George Washington Essays (1121 words) - George Washington

George Washington George Washington George Washington by far is one of the greatest revolutionaries in the history of the United States. His role in gaining our independence for the American Colonies and helping to unify them under the new U.S. federal government can not be overestimated. After an eight-year struggle his quest for victory brought final defeat to the British, thus giving us our independence. George Washington was born on February 22, 1732, in West Moreland, Virginia. Washington was the eldest son of a well-to-do family. Young Washington received most of his schooling from his father and always wanted to be a surveyor. George grew up a strong, tall young man, who excelled in outdoor pursuits and music. When George was 17 he was appointed surveyor of Culpeper County, Virginia, this was the first public office he held. In 1751 George had his first and only experience of foreign lands when he joined his brother on a trip to the West Indies in hopes to better the symptoms of his brothers tuberculosis. Even though the trip did little good for his brother, George did get something out of it; George came down with small pox. Although it seemed like a bad thing at the time having this immunity to small pox would help him later on when the colonial army had a brake out of small pox. When his half-brother Lawrence died in 1752 George inherited the beautiful estate of Mount Vernon, one of six farms held by his family. Lawrence had held the position of adjutant in the colonial army; a full-time salary paid position, carrying the rank of major. After his brothers death only at the age of twenty Washington felt he could handle the job and Governor Robert Dinwiddie soon appointed him adjutant of the southern district of Virginia. During the Seven years war Washington found out that Britain was sending over less-experienced officers that would have higher ranking over him. He found this intolerable and in 1754 Washington resigned. Through all this time Washington's reputation was getting bigger and bigger and in 1755 Governor Dinwiddie appointed Washington commander in chief of all of the colonies armed forces, with the rank of Colonel. For the next three years Washington fought along side with British General John Forbes at Fort Duquesne, and when they had one the fort Washington resigned once more. The year was 1759 and Washington had better things on his mind such as marrying the women that he loved. And he did in January of 1759 Washington married Martha Dandridge Custis. Washington spent a few years with his wife on their farm trying to figure out the best way to rotate his crops and what crops would make him the most money. Then in 1765 Washington's perspective broadened and he became involved in the protests of Virginians against the restrictions of British rule. Washington saw it more and more that the King and his ministers saw the American people as nothing more then inferior people and they sought to control ?our whole substance.? Washington began to see the deepening division between Britain and the Colonies, as a member of the House of Burgesses he opposed such measures as the Stamp Act, Washington also foresaw that British policy was doing away with self-government in America all together. Washington's anti-British feelings were strengthened by the introduction of the Townshend Acts in 1767. His voice joined in Virginia's decision in 1770 to ban or boycott all any British goods from the colonies. By 1774 with the American resistance well developed, Washington had become one of the key Virginians supporting the colonial cause. Washington was elected to the First Continental Congress. How ever he knew that more then paper resolutions would be needed to save the American liberties, and so he spent the winter of 1774 and 1775 organizing a militia. On June 15, 1775 the Continental Congress unanimously elected George Washington as General and commander in chief of the colonial army. Washington was chosen for two basic reasons; first of all he was respected for his military abilities, his selflessness, and his strong commitment to colonial freedom. Secondly, Washington was a Virginian and it was hoped that with his leadership it would bind the southern colonies more

Platos Cave Only essays

Plato's Cave Only essays In Book VII of Plato's, "Republic", Socrates attempts to show his belief of how people can come to know "justice", and how such knowledge can be used to lift the level of justice within the state. The Republic comprises ideas and hypothetical arguments that are quite abstract and removed from the commonplace thought of everyday people. Plato, and indeed his mentor Socrates, are very intelligent men in that their intellect and imagination can create and sustain unorthodox or uncommon ideas that everyday people do not bother to think about or do not have the mental faculties or intellect to do so. Plato recognizes this fact and uses dialogue between the character of Socrates and "everyday" people such as Glaucon to explain such strange ideas to the reader of "The Republic". A very useful technique used to portray these intangible ideas is through various analogies relating commonplace objects and situations to complicated and in depth trains of thought. Some of Plato's analogies include that of the sun and its light relating to the form of good and truth, the line analogy relating to our varying degrees of understanding and comprehension and the cave analogy. This 'cave analogy' is helpful in illustrating the way Plato believes we can come to know justice, truth and goodness. He likens our current level of understanding to that of a group of manacled prisoners watching the back wall of a dark cave, lit only by a fire that casts shadows of passers by on this wall. Plato explains that the real, true world is outside this cave and due to the physical and mental restraints on these prisoners they cannot understand this true reality, only within which real goodness and justice can be realized and understood. Socrates explains that, as all these prisoners have ever known is this shadow world of insubstantial half-truths and illusions, it has become their reality. As, even the voices from the passing people are echoed off this wal...

English Essay Example | Topics and Well Written Essays - 500 words - 63

English - Essay Example The day; which I would cherish for my whole life. The day I was going to make the freshmen’s toast for my class, at the freshmen’s dinner, as the dean’s personal selection out of a class of hundred students. They say happiness is best enjoyed with a loved one. How immature I had been. About happiness and about loved ones. After a hurried breakfast, I had gone to meet my best friend in the entire world. As I saw her face, a memory flashed across my mind. The expression of pure joy on her face when I had told her I had been selected. She, of all people knew the uphill battle I had to face with my parents. She had been with me since we were foetuses. As the only child of award winning scientists, academic perfection is not just asked of, it is demanded. The freshman’s toast was the highest tribute bestowed on a freshman, and I knew it would finally prove to my parents that I was worthy enough to be their offspring. Looking back now, I realize the joy had been blemished by an expression that had appeared on her face for a fleeting second before being lit with delight, an ugly expression, a look of pure jealousy. We had dined together, a celebratory lunch, her treat. I remember feeling a combination of emotions, from butterflies inducing anxiety to spine tingling excitement to incredulity. She calmed me, reassured me, laughed away my doubts and did everything that I needed at the time. By the time we got done, it was time to get ready for the dinner. We spent an enjoyable hour getting ready. I was starting to feel more and more nervous as the time for me to stand up in front of a room full of my peers and their families and deliver an inspirational speech drew nearer. I remember receiving my parents and escorting them to their hotel room a few hours before the dinner. I had kept the part about me being selected to give the freshman’s toast a surprise for them. I clearly recall the mental picture

Consert report Essay Example | Topics and Well Written Essays - 1000 words

Consert report - Essay Example 4 separate Concertos Spring: Allegro, largo, Allegro Summer: Allegro non molto, Allegro, Adagio, Presto Autumn: Allegro, Adagio non molto, Allegro Winter: Allegro non molto, Largo, Allegro They were short and the music showed as if we were listening to the different seasons. Summer and Spring had the storms. About one minute after the allegro, perhaps at the non molto, the storm started. It kept starting and stopping Mozart Piano Concerto NÂ ° 12 K 414 about 25 minutes. Each movement was much longer than the Vivaldi. It was strange the comparison. I thought the Concerto form had 4 movements. Allegro Adante Allegretto. It sounded as though Mozart was making fun of us at several momemts. Vivaldi is known as the red priest because of his flaming red hair. In paintings he was shown wearing a wig. His Four Seasons is a perfect example of programmed music. It was unheard of at the time. Beethoven would be the next person to use it in his Pastoral symphony. Vivaldi received his first music al training from his father but was initially ordained as a priest. He was dismissed from the priesthood after a year and was able to devote his life to music. In the 17th century it was part of any religious training to have complete musical training. The girls orphanage had over a thousand girls who were trained to become nuns. This provided Vivaldi with an abundance of talented girls to with whom he had access to a constant orchestra and girls who could play a multitude of instruments. Perhaps this is why he was such a prolific composer. He set the precedent of baroque concerto of three movements ABA or allegro andante allegro leading to the longer classical concerto. Bach admired his work but it was only in the 20th century that many scores were found hidden in Turin, Italy. http://www.classicalnotes.net/classics/vivaldi.html The Four Seasons were published in 1725 but Vivaldi alluded that they had been written well before. They were four concerto out of 12 to be published for t his patron. He actually wrote over 500 concerti in all. The theory that Vivaldi wrote the sonnets which correspond to the concertos is only confirmed on the basis that each sonnet is divided into three parts explaining to the player how the music is to be interpreted. There are some who say they were written afterwards http://www.sanbernardinosymphony.org/PDF's/ProgramNotesJan11.pdf Mozart's Piano Concerto NÂ ° 12 K414 represents one of his first compositions after he moved to Vienna. Mozart's father was his most avid fan, his teacher and his friend. He was opposed to his moving from his secure post in Salzburg to Vienna and basically become a freelance musician. It was common for musicians and composers to travel from London, Paris and Vienna in the 18th century. This is why so many different styles and influences of difference composers were part of the classical scene. http//www.questia.com/History Of Western Music Groves. 2001 New York Norton. In the last years of his life, he wanted to write something different and wrote the Vienna Concertos. "In Writing his father in 1782, the

The Capital Asset Pricing Model (CAPM) isn't wrong. It just doesn't go Essay

The Capital Asset Pricing Model (CAPM) isn't wrong. It just doesn't go far enough. Discuss - Essay Example The cpitl sset pricing model (CPM) theory ssumes tht n investor expects yield on certin security equivlent to the risk free rte (sy tht rte chievble on six-month Tresury bills) plus premium bsed on mrket vribility of return X mrket risk premium. In Winter 1991, the mrket risk premium on listed U.S. common stocks ppers to hve been bout 6.5%, ccording to sttistics published in the Qurterly Review, Winter 1991, by the Federl Reserve Bnk of New York (though the Ibbotson study found it to exceed 8% from the mid 1920s through 1987). Thus in period of 4% infltion, the T-bill rte might be ppropritely 4.5 to 5%; four- or five-yer Tresury note should hve yield of 5.5 to 6%; Tresury bonds should yield percent higher thn this; nd corporte bond yields should hve even higher returns to compenste for their dditionl credit or business risk. The cpitl sset pricing model for this scenrio suggests tht nnul returns on low-bet electric utility might be .05 + .50 bet (.065) = 8.25%. bout 75% of this might come from dividends nd the blnce from expected growth in dividends over n extended time period. By contrst, n verge stock with bet of 1.00 should provide rte of return of 4.5 to 5.0% plus the mrket premium of 6.5% or between 11 nd 12%. high-bet stock (one operting in cyclicl industry, for exmple) with bet, or reltive mrket voltility in price, of 1.50 should provide mrket return of 5.0% + 1.50 (0.065) or bout 15%. We could convert these from ernings price rtios to price-ernings (P-E) rtios nd determine tht the electric utilities, in this scenrio, should trde t bout 12 P-E rtio nd the high-bet stock should trde t P-E rtio of bout 6 to 7 . Three-yer verge (smoothed) ernings for these type firms hve, in fct, provided bout these P-E levels for highly cyclicl stocks during recent yers. The problem is in how to evlute bove verge or super growth rte for non- or low-dividend-pying stocks, topic of mjor concern to investment fundmentlists. Since stocks re bought on the bsis of expected returns for the next yer (or for severl yers into the future), perceived shift in the rte of infltion (or of the interest rte level), will send most common stocks to higher or lower levels. Strength of the overll economy, the sector in which the firm opertes, its own industry's strengths nd weknesses, nd individul firm's chrcteristics likewise hve bering on the ssessed mrket vlue of equity issues. In fct, this hypothesis is greed on by most fundmentlists nd technicins. The pproch recommended by most investment fundmentlists moves from the mcro to the micro nlysis. First of ll, we should determine if the overll stock mrket is the plce to be. Next, we should zero in on the industries tht re showing bove-verge strength. Next, we should select individul firms tht re likely to led others in their respective industries. In generl, the security mrket line, t given point in time, ppers to do resonbly efficient job of explining differences in expected yields on lterntive types of finncil issues. The cpitl sset pricing model is merely grph showing the nticipted yields on securities trded in money nd cpitl mrkets with vrying degrees of finncil risk. The trend line tht joins the points on the grph is referred to s the security mrket line. Mrket yields re shown on the y (verticl) xis nd the vribility of return on the x (horizontl) xis.

Effect of Socioeconomic Stress on Family Health

Effect of Socioeconomic Stress on Family Health Revisions and Literature Review Tiffany Stewart Socioeconomic status is defined â€Å"as the social standing or class of an individual or group. It is often measured as a combination of education, income, and occupation† (American Psychological Association, 2014). There are higher and lower socioeconomic statuses (SES) that can have a big effect on a family’s health. In 2012, research showed that one in five children lived below the federal poverty line (Noble et al., 2012). Family resources such as â€Å"income, parent’s education and health can have a direct and indirect benefit for children† (Thompson, 2014, p. 42). Families in lower SES have poor physical and mental health compared to families in higher SES. When a family lives in a lower SES, there are more stressful life events that affect the whole family. Stress can be defined as â€Å"a complex psychobiological process with biological, emotional, mental, and behavioral consequences, all of which influence one another† (Thompson, 2014, p. 46). Children and adolescents are at an age where they are not able to provide their own socioeconomic status. This is left up to the parents, which can have big effect on the child’s developmental outcomes at the current age and later in life (Hackman Farah, 2009). Research has shown that when a stressful life event occurs, catecholamines and glococorticoids are mediated (Lupien, King, Meaney, McEwen, 2000). When glucocorticoid response to stress in a short amount of time, this is an adaptive function that is normal. When glucocorticoid has increased for long periods of time, this can be associated with different depressive symptoms (Lupien et al., 2000). There is also other research on how stress from the mother will affect the child once born. The fetus is left exposed to the mother’s diet, emotions, and environmental influences that can have effect on development (Thompson, 2014). The fetus is very sensitive to maternal stress. If the mother is under a lot of stress during pregnancy, the child will have a greater reactivity to stress once born (Thompson, 2014). One study showed that when the fetus was exposed to maternal cortisol, seven year old girls had emotional difficulties and a larger volume in the right amygdale (Thompson, 2014). After a child has been born and has been under a lot of stress, the hypothalamic-pituitary-adrenocortical (HPA) axis does not function the way it should. The HPA axis is a human’s central stress response system. The neurological circuitry is changed to how the body response to stress. This will happen when the child is exposed to stressful event on multiple occasions to change the sen sitivity of the HPA system (Thompson, 2014). The way the hypothalamic-pituitary-adrenal system is supposed to work in individuals that are not exposed to large amounts of stress is by the â€Å"release of steroid hormone cortisol from the adrenal gland† (Essex, Klein, Cho Kalin, 2002, p. 777). Cortisol (stress hormone) has a big influence on brain function. When cortisol is released during stressful experiences, this will enhance an organism’s ability to adapt in those times (Essex et al., 2002). Elevated levels cortisol that happens multiple times during the early years will cause physiologic effects later in the individual’s life. These effects include â€Å"increased resistance to the effects of insulin, promotion of obesity, impaired memory via effects on hippocampal neurons, and altered immune responses† (Essex et al., 2012, p. 777). Behavior can also tie into the disruptive HPA axis activity when stress occurs. These behaviors include how the child is â€Å"coping, cognitive and attention problems, poor emotional regulation, and difficulty in social functioning† (Thompson, 2014, p. 45). These behavior problems have associations for children’s academic functioning as well as building relationships with other children and adults. Children that have been exposed to stressful events multiple times in their early life show academically that they have a hard time concentrating, remembering things, and controlling their own thinking. With relationships, children have â€Å"heighten emotional reactivity and weaken emotional self-regulation† (Thompson, 2014, p. 45). Stress in general is part of every person’s life. A normal amount of stress is nothing to worry about and necessary to survive. Stress does occur at a young age, and this will help to develop coping skills and learn how to adapt to stressful situations that will occur throughout the lifetime (Middlebrooks Audage, 2008). Parents are the ones that should help the children learn how to deal with stress in a healthy way. When stress is not dealt in a healthy way, there can be short and long-term health effects. Research has shown that there are three different types of stress that a person can go through in their life. These three include positive stress, tolerable stress, and toxic stress. Positive stress is from negative experiences that are short-term (Middlebrooks Audage, 2008). Examples of positive stress are when children start a new school, or when someone else takes a toy away from them. The health effects include heart rate being increased and hormone levels changing. This type of stress is normal and the parents can help the child learn how to cope with it as a developmental process (Middlebrooks Audage, 2008). Tolerable stress is from a negative experience that impacts the child more than positive stress but is still short-term. Examples of tolerable stress include dealing with a death of a family member, or the parents are separating (divorce) (Middlebrooks Audage, 2008). As long as the child has support from a family member or someone close to the child, he/she is usually able to learn how to deal with experience in a healthy way. If the child learns to deal with the experience in a healthy way, it will turn into possible stress. If the child is unable to deal with the experience, this can turn into toxic stress that will have long-term health effects (Middlebrooks Audage, 2008). Socioeconomic stress falls under the category of toxic stress. This kind of stress is from negative experiences that can continue for long periods of time. Other examples include neglect and abuse (Middlebrooks Audage, 2008). When toxic stress occurs, brain development and functioning will be disrupted. Health problems can also occur that have the capacity to be long-term. There is research that has shown how brain development is effected by long-term stress like socioeconomic stress. Brain development is a process that starts to take place during pregnancy. Factors that influence brain development include genetics and the environment that the mother is in. The toxic stress on brain development can impair the connection of brain circuits and lead to developing a smaller brain (Middlebrooks Audage, 2008). The circuits in the brain can cause a child to not be able to handle stress. The child will overreact to conflicting experiences that occur in his/her life. High levels of cortisol (stress hormone) can also damage the hippocampus that affects learning and memory that can continue into adulthood. There is even research that has shown that high levels of stress hormones can restrain the immune response in the body. The individual can end up with different infections and health problems (Middlebrooks Audage, 2008). Socioeconomic status has shown that there are negative effects on the developing brain. This includes regions of the brain responsible for language, and stress hormones. Linguistic exposure at a young age has been linked with developmental differences in language regions in the left hemisphere of the brain (Noble, Houston, Kan, Sowell, 2012). The left temporal, temporo-occipital and the frontal cortices are responsible for the development of language skills (Noble et al., 2012). Depending on the SES of the parents that are raising children in those environments will effect what kinds of resources are available to develop those regions of the brain. Higher SES families use parent-child reading activities and have multiple books available to help the child learn language skills compared to families that live in lower SES. Two fMRI studies have shown SES differences with children in two different parts of the left hemisphere for language. These include the functions of the left fusifor m and the left inferior frontal gyrus (Noble et al., 2012). Children from lower SES tend to show a difference in how they experience stressful events reflected in hormonal markers of stress (Noble et al., 2012). Research on stress in animals and humans has shown negative effects on the hippocampus, amygdale, and the anterior cingulated cortex in the medial prefrontal cortex (Noble et al., 2012, p. 518). These areas of the brain are critical for developing memory, socio-emotional processing, and cognitive control/self-regulation. An fMRI study showed that children in lower SES will more likely have a smaller hippocampus (Noble et al., 2012). The background information provided in the paper has shown that during pregnancy, a fetus can be affected by the socioeconomic stress the mother is dealing with. With this research, it has shown that the stress the parents deal with in their daily lives disrupts the development the child goes through mentally and physically. Socioeconomic status is usually defined by family education, occupation, and income level (Noble et al., 2012). The fetus is very sensitive to the stress the mother goes through which will affect child when they are born. The child will then have a greater reactivity to stressful situations (Thompson, 2014). This area of research is a problem since there is known information of how the stress does affect the child even before they are born. If the socioeconomic stress is affecting the child’s development, will this affect the child later in life? The purpose of this study is focus on socioeconomic stress and the effects it has on a child’s developing brain later in life. There is a lot of research on what happens to the brain of a developing child when there is a lot of stress being exposed to him/her. Research has shown that children that are sensitive to stress from environmental factors when they are born will have higher cortisol levels (stress hormone). What has gaps in the research is if the high levels of cortisol (stress hormone) in a young child will determine mental health problems later in the individual’s life. The only research on this area is very general and does not specifically explain mental health problems that can occur. The only specific research in this area mentions how children will have behavior and academic problems as they get older. The purpose of the study will include children at the ages of 5-10 to determine if they are experiencing mental health problems from the socioeconomic stress they experienced during pregnancy and at birth. Women in the second trimester will also need to be included to look back on the kind of stress they were experiencing that could affect their children in low SES. The mothers and the children at one month would also need to be looked at. The cortisol levels would be tested by a saliva sample from the children at the ages of 5-10. Starting with pregnancy and going to the ages of 5-10 will track maternal stress from infancy to childhood and the mental health problems that can occur from it. Essex, Klein, Cho, and Kalin (2002) also did a study on maternal stress and how it affects children later in life. This study was only one to observe mother’s during pregnancy and continue until the child was four and a half years old. The author’s results showed that elevated cortisol levels appear to predict dysregulated behavior and mental disorders (Essex et al., 2002). Other findings also included how â€Å"maternal stress may increase the vulnerability of the developing child’s HPA system to later stress exposure† (Essex et al., 2012, p. 780). Since little research has started with maternal stress, it is important that further research is done to show that there is an effect on children’s mental health later in life. There research only covered socioeconomic stress, maternal stress, and cortisol level. This leaves out other factors (e.g. genetics) that could cause children mental health problems later in life. The question that would need to b e addressed is what other factors could have an effect on children’s mental health later in life. References American Psychological Association (2014). Socioeconomic status. Retrieved from http://www.apa.org/topics/socioeconomic-status/ Essex, M. J., Klein, M. H., Cho, E., Kalin, N. H. (2002). Maternal stress beginning in infancy may sensitize children to later stress exposure: Effects on cortisol and behavior. Biological Psychiatry, 52(8), 776-784. doi:10.1016/S0006-3223(02)01553-6 Hackman, D. A., Farah, M. J. (2009). Socioeconomic status and the developing brain. Trends in Cognitive Sciences, 13(2), 65-73. doi:10.1016/j.tics.2008.11.003 Lupien, S. J., King, S., Meaney, M. J., McEwen, B. S. (2000). Child’s stress hormone levels correlate with mother’s socioeconomic status and depressive state. Biological Psychiatry,48(10), 976-980. doi:10.1016/S0006-3223(00)00965-3 Middlebrooks, J.S., Audage, N.C. (2008). The effects of childhood stress on health across the lifespan. Atlanta (GA): Centers for Disease Control and Prevention, National Center for Injury Prevention and Control. Noble, K. G., Houston, S. M., Kan, E., Sowell, E. R. (2012). Neural correlates of socioeconomic status in the developing human brain. Developmental Science, 15(4), 516- 527. doi:10.1111/j.1467-7687.2012.01147.x Thompson, R. A. (2014). Stress and child development. The Future of Children, 24(1), Retrieved from http://ezproxy.snhu.edu/login?url=http://search.proquest.com/docview/1539237845?acco untid=3783

Behind the walls of the Ghetto Essay -- essays research papers fc

Behind the Walls of the Ghetto   Ã‚  Ã‚  Ã‚  Ã‚  Commenting on the famed Los Angeles ghetto in which he grew up, gangster rapper Ice Cube asserts, â€Å"If you ain’t never been to the ghetto, don’t ever come to the ghetto† (Cube, Ghetto Vet). But why are American ghettos filled with so much violence, drugs, and inopportunity? In John Singleton’s powerful drama Boyz N the Hood the harsh reality of youths growing up in South Central Los Angeles, a place where drive-by shootings and unemployment are rampant, is brought to life. Shot entirely on location in South Central LA, Boyz N the Hood presents its story with maximum honesty and realism. The movie is a prime example of how American ghettos are dead end environments with minute chances for survival. If we are to put an end to the destitute, prison-like ghetto environments, we first need to take a look at what goes on there.   Ã‚  Ã‚  Ã‚  Ã‚  One can point to many initiating factors from racism to property owner’s aspirations of gentrification that create ghettos. Furious Styles, the strong and intelligent father of the film’s main character Tre, addresses the issue of why these areas are in such a dire state when he says: [†¦] How do you think the crack rock gets into the country we [black people] don’t own any planes, we don’t own no ships†¦we are not the people who are flyin’ and floatin’ that shit in here [†¦] why is it that there a gun shop on almost every corner in this community? [†¦] For the same reason that there’s a liquor store on almost every corner in the Black community, [†¦] they want us to kill ourselves. You go out to Beverly Hills you don’t see that shit, the best way you can destroy a people is if you take away their ability reproduce themselves. (Singleton) In this passage, Furious presents ideas of white property holders looking for the best way to exterminate the Black and Hispanic communities in their area. The late rapper Tupac Shakur once declared, â€Å"We [Black people] ain’t meant to survive cuz it’s a set up† (Shakur, Keep Ya Head Up). As far-fetched as these notions may seem, they may hold more truth than one thinks. Questions arise as to the relation between the ghetto and the upper class areas. Oddly, these communities, though only miles apart, are completely detached. In a study on ghettos in America, Ed Glaeser writes that: These districts commonly called ‘gh... ...r any other sport after college, is slim to none. At the very least, more high profile avenues out of the ghetto such as science and the arts need to be instituted in order to provide better opportunity for the futures of ghetto youths. Works Cited Boyz N The Hood. Dir. John Singleton. Perf. Ice Cube, Cuba Gooding Jr., Morris Chestnut, and Larry Fishburne. Columbia Pictures, 1991. Glaeser, Ed. â€Å"Ghettos.† Regional Review 7 (1997): 1-7. Guarino-Ghezzi, Susan. â€Å"Reintegrative Police Surveillance of Juvenile Offenders: Forging An Urban Model.† Crime & Delinquency. 40 (1994): 1-16. Hagan, John. â€Å"Class Fortification Against Crime In Canada.† Canadian Review of Sociology & Anthropology. 29 (1992): 1-11. Vergara, Camilo Jose. â€Å"A Guide to the Ghettos.† Nation Company Inc. 256 (1993): 1-5. Vergara, Camilo Jose. â€Å"Our Fortified Ghettos.† Nation Company Inc. 258 (1994): 1-4. Vergara, Camilo Jose. â€Å"Traces of Life: The Visual Language Of the Ghetto.† RC Publications Inc. 47 (1993): 1-4. Zukin, Sharon. â€Å"How ‘Bad’ Is It?: Institutions and Intentions in the Study Of the American Ghetto.† International Journal of Urban & Regional Research 22 (1998): 1-11.