Negative Effects of Divorce - 1303 Words

Divorce can be one of the biggest environmental pressures put on a child with lasting affects that can lead well into their adulthood. With an increase in the number of divorces taking place each year it is starting to become a major concern for not only children and their families but also for society as a whole. Every year around one million children are affected by divorce; furthermore when looking at this year alone half of the children born will see their parents divorce before they reach age eighteen (Fagan Rector 2000). There is multitude of research showing the multiple effects that divorce can cause on a child that will last well into adulthood, potentially affecting future generations. With a look at structural functionalism we can see families play a big role in society, without them we would not have the stability and solidarity that families create. Divorce obviously plays a big role in breaking apart structural functionalism, and can even be considered a ‘social dysfunction’ according to Robert Merton (eLearnPortal, 2013). The functionalist theory looks at the beneficial outcomes for society and individuals. When one typically thinks of divorce, it is usually thought of as something negative, especially when children are involved and being affected. Although divorce is not always negative, for instance in situations of conflict and abuse, families are much better off getting a divorce and therefore creating a positive outcome. When looking at the negativeShow MoreRelatedNegative Effects Of Divorce1475 Words   |  6 PagesDivorce is the termination of a marriage or marital union, the canceling or reorganizing of the legal duties and responsibilities of marriage, Divorce occurs after a husband and wife decide not to live together anymore and they do not want to marry one another. They agree to sign legal documents that allow them to marry other people if they so wish. Divorce is a problem that is increasing every year. It also affects our society, which most countries face. Divorce causes many negative effects, someRead MoreNegative Effects Of Divorce1718 Words   |  7 PagesDivorce is a controversial issue in the United States. On one side of the argument, some researchers claim that children of divorced parents are still able to adapt to their new environment and have an enhanced level of maturity, among other things. On the other hand, researchers like Karl Zinsmeister believe that the effects of divorce on children can never be fully overcome and marital conflicts cause significantly less damage to children than divorce does (Zinsmeister, 1996). The purpose of thisRead MoreThe Negative Effects Of Divorce1710 Words   |  7 PagesGetti ng a divorce is not an easy decision. As a matter of fact, for many people getting a divorce is one of the hardest things they will have to deal with. Divorce has a long-lasting effect on the entire family. For example, according to Clarke-Stewart and Brentano (2006, p. 56), the couple getting a divorce can feel anxious and depressed by the situation. They also mention that children can be the most affected because they might feel confused and betrayed. However, the aftermath of divorce is differentRead MoreDivorce Negative Effects1285 Words   |  6 Pages2017 A Positive Outlook on a Divorce Divorce is always a dreadful experience in a persons life, especially a childs’. When parents divorce, children are left hopeless and confused. A divorce can cause a child to have a variety of different reactions. The effects on the child are much more important than the actual divorce. A divorce causes the most damage to the children in the divorce. Each child sees a divorce differently, but most divorces have a negative impact on the childs life. WhenRead MoreThe Negative Effects Of Divorce1447 Words   |  6 Pagesworldwide is divorce. Research has shown that there is a significant amount of effects on children after a divorce. This is most likely because of the mental and physical chaos the children are feeling. In many divorce cases, there are long-term effects that hinders children from having a peaceful adult-life. These effects include: relationship issues, inability to make a place feel like a home, and the emotional hardship that comes with moving away from a parent . Aside from the negative effects divorceRead MoreNegative Effects Of Divorce1409 Words   |  6 Pagesthe Center for Disease Control and Prevention 813,862 divorces have been granted in 45 out out the fifty states in 2017 alone (Marriage and Divorce). Around half of those divorces will involve children. With divorce becoming a prominent phenomenon it has become increasingly important for the two parties involved to remain courteous. Children’s lives are easily impacted when they are forced to go through this life altering situation. Divorce can inflict damage both mentally and psychologically. WhenRead MoreThe Negative Effects of Divorce689 Words   |  3 PagesWith approximately 876,000 divorces per year in the United States alone, many people today are bringing up the controversial topic: should divorces be made harder to obtain? Many people think that it would be best if families stayed together, while others believe that an unhappy marriage is useless, and the dissolu tion of the marriage is the best choice. However, with current laws being the way they are, the process of getting a divorce is too simple, which is why people tend to opt out of theirRead MoreThe Negative Effects Of Divorce1089 Words   |  5 Pagesending a marriage, but it can no longer ignore the massive effects that come with it, especially to children. To the parents, the effect is separation from one another. To the children, the effects include engaging in drug abuse to get over the emotional turmoil, committing a crime to earn money to support the family, and performing poorly in school, especially in spelling, reading, and mathematics (Scott et al., 2014). With the rate of divorce increasing rapidly in the country, children are going toRead MoreNegative Effects Of Divorce On Children1072 Words   |  5 PagesWhat are the Negative Effects of Divorce on Children When I was five years old I was forced to make a choice. This was a choice many children should not have to make and can never really be prepared for. My parents were getting a divorce and they decided it was in my best interests to give me the option to live with whomever I chose. It was a burden that to this day affects my relationship with one of my parents. Ultimately, I chose to live with my mother and from then on, my father would barelyRead MoreThe Negative Effect of Divorce on Children Essay941 Words   |  4 PagesThe Negative Effect of Divorce on Children Divorce has a negative effect on the psychological and social aspects of our children, which may appear instantly or not come to the surface for years. This is why I think that divorce should only be a last resort and not rushed into even by couples with the most troubled marriages. The only acceptable reason for someone rushing into divorce is if they or their children are in danger. I believe that marriage is a commitment not to be taken lightly and

Juvenile Offenders And Juvenile Delinquency - 1610 Words

Juvenile delinquency, also known as juvenile offending, is participation in illegal behavior by minors8. A juvenile delinquent in the United States is a person who is typically under the age of 17 and commits an act that otherwise would have been charged as a crime if they were an adult. Depending on the type and severity of the offense committed, it is possible for persons under 18 to be charged and tried as adults. Juvenile crimes can range from status offenses (such as underage smoking), to property crimes and violent crimes. The first Juvenile court was formed in the year 1899 in Chicago, Illinois. In earlier times juveniles were not granted the same rights as adults. They did not have basic constitutional rights. A few important cases changed how juveniles were treated and represented. Today Juveniles are granted due process of the law. This is due to many things including these following cases: Kent, Gault, Winship, and McKeiver. Also due to the changes are transfer laws and t he Juvenile Justice Delinquency Prevention Act. Today, youth gangs exist in nearly every state. A gang is basically an organized group of criminals fill with mostly juveniles. Some different types of gangs are Latin King, Crip, Bloods and etc. One expert estimates that more than 3,875 youth gangs with a total of more than 200,000 gang members are established in the 79 largest U.S. cities. Gang activity has extended beyond the inner city of major population centers into smaller communities andShow MoreRelatedJuvenile Offenders And Juvenile Delinquency1053 Words   |  5 PagesJuvenile repeat offenders receive little to no punishment for the crimes that they commit. The disposition that juvenile repeat offenders receive in some states at the highest are community service, detention centers, or probation. What makes a juvenile crime is status offenses. A juvenile status offense consist of crimes that would not under law be considered as crimes by an adult but crimes by juvenile youths. Status offenses consist of truancy, running awa y, violating curfew, underage possessionRead MoreJuvenile Delinquency Act ( Jda ) And Young Offenders Act1260 Words   |  6 PagesJuvenile delinquents, individuals who are under 18 and have committed a crime, have been sentenced in a variety of procedures throughout the years. This may occur for various crimes such as theft, sexual assaults, etc. Youth Criminal Justice Act (YCJA), a part of Canadian Legislation, determines the process of prosecution for youths under the Canadian Criminal Justice system. This has assisted several young adults reintegrate into society. It contains a set of definitive purposes and principles toRead MoreJuvenile Delinquency : Should Severity Of Punishment For Young Offenders Be The Same As Adults?1200 Words   |  5 PagesJuvenile Delinquency: Should Severity of Punishment for Young Offenders Be the Same as Adults? Throughout centuries of development, crime and social safety are still the biggest concerns for a country since it can influence the political, economic, and social aspects. With the evolution of human civilization, more than seventy percent of the world has been urbanized into developed countries. These countries contain advanced technologies, highly-comprehensive policies and economic system. Along withRead MoreJuvenile Delinquency Treatment : Description And Fundamental Principles1452 Words   |  6 PagesJuvenile Delinquency Treatment: Description and Fundamental Principles When treating juvenile delinquency the goal is to punish or rehabilitate the problem children after they have offended and been caught. To punish is to induce pain or payment for misconduct, while rehabilitation revolves around productive work pertaining to a program of education, along with counseling of some nature (Musick, 1995, pg. 233). It is typically assumed that adolescents deserve and require distinct management becauseRead MoreThe Juvenile Justice System And Juvenile Offenders941 Words   |  4 Pageswhich the juvenile justice system responds to female offenders. Historically juvenile female offenders have been treated under status offense jurisdiction (Zahn et al., 2010, p. 10). United States Courts would exercise the principle of â€Å"parens patriae† to place the female in detention as a form of punishment for misbehavior (Sherman, 2012, pp. 1589-1590). This principle also remains prevalent as it pertains to how the juvenile justice system currently responds to juvenile female offenders. StudiesRead MoreJuvenile Crime And Juvenile Delinquency1322 Words   |  6 PagesVersion). Juvenile crime, in law, term denoting various offense committed by children or youth under the age of 18. U.S. official crime reported that in the mid-1900’s â€Å"about one-fifth of all persons arrested for crimes were under the age of 18† (Funk Wagnalls, 2014). Such acts are sometimes referred to as juvenile delinquency (Funk Wagnalls, 2014. Offering constructive programs reduces juvenile delinquency and reduces recidivism. â€Å"From the beginning, the principal consideration of the juvenile courtsRead MoreThe Characteristics Of Juvenile Delinquency1111 Words   |  5 Pages The Characteristics of Juvenile Offender and Corresponding Measures in Japan. All through the ages, juvenile delinquency exists. However the tendency of characteristics has varied across the ages and social change. Even though it should be addressed, the counterplan the government prepares are only a semblance and seems to not address essentials, so the government should be dealing with juvenile delinquency and children juveniles should be treated in a fundamental way before they commit criminalRead MoreEssay on Juvenile Delinquency1652 Words   |  7 PagesJuvenile Delinquency Everyday we read in the newspaper or watch T.V and hear news of crimes committed by Juveniles. With all of the crime being reported by the media about juveniles, one can’t help but wonder if all of our nation’s youth are juvenile delinquents. Although there are many cases where the juvenile did not commit a serious crime, there are others where the crime is so bad the juvenile court system tries the juvenile as an adult. Instead of seeking help for the individual, our justiceRead MoreGender Roles : The Juvenile Justice System1244 Words   |  5 PagesGender Roles in the Juvenile Justice System What role does gender play at the various stages of the juvenile justice system? Gender plays an enormous role in the juvenile justice system; both boys and girls have their fair share of run-ins with the Juvenile Justice System, but now more so than ever, females crime rates have increased. In some instances within the juvenile justice system, it may appear that boys and girls are comparable; however there are differences, even though they are subtle.Read MoreA Juvenile Delinquent Is Someone Under The Age Of 18 Who1033 Words   |  5 PagesA juvenile delinquent is someone under the age of 18 who commits a criminal act. There are a few traits of the average juvenile offender. Family could be a big factor in a child becoming a juvenile delinquent. Coming from a dysfunctional family unit to having poor role models. By dysfunctional family unit I mean a family separated by divorce, or single-parenthood. Community is another trait of a juvenile delinquent. Including but not limited to p overty. Coming from a poor community where they do

My Teaching Philosophy Essay Example For Students

My Teaching Philosophy Essay I believe that teaching is one of the most important professions in the world today. From the very beginning, until present time, teaching has been around. The book of Genesis speaks of God walking and talking with Adam in The Garden of Eden, God was teaching Adam. I will be proud to, one day, be a part of this great calling. There are many reasons why I want to be a teacher. Starting with the most important, I want to influence children positively with Christian perspectives that will help them achieve satisfaction in their life. I also would like the opportunity to coach. I believe coaches have more influence on children than teachers. I think this is true because sports are something that the child participates in because he/she chooses. For that reason, coaches are usually well respected by their athletes. Another reason I want to teach is for the opportunity to meet people. Teachers and coaches both have a great influence on children’s lives. I want to be a positive influence while helping prepare children for their future role in society. My father was a teacher and coach for many years and I am amazed at the lives he has touched. His students love him, even after not seeing him for years they remember the little sayings and quirks he said in the classroom. My father cared about the students, and he had a respect and trust for them all. Sometimes they didn’t deserve such trust, but I think the trust he put in them caused them to want to live up to his expectations. If I can be half the teacher that he was, I will consider myself a success. In addition, I want to be a teacher that instills Christian principles in all my students. I plan on being a lifetime learner by attending seminars and conferences, staying abreast of new topics by reading professional journals, and watching and learning from other teachers. I have already started this process, because my friend, who recently graduated and is now teaching, told me that there is much that teachers must know that isn’t taught to us in college. I probe his mind, and read articles on the internet, look at teaching web sites, and I am always thinking of affective ways that I can teach people. I know that children learn in many different ways. Observing, experimenting, reading, and listening are a few of those many ways. I have learned that people learn best when the information is something that they are interested in. I am going to strive to make every lesson fun, and applicable to my students. I favor using many methods to teach, including lecturing, cooperative learning, project based instruction, and â€Å"hands-on† activities. I want the classroom to be a place that the students enjoy, not a boring place. I believe that every child has an innate hunger for learning and becoming successful. If I can harness their craving and aim it in the right direction, I believe I will be successful in helping these students achieve what they are looking for in life. Many people think that teachers are supposed to pass knowledge on to the next generation. This is great, but I intend to go further. I want to instill wisdom rather than just knowledge. Wisdom is the ability to apply knowledge. A student that understands formulas and tables can make it in this world, but I am hoping to give them the ability to apply what they know to every aspect of their life. They will make meaningful, thought out, and rational decisions in every area of their life. Education is a tool in which the things that have been discovered, proven, studied, and even theorized are passed on to the next group of people that will live on this earth. If we do not pass this on effectively, information can be lost forever and peoples’ lives will have been wasted. Education is also a way in which we prepare ourselves to compete with the economies and industries of other countries. It’s what keeps the United States a world power, if our schooling becomes lacking then our nation will become lacking as well. .u8125ed0b5f5e5583f570bfe1e2cdd192 , .u8125ed0b5f5e5583f570bfe1e2cdd192 .postImageUrl , .u8125ed0b5f5e5583f570bfe1e2cdd192 .centered-text-area { min-height: 80px; position: relative; } .u8125ed0b5f5e5583f570bfe1e2cdd192 , .u8125ed0b5f5e5583f570bfe1e2cdd192:hover , .u8125ed0b5f5e5583f570bfe1e2cdd192:visited , .u8125ed0b5f5e5583f570bfe1e2cdd192:active { border:0!important; } .u8125ed0b5f5e5583f570bfe1e2cdd192 .clearfix:after { content: ""; display: table; clear: both; } .u8125ed0b5f5e5583f570bfe1e2cdd192 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8125ed0b5f5e5583f570bfe1e2cdd192:active , .u8125ed0b5f5e5583f570bfe1e2cdd192:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8125ed0b5f5e5583f570bfe1e2cdd192 .centered-text-area { width: 100%; position: relative ; } .u8125ed0b5f5e5583f570bfe1e2cdd192 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8125ed0b5f5e5583f570bfe1e2cdd192 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8125ed0b5f5e5583f570bfe1e2cdd192 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8125ed0b5f5e5583f570bfe1e2cdd192:hover .ctaButton { background-color: #34495E!important; } .u8125ed0b5f5e5583f570bfe1e2cdd192 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8125ed0b5f5e5583f570bfe1e2cdd192 .u8125ed0b5f5e5583f570bfe1e2cdd192-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8125ed0b5f5e5583f570bfe1e2cdd192:after { content: ""; display: block; clear: both; } READ: A Letter To Cuba EssayI understand that it is my responsibility to teach all my students no matter whether they are fast, slow, gifted, or disabled. I must teach in a way that I can stimulate learning for everyone at the same time. I believe I can achieve this goal using a variety of teaching techniques and procedures simultaneously. The world is ever changing, therefore, I think that classroom material should be constantly changing also. The basics are an important foundation on which to start, including reading, writing, and arithmetic. Later on in school though, our students need to be taught the ability to keep up with the times. I do not advocate teaching specific skills, because they can certainly become obsolete very quickly. I think it is more important to teach the students how to teach themselves by using organization skills, researching abilities, and just giving them the love for wisdom that keeps them learning throughout their life. My philosophy is an eclectic type using an essentialist basis with a progressive structure. I will also incorporate perennialism and existentialism. For instance, I think that a knowledge of who one is, and why one is here has an important place in education. I also believe behaviorism is a big part of how we all learn, but it shouldn’t be the only philosophy used in the classroom. If it were, we would be on the same level with animals. I have had experiences with great and terrible teachers and coaches. I believe that the times I have spent with them will help guide me in my quest of becoming a great teacher. I know that I never want to be like some of these less effective teachers. I have observed what it takes to make an effective teacher effective and an ineffective teacher ineffective. I want to use what I have learned to influence the lives that may be influencing my children and grandchildren. I know that if I’m not excited about teaching, there is no way I can get my students excited about learning. My specialization of teaching is Health and Physical Education. I know that this is important now more than ever because the health of the United States people is declining fast. This is due, in part, to all the new technologies we have, which makes everything easier, e.g. children playing video games instead of sports, people sitting at computers for countless hours, and even the advances in transportation. An unhealthy person is actually impaired. They cannot perform the activities that a healthy person can perform easily. This hinders their way of living and causes much pain, discomfort, and even death. I want to help be a part of a more health conscience future for our young people. I am an advocate of school vouchers due mostly to the fact that I would like to teach in a private school. I attended a private Christian school for my entire schooling, and so did my 4 brothers. My parents paid for our tuition, then, by paying taxes, paid for other people’s children to go to school also. I do not think that is fair, therefore, I plan on supporting the voucher system for all the United States. My decision to become a teacher was a major crossroads in my life. It took me a long time to decide which way to go, and now I feel great about the decision I have made. I have thought and prayed, and now I KNOW that this is what I want to do. I don’t want to be another teacher that does the same old thing. I want to be the best teacher that my students ever have. I want to be remembered by them and hopefully have a great influence in helping develop successful, happy adults. I understand the amazing responsibility and pressure that is placed on teachers and I am prepared to work hard and take on this great challenge of shaping our future generations.

The Chinese Consumer Culture Phenomena

Consumption Behavior in China since the Regime of Mao China has one of the most attractive markets in the world. A report by Weightman (78) shows that many investors have considered venturing into this country because of a number of reasons. The first reason why this market is extremely attractive is the population. China is home to about 1.3 billion people, making it the most populous country in the world.Advertising We will write a custom essay sample on The Chinese Consumer Culture Phenomena specifically for you for only $16.05 $11/page Learn More Brandt (8) says that this population forms a massive market that can be targeted with different products. The economy of this country has also contributed to making it an attractive market. China has the second largest economy in the world, after the United States based on purchasing power. The country’s leadership has made a concerted effort to improve the infrastructure. It has some of the best mean s of transport and communication systems in the world. Consumer culture in this country has attracted attention of many scholars. Schoppa (87) defines consumer culture as the relationship that exists between an individual and material good. According to Gerth (93), consumer culture is a social set up where buying and selling of products not only defines daily life activities, but also considered part of the social organization. Consumer culture can also be defined based on its two main constituents, which include consumerism and materialism. Consumer culture in China can be traced back to the Han Dynasty, which approximately 206 BC to 220 AD. As early as this time, the Chinese had developed strong cultural values that dictated most of their activities. Trade was one of the main activities practiced in this dynasty and trade was heavily affected by various cultural practices. Ming Dynasty of 1368 had profound effects on consumer behavior, some of which are felt even today. During thi s time, Chinese people became exceedingly prominent in artistry. Most of the products that were presented to the market were beautiful pieces of art. The love of arts became one of the defining cultures of this society. As Vogel (112) says, Chinese still admire beautiful flower items because it defines their past. As such, consumer culture had started developing in those earlier days. Mao Regime made an impact on consumer culture of people of this nation. According to Gerth, the consumer culture in China was being used to promote nationalism during the Mao regime and post Mao regimes (4). At this time, the main aim of this initiative was to link consumption and nationalism by introducing the issue of national products and brands. Consumption of national products was highly encouraged. The government’s attempts to establish a link between nationalism and consumer culture was evident. It supplied Chinese products, including fashion products and food additives in its museums and departmental stores and encouraged local advertising. This movement tremendously influenced all aspects of China’s burgeoning consumer behavior and culture.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More It was at this time that the ambitious desire of China to create its own national brand in nearly every product emerged. It surfaced from this time that the consumer behavior was more of a nationalized one, in which the government heavily influenced consumer behavior in the market. With the advent of globalization and liberalization, the trend shifted from a nationalized consumer culture where the government economic activities of people to an economy where consumerism was permitted (Li 84). Li says that, â€Å"Unlike the nationalized consumer culture, consumerism allows consumers to make a free choice on what they would like to purchase.† (4). In addition, it allows them to embrace thousands of new services, brands, and products with ease. China remains one of the most attractive markets in the world. The middle class makes an attractive market segment that has not only attracted the Chinese investors, but also other investors from overseas nations. This has seen various firms across the world make an entry into this market. The Chinese Consumer Culture Phenomena China is one of the fastest developing economies in the world. The runaway developments taking place in China has seen the income for most people soar especially in the coastal provinces of China. According to Croll, these coastal provinces form the heartland for the growing Chinese middle class, which presently numbers about 100 million (31). Despite the fact that this economic boom has exacerbated regional disparities, new consumer classes (categories of consumers based on their income) have arisen. The classes of consumers in China are blue-collar factory workers; the pink-collar flight at tendants, secretaries, and other service workers; White-collar office workers; and the gold-collar executives working in the multi-national corporations across China. The reform era had a massive impact on individual Chinese, and on the country at large. As the country became liberalized, there was an emergent of an era of entrepreneurs. Private entrepreneurs were motivated to come up with various business ideas. The government had allowed private investors to come up with business opportunities. At whichever levels, their capacities would allow them. China was getting liberated economically. There was the emergence of Ge-ti-hu (individual private entrepreneurs) who came with brilliant business ideas within the country Clark (67). They established restaurants, departmental stores, beauty salons among others. This led to the rise in consumer culture.Advertising We will write a custom essay sample on The Chinese Consumer Culture Phenomena specifically for you for only $ 16.05 $11/page Learn More Chinese now purchase various products from many of firms that came into existence. The local economy also became stronger. The emergence of Chinese Ge-ti-hu meant that the purchasing power of them improved. They can afford to buy consumer goods such as television, music system, and cars Schoppa (21). According to Brandt and Rawski, globalization and the increased abundance of money has led to the emergence of another category of middle class consumers known as the monetary elite (35). The emergent monetary elite are classified under Dan shenguizu, Bo puzu, Yueguang zu, and You pi. Weightman defines the Dan shen zu as referring to the â€Å"single aristocrats† most of whom are women over the age of thirty or are working as bankers or managers for foreign firms (312). These women often purchase high-end clothing and use many cosmetics like Shisido and Lancome. This category of middle class citizens can afford to take beach vacations on t heir own with their friends. Bo pu zu refers to well-off intellectuals who indulge in studies and books. Yue guang zu is the category of middle-class earners who spend their money as fast as possible. This category is often considered as the â€Å"tapped-out class† (Weightman 312). You pi or yuppies, also known as the xiao zi or the â€Å"little capitalists† workers, are the category of middle class citizens who own apartments and cars and spend their off-hours in cafes. Apart from this classification, the Chinese consumers can also be categorized as pragmatic, commercialized, social, and conservative (Brandt and Rawski 38). The pragmatic consumer seeks practical aspects of the consumer goods he purchases and ignores its commercial information. This consumer category forms 50.8% of all consumers in China. This consumer category is only interested in the functional attribute of the products they purchase. Pragmatic-type consumers are thrifty and adhere to Chinese tradit ional values. Pragmatic-type consumers were common during the periods preceding Deng Xiaoping’s economic revolution. Vogel states, â€Å"This period saw consumer culture used to promote nationalism and patriotism,† (39). National products and brands were introduced during this era, and their consumption was viewed as a sign of patriotism. Shoppers who stocked and sold locally manufactured products were given preferential treatment by the government. Shoppers and consumers who consumed foreign products were considered unpatriotic since they were going against the maxim that stated that Chinese ought to consume goods made in China (Gerth 4).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In order to encourage patriotism in the consumer culture the government supplied Chinese products ranging from fashion, food additives, and electronics among others in its departmental stores and museums. Additionally goods were clearly branded as ‘foreign’ or ‘Chinese’ with the consumption of the former being highly discouraged (Gerth 4). In essence, the government heavily influenced consumer behavior in the market. Although the government does not give direct support for the local products, the incentives given to the local firms leaves no doubt to the fact the government prefers the local brands. The incentives allow the firms to charge lesser prices in the local market. The price charged by the local firms is more attractive as compared to that of foreign firms. The middle class consumers are sensitive of the price charged on the products they purchase. Any slight difference in price of the product they purchase would always affect their decision. As su ch, the government has swayed the decision of the consumers towards the purchase of local products. The other category of middle class consumer is the commercialized type consumer. The commercialized consumer-type emerged at the onset of liberation and globalization when consumerism began to be embraced as nationalized consumption began to lose meaning. This consumer type pursues brand name products and is more concerned with the product’s commercial information. They have awareness of the availability of different brands of products. They would demand a brand they have been using. The commercialized-type consumers became extremely common in China after the period of reforms. Li asserts that this category is bound to increase in line with the economic developments taking place in China (â€Å"CHINA IN 2000† 45.) This consumer category comprises the white-collar workers, the young, and the educated. The sociable consumer gets information about products mostly from frien ds and relatives. They like information sharing amongst themselves as a way of enhancing their understanding towards products. The conservative consumer, on the other hand, resents commercial information and dislikes social changes. This group of consumers presents radical changes, most of which are brought about by the emerging technologies. They take time to adjust to changes and, therefore, prefer changes that happen gradually. This category of consumers mostly comprises the older portion of the population who find it challenging to manage radical changes brought about by emerging technologies (Wang 83). The current trend in consumer behavior has seen consumers moving towards becoming commercialized consumers. Initially, the aspect of seeking for commercial information and loyalty to brands were not the norm in the Chinese consumer market given that the government heavily influenced consumer behavior in the market. In the contemporary China, consumers can make a choice on what pr oduct to buy. They have the freedom to choose from a variety of products in the market (Ling 90). Li perceives that the modern day Chinese consumer has embraced consumerism, which has been encouraged by the Deng economic reforms and the onset of globalization (â€Å"CHINA IN 2000† 84.) Consumerism enables the Chinese to make a free choice on what he would consume from a plethora of choices. Consumerism in addition, it allows consumers to embrace a variety of new services, products, and brands with ease. Consumerism has its origin in the west where majority of the consumers tend to consume more than what they possess, with the hope of paying the debt incurred at a future date. Although the Chinese do not spend as much as consumers in the west do, their expenditure is sustainable enough, making it an attractive market (Mars and Adrian, 39). Gerth argues that average Chinese saves nearly 30% of their household income (54). This rate in the western nations and the United States w ould be considered shocking and absurd since they save an average of one to two percent of their incomes (Lu 82). Wu claims that this saving and parsimonious culture developed because of China’s unstable economic and political history, which exposed Chinese to extreme levels of poverty (84). In this regard, Chinese are not spent thrifts because they want to save much and shield themselves from poverty and medical problems especially after their retirement. This saving culture is further motivated by the poor health policies that comprise the health care coverage system and the pension scheme. Chinese Middle Class Li observes that the concept of middle class began to be used in China in the late 1980s after the implementation of the reform and opening up policy (â€Å"CHINA IN 2000† 34.) The middle class category in China has been referred to as the category of citizens who have their own capital to invest. In Li’s view, the middle class refers to a group of peop le who productively contribute to the making of new lifestyles and commercial mores (â€Å"CHINA IN 2000† 104.) The concept and idea of middle class originated from the West where it referred to bourgeoisie or a social stratum that does not have a clear definition, but if found in between the upper and lower classes. Consumerism has transformed China. They have moved from the concept of only buying Chinese products, to a liberalized approach of buying brands, irrespective of the country of origin. This transformation has had a positive impact on the Chinese middle class. This class happens to have the largest number of consumers. Chinese middle class has received different definition from different scholars based on the approach they use to define this term. However, all these definitions seem to agree on the fact that the class involves individuals who are not extremely rich, but have enough money to purchase most of the items they need in their lives (Chevalier and Pierre, 98). The Chinese middle class definition is rather vague as different people categorize themselves in this group using different criteria. Li observes that the middle class are the drivers of the economy. This is because of their purchasing power and their number (104). He further notes that it is more appropriate if they were referred to as the middle-income group, given the fact that their population drives the economy (104). The middle class concept was derived from the West, and a significant number of the citizens in this class do not believe that they belong there (Tsang 56). The middle class generally love leisure. They like going on tours, spending some time in recreational activities or simply watching movies. According to the Chinese National Bureau of Statistics, the urban middle class should have an annual income of between sixty thousand and five hundred thousand Yuan (which is about $9600- $80,000) (Gerth 148). Apparently, there are several types of middle classes, and they differ from province to province depending on income and other factors. For example, earning sixty thousand Yuan in the western province of Qinghai can qualify a person to be in the middle class category while in Beijing 60 000 Yuan is a basic and cannot automatically qualify a person to this category. The middle class feels intensely insecure economically. In addition, the middle class is fragile given that the social security system in place is suboptimal, this could be the reason why a majority of the people refuse to be identified with this category (Cheng and Kara 118). The middle class in China cannot be compared to the middle class populations in the United States. This is because of the high population and limited arable land that consequently make them live under low economic standard levels. Croll gives one of the best definitions of the middle class by describing them as a set of ordinary people, which makes the largest percentage between the poor and the rich (101) . Croll further suggests that they should have a monthly income of at least five thousand Yuan and has received a university education (101). The middle class can also be considered as a state of mind, where economic status and knowledge dictate the attitude and values of people within a given society. Croll states, â€Å"This group has grown massively as from the Mao era,† (101). This category did not exist before, given that the Mao era was aimed at creating a united China with no social or economic class. In this united China, the government provided everything to its citizens. Currently, the middle class category comprises sixty four million Chinese citizens. This figure is expected to hit the six hundred million mark by 2020. It is clear that the middle class in Chinese society do not believe that they belong to this class. This is because they feel there are some forces that dictate their actions other than themselves. This social stratum consists of professional people , businesspersons, teachers, and nurses, among other professionals. The middle class is marked by bourgeois values. One of the most distinct aspects of the middle class is its state of mind where acquaintance and fiscal repute characterizes its values and approach to life. This middle class is growing at an accelerated pace, despite the fact that a growing number of researchers are raising questions about who make up China’s middle class. Moreover, questions are being asked on what its disposable income truly means. In this respect, a comprehensible and perfect meaning of China’s middle class has not been easy to obtain. In particularly, it is hard to define the middle class at this moment when its economy has become full-fledged and ranks the second in the globe (Wang 91). The clear definition of a working class is further hampered by the fact that the World Bank still classifies ten percent of China’s population as poverty-stricken. Clark argues this informati on is in harmony with China’s Ministry of Commerce’s report produced in the year 2010, which came clean that slightly over 150 million Chinese citizens subsist under the universal poverty line of one dollar in a day (78). It is apparent that scholars have differed regarding the definition of the middle class. In fact, highly regarded scholars have extremely differed as regards the number of people who fall under the Chinese middle class, their capacity, as well as their buying power and the ramifications associated with it. For example, China’s State Statistics Bureau stated that the middle class revenue standard ranges from 60,000 to 500,000 Yuan in 2005 (Wagner 1). Wagner (1) says, â€Å"Basing an argument on these figures can give an assumption that a near twenty percent of households fell in the middle class group.† New-fangled characterizations of what forms the Chinese middle class vary considerably, from a tenth to nearly fifty percent of the Chine se populace. A research survey performed in 2007 by Goldman Sachs Group discovered that only 100 million Chinese buyers could technically fall under the middle class (Schoppa 37). This research survey further estimated this figure to rise to 650 million by 2015. During the same year, (2007) the Asian Development Bank (ADB) stated that it might take some time for the government of China to elevate the living conditions of the low class to be in the same level with the high class (Schoppa 37). Furthermore, the ADB defined the Chinese middle class as consisting of individuals who earn between two dollars a day and nineteen dollars a day in income. Using these values, the people who belong to the middle class in China could have been close to 200 million people in 2008. This figure has been consistently rising given the attractive growth of the Chinese economy (Ling 47). It is estimated that Chinese middle class makes sixty percent of the national population of the country. This means t hat they are about 800 million people. Grouping people who earned two dollars daily in the middle class is ridiculous, given that the amount is insufficient to buy a chicken burger in the country. Moreover, that amount is inadequate for basic needs such as electricity and water. â€Å"Additionally, the international standards specify that, for a person to fall in the middle class category he should have a daily income of between $4 and $6† (Wagner 1). ADB divided the middle class into several categories of low, middle, and upper-middle class due to this unrealistic categorization of the middle-class. The lower middle-class earn from two to four dollars a day, the middle-middle class earn from four to ten dollars a day, and the upper-middle class earn from ten to twenty dollars a day (Mars 33). ADB also describes the well-heeled Chinese, or the upper class, as individuals who rake in twenty dollars per day on the lower side, which adds up to 7,300 US dollars per year. This aff luent populace consists of 44.8 million residing in the urban areas and 11.1 million residing in China’s rural areas. The Chinese Academy of social Sciences, on the other hand, considers those who use 30-37.3% of their income on food in China, as people of the middle class (Li 34). Li further states that, â€Å"people in households with a per-capita yearly disposable income of 16,300 Yuan to 37,300 Yuan fall in this category† (35). Despite the fact that the definition of the middle class in China is rather relative and vague, the number of people belonging to this category is rising. To broaden the scope of this study, and for clarity purposes, the researcher considers those who earn two and twenty dollars a day to be the middle class. A survey performed in 2010 by Brookings Institution predicted that the number of people who make up the middle class in the Asian continent is projected to augment from 28% in 2009 to 67 percent by 2030, which is an increase of 236 perce nt in a span of only two decades (Wagner 1). This statement also hypothesizes that the Chinese middle class is anticipated to be composed of more people not only because of the rate of China’s fiscal growth (the growth of a country’s economy within a given year) , but also due to people who are set to get out of their poverty status. It is expected that percentage of Chinese making ten dollars a day will rise to 74% from the present day 11% by 2030 (Lu 72). A research done in 2006 by the China National Research Association (CNRA) came up with six criteria for establishing elements that determine the Chinese middle class status. Li says, â€Å"This criterion is based on education, profession, salary, savings, societal influence, and holidays,† (90). In this respect, it has been argued that, apart from the above stated determinants, there are other criteria for determining class status. For example, not all people who earn US$2,600 to $6,430 per month meet the cri terion to be in the middle class group. This is because it has to be shown whether they own property, can afford regular holidays, and their consumption pattern is in line with the middle-income category ratings (Tsang 117). Appropriate definition of the middle class should include such criteria as living standards, patterns of consumption, career, reputation within the society, and the ability to express oneself (Wagner 1). The middle class will most certainly be small as compared to the estimates of ADB when the above standard is utilized to classify the middle class. Even though China has made notable accomplishments in its scuffle to improve the lives of its poor citizens, it has not made comparable advancements in structuring the middle class. A comprehensive urbanization course of action and a functional civil society are needed to institute an indisputable middle class. Despite the fact that the middle class in Asia has significantly lower spending and income than its Western counterpart, its growth in expenditure has been remarkable. China’s consumption of luxury products has grown rapidly. It could be the reason why most people mistakenly believe that most Chinese citizens are middle class. The definition of middle class in other countries is remarkably different from the Chinese perspective. The United States of America believes that middle class category should comprise of people who earn between 70 to 280 dollars a day. In the American perspective, the middle class is defined by occupation and income. They comprise of households having an annual income of between $25,000 and $100,000 (Wagner 1). The middle class in the United States feels extremely secure. They have good healthcare, job security, good housing, and educational facilities among other benefits. Furthermore, they enjoy a discretionary income that can be utilized on leisure pursuits and vacation. According to Li, this middle class is defined by consumerism and a constant up scali ng of lifestyle standards (90). In addition, this middle class category is willing to pay more for additional quality. The middle class in the United States is hardly considered a distinct faction in view of the fact that a greater part of the US citizens believe they fall under this category. In contrast, citizens in China see the middle class as a high-status group, which many aspire to belong. An individual who falls under this class is expected to live a lavish life. They are also expected to be well mannered. Even as the American middle class families will rather live in the suburbs, their Chinese counterparts fancy living in downtown areas or close to the central business district. In Germany, the middle-income class consists of households having an annual income of between $30,000 and $800,000, which accounts for fifty-five percent of the population. Brandt and Rawski note that, â€Å"In Brazil, the middle class constitute nearly forty-nine percent of the total populationâ⠂¬  (38). The middle class in China is expected to portray certain characteristics, which are unique from other social classes. In addition, they are expected to be people who travel a lot and have at least one vacation every year. Besides, they are expected to engage in relaxation activities such as having fancy feasts in classy restaurants and going to cinemas. They are expected to have a culture of spending that is well above those in low social strata. Furthermore, the Chinese National Bureau of statistics (CNBS) expects them to have a yearly income of nearly sixty thousand to five hundred thousand Yuan (Gerth 148). However, this figure may vary from one province to another based on the living standards of the province. China has several categories of middle classes, which differ from province to province depending on income among other factors. China uses three criteria to classify its citizens as middle class, which is income, occupation, consumption, and education. The middl e class person should be a person that holds a professional or managerial occupation, a businessperson, intellectual elite, or a manager with an extremely high income that can facilitate consumption in Mainland China. The middle class citizen is additionally required to possess higher education certification. He or she should also afford cars and other life-improving products (Ling 69). Mainland China has three types of middle-class citizens, depending on the economic, political, and social factors. These types are the new middle class, the old middle class, and the marginal middle class (Brandt and Rawski 38). The new middle class consists of professionals, managers and the capitalists. The old middle class are the small owners of firms, and businesses and the marginal middle class are the routine workers. The middle class in mainland China can be summarized as a mixture of four groups having different economic condition, socio-political function, and social status. These groups ar e the capitalist class, the new middle class, the old middle class, and the marginal middle class (Brandt and Rawski 39). According to Li, â€Å"The accelerated growth in China has paralleled the materialization of a new urban middle class,† (96). Li argues that presently, fourteen percent of the present Chinese population belongs to the middle class category (96). The citizens in this category are economically stable, well advanced in education and are no longer engaged in industrial or agricultural production. Rather, they are involved in service production and have an outward and modern looking worldview. In addition, they are optimistic about the dazzling opportunities that are availed to them. This new middle class signifies China as a consumer society given that its purchasing power brings durable electric and electronic equipment, cars, international and national tourism and traveling, meat-based diets, and large houses within the reach of the people. This unique purch asing power of the middle class is seen in the growth of car sales, which has been experienced in the past decade. This increase has made China the largest energy user in the world and the biggest car producer. In addition, it has made millions of Chinese move away from the poverty margins, and move to cities to make more money. This means that the demand for goods is rising in China, and companies all over the world are seeing it as an opportunity and a market for their goods (Tsang 87). The new middle class emerging in China is growing and for the first time, people are currently seen buying cars and other expensive goods. In addition, they have washing machines, refrigerators, clothes dryers, and electric ovens. These goods were rare in China nearly twenty years ago. Furthermore, a new service economy is rising in China. The service is identified with the middle class. For the first time, people are using video stores, stockbrokers, internet cafes, insurance companies, travel age nts, real estate agents, and repair services (Lu 132). These businesses have a significant and a growing market, which is substantially composed of the middle class. In addition, middle class families in China can now afford to send their children abroad for education, with their children making up a larger part of the university classes in Europe and the United States. These students will end up as engineers, computer programmers, doctors, and business executives. After their graduation, many of them will bring their skills home to China and increase the middle class category. Furthermore, the modern day middle class Chinese worker can afford to travel abroad, spend their money in foreign cities, shop for souvenirs, visit restaurants, rent hotel rooms, and purchase new clothes (Tsang 30). Consumerism in China China is one of the leading manufacturers of consumer goods in the world. Lately, it has shifted to be the world’s biggest consumer of nearly everything, from mobile ph ones to fast moving consumer goods such as beer. This trend has been widely encouraged by the increasing middle class population who form the majority of consumers countrywide. The government of China continues to encourage a culture of consumption among its citizens. Recently, the government took a considerable decision to stimulate consumer demand in China (Davis 77). This measure was motivated by the fact that most China’s products had already saturated the western markets, leaving it with few unexploited ones. Consequently, the Chinese industry had no other place to turn to, but its own population for purposes of ensuring continued economic growth. Given the present worldwide financial crisis, other western world producers have turned to the Chinese population to help save their economies. These factors among others have created a unique consumer culture that is bound to affect the middle class consumption trends (Tsang 98). Chinese exports to the United States have been declining and have apparently gone down by twenty six percent in 2000 (Davis 78). This fact has forced the country’s policy makers to devise strategies to get the thrifty Chinese citizens, and consumers to start spending. Consequently, the Chinese government announced a five hundred and ninety billion dollar stimulus package for this purpose and offered a thirteen percent rebate on electronics to its rural dwellers. Consumer behavior is always shaped by different factors. A consumer would have a negative perception towards a certain product because of cultural practices or other social factors. Peer is known to be one of the leading determinants of an individual’s behavior. Individual behavior would be shaped by the group behavior. The youth forms a market segment that is influenced by peer pressure. An individual would buy a product based on how his or her peer feels about that product. At this stage of development, the peers are extremely sensitive about what others think about them in society. They will always strive to eliminate all forms of negative comments from their age mates. They would also wish to be viewed as trendy individuals. Religious groupings would also affect the behavior of a consumer (Ling 71). Despite the high saving rates, the Chinese consuming patterns have increased with economic booms, and a number of families have steadily acquired more gadgets as their household incomes increases. The rapid economic developments taking place in China have given rise to a striking cross-generational disparity. It has also created a generation that is not prudent in consumption compared to the earlier generations. â€Å"This generation, which mainly comprises youths under the age of thirty-five, seems to have defied the saving culture that was instituted in the earlier generations in the Cultural Revolution,† observes Tsang (93). Another factor that has led to the emergence of this distinct class of spenders is China’s one- child policy. Under this policy, several adults raise up the new generation. Therefore, it enjoys a relatively large margin of spending (Davis 78). In the Chinese rural set-ups, majority still lead a lifestyle that is below the country’s average. However, there is a growing class of spendthrift Chinese, especially in major towns of this country. In addition, Chinese consumers show a strong consideration and loyalty to locally made brands. This means that the foreign companies venturing into the Chinese market have to form alliances with local companies, allocate resources into establishing distribution channels, and ensure their products and brands are accessible to their Chinese consumers (Davis 78).Most of the Chinese consumers in nearly thirteen of China’s cities are very keen on their expenditure (Davis 79). Consumers falling within the age groups of eighteen to twenty-nine years exhibit the highest tendency on this. Buyer behavior in China is mostly influenced by practical reasons, other than emotional reasons common in the west. In this nation, word of mouth recommendation for certain products carries more weight in comparison to advertising mediums. The new generations of Chinese consumers have set their sight on the high end of the Chinese market and have increasingly sought after the luxury market. The earlier generation viewed consumption of luxuries as a waste of money, which could rather have been saved somewhere. This has marked the new generation of consumers’ desire for status. This category is unabashed to flaunt their money on these luxurious items in order to achieve their desired status and reputation (Lu 61). In addition, the corporate culture of gift giving for the aim of building good business relationships has increased spending on luxurious items. Currently, China is ranked the second largest luxury market after Japan in the whole world and is poised to be the largest luxury market by 2016 (Li 157). Apart from the r ise in luxury spending, the Chinese consumer seems to follow a given trend. First, most of the transactions are done on a cash basis with credit cards and checks being used less frequently. As stated above, the government of China has been keen on encouraging consumption among its local populace. The impact of this move is evidently positive. Although the rate of consumption is not as high as the government would wish, the current Chinese market is extremely attractive both to the local and foreign investors. However, most of the middle class Chinese consumers like cheaper products. Haggling and bargaining between the vendor and customer, boss and employee are common, and the person who is more powerful determines their direction. Bargaining and squabbling are common between the Chinese even over minute purchases (Tsang 144). â€Å"Chinese are not successful consumers, buyers, or spenders, as those in the west because they only consume about fifty percent of what they produce,† says Davis (104). This level fell to thirty six percent of gross domestic product in 2000 from forty nine percent in 1990 (Davis 104). However, the twenty-first century has seen most of the Chinese increase their spending on consumer goods. This is part of government’s effort to encourage local consumption. The government has taken a keen interest in ensuring that products are priced fairly. This has motivated Chinese consumers to increase their expenditure. The youth seems to be the best beneficiary from this regulation. They like spending on trendy products, but have limited financial base. Consumer behavior in China comprises some unique features. First, the Chinese consumer market is evolving at a rapid rate and in most instances; new products are accepted before their predecessors even succeed in penetrating the market. The second reason is that the Chinese consumers value brand (Cheng and Kara 89). Consumer spending is apparently high between the age groups of twenty and forty-nine, the category born after 1980 when the economic reforms began to take shape, and they are the driving force of the Chinese consumer economy (Tsang 39). Works Cited Brandt, Loren, and Thomas Rawski. China’s Great Economic Transformation. Cambridge: Cambridge UP, 2008. Print. Cheng, Hong and Kara, Chan. Advertising and Chinese Society: Impacts and Issues. Frederiksberg: Copenhagen Business School Press, 2009. Print. Chevalier, Michel and Pierre, Lu. Luxury China: Market Opportunities and Potential. Singapore: John Wiley Sons, 2010. Print. CHINA IN 2000: A Year of Strategic Rethinking.† Asian Survey 41.1 (2001): 71-90. Web. Clark, Paul. The Chinese Cultural Revolution: A History. Cambridge: Cambridge UP, 2008. Print. Croll, Elisabeth J. China’s New Consumers: Social Development and Domestic Demand. London: Routledge, 2006. Print. Davis, Deborah. The Consumer Revolution in Urban China. Berkeley: University of California Press, 2000. Print. Gerth, Kar l. China Made: Consumer Culture and the Creation of the Nation. Cambridge, MA: Harvard UP, 2004. Print. Li, Cheng. China’s Emerging Middle Class beyond Economic Transformation. Washington, DC: Brookings Institution, 2010. Print. Ling, Huping. Asian America: Forming New Communities, Expanding Boundaries. New Brunswick: Rutgers University Press, 2009. Print. Lu, Chunlong. The Middle Class and Political Change in China: Chinese Middle Class’s Attitudinal and Behavioral Orientations Toward Democracy. New York: Cengage, 2007. Print. Mars, Neville and Adrian, Hornsby. The Chinese Dream: A Society Under Construction. Rotterdam: 010 Publishers, 2008. Print. Schoppa, Keith. Twentieth Century China: A History in Documents. Oxford: Oxford UP, 2004. Print. Tsang, Steve. A Modern History of Hong Kong. London: Tauris, 2007. Print. Vogel, Ezra. Deng Xiaoping and the Transformation of China. Cambridge, MA: Belknap, 2011. Print. Wagner, Daniel. â€Å"China’s Ubiquitous Mid-Clas s.† Huff Post World. Huffington Post Press, 21 Dec. 2010. Web. Wang, Jing. Brand New China: Advertising, Media, and Commercial Culture. Cambridge: Harvard University Press, 2008. Print. Weightman, Barbara. Dragons and Tigers: A Geography of South, East, and Southeast Asia. Hoboken, NJ: John Wiley Sons, 2011. Print. Wu, Yanrui. China’s Consumer Revolution: the Emerging Patterns of Wealth and Expenditure. Cheltenham: Edward Elgar, 1999. Print. This essay on The Chinese Consumer Culture Phenomena was written and submitted by user Jair H. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

A Short History of the Nazi Party

A Short History of the Nazi Party The Nazi Party was a political party in Germany, led by Adolf Hitler from 1921 to 1945, whose central tenets included the supremacy of the Aryan people and blaming Jews and others for the problems within Germany. These extreme beliefs eventually led to World War II and the Holocaust. At the end of World War II, the Nazi Party was declared illegal by the occupying Allied Powers and officially ceased to exist in May 1945. (The name â€Å"Nazi† is actually a shortened version of the party’s full name: Nationalsozialistische Deutsche Arbeiterpartei or NSDAP, which translates to â€Å"National Socialist German Workers’ Party.†) Party Beginnings In the immediate post-World War I period, Germany was the scene of widespread political infighting between groups representing the far left and far right. The Weimar Republic (the name of the German government from the end of WWI to 1933) was struggling as a result of its tarnished birth accompanied by the Treaty of Versailles and the fringe groups seeking to take advantage of this political unrest. It was in this environment that a locksmith, Anton Drexler, joined together with his journalist friend, Karl Harrer, and two other individuals (journalist Dietrich Eckhart and German economist Gottfried Feder) to create a right-wing political party, the German Workers’ Party, on January 5, 1919. The party’s founders had strong anti-Semitic and nationalist underpinnings and sought to promote a paramilitary Friekorps culture that would target the scourge of communism. Adolf Hitler Joins the Party After his service in the German Army (Reichswehr) during World War I, Adolf Hitler had difficulty reintegrating into civilian society. He eagerly accepted a job serving the Army as a civilian spy and informant, a task that required him to attend meetings of German political parties identified as subversive by the newly formed Weimar government. This job appealed to Hitler, particularly because it allowed him to feel that was still serving a purpose to the military for which he would have eagerly given his life. On September 12, 1919, this position took him to a meeting of the German Worker’s Party (DAP). Hitler’s superiors had previously instructed him to remain quiet and simply attend these meetings as a non-descript observer, a role he was able to accomplish with success until this meeting. Following a discussion on Feder’s views against capitalism, an audience member questioned Feder and Hitler quickly rose to his defense. No longer anonymous, Hitler was approached after the meeting by Drexler who asked Hitler to join the party. Hitler accepted, resigned from his position with the Reichswehr and became member #555 of the German Worker’s Party. (In reality, Hitler was the 55th member, Drexler added the 5 prefix to the early membership cards to make the party appear larger than it was in those years.) Hitler Becomes Party Leader Hitler quickly became a force to be reckoned within the party. He was appointed to be a member of the party’s central committee and in January 1920, he was appointed by Drexler to be the party’s Chief of Propaganda. A month later, Hitler organized a party rally in Munich that was attended by over 2000 people. Hitler made a famous speech at this event outlining the newly created, 25-point platform of the party. This platform was drawn up by Drexler, Hitler, and Feder. (Harrer, feeling increasingly left out, resigned from the party in February 1920.) The new platform emphasized the party’s volkisch nature of promoting a unified national community of pure Aryan Germans. It placed blame for the nation’s struggles on immigrants (mainly Jews and Eastern Europeans) and stressed excluding these groups from the benefits of a unified community that thrived under nationalized, profit-sharing enterprises instead of capitalism. The platform also called for over-turning the tenants of the Treaty of Versailles and reinstating the power of the German military that Versailles had severely restricted. With Harrer now out and the platform defined, the group decided to add in the word â€Å"Socialist† into their name, becoming the National Socialist German Workers’ Party (Nationalsozialistische Deutsche Arbeiterpartei or NSDAP) in 1920. Membership in party rose rapidly, reaching over 2,000 registered members by the end of 1920. Hitler’s powerful speeches were credited with attracting many of these new members. It was because of his impact that party members were deeply troubled by his resignation from the party in July 1921 following a movement within the group to merge with the German Socialist Party (a rival party who had some overlapping ideals with the DAP). When the dispute was resolved, Hitler rejoined the party at the end of July and was elected party leader two days later on July 28, 1921. Beer Hall Putsch Hitler’s influence on the Nazi Party continued to draw members. As the party grew, Hitler also began to shift his focus more strongly towards antisemitic views and German expansionism. Germany’s economy continued to decline and this helped increase party membership. By the fall of 1923, over 20,000 people were members of the Nazi Party. Despite Hitler’s success, other politicians within Germany did not respect him. Soon, Hitler would take action that they could not ignore. In the fall of 1923, Hitler decided to take the government by force through a putsch (coup). The plan was to first take over the Bavarian government and then the German federal government. On November 8, 1923, Hitler and his men attacked a beer hall where Bavarian-government leaders were meeting. Despite the element of surprise and machine guns, the plan was soon foiled. Hitler and his men then decided to march down the streets but were soon shot at by the German military. The group quickly disbanded, with a few dead and a number injured. Hitler was later caught, arrested, tried, and sentenced to five years at Landsberg Prison. Hitler, however, only served eight months, during which time he wrote Mein Kampf. As a result of the Beer Hall Putsch, the Nazi Party was also banned in Germany. The Party Begins Again Although the party was banned, members continued to operate under the mantle of the â€Å"German Party† between 1924 and 1925, with the ban officially ending on February 27, 1925. On that day, Hitler, who had been released from prison in December 1924, re-founded the Nazi Party. With this fresh start, Hitler redirected the party’s emphasis toward strengthening their power via the political arena rather than the paramilitary route. The party also now had a structured hierarchy with a section for â€Å"general† members and a more elite group known as the â€Å"Leadership Corps.† Admission into the latter group was through a special invitation from Hitler. The party re-structuring also created a new position of Gauleiter, which was regional leaders that were tasked with building party support in their specified areas of Germany. A second paramilitary group was also created, the Schutzstaffel (SS), which served as the special protection unit for Hitler and his inner circle. Collectively, the party sought success via the state and federal parliamentary elections, but this success was slow to come to fruition. National Depression Fuels Nazi Rise The burgeoning Great Depression in the United States soon spread throughout the world. Germany was one of the countries to be most affected by this economic domino effect and the Nazis benefitted from the rise in both inflation and unemployment in the Weimar Republic. These problems led Hitler and his followers to begin a broader campaign for public support of their economic and political strategies, blaming both the Jews and communists for their country’s backward slide. By 1930, with Joseph Goebbels working as the party’s chief of propaganda, the German populace was really starting to listen to Hitler and the Nazis. In September 1930, the Nazi Party captured 18.3% of the vote for the Reichstag (German parliament). This made the party the second-most influential political party in Germany, with only the Social Democratic Party holding more seats in the Reichstag. Over the course of the next year and a half, the Nazi Party’s influence continued to grow and in March 1932, Hitler ran a surprisingly successful presidential campaign against aged World War I hero, Paul Von Hindenburg. Although Hitler lost the election, he captured an impressive 30% of the vote in the first round of the elections, forcing a run-off election during which he captured 36.8%. Hitler Becomes Chancellor The Nazi Party’s strength within the Reichstag continued to grow following Hitler’s presidential run. In July 1932, an election was held following a coup on the Prussian state government. The Nazis captured their highest number of votes yet, winning 37.4% of the seats in the Reichstag. The party now held the majority of the seats in the parliament. The second-largest party, the German Communist Party (KPD), held only 14% of the seats. This made it difficult for the government to operate without the support of a majority coalition. From this point forward, the Weimar Republic began a rapid decline. In an attempt to rectify the difficult political situation, Chancellor Fritz von Papen dissolved the Reichstag in November 1932 and called for a new election. He hoped that support for both of these parties would drop below 50% total and that the government would then be able to form a majority coalition to strengthen itself. Although the support for the Nazis did decline to 33.1%, the NDSAP and KDP still retained over 50% of the seats in the Reichstag, much to Papen’s chagrin. This event also fueled the Nazis’ desire to seize power once and for all and set in motion the events that would lead to Hitler’s appointment as chancellor. A weakened and desperate Papen decided that his best strategy was to elevate the Nazi leader to the position of chancellor so that he, himself, could maintain a role in the disintegrating government. With the support of media magnate Alfred Hugenberg, and new chancellor Kurt von Schleicher, Papen convinced President Hindenburg that placing Hitler into the role of chancellor would be the best way to contain him. The group believed that if Hitler were given this position then they, as members of his cabinet, could keep his right-wing policies in check. Hindenburg reluctantly agreed to the political maneuvering and on January 30, 1933, officially appointed Adolf Hitler as the chancellor of Germany. The Dictatorship Begins On February 27, 1933, less than a month after Hitler’s appointment as Chancellor, a mysterious fire destroyed the Reichstag building. The government, under the influence of Hitler, was quick to label the fire arson and place the blame on the communists. Ultimately, five members of the Communist Party were put on trial for the fire and one, Marinus van der Lubbe, was executed in January 1934 for the crime. Today, many historians believe that the Nazis set the fire themselves so that Hitler would have a pretense for the events that followed the fire. On February 28, at the urging of Hitler, President Hindenburg passed the Decree for the Protection of the People and the State. This emergency legislation extended the Decree for the Protection of the German People, passed on February 4. It largely suspended the civil liberties of the German people claiming that this sacrifice was necessary for personal and state safety. Once this â€Å"Reichstag Fire Decree† was passed, Hitler used it as an excuse to raid the offices of the KPD and arrest their officials, rendering them nearly useless despite the results of the next election. The last â€Å"free† election in Germany took place on March 5, 1933. In that election, members of the SA flanked the entrances of polling stations, creating an atmosphere of intimidation that led to the Nazi Party capturing their highest vote total to-date, 43.9% of the votes. The Nazis were followed in the polls by the Social Democratic Party with 18.25% of the vote and the KPD, which received 12.32% of the vote. It was not surprising that the election, which occurred as a result of Hitler’s urging to dissolve and reorganize the Reichstag, garnered these results. This election was also significant because the Catholic Centre Party captured 11.9% and the German National People’s Party (DNVP), led by Alfred Hugenberg, won 8.3% of the vote. These parties joined together with Hitler and the Bavarian People’s Party, which held 2.7% of the seats in the Reichstag, to create the two-thirds majority that Hitler needed to pass the Enabling Act. Enacted on March 23, 1933, the Enabling Act was one of the final steps on Hitler’s path to becoming a dictator; it amended the Weimar constitution to allow Hitler and his cabinet to pass laws without Reichstag approval. From this point forward, the German government functioned without input from the other parties and the Reichstag, which now met in the Kroll Opera House, was rendered useless. Hitler was now fully in control of Germany. World War II and the Holocaust Conditions for minority political and ethnic groups continued to deteriorate in Germany. The situation worsened after President Hindenburg’s death in August 1934, which allowed Hitler to combine the positions of president and chancellor into the supreme position of Fà ¼hrer. With the official creation of the Third Reich, Germany was now on a path to war and attempted racial domination. On September 1, 1939, Germany invaded Poland and World War II began. As the war spread throughout Europe, Hitler and his followers also increased their campaign against European Jewry and others that they had deemed undesirable. Occupation brought a large number of Jews under German control and as a result, the Final Solution was created and implemented; leading to the death of over six million Jews and five million others during an event known as the Holocaust. Although the events of the war initially went in Germany’s favor with the use of their powerful Blitzkrieg strategy, the tide changed in the winter of early 1943 when the Russians stopped their Eastern progress at the Battle of Stalingrad. Over 14 months later, German prowess in Western Europe ended with the Allied invasion at Normandy during D-Day. In May 1945, just eleven months after D-day, the war in Europe officially ended with the defeat of Nazi Germany and the death of its leader, Adolf Hitler. Conclusion At the end of World War II, the Allied Powers officially banned the Nazi Party in May 1945. Although many high-ranking Nazi officials were put on trial during a series of post-war trials in the years following the conflict, the vast majority of rank and file party members were never prosecuted for their beliefs. Today, the Nazi party remains illegal in Germany and several other European countries, but underground Neo-Nazi units have grown in number. In America, the Neo-Nazi movement is frowned upon but not illegal and it continues to attract members.

Resting Easy! 5 Top Tips for Beating Student Insomnia

Resting Easy! 5 Top Tips for Beating Student Insomnia Resting Easy! 5 Top Tips for Beating Student Insomnia If you’re a student, there’s a good chance you’re tired while you’re reading this. After all, there’s a lot you have to pack into your life: studies, a social life, a part-time job, extracurricular activities Finding time to sleep amidst all this can be hard! Add to that the high rates of insomnia caused by stress and bad sleeping habits, and we have a lot of exhausted students out there! Scenes like this can be seen in college libraries across the world. [Photo: Shanghai killer whale/wikimedia] But a lack of sleep can affect your grades, as well as your long term health. So it might be time to put sleeplessness to bed (PUN ALERT! PUN ALERT!) using our top five tips for beating insomnia! 1. Have a â€Å"Bedtime† You probably remember â€Å"bedtime† as something you resented as a child. But now that you’re old enough not to have to be told when you should rest, setting a regular time at which you go to bed can ensure healthier sleeping habits. 2. Beware Screens We’re all glued to our smartphones, tablets and laptops these days, but did you know that the blue light these screens emit can trick your brain into thinking it is daytime when it isn’t? Not likely to sleep any time soon. [Johan Viirok/flickr] If you need to use your computer or smartphone in the evening, you should use a filter that removes the blue light produced by many electronic devices so it doesn’t affect your sleeping patterns. 3. Diet and Exercise As much as you might hate to hear it, a diet of beer, coffee and junk food (all celebrated parts of the student lifestyle) is unlikely to help you sleep. Particularly important is cutting back on caffeine, alcohol and fizzy pop before bed. Likewise, some vigorous exercise around six hours before you sleep will burn up excess energy and help ensure a peaceful night. 4. De-Stress Yo’ Self! Stress is a cause of insomnia and lack of sleep can cause stress, so it’s easy to get stuck in a vicious circle of not sleeping and worrying about feeling exhausted. As such, it’s vital to know the signs of stress and to relax whenever possible. If you don’t feel like you have time to chill, it might be a good idea to cut down on non-essential activities so that you have chance to rest. 5. Manage Your Sleep Environment Make sure your bedroom is a suitable sleeping habitat. Ideally, your room will be cool, dark and quiet throughout the night. And a good mattress is an investment you won’t regret. If you still need convincing, try spending several months sleeping on an inflatable mattress in a tiny box room in a busy, noisy part of town and see how tired you feel at the end of it. In our experience, this is enough to make anyone appreciate the value of a proper bed. These guys have it right. Be more like these guys.

The importance of politics in young generations Research Paper

The importance of politics in young generations - Research Paper Example On the other hand, the relationship between young people and politics cannot be ignored. This relationship is set under examination in this paper. Emphasis is given on the criteria used by young people when deciding to be involved in politics. The involvement of young people in politics is explained using relevant examples; in this way, the practical aspects of the relationship between politics and young people are made clear. Also, the importance of politics in young generations is explained analytically taking into consideration both the personal perceptions of young people – the most common ones – and their environment. In order to identify the aspects of the relationship between young generations and politics it would be important to understand the reasons for which young people are likely to be involved in political decisions and initiatives. ... iew is the following one: young people who participated in favour of the current security system decided on the basis of the interest of their parents – who are most favoured by this system – and not on their own interests (reference is made to the Social Security System of US); however, the above decision is explained as the result of the evaluation of interests involved: ‘the benefits for the parents were more compared to the loss for their children’ (Persson & Tabellini 17), a fact that used by young people as a criterion in order to act in this way. In accordance with the above view, politics can be important for young people at the level that the interests of the latter or their families can be promoted; in other words, the relationship between young people and politics is considered to have a compensative character. From a different approach, Rosenau (2006) notes that the relationship between politics and young people has been changed under the influe nce of the development of technology. More specifically, it is explained that through the media and, especially, the Internet young people can be informed on the political views of different social teams, including ‘elites, activists and thoughtful citizens worldwide’ (Rosenau 159). The level at which each young people will accept these views is depended on his/ her own perceptions and experiences but also on the relevant views of his/ her environment (family, friends, colleagues). The above view sets a series of crucial issues in regard to the relationship between politics and young generations: a) each young man is exposed to different political and social messages, b) the response of young people to the political messages received through the media and the Internet is not standardized – being

Pause for thought............. How does Pinter's use of language and Essay

Pause for thought............. How does Pinter's use of language and rhythm influence his subtext - Essay Example ally gives meaning to the plays, enhance tonalities, brings out the element of characterization, and helps in developing and strengthening of the major themes in the subtexts. The language Pinter uses is highly performative, and this serves as a reinvention to subtext. The Birthday Party is Pinter’s play that mainly explores the absurd, mysterious, secretive, and insidious forces that underlie the lives of the main characters and their relentless efforts to find peace, normalcy, and acceptance in the natural order (Raby 41; Pinter 752). Therefore, Pinter makes sure to use a language form that will bring out the state of the characters as they are. To achieve this, Pinter uses language aspects such as description, repetition, and syntax. All these in the subtext serve the purpose of bringing out the absurd and confusing elements of the main characters in the play (Pinter 750). By basing on syntax, as an element of language, the play achieves good description of the relevant scenes. For instance, the playwright uses a combination of both short and long sentences in different scenes of the play. The conversation between Petey and Meg is primarily composed of short sentence: â€Å"What?, Is that you?, Yes, its me., What? Yes,† (Pinter 751). This aspect of language use impacts on the subtext in different ways. First, it helps establish the atmosphere in the couple’s house. To an extent, one might read tension in this kind of conversation. Secondly, this aspect of language depicts the nature of relationship between Petey and Meg, in addition to the calm or mundane nature of their existence. The deceptive calm and tranquility is effectively brought out through language in order to be contrasted by the disruption and chaos that is to follow (Pinter 750). Moreover, the short sentences enhance the steady and relaxed rhythm of language, which enhances the description of the characters and the uninterrupted nature of their setting as the play unfolds. Today, most

The Tests That Can Determine an Entire Future Essay Example for Free

The Tests That Can Determine an Entire Future Essay Albert Einstein once said, It is the supreme art of the teacher to awaken joy in creative expression and knowledge. How, though, may teachers follow these wise words, when they must constantly worry about educating their students so they can pass just one of the many standardized tests thrust upon them? John Dewey, an American philosopher, also said, The real process of education should be the process of learning to think through the application of real problems. How, though, can students possibly learn critical thinking if they are forced to learn through relentless memorization and worksheets in order for them to pass one test upon which their futures so highly depend? This phenomenon of accountability testing and holding teachers accountable for scores has swept across the country, creating a negative approach to educating the youth of America. Due to the lack of validity of these tests and the negative effects on teachers and students, standardized testing is ruining the public education system. With accountability for standardized testing being a new trend in America, today, many do not realize how long ago they were actually used and why they are being used now. Dan Fletcher wrote in a Time magazine article that China was the first country to ever develop standardized tests, which were used to test government officials (4). This new idea began to move westward, but writing essays was still the favored method of testing. However, in 1905, America began to conform to the new trend, and Alfred Binet developed the IQ test, which emerged as an easy way to test large numbers of students quickly(Fletcher 5). Today, standardized tests have become the sole measure of not only student success, but also the success of the school and teachers. A few years ago, in 2001, George W. Bush passed the No Child Left Behind Act (NCLB), which [expanded] state-mandated standardized testing as means of assessing school performance (How Standardized Testing). The passing of this law brought about an enormous wave of change. Schools now use standardized testing to determine if children are ready for school[to] diagnose for learning disability, retardation and other handicaps; and to decide whether to promote, retain in grade, or graduate many students (How Standardized Testing). Obviously, there have been many changes made to the idea of standardized testing. Society has gone from using them to test government officials to now using the tests as a means of judging a students knowledge. Yet, are they actually helping America? Research, from the present and the past, has shown that education in America has seen no improvement since the spread of standardized testing. In 1999, according to the National Research Center, In comparison with students from 143 other countries, American students finished in the lowest quarter in geometry and ranked second from the bottom in algebra (Sykes). Ten years later, America is still experiencing low stats, even with the passing of the NCLB Act. There are many statistics showing the decline of the United States in the global rankings: U.S. students slipped from 18th in the world in math in 2000 to 31st place in 2009, with a similar decline in science and no change in reading (Is the Use of). It is ironic that this decline became noticeable not long after Bushs NCLB Act was passed, with the intended purpose of bettering the education of Americas students. One reason for this digression is the fact that the tests favor not only white Americans, but also the wealthy. There have been many critics who have said that standardized tests are racist because of the difference in performance: Evidence of such differences in test scores raise the issue that perhaps these tests are discriminating. Tests do not recognize that students of different cultures may have different learning styles (Hudson 52). For this reason, Hispanics, African-Americans and foreign exchange students do not experience high success rates on these tests. Furthermore, the tests tend to favor the wealthy, rather than the less fortunate students: There is no question that students with greater resources and economic opportunities perform better as a general rule on standardized testsstandardized tests are unfair because the questions require a set of knowledge and skills more likely to be possessed by children from a privileged background. (Hudson 50) In a country where discrimination is ruled unconstitutional, would one not think that government officials would work to eliminate this? Not only are these tests favorable to certain people, but it does not help that accountability tests have become the sole determinant of students knowledge and their readiness to move on with their education. It is now to the point where [schools] require students to pass an exit exam before they can graduate from high school. Even if the students pass all their courses, they can be denied their diplomas (Hudson 57). It is completely incomprehensible that a student can pass every single one of his or her high school courses needed to graduate, but he or she will not receive a diploma because of one, single, measly test score. Not only does this issue occur with high school, but there is even more pressure on students when it comes to getting into a college: The ACT and its counterpart, the SAT, have become one of the largest determining factors in the college-admissions process, particularly for elite schools (Fletcher 4). So, now students cannot even get into the college of their choice without meeting the required standards on one of these ridiculous tests. Making matters worse, there are so many things that can go wrong on the day of that one test that can decide a students future: Studies have documented that how students fare on standardized tests can be greatly influenced by a host of external factors, including stress over taking the test, amount of sleep, distractions at the testing site, time of day, emotional state and others (French 64). If this is so, then why do government officials continue to falsely judge Americas knowledge by basing its success on the performance of one test? It is already bad enough that these outrageous tests are the sole basis of a students educational progress, but they also insult the students intelligence. These tests consist of absolutely no curriculum whatsoever, and do not involve one bit of critical thinking: [The NCLB Act] bypass[es] curriculum and standardsit demand[s] that schools generate higher test scores in basic skills, but it require[s] no curriculum at all, nor [does] it raise standards (Ravitch 16). Therefore, all of the classes that students are required to take in high school, in reality, are not really helping them with these oh so important tests. They are completely excluding history, civics, literature, science, the arts, and geography (Ravitch 16). Instead, they test how to read graphs, reading comprehension, grammar, and other ridiculous things that do not really test a students full capability or creativity. For these reasons, a different approach to reform is needed-one that focuses on helping students develop high-levels of proficiency in the real-world and competencies they will need to succeed in the workplace tomorrow (Reha 46). By doing this, America would be significantly helping its youth by preparing them for the future, rather than preparing them for a single test with no critical thinking at all. Unfortunately, there have been no changes made since the spread of standardized testing evolved; positive changes, that is. As an effect of this phenomenon, there have been many changes in the way teachers must teach, and the way the environment must be within their classrooms. Now, teachers find themselves teaching to the test, rather than getting their students involved in real-life decision making: They are forced to teach in ways that are not developmentally appropriate and do not promote critical thinking and decision-making (Solley 53). What good is it doing a student by filling out multiple choice essays, rather than learning how to problem solve and make good decisions? Now, it is all rote learning, [and] less real learningkids fill out more worksheets, answer more questions at the end of textbook chapters, and participate in more drills (Reha 45), than ever before. It is no surprise that teachers are very opposed to this method, and are often fighting against it. David Berliner and Sharon L. Nichols, authors of Has No Child Left Behind Been Good for Education, wrote that they often found teachers and administrators repeatedly telling them that they were being held responsible for their students performance regardless of other factors that may affect it. [They] found teachers concerned about their loss of moraleand the undercutting of their professionalism (49). Apparently, teachers feelings do not matter in this country. America has made it obvious that teachers no longer have a say in how they teach and the way they run their classrooms, which only causes an inevitable chain of negativity leading to the students, themselves. With all of these negative changes that must be made by the teachers, it is no wonder why students are becoming less motivated to learn. People cannot expect students to honestly want to sit through a boring lecture about the facts and statistics that they must memorize just so they can pass one, single test: Schools no longer strive to create informed citizens; instead, they focus only on teaching children what is essential for them to know to pass the government-mandated standardized tests. As a result, childrens motivation and learning suffer (Solley 41). As previously said, teachers must have students fill out more worksheets and multiple choice exams than ever; how could that possibly be fun for a child? Bobbie A. Solley, author of Education, wrote that children are now under increased pressure to perform on demand, memorize mundane facts and figures, and sit for long periods of time while listening to the teacher and/or filling in circles on a worksheet (49). How could a student feel motivated to go to school knowing that this is what he or she will be doing for the entire day? Think about it. Think about what the futures of students could look like without standardized testing. Picture how stress free their lives could be, without any added pressures of performing well on these ridiculous tests. Imagine them being able to engage in critical thinking and decision-making that will help them in the real-world, rather than engaging in learning just for one test. If only people would see how successful the youth of America could be without the use of standardized testing.