The organization that you work Essay Example for Free

The organization that you work Essay The organization that you work for is interested in expanding their business overseas. You have been asked to gather some preliminary information to help management decide on whether to pursue this idea further. Search the Cybrary or other online resource and find an article describing an experience of either: (1) a US company or division that conducts business in a foreign country; or (2) a company or division based in another country which has started doing business in the United States. Perform searches on joint venture, licensing, or strategic alliance. Based on your research submit a three page document to the managers of the organization which answers the following set of questions: 1. Was the companys experience positive, negative, or mixed? Justify your answer. 2. What legal or political barriers did the company have to overcome? What cultural or business differences did the company encounter? What problems did these differences create for the company? What did the company do to overcome the obstacles? Did the company handle cultural and business differences effectively? Why or why not? 3. Companies involved in international trade have to watch the exchange rates for the euro, Japanese yen, Brazil real, Russian ruble, and US dollar. If you were a U. S. exporter, how might a stronger dollar affect demand for your products? How might a weaker dollar affect demand? (Note: One Internet source for foreign exchange rates is www. x-rates. com/ ). Doing business in another r country can be extremely tricky. Numerous problems result from a failure to adapt packaging for other cultures. For instance, white symbolizes death in Japan, and much of Asia, green represents danger or disease in Malaysia. Some product names travel poorly. For instance, the gasoline company Esso found out that its name means stalled car in Japan. Proper market research may reduce or eliminate most international business blunders. Market researchers can uncover needs for product adaptations, potential name problems, promotional requirements, and useful market strategies. Food research may even uncover potential translation problems. As you can see, doing business in other cultures can be risky if youre unprepared. However, awareness of differences, consultation with local people, and concern for host-country feelings can reduce problems and save money. In dealing with international business you should know about licensing, strategic alliance, and joint venture. Licensing is an agreement to produce and market another companys product in exchange for a royalty or fee. Strategic alliance is a long-term partnership between two or more companies to jointly develop, produce, or sell products in the global marketplace. Joint venture is a special type of strategic alliance in which two or more firms join together to create a new business entity that is legally separate and distinct from its parents. More and more companies are experiencing the excitement of conducting business in the global marketplace. Although selling goods and services in foreign markets can generate increased sales, produce operational efficiencies, expose companies to new technologies, and provide greater consumer choices, venturing abroad also exposes companies to many new challenges. Each country has unique ways of doing business which must be learned: Laws, customs, consumers preferences, ethical standards, labor skill, and political and economic stability vary from country to country, and all have the potential to affect a firms international prospects. Volatile currencies and international trade relationships can indeed make global expansion a risky proposition. Companies must recognize and respect differences in social values, ideas of status, decision-making habits, and attitudes toward time, use of space, body language, manners, and ethical standards. Otherwise, such differences can lead to misunderstanding in international business relationships, particularly if language differences also exist. The best way to prepare yourself to do business with people from another culture is to study that culture in advance. Learn everything you can about the cultures history, religious, politics, and customs-especially its business customs. Who makes decisions? How negotiations are usually conducted? Is gift giving expected? What is the proper attire for a business meeting? In addition to the suggestion that you learn about the culture, seasoned international business people offer the following tips for improving intercultural communications: Be alert to the other persons customs. Expect the other person to have values, beliefs, expectations and mannerisms different from yours, Deal with the individual. Dont stereotype the other person or react with preconceived ideas. Regard the person as an individual first, not as a representative of another culture. Clarify your intent and meaning. The other persons body language may not mean what you think, and the person may read unintentional meanings into your message. Clarify your true intent by repetition and examples. Ask questioned and listen carefully. Adapt your style to the other persons. If the other person appears to be direct and straightforward, follow suit. If not, adjust your behavior to match. Show respect. Learn how respect is communicated I various cultures-through gestures, eye contact, and so on.

The Relationship Between Force Velocity And Power Physical Education Essay

The Relationship Between Force Velocity And Power Physical Education Essay In many sporting activities it is particularly important for success and when it happens the body is considered to have the ability to quickly accelerate from a resting position. As most daily and sport activities involve the generation of force through ranges of joint movements it is important to understand the relationship between the force, velocity and power of the movement. The concept of a force- velocity relationship was based on the research performed by A.V Hill on the muscle mechanical model (Hill, 1938). Based on his research the force velocity relationship is described as the amount of force generated by a muscle as a function of the speed at which a muscle length is shortening by stimulating the muscle under isotonic conditions. At a fastest speed of shortening the muscle generates the lowest force but when the speed of shortening decreases the force output of the muscle in concentric contractions increases that maximum force occurs. However as the load on the muscle continues to increase the speed of shortening will decrease due to the load becoming greater than the ability of the muscle to generate enough force to overcome the imposed load. Small loads enable the muscle to react with high shortening velocities and heavy loads require most of the cross-bridges for lifting the load rather than accelerating it. 2 The other relationship to consider is the power velocity relationship. Power is the rate at which a muscle can produce force and is defined as a product of force multiplied by velocity. The peak power that a muscle can generate increases rapidly as velocity increases until it reaches speeds up to 200 300 degrees-s-1, when velocity increases beyond these values the power output of the muscle declines due to the reduced overlap between actin and myosin filaments. Peak power is also related to the fiber type composition of the muscle. Muscles that have a greater percentage of fast-twitch fibers generate a greater peak power than muscles that are mostly composed of slow-twitch fibers because fast-twitch fibers contain higher ATPase activity than slow-twitch therefore ATP is broken down more rapidly. For athletes who engage in sports involving brief spurts of high power the explanation of the force, velocity and power relationship shows that these athletes generally contain a higher per centage of fast-twitch muscle fibers than slow-twitch. Basketball is among the most popular sports internationally. It is a dynamic game with intermittent high intensity exercise that incorporates frequent sprinting, rapid and repeated sudden changes in direction and jumping. These actions require adequate leg muscle strength and anaerobic power that are frequently required during critical episodes of the game. Jumping is the most dominant act performed by a basketball player as it plays a part of various defensive (blocking, rebounding and stealing)and playing offensive ( passing, shooting, lay ups and rebounding) manoeuvres during practices and games. When under real game situations are not only required to perform numerous high jumps but they have to perform them in a competitive and demanding environment against the opposing team. Not only are they required jump higher they also have to jump higher than their opponents in a given defensive or offensive situation. As a result it is one of the desired goals of basketball players, rega rdless of their playing position whether it is a guard, forward, or centres, to improve their jumping ability in addition to them achieving a high level of competence in the other defensive and offensive plays they have to perform during the game. A number of studies have assessed vertical jump heights in basketball players and come across mean values of jump heights ranging from 24.8cm3 in one study up to 48.2cm4 in another. However most studies have found values that were above 40cm. For female players they can have values of 22 48cm and male players 40-75cm1. Also from one of the studies they found that vertical jump heights improved after part taking in plyometric training and when just taking part in resistance training alone the results showed that there was a lack of improvement in jump height but was a significant improvement in strength. The purpose of this investigation is to look at the relationship between force, velocity and power by taking part in commonly used resistance exercises the flat bench press and dumbbell squat jumps. Also to design a training session for a basketball player to improve their fitness in the aspect of power. Method The participant that volunteered in this study was a 21 year old male student studying level 2 sport at Sunderland University and plays for the universitys basketball team. The student is 5ft 10 inches and a weight of 71kg. The subject was informed about the procedures and demands of the study and signed a written consent form which was approved by the ethics committee at the university. As the subject is a basketball player they are regularly involved in team practices and matches and have had some experience in weight training as trains for strength 3 times a week. Flat bench press The protocol for the flat bench press is that the subject was well warmed up and stretched the relevant muscles before beginning the exercise. When ready to perform the exercise the subject would assume a supine position by lying with their back on the bench, once comfortable on the bench theyd then grasp the bar slightly wider than shoulder length with a closed grip. The spotter waits for the subject to give a signal for them to help assist in moving the bar off the supports. All repetitions started from the position of the bar resting lightly while touching the chest with the subjects elbows flexed. From the start position the subject pushes the bar upwards until the elbows are fully extended and then lowers the bar to touch the chest and not bouncing off it while keeping the wrists rigid and directly above the elbows. The subject will first perform 5 repetitions with the bar unloaded and then increase the load to 10kg each time until they can no longer lift the current load. For t his exercise it was important that two spotters were positioned at either end of the barbell (but not too close to distract the subject) and that they kept their hands in a position close to the ends of the barbell. The spotters also paid close attention to the subjects forearms and the barbell especially when the subject was experiencing difficulties in completing the repetitions. When following the bar they kept their back flat, knees, hips and torso slightly extended when spotting the movements. Velocity, force and power was measured using the Globus machine by having a line attached onto the end of the barbell ensuring that it didnt interfere with the movement. Dumbbell Squat jumps The subject performed a warm up for 5 minutes by cycling at 60 W on a cycle ergometer and then practiced performing squat jumps in a controlled manner with no mass. The athlete squats down until the knees are bent at 90 degrees with weight distributed evenly over both feet which they maintained for couple of seconds and have both arms by their sides with some light bars. The athlete then jumps up vertically as high as possible by applying force as fast as possible and then land back on the floor with both feet landing at the same time. On every squat jump the mass should be increased by 5 or 10kg increments until the subject is unable to perform a controlled squat jump. Every time the squat jump was performed the force, velocity and power was measured using the Globus system by attaching the line onto the end of the dumbbell. The subject also had 2 spotters supervising them while performing the squat jumps making sure there was minimum risk of injury. The data from both exercises were then presented on the computer and then plotted into force, velocity and power curves. Fig 1Results Presented above in figure 1 is a graph of the force, power curve. The power curve is shaped like an inverted u and can see where the maximal amount of power of the muscle has peaked. From the graph power has peaked at 535 and decreased after this point. The subject lifted up to 90kg during the exercise but his maximal power was obtained at 40kg so 45% of the subjects 1RM is at 40kg. Dumbbell mass (kg) Total mass (kg) Velocity Force Power 0 75.1 2.64 1819 3270 10 85.1 2.1 1010 1720 28 93.1 1.76 971 1397 34 109.1 1.2 957 970 44 119.1 1.11 940 850 54 129.1 0.8 731 517 Fig 2 Above in figure 2 is a table of the results from the squat jump test. From looking at the first score we can see that there was a significantly high force being generated for the jump and resulted in the high amount of power but when the load was increased the amounts of power within the jumps seemed to decrease. Discussion From the results collected in the study the maximal power was found to occur at 40% of the subjects 1RM and compared to other studies it confirmed these results. The reason why the squat jump power scores are low could be down to jump not using any stored elastic energy in the musculotendinous unit due to it being too slow to allow potentiation from the stretch reflex because of there being no eccentric phase. To help improve jumping ability it may be beneficial to see whether plyometric training would be better instead of regular strength training as Plyometrics training involves lower loads and fast explosive movements using a prestretch or counter movement that involves the stretch shortening cycle and are related to skills relevant in the game of basketball. The purpose of plyometric exercises is to increase the power of subsequent movements by using both the natural elastic components of muscle and tendon and the stretch reflex. Plyometric training can increase muscle power by the explanation of two proposed models mechanical and neurophysiological. In the mechanical model elastic energy is stored in the musculotendionous unit by the result of a stretch during the eccentric phase of a movement and when followed by a concentric muscle contraction the stored elastic energy is released and increases the total force production. The neurophysiological model involves the stimulation of mus cle spindles at the eccentric phase caused by a rapid stretch and making a reflexive movement action meaning when the concentric phase happens after there is increased muscle recruitment. Also the stretch shortening cycle employs both the storage capabilities of elastic energy and the stimulation of muscle spindles from the stimulation of stretch reflex. I think the basketball player would benefit greatly from a Plyometric training session as they are required to jump repeatedly throughout the game for rebounds, defending, shooting. By taking part in a mixed upper and lower body session the player would have the ability to produce more force in a shorter time when jumping giving them the chance to jump higher. Training Session Plyometrics training Warm up

Thornfield Manor in Charlotte Brontes Jane Eyre :: Jane Eyre Essays

Thornfield Manor in Jane Eyre Thornfield Manor is but one stop in Jane's journey to freedom from her restraints and her stay there begins in a comfortable manner. Although it begins warm, Thornfield becomes a haven of boredom, restlessness, and discontent for Jane. To free herself from the boredom, Jane goes out to mail a letter and unknowingly encounters Mr. Rochester. Jane finds that "...the frown, the roughness of the traveler set me at my ease:"(Bronte 105). Through her past experiences, Jane knows how to deal aptly with Mr. Rochester and displays her skills in doing so in a conversation with him even when she knows who he is. "I don't think, sir, you have the right to command me, merely because you are older than I, or because you have seen more of the world than I have; your claim to superiority depends on the use you have made of your time and experience"(Bronte 125). In the comment Jane makes directly to Mr. Rochester, she is bold. He is her employer but she refuses to be demeaned by him and her experienc es at Gateshead and Lowood teach her to be firm but polite, a part of her move toward education and away from containment. Another example of Jane's rebellion comes from within her. She realizes that she is falling in love with Mr. Rochester and it is unacceptable because she is socially inferior to him. The love she holds is a rebellion in itself because she is impoverished and lower than him. Jane compares herself to the beautiful Blanche Ingram in order to sort her feelings. She continues on with her rebellion when Mrs. Reed calls for her. Mrs. Reed is ill and, although she treats Jane badly at Gateshead, Jane goes to her side- in her refusal to let Mrs. Reed overcome her. Jane slowly learns how to deal with the bad times life has handed her thus far. Mrs. Reed, still just as cold on her death bed as she has been in the past, continues to denounce Jane and has contempt for her. Mrs Reed proclaims, "The fever broke out there [Lowood], and many of the pupils died.

Off to the Mall Essay -- essays research papers

"Let's go to the mall." This comment is one of the few statements that can be heard coming from the mouths of both sexes. While typically associated with shopping, and thus automatically, and unfairly, females, going to the mall has mutual attractions to both males and females. Since the massive increase of shopping malls in this country, the popularity of "going to the mall" has increased a thousand fold for everyone. For females the reason that "going to the mall" is so popular is very clear. Females were always taught that their rightful place is at home taking care of their families (this statement is aid without trying to sound chauvinistic). When the car made a sudden impact on the world during the middle part of the century, even more responsibility's were added to the wife's list of "to do's." The wife no longer just took care of the family. She now was able to go out and shop for food, clothes, or anything else that her family may need. In a sense the wife now had more freedom to take care of the family by being away from the home more. Today women are no different then their 1950's counterparts. While contemporary women are much more free-minded about their own place in society, there still lies the motherly instinct to go out and purchase for the family. This instinct may change in time, but until that change occurs this cause shall remain as the chief reason why women "got to the mall" or "go shopping." ...

The Native Son-Blacks And Whites :: essays research papers

In the Native Son Wright lets us see how blacks and whites have so many problems because of racial issues. We see how blacks and whites do not see eye to eye. We also see how being black in the 1930’s was something you couldn’t control but still was looked at as being something â€Å"bad†. Color was what it was all about. Being black was seen as being lower class and also less- human than other Caucasians. We also see the fear that black families and communities had. These facts separate in details how two types of race had such an effect on each other but still did not know how much damaged they caused to each other during many, many years.  Ã‚  Ã‚  Ã‚  Ã‚   White people in this book felt blacks were bad people who just had bad ways of doing things. Stereo type was a big issue as we see when Bigger gets caught for the murder, newspapers stated that there was a â€Å"Mass Rapist on the loose†. Since he was black they thought right away he was raped her. White people also showed that they didn’t really care about what happened to black people. Since Mary Dalton was white, Caucasians were screaming at Bigger that he was a gorilla, that he should be killed, and many other bad racist comments. There were other white people who thought equality was for every one in the world. Jan is a prime example of how some white people felt blacks were treated wrong. Blacks feared whites. Many of them had so much fear that they accepted the way they were being treated. They took it as a problem where there was no answer. When Bigger was driving back to the Dalton’s house we see how many black people were just standing in the corner. Bigger was different though. He feared whites, but he sometimes tried to find the solution. Blacks also felt that the whites should be treated with more respect. The way Bigger answers his mother and the way he answers Mr. Dalton are two different tones of voices. One is respect out of fear and the other is disrespect out of revenge.   Ã‚  Ã‚  Ã‚  Ã‚  Many of Bigger’s actions suggest a huge response to fear, which comes from his exposure to a harsh social climate in which a clear line between acceptable behavior for whites and blacks exists. His anger and his destructive impulses come from that fear and is seen clear in the opening scene when he attacks a huge rat.

Operation Managenent Essay

After completing this chapter, you should be able to: 1. Define the term operations management. 2. Identify the three major functional areas of organizations and describe how they interrelate. 3. Identify similarities and differences between production and service operations. 4. Describe the operations function and the nature of the operations manager’s job. 5. Summarize the two major aspects of process management. 6. Explain the key aspects of operations management decision making. Briefly describe the historical evolution of operations management. . Characterize current trends in business that impact operations management. Chapter 2 – Competitiveness, Strategy, and Productivity After completing this chapter, you should be able to: 1. 2. 3. 4. List the three primary ways that business organizations compete. Explain five reasons for the poor competitiveness of some companies. Define the term strategy and explain why strategy is important. Discuss and compare organization strategy and operations strategy, and explain why it is important to link the two. 5. Describe and give examples of time-based strategies. 6. Define the term productivity and explain why it is important to organizations and to countries. 7. Provide some of the reasons for poor productivity and some ways of improving it. Chapter 3 – Forecasting: 1. List the elements of a good forecast. 2. Outline the steps in the forecasting process. 3. Evaluate at least three qualitative forecasting techniques and the advantages and disadvantages of each. 4. Compare and contrast qualitative and quantitative approaches to forecasting. 5. Describe averaging techniques, trend and seasonal techniques, and regression analysis, and solve typical problems. Explain three measures of forecast accuracy. 7. Compare two ways of evaluating and controlling forecasts. 8. Assess the major factors and trade-offs to consider when choosing a forecasting technique. Chapter 4 – Product and Service Design: 1. Explain the strategic importance of product and service design. 2. Identify some key reasons for design or redesign. 3. Recognize the key questions of product and service design. 4. List some of the main sources of design ideas. 5. Discuss the importance of legal, ethical, and sustainability considerations in product and service design. 6. Explain the purpose and goal of life cycle assessment. 7. Explain the phrase â€Å"the 3 Rs. † 8. Briefly describe the phases in product design and development. 9. Name several key issues in manufacturing design. 10. Recognize several key issues in service design. 11. Name the phases in service design. 12. List the characteristics of well-designed service systems. 13. Assess some of the challenges of service design. Chapter 5 – Strategic Capacity Planning for Products and Services: 1. 2. 3. 4. 5. Summarize the importance of capacity planning. Discuss ways of defining and measuring capacity. Describe the determinants of effective capacity. Discuss the major considerations related to developing capacity alternatives. Briefly describe approaches that are useful for evaluating capacity alternatives. Chapter 6 – Process Selection and Facility Layout: 1. 2. 3. 4. 5. 6. Explain the strategic importance of process selection. Describe the influence that process selection has on an organization. Compare the basic processing types. Explain the need for management of technology. List some reasons for redesign of layouts. Describe the basic layout types, and the main advantages and disadvantages of each. Chapter 7- Work Design and Measurement: 1. 2. 3. 4. 5. Explain the importance of work design. Compare and contrast the two basic approaches to job design. Discuss the advantages and disadvantages of specialization. Explain the term knowledge-based pay. Explain the purpose of methods analysis and describe how methods studies are performed. 6. Compare four commonly used techniques for motion study. 7. Discuss the impact of working conditions on job design. 8. Define a standard time. 9. Describe and compare time study methods and perform calculations. 10. Describe work sampling and perform calculations. Compare stopwatch time study and work sampling. 12. Contrast time and output pay systems. Chapter 8 – Location Planning and Analysis: 1. 2. 3. 4. 5. Identify some of the main reasons organizations need to make location decisions. Explain why location decisions are important. Discuss the options that are available for location decisions. Give examples of the major factors that affect location decisions. Outline the decision process for making these kinds of decisions. Chapter 9 – Management of Quality: 1. 2. 3. 4. 5. 6. 7. 8. 9. Define the term quality as it relates to products and as it relates to services. Explain why quality is important and the consequences of poor quality. Identify the determinants of quality. Distinguish the costs associated with quality. Compare the quality awards. Discuss the philosophies of quality gurus. Describe TQM. Give an overview of process improvement. Describe and use various quality tools. Chapter 10 – Quality Control: 1. List and briefly explain the elements of the control process. 2. Explain how control charts are used to monitor a process, and the concepts that underlie their use. Chapter 11 – Aggregate Planning and Master Scheduling: 1. Explain what aggregate planning is and how it is useful. 2. Identify the variables decision makers have to work with in aggregate planning and some of the possible strategies they can use. 3. Describe some of the graphical and quantitative techniques planners use. 4. Describe the master scheduling process and explain its importance. Chapter 12 – MRP and ERP: 1. Describe the conditions under which MRP is most appropriate. 2. Describe the inputs, outputs, and nature of MRP processing. 3. Explain how requirements in a master production schedule are translated into material requirements for lower-level items. Discuss the benefits and requirements of MRP. 5. Explain how an MRP system is useful in capacity requirements planning. 6. Outline the potential benefits and some of the difficulties users have encountered with MRP. 7. Describe MRP II and its benefits. 8. Describe ERP, what it provides, and its hidden costs. Chapter 13 – Inventory Management: 1. Define the term inventory, list the major reasons for holding inventories, and list the main requirements for effective inventory management. 2. Discuss the nature and importance of service inventories. 3. Explain periodic and perpetual review systems. 4. Explain the objectives of inventory management. 5. Describe the A-B-C approach and explain how it is useful. 6. Describe the basic EOQ model and its assumptions. 7. Describe reorder point models. 8. Describe situations in which the singleperiod model would be appropriate. Chapter 14 – JIT and Lean Operations: 1. 2. 3. 4. 5. Explain what is meant by the term lean operations system. List each of the goals of a lean system and explain its importance. List and briefly describe the building blocks of lean. Identify the benefits of a lean system. Outline the considerations important in converting a traditional mode of operations to a lean system. 6. Point out some of the obstacles that might be encountered when converting to a lean system. 7. Describe value stream mapping. Chapter 15 – Supply Chain Management 1. 2. 3. 4. 5. 6. 7. 8. 9. Discuss the key issues of supply chain management. Name the recent trends in supply chain management. Summarize the motivations and risks of outsourcing as a strategy. State some of the complexities that are involved with global supply chains. List some of the strategic, tactical, and operational responsibilities of supply chain management. Give examples of some advantages of e-business. Explain the importance of supplier partnerships. List the requirements of an effective supply chain. Name some of the challenges in creating an effective supply chain. Chapter 16 – Scheduling 1. 2. 3. 4. 5. 6. Explain what scheduling involves and the importance of good scheduling. Describe scheduling needs in high-volume and intermediate-volume systems. Describe scheduling needs in job shops. Use and interpret Gantt charts, and use the assignment method for loading. Give examples of commonly used priority rules. Summarize some of the unique problems encountered in service systems, and describe some of the approaches used for scheduling service systems. Chapter 17 – Project Management: 1. Discuss the behavioral aspects of projects in terms of project personnel and the project manager. 2. Explain the nature and importance of a work breakdown structure in project management. 3. Give a general description of PERT/CPM techniques. 4. Construct simple network diagrams. 5. List the kinds of information that a PERT or CPM analysis can provide. 6. Describe activity â€Å"crashing† and solve typical problems. Management of Waiting Lines After ompleting this chapter, you should be familiar with waiting line terminology, be able to solve typical problems using the models presented in this chapter, and answer these questions: 1. Describe what imbalance does the existence of a waiting line reveal? 2. Explain what causes waiting lines to form, and why is it impossible to eliminate them completely? 3. Describe what metrics are used to help managers analyze waiting lines? 4. Explain what are some psychological approaches to managing waiting lines, and why might a manager want to use them? 5. Explain what very important lesson does the constant service time model provide for managers?

Public Schools Segregation Essay

I was recently struck by one of the political cartoons in the SacramentoBee newspaper, which presented an image comparison of drinking fountains in two schools. It quickly reminded me of the racist Jim Crow laws from the 1880s-1960s and how racial segregation existed almost everywhere in the United States at that time. However, I realize that this cartoon doesn’t portray the concept of racial segregation with a Jim Crow joke, but it makes a commentary on social segregation among public schools in the United States today. I slowly realized that all American public schools are not the same due to funding. The huge difference exists in the public school system because their funding is associated with local property taxes. If a school is located in an affluent area with wealthier residents who pay high property taxes, schools will receive more funding (School Funding 1). Do you think this system is fair? If I ask affluent parents, they probably would answer that they pay high property taxes, so their money should go straight to nourish public schools in their areas. Meanwhile, if I were to ask parents in low socioeconomic areas, they would say that funds should be distributed from the state and not by the county, which would help in reducing the inequality between schools. Although sharing funds is not fair for many affluent people who pay more taxes, we should encourage state governments to aid the poorer schools more because it helps to reduce poverty and prevent crimes in lower income neighborhoods. The first reason that poorer schools should get more funds is to reduce poverty. People in low-income areas might not get the direct effect from school funding, but in the future, their kids will be benefited greatly. For those in the low income bracket, education can be a legitimate way to help them climb out of poverty. However, in reality, most of these poorer schools today are still not treated equally as their richer counterparts. Lisa Black, Chicago Tribune reporter reviewed the vast difference between two public schools in the Chicago area to illustrate this point. The first school, Taft Elementary School in Lockport can’t offer students any arts, language or technology classes because of the limited budget available. Meanwhile, Rondout Elementary School, near Lake Forest, offers language programs such as Spanish in every grade including kindergarten. Most students use laptops in the class, and they can enjoy band and chorus classes. They can choose to study various art, drama and dance as well (Black 1). If poor children had the same opportunity as their counterparts, imagine the growth it could represent to them educational. If they enjoyed studying, they could move on to obtain higher education by attending to colleges, meaning better-paying jobs. Therefore, funds should be available for all people. Young minds deserve the opportunity to choose the programs that they want to study. They should be able to study art and any other subject, as they desire to, regardless of how much property tax their parents pay. In general, I believe that a good education is the foundation that can pave the way to a better quality of life. Aside from reducing poverty, preventing crimes is another reason that poorer schools should receive more funds. Crimes in lower income areas derive from being unable to sustain a decent living. These types of crimes can be directly connected to a lack of education and opportunity. Geoffrey Wodtke, a sociologist at the University of Michigan, mentions in his article that kids in poor neighborhood have less chance to graduate from high school (Wodtke 1). He also states: Poor neighborhoods are isolated and racially segregated, with none of the quality schools, day care, grocery stores, pharmacies, and parks that can help promote a child’s development and academic achievement; and they are disproportionately smoggy, crime-ridden and dilapidated. All of these factors, the researchers note, have been linked to poor performance in school, often culminating in dropouts. (1) Wodtke claims that poor neighborhoods affect school performance, and this can impact a child’s learning directly. Some children quit the schools because they have no interest in schooling. Dropping out is and having no high school diploma will limit a job opportunities. When they are not qualified for many jobs, they can’t escape the pitfalls of poverty. Therefore, some of them end up finding illegal ways to make money while others affiliate themselves with gangs (Wodtke 2). This is the reason why school is so important, because it is a good place to start children on equal footing educationally with the chance to better themselves in the future. However, schools in low-income areas still need more funds to afford having a variety of programs such as language, art and sports. Schools also need to be able to hire and retain qualified teachers. Moreover, every school should be able to afford sport programs, which is a good physical outlet for youthful energy and encourages good health and teamwork. Art programs should also be available because they provide an outlet to express creativity. A wider variety of activities and educational alternatives can create brighter and more promising futures if given the opportunities. These children can become doctors, football players or artists in the future as long as they get a fair amount of support from the beginning. It’s difficult to change the living environment in poorer neighborhoods, but we can start by improving the school system to reshape the future of that community. Some people think that pouring money into poor schools is wasteful. They believe the reason schools become poorly performing ones is because they are full of under-achieving students who lack interest in the curriculum. Even if some schools get more funds, it will not change anything. It’s like treating symptoms, but not starting at the root of the problem. They believe that the government should provide more funding to schools with higher achieving students who potentially will become successful contributing members of the community. In other words, the state government should invest in the right schools and students. However, I believe this thought to be completely wrong. People who believe this will never know the potential of students in lower-income schools unless they are given a fair and equal opportunity to succeed. If poorer schools receive more funding, they will be able to provide better facilities and a stronger variety in the curriculum. These factors would increase the chances that we see more students grow into productive and successful adults despite coming from lower class surroundings. When every school has the same resources and variety of programs available to their youths, political cartoons like this one will be a thing of the past because the educational system’s inequalities will no longer be a joke. We should call for action on the funding to reform poorer schools because education can help in reducing poverty and crimes in these neighborhoods. Although affluent parents who work harder and pay more property taxes might oppose an idea of distributed funding to poor schools, they should think about economic consequences. If a gap between rich schools and poor schools is still expanding, how can the children of today become responsible adults in the future? If this country is the land of freedom and opportunity for everyone, I should hope that schools would be the first place to start by giving equal opportunities to all children. Poorer schools should receive equal opportunities like those of the children in wealthier communities. Schools should be a sacred place where all children of any social standing are afforded the same opportunities of unlimited educational growth. The more we see children shine in their youth, the more likely they will rise up to become successful in the future and this will help strengthen the future of the United States’ socially and economically.