Education in the United States Essay

Education in the United States of America is governed by the Department of Education. There are three different levels of control and funding for public education: federal, state, and local. In the United States school is mandatory from Kindergarten through High School, consisting of thirteen different grade levels. Students can obtain an education by attending a public school, a private school, or a home school. In order to ensure that all students obtain the academic knowledge needed to progress through the grade levels, standardized tests are given regardless of where a student obtains an education (United States Department of Education, 2005). Education in the United States is governed and funded mainly by local jurisdictions, with the state and federal governments supervising educational activities and ensuring that all local jurisdictions are administering standardized tests and obtaining the funding needed to operate adequate educational facilities. The Tenth Amendment to the United States Constitution states that all powers that are not assigned to the federal government by the United States Constitution are reserved to the people or the individual states. As per the Tenth Amendment, the individual states control public education. Most states are divided into local jurisdictions that have elected school boards that oversee the individual school districts within its jurisdiction. The local school districts own and operate the public schools within its boundaries and are responsible for obtaining funding for each of the public schools they control (United States Constitution, Tenth Amendment, 1787). The majority of the funding for public education in the United States is obtained from local taxes and state governments. The federal government only provides 8. 5% of the funds for public education (National Center for Education Statistics, 2008). There has been some controversy over the No Child Left Behind Act passed in 2001 which allows the federal government to withhold funding if a state or local school district is not complying with the standards set forth in the No Child Left Behind Act. However, the funding withheld for non-compliance is not a significant amount (No Child Left Behind Act, 2001). There is a larger controversy over the local school districts obtaining funding primarily from local taxes. Local jurisdictions can impose many different types of taxes on its citizens. In the commonwealth of Massachusetts there has been controversy over the imposition of excise taxes and corporate taxes. Excise taxes are taxes that are not property taxes or taxes that are imposed based on statutory law. Corporate taxes are imposed on corporations within a certain jurisdiction that are paid to the local government. These taxes are in addition to any federal or state taxes that the corporation is responsible for. Businesses in the commonwealth of Massachusetts are required to pay quarterly excise taxes on an accelerated basis due 15 days prior to the end of each quarter. The first quarter payment is 40% of the required annual excise tax, the second and third payments are 25% each, and the fourth payment is 10% of the excise tax. The minimum amount of corporate excise tax required of all corporations operating within the commonwealth of Massachusetts is $456 per year regardless of whether or not the corporation made a profit that year (The National Federation of Independent Business, 2007). Chapter 70 Part 1, Title XII, Chapter 70 of the General Laws of Massachusetts regulates the financial disbursements awarded to each public school district throughout the commonwealth. The legislative intent of Chapter 70 is to assure fair and adequate minimum per student funding for public schools in the commonwealth by defining a foundation budget and a standard of local funding effort applicable to every city and town in the commonwealth (Chapter 70). Chapter 70 sets up rules on how to allocate the money. These rules set standards on how the money will be distributed if it is below a base amount or higher than a base amount. For example, in Section 13, Part B, the law states that â€Å"if the amount appropriated is more than the base amount, funds shall first be allocated to ensure that the state school aid for each municipality equals the base amount† (Chapter 70). This part tries to ensure that an equal distribution is set to each school. Although this is only occurs when more money is available, it still sets the standard that each school will at least get its base amount before other funds are distributed. In the event that there are not enough funds to cover the base, a formula has been established to attempt to make the distribution fair. The amount is reduced by a constant amount per student. The rate is found by the difference between the base amount and the actual amount divided by the total enrollment of the state (Chapter 70). Cambridge, Massachusetts Cambridge, Massachusetts is a city right outside Boston, Massachusetts. Cambridge is famous for its two prominent universities: Harvard University and the Massachusetts Institute of Technology. The public school system in Cambridge is controlled by the Cambridge Public School District which consists of twelve elementary schools, of which eleven extend through eighth grade. There is only one high school in the Cambridge Public School District, Cambridge Rindge and Latin School. The Cambridge Public School District educates over 5,500 students every year with a project enrollment of 5,790 students for the 2008-2009 school year. The Cambridge Public School District has a proposed budget of $130,704,170. 00 for the 2008-2009 school year. This proposed budget has increased 2. 36% from the previous year. 75% of this proposed budget will be allocated to the individual schools within the district. The remaining 25% of this budget will be spent on administrative costs such as maintenance and security. The Cambridge Public School District is funded through a variety of sources in addition to local taxes. The Cambridge Public School District receives funds from thirteen federal grants awarded by the commonwealth of Massachusetts, eleven private grants, eleven revolving funds, ten state grants, two district federal grants, and one state-circuit breaker reimbursement. These grants account for $13,714,499 of the total funds needed to operate the schools within the Cambridge Public School District. The Cambridge Public School District also receives an average of $1,076 per student from Chapter 70 financial aid each year (Action Public Schools, 2006). Newton, Massachusetts Newton, Massachusetts is a suburb of Boston that consists of thirteen small villages. The Newton Public School District controls the fifteen elementary schools, four middle schools, and two high schools that are located in Newton, Massachusetts. The Newton Public School District educates an average of over 11,000 students each year throughout its twenty two public schools (Newton Public School District, 2008). The Newton Public School District has a proposed budget of $171,377,580 for the 2008-2009 school year. This proposed budget has increased 10. 5% from the previous year. According to this budget, the Newton Public School District spends $14,743 per student every year (Newton Public School District, 2008). The Newton Public School District is funded through a variety of sources in addition to local taxes. The Newton Public School District receives 55% of the revenue generated by the City of Newton. The Newton Public School District also receives over $8. 6 million dollars from federal, state, and private grants. Over $3 million dollars of the Newton Public School District budget is received from a program called Circuit Breaker which allocates special funds to school districts for additional special education courses. Federal, state, and private grants and the Circuit Breaker program account for almost $12 million dollars of the annual budget (Newton Public School District, 2006). The Newton Public School District also receives an average of $846 per student from Chapter 70 financial aid each year (Action Public Schools, 2006). Conclusions Allocating funds for public education in the United States is a complex process. Wealth and more funds do not necessarily lead to greater achievement by the students enrolled in the school district. Federal, state, and local jurisdictions must determine the most beneficial methods for allocating the educational funds available. These allocations are not equal and usually result in the more industrious neighborhoods receiving less funding from these sources, and incurring higher corporate taxes. The Newton Public School District receives less funding from external sources, and its businesses pay more corporate taxes. The allocated budget in the Newton Public School District is higher than the budget in Cambridge due to the fact that although the populations are similar, Newton operates twice as many educational facilities. . The Newton Public School District does not need the extra funds from external sources in order to reach its budget. Although the dollar amounts indicate an unfair advantage for the residents of Cambridge, both school districts are able to meet their budgets and educate their students adequately. Although the corporate tax system and excise tax system in Massachusetts may seem unfair to its businesses and residents, the public school districts within Massachusetts (including Newton and Cambridge) are able to meet the budget requirements due to the Chapter 70 allocations. The purpose of Chapter 70 is to create equality amongst the school districts and ensure that the cities that receive less corporate and excise tax are still able to operate successful public school districts so that every child within the commonwealth of Massachusetts has the opportunity to receive a quality education. REFERENCES The United States Census Bureau (2006). American FactFinder. Retrieved April 1, 2008 from http://factfinder. census. gov/ Action Public Schools (2006). Chapter 70 Aid Per Student High to Low. Retrieved April 1, 2008 from http://ab. mec. edu/about/Chapter70Aid/CH70PerStudentFY06. pdf Newton, Massachusetts (2008). 2008 Property Tax Rates. Retrieved April 1, 2008 from http://www. ci. newton. ma. us/Assessor/taxrate. htm Cambridge Massachusetts (2008). 2008 Property tax Rates. Retrieved April 1, 2008 from http://www. cambridgema. gov/CityOfCambridge_Content/documents/FY2008_Property_Tax_Update_Newsletter. pdf Newton Public School District (2008). General Information. Retrieved April 1, 2008 from http://www. newton. k12. ma. us Cambridge Public School District (2008). General Information. Retrieved April 1, 2008 from http://www. cpsd. us/index. cfm

Similarities and Difference Between Hinduism and Buddhism.

Similarities and difference between Hinduism and Buddhism. Buddhism believes in the process of reincarnation based on deeds of the present life. Hinduism also believes that everyone is a part of an impersonal world and therefore, one's soul reincarnates into another body of any being, based on the deeds of the present life. One has to work for salvation oneself and therefore, cannot blame others for the same. The salvation depends on the good deeds of a person. In Hinduism also, one attains salvation as per one's own fate and deeds. Both of them believe that there are many paths to attain enlightenment such as overcoming through your feelings and desires and controlling over the six conscious senses. Both the schools of thought believe that excessive attachment to things and people in the physical world causes pain and suffering. Therefore, we must get ourselves free from the illusions of ‘Maya' or worldly desires. Both of them gives an emphasis on the practice of meditation and other forms of yoga, which not only helps one to concentrate on the truth of life, but also facilitates the path of enlightenment and liberation. The Hindus believe in 300,000 Gods. Buddhism do follow some rituals but only in the form of meditation, and bowing and different forms of worship while offering prayer in the Buddhist temples. Buddhist practices also do not require any priests. The rituals, being followed by the Hindus are more complex and vary from birth to death of a person. Besides, priests do play important role in all the rituals. The Buddhists do not believe in the stages of life. People can join any of the stages any time depending upon their spiritual preparedness. The Hindus believe in the four stages of life What impact has a religious or spiritual tradition had on your life. I would have to say my parents. They are both Christians and raised me and my brother and sister as Christians. I was baptized and have attended church throughout the years. I have also gone to youth group and to youth camp. We do family devotions. My dad tries to get us all together at night. It is hard we all play sports or do other activities and sometimes we are tired. I like what the devotions say it is just I don’t always want to sit there and do it. I believe in God, it is just sometimes I have a hard time doing what I know I should do. Read the subsection on Mesopotamia and write two or three sentences to summarize it. All the Mesopotamian civilizations to follow – Akkadian, Babylonian, and Assyrian – adopted Sumerian culture and made it their own. The Sumerians were the originators whom everyone copied. In addition to creating the first forms of writing, the Sumerians invented the plow, the wheel, and used bronze tools. Their impact was so great that we feel it today when we hear about the Great Flood. The Amorites were better known as Babylonians – named after the city they founded in central Mesopotamia called Babylon. Babylon became the most well-known city in all of Mesopotamia. The most famous king of the Babylonians was one of its earliest kings Hammurabi. Define or describe each of the following key terms from this section. Civilization- A complex culture in which large numbers of people share basic elements, such as a social structure, religion, and art. Patriarchal- Society in Mesopotamia was dominated by men. Circle the letter of the word that has the closet meaning to the boldface academic vocabulary words from this lesson. 1. A system of codes helped maintain order in early civilizations. C. regulations 2. Early civilizations focused on what the leaders believed were important goals for maintain their social structure. A. concentrated Egypt and Divine Kingship Ancient Egypt was an ancient civilization of Northeastern Africa, concentrated along the lower Nile River. Egyptian civilization began around 3150 BC. Upper and Lower Egypt under the first pharaoh. The history of ancient Egypt occurred in a series of stable Kingdoms, separated by periods of relative instability known as Intermediate Periods: the Old Kingdom, the Middle Kingdom, and the New Kingdom. Egypt reached a high of its power during the New Kingdom. Egypt was conquered by a succession of foreign powers in this late period. Egyptian monarchs had many titles, but the most common was pharaoh, which means â€Å"great house† or â€Å"palace. † 1. How did King Solomon Help Jerusalem become the capital of Israel? Under King Solomon the Israelites established control over all Palestine. Jerusalem became the capital of a united kingdom known as Israel. He expanded the government and encouraged trade. He is known for building the temple in Jerusalem. 2. How did Judaism give Jews strength? Judaism became a stateless religion. They believed God was not fixed to one place; he was lord of the whole world. It helped them maintain an identity as a people even though they did not have a state. 3. What Jewish beliefs are parts of Western tradition? Human beings are separate from nature and must struggle against it; human beings have a particular relationship to a supreme being, who watches over them. 4. How was Judaism unique among ancient religions of western Asia and Egypt? Asia and Egypt believed in many Gods. Judaism was monotheistic, being one God. It gave all people not just a ruler or priest, access to God. Judaism – People of Judah were Jews and their religion was called Judaism. Monotheistic – Belief in one God. Covenant – A contract with God’s people when lead out of bondage. Prophets – Religious teachers used by God to speak to his people. Ancient India Cast System and Hinduism/Buddhism will be covered. Cast System – Social and religious classification based on discrimination Hinduism – Religion whose followers believe in karma and reincarnation. Buddhism – Religion with a goal of achieving wisdom. Networks – Extended family used in caste system. Ancient China 1. In what way was the â€Å"mandate from Heaven† a powerful ruling force? This political belief said that a ruler was the ruler because Heaven had given the mandate. 2. How did the beliefs of Confucius indirectly support the â€Å"Mandate from Heaven†? He believed people were naturally good and every person could acquire knowledge and virtue if you had a virtuous leader. He believed in obedience to superiors. Confucianism – It was the same thing. He believed people were naturally good and every person could acquire knowledge and virtue if you had a virtuous leader. He believed in obedience to superiors. Core – In Chinese society the family is the core. The fathers place was very high. How did the law codes and religious beliefs develop in ancient civilizations? About 5,000 years ago, the first civilizations began to develop along river valleys. The rich, fertile farmlands of river valleys helped these civilizations to thrive. These early civilizations relied on a traditional economy based on farming. Many developed into cities with systems of government, social structures, and belief systems, laying the foundations for later civilizations. Through warfare and trade, these and other cultural achievements spread to new lands. The Hebrews developed Judaism, a monotheistic religion based on the worship of one God, whose laws are set out in the Torah and the Ten Commandments. In Egypt, the benefits of the Nile River supported the development of early civilization. The history of ancient Egypt is divided into three periods: Old Kingdom, Middle Kingdom, and New Kingdom. Religious beliefs about gods, values, and life after death affected ancient Egyptian life. India is a land of mountains, fertile plains, and arid regions. In the Indus River valley this civilization was taken over by the Aryans, who invaded India and destroyed many Indus Valley cities. Geography isolated early Chinese civilization, yet the people developed a writing system, literature, silk making, and other arts. They honored nature and ancestor spirits. How did the caste system influence the lives of people in ancient India? The Aryans divided their society into separate castes. Castes were unchanging groups. A person born into one caste never changed castes or mixed with members of other castes. Caste members lived, ate, married, and worked with their own group. At the top of the caste system were the priests, teachers, and, then warrior caste, farmers and merchants, and craft workers and laborers. The untouchables were the outcastes, or people beyond the caste system. Their jobs or habits involved â€Å"polluting activities† including any job that involved ending a life, such as fishing killing or disposing of dead cattle or working with their hides. Untouchables were often forbidden to enter temples, schools and wells where higher castes drew water. In some parts of southern India, even the sight of untouchables was thought to be polluting The Civilization of the Greeks Greek Ideas about Government The Greeks had a lot of different kinds of governments, because there were many different city-states in ancient Greece, and they each had their own government. In addition, people's ideas about what made a good government changed over time. Aristotle divided Greek governments into monarchies, oligarchies, tyrannies and democracies. For the most part, Greece began by having monarchies, then oligarchies, then tyrannies and then democracies, but at each period there were plenty of city-states using a different system, and there were many which never did become democracies or tyrannies at all. All Greek city-states seem to have been monarchies, ruled by kings. Homer's Iliad, and Greek mythology in general, shows us a whole series of kings like Agamemnon and Theseus, and some of their palaces have survived for archaeologists to dig up. Writing About History Persuasive Writing. How was the polis the center of Greek Life? â€Å"Polis† is the Greek word for a city-state. Some city-states were democracies; others were ruled by kings, who in Greek were called tyrants, a tyrant was just a king, not necessarily an evil or cruel. How important was the polis to Greek life? Let's put it this way there was no Greek life outside a polis. The entire Greek history is a history of rivalries between city-states. What was the citizen of Ancient Greece Like? Only Males who had: were 18, owned land, were free and both parents of the male had to be the children of citizens. Females, no matter how high born, could not become citizens. Slaves and Foreigners could not become citizens. Also, man slaves could not be citizens either. Citizens were expected to attend regular meetings, as well as serve in the army or navy. Who ran the Spartan government? They had two kings, hereditary monarchs; the kings were automatic members of the Gerousia, the council of 28 elders picked for life plus the two kings. Five ephors, chosen annually by popular election, had the main power. The final part was the assembly, made up of all Spartan citizens over 18. Why is Athenian democracy considered a model for American democracy? The founders of democracy in Athens exercised decisions through a direct democracy in which all male citizens were allowed to have direct influence on the decisions. Although in the United States today we accept democracy as a form of life it had its early beginnings in the city-states of Ancient Greece. The form of government known as democracy had its early roots in Ancient Greece but its influence has a direct connection with the type of government we have today in the United States. Today in the United States of America we have a representative democracy in which we appoint â€Å"representatives† through election. Define each of the following key terms. Polis – In ancient Greece, an independent city and its surrounding region under a unified government. Usually the town was walled and contained a citadel on raised ground acropolis and a marketplace agora. Tyrant – A tyrant was one who illegally seized and controlled a governmental power in a polis. Democracy – Is a government by the people or rule of many. Oligarchy – Is ruled by the few. Direct Democracy – Is a form of government in which people collectively make decisions for themselves, rather than having their political affairs decided by representatives. Without common goals, a community would have a community would have a difficult time maintaining order. (c. aws) Only adult males could vote in ancient Athens. (a. grown-up) The Greek Love of Wisdom. The ancient Greeks considered wisdom to be an important virtue. Socrates and Plato, philosophy was literally the love of Wisdom. Plato's The Republic, in which the leaders of his proposed utopia are to be philosopher kings: rulers who understand the Form of the Good and possess the courage to act accordi ngly. Aristotle, in his Metaphysics, defined wisdom as the understanding of causes, i. e. knowing why things are a certain way, which is deeper than merely knowing that things are a certain way. Philosophy – Refers to an organized system of thought. Socratic Method- Socrates used it as a teaching method he presumed that all knowledge was already present in each person and after careful questioning could draw out. Foundations – What people build things on like government or religion, like their beliefs. Who lived in the polis? The development of the Greek polis whether a military oligarchy in Sparta or democracy in Athens allowed citizens to participate in political issues. This concept of the â€Å"rule by the people,† mainly in Athens, gave the citizens a sense of freedom and harmony. In order to be a citizen in the polis, one had to be an adult whose ancestors were Greek and from that particular polis. Children, foreigners, and slaves could not be citizens. Citizens had many exclusive rights. How did Athens and Sparta differ? The city-states differed in different regions of ancient Greece. Even though the states kept the concept of the polis, the way in which each was governed differed. Two of the most important city-states were Sparta and Athens. Sparta developed as a war-like polis, while Athens developed as a democratic one. Rome and the Rise of Christianity.

Speech, Language and Communication are different aspects of the same Essay - 3

Speech, Language and Communication are different aspects of the same process. Compare and contrast these aspects - Essay Example Therefore, language and speech are both different aspects of a communication process. It is regarded as a process with various characteristics including its continuous, dynamic and has elements that occur simultaneously (Miller, 2011). It is also regarded as a process because of its symbolic nature, that is, it relies heavily on symbols with arbitrary meanings. Communication as a process also occurs in a contextual manner. That being another feature of communication, the context includes language, cultures, social structure and the individual relation between the receiver and the source (Miller, 2011). A speech is also regarded as what one gives in front of a group of either people, which can be interpersonal or public speaking, which, in turn, means language is what we use to deliver the speech (Miller, 2011). Communication, therefore, is the way the speech is delivered. Language is different from speech because it consists of socially shared rules, which include how to put words together to make a meaning, what or the exact meaning of each of the words used, how to make or constitute new words from those existing, and what best word combinations are thoroughly placed, in a situation, to give meaning (Kuhl, 2010). On the other hand, speech is a verbal means of communication, which constitutes articulation that exactly ease how the speech sounds are constituted. It also consists of voice whereby vocal folds and breathing are initiated to produce sound. Fluency is another vital constituent of speech, which is described as the rhythm of speech (Kuhl, 2010). Therefore, language can be grouped, in terms of problems, whereby, receptive language is when a person has trouble with understanding others. Sharing thoughts, ideas and feelings perfectly with others with poor conveyance is categorized under expressive language disorders (Crosbie et al. 2005). Lang uage

Positive and negative impact of international institutions on Essay

Positive and negative impact of international institutions on developing countries - Essay Example Therefore, the paper will focus on how these institutions have contributed to development and how their influence has had negative impacts on developing nations. An overview of operations of international institution in Developing Countries Since the advent of globalisation, international organisations have increased their operations in developing countries. International trade has spread all over the world at a faster rate than experienced before this phenomenon. In their quest for economic, as well as social progress in the last four to five decades, developing countries have embraced policies that promote international trade. Consequently, their share of exports has increased to one third from one fourth during the 1960’s. The World Bank and UNCTAD have taken part in trade activities in regions such as Central America, East Asia, and Africa. The formation of these institutions aimed at enhancing global trade. With development loans offered by these institutions, developing nations have managed to carry out development projects (Young, 2000). While taking part in development activities, in developing countries, international institutions contend that an enabling international environment is of paramount importance. They argue that such an environment enables developing countries and other economies under transition to have successful integration into the economy of the world. International trade also allows developing countries to develop reliable capabilities of supply, which will be in line with the market demands, improve networking, promote development and transfer of technology, as well as increase productivity. International institutions emphasize that developing nations should promote growth and development by instituting policies, which will encourage international trade. As such, governments of developing countries should provide adequate resources, improve the capacity of institutions, enhance technological capacity, and improve infrastructur e. Positive and negative impact of World Bank and UNCTAD on developing countries The World Bank came to being after the end of the Second World War; the political climate present during the time of its formation was different from the current political climate in the world of today. The institutional structures of this organization were incorporated in Bretton Woods, at an international conference held in New Hampshire. The initial purpose of forming the World Bank was to provide aid in terms of loans to developing nations. The main targets included the countries facing a crisis of balance of payment deficits and immense difficulties in settling debts (Wantchekon 2002, p. 59). Originally, the purpose and focus of World Bank aimed at lending money to European government of the West in order to assist them in rebuilding their countries as a result of the war. However, the attention of the World Bank later focussed on giving loans to developing countries for development purposes. UNCTA D came into being during the early years of 1960s. During the early 1960s, there grew concerns about the place of developing countries in international trade. This made most of these nations to advocate for the convening of a conference devoted to dealing with problems

Dangers of Web 2.0 Essay Example | Topics and Well Written Essays - 1000 words

Dangers of Web 2.0 - Essay Example They may not explore a site that they do not agree with; very easily they can do another search and find what they are looking for. People tend to go to sites that have similar views or opinions as themselves.   By gaining information from traditional media sources they are exposed to many â€Å"different political and socioeconomic and cultural identities†.  Ã‚   Lanier also agrees with Keen that as Web 2.0 has progressed people have lost their individuality and joined more collective or community web sites Lanier does not like that â€Å"People tend to loose themselves in group think†. On this issue Keen and Lanier have similar thoughts on problems with Web 2.0.   It is important for people to listen and hear multiple sides of an issue.   A person should explore other theories or thoughts.   Many times they find similarities or they may even agree with the other side’s arguments if they listen to their thoughts behind their ideas.   An example of th is is a political campaign.   Many people in our society are Republican or Democrats because that is what their family’s political affiliation has been.   They have not taken the time to listen to the other political party’s thoughts on the issues and where they stand.   Many times when someone from the other party is giving a speech, they won’t listen to them.   More than likely a republican is not going to go to a democrat’s website to educate themselves on their side of the issue.

Editting in Run Lola Run (Tom Tykwer, 1998) Essay

Editting in Run Lola Run (Tom Tykwer, 1998) - Essay Example The film editing of â€Å"Run Lola Run† is a very unique one because it incorporates fast paced action with equally pulsating type of music, especially in those scenes where Lola had to run very fast to be able to beat the deadline that was given to her boyfriend, who was poised to rob a bank as a last resort. The story, which unfolded in such a way as to have 3 possible outcomes, was edited in a manner that would show the pressure building up for Lola and Manni with each tick of the clock, and the potential difference every moment creates to generate varied solutions to a single problem. At the initial part of the movie, black and white scenes were used to show flashbacks or past occurrences which somehow made a great bearing on the present situation Lola and Manni were in. Medium shots of Lola holding a red telephone at home, and Manni in a phone booth somewhere in town, were used to orient the viewer and to set the mood for the story. Later on, when the dialogues were getting intense, the shots used were in close-up to show the emotions of desperation and helplessness on the part of Manni, and the determination and firm resolve to find a solution on the part of Lola. Lola’s running scenes were combined with animated scenes as if she were part of a video game. Different shooting techniques, – like fade in/out, zoom in/out, still shots – varied camera angles and shots were utilized. There were also continuity shots made, and close-ups were played-up in the emotional scenes between Lola’s father and his mistress, the confrontation scene between Lola and her father among others. Slow motion cuts were also used to add emphasis in some scenes. Snapshots of the various personalities Lola meets on her way to meet Manni were also included to add more sub-plots which added to the overall impact of the story. One of the most distinctive editing features of this film is the use of split screens for the most essential scenes. An example of such scene

CRIME PREVENTION IN AMERICA Essay Example | Topics and Well Written Essays - 2000 words

CRIME PREVENTION IN AMERICA - Essay Example The rate of daily crimes shows that a person living in America cannot sure if he will live the next moment. â€Å"In America, the crime clock continues to click: one murder every 22 minutes, one rape every 5 minutes, one robbery every 49 seconds, and one burglary every 10 seconds.† (Anderson, 2009). The gravity of the situation has forced the government to make maximum efforts in the direction of controlling crimes of all kinds in the country. Various crime prevention programs are undertaken at federal, state and local levels. There are programs aiming every section of the people, implemented at each of these levels depending upon their importance and seriousness. It is found that many of these crimes involve teenagers or generally the youth. Juvenile crimes are a nightmare to the Americans. School violence and under-age drinking lead to fights and murders, suicides, rapes, gun violence and so on. It is found that under-age binge drinking is more among teenagers below the age of 21 than adults. Drug abuse is another major issue regarding the youth in America. Students are frequently seen carrying guns to schools. A major reason for this situation is the extreme exposure to television, computer games and internet. It was found that girls did more crimes than boys. To add on to i t, juvenile justice system showed no mercy to these children. In 1970s the statistics of juvenile crimes rose terribly, making it very important for the government to control juvenile crimes and giving better juvenile justice to them, in order to reduce the crimes in America. For this purpose, the federal government introduced a new act, called the Juvenile Justice and Delinquency Prevention Act in the year 1974. The major aims were to prevent juvenile wrongdoings, improve the juvenile justice system in order to protect them. This act was reauthorized in 2008, to be called the ‘Juvenile Justice and Delinquency Prevention Reauthorization