United States police vs Brazilian police Essay Example | Topics and Well Written Essays - 750 words

United States police vs Brazilian police - Essay Example In both the US and Brazil, police are tasked with arresting, searching, and detaining lawbreakers (U.S. Department of State). There exist different policing branches to ensure that such tasks are completed passably. This paper explores policing in Brazil and the United states, the differences between the two, how policing affects the country, and the different policing branches in both countries. There are diverse distinguishable differences that exist between policing in the United States and Brazilian police. The difference in policing all depends on the training and culture adopted by the police departments. The United States leans more on ethical policing (U.S. Department of State), as compared to Brazil that has a more barbarous system. Brazilian police are termed as being trigger-happy and appallingly violent, and this is mostly because of revenge missions against mobs that may have assassinated members of their workforce. According to Wells, â€Å"in the United States, with a population 60 percent larger than Brazil and more firearms in circulation, 410 civilians were killed during the same year. It compared the number of Brazilians killed to the 89 police killed while on duty during the same period -- the equivalent of 21 civilians dying for every police officer during the course of the year†. Although police brutality is reported in both countries, it is more rampant in Brazil as compared to America (Wells). The Brazilian policing system has been forced into this kind of callousness because of â€Å"high levels of violent crime, broken judicial institutions and a lack of funding and training† (Wells). The US policing is better than Brazil’s because of advanced training, better funding, adeptness in the legal system, and generally lower levels of vicious wrongdoings. Both the Brazilian military police and several departments of the US police have utilized a radio communications system to manage police communications effectively, a factor that has

Globalisation , the World Economy and MNE's mini essay - 3

Globalisation , the World Economy and MNE's mini - Essay Example er strategy investing in India than in China where the political, economic and social factors are more favorable to IT related firms and due to the immense potential of penetrating the untapped market in the Indochina region. One of the major location specific advantages that RIM has to evaluate in considering India as a lucrative destination is favorable government policies on FDIs. The Indian government allows 100% FDI in some sectors, which include research and development and infrastructure (Himachalapathy, 2010), two sectors where RIM has an interest. In other words, India has an investor friendly climate that RIM may capitalize to access the more than a billion Indian population in addition to prospective customers in the Indochina region, a market that has immense opportunities for growth. For instance, considering the unsaturated penetration of mobile technologies in the region, RIM has a chance to undertake comprehensive research and development in coming up with a product that targets the specific needs of the population through its Blackberry model. In other words, as Dickens (2011) argued, Rim by taking such an approach will be in a position to connect with different social strata and classes in the region and produce specific products that target the needs of people, which will result in more market penetration. Similarly, as a consequence of globalization, China has opened up its doors to FDIs, with the country being the current highest destination of FIDs globally driven by improved economic policies (Himachalapathy, 2010). As such, RIM has a huge prospective market in the new and untapped Chinese market where the Blackberry brand can find an impressive market driven by a rapidly broadening middle class population with a high purchasing power that is attracted to spending on foreign products (Sinha, 2007). Labor is another location specific advantage that makes both India and China lucrative destinations for investors and where RIM may lower its

Impact Of Issuing Debt On Shareholders Essay Example | Topics and Well Written Essays - 4500 words

Impact Of Issuing Debt On Shareholders - Essay Example The internal rate of return of the expansion project is expected to far outperform the company’s hurdle rate. The acquisition of Productos Reunidos is also a positive net present value project. However, empirical evidence suggests that market value of the acquiring firm experiences little if any gain after acquisition, and in some cases even losses. Also, the reasons cited by the management and the merger and acquisition committee for acquisition, namely, diversification and PE magic, are wrong. Hence, I recommend Tyneside Electronics to grow internally by investing in the expansion project. Moreover, there are gains from financing the expansion project by leverage, even in the worst case scenario of 10% increase in revenue, as illustrated in section A and B. Also, if the expected return on shares stays constant, I recommend the firm to adopt a D/E ratio of 1, the optimum capital structure.

Uniform Crime Report Essay Example for Free

Uniform Crime Report Essay A Uniform Crime Report is a data series published by the Federal Bureau of Investigation that has been collected since 1930 and has been widely used by criminal justice researchers to collect data on crime. (Maxfield Babbie, 2012) Law enforcement agencies provide the crime data to the Federal Bureau of Investigation, and then the reports are compiled and created. The Uniform Crime Report does not count all crimes that are reported to the police. Part I offenses such as murders and non-negligent manslaughter, forcible rape, robbery, aggravated assault, burglary, larceny theft, and motor vehicle theft are all counted in the Uniform Crime Report. (Maxfield Babbie, 2012) There are a large number of crimes that are not measured in the Uniform Crime Report because they are considered to be Part II crimes. Part II crimes consist of shoplifting, drug sale or use, fraud, prostitution, simple assault, vandalism, receiving stolen property, and other non-traffic offenses. (Maxfield Babbie, 2012) Part II crimes are counted on the Uniform Crime Reports only if that person has been arrested and charged with a crime. These crimes do represent a large number of offenses that occur across the United States. And since they are only reported if a person has been arrested and charged with a crime, this does create some measurement errors in the Uniform Crime Report. In the 1920’s, the International Association of Chiefs of Police formed the Committee on Uniform Crime Reports. (Atlas, 2011) This committee wanted to establish a system of uniform police crime statistics. This committee evaluated various crimes based on how serious the crime is and how frequent that crime occurred as well as the likelihood of it being reported to law enforcement in all areas of the country. (Atlas, 2011) After the studies and evaluations were completed in each state, the Committee completed a plan for crime reporting that became the foundation of the Uniform Crime Report Program in 1929. (Atlas, 2011) Every month, law enforcement agencies across the United States submit results on the amount of Part I index offenses to the Federal Bureau of Investigation. The index offenses consists of criminal homicide: the willful non-negligent killing of one human being by another or a death caused by negligence, attempted killings, and suicides; Forcible rape: the knowledge of raping a female forcibly and against her will and attempts or assaults excluding statutory offenses; Robbery: The taking or attempting to take anything of value from the custody or control of a person or persons by force or threat of force; Aggravated assault: an unlawful attack by one person upon another for the purpose of inflicting severe or aggravated bodily injury with the use of a weapon; Burglary: The unlawful entry of a structure to commit a felony or a theft; Larceny theft: the unlawful taking, carrying, leading, or riding away of property from the possession or constructive possession of another such as bicycles, shoplifting, and pocket-picking; Motor vehicle theft: the theft or attempted theft of a motor vehicle; Arson: any willful or malicious burning or attempt to burn, with or without intent to defraud a house, public building or any other personal property of another. (Atlas, 2011) Arson was not included in the Part I crime index’s originally when the Committee first formed the Uniform Crime Report. It was later added in 1979 to be included on the Uniform Crime Report. Before looking into the Uniform Crime Report statistics, violent crime in Illinois seems to have been on the rise especially the major metropolitan areas like Chicago. Just based on the news reports and changes in the communities that I have seen over the years has led me to believe that violent crime has increased tremendously. But after looking into the statistics more and reviewing the Uniform Crime Reports for the state Illinois I was able to really determine how violent crime was measured and recorded in Illinois. I will be reviewing violent crimes consisting of murder and non-negligent manslaughter, forcible rape, robbery and aggravated assault from the years of 2006 through 2010. I have included a table showing the crime reporting statistics for the state of Illinois from 2006 through 2010. Table 1, State of Illinois The statistics that appear in table 1 from the Uniform Crime Report show that in the categories of aggravated assault, robbery, forcible rape, and murder and non-negligent homicide, the number of violent crimes overall has decreased or stayed approximately the same from the years 2006 through 2010. Aggravated assaults in the years 2006 and 2010 had noticeably dropped while robberies stayed approximately the same throughout the five years with the biggest drop in the years 2006 and 2010 as well. Aggravated assaults in 2006 were reported at 40,858 and 32,042 in 2010. Forcible rape also stayed consistent during the five years with the exception of years 2006 and 2010. In 2006, forcible rape was reported at 4,078 and 3,033 in 2010. Murders and non-negligent homicides were surprisingly reported approximately about the same from 2006 through 2010. That category also had the biggest change in the year 2006 and 2010. Overall, the crimes reported show that crime has had its biggest decrease in the year 2010 in all four crime index categories. There isn’t a significant amount of differences amongst the numbers reported for violent crimes, but there still shows some improvement from the years 2006 through 2010. When looking at other states violent crime statistics between the years of 2006 through 2010 in comparison to Illinois, I reviewed Michigan, Ohio, and Pennsylvania. These three states were similar to Illinois in population. Violent crime trends in Illinois did not mirror these states at all. Tables 2, 3 and 4 show the crime rates between Michigan, Ohio, and Pennsylvania between the years of 2006 through 2010. Table 2, State of Michigan Table 3, State of Ohio Table 4, State of Pennsylvania Although the Uniform Crime Report numbers for these states above are very different from one another, there were some noticeable changes within all four states. While Michigan and Illinois had similar aggravated assaults, Ohio had a significant amount that was less. The biggest difference is shown in the year 2006 where Illinois had 40,858 aggravated assaults, and Ohio only had 15,973. Forcible rapes were pretty consistent in decreases in the four states, but Ohio had the highest reduction from 2006 through 2010. Robberies is also an area where the statistics reported were shown to have decreased consistently in all four states throughout the same years. This was a major similarity between the four states with Illinois reporting the highest robbery crimes amongst Michigan, Ohio, and Pennsylvania. The last crime offense what was looked at was murder and non-negligent homicide. This is another area where it showed a consistent decrease amongst all four states with Ohio having the lowes t amount of murders and non-negligent homicides reported in the year 2010 compared to the other states. Most of the areas in each state showed trends of a consistent pattern even though the numbers reported and shown were different from year to year. Overall, there is a pattern that shows in all four states that violent crimes appear to be decreasing starting from the year 2006 through 2010 which is good. There were some discrepancies that were reported with the forcible rape offenses in the state of Illinois. According to the Uniform Crime Report in the year 2006, Illinois data include arrests made for rapes of male victims. Therefore, Illinois figures for forcible rape include only forcible rape offenses from Rockford, Illinois that had female victims. (Justice, 2007) In other words, Rockford, Illinois is the only part of the state that is submitting data for female victims of forcible rapes whereas the remaining area is not. Therefore the national Uniform Crime Report did not include all of the arrest data. There are other crimes that are not reported in the Uniform Crime Report suc h as drug sale or use, vandalism, simple assault, prostitution, and all other non-traffic offenses. Because of this, a large number of crimes reported are not measured in the Uniform Crime Report. (Maxfield Babbie, 2012) The hierarchy rule is also another measurement error in the Uniform Crime Report that is used by police agencies and the Federal Bureau of Investigation to classify crimes. Under the hierarchy rule, if multiple crimes are committed in a single incident, only the most serious is counted in the Uniform Crime Report. (Maxfield Babbie, 2012) This is what was seen in the crime statistics for Illinois. According to the Uniform Crime Report for Illinois, valid counts for murder, forcible rape, robbery, and aggravated assault were available only for agencies in cities 100,000 and over in population. (Justice, 2007) The only available data generated by the Illinois State Program were totals based upon an incident-level system without indication of multiple offenses recorded within single incidents. (Justice, 2007) Therefore, the Uniform Crime Report hierarchy rule could not be applied in order to convert the state’s data to Summary format. (Justice, 2007) To arrive at a comparable state estimate to be included in national compilations, the Illinois State Program’s totals were reduced by the proportion of multiple offenses reported within single incidents in the National Incident-Based Reporting System database. Data for cities 100,000 and over in population were excluded from the reduction process. (Justice, 2007) Even though there are many measurement errors in the Uniform Crime Report, I still believe that the report is very useful throughout the United States. It gives an estimated figure on violent and property crimes from state to state. This is important because based on the measures of accurately assessing these crimes, more tactical ways to minimize crime amongst police agencies can be developed based on what is being reported in the Uniform Crime Report. We all want our communities to be as safe as possible and this is a great way to start along with monthly meetings about what is being reported in each area of the cities. Works Cited Atlas, N. (2011, January 26). Summary of the Uniform Crime Reporting Program. Retrieved October 5, 2012, from Summary of the Uniform Crime Reporting Program: http://www.nationalatlas.gov/articles/people/a_crimereport.html Justice, U. S. (2007, September 1). Federal Bureau of Investigation. Retrieved 10 05, 2012, from Crime in the United States: http://www2.fbi.gov/ucr/cius2006/data/table_05_dd.html Maxfield, M. G., Babbie, E. R. (2012). Basics of Research Methods. In M. G. Maxfield, E. R. Babbie, Basics of Research Methods (p. 90). Belmont: Cenveo Publisher Services.

Power in Frankenstein :: essays research papers

Most people agree that Victor Frankenstein holds the most power in the text. In creating the monster, he not only has the power to create life but also the power to, indirectly, save or destroy others lives. Critics of his character speculate that Justine could have been saved had be only confessed his actions in Ingolstadt. However, the creature also holds considerable power. For example, he held power over Justine’,s fate when he incriminated her with the necklace. He holds some power over the De Lacy family, as it is his actions in collecting firewood that decide whether or not Felix must work as heavily during the day. In turn, the De Lacy family hold power, unbeknownst to them, over the creature, so much so that he commits himself to living in what is little more than a wooden box for a year. The creature’,s hopes for the future lie entirely on this family, and power of this nature is perhaps the strongest type of power anybody could exert over another being. This is due to the fact that the one who is controlled, ie, the creature, does not realize this and so will never attempt to free themselves from the hierarchy they find themselves in. But it is also evident that someone, or something, exerted great control over the De Lacy family, as they are living an impoverished, isolated lifestyle. The creature’,s account of the family’,s history discovers this fact to the readers, that was in fact the French government. Given the time period, 17--, this is presumably patriarchal to the extreme. While for a while it could be supposed that Felix held power over the government, as he assisted in Safie’,s father’,s jail break, but the latter caught up with him and ultimately ruined him and his family. On this train of thought, Felix’,s family hold power over Safie’,s father, but only while he is imprisoned. Once he is freed, the tables turn, and he breaks his promise to Felix of his daughters hand in marriage. Coming form an Eastern society that is suggested to be even more patriarchal than the Western European culture, a power struggle ensues between Safie, who wishes to marry Felix, and her father, who wants her to return home with him. What is most interesting is the fact that it is Safie, with the assistance of another woman, who eventually gets her own way.

The SDLC

Several different projects may be required during the life of a system, first to develop the original system and then upgrade it later. The primary concern is with getting the system developed and deployed the very first time. One of the key, fundamental concepts in information system development is the Systems Development Life Cycle. The Systems Development Life Cycle is an entire process of building, deploying, using, and updating an information system Satzinger, J. W. , Jackson, R. B. , & Burd, S. D. (2009).Systems development includes four project managers, six system analysts, 10 programmer analysts, and a couple of clerical support employees. This paper has two objectives. The first is to explain the components of a formal SDLC process. The second is to identify types of employees involved in the SDLC process and their roles Although it is difficult to find a single, comprehensive classification system that encompasses all of the approaches, one useful technique is to categoriz e SDLC approaches according to whether they are more predictive or adaptive.In predictive the requirements are well understood and well defined. There is low technical risk. On the other hand in adaptive, the requirements and needs are uncertain. There is high technical risk. The SDLC consist of four groups of activities: planning, analysis, design, and implementation. These activities are sometimes referred to as phases, and they are the elements that provide the framework for managing the project. Throughout the SDLC, the analyst’s role as a project manager is being responsible for initiating, planning, executing, and closing down the systems development project Satzinger, J.  W. , Jackson, R. B. , & Burd, S. D. (2009).Project management is arguably the most important aspect of an information systems development project. Effective project management helps ensure that systems development projects meet customer expectations and are delivered within budget and time constrain ts. A project manager will periodically review the status of all ongoing project task activities to assess whether the activities will be completed early, on time, or late.Moreover, project scheduling and management require that time, costs, and resources be controlled. The roles and responsibilities of developers are large in number. The primary responsibilities are: to write code or documentation patches or contribute positively to the project in other ways. A developer’s contribution is always recognized. The software developer has to evaluate, assess and recommend software and hardware solutions. Develop software, architecture, specifications and technical interfaces.Design, initiate and handle technical designs and complex application features. Initiate and drive major changes in programs, procedures and methodology. And Coordinate with other developers and software professionals. Once system developers have accumulated the user requirements for the new system, analysts proceed to the system design stage. A system analyst researches problem, plans solutions, recommends software and systems, at least at the functional level, and coordinates development to meet business or other requirements Hughes, A.  (2013).A system analyst may identify, understand and plan for organizational and human impacts of planned systems, and ensure that new technical requirements are properly integrated with existing processes and skill sets. The analyst should also plan a system flow form the ground up, perform system testing, deploy the completed system, document requirements or contribute to user manuals, and help programmers during system development. Whenever programmers need help the system analyst provides use cases, flowcharts or even database design.The most difficult task in system analysis is to identify the specific requirements that the system must satisfy. System development projects are organized around the systems development life cycle (SDLC), and phase s the SDLC include activities that must be completed for any system development project. These phases are project planning, analysis, design, implementation, and support. Any organization can develop an information system in lots of ways. . System development includes four project managers, six system analysts, 10 programmer analysts, and a couple of clerical support employees.The role of a project manager is organizing and directing other people to achieve a planned result within a predetermined schedule and budget. The project manager can be defined as the processes used to plan the project and then monitor and control it. The other systems analysts assigned to the team are experienced developers with strong analytical skills, as well as experience in managing and controlling projects Hughes, A. (2013). Some developers think of a model as documentation produced after the analysis and design work is done.

Functionalism, Conflict, and Internationalism Essay

The three theories I plan to discuss are Functionalism, Conflict, and Internationalism with education. The need for these theories is what actually makes the system in education work, with the teachers, parents, school boards and committees the institution of education continues to function. The first theory is Functionalism and is about the study by Lawrence Kohlberg. It has been forty-three years since Lawrence Kohlberg published his doctoral dissertation characterizing six stages of moral development and fourteen years since his death. During this period, much has been written that has discredited stage theory and the overarching use of justice as a â€Å"first principle† of moral development. Yet Kohlberg’s evolving moral theory continues to be used as a theoretical basis for moral development research and to influence teacher education. While some educators have dismissed Kohlberg’s approach as wooden and â€Å"fossilized,† it continues to be central to what teachers know about, and how they think about, moral development. 2] Indeed, one author suggests that â€Å"every psychology textbook published in the last quarter-century touches upon Kohlberg’s work. â€Å"[3] This consistent message, coupled with continued public talk about character development and moral education in schools, makes it likely that Kohlberg’s stage theory continues to influence classroom practice, consciously and unconsciously, across the United States, Henry, (2001). By exposing the structural-functionalist roots of Kohlberg’s theory, this essay raises concerns about the application of Kohlberg’s ideas in the classroom. Fundamentally, Kohlberg focuses on individual development, a universal conception of justice, and universalizability do not translate well to the institutional-level application that he hoped his Just Community Schools would provide. What Kohlberg failed to realize was that a collection of individuals using a Functionalism, Conflict, and Interactionism in Education universal conception of justice in consistent ways across situations (morally mature individuals by Kohlberg’s standards) did not necessarily create a moral community. In a moral community, the degree to which individuals have grown along a continuum of moral development should not be of greater importance than the ability of community members to work together to detect and solve moral problems. Henry, (2001) Foundational to the Just Community model was Kohlberg’s belief that schools were important locations for the socialization of children into broader society. School was a child’s first formal introduction into society at large. By going to school â€Å"the child learns to fill the expected public roles of a member of his society† (LKA, 21). Part of the power of schooling was the teaching of lessons necessary for successful life outside of school. In particular, Kohlberg stressed that students needed to gain an increased awareness of themselves in categorical terms. [7] In other words, he and his colleagues claimed that students needed to learn the categorical expectations to which they would be held publicly accountable and that school had an important function to play in teaching these lessons: [T]he child has to learn to be one among a crowd of peers in a classroom that is run by a relative impersonal authority figure who gives orders a power to wield praise and blame. What the child learns about how to handle â€Å"the crowds, the praise, and the power† will, from this point of view, give shape to her public morality: her conception of how one ought to act to get along and even prosper in the public domain (LKA, 21). Functionalism, Conflict, and Interactionism in Education These statements make it clear that Kohlberg saw schools as important locations for gradually imbuing children with the expectations they would meet as adults, Henry, (2001). While Kohlberg was focused on the individual the theory of functionalism doesn’t work. It works as a whole at a much larger level, the macro level, the institution of the schools. These system need function to run and for student to learn. With this in place there would dis-function children would not be able to learn and through the learning they learn how to enter into society and act accordingly in their roles into adulthood. The theory of Conflict in regards to education they are there, but one that comes to mind is the quality of the education that is given to students today. All the students are not looked at the same, if they come from a poor family or a minority family they are not thought of as equal in intelligence as the white middle to higher class of student. According to Conflict Theory, society is: A struggle for dominance among competing social groups (classes, genders, races, religions, etc. ). When conflict theorists look at society, they see the social domination of subordinate groups through the power, authority, and coercion of dominant groups. In the conflict view, the most powerful members of dominant groups create the rules for success and opportunity in society, often denying subordinate groups such success and opportunities; this ensures that the powerful continue to monopolize power, privilege, and authority. You should note that most conflict theorists oppose this sort of coercion and favor a more equal social order. Some support a complete socioeconomic revolution to socialism (Marx), while others are more reformist, or perhaps do not see all social inequalities stemming from the capitalist system Functionalism, Conflict, and Interactionism in Educational (they believe we could solve racial, gender, and class inequality without turning to socialism). However, many conflict theorists focus on capitalism as the source of social inequalities. The primary cause of social problems, according to the conflict perspective, is the exploitation and oppression of subordinate groups by dominants. Conflict theorists generally view oppression and inequality as wrong, whereas Structural-Functionalists may see it as necessary for the smooth running and integration of society. Structural-Functionalism and Conflict Theory therefore have different value orientations but can lead to similar insights about inequality (e. g. , they both believe that stereotypes and discrimination benefit dominant groups, but conflict theorists say this should end and most structural-functionalists believe it makes perfect sense that subordinates should be discriminated against, since it serves positive social ends). Conflict theory sees social change as rapid, continuous, and inevitable as groups seek to replace each other in the social hierarchy, McLeod, (2004). In contrast to Structural-Functionalists, who argue that the most talented individuals occupy the highest positions, conflict theorists argue that dominant groups monopolize positions of power, maintaining power from generation to generation and keeping subordinate groups out. Also in contrast to Structural-Functionalists, who argue that the most important positions in society are the best rewarded, conflict theorists argue that dominant groups get inordinate power to define which positions are socially rewarded. Highly-paid positions are not necessarily most important for society, they argue, but keep power in the hands of the privileged and powerful, McLeod, (2004). If conflict theory really see social change coming than that may mean the educators of this country may be starting to focus on the student and their intelligence instead of their financial status or race. Functionalism, Conflict, and Interactionism in Education The last theory Interactionism theory views society as the product of individuals’ interaction with each other. Through the process of socialization, people learn values, attitudes, and actions that they deem to be correct. People are exposed to a set of reinforcements to maintain or change those views and actions. Learning theory helps explain why people view others in particular ways, such as who is good and who is bad. Our views may have little to do with objective reality. Learning theory may also explain the process in which people come to engage in behaviors that others find problematic, such as embezzling or prostitution. As Sutherland (1940) notes, people learn the motivations, beliefs, and actions to engage in behaviors that some may find problematic. Labeling theory explores how people socially construct reality. People in positions of power and authority have the ability to label an activity as problematic or acceptable; people in lower social positions are less likely to persuade others to stick with their definition of the situation. This is why elites are able to define a situation that benefits them as good, while others may regard it as troublesome. It also helps explain why people in lower classes are more likely to be perceived as the cause of problems, and why elites escape that definition. The reality of any social situation depends on how people define it. For example, when college students drink alcohol, is it partying, is it normal, is it binge drinking, is it alcohol abuse, are they a social drinker, a problem drinker, do they use it or abuse it? We may wish to determine how we will label the alcohol consumption based on when they drink, with whom they drink, how much they drink, what they drink, and what they do when they are drinking. Is the drinking a personal problem, a campus problem, or a social problem? These distinctions areFunctionalism, Conflict, and Interactionism in Education determined arbitrarily through the process of labeling. Functionalism, Conflict, and Interactionism Functionalism, Conflict, and Interactionism underlying conditions probably existed for a long time before it was identified as an issue. The disagreement over whether something is a problem, how much of a problem it is, what and who caused it, and how it should be addressed is all a product of social construction created through the process of interaction, Vissing, (2011). I believe that between parents, teachers, students and the communities if they would allow each of themselves to be treated as people, students and human beings the educational process would be easier and more pleasurable experience and a happier and healthier environment. I know that is an impossibility but if were something even a few people would work at it may change the educational field a little bit at a time. To bring these three theories together to have a functional system, bring students in as one instead of the higher class and more social and control the groups of kids and the way they stand against each other there might be a chance to bring our education back on line and educate the students the way they should be educated and ready for the world after high school.