Monday, September 30, 2019

Digital Fortress Chapter 1

They were in the smoky mountains at their favorite bed-and-breakfast. David was smiling down at her. â€Å"What do you say, gorgeous? Marry me?† Looking up from their canopy bed, she knew he was the one. Forever. As she stared into his deep-green eyes, somewhere in the distance a deafening bell began to ring. It was pulling him away. She reached for him, but her arms clutched empty air. It was the sound of the phone that fully awoke Susan Fletcher from her dream. She gasped, sat up in bed, and fumbled for the receiver. â€Å"Hello?† â€Å"Susan, it's David. Did I wake you?† She smiled, rolling over in bed. â€Å"I was just dreaming of you. Come over and play.† He laughed. â€Å"It's still dark out.† â€Å"Mmm.† She moaned sensuously. â€Å"Then definitely come over and play. We can sleep in before we head north.† David let out a frustrated sigh. â€Å"That's why I'm calling. It's about our trip. I've got to postpone.† Susan was suddenly wide awake. â€Å"What!† â€Å"I'm sorry. I've got to leave town. I'll be back by tomorrow. We can head up first thing in the morning. We'll still have two days.† â€Å"But I made reservations,† Susan said, hurt. â€Å"I got our old room at Stone Manor.† â€Å"I know, but-â€Å" â€Å"Tonight was supposed to be special-to celebrate six months. You do remember we're engaged, don't you?† â€Å"Susan.† He sighed. â€Å"I really can't go into it now, they've got a car waiting. I'll call you from the plane and explain everything.† â€Å"Plane?† she repeated. â€Å"What's going on? Why would the university†¦?† â€Å"It's not the university. I'll phone and explain later. I've really got to go; they're calling for me. I'll be in touch. I promise.† â€Å"David!† she cried. â€Å"What's-† But it was too late. David had hung up. Susan Fletcher lay awake for hours waiting for him to call back. The phone never rang. Later that afternoon Susan sat dejected in the tub. She submerged herself in the soapy water and tried to forget Stone Manor and the Smoky Mountains. Where could he be? she wondered. Why hasn't he called? Gradually the water around her went from hot to lukewarm and finally to cold. She was about to get out when her cordless phone buzzed to life. Susan bolted upright, sloshing water on the floor as she grappled for the receiver she'd left on the sink. â€Å"David?† â€Å"It's Strathmore,† the voice replied. Susan slumped. â€Å"Oh.† She was unable to hide her disappointment. â€Å"Good afternoon, Commander.† â€Å"Hoping for a younger man?† The voice chuckled. â€Å"No, sir,† Susan said, embarrassed. â€Å"It's not how it-â€Å" â€Å"Sure it is.† He laughed. â€Å"David Becker's a good man. Don't ever lose him.† â€Å"Thank you, sir.† The commander's voice turned suddenly stern. â€Å"Susan, I'm calling because I need you in here. Pronto.† She tried to focus. â€Å"It's Saturday, sir. We don't usually-â€Å" â€Å"I know,† he said calmly. â€Å"It's an emergency.† Susan sat up. Emergency? She had never heard the word cross Commander Strathmore's lips. An emergency? In Crypto? She couldn't imagine. â€Å"Y-yes, sir.† She paused. â€Å"I'll be there as soon as I can.† â€Å"Make it sooner.† Strathmore hung up. Susan Fletcher stood wrapped in a towel and dripped on the neatly folded clothes she'd set out the night before-hiking shorts, a sweater for the cool mountain evenings, and the new lingerie she'd bought for the nights. Depressed, she went to her closet for a clean blouse and skirt. An emergency? In Crypto? As she went downstairs, Susan wondered how the day could get much worse. She was about to find out.

Harlem Renaissance with Langston Hughes Essay

The Harlem Renaissance brought about uniqueness amongst African Americans; everything was new. The visual art, the jazz music, fashion and literature took a cultural spin. During this time writer Langston Hughes seemed to outshine the rest with amazing works. The Harlem Renaissance brought about many great changes. It was a time for expressing the African American culture. It is variously known as the Harlem Renaissance, the Black Literary Renaissance, or the New Negro Movement. Many famous people began their writing or gained their recognition during this time. The Harlem Renaissance took place during the 1920’s and 1930’s. â€Å"This movement known collectively as the Harlem Renaissance developed at the end of World War I in 1918, blossomed in the mid- to late 1920s, and faded in the mid 1930s. This movement developed along with social and intellectual disturbance in the African American community in the early 20th century.†[1] The Harlem Renaissance also led to a declined era called the Great Depression. They also migrated to avoid terrorism, unending debts, and the poor living conditions of southern sharecropping. During that time, hundreds and thousands of educated and intellectual African Americans moved from financial depressed, low budget rural south to industrial cities like Chicago, Philadelphia, Cleveland, and especially New York City, to take advantage of the job opportunities created by World War I. As more and more blacks settled in the neighborhood of Harlem, New York, it became a political and cultural place for black America; Harlem became a black neighborhood. â€Å"As a result of this great collective body of African Americans coming together, the variety of talents among them, the creativity they offered each other, and the dynamics of their new found existence, created a rebirth for African Americans, now known as The Harlem Renaissance.†[2] Many things came about during the Harlem Renaissance; things such as jazz and blues, poetry, dance, and musical theater. The African American way of life became the popular thing. Many white people came to discover this newest art, dancing, music, and literature. The Great Migration of African American people from the rural South to the North, and many into Harlem were the cause of this occurrence. The Great Migration was the movement of two million blacks out of the Southern United States to the Midwest, Northeast and West from 1910 to 1930. African Americans migrated to escape racism and prejudice in the South, as well as to seek jobs in industrial cities. Pan-africanism is a movement to unify African Americans into one community. America during this time begins to see this happening in Harlem. Harlem was originally a Dutch settlement. Harlem became one of the largest African American communities in the United States, and during the Harlem Renaissance became a center for art and literature. Many great writers came about during this time, one of which was Langston Hughes. Hughes was born in 1902 with the name James Langston Hughes, and died in 1967. He lived most of his adult life in Harlem. He grew up without a stable family environment. His father moved to Mexico, and he never really saw much of him. Hughes was often referred to as â€Å"Harlem’s poet.†[3] Hughes had and still has a great influence on poetry. Hughes poetry was a reflection of the African-American culture and Harlem. He wrote many poems, and continued to write even after the Harlem Renaissance. He loved Harlem that was his home. He watched it decline with the onset of the Great Depression. He saw Harlem turn into a place to be feared by many. It was a sad and dangerous place to be, after the depression. Hughes described the impact of the Great Depression among African Americans, â€Å"The depression brought everyone down a peg or two. And the Negro had but a few pegs to fall.†[4] The Harlem Renaissance was important because it was the first time that the mainstream publishers and critics took African American literature seriously. Although it was primarily a literarily movement, it was closely related to music, theater, art, and politics. The Harlem Renaissance brought about many great changes. Many famous people began their writing or gained their recognition during this period. Langston Hughes valued the teaching of children. Many of his poems are children’s poems. He often traveled to schools and read his poetry. His first published works were in a children’s magazine during the 1920’s. He published a book of ABC’s called The Sweet and Sour Animal Book. He wanted to inspire the youth, and make them feel good about themselves. He did not only write poetry, but that is what he is famous for. Much of his poetry talks of the hardships, poverty, inequality, etc. of the African-American people. His work has inspired many people, and is read by many students and scholars. He is a great positive role model. I personally love his poetry. It describes these problems within our society that still have yet to be resolved. It opens the reader’s eyes to the many disadvantages that many people have suffered through and are still trying to overcome. Langston Hughes is probably the most influential and remembered poet of the Harlem Renaissance. Hughes writes about how the African-American people have been all over the world. In â€Å"The Negro Speaks of Rivers† he talks about them bathing in the Euphrates, building huts by the Congo, and singing of the Mississippi. I think that this poem is showing how these people are everywhere. In America we act as if they are lesser, but he is saying to the white people, look at all my race has accomplished. For example, â€Å"We† built the pyramids, and we have been around as long as these rivers. This poem is meant to be positive. It does not talk directly about racism or puts down the white race for being prejudiced. In the poem, â€Å"I, Too† he describes how he is also part of what America is. Even if he is sent to eat in the kitchen, he is as much a part of America as anyone else. It shows that one day he will not be made to hide and eat in the kitchen. One day people will see that African Americans are beautiful people, and will be ashamed of how they were treated. This poem gives hope to the black community. It makes them look forward to the day when equality will come and racism will end. â€Å"Too bad that the day has still not yet come in this century.†[5] In his poem, â€Å"Harlem† this issue is addressed. He wonders what happens to dreams that are postponed. He feels that how long one must still dream of something that seems like it will never come. The African American people have been waiting to be seen as equal for several years, yet it still seems as though it will not happen. In â€Å"The Negro Artist and the Racial Mountain,† a young Negro poet said, â€Å"I want to be a poet-not a Negro poet.†[6] It also describes how many middle class blacks tried to be more like a â€Å"white† person. To disown their heritage in a way and become part of white America, which wasn’t right. He talks about how they should learn to appreciate their diversity and their culture. The blacks should be proud of their individuality. He thinks that many blacks are taught by white teachers, see white books and pictures, white papers, and then want to be what they are seeing. The diversity of African American talent reached an all time along the path of generating rebirth to the nation during the Harlem Renaissance period of 1919 to 1940. There was an outburst of confidence, expression, creativity and talent. This collective outburst established a path for artistic cultural expression leading to social transformation for African Americans. As a result, Harlem became the â€Å"capital of the African American world†. The rebirth of African American culture was collected of clever works of art, uplifting and expressive poets, musicians of perfection, inspirational political activists, creative painters, inventive sculptors, creative thinking novelists, dramatic playwrights, visionary choreographers, natural actors, excellent journalists, and imaginative actors. Many of these African Americans have made unique and long-lasting contributions to African American history and became major icons of the American scene. Langston Hughes will always be known as a great poet who did so much to make his race move toward equality. He wrote many inspirational poems. He wanted to reach a younger generation and show them that they can be successful. He wanted the children to be proud of who they are, and to excel in literature. He was part of something great. That something great was the Harlem Renaissance. It was a time of change, a time of happiness for the most part. It was a time when many people realized that there were many talented African Americans. Also it was a time for new things and a new way of doing things. Jazz and Blues became popular. White people came to Harlem to see how blacks danced, and what music they listened to. Harlem became a very trendy place. The arts increased all around Harlem. People were having fun. This influenced many people and ways that still are around today. The influence of the music can still be heard in some of our music today. Many authors today were inspired by those of the Harlem Renaissance. It was a great time for the African American community, but at the same time it caused fighting between the middle class and poorer blacks. The feeling of inequality still existed, but at least African Americans were finally getting some recognition for some of the amazing accomplishments that they have made. The Harlem Renaissance was a transitional moment in time when poetry transformed a nation of African Americans to ultimate heights. The Harlem Renaissance brought about uniqueness among African Americans; everything was new. Great names such as Langston Hughes paved the way for the future generations to follow.

Saturday, September 28, 2019

The impact on the american public school system

Democracy and instruction are footings that are clearly definable yet easy misunderstood. Education is the procedure of determining society and future coevalss ( Hollis, as stated in Carr & A ; Harnett, 1996 ) ; nevertheless, it is more than simply learning immature people to read, compose, and decipher. Education is about fixing people to go responsible citizens, bettering societal conditions, and advancing cultural integrity ( Do We Still Need Public Schools, 1996 ) . Democracy, on the other manus, is a familiar word that continues to be at the centre of confusion and abuse. Defined as a type of authorities in which the supreme power is vested in the people and exercised straight by them, democracy is a set of ideals and rules by and large environing the thought of freedom. When jointly trying to specify democracy and instruction, it is easy to happen yourself amongst a sea of vagueness, confusion, and obfuscation. Possibly the most effectual manner to specify, explicate, or understand the interconnection between democracy and instruction is to show a clear illustration of a critical issue within the American instruction system and the impact it has on our state ‘s democracy: standardised testing for answerability. Standardized proving for answerability, besides known every bit high bets proving, has become a combative cause for argument. It, harmonizing to Dylan ( 2010 ) , is best described as â€Å" the usage of standardised accomplishment trials for the intent of keeping instructors, schools, and territories accountable † ( p. 107 ) . Populating in a democratic society, instructors, schools, and territories are being held accountable by taxpayers and parents ( although these are frequently the same people ) for the exclusive intent of guaranting that pupils enrolled in the American public school system are having an appropriate instruction. The history of standardised proving for answerability can day of the month back to the 19th century when public schools in England and Wales had been financed by voluntary organisations. By 1833, the function of support within the public schools expanded to include grants for the building of new edifices, the preparation of instructors, and for the encouragement of go toing school ( Dylan, 2010 ) . In 1858, a Royal Commission was established to ask into the province of popular instruction in England and to see what steps were required for extension of sound and inexpensive direction. The Commission ‘s study, published in 1861, recommended that the sum of public money paid to each simple school should depend on three factors: the status of the school edifices ; pupil attending ; and the public presentation of the pupils go toing the school on an unwritten scrutiny of every kid in every school to which grants were paid. Like England and Wales, standardized proving within the United States dates back to the 19th century ; nevertheless involvement in standardised testing for answerability may be traced to the landmark 1966 study Equality of Educational Opportunity, besides known as the Coleman study for its lead writer, sociologist James Coleman. Written as a survey to compare the distribution of resources and chances among kids of different races, the Coleman study besides examined differences in accomplishment tonss, or outcomes. Ravitch ( 2002 ) stated that the survey was important for many grounds, including the â€Å" displacement in research focal point from inputs to consequences, ensuing in the writers ‘ determination to analyze how school resources affected accomplishment † ( p. 14 ) . Prior to the Coleman study, instruction reform had focused chiefly on the distribution of resources, on the premise that more generous commissariats for instructors ‘ wages, installations, text editions, and supplies would repair whatever ailed the state ‘s schools. After the Coleman study, reformists advanced a broader array of proposals, many of which sought alterations in public presentation instead than, or in add-on to, additions in resources ( Ravitch, 2002 ) . This displacement in focal point from resources to student accomplishment was facilitated by the increased handiness of trial tonss. In 1970, the constitution of the National Assessment of Education Progress ( NAEP ) provided cumulative new informations and tendency lines to document educational accomplishment of American pupils. By 1992, the NAEP coverage was expanded to include pupils in take parting provinces. As more and more information was collected about pupil public presentation, elected functionaries came under force per unit area to make something about low accomplishment and about the big spreads among different groups of pupils. Confronted with the demand to better their schools in order to pull new industries to their provinces and vicinities, elected functionaries, harmonizing to Ravitch ( 2002 ) , looked at instruction much as they looked at other maps of authorities and at private corporations. Elected functionaries concluded that what mattered most was consequences – that is, whether pupils were larning. They used trial tonss as the best step of pupil acquisition, and they urged that school s should concentrate unrelentingly on bettering pupil accomplishment. By the early 1980s, governors were turning to concern leaders as their natural Alliess in seeking to better their province ‘s educational system. In every province, instruction was the individual biggest budget point, normally devouring 40 per centum of the province ‘s outgos ( Ravitch, 2002 ) . Some governors wanted to acquire instruction under their control, some wanted to do instruction disbursement more cost effectual, and most wanted to carry through both. The governors looked to concern leaders for advice on pull offing complex, labour-intensive organisations. The concern leaders looked at the schools through the lenses that were customary for them. They expected to see transparence of describing about budget, resources, operations, and consequences ; they expected to see answerability for public presentation. They encouraged governors and other elected functionaries to see incentive constructions that worked routinely in concern to better public presentation. In April 1983, the biggest accelerator for alteration within the public school system came in the signifier of a study titled A State At Risk. The National Commission on Excellence in Education issued its eye-opening study that indicted educational functionaries, schools leaders, and the American populace for complacence ( â€Å" A Nation Accountable, † 2008 ) . The recommendations set Forth in A State At Risk promised permanent reform through demanding the best attempt and public presentation from all pupils, whether they are gifted or less able, flush or disadvantaged, whether destined for college, the farm, or industry ( U.S. Dept. of Ed. , 1983 ) . A State At Risk marked the beginning of an development in proving for answerability and standards-based instruction reform. This motion towards standards-based instruction and appraisal that began with A State At Risk went national with the transition of the Improving America ‘s Schools Act of 1994 ( IASA ) . IASA reauthorized the Elementary and Secondary Education Act of 1965 ( ESEA ) , foremost enacted as portion of President Lyndon Johnson ‘s War on Poverty that was designed to concentrate federal support on hapless schools with low accomplishing pupils. In exchange for stressing higher pupil larning results, the revamped ESEA gave provinces and vicinities more flexibleness to plan and run their ain federally funded instruction plans. The 1994 ESEA was intended to work in concert with Goals 2000: Educate America Act, which supported province and local attempts to put ambitious content and public presentation criterions and to transport out school reforms that will raise the achievement degrees of all pupils ( U.S. Dept. of Ed. , 1996 ) . With the new millenary, the criterions and answerability motion reached a new degree. President George W. Bush called for important reforms at the federal degree, which led to the passage of the No Child Left Behind Act of 2001 ( NCLB ) . This jurisprudence, which was passed with bipartizan bulks in Congress and with the support of the concern and civil rights communities, built on the foundation laid in the 1980s and 1990s by guaranting that provinces accepting federal authorities ‘s targeted investing agree to step and study on consequences in footings of criterions and answerability. No Child Left Behind was complex and contained many plans, nevertheless its cardinal focal point was answerability. This was an issue that brought together Republicans and Democrats. Harmonizing to Ravitch ( 2002 ) , had there non been bipartizan understanding on answerability, NCLB would ne'er hold become a jurisprudence. Both parties believed that answerability was the lever that would raise accomplishment. While many advocates for educational reform will reason that standardised proving for answerability is a agency to transfuse a positive alteration, the cogency and value of standardised testing is frequently capable for argument. Assorted surveies raise inquiries about whether betterments in trial tonss really signal an betterment for larning ( Cannell, 1988 ) . Other surveies point to standardise trials ‘ narrowness of content, their deficiency of lucifer with course of study and direction, their disregard of higher order believing accomplishments, and the limited relevancy and meaningfulness of their multiple pick formats. Harmonizing to Herman ( 1994 ) , instead than exercising a positive influence on pupil acquisition, proving may trivialise the acquisition and instructional procedure, distort course of study, and usurp valuable instructional clip. When concentrating on the effects of standardised proving for answerability, it is indispensable to find whether or non betterments in trials tonss really signal an betterment for larning. Harmonizing to Ravitch ( 2010 ) , the information derived from trials can be highly valuable, if the trials are valid and dependable. Test consequences can demo what pupils have learned, have non learned, and where they need betterment. They can state parents how their kids are making in comparing to other kids of their age and class. Test consequences can inform instructors and school decision makers to find which pupils need extra aid or different methods of direction. It can place pupils who need aid in larning English or particular instruction services. They can inform educational leaders and policy shapers about the advancement of the instruction system as a whole. Consequences can demo which plans are doing a difference and which are non, which should be expanded and which should be terminate d. Last, they can assist to direct extra support, preparation, and resources to instructors and schools that need them ( Ravitch, 2010 ) . The drawback with utilizing standardised trials to do of import determinations about people ‘s lives is that standardised trials are non precise instruments ( Ravitch, 2010 ) . All trials have a border of mistake and the same pupil could bring forth different tonss when taking the same trial on different yearss. Testing experts ( Ravitch, 2010 ) often remind school functionaries that standardized trial tonss should non be used in isolation to do eventful determinations about pupils, but in concurrence with other steps of pupil public presentation, such as classs, category engagement, prep, and instructors ‘ recommendations. When finding if a standardised trial signals an betterment of acquisition, or deficiency thereof, cogency, as stated by Riffert ( 2005 ) , becomes a inquiry of whether a trial does so mensurate what its developers intended to mensurate. If a trial fails to supply an acceptable degree of cogency for a certain intent, the consequences are deemed useless. The cogency of standardised trials relies mostly on the course of study taught by the instructors prior to the existent trial. Adequate exposure to the course of study allows each pupil a just opportunity to derive cognition of the stuff. However, it is virtually impossible to obtain curriculum cogency at the province or national degree due to a high grade of diverseness within each schoolroom, school site, territory, and province ( Riffert, 2005 ) . For this ground, seldom will the trial green goods consequences that replicate aims that coincide with the schoolroom ( Goodwin and Driscoll, 1980 ) . The effects of standardised proving for answerability go beyond dependability and cogency. A common concern heard by educational leaders is narrowness of content due to a focal point on nucleus course of study. Similarly, many advocates argue that standardised proving for answerability disregards higher order believing accomplishments and alternatively focal points on lower order believing accomplishments such as callback of facts and information ( Dylan, 2010 ) . As advocates for standardised testing for answerability continue to concentrate on increasing trial tonss, instructors and decision makers are forced to concentrate their attempts on trial readying, go forthing many to oppugn whether an addition in trial tonss signals an overall addition in cognition. In a widely reported analysis, Amrein and Berliner ( 2002 ) examined the impact of the debut of proving for answerability in 18 provinces. They concluded that although there was clear grounds that tie ining answerability ( effects ) to prove mark results had increased tonss on the trials used within the plan, there was no grounds of improved trial tonss on other related steps. Furthermore, they found that the debut of standardised proving for answerability was associated with increased pupil dropout rates, inappropriate trial readying patterns, and decreased teacher morale. A subsequent analysis ( Amrein & A ; Berliner, 2002 ) confirmed these findings and indicated that the debut of hig h school graduation scrutinies was associated with a lowering of mean academic accomplishment. While standardised proving for answerability doubtless robs pupils of an reliable acquisition experience, the most scarey impact is the impression that high-stakes testing via medias our democratic society. Democracy is the foundation of our state ‘s history and hereafter, and guaranting and prolonging it is at the bosom of the American public school system. Harmonizing to A State at Risk, â€Å" a high degree of shared instruction is indispensable to a free, democratic society and to the fosterage of a common civilization, particularly in a state that prides itself on pluralism and single freedom † ( 1983 ) . Because democracy assumes and depends upon active and engaged people ( â€Å" Do We Still Need Public Schools, † 1996 ) , the American public school system is the vehicle in which to educate all people in order to accomplish certain basic democratic ends. Harmonizing to Ravitch ( 2010 ) , in a democracy, schooling is vitally of import and really different from schooling in other societies. No other establishment in our society is every bit suited as the public schools for presenting the immature to both the thoughts inherent in a societal and political democracy every bit good as the ideals from which democracy is derived. Harmonizing to Wolk ( 2007 ) , we are populating in a school psychotic belief. He poses the inquiry, â€Å" Do we truly believe that our schools animate our kids to populate a life of contemplation, imaginativeness, empathy, and societal duty? † ( p. 649 ) . Because of standardised proving for answerability, our state, and our schools are afflicted with a famine of educational imaginativeness, a deficiency of pedagogical bravery, and rampant anti-intellectualism ( Wolk, 2007 ) . Our textbook-driven course of study have become educational ageless gesture machines of rational, moral, and originative averageness. We dumb down and sanitise the course of study in the name of techno-rational efficiency and â€Å" American Interests † ( Wolk, 2007 ) . When our kids ‘s school experiences are chiefly about make fulling in spaces on worksheets, regurgitating facts from text editions, composing formulaic five-paragraph essays, taking multiple pick trials, and doing the occasional panorama – that is, when they are barren of chances to make an original idea – we should anticipate the obvious result: kids – and subsequently grownups – who are unable to believe for themselves. None of this should surprise us. Passive schooling creates inactive people. If we want people to believe, larn, and attention about the many dimensions of life, if we want neighbours who accept duty of be givening to the universe and doing it a better topographic point, so we need schools and course of study that are really about life and the universe. Alternatively, we have schools that prepare kids to believe like a wassailer ( Wolk, 2007 ) . In order for democracy to go on on, there is an undoubted demand for the production of democratic people via the public school system. However, standardized proving for answerability is working against the production of democratic people and is alternatively, fabricating future citizens satisfied with averageness and ignorance. From scripted course of study to a focal point entirely on mathematics and linguistic communication humanistic disciplines, schools that are committed to merely bettering standardised trials tonss have produced a state of ace trial takers. Our current public school system has done nil to develop thoughtful, considerate human existences, or to educate a democratic people ( Ravitch, 2010 ) . The transition of No Child Left Behind has made proving and accountability our national instruction scheme. The chief intent was to raise trial tonss, irrespective of whether or non pupils acquired any cognition of history, scientific discipline, literature, geographics, the humanistic disciplines, and other topics that were non of import for answerability intents. Harmonizing to Ravitch ( 2010 ) , accent on trial public presentation to run into criterions in certain academic countries may decrease the end of constructing active and morally sensitive citizens who carry out their civic responsibilities. Over the last decennary, pedagogues, policymakers, and the populace have begun to hammer a consensus that our public schools must concentrate on better fixing all kids for the demands of citizenship in the twenty-first century ( â€Å" Investing In a Culture of Learning, † 2010 ) . This push has resulted in the rise of standardised testing as the agencies of educating and measuring the success of all pupils, schools, and territories enrolled in the public school system. However, as outlined within this paper, standardized proving for answerability has many unintended effects, including: narrowing of the course of study and experiences, a focal point on lower degree thought as opposed to high order thought, a turning dissatisfaction amongst pedagogues and parents, and in conclusion, the impression that standardized proving for answerability via medias our democratic society. Despite the cooling and formidable effects, many advocates of educational reform are inquiring the inqui ry â€Å" if non standardized proving for answerability, so what? † Performance based appraisal, besides known as reliable appraisal, is an equivocal construct to pedagogues ( Keyser & A ; Howell, 2008 ) . Some refer to as a specific appraisal that reflects a real-world context while others describe it as an appraisal aligned to real-world activities or some combination thereof. Harmonizing to Wood, et Al ( 2007 ) , public presentation appraisals are tools that allow instructors to garner information about what pupils can make with what they are larning – scientific discipline experiments that pupils design, carry out, analyze, and compose up ; computing machine plans that pupils create and test out ; research enquiries that they pursue, seeking and piecing grounds about a inquiry, and showing it in written and unwritten signifier. Whether the accomplishment or criterion being measured is composing, speech production, scientific or mathematical literacy, or cognition of history and societal scientific discipline research, pupils really execute undertakings affecting these accomplishments and the instructor observes and gathers information about, and scores the public presentation based upon a set of pre-determined standards. Performance based appraisal, frequently locally controlled and affecting multiple steps of accomplishment, offer a manner to travel beyond the bounds and negative effects of standardised proving for answerability ( Wood, et Al, 2007 ) . When comparing standardized proving for answerability and public presentation based appraisals, the research ( Wood et al, 2007 ) suggests that such appraisals are better tools for demoing the extent to which pupils have developed higher order believing accomplishments, such as the abilities to analyse, synthesise, and evaluate information. They lead to more student battle in acquisition and stronger public presentation on the sorts of reliable undertakings that better resemble what they will necessitate to make in the universe outside of school. They besides provide richer feedback to instructors, taking to improved acquisition results for pupils. As a state, we need a strong and vivacious public instruction system. Ravitch ( 2010 ) stated that as we seek to reform our schools, we must take attention to make no injury. In fact, we must take attention to do our public schools one time once more the pride of our state. Our public instruction system is the cardinal component of our democratic society. Our public schools have been the tract to chance and a better life for coevalss of Americans, giving them the tools to manner their ain life and to better the general public assistance of all. To the extent that we strengthen them, we strengthen our democracy ( pgs. 241-242 ) .

Friday, September 27, 2019

Finance Essay Example | Topics and Well Written Essays - 750 words - 6

Finance - Essay Example People, processes and systems need to be flexible to respond to conflicts and changes in the environment. It is in this regard that this essay is written to present pertinent changes in organizational processes or systems brought about by investment to adjust to the requirements of efficiency in assuring compliance to attendance protocols of a health care organization. In a specific health care organization, attendance is being monitored by a system of logging in and out utilizing time cards that allow you to punch in and out and are needed as a basis for salary payments. In addition, an access card is used to enter buildings. The problem is many personnel are punching other employees out when they already left hours earlier. Personnel are punching other colleagues in when they never came to work. This is an on going issue and there really is no way to detect it. This system is prone to loopholes and dishonesty because as peers develop teambuilding, employees belonging in the same department or team are susceptible to connivance in relation to attendance and payment requirements. As called for in this situation, change is necessary to achieve a new and higher level of performance and efficiency – as well as to lessen the tedious system of effecting the needed monitoring schemes. Technological advancement made improvements in the system of logging in and out to ensure accurate attendance of employees. This system is called biometrics. According to SearchSecurity.com (2008), â€Å"biometrics is the science and technology of measuring and analyzing biological data. In information technology, biometrics refers to technologies that measure and analyze human body characteristics, such as fingerprints, eye retinas and irises, voice patterns, facial patterns and hand measurements, for authentication purposes.† These have several applications including time attendance, access control, identification

Thursday, September 26, 2019

Affirmative action- Trials within human resource management Term Paper

Affirmative action- Trials within human resource management - Term Paper Example The term â€Å"affirmative action† was first mentioned in the United States when President John F. Kennedy signed the Executive Order 10925 on March 6, 1961; this was then used to refer to initiatives that aimed to attain equality and prevent discrimination By 1965, the Executive Order 11246 was implemented, requiring all national contractors to make use of affirmative action when hiring employees, regardless of national origin, culture, and religion; in 1968, gender was then included in the anti-discrimination list. Aside from the US, other countries have taken similar approaches to promote equality in the society, such as Canada’s employment equity or the United Kingdom’s positive discrimination. Affirmative action is known to be a set of policies that consider gender, race, culture, religion, and national origin for an underprivileged or underrepresented population to obtain equal rights and benefits, thereby contradicting the outcomes of discrimination that h ave been passed down from every generation . Such policies emphasize a wide range of aspects, from health programs and social services to education and employment opportunities. Because affirmative action aims to encourage equal opportunities, it is typically applied in government actions and educational settings to make sure that all groups in the society are involved in such programs. Affirmative action can be exemplified through different forms, such as rigid quotas or encouragement of members of minority groups to apply for employment. Similarly, each intends to increase the number of underrepresented groups in the workplace, educational settings, or in any societal context. Programs that demonstrate affirmative action vary in terms of the extent to which they consider race as an important factor in making decisions and obtaining results. In 2001, representatives from the Americas gathered together to establish policies and implement strategies to combat racial discrimination. I n order to adopt affirmative and positive actions, paramount importance was attached to the creation of conditions for every individual to become involved both in decision making and realizing civil, political, economic, social, and cultural rights with regards to all aspects of life on a foundation of non-discrimination (Global Rights, 2005). Such ideas acquired considerable support in the World Conference against Racism with which the Declaration and Programme of Action points out affirmative action as fundamental factor for the global struggle against discrimination. Due to the fact that international law promotes affirmative action, national and international treaties along with regional and global institutions have attempted to integrate countless norms that support equality and non-discrimination; more states are also being required to take on active roles in guaranteeing such rights. While a number of norms state that affirmative action is permissible, this form of positive a ction can be made mandatory by others. While the form and outline of such norms may slightly vary, nonetheless, international law requires that all states be involved in promoting affirmative action. Guidelines for Affirmative Action Plans and Programs Affirmative action should be supported in all contexts, such as in educational and workplace settings; therefore, educational institutions and organizations have proposed guidelines to promote equality among all individuals (Kravitz, Bludau, and Klineberg, 2008). For instance, American universities, in their intentions of seeking employees, have established guidelines for their affirmative action programs, directed towards women, minority groups, people with disabilities, and veterans, to which academic and staff members should comply. For instance, university policies that affect staff members should be reviewed to ensure the provision of equitable treatment for every employee, compliance with the legal requirements for avoidance of discrimination and equal employment opportunity, as well

CULTURAL AND ETHICAL VALUES Essay Example | Topics and Well Written Essays - 750 words

CULTURAL AND ETHICAL VALUES - Essay Example 28). He uses this as the basic framework from which he developed the idea of virtue as mean – the golden mean – where ethical virtue remains "located on a map that places the virtues between states of excess and deficiency" (Kraut, 2007). In The Politics, Aristotle expands this idea by asserting that a "government is good when it aims at the good of the whole community, bad when it cares only for itself" (Russell, 2005, p. 183). Therefore, the ethical virtue of governments lies in the common good. Aristotle engaged in an extensive comparison of the governments of Greek city-states, and concluded that there were three "pure" forms of government: monarchy, aristocracy (rule by a few), and polity (rule by many). Each had a corresponding "perverted" form: tyranny, oligarchy, and democracy (Aristotle, Sinclair, & Saunders, 1992, pp. 238-240). Within the framework of virtue as mean, the pure forms signify excess and the perverted forms expound deficiency. So, if ethical virtue entailed good governance, the doctrine of the mean would demand that the ideal form of government should be located between the pure and perverted ones. For Aristotle, the ethical qualities of sovereigns, not the nature of constitution, determine the virtue of governments: "it is impossible for those who do not do good actions to do well, and there is no such thing as a man’s or a states good action without virtue and practical wisdom" (Aristotle, Sinclair, & Saunders, 1992, p. 393). Hence, moderate competence in performing the functions of government is identified with virtue, and virtue with the pure forms of government. Aristotle says that the "correct conception of justice is aristocratic, assigning political rights to those who make a full contribution to the political community, that is, to those with virtue as well as property and freedom" (Miller 2002). To

Wednesday, September 25, 2019

List and Explain the generally recognized business torts Research Paper

List and Explain the generally recognized business torts - Research Paper Example There are actually three basic business torts; namely, malfeasance, misfeasance, and nonfeasance. There could be other particular business torts but all these are related or derived from the said basic three. 1. Malfeasance This is a business tort that is committed maliciously by the perpetrator. This means that there is a clear intent against the aggrieved party, such as the aim of causing such the potential loss of revenues by the said business entity. Business malfeasance must, however, be distinguished from corporate malfeasance. This is especially because both are committed in the same sector. In corporate malfeasance, it is an employee or an executive that causes harm to the company whereas in business malfeasance, one party in a partnership, such as a joint business venture could be the perpetrator. An example of this is that of two companies who have agreed on a raw material sales transaction. Company A is involved in providing finished products to a certain distributor. Comp any B, on the other hand, sells raw materials to Company A.

Tuesday, September 24, 2019

Module 5 TD-HRM 401 - Recruitment Essay Example | Topics and Well Written Essays - 250 words

Module 5 TD-HRM 401 - Recruitment - Essay Example Such may include a situation in which an employee has given out some confidential information regarding an investigation into the conduct of an employee by government authorities (Friedman, 2005). Employers need to take several actions that are aimed at minimizing retaliation actions such as coming up with policies against retaliation, proper communication with the employees who are making complaints at a personal level or in a staff meeting, ensuring confidentiality on any complaint that has been raised by the employees as well as proper documentation of any complaint brought up by the employees. Employers need to further offer training to the employee so as to make them to clearly understand what actions constitutes retaliation and how to respond when such occurs. The trainings should be aimed at offering counselling opportunities to the affected employees so as to boost their morale even as they strive to make their genuine concerns to be

Monday, September 23, 2019

Critique of Kokomo sung by the Beach Boys Essay

Critique of Kokomo sung by the Beach Boys - Essay Example Mike Love added the "Aruba, Jamaica" part and changed the line "Thats where we used to go" to "Thats where we want to go."† (par. 5). The song was played in the movie Cocktail which featured Tom Cruise. It was ranked number 1 in the US Billboard Hot 100 number-one singles (DeKnock, 1988). The pitch is an element of tone, determined by the frequency of vibration (Free Dictionary, par. 1). The song was delivered in well balanced vocal tones and vibration accompanied by steel drums, acoustic guitar, bass and saxophone. The pitch of the voice of singers, Mike Love and Carl Wilson, were harmonious and well blended. The intensity or loudness was average with vocals and instrumentation concocted to arrive at a unified musical structure. High quality exudes from the distinctive overtones heard from the drums at the background and the guitar. In an article written by Jones on Understanding Vibrato, he defined vibrato as "slight variation of pitch resulting from the free oscillation of the vocal cords". This free oscillation of the vocal cords results from (1) an open pharynx or what many call the "open throat" along with (2) healthy "closure of the cords" I consider that vibrato is a result of these two opposites working together: open throat and closed cords. (3) Another majo r factor to be considered in regard to vibrato is the even sub-glottic breath pressure.

Sunday, September 22, 2019

Miranda warnings Essay Example for Free

Miranda warnings Essay Miranda warnings were created to protect individuals and their rights against coercive or threatening questioning methods by police officers from Miranda Warning.org(2013). Everyone has heard the â€Å"you have the right to remain silent† speech, so on and so forth. These rights do not just apply to adults but juveniles as well. In the case of the young boy who was arrested standing outside someones home there are four issues that need to be addressed. To the new officer I would address the situation as follows. So during your first arrest there were a few things that need to be addressed as to how it went about. When you were dispatched to the home burglary you approached a young boy outside the home. You arrested him. I would not have just arrested him. Asking him if he lived at the residence, his age, name or who his neighbors are could have given you a good idea if he belonged there. As it seems also without speaking to him until you came to the police station realizing he did not speak English. According to E-how (2013), in order to arrest someone you must have probable cause. You had no evidence or probable cause to believe this boy had anything to do with a past, current or future crime to be committed. It was never indicated the boy had any weapons or tools to access the home. Without probable cause or evidence any kind of information or statements from the boy would not be allowed in a prosecution case. The next issue was that you arrested the boy whom you still have no name or age for and took him to the station without clearing the scene. Protocol for these types of situations is that once either an alarm system is set off or even dispatched from a concerned citizen call you always make sure the home is secure. If that means calling for backup then do so. You secure the person in the squad car, wait for backup and check to see if anyone is home. Check the doors, windows or basement access to ensure nothing is, isnt broken or open. If something is accessible you announce yourself, make entry and clear it for any other suspects. If dispatch is able to contact alarm company or homeowners you wait until they arrive from Protection1 (2013). You do not know if that boy was a lookout or the 3 burglar. If he was the lookout, the other accomplice got away. Or the other person could remain in the house continuing to burglarize and could run into the homeowner. This creates a dangerous situation for each person that we do not need for it could cost lives. When the two of you arrived at the station you could see that the boy did not understand English because you tried to question him. You did know and understand to read the rights to him but failed to get any type of help with a translator. According to Fox News Latino (2013), a court ruled that Miranda Rights were to be read in the accused first native language. You could have requested to use an application from a cell or internet source. You also could have asked to try to locate someone who speaks his language (mandarin).Nothing was done to find a way to translate the warning to get an understanding of the situation. The last issue with the Miranda warnings is that once the family member who came for the boy who spoke English no Miranda Rights were read to either of them. Getting the family member to translate, give information such as a name and age of the boy could be crucial also. You did not read either of them rights or asked if they understood what their rights were before speaking to the family member on behalf of the boy. So this comes back to any information given will not be able to be used in court. The case was handed over to a follow up investigator. Supreme Court (2013) ruled that â€Å"Under federal law, a suspect taken into custody must be read his or her Miranda rights by law enforcement. Certain uses of restraint — handcuffs, a prolonged interrogation, certain surroundings — add up to custody.† How do you think the prosecution will be able to use any information given if you didnt read them their rights? These issues could have been resolved by following home burglary protocol. Checking, clearing the scene for safety issues, hazards or other people. Secondly when going to arrest someone you must follow the law that in regards to probable cause. There must be intent or physical evidence of a crime 4 going to be or already committed. Make sure you have this key element and when in doubt ask for advise. Thirdly it is a federal law to read a suspect his rights before any type of questioning. Failing to do so can result in dismissal of the case and all charges dropped. Even if the boy is a juvenile his rights must still be read if in custody. You arrested him and brought him to the station, hes in custody. Lastly when having an issue of translation with someone who doesnt speak English contact a higher up to see what should be done. You could have tried using an application on a cell phone or internet source to translate his words and yours. Using the family member is a risky chance because they could tell them or you wrong to get the issue dropped. It could steer the investigation in the wrong direction. Letting it slide will not help the situation any nor a possible case against the boy. When ever in doubt reach out for help or advise from another officer, investigator or supervis or. 5 References Arrested without Probable Cause Laws (2013). Retrieved from http://www.ehow.com/list_6806016_arrested-probable-cause-laws.html Fox News Latino (2013). Court Rules Miranda Rights Must be given in Correct Spanish. Retrieved from http://latino.foxnews.com/latino/news/2013/07/16/court-rules-miranda-rights-m ust-be- given-in-correct-spanish/ or http://www.us-english.org/view/124 How Do Police Respond to a Burglary (2013). Retrieved from http://homesecurity.protection1.com/police-respond-burglary/ Miranda Warning Facts (2013). Retrieved from http://www.mirandawarning.org/mirandawarningfaq.html Supreme Court Rules Against NC in Juvenile Miranda Rights (2011). Retrieved from http://www.mcclatchydc.com/2011/06/16/115919/supreme-court-rules-against- nc.html#.UjYT9MPD_IU

Saturday, September 21, 2019

Consumer Buying Behavior Towards Chocolates Marketing Essay

Consumer Buying Behavior Towards Chocolates Marketing Essay As consumers, we play a very vital role in the health of the economy local, national or international. The decision we make concerning our consumption behavior affect the demand for the basic raw materials, for the transportation, for the banking, for the production; they effect the employment of workers and deployment of resources and success of some industries and failures of others. Thus marketer must understand this. In order to become a successful marketer, he must know the liking or disliking of the customers. He must also know the time and the quantity of goods and services, a consumer may purchase, so that he may store the goods or provide the services according to the likings of the consumers. Based on the attribute that different buyer seeks while making purchase decision, marketers has to device appropriate marketing mix to position their product in the targeted market(s). Through this descriptive study we have tried to analyze the various attribute that different buyer seeks while making purchase of chocolates of different size and quantity for different purposes altogether with significant differences in favorite brand; flavor; price and place of buying etc. Also, we have tried to examine the various degree of relationship that exist between the different attributes of the product that consumer favors and the brand loyalty that consumer have toward his liked brand. Also main emphasis is laid to find out what results in brand loyalty and is this relationship is significant with changing marketplace. Keywords: Chocolate, Consumer behavior, Consumption INTRODUCTION: If people thought that chocolates were just restricted to kids think again. According to a recent study conducted by a major chocolate brand in India the major consumers of chocolates apart from kids are teenagers and people between the ages of 15 35. Chocolates which were considered expensive once have now become affordable by one and all. Most of the chocolate brands in India produce chocolates in different sizes that are priced according to their sizes. Chocolates like Diary Milk and Five Star can be got for just  `  10. Chocolates in India are slowly and steadily substituting the mithai or traditional Indian sweets. Due to the increasing levels of social consciousness people prefer gifting well wrapped chocolate packets rather than sweets on occasions and festivals. Taking advantage of this situation the top chocolate brands in India are now concentrating on the packaging and are introducing well packaged chocolates for specific occasions.   OBJECTIVE: The objective of this study is to make generalization of consumers buying behavior towards the purchase of chocolates and than to measure the extent of brand loyalty, altogether with knowing what other marketing mix variable affect buyers decision regarding the purchase of chocolates. This study is a step toward generalizing the consumer purchase pertaining to following major set objectives: To know the customer behavior and to identify the level of customer satisfaction towards different brands of chocolates. To know the significant promotion mix that plays role in particular market. To test the brand loyalty among different gender of different age. CONSUMPTION OF CHOCOLATES IN INDIA Chocolate consumption is gaining popularity in India due to increasing prosperity coupled with a shift in food habits, pushing up the countrys cocoa imports. Chocolate market in India is pegged at Rs 2,000 crore and is growing at the rate of 18 20 per cent per annum. The global chocolate market is estimated around $80 billion. The Indian chocolate market is seen growing at a compounded annual growth rate of 15-20%. The Indian chocolate market is thought to be worth some R1,500 crore and has been hailed as offering great potential for Western chocolate manufacturers as the market is still in its early stages. Over 70% of chocolate consumption takes place in the urban areas. Chocolate consumption in the rural areas is negligible in India. Chocolate market is a highly concentrated market, with Cadbury having 70 per cent and Nestle around 20 per cent. The two giants have been instrumental in building up the chocolate market in India with huge investments in product development, advertis ing and brand building. Modern trade constitutes about 10% of the overall chocolate category, or roughly Rs 320 crore, according to Nielsen. Of this, brand Cadbury Dairy Milk has a share of 35%, while Bournville and Silk together account for 18%. Facts Figures: Indian Chocolate Industry as today is dominated by two companies, both multinationals. The market leader is Cadbury with a lions share of 70%. The companys brands like Five Star, Gems, Éclairs, Perk, Dairy Milk are leaders in their segments. Until early 90s, Cadbury had a market share of over 80 %, but its party was spoiled when Nestle appeared on the scene. The other one has introduced its international brands in the country (Kit Kat, Lions), and now commands approximately 15% market share.  Bars or molded chocolates like Dairy Milk, Amul, Nestle Premium, and Truffle account for 35 40 per cent of the total market (in terms of volume). The Count chocolates such as Five Star, Kitkat, Perk etc. is the next largest segment, accounting for 30 per cent of the total market. Panned chocolates enjoy 10 per cent of the total market share. In India, chocolates are consumed as excitement / enjoyment and not as snack. Therefore, more than 75 per cent of chocolate purchases are impulse. Ch ocolate consumption in India has nearly trebled since 2005, which is the reason why leading chocolate companies are investing in bringing premium brands such as Toblerone. Seasonal and boxed assorted chocolates have been experiencing the fastest growth, and sales are expected to expand 13% between 2010 and 2015. Cadbury India, which has been on an overdrive to promote its premium brands such as Cadbury Dairy Milk Silk and Bournville, is now rolling out Toblerone from parent Kraft Foods stable. The per capita consumption of chocolates in India, according to Chandramouli Venkatesan, director (snacking strategy), Cadbury India, has increased from 40gm per person per year in 2005 to 110-120gm. However, the launch of Toblerone is in line with Cadbury Indias business objective of growing the premium-gifting chocolate market. Gifting is a Rs 15,000-crore category in India, of which branded chocolate gifting is about 6%. Cadbury Indias share in branded chocolate gifting is 80%. Despite the fact that Indians have strong affinity for sweets, the size of domestic confectionery market is small on account of traditional consumer tastes and habits. The Chocolate market in India is a niche market penetrated largely in urban areas and per capita consumption is low as compared to those in developed countries of the West. Cadbury Indias main source of revenue is its 70% bite of the 23,000 tonnes Indian chocolate market. Advertisement Trends (AdEx division of TAM Media Research) Regional GEC took the second place with a 21 per cent share ad volumes of chocolates, followed by Hindi movie with 13 per cent share during January-November 2007. Cadbury India Ltd was way ahead of its peers with 66 per cent share followed by Nestle India Ltd and Parle Products Private Ltd during January-November 2007. As expected chocolate advertising skewed towards kids channels and regional GEC took the second position. Cadbury India Ltd rules chocolate advertising on television. Chocolate advertising rose by 30 per cent during January-November 2007 compared to January-November 2006. Maximum chocolate advertising was during Raksha Bandhan across 2005 and 2006 and January-November 2007. 17 per cent more advertising during third quarter 2007 (Raksha Bandhan festival) compared to first quarter 2007. LITERATURE REVIEW After having detailed study of Principles of marketing management book by Kotler and Keller, we came to know about consumer purchasing behavior and other various attributes of marketing mix like place and product strategy in alignment with promotion and pricing strategies and concept of brand loyalty with all the major attributes of a good brand. Beside this detailed study of various research papers and articles has also been made to know the practical applicability of the concept. Consumer leant about chocolate from many sources, mainly from friends and families, through advertisement and from their own experience. Whether a promotion and advertising hurt or help a brand is under-researched (Mela, Gupta Lehman, 1997). In the long-run, advertisement help brands by making consumer less price sensitive and more loyal. The purchase decision pertaining to particular brand and loyalty is a result of various attributes of the product. Advertisers must remember that advertising messages are interpreted differently between different genders (Maldonando, Tansuhaj Muehling, 2003; Hogg Garrow, 2003; Putrevu, 2001). Previous studies have proven that females were more likely to engage in elaboration than men (Maldonado Muehling, 2003). Hogg and Garrow (2003) found that women paid more intention about the details of the characters of an ad when asked to analyze advertising messages. They said that this may be explained by the fact that females have a greater tendency than men to consider external information and information related to others. Women are comprehensive processors who try to gather all available information about the product Advertisement can change consumers perception of a product in terms of attributes content and proportion and also influence consumers taste for attributes (Gwin Gwin, 2003). Brand preference and product attribute: Attributes are the characteristic or features that an object may or may not have and includes both intrinsic and extrinsic (Mowen Minor, 1998). Understanding why a consumer choose a product based upon its attributes helps marketers to understand why some consumers have preferences for certain brands (Gwin Gwin, 2003). Both tangible and intangible attributes of a product are equally important in choosing a product or brand (Myers, 2003). There is no evidence that certain attributes are more related to customer loyalty than others (Romariuk Sharp, 2003). Romariuk and Sharp (2003) suggested that marketers should focus more on how many attributes the brand should be associated with and not what attributes. For low-involvement products, consumers have more objective view of the nature of the attributes (e.g. food, cosmetics) because they are constantly being advertised and promoted. Price is another form of attribute used by consumers to evaluate a product. Price can sometimes be an indicator of quality; with a higher price indicating higher quality (Mowen Minor, 1998; Siu Wong, 2002). Consumers perceive that a higher price can be attributed to the higher cost of quality control (Siu Wong, 2002). Some consumers are highly price sensitive (elastic demand), whereby a high prices may shift consumers to competitive brands (Mowen Minor, 1998). Therefore price can have a positive or negative influence on customers. RESEARCH METHODOLOGY In this study the problem pertains to both State of nature and relationship among the variable i.e.; what is general behavior of consumer and than inferenceing the relationship that exist among the different variables to test the extent of brand loyalty and influence of one variable over the other from the data. As the study is related to the study of consumer behavior toward chocolates thats why the appropriate research design used is Fundamental descriptive with the use of both qualitative and quantitative design with static research approach. Formalized research design is also taken into consideration in order to test the Hypothesis framed. In this cross sectional co-relational field study data related to various independent variables dependent variables was collected from the stratified sample of 100 individuals, including males and females of different age groups constituting the sample. All the respondents were approached on the basis of simple random sampling in convenient ma rket place to ensure the accuracy precision of results. Personally administrated questionnaires were used for conducting the survey. INTERPRETATION AND ANALYSIS OF FINDINGS: In our study 48% (41) of respondent are males while 52% (45) of respondent were females. In this 57% (49) respondent are student, 16% (14) were professional, 13% (11) were businessman while 14% (12) respondent were females. 33% respondent includes people of age group 10-18, while other includes those of age 19-59. Q.1 who do purchase how frequently and how much they purchase Out of 86 respondents 13 (15%) respondents buy chocolates daily while 35 (41%) of them buy it weekly compared to 16 (19%) who buy them monthly against 22 (25%) respondents who buys it occasionally. In this 12% of males buy daily while 14% of female buy it daily. While 42% of males buy chocolates in a week against 33% of females, whereas 31% of females like to buy chocolate in a month compared to 22% of males. The result of collected sample reveals that 62% (53) respondent buys less than 5 chocolates a week, while 28% (24) people buys 5-10 chocolates a week. Only 3% of respondent said that they buy more than 15 chocolates an week against 7% who buys 10-15 chocolates a week. The analysis of sample data results that females buy more chocolates than males in a week as 38% of them buy 6-10 chocolates while only 17% of males do so. 73% of males generally buy chocolate in between 1-5 packs a week compared to 51% of female respondent. It is analyzed that 21% (18) of respondent purchases chocolate costing between 5-10 Rs while 47% (40) buys chocolate that cost 10-20 Rs. Chocolates costing 20-50 Rs is preferred only by 24% (21) of respondent and only 7 (8%) out of 86 respondent buys chocolates costing more than Rs 50. Price of chocolate significantly affect different gender differently as 22% female purchase chocolates costing 5-10 Rs against 19% males, while 49% of females prefers to buy those costing in between 10-20 Rs as against 44% of males. 32% Males buy chocolates those costing in between 20-50 Rs compared to 18% of female buying the same. Q.2 For whom it is purchased In collected sample 41% (35) respondent buys chocolates for self consumption against 29% (25) who never buys for them-self. Among them 44% (38) respondent purchases for children against 15% (13) who never buys for childrens. 28% (24) of respondent buys chocolates only for the gifting. The percentage of those who buys always and never for special occasion is approximately 27% and 24% respectively. Analysis shows that 42% of females always buy choclates for self consumption where only 39% of males do same for self consumption. When it comes for buying choclates for children than insignificant of gender both have same buying behaviour. Males seems to gift chocolate more than female as 20% of them buy it for gifting compared to 12% of females. Q.3 what motivate to buy chocolate In a study of 86 respondent it was found that 17% (15)of the respondent were very tempted by the display ads while 34% (29) respondent are moderately affected by the display ads while it has no affect on purchase decision of 13% (11) of respondent. In the undertaken study visual ads highly affect 41% (35) respondent while only 9% (8) of respondent are not affected by it. 24% (21) of respondent perceives affect of family and friends on their purchase decision while it has no affect on 5% (4) of respondent. This shows that family and friends has very high affect on purchase decision of chocolates buyers. Very insignificant numbers of respondent only 2% are affected by sales-man persuasion while it has no affect on 49% (42) of respondent. Also celebrity endorsement has only a moderate influence on purchase decision of respondents. Only 9% respondent are affected by celebrity endorsement compared to no affect on 16% respondents. 42% females are affected by visual advertisment against 39% of males while the display ads affect male more compared to females with 24% and 11% of significant impact on purchase decision respectively. Also family and friend affect females(27%) more against males (22%). Q.4 Important Attribute of the chocolate It can be inferred from study that taste is very important for buying chocolate 95%males 93% females buy chocolates because of taste. 54% males 49% females are showing neutral response to availability, while 27% males 36% females say that availability is most important for buying chocolate. 19% males 15% females have least impact of availability. Price is most important consideration for 29% males 33% females. It affects 42% males 29% females moderately. For 29% males 38% female price is least important. Packaging seems to impact purchase decision of 49% males 58% females moderately during purchase of chocolates. For 22% males 27% females packaging is most important consideration for buying chocolate. 29% males 15 % females have least impact of packaging. Q.5 Advertisement seems to have moderate impact on purchase decision irrespective of gender; however 29% males 22% females are mostly affected by advertisement. 17% males 24% females are not affected by advertisement. Q.6 Forms of chocolate impact 54% males 44% females moderately while 24% males 27% females are mostly affected by form of chocolate. 22% males 29% females are least impacted by form. 80% chocolate buyer seems to buy particular brand against 7% who do not care for the brand name Q.7 how advertisements persuade consumers to purchase Sample in hands results that 20% of people like to buy due to emotion in their advertisement while 43% of respondent love fun in advertisement while only 27% of people like knowledge in the promotion mix against 10% of people who likes music/jingle. So it can be concluded that people watch and are persuaded due to fun content in the advertising of the chocolate more than any other factor. While analysing data on the basis of gender it can inferred that males (81%) like fun and emotional content in advertisement than females(47%), while female (33%) prefer knowledge content more than males (19%). While 20% of female loves music and jingles in comparison no male like it. Q.8 which brand mostly prefered by consumers In the undertaken study it was found that Cadbury is the most favoured brand with 70% of share as against 21% of Nestle, 4% 5% respectively for Amul and miscellaneous ones. It can be inferred from the collected data that females (71%) like Cadbury more than males (68%), while males prefer nestle (24%) more than that of females (18%). While demand for Amul chocolates is found to be very insignificant and equal in both the gender. Q.9 effect of increament in rates The sample analysis say that 82% respondent are highly brand loyal as 18% of them will buy the costly pack of same and 64% of them will not show any change in demand pattern. Only 5% of respondent are in favour of shifting brand against 13% who will reduce the purchase quantity if the rate increases by 2-5 Rs. The deep gender-wise analyses of result show that both genders are equally brand loyal towards price sensitivity. Results show that around 64% (in both gender) will have no change in their purchase decision while 19% of them show positive relation toward buying as they will buy more thinking quality has improved. Also its seems that Law of demand (increase case) operate on males more than females as 15% 11% of them will reduce buying chocolate with increase in prices. Q.10 from where consumers mostly buy The sample study results show that 35% (30) respondent buys from local shop against 49% (42), 7% (6) and 9% (8) respondent who buys from store, cafeteria and malls respectively. In this study, males (42%) prefer to buy more from local shop than compared to females (29%) while female (55%) prefer to buy more from stores against males (41%). While the ratio of buying from malls and cafeteria reveals there is no significant impact of it on gender as both have almost equal choices in this regard. Q.11 what consumers do if preferred bran not available The analysis of sample data says that 9% of total respondent will buy costly pack of same brand while 56% of them will move to next shop. This shows that 65% of respondent are highly brand loyal against those 30% who will buy another brand or other (6%) will postpone their purchase decision. The analysis of sample data gives result that females are highly brand loyal than males as 71% of them will buy the costly pack of same brand or move to another shop compared to 59% of males if that particular is not available. While36 % males 24% female say that they will shift to another brand while 6% of both genders will postpone their purchase decision. Q.12 how much customer are loyal to specific brand To check brand loyalty and competitive affect we has analyzed that 15% of respondent will not buy any other brand while 53% of them may consider the same against 35% who are not sure of taking decision. Our study 41 male 45 female respondents were there if another brand of the same product appears in the market then 7% males 22% females will not buy the new brand. 64% males 44% females may be considering the new brand. 5% males 18% females shall not consider new brand. 24% males 16% females cant say they will buy new brand or not. CONCLUSION: In study of 86 respondents it was found that 95% (82) respondents like Cadbury Brand, 68% (59) respondents like Nestle Brand, 24% (21) of respondents like Amul Brand 1% respondents like Other Brand. So it can be concluded that Cadbury is most famous brand among others. 50% Cadbury buyers like to buy Dairy milk out of 82 respondents 15% Cadbury buyers like to buy 5 Star out of 82 respondents. 10% Cadbury buyers like to buy Perk out of 82 respondents. So, the findings from study that most preferred chocolate are Dairy Milk out of Cadbury buyers. 36% of Nestle buyers like to buy Kit -Kat out of 59 respondents. 24% of Nestle buyers like to buy Éclairs out of 59 respondents. 20% of Nestle buyers like to buy Munch out of 59 respondents. 52% of Amul buyers like to buy Chocà ³ Mines out of 27 respondents. 48% of Amul buyers like to buy Chocà ³ Zoo out of 27 respondents. To be concluded that Kit -Kat and Chocà ³ Mines is most preferred chocolate in Nestle and Amul respectively. Also, it was found that 59% (51) of respondents like chocolate flavor, 23% (20) likes coffee flavor 20% (17) respondents like nuts flavor. So it can be concluded that chocolate is the most profitable flavor coffee second most profitable. APPENDIX 1. Ho = their exist no relationship between the gender who buy chocolate for self consumption, children, gift. Ha= Gender have significant impact on the purpose of buying chocolates. Gender Child Chi-Square(a,b) .186 13.000 Df 1 2 Asymp. Sig. .666 .002 Gender Gift Chi-Square(a,b) .186 34.907 Df 1 2 Asymp. Sig. .666 .000 Gender Self Chi-Square(a,b) .186 2.116 df 1 2 Asymp. Sig. .666 .347 After applying Chi square test on the data it is found calculated value of test is less than the tabulated one. It means that Ho is accepted thats prove that their is very insignificant difference in perception of both the gender and thus both gender buy chocolates for self consumption, gifting and children in a equitable amount. APPENDIX 2. Ho = their is no relationship in gender and frequency of buying chocolates Ha= Gender affect frequency of buying chocolates. Gender How Often Chi-Square(a,b) .186 13.256 Df 1 3 Asymp. Sig. .666 .004 our Ho is selected and Ha is discarded. Thus use of chi square test proves here that both the gender have similar frequency in buying chocolates. APPENDIX 3. Ho= Cost do not affect the purchase decision of diferent age group Ha = different age group have different perception towards cost Age Cost Chi-Square(a,b) 45.209 26.279 Df 30 3 Asymp. Sig. .037 .000 Here in this study it is found that the age and cost have significant relationship among them. It means different age group have different reaction towards different price levels. Thus our Ha is accepted and Ho is rejected. APPENDIX 4. Ho=Visual ads do not have different on different gender Ha=Visual ads affect different gender Gender Visual Ad Chi-Square(a,b) .186 32.256 Df 1 4 Asymp. Sig. .666 .000 Here Chi Square test show that tabulated value of Chi square is greater than calculated thats why our Ho is accepted, which means that there is no relationship betwen gender and visual ads. APPENDIX 5. Ho= The cost of chocolate do not affect the brand purchase Ha=The price of chocolate affect the brand purchased Cost Brand Chi-Square(a,b) 26.279 85.558 Df 3 2 Asymp. Sig. .000 .000 Here Chi Square test show that tabulated value of Chi square is greater than calculated thats why our Ho is accepted, which means that there is no relationship between cost and brand purchased.

Friday, September 20, 2019

Is Graffiti Art Or Vandalism Cultural Studies Essay

Is Graffiti Art Or Vandalism Cultural Studies Essay I am intending on exploring whether graffiti is art or vandalism. By exploring this research topic I will be breaking it down into different sections. The first section I will be defining what vandalism is, the perspectives of other researchers and the actions of vandalism. In the second section I will be defining art. I will also define graffiti and discuss its history and development. Researching about a well known graffiti artist will also be included to make my research more effective. This debatable question is addressed to people with limited knowledge about graffiti. People claim that graffiti is an illegal act without getting their facts straight. I am hoping that my research would widen ones horizon of knowledge once they read my essay. At the end I will conclude and give my own opinion to this subject matter. Introduction Graffiti is an interesting topic because it sparks conflict and debate all over the world. It is important or worth studying graffiti because to many people around the world graffiti is not a good sight to see, mainly because it is not normal to them, foreign, unknown and a problem to everyday organised living. The disliking of the writing on the walls by ordinary people has allowed for anti-graffiti laws to be created by politicians with little fuss and usually with the publics support. In turn, the creators of the writing have become outlaws, simply because of the criminalization of the public act of getting up their names and messages. Vandalism Vandalize is to deliberately damage things, especially public property (Longman Active Study Dictionary- Elizabeth Manning). Not deliberately destroying things or damaging private (your own) property may not be considered as vandalism. Vandal is someone who deliberately damages things, especially public property (Longman Active Study Dictionary- Elizabeth Manning). Someone that damages their own private property cannot be classified as a vandal because he is not destroying it deliberately or destroying someone elses property. A person damaging another persons property with that persons authorization can also not be classified as a vandal because he/she got the approval. The term vandalism was invented in 1794 by Henri Gregoire, the Bishop of Blois, to describe the destruction characteristic of the extreme phase of terror .The statement is correct because it is almost similar to the meaning in the Longman Active Study Dictionary. Destroying or damaging property is one of the destruction characteristics. The term vandalism takes its genesis from the Vandals (an ancient Germanic people) who developed mailed cavalry and who were armed with long spears and bows. They are associated with unnecessary destruction as a result of their taking over of Rome under King Genseric in 455. The term was quickly adopted across Europe. Around AD 1700 their name became notorious with the idea that they were a barbaric group with a lack of culture, with rude behaviour and with the ruthless destruction or spoiling of anything beautiful or venerable. There are reasons why people commit vandalism. Stanley Cohen has typified and outlined reasons why people execute vandalism. The six types of vandalism are ideological vandalism, acquisitive vandalism, tactical vandalism, vindictive vandalism, play vandalism and malicious vandalism. Ideological vandalism: property to gain publicity for a particular cause and is justified by long-standing grievances or political beliefs- Perhaps one of the most famous historical cases of ideology. Acquisitive vandalism: to acquire money or property. Tactical vandalism: a means of achieving some other end. Vindictive vandalism: to get revenge. Play vandalism: fun or high spirits. Malicious vandalism: the category which people fail to understand because it appears to be vicious, apparently meaningless. (Vandalism Graffiti: The state of the art- Frank Coefield Pg. 32-33). Vandalism as Crime Citizens commit vandalism when they damage or spoil the property of others on purpose. Some vandalism may qualify as culture jamming or sniggling. Culture jams changes logos, fashion statements and product images to challenge the idea of whats cool, along with assumptions about the personal freedoms of consumptions. Sniggling is a prankish act of social commentary, art, disruption, or protest (Wikipedia 02/08/10): it is thought by some to be artistic in nature even though carried out illegally or without the property owners permission. Criminal Vandalism takes many forms. Graffiti is more common in many inner cities as part of gang culture on public property: however, other more serious forms of vandalism that may take place during public unrest such as rioting can involve the wilful destruction of public and private property .I believe a person without legally recognized excuse of destroying or damaging any property belonging to another should be punished or charged for their appall ing behaviour. Vandalism as art Though vandalism in itself is illegal, it can also be an attraction or art to some people. According to Colin Ward (1990) The vandalism of the last centaury becomes todays tourist attraction (Discussion Paper on Vandalism and Graffiti, Calouste Gulbenkian Foundation, London, 18 June, 1-10). What he means by this is that, the vandalism that had happened in the past will be a historic moment and some people may agree. Some people may oppose to this statement because deliberately destroying property on purpose is not a good idea to them or art to them. What is Art? To a historian trying to study at, growth of art, the knowledge of it and the history of it, it will leave him confused. Art doesnt have logic. In science there is a progression but in art, you will keep going backward and forwards. To understand Art we have to look back at art history. If you apply logic to art, it is artificial. The philosophy of art is how you view the world visually. What is Art? Is a frequently asked question of the evident world by the visual sense, and the artist is simply the man who has the ability and the desire to renovate his visual perception into a material form. The first part of this action is perception and then you express what you perceived. The entire history of art is a history of modes of visual insight: of the diverse ways in which man has seen the world. The inexperienced person might not agree that there is only one way of seeing the world- the way it is presented to his/her own immediate vision. But this is not true-we see what we want to se e, and what we want to see is determined, not by the unavoidable laws of optics, or even (as may be the case in wild animals) by an instinct for survival, but by the desire to discover or construct a realistic world. What we see must be made real. Art in that way becomes the construction of reality. Art is the process or product of deliberately arranging elements in a way to affect the senses or emotions. It encompasses a diverse range of human activities, creations and modes of expression including music, literature, film, photography, sculpture and paintings. The meaning of art is explored in a branch of philosophy known as aesthetics.(Wikipedia 09/08/10) Since art is a very broad topic, breaking it down will make it easier. Visual art Visual art is a visual object or experience consciously created through an expression of skill or imagination. The term art encompasses diverse media such as painting, sculpture, printmaking, drawing, decorative arts, photography, and installation. (Encyclopaedia Britannica Online) Graffiti Graffiti is a form of visual communication, usually illegal, involving the unauthorized marking of public space by an individual or group. Although the common image of graffiti is a stylistic symbol or phrase spray-painted on a wall by a member of a street gang, some graffiti is not gang-related. Graffiti can be performed in order to gain attention or as a form of thrill seeking (antisocial behaviour), but it also can be understood as an expressive art form.(Encyclopaedia Britannica online) Graffiti and graffito are from the Italian word graffiato, meaning scratched. Graffiti is applied in the history of art to works of art formed by scratching a design into a surface. A related term is graffito, which involves scratching through one level of a pigment to reveal another underneath it. This technique was primarily used by potters who glaze their wares and then scratch a design into it. In ancient times graffiti was carved on walls with a sharp object and sometimes chalk or coal was used. The term graffiti originally referred to the inscriptions and markings found on the walls of ancient sepulchre or ruins, such as in the civilizations of Greece and Rome (as in the Catacombs of Rome or at Pompeii). The most primitive forms of graffiti date back to 30,000 BCE in the form of prehistoric cave paintings and pictographs using tools such as animal bones and pigments. Graffiti was done by the ancient Egyptians, the Vikings and even the Mayans. These people communicated with each other about daily life, current events, etc: offering us a direct look into their ancient street life. It is tradition of communication. Even before this, there were caves in France where prehistoric man left markings on the walls to let us know who was there. Modern-style graffiti In the ancient Greek city of Ephesus (in modern-day Turkey) is where the first known example of modern style graffiti survives. It is positioned near a mosaic and stone walkway, the graffiti shows a handprint that vaguely resembles a heart, along with a footprint and a number. The ancient Romans engraved graffiti on walls and monuments, examples of which also survive in Egypt. Prehistoric graffiti displayed phrases of love declarations, political rhetoric, and simple words of thought compared to todays popular messages of social and political ideals. Modern History Modern graffiti art originated in New York City, and it was known first as New York Style graffiti. This art movement began in the late 1960s when adolescents used everlasting markers to tag or write their names, followed by the number of the avenue on which they lived and in subway cars. This style originated with the emergence of Taki 183 which was the label of a Greek American boy named Demitrius. After an interview with him was published, hundreds of children began to write their names all over New York. This was a start of getting recognized, when writers used their signatures to become heroes in their own communities. Tagging soon became a way to get ones name known throughout the town. However, tagging appeared in Philadelphia before New York. The monikers, Cornbread and Cool Earl were well known in Philadelphia. They gained a lot of attention from the Philadelphia press and the community by leaving their signatures everywhere. As graffiti became more and more popular and more noticeable, writers formed new styles and thought of new ways to write their names and make their tags only one of its type. Writers created many new scripts and scrawl styles and improved their tags with flourishes and symbols. Some symbols were strictly for visual impact while others had meaning, such as crowns, which writers used to proclaim themselves kings. They used arrows to show movement and underlining to show importance. Quotation marks and exclamation points became essential design elements. This time, between 1969 and 1974, is referred to as the pioneering era, when graffiti experienced a surge in styles and popularity. But it was still strictly tag- based. The next major progress was scale. In addition to the growing difficulty and creativity, tags grew larger as writers increased letter size and line thickness and outlined their work. This was the beginning of the piece, short for masterpiece. It is difficult to be certain who did the first true piece, but it is commonly credited to SUPER KOOL 223. The thicker letters provide the opportunity for writers to further improve the name and to colour the interiors of the letters with patterns and designs. Around 1974, writers like TRACY 168 and BLADE created works that had serious backgrounds, incorporating characters, scenery and other illustrations on subway cars. This formed the basis for the mural whole car, called the burner, when the entire car is covered. By the end of 1974, the foundations were laid, allowing styles to develop that departed from the tag-styled pieces. This was a turning point in graffiti history, when graffiti made the leap from tagging to style-driven pieces. Soon arrows, curls, connections and twists ran all through the letters. These additions became the basis for semi-wild style and unreadable wild style lettering. Writers such as RIFF 170 too got ideas from other writers and enhanced upon them, helping the competitive atmosphere, which is a necessary aspect of graffiti. Other writers, including FLINT 707 and CASE 2, made major aid in the advance of three-dimensional lettering by adding up depth to the piece, which became the standard. Graffiti worldwide The stretch of graffiti worldwide happened during the 80s with the outbreak of hip hop subculture. Fuelled by music videos and films, images of New York street culture were channelled around the world. Almost overnight, everyone wanted to be a New York B-boy. Modern graffiti is often seen as being mixed with hip-hop culture. However, lets be clear: modern graffiti predates hip hop by at least a decade. Graffiti was here before hip-hop, graffiti will be here after hip-hop, and if it wasnt for graffiti, there would be no hip-hop. Hip-hop and graffiti reached Europe together. European writers spent years studying letters, styles and New York Street culture. They copied the early styles, and then expanded upon them. Graffiti magazines documented early movements across Europe. And the printed media proved to be an additional catalyst for the expansion of graffiti art worldwide. Also during the early 1980s, American writers began touring Europe via art galleries in cities such as Amsterdam, Barcelona and Stuttgart. There was one major difference: European writers were focused on painting walls, not trains, which led to different styles. Europeans also wanted to paint in the birthplace of modern graffiti; so many Americans hosted them in what were called Pilgrimages to Mecca. American writers went to Europe to paint and Europe writers came to American to paint. By the late 80s the European graffiti scene was in full swing. Today Graffiti is influencing the works of creative individuals worldwide in areas as diverse as graphic design, photography, advertising, illustration, and fine art and even multimedia and technology. Why are we attracted to graffiti? I believe that part of it has to do with what I call the psychology and self-affirmation. There is something inside us that wants to take up space and announce our existence. Graffiti has always been about uprising, style and observation. When you do your thing today, you will influence the people of tomorrow, and the observations they create will influence the next generation after that. And the pursuit of styles becomes a never ending expedition. We must all think about improvements, about getting better, because history will be watching. I believe everyone-taggers, bombers and pieces-needs to take their own style to the absolute limit, and then do it all over again. Is Banksy a Street Artist or Vandal? Banksy is low profiled British graffiti artist whose identity used to be unknown. According to author and graphic designer Tristan Manco, Banksy was born in 1974 and raised in Bristol, England. He was a son of a photocopier technician. He trained as a butcher but became involved in graffiti during the great Bristol aerosol boom of the late 1980s. His artworks are often satirical pieces of art on topics such as politics, culture, and ethics. His street art, which combines graffiti writing with a distinctive stenciling technique, is similar to Blek le Rat, who began to work with stencils in 1981 in Paris and members of the anarcho-punk band Crass who maintained a graffiti stencil campaign on the London Tube System in the late 1970s and early 1980s. His art has appeared in cities around the world. Banksys work was born out of the Bristol underground scene which involved collaborations between artists and musicians. Banksy does not sell photos of street graffiti. Art auctioneers have bee n known to attempt to sell his street art on location and leave the problem of its removal in the hands of the winning bidder. (Wikipedia 13/08/10) Career Steve Wright says Banksy started as a freehand graffiti artist in 1992-1994 as one of Bristols DryBreadZ Crew (DBZ), with Kato and Tes. He was inspired by local artists and his work was part of the larger Bristol underground scene. From the start he used stencils as elements of his freehand pieces, too. By 2000 he had turned to the art of stenciling after realizing how much less time it took to complete a piece. He claims he changed to stenciling whilst he was hiding from the police under a dumper truck, when he noticed the stenciled serial number and by employing this technique, he soon became more widely noticed for his art around Bristol and London. Stencil on the waterline of The Thekla, an entertainment boat in central Bristol (wider view). (Wikipedia 13/08/10) Banksys Graffiti Genuine Works of Art or vandalism? Many of his graffiti work has been cleared off surfaces and remain now only in the photographic record. However some of Banksys art pieces have been said to be to be genuine works of art. People who have removed Banksys graffiti works will come to regret these actions as the price of his works are fetching handsome prices at the auction houses. Bristol Council has allowed a piece called Naked Man which portrays a nude male dangling by one arm from a window sill, to be left in place by popular demand. His other art work Space Girl Bird has made a record  £288,000.Banksys stencils feature shocking and funny images occasionally combined with slogans. The message is usually, anti-capitalist, anti-establishment or anti-war. Subjects often include policemen, monkeys, soldiers, rats, children, and the elderly. One of the most common arguments for Banksys work as skill is that his works damage public and private property. Within the terms of the law this is absolutely correct and this simple argument does not deal with the question of Banksys work as potential art. Many of the most respected artists of the past met in their lifetimes as their art challenged common perceptions and pushed the boundaries of what people perceive as art. In effect, Banksy has taken his art out of the possession of the middle class gallery prowlers and returned it to the street and to the working class for whom it is targeted. Its important to take note that Banksys art has provoked debate in regards to whether his graffiti paintings are art or vandalism specifically, this is important because provocation and discussion are two of the most important and desirable results of art, especially in this post modern era. While many people may not like Banksys art, the fact that it encourages debate and at times affects discussion of its subject matter means the works are effective as an artistic force. Anyone can spray paint a wall and it doesnt necessarily constitute as art. Anyone can also offend public values and that also does not constitute as art. Banksys paintings are very deliberate and they attempt to affect the landscape in ways that are both supposed to be positive and subjective, thus moving his paintings into consideration as possible artworks. Not everyone will like Banksys graffiti work, although its hard to deny his work has captured and excited the imagination of many. While some people may be opposed to the idea of Banksy as an artist, Banksys popularity has arisen somewhat out of the fact that his art is offensive to some and creates controversy in certain ranks. So to a degree, the controversy surrounding his work to helps grow his success and popularity without those people who consider Banksy a vandal, Banksy would struggle to gain the notoriety that makes many see him an artist. Graffiti in exhibitions Graffiti art is an emergent art form. Today, it is influencing the work of creative individuals worldwide in areas as diverse as graphic design, photography, advertising, illustration, and fine art and even multimedia and technology-moving away from the street and into private collections and galleries. The self-taught graffiti artists turned walls of public (and sometimes private) buildings into giant panoramas and subway cars into moving murals. Later, graffiti artists began to paint on canvas, walls or large sheets of paper, attracting the attention of art dealers and collectors. One of the first dealers to buy and collect graffiti was Sidney Janis. His heirs Conrad Janis and Carroll donated almost fifty works from his estate to the Brooklyn Museum in 1999. Graffiti is drawn primarily from this gift and added extra element by material the Museums Libraries and Archives. Graffiti in exhibitions explores the ways graffiti has moved away from the painted wall into the medium of print making, creating distinctive, exciting visuals along the way. I strongly think that Governments should in courage graffiti artist to take their artistic displays into exhibitions rather than preventing them from doing what they love doing. It is pretty difficult to prevent people from doing what they love. (http://www.peeta.net/street_art_energy.html) Mr. Totem Painting Graffiti-funded by council/organization Graffiti is considered a crime in most places because of the risk graffiti artists, or writers take when they tag, and the speed and effectiveness with which they must create their pieces, have helped figure the form itself. Individuals however, in a variety of places around the world, are recognizing graffiti as an authentic art form and now grant legal spaces for it. Below are 8 places where tagging is legal, and in some cases, encouraged. 1. Hosier Lane, Melbourne, Australia Photo by BlueBec This is a famous place that is popular to tourists and other graffiti artists. This place encourages graffiti and it is also featured in travel guides and advertising campaigns. Banksy even tagged his work here. 2. Warsaw, Poland Photo by *gorolla The local police dont have a problem with graffiti here. This space provides space for writers and stencil art. 3. Queens, New York, United States Photo by rawmeyn This place is free to the public and it is almost covered by graffiti. Graffiti artists that put their work here have to be granted permission by curator Meres One. 4. Paris, France Photo by Gabriel Radic There are many legal tagging sites in France. Graffiti groups are very territorial with their space and they are not afraid of being confronted. 5. Taipei, Taiwan Photo by neogenova The police only get involved here only when the owners of the space or place complain or property is destroyed. 6. Zà ¼rich, Switzerland Photo by inthesitymad This place is independently run by graffiti artists and is left out by the city. This place is now a cultural centre and is one of the few places where graffiti is legal and encouraged. 7. Sydhavnen, Copenhagen, Denmark Photo by tobiashm Here individual pieces dont last long due to the popularity of the place. 8. Venice, California, United States Photo by jakedobkin This location is world famous for being an open and creative space for street artists Conclusion: In a nut shell Graffiti cannot be precisely considered as vandalism. Graffiti can transform a horrid location into an attractive environment. Graffiti cannot be accurately classified as vandalism because the public property is not destroyed, but made to look stunning. Graffiti is art because it is deliberately arranging elements in a way to affect the senses or emotions. Graffiti can also be thought-out as an art that vandalizes property if it is carried out without permission. But if it is carried out legally (with authorization) it can not be thought out to be vandalism. Vandalism is anti-social behaviour. Criminals carry out their anti-social behaviour during their leisure time. Graffiti artist should learn to carry out their work in places where they dont vandalise. The government should spend money and provide legal areas where graffiti artists can continue with their work. The government prefers to spend money erasing an illegal piece of art, which could be recreated in that same spot, with little cost to the artist, and arguable harm to the community, instead of spending money supporting better education, which will have long-term results, and help the entire economy, not just the immediate area. The jobs created by that money could easily have spent to enable better jobs for todays youth tomorrow. What a waste. Most of the graffiti artists are prosecuted and even gone to jail, as cities get cleaner in order to attract big retailers and big money. Others retire and go on to work in the arts, designing clothes, ad campaigns, or selling paintings in galleries. Other groups of artists continue to paint in the streets and tunnels, disregarding the laws designed to jail them. References: Elizabeth Manning: Longman Active Study Dictionary-Pg.823 Frank Coefield: Vandalism Graffiti: The state of the art-Pg. 32-33 Wikipedia Encyclopaedia Britannica Online