act is much like the ADA, the only difference is that the Rehabilitation Act is that it focuses on the federal government. â€Å"The Rehabilitation Act of 1973 was the first â€Å"rights† legislation to prohibit discrimination against people with disabilities.However, this law applied to programs conducted by Federal agencies, those receiving federal funds, such as colleges participating in federal student loan programs, Federal employment, and employment practices of businesses with federal contracts† (The Rehabilitation Act of 1973, 2011). Section 501 demands affirmative action and bans discrimination in employment by Federal agencies. Section 505 includes steps managing solutions and attorney's expenditures under Section 501 (The Rehabilitation Act of 1973, 2011). The Genetic Information Nondiscrimination Act of 2008 (GINA)GINA makes it against the law to discriminate against employees or applicants because of genetic information. Genetic information includes: information about an individual’s genetic tests, genetic tests of an individual’s family, information related to any disease, disorder, or condition of an individual or their family members (Laws Enforced by EEOC, 2011). The Influence of EEO â€Å"Of all the influences, the direction and limitations imposed by Congress and by the Administrat ion in power explain the major changes in EEOC's enforcement operations over time.Thus, conciliation, education, outreach and technical assistance were the primary methods employed by EEOC at its inception because that was what the law permitted† (35 Years of Ensuring the Promise of Opportunity, 2001). The focus today is more on accomplishing an incorporated tactic that connects events in a diplomatic way in order to allocate the latest ground-breaking programs like ways to settle conflicts, such as arbitration. Arbitration is quickly becoming a successful resource in resolving debates. Equal Employment Opportunity also stresses an individual victim approach.This area of EEO is designed to improve personal damages involving one or more people. There is also a need to tackle specific issues within the functioning of the agency (35 Years of Ensuring the Promise of Opportunity, 2001). Impact of Title VII Title VII brought about the whole idea of affirmative action. Affirmative ac tion deals with the guidelines that delve into race, color, religion, gender, or national origin. Each group is taken into consideration in order to benefit them, typically as a means to counteract the consequences of a history of discrimination.The impact of affirmative action is it has made certain that minorities are included in all programs, it aids in paying compensation for past acts of inequity, maltreatment or abuse, and it handles current claims of unfairness. This basically means that more jobs should be available to all races. Impact of the Equal Pay Act of 1963 (EPA) This act was established to assist women in receiving the same pay as a man doing the same job. Women may be earning more and have gained more lucrative positions, but even today women still earn less than men. â€Å"In 2007, women's median annual paychecks reflected only 78 cents for every $1. 0 earned by men. Specifically for women of color, the gap is even wider: In comparison to men's dollar, African Am erican women earn only 69 cents and Latinas just 59 cents† (National Organization for Women, 2011). There has been no real impact from this act unless earning better positions with less pay is an impact. Impact of GINA GINA prohibits employers from gathering, disclosing or otherwise using a person’s medical or genetic history to dismiss or discriminate against them. The reason the law was ratified was to dispel panic about the misuse of personal medical information. ConclusionPlease keep in mind, with these laws in place it is illegal to retaliate against an employee or candidate for employment for filing a claim. If you or someone you know has been discriminated against please contact your nearest EEO office or call 1 800 669 4000. In conclusion, Equal Employment Opportunity’s strongest point has always been its ability to rise to any occasion. As time continues to pass EEO should continue to exemplify its core values of equality for all, efficacy and competence , making certain that it always stands as the nation's foremost civil rights enforcement agency.References Equal Employment Opportunity is The Law (2009). Retrieved November 22, 2011, from http://www. eeoc. gov/employers/upload/eeoc_self_print_poster. pdf Federal Laws Prohibiting Job Discrimination: Questions and Answers: Federal Equal Employment Opportunity (EEO) Laws. Retrieved November 22, 2011, from http://www. eeoc. gov/facts/qanda. html National Archives: Equal Employment Opportunity Program. Retrieved December 1, 2011, from http://www. archives. gov/eeo/laws/ National Organization for Women: Women Deserve Equal Pay (2007). Retrieved December 1, 2011, from http://www. now. rg/issues/economic/factsheet. html The Rehab Act of 1973. Retrieved December 1, 2011, from http://www. bu. edu/cpr/reasaccom/whatlaws-rehaba. html U. S. Equal Employment Opportunity Commission: Laws Enforced by EEOC. Retrieved November 22, 2011, from http://www1. eeoc. gov//laws/statutes/index. cfm? renderfo rprint=1 Youth at Work: Timeline of Important EEOC Events. Retrieved December 1, 2011, from http://www. eeoc. gov/youth//history. html 35 Years of Ensuring the Promise of Opportunity (2001). Retrieved December 1, 2011, from http://www. eeoc. gov/eeoc/history/35th/history/index. html

Police Administration Essay

The role of police in the safety of the community has long been recognized.   It is thus of great importance that the operations behind the police system be well understood in order to identify points that are considered to be exemplary, as well as areas which are in need of further evaluation and reorganization.   This research paper will discuss areas of police administration that are related to the recruitment and hiring process.   A brief review of other related areas of police administration will also be presented in order to provide a holistic overview of the topic. POLICE WORK AND RELATED PROBLEMS The area of police work is an occupation that is strongly associated with misconduct and criminal acts.   The act of performing police work is highly discretionary because it entails a combination of both standard police principles and personal ideologies that influence a police officers values and morale.   Police work also involves coercive activity that regularly occurs in the most private situations which are often not in the presence of their immediate supervisors but in the vicinity of witnesses who, unfortunately, often distort the details of the criminal event when interviewed or asked to testify.   Police work is also strongly associated with corruption through the extreme abuse of police authority for the wrong benefits of other individuals (Klockars, 2000). Corruption is a form of misconduct that has long been a concern of every society.   Several attempts has been made to control the application and use of corruption in police work yet there are several factors that decrease the likelihood of success in controlling this social problem.   One of the factors that hinder the control of corruption is that police officers refuse to report activities that are deemed corrupt to their fellow officers.   Also known as The Code or The Code of Silence, this secret has been with the police force for decades. Another factor that prevents the control of corruption in police work is that police administrators are hesitant in acknowledging that corrupt events do exist in their respective police agencies.   The idea that corrupt activities may benefit the police officers in terms of extra financial income also influences police officers to continue performing or acknowledging corrupt acts.   Another factor that prevents the success in controlling corrupt activities within the police force involves the scarcity of victims of these shameful acts who are willing to report the corrupt incident to federal investigators. For some time, corruption has been viewed by police administrators as a sign of the insufficiency of moral standards among police officers.   To date, the officials of police administration has actively fought the problem of corruption in the police force by meticulously and cautiously screening the new applicants for positions in the police force in order to lessen the probability that newly hired police officers will not succumb to the perennial problem of corruption in their field of work.   In addition, police administrators have also aggressively followed and hunted down any members of the police force that are known to deal with corrupt activities during their line of duty with the police force.   Once these morally delinquent police officers are tracked, they are dismissed from their positions so that any additional cases of corruption will surely be prevented. The removal of these corrupt police officers also assure that the negative influences of these police officers will not spread to the rest of the members of the police force.   The concept of removal of a corrupt police officer from the police force is similar to the bad apple theory in agriculture and this approach has been strongly criticized in the past years.   In order to better understand the problems associated with police work, it is essential that the field of police work first be presented. THE ROLE OF A POLICE OFFICER   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A police officer pertains to a working employee of the police force who has been trained in special responsibilities such as counterterrorism and surveillance.   A police officer is also equipped with the capabilities for child protection as well as protection of diplomatic individuals.   Police officers are experienced in investigating crimes such as murder, burglary, rape and drug trafficking. It should be understood that the duties of a police officer encompass a wide range of functions.   These officers are expected to be capable of responding to any type of situation that may occur during their time of duty.   Police officers are considered as government officials during investigatory events of crimes.   In specific cities and communities, it is the responsibility of a police officer to maintain peace and conduct in the area, even if they are not on duty.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Society perceives a police officer as a person who is responsible for instilling peace and order in his particular area of duty.   Peace and order can be attained through the enforcement of rules or prohibitions in terms of social interactions.   Police officers are also responsible in discouraging attempts to commit crimes, aside from investigating a crime that has already occurred in a particular area.   In addition, police officers carry the legal role and authority to arrest any suspected individuals that may have played a role in a crime.   They also have the authority to interrogate and detain the suspect, as well as report the incident and the associated suspects to the proper authorities.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Police officers may also help in instilling the safety of the public during large gatherings.   Such role may be similar to an emergency service wherein they could be called on to facilitate in public operations such as town or city programs and parades.   These individuals also serve as a source of immediate response during times of emergency and disasters because they serve as the first person at the scene of an incident. Once a police officer arrives at the particular site and makes a quick survey of the area, he then quickly informs the fire and emergency medical units of the city to respond to the situation.   Depending on the state or country, police officers and firemen have the same line of call, wherein these two groups of government employees may respond to the scene of a disaster at the same time.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Minor offenses are also reported by police officers in the form of citations which generally results in the implementation of fine.   One good example of a minor offense includes the violation in the laws of driving and traffic such as illegal parking or over-speeding.   Other traffic violations may include accosting a driver who has consumed more than the allowable amounts of alcohol drinks.   The detention of drivers that manipulate a vehicle under the influence of alcohol prevents car accidents as well as deaths.   Police officers are also trained in assisting individuals that are caught in the middle of an accident or even a simple car breakdown.   It is interesting to know that police officers are trained in techniques in first aid as well as cardiopulmonary resuscitation (CPR).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Park rangers are also considered as police officers who man the national parks and other open recreational locations.   These individuals also enforce specific laws in order to instill peace and order in these specific areas.   Police officers are also visible in areas where rallies and political activities are frequently held.   These law enforcers are responsible in suppress overly active protests that hinders the rest of the public from performing their daily functions such as going to work. Police officers make sure that rallies and other kinds of protests are held within the allowable parts of the public area such as sidewalks and the rest of the people and vehicles are not hindered from moving through their usual activities.   There are some cases wherein protesters may be extremely upset regarding a particular political or ethical issue and these individual may start screaming and acting in more violent behavior.   Should this be the case, the police officers are authorized to control such actions to an acceptable level of protest. QUALIFICATION OF A POLICE OFFICER   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The credentials of a police officer often vary in each country, mainly depending on the expectations and roles of the police officer in that part of the world.   However, it is a general requirement that a candidate for a position of police officer must show proof that he has completed some kind of formal education.   Several decades earlier, police officers were not required to finish a college degree yet currently this has changed. Mostly due also to the changing times and the evolution of the society in terms of values and morals, candidates for positions of police officers are now required to carry a tertiary degree.   In addition, the candidate for police officer is required to undergo two to three years of training as a police constable prior to promotion to a position of higher rank such as inspector or sergeant.   It is a common path that a police officer originates from a military or security position.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In addition to carrying a college degree, a candidate for police officer is also required to undergo a physical fitness examination.   In the United States, there are currently laws that vary by state that describe the requirements for candidates for the position of police officer.   The requirements include specific information regarding the applicant’s age and educational level, as well as the criminal records and training.   A police agency is generally similar to that of a semi-military organization that requires particular training and experience before applicants are admitted to the police force.   There are also specific qualifications before a particular police officer can be promoted to a higher position in the police force.   It should be noted that promotion to a higher rank in the police force is not an automatic operation that occurs once a police officer has served for three years. Promotion to a higher rank entails taking additional examinations that serve as tools that will help assess the police officer if he is ready and competent enough to hold a higher ranking position.   An interview is also conducted by the review board that serves as a personal questioning session for the candidate police officer for promotion.   The stringent requirements for promotion of a police officer to a higher rank are commensurate to the responsibilities that this police officer will hold once he is awarded the higher police rank. It is actually normal for a police officer to remain in the same position ranking for some time and it is usually the highly competent officers that are often deserve a higher rank in the police force.   There are some instances when a specific police officer stays at the same position rank for a decade or more because it has been observed through their performance that the particular police officer is not competent to serve from a higher position.   Police officers who have served in the police force for a particular duration may also apply for the position of police specialist.   The specialist positions include the detective, firearms officer or motorcycle officer. TRAINING AT THE POLICE ACADEMY   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A police academy is a training facility that is generally managed by the police department in order to serve as a venue for the education and development of the new recruits.   These individual recruits were previously hired by the police department yet they are first required to undergo training at the police academy before they are allowed to work with the police force.   The trainees at the police academy are taught essential skills that are expected of a police officer.   The training involves both classroom and actual action training that runs for several months. Full-time training requires that the candidates are present for the entire day at the police academy, with provisions for letting them stay in for several months.   In private police academies, training is conducted during the evenings so that the trainees are able to work during the day time to earn their wages to support themselves.   In police academies that are run by the police department, stipends are given to the trainees because they are already considered as employees of the police force.   Training at the police academy includes the principles of arrest and booking of individuals.   The use of firearms is also taught at the academy. Special driving skills are also taught at the police academy because this is essential is chasing suspects and criminals.   The trainees are also educated in terms of CPR and first aid skills because these capabilities are expected of a competent police officer.   Trainees are also taught skills in writing police reports as well as ethical measures in interacting with individuals that they would likely deal with on a daily basis as a police officer.   Theories of investigation and criminality will also be undertaken during the training of police officers.   Methods in interacting with the community will also be taught at the police academy.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   After several months of training at the police academy, the trainees are required to take written and practical examination to gauge the comprehension of the lessons that have been given to them.   Upon passing the requirements of the written and practical examinations, the trainee is awarded a certification of police academy training and will then be assigned as a member of the police department.   It has been observed that there has been an increase in recruitment of police officers in the past decade and it has been predicted that the number of newly recruited police officers will increase in the coming years.   This is mostly due to the change in the society and politics of the country, as well as the increase in urbanization of cities. THE CIVIL RIGHTS ACT OF 1964 AND EQUALITY AMONG MEN   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The hiring and recruitment of police officers has been influenced by the Civil Rights Act of 1964.   Years ago, Martin Luther King had a dream that all men and women would be equal.   The laws and progression of civil rights and immigration has changed the United States.   Racial inequality and color prejudice has damaged the United States; affecting the government system through legislation. The differences in culture background and heritage are being traversed. Borders are supposedly being crossed. Educational theories and classroom practices are taking up new forms in order to conform and meet the educational needs of the global societies. Educators and teachers are being expected to share views and recognize values from different cultures, races, societies and ethnic groups. They are expected to move outside the system and custom of the dominant society and incorporate beliefs other than those they are accustomed with. Our laws and progression of Civil Rights and immigration has changed the United States (AARP, 2004). The challenges that face our nation’s children relates to the civil right movements and immigration laws. The 1800’s industrialization expansion and slave trade increased immigration to the United States, bringing around twenty-five million people between 1866 and 1915.   In 1917, the United States began placing and enforcing restrictions on immigration.   The government did have provisions before, however most statutes were requirements for naturalization, government powers, reporting of aliens or items allowed to import. Amid 1875 to 1888, the government wanted to exclude people from coming into the United States that were criminals (whether convicted of crime or misdemeanor), prostitutes, paid or slave laborers, people with contagious diseases, polygamist, anarchist, or any person who wanted or thought it was okay to overthrow a government through forceful violence or assassination of public officials.   On February 5, 1917, a commission set forth by the President Woodrow Wilson, proposed and passed a law that enacted previous exclusions and added to exclude illiterate aliens. The excludable people were â€Å"imbeciles, feeble-minded persons, persons with physical or mental defects which may affect their ability to earn a living, persons afflicted with tuberculosis, children unaccompanied by their parents, persons who admitted the commission of a crime involving moral turpitude, and women coming to the United States for immoral purposes†. The 1920 U.S. census showed that the heaviest immigration prior to that time were from Great Britain, Ireland, Germany, and other countries in northern Europe. In the course of the ending of World War II in 1945, the number of aliens both legal and illegal increased dramatically. Immigrants were trying to escape poverty and oppression from all over the world. Citizens of the United States began feeling the pressure of immigrants taking their jobs and using expensive social services provided by the U.S. government with American tax dollars. The media began to portray evidence of racial inequality and color prejudice, damaging the image of the United States. Therefore, immigration and racial equality became debated hot topics. In 1857, the National Education Association (NEA) was formed to benefit teachers and students, and work to bring attention to educational issues, such as low teacher’s salaries, teacher retirement benefits, student testing and other bureaucratic demands. The NEA became an advocate for students and teachers through curriculum enhancements to both English language arts and history to benefit Immigrants, African Americans, and Indians (Holcomb 2006). The NEA lobbied to encourage laws like The Civil Rights Act of 1964 and The Immigration Nationality Act of 1964, which still affects our laws today, encouraging the idea of multiculturalism, thus expanding subjects such as history and language arts to include viewpoints of historically powerless and oppressed groups. During the civil rights movement, there were two America’s, a black America and a white America. The school, bathrooms, water fountains, restaurants, bus seats, libraries, movie theaters, hospital floors, and even the line to see Santa Clause were all segregated based on the color of skin.   African Americans went to school four months out of the year because they needed to help earn incomes the rest of the months. Their schools had no cafeteria, most with outside bathrooms; and their books were passed down from the white schools so they were all out of date. The school building that contained African American students were falling apart.    The classes were overcrowded with too many students, and not enough room for all the needed classes and materials. For the most part, these students had teachers that were substitutes who didn’t know what they were doing.   The teachers that were in these schools had fixed values for these students and did not provide curriculum that was interesting or pertained to the students who were learning. The assumption of teachers was that these African American students did not deserve â€Å"a great deal in life and that a little, even a very little, (a very little) for a Negro child is a great deal more than he or she has earned†. Complaints were being vocalized with the school districts letting white students ride the bus to attend white schools, and black students had to walk to their school when they lived right next to an â€Å"all white† school. In 1951, the Supreme Court finally had to face and rule on the subject of civil rights. A group called the National Association for the Advancement of Colored People (NAACP), created in 1909 to work towards eliminating segregation and discrimination, came together in a court case Brown versus Board of Education. African Americans had started filing suits against the educational systems as early as 1845, but the Supreme Court combined five cases to hear in 1951. The issues brought before the court was because of school conditions, segregation, deficient curriculum, pupil to teacher ratio, teacher training, extracurricular activity programs offered, transportation deficiencies, and of course teacher salaries. The discriminatory environment derived from civil rights and immigration issues unlocked, and then caused the world to see that human tendencies are to prejudge, discriminate against, and stereotype people based on their ethnic, religious, physical, or cultural characteristics. In 1954, Brown versus Board of Education of Topeka, also called Brown I ruled by Chief Justice Warren, acknowledged learning to be the most significant task of state and local government and repudiated the separate but equal doctrine, deciding that racially segregated schools were inherently unequal (Brown Foundation, 1996). The decision had great impact and important to the civil rights movement. The Supreme Court ruled that school had no place for separate but equal status. A year later the Supreme Court decision in Brown II defined how and when school desegregation would be achieved because there was no standard or deadline set in Brown I.   The legal precedence of this time caused far reaching social and ideological implications that brought about changes in the 1960’s and beyond. On the other hand, the legal wrangling did not make immigration and civil right issues disappear because of the ambiguity of the legal decisions. The 1960’s brought about race riots all over the U.S., deaths because of race, and more laws that declared discrimination illegal. On January 20, 1964, Vice President Lyndon B. Johnson was sworn into the Presidency, after the sudden death of President John F. Kennedy. As America mourned the death of JFK, President Lyndon B. Johnson placed his hand on the Holy Bible that was being held by his wife and took the oath of office. On that particular day, Lyndon B. Johnson launched his new program called the Great Society. The agenda was intended to produce a better quality of life for all Americans.   Reporters knew the Presidency of Lyndon B. Johnson as a legislative miracle.   In fact, Dick West of the Dallas Morning News expressed that Mr. Truman could not get started on a civil rights bill because a rebellious congress passed an immigration law over a veto.   Jack Kennedy took one whirl at federal aid to education, and then backed off. Then he tried to get Congress to set up a Department of Housing and Urban Development with Cabinet Status and was turned down in the House 264 to 150.   On the other hand, West writes that President Johnson was able to get these laws passed exactly the way he wanted them, thus being named The Congressional Magician.   President Johnson signed the Civil Rights Act of 1964 on July 2, 1964, during a luncheon honoring late President Abraham Lincoln in the East room of the White House. The bill was about discrimination based on race, color, religion, sex or national origin.   The President sat at a small table in the center with racks holding 72 pens, which was an insufficient amount.   He actually used over 100 pens to sign this triumphant bill into law.   Robert F. Kennedy sat in the front row, Martin Luther King sat in the second row, and other senators and cabinet members attended.   President Johnson’s speech was swift but had great emphasis as he called on all Americans to close the springs of racial poison and eliminate the last vestiges of injustice in our beloved America. The President spoke of the challenge that Lincoln bestowed upon America asking for preservation of the union, enlargement of liberties for America and for being true to the Declaration of Independence which gives liberty to all.   The speech was a direct challenge for all Americans to ensure that all people including Black American’s will be a part of a complete and equal society. Immigrants thus have an equal opportunity to apply as police officers.   However, it has been observed that most immigrants do not perform well in the written examination for police officers because the links between illiteracy and illegal immigration is astounding.   Hispanic immigrants come to the United States without having the basic literacy skills needed (Garraty and Carnes, 2001).   Teachers in Texas are finding that their classes are mostly English language learners. Bilingual assistants are there to translate to students and teacher regarding teaching information and notes; they are also there to translate during parent teacher conferences. Each state requires that each police officer candidate establish a language proficiency assessment to show that he passed the proficiency and achievement-level this is required for those individuals whose primary language is not English.   The examining committee classifies the applicant and recommends placement and help to benefit the applicant.  Ã‚   There are now reports that the translator and the English Language Learning programs are now improving.   Most immigrants are visual learners hence English or Spanish languages are no barriers to learning.   The problem is when the Hispanic people take the summers off to return to Mexico. Jackie stated that it seems like they lose the English proficiency learned previously.   While some teachers see the problem improving there are immigrants who have voiced their concern. There are certain citizens who are concerned that teachers are spending more time because of English Language Learners and have even dealt with hearing the American-born individuals in a special class because of observation as a slow reader. Upon further investigation, it was realized the teacher was teaching and reading to the children in Spanish, which English-speaking students did not understand. Because education focus has become multi-cultural teachers use literature to teach about other cultures. Multi-cultural literature develops values and self-concept for students. On the other hand, some say American-born students reading and writing scores are declining and achievement gaps are closing.   Some believe that many linguists and educators focus on the multicultural aspect, degrading the English Language. As of 1992, many states require teachers to have a certification to teach English as a Second Language, also called ESL in order to assist immigrants who are in training.   Teachers must have the appropriate academic background is ESL theory and methodology. While there are some educators who back bilingual education, which is where students learn basic skills in their own language while they are learning to speak English.   English-speaking students will have a chance to learn Spanish. However, we are facing political efforts to make English the United States official language.   Senator Pete Domenci of New Mexico expressed that the inherent shallowness behind ‘English Only’ would deny the United States the opportunity to meet is full market potential. Therefore, he introduced an approach called English Plus.   English-plus, adopted in New Mexico’s constitution requiring those public school teachers must be trained in both English and Spanish so that Spanish-speaking students will be taught English properly.   On the other hand, many believe there is no need to make English the official language of the United States because it limits us from having a world–view.     The English Language is the most multi-cultural language and it celebrates diversity because of the multi-cultural influences from the French, Germans, and African’s, which continually make it powerful and diverse. There is an increase in the need for police officers to establish peace and order in the country.   At the same time, the country is experiencing a rapid immigration increase of Hispanics and African American students. The appeal of the current level and police administration in terms of the hiring and recruitment process is an interesting area to cover. The costs of raising education potential for both African Americans and Latino students in order to provide equal opportunity for hiring immigrants would be high, yet there would be benefits by savings in public peace and order expenditures and increased tax revenues based on higher incomes.   Holding onto our legacy of the past, we are now teaching with a cultural approach attempt to raise the academic and professional achievement of all trainees and students through culturally relevant lessons.    Reference AARP, LCCR, & Library of Congress (2004). Save Our History: Voices of Civil Rights. The History Channel: The Hearst Corporation. Brown Foundation (1996). Brown VS Board of Education: About the Case. Retrieved March 9, 2006 from http://brownvboard.org/summary/. Garraty, J.A. & Carnes, M.C. (2001). A Short History of the American Nation. (P. 450). New York: Longman Klockars CB (2000):   The measurement of police integrity.   U.S. Department of Justice Research Briefs.   May 2000.