Write a 500-750 word essay using exemplification as a method of

Write a 500-750 word using exemplification as a method of development. Include a title page and outline with your - Essay Example Of all the things that I value most, I would say that my own physical wellbeing and the health of my family members would come pretty near the top of my list. If a person is ill, or in pain, then enjoyment of any other benefit is meaningless, because suffering takes away the ability to concentrate on anything else. As the government keeps telling us, medical provision, education, fresh air, clean water and all the trappings of modern society are expensive commodities, and they need to be in place if people are to enjoy good health. Alex is lucky, because he relies on the social support systems that were in place in his environment from the moment when he was born. This inheritance is, however, very far from free because millions of American taxpayers have worked hard to provide them. Alex, on the other hand, is a great believer in getting something for nothing. He is not too proud to rummage in garbage cans, or gatecrash parties and he often turns up when there is food around. He thinks that this is a fine way to avoid the expense of paying for his own existence, and claims that free food tastes better because of the satisfaction he gains from not having paid for it. He is, however, mistaken if he thinks that there is no cost involved in his scrounging strategy. There are people who no longer count him as their friend, because they resent being used as a meal ticket by someone who only takes and never gives anything in return. Real friendship is not free: it costs time, effort, and yes, money, to maintain positive relationships with people. Alex is unwittingly excluding himself from the much richer benefits that committed relationships can bring. Nowadays people need gadgets in order to begin and maintain relationships. Things that used to happen in face to face situations now take place across the internet, often using mobile broadband frequencies. Alex knows very little of this new world because he is too busy mocking the â€Å"geeks† who

Literature Review Research Paper Example | Topics and Well Written Essays - 500 words

Literature Review - Research Paper Example This article lays emphasis on the effects of drug and substance abuse on children, and tells that children may emerge as users. In today’s society, drug use and its impacts have heightened. This norm has been experienced across variable age forms with children gaining increased participation in this exercise. There has been a call to find out the cause of the drug abuse problem among individuals with emphasis placed on the outcome of indulging in the heinous act. Barrett and Veerman stated that children have joined the number of drug users and are affected directly or sometimes may be a third party in the substance abuse act. There is the need to protect children from the substance abuse problem because they constitute the population who constitute the future society. There have been numerous investigations into the cause of mental disorders. Substance disorder has been frontal to causing these complications with a 3.8-11.3%. Via the national surveys, countries have been able to articulate the main cause of mental behaviour. Up to an average of 4 % of the users have the problem to encourage the drug dependency, living with a motive to kill the craving by practising the substance abuse. The society dictates the morals of the members and with the measures it undertakes to curb the spread of drug addiction there will be a similar realization of the impacts of the measure. The paper researches on the link between drug abuse and criminal behaviour. There are several crimes in the society that have been caused by substance abuse and an example is in prostitution. The government policy has been identified as a form of regulation for these drug related crimes. These drugs have the tendency to create a vice within an individual to involve in harmful measures that corrupt societal event. There is a direct link between crime and drugs within the society and regulations to curb drug indulgence would help protect the innocent members. Drug use is often

Green Room Productions Essay Example for Free

Green Room Productions Essay In November 1995, Trip Davis, Dartmouthalums, Greg Waldbaum and Eric Butz gathered for a meeting in the conference room of their Charlottesville, Virginia, office. The business partners had reached a crucial point in their startup business. Five months prior they combined their talents to provide professional and technology services in the travel industry by starting Green Room Productions, but the firm had been unable to find sufficient human resources to staff its technology projects. , the partners considered two options: close the business down or move to another city for the second time in five months. Both options that the partners were considering would have huge impacts of the professional careers and personal lives. Closing down would mean that they would have to seek employment with other companies, which could result in them having to relocate their families to another city. The other option, to relocate the company to a location where they could find qualified human resources would guarantee moving their families and still have the uncertainty of success. In the early and mid 90’s the Internet and . Com based companies were booming. In the Travel Industry, people who normally used Travel Agencies to make reservations for airline flights, hotels and auto rentals were now turning to internet based companies such as Prodigy and Pctravel.com, which connected users through ATC’s computer to the Apollo Computer Reservation Systems (CRS), by translating complex codes and commands into a simpler interface. Although many .Com travel companies began to open, many sites lacked the proper interfaces necessary to link existing computer reservation systems to the Internet and did not offer on-line reservations that could be booked threw their website and usually provided advertisement and included a telephone number to call to complete the reservation process. In 1994 Trip Davis accepted a position as an analyst at Landmark Communications, which owned The Travel Channel. With 15 million individual subscribers, it was operating at a loss and needed to increase its subscriber base to 30 million to become profitable. Davis was given the task to find ways to increase the channels subscriber base and move towards profitability. Davis noticed the opportunities that the internet could provide. Landmark also owned the contents of The Weather Channel, and saw an opportunity to develop Weather.com to expand its audience base. But Landmark did not own the contents of The Travel Channel so Davis began investigating ways to expand the channels audience and looked at the travel industry and the internet. Davis met with Internet Service Providers AOL, Prodigy and CompuServe who provided limited travel information on the Web sites and participated in conferences with companies such as Hilton, Delta, Marriott and Disney. These companies expressed the need for nationwide reach that currently were not being met. In 1995, Davis and Greg Waldbaum, who went to college together, ran into each other at a travel conference. Both had always had an interest in starting their own business and began discussing the opportunities of the travel industry and the Internet and decided to start a business together which would focus of two ideas: Provide technology services to help travel companies develop their Internet presence and develop original on-line content such as sightseeing guides to resorts and travel destinations. Davis, Waldbaum and another friend Butz started Green Room Productions. Pitching their â€Å"three S† sales pitch. Site: Set up and create Web site infrastructure; Systems: Create applications connected to the clients existing information infruastrure with systems that enabled customs to make reservations, book tickets, or transact other business on the clients Web site; Strategy: Assist clients with Internet strategy and maintain a focus on their brand. Clients such as The Travel Channel, Mountain Travel, Sobek, Disney and ITT Sheraton provided major projects for Green Room Productions ranging from half million to $1.o million and smaller HTML projects brought gross revenues of $10,000 to $100,000. Green Room Case Study Bibliography Carpenter, mason Andrew Strategic management: a dynamic perspective concepts/ Mason A. Carpenter, Wm. Gerard Sanders- 2nd ed. p. cm. P773 – 781 Green Room Production, LLC/ Fairchild, Gregory B.; Kelly, Dorothy C.; Singer, Susan 7/13/2006

How Does Social Class Affect Life Chances?

How Does Social Class Affect Life Chances? LIFE CHANCES SOCIAL CLASS CONTINUES TO HAVE A SIGNIFICANT IMPACT ON LIFE CHANCES OF INDIVIDUALS IN THE CONTEMPORARY UK. DISCUSS THIS VIEW, USING APPROPRIATE EVIDENCE. In a modern western society individuals strive to achieve the things that are labelled as desirable, the best phone, a big house and a nice car. These are all known as commodities alongside education, health and housing but these commodities are very rarely distributed equally and so actually achieving these things can be difficult (Stroud, 2001). The ability and opportunity a person has to achieve these commodities is known as a person’s life chances. There are various factors that can determine a person’s life chances including genetic inheritance, social class of parents, education, childhood poverty, family, attitudes and discrimination, plus many more (Aldridge, 2004). A person’s life chances will often be determined by their social class within their society. Social class is one of the oldest and possibly one of the most persistent inequalities in British society. Classes are groups of people that all share the same ideals, opportunities and cultural belief s. These class systems can be defined by achieved or ascribed status. Achieved status is status that has been worked for, whereas ascribed status is from birth. Some class systems have social mobility, which gives individuals the opportunity to move up or down classes. Throughout history there have been records of many different class systems, including slavery, the feudal system and the Hindu caste system. Some of these class systems still exist even in today’s modernised world. Despite many adaptions taking place as life continues to change according to the National Equality Panel the UK is still a long way from being a society of equal opportunity. There has been a lot of change over the last two decades that have indeed improved the life chances of many; these changes have narrowed the inequalities in earnings, gender and education for ethnic minorities (Timmins, 2010). The biggest inequality that can be seen within the UK would be with income, with the majority of the UK’s wealth being owned by only a small percentage. Within the contemporary UK there appears to be a class system divided into three categories, upper class, middle class and working class. For each of these three classes there will be differences in the kind of advantages or disadvantages the people within them can have. These differences may be recognised by obvious inequality with commodities such as council housing or privately owned housing in select locations, education at select schools compared to state education, private healthcare opposed to NHS healthcare and highly paid occupations against poorly paid or no occupation opportunities. There could also be disadvantages due to a person’s accent and dialect, appearance and clothing and the leisure activities that person indulges in. There may also be other less obvious inequalities, from social class, that can affect a person’s life chances. In a modern society social class and life chances depend largely on economic differences between groups, such as wealth and income, possession of goods, and a person’s position in society (SFEU, n.d). The biggest differences in social class within the UK can be seen through a person’s occupation. The upper classes can live off unearned income, such as land rents or inheritance. There are not many upper class people living off unearned income, despite there being some very wealthy people. In the UK most people fall into middle class or working class categories. The middle class is broken down into the higher middle class and the lower middle class. The higher middle class hold occupations in professional work such as law, medicine or owning businesses. This type of work requires education, qualifications and skills. While the lower middle class hold occupations such as teachers and opticians. At one time lower middle class occupations were sought after and would have bee n regarded as higher middle class, but due to these professions now being stable well paid positions they have decreased in class standing (Mills, 1956, cited in Anon, n.d). Working classes hold manual labour occupations and although this can often require a lot of skill it is not generally well paid (Anon, n.d). It is more than obvious to say that if a child has a good education and achieves high qualifications then that child is most likely to gain a high paying job. A person born into a family living in poverty would obviously not have the same opportunity to attend a top quality private school as a person born into a wealthy family. There is also the consideration of catchment areas with education that could prevent a person being able to attend a better school than provided in their local area. A lot of the best schools in the UK do have scholarship and bursary opportunities, however these do not always apply as some of the individuals from poorer societies are unable or unaware of how to apply for this assistance and if they do they could still be refused. For instance, a child from a council estate, living with unemployed parents on the outskirts of a city would not be able to go to a private funded school in a big city. Whereas a child with parents as actors will almost always be inst antly enrolled to the best private schools available. The main factor that affects health inequality in the UK is social class. There are many studies that show people born in to poor families have less chance of survival, grow up with poor health and may die at an early age. NHS waiting lists at an all time high, those individuals with either low incomes or no incomes are increasingly waiting longer for potentially lifesaving treatment. In contrast to this those people in what is considered the upper classes are able to pay to have treatment privately and almost immediately, also having the opportunity to choose the best surgeon/doctor to perform the treatment. There is also the fact that many working class occupations cause illness but the people suffering are unable to take time away from their employment for fear of dismissal. Health inequalities may not be directly caused by social class itself but more as a result of social class inequality. Poor health can be a result of poor living conditions, bad eating habits, behavioural habi ts such as smoking and drinking and lack of exercise (Macintyre, cited in Burton, 2014). Another difference between life chances and differing social classes is the way crime is handled. A lot of national statistics state that most crime is committed by working class males. This is not necessarily true as a lot of wealthy people often commit crimes but are not prosecuted. Even when they are prosecuted there are major differences in the treatment involved. For instance a white working class male arrested for fraud will find himself face down on the pavement and handcuffed behind his back. He will then be taken to a local police station, thrown in a cell and eventually interviewed for hours before having DNA, fingerprints and photographs taken before being released. In total contrast to this a wealthy public figure such as a politician or celebrity would be contacted through their PA or agent with a request to attend the police station at a time suitable and convenient for them. They will not be handcuffed, put in a cell or subjected to many hours of interrogation. They ma y have to provide DNA, fingerprints and photographs but this could also depend on the person in question. REFERENCES Aldridge, S. (2004) Life Chances Social Mobility: An Overview of the Evidence [online]. Available from: http://www.swslim.org.uk/documents/themes/lt10_lifechances_socialmobility.pdf [Accessed on: 25th February 2014]. Anon. (n.d) Social Inequality Class War [online]. Available from: https://www.google.co.uk/url?sa=trct=jq=esrc=ssource=webcd=4ved=0CE4QFjADurl=https%3A%2F%2Fhwb.wales.gov.uk%2Fcms%2Fhwbcontent%2FShared%2520Documents%2Fvtc%2F2009-10%2Fsociology%2Fj-griffiths-a2%2F08%2520Class%2520inequality.docei=cwUNU9qYGoLC7AaH0YGADQusg=AFQjCNHztbBO4TkYV-B6XSNIwk_jZoTLiAsig2=Jpwtyqz8c6wbtXevFwkpBwbvm=bv.61725948,d.ZGUcad=rja [Accessed on: 25th February 2014]. Burton, J. (2013) Class and Stratification Access Sociology [Class Hand-out]. Access to Social Science: Life Chances, Northampton College. 1st March. Crossman, A. (n.d) Sociology of Social Inequality [online]. Available from: http://sociology.about.com/od/Disciplines/a/Sociology-Of-Social-Inequality.htm [Accessed on: 27th February 2014]. Scottish Further Education Unit. (n.d) Sociology Social Stratification Intermediate  ½ [online]. Available from: https://www.google.co.uk/url?sa=trct=jq=esrc=ssource=webcd=5ved=0CFYQFjAEurl=http%3A%2F%2Fwww.educationscotland.gov.uk%2FImages%2FSocialStratInt12_tcm4-335917.docei=cwUNU9qYGoLC7AaH0YGADQusg=AFQjCNFy43tMDIvoc1psuuKEX06umWxxgQsig2=5lS1A_bga4yStmZ-aZ4NxAbvm=bv.61725948,d.ZGUcad=rja [Accessed on: 25th February 2014]. Sparknotes. (n.d) Social Stratification and Inequality. Modern Stratification Systems [online]. Available from: http://www.sparknotes.com/sociology/social-stratification-and-inequality/section3.rhtml [Accessed on: 27th February 2014]. Stroud, A. (2001) How Social Class Affects Life Chances [online]. Available from: http://www.markedbyteachers.com/gcse/sociology/how-social-class-affects-life-chances.html [Accessed on: 27th February 2014]. Timmins, N. (2010) Social advantages still shape life chances [online]. Available from: http://www.ft.com/cms/s/0/72110f9e-0ab1-11df-b35f-00144feabdc0.html axzz2ujHY6eXs [Accessed on: 1st March 2014]. BIBLIOGRAPHY Angel, L. (2007) Sociology (Analyse the relationship between social class and life chances)? [online]. Available from: http://uk.answers.yahoo.com/question/index?qid=20070121091107AADtlDM [Accessed on: 27th February 2014]. Bancroft, A. Rogers, S. (2010) Introduction to Sociology. Max Weber – Class, Status and Power [online]. Available from: http://www.cf.ac.uk/socsi/undergraduate/introsoc/weber11.html [Accessed on: 27th February 2014]. Rafaelz5. (2008) Does social class still influence people’s life chances and lifestyle? [online] Available from: http://answers.yahoo.com/question/index?qid=20080810055743AA8X0wM [Accessed on: 27th February 2014]. S-cool. (n.d) Class [online]. Available from: http://www.s-cool.co.uk/a-level/sociology/inequalities/revise-it/class [Accessed on: 1st March 2014].

Bacterial Resistance Essay -- essays research papers

Bacterial Resistance   Ã‚  Ã‚  Ã‚  Ã‚  Bacterial resistance is a problem that has profoundly impacted the medical community. Bacterial resistance results when bacteria become resistant to individual antibiotics through the development of specific defense mechanisms which render the antibiotic ineffective. This problem has become evident in recent years as numerous cases have been reported in which antibiotics are not effective against the bacteria that they have fought off for years. The recent troubles with bacterial resistance have caused panic throughout the United States. The pharmaceutical industry hasn’t been producing many antibiotics because they thought that the antibiotics they had created had solved many of the problems resulting from bacterial infections. An increasing amount of attention has been given to antibiotic resistance with each passing year and experts are optimistic for the future; however, the threat of bacterial resistance exists today and is a major cause for concern.   Ã‚  Ã‚  Ã‚  Ã‚  The discovery of penicillin the 1940s proved to be the dawn of the antibiotic era. In less than two decades, major advancements had been made in the development of antibiotics. There were so many different antibiotics developed that doctors and scientists focused their attention on other problems plaguing the nation. Doctors prescribed antibiotics frequently, often when they were not even needed. According to a 1998 report by the Institute of...

TV Violence :: essays research papers

TV Violence A major topic of conversation nowadays is whether or not voilence on television causes children to bahave more violently. Shortly after I began to research this topic, I realized that it is not a clear cut issue. Evidence can be easily found to support each position. In the following essay I will examine the different positions that can ba taken on this topic and try ro form my own view on the affect violent TV has on chidren. The first position I will examine is the one in which it is believed that, without a doubt, violent TV increases the likelyhood that a child will behave in a violent manner. This stands is examined in the Maclean's article intitled,"Power to the people. Television's teen Rangers Kick up a storm. The author of this article, Particia Chrisholm, explains a heated debate over the affects that the kids show "The Mighty Morphin Power Rangers" has on children. According to this article, the "hemeted lycra covered Rangers" acts as a bad influence on children. Many parents have come to believe that the childen try to act like the kids hreo's. A cocerned mother, Kathryn Flannery went so far as to petition the CRTC. The CRTC responded by saying that "the show is avassively to violent."(Chrisholm 1994 p.52) As a result of the petiton, many stations voluntarily refused to air the controversial kids show. This case shows the power that people can have over the CRTC. Unfortunately, the parents were not able to entirely shield their children from the Power Rangers TV show. Many US broadcasters, available on cable, continued to air the show. Another study that supports this belief that TV violence causes children to act more violently is an experiment conducted by Leonard Eron and his collegues. In these studies, Leonard Eron and his collegues studied childern for a number of years and measuread peer ratings obtained from each child's classmates. By doing this, they could see if violent TV changed the attitudes of the children. In the end, it was concluded that violent TV significantly affected the way in which the children behaved. The other position that can be taken when discussing this issue is one in which people believe that violent TV does not affect the behavior of children. In the Canadian Forum article, "TV and The Child Savers. Bad Habits and The Boob Tube" this position is discussed. The author, Thelma McCormack discusses the goals of the action group that refers to themselves as the Child Savers. According to this article, the Child Savers believe that "Programs which contain gratitous violence will not be shown on television.

Racial Politics

The push for racial equality in the United States got a boast from the demands placed on all facets of society during the Second World War. The mobilization effort relied on the black race to win the war and once it was over, there was no turning back. Furthermore, the ideals of freedom and equality, which were the backbone of the Allied war cry and the foundation for the anti-communist Western movement, did not sit well alongside Jim Crow laws and public acts of racial discrimination.The Jim Crow System of segregation was a process in which white Southerners legitimized their racial supremacy over their black counterparts. It was a system based on ethnic and racial differentiation. It is important to note that such a system enabled the â€Å"definition of racism as an institutional fact† (Singh, 2004, p. 22). This is evident if one considers that such a system enabled â€Å"the construction of black people as subjects proscribed from participating in the social state in whic h they live† thereby positing them as entities â€Å"whose relation to the public is always in racial doubt† (Singh, 2004, p.22). The possibility of such is better understood if one considers that differentiation entails the recognition that races are different and as such, it creates a political setting that separates races [e. g. distinction and hence separation of the whites from the blacks]. In addition to this, it also separates and ultimately, limits or confines races to a social sphere with corresponding social functions that are imposed on them. In lieu of this, the importance of the Civil Rights movement lies in its attempt to breakdown and free society of this idea of racial differentiation.Contrary to popular belief, the Civil Rights movement did not begin in the 1950’s and end in the 1960’s; instead, it has been an ongoing process since the Compromise of 1877, through to the present day. The movement has encompassed not only political equality but also housing, education, and economics, to name a few. Moreover, Jeanne Theoharis (2003) argues against the dominant notion that the civil rights movement was a nonviolent movement born in the South during the 1950’s that emerged triumphant in the early 1960’s only to be derailed by Black Power and the white backlash when it moved North after 1965.Theoharis (2003) argues that an understanding of the movement necessitates â€Å"a fuller inclusion of Northern activism within the postwar freedom narrative challenges the notion that the movement went from civil rights to Black Power (p. 12). She notes, â€Å"that Black Power caused the decline of the movement, that self-defense was new to the movement in the 1960s, and that well-organized nonviolent movements were not as prevalent or successful across the North as they were in the South from 1940 to 1980† (p. 12).The Northern movement successfully used similar tactics as compared to the Southern movement such a s boycotts, sit-ins, rallies and grassroots. The difference however, was the internal concepts of race in the North. An example of the historical and political tensions that existed in the North can be seen in Alexis de Tocqueville commentary in 1831 when he stated, â€Å"the prejudice of race appears to be stronger in the states that have abolished slavery than in those where it still exists; and nowhere is it so intolerant as in those states where servitude has never been known† (Jacobson, 1998, p.22). On the surface, it seemed as if the North was anything but racist since the North had fought against slavery and never implemented Jim Crow Laws. Underneath this however, racism and discrimination were institutionalized within the economic and political system; and in both instances, the system was controlled by whites. This was noted by Sugrue (1996) in The Origins of the Urban Crisis: Race and Inequality in Postwar Detroit. Within the aforementioned work, Sugrue outlined th e pre-existing presence of economic discrimination in postwar Detroit, which led to the 1967 riots.At the end of World War II, blacks were leaving for the North, just as northern cities began to lose money and jobs. The â€Å"Second Great Migration† led to an influx of unemployed blacks into northern cites with limited resources and jobs. Deindustrialization, combined with the Great Migration, exacerbated the persistent racial discrimination in labor markets and intensified the racial division within the metropolitan area. Though Sugrue focuses on the economic aspect of the issue, he does note that the origins of the urban crisis are much earlier than social scientists have recognized.In lieu of this, he stated, â€Å"there is no simple explanation for the inequality and marginality that beset the urban poor† (Sugrue, 1996, p. 5). In lieu of this, this paper opts to present an evaluation of the effect of the Civil Rights Movement in the United States. Such an analysis will consider the historical, philosophical and ideological underpinnings of the Civil Rights Movement. I will argue that American society was unprepared for such huge and radical changes [brought by Civil Rights Movement] because the issues involved were too complex.In relation to this, I will also argue that it is not only the case that society was not ready to handle such changes but also the legislated and enacted laws were directly attempting to change a social conception of race that had dominated United States [political, social, economic, and religious] culture since its inception. In proving my argument, I will focus on the aspect of â€Å"educational equality† as implemented in the process of Mississippi’s initial experiences in its implementation of school desegregation programs.In 1954, the United States of America’s Supreme Court decided a landmark case concerning educational and racial equality. In Brown v. Board of Education of Topeka, 347 U. S. 4 83 (1954), the Court’s ruling is grounded on the principle that the doctrine of â€Å"separate but equal† [this doctrine is referring to the segregation policy, more specifically, the segregation policy in the schools in the United States] will not and cannot provide Black Americans with the same standards and quality of education available for White Americans.The court thus, outlawed the â€Å"racial segregation of public education facilities† for the aforementioned reason. In relation to this, on May 17, 1954, the Warren Court handed down a 9-0 decision, which stated, in clear and certain terms that â€Å"separate educational facilities are inherently unequal†. Chief Justice Warren writes: â€Å"Today, education is perhaps the most important function of state and local governments. Compulsory school attendance laws and the great expenditures for education both demonstrate our recognition of the importance of education to our democratic society.It is re quired in the performance of our most basic public responsibilities, even service in the armed forces. It is the very foundation of good citizenship. Today it is a principal instrument in awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment. In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms† (Imber & Geel, 2004, p.212). The aforementioned decisions may be best understood if one considers that racial segregation [as the court sees it] is against the pronouncements of the Constitution. The segregation of students on the basis of race or ethnicity and the legalization of a segregated public school education through the enactment of certain statutes serving to legitimize th e creation and operation of schools that are exclusively for Whites or for Blacks, is clearly, not justified. The Supreme Court’s ruling in Brown v.Board of Education of Topeka remains and is still considered as a turning point in the Civil Rights Movement in the United States. Within Mississippi, the attempt to account for the implementation of the aforementioned decisions occurred during the later part of the 20th century [1970’s]. The reason for such lies in the high amount of white resistance to school desegregation. In lieu of this, the result of the elimination of the desegregation system was set on white terms. This is evident if one considers that during the process, race was considered as a high factor in the consideration of a school’s teachers and administrators.Black teachers and administrators thereby lost their jobs and the black community saw an erosion of the control they had exercised over their children's education (Bolton, 2000, p. 782). In th e years that followed, as federal support waned, efforts in Mississippi and across the nation to create unitary school systems usually floundered, in many cases leading to a resegregation of schools (Burger, 1982). In the decade before the Brown decision, upgrading black schools within segregation was considered a viable alternative to school integration by both blacks and whites.This strategy of educational equalization sought to ensure a balanced distribution of resources between separate black and white schools. From 1925 until 1950, black southerners, focused their efforts on trying to equalize educational spending rather than directly assaulting the doctrine of separate but equal. In addition to this, after the organizations shifted its tactics to challenge the Jim Crow system, many black southerners continued to embrace the equalization policy as the best method for improving black education.The necessity of such was posited by Burger (1982) during his oral account of history during the 1930’s to the 1960’s. Burger (1982) noted that the importance of the aforementioned segregation system lies in its ability to provide good education for the black people. He noted, â€Å"There was interest to help the black high school to be established and survive [however] it didn't get much support locally†. According to Burger, the difficulty of the situations within the black schools is evident if one considered that â€Å"there was no money there [black schools]†.In addition to this, he noted that during the 1930’s to the 1960’s, the black schools got â€Å"little aid†¦ from the county†¦ [It] was just a little bit of sixteenth section money and maybe one or two other funds†. Southern state governments in the decade after World War, faced with both a federal government increasingly sympathetic to the cause of black civil rights and changes in the region's demographics and economy that threatened to undermine the racial status quo, also recognized that a little more emphasis on the â€Å"equal† part of the separate but equal equation might be prudent if segregation were to be preserved.After the war, these states all began or enhanced programs to improve black education. As opposed to this some southern states, such as Mississippi, continued to advocate educational equalization even after the Brown decision had declared segregated schools inherently unequal, in the vain hope that the federal government might somehow still accept an improved version of separate but equal over desegregation.During the aforementioned period, within the Mississippi area although implementing the Brown mandate ultimately proved difficult, educational equalization was never a viable alternative. Such is evident not merely in the efforts to enable student desegregation but also in providing education for the black professionals within the field of education. An example of such was evident in Dr. Burgerâ €™s situation during the period.As a black principal in Hattiesburg during the period that he sought to obtain a master's degree in the early 1950s, he had to take a leave of absence without pay. In order to fully understand such a situation, one must thus be careful of the nuances involved in his or her understanding and analysis of the Civil Rights Movement, what the movement sought to achieve and the means in and through which its prominent leaders and advocates believe to be both proper and effective.As may be noted in the development of the civil rights movement, from the historical, philosophical and ideological perspectives, the proper and effective means in which the recognition of civil rights be regarded as fundamental rights that ought to be granted to every citizen of the state and not only to a selected few, is through the tedious process of â€Å"legislation† and â€Å"affirmative action†.By these two concepts we mean a legal mechanism (1) â€Å"for the institutionalization of certain laws and statutes† and (2) â€Å"for the correction of certain laws and statutes to address and correct the mistakes committed in the past† so that the law may be said to fulfill its function, that is, to administer social justice. The above discussion gives us an idea of the complexity of the problem that needs to be resolved.At this point, it is not difficult to see that all of these things involve the very notion of â€Å"power relation† at the very core and as such, it may be said that the whole historical, philosophical and ideological developments of the push for racial equality in the United States was held fast by this very notion. Power relation then, both as a notion and a political phenomenon, is constitutive of the problem that was explored by the paper.As I see it, the problem with the civil rights movement was that it was not universal; instead, there were those who defended and supported the movement and there we re those who opposed. It was not able to gain an inter-subjective consensus, so to speak. In the face of such a complex problem, legislators in the past should not have merely taken into consideration that the problem would appropriately and effectively be addressed by mere acts of rapid legislation. Rapid legislation, as what the legislators in the past did, and as will be argued in this thesis is not the solution to the problem.In fact, it made the problem worse by failing to consider the interweaving and interconnected issues that were involved. In the case of Mississippi, the formulation of legislations that opted to eradicate the aforementioned cases of segregation merely led to the further specification of the events that enable segregation. It is important to note that the downside of such lies in the fact that such cases of segregation or racism were enabled by the existing laws of Mississippi during the period in discussion.The oral history narrated by Dr. Burger serves as an example of such. True, the expedited implementation of civil rights on all facets and areas of society created considerable â€Å"changes† on the realms of the social, political and economic but the question whether such huge and radical changes were appropriate and effective remained without a satisfactory answer since the phenomenon is in itself deeply embedded in the culture of the American society. References Bolton, C.â€Å"Mississippi’s School Equalization Program, 1945-1954: ‘A Last Gasp to Try to Maintain a Segregated Educational System’†. The Journal of Southern History 66. 4: 781-814. Burger, N. (1982). â€Å"Oral History with Professor N. R. Burger. † Interview by W. Pyle. University of Southern Mississippi. Retrieved February 27, 2008 from http://anna. lib. usm. edu/~spcol/crda/oh/ohburgernp. html Imber, M. & T. Van Geel (2004). Education Law. London: Routledge. Jacobson, M. (1998).Whiteness of a Different Color: European Immig rants and the Alchemy of Race. Cambridge, Massachusetts: Harvard University Press. Singh, N. (2004). Black is A Country, Race and the Unfinished Struggle for Democracy. Massachusetts: Harvard University Press. Sugrue, T. (1996). The Origins of the Urban Crisis: Race and Inequality in Postwar Detroit. New Jersey: Princeton University Press. Theoharis, J. & Woodard K. (2003). Freedom North: Black Freedom Struggles outside the South, 1940–1980. New York: Pal-grave.