Meaning of Life and Language

Written Assignment 1: Language related tasks Submit : __/__/_____ Length: Between 800 and 1000 words Aim: To develop your ability to look at language (structure, functional language and vocabulary) from the students’ point of view to enable you to prepare thoroughly for language lessons. You should make use of grammar reference books or course books and a monolingual dictionary. Bullet points may be used in this assignment. TASK: From the box below, select one item from each pair to analyse, and: a) Analyse meaning: Give a clear definition (appropriate for level) of what the item means; focus only on the meaning used in the statement. ) Analyse form and label the parts (using terminology): * Structure – statement/negative/question forms (if applicable); make sure it’s clear which words can be substituted and which are â€Å"set in stone†. * Vocabulary – label the item e. g. adjective, phrasal verb etc; irregular past forms, common collocations, etc. * Functional Language – show which parts are â€Å"set in stone† and which parts can be changed e. g.? Would you mind + verb+ing (present participle) + object? c) Highlight key pronunciation features. Use phonemic script where useful. * word or sentence stress, * weak forms, intonation, * links between sounds, contractions, lost sounds, etc. d) Anticipate problems – think about what problems students might have with the features you listed above. a) What aspects of the meaning might be difficult for students to grasp? Are there other words/structure that express something similar? Does the structure exist in students L1? b) What form-related mistakes might students make when trying to use the item? c) What problems might sts have with particular sounds, word stress or other pronunciation issues? Use your common sense as well as reference sources. ) Imagine your students are not familiar with each language item. Describe a context that would help convey its mean ing so that you could elicit the target statement. f) State how you would check students’ understanding of the language item. Write the concept questions you would ask and provide the answers. If a timeline is appropriate, you should also include this. You can include other ways of checking too, if you wish. g) State which reference book(s) or other source(s) you used to obtain the above information. ————————————————- Choose ONE example from each pair.The target language has been underlined. ————————————————- 1. ————————————————- I’m meeting Dave for lunch on Sunday. (elementary) 2. ———————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- If I get the job, I’ll need a new car. (elementary) ————————————————- ——————————————————————————————————– 3. ————————————————- He shouldn’t have insulted the policeman (upper-intermediate) 4. ————————————————-She might have left already. (upper-intermediate) ————————â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- ——————————————————————————————————– 5. ————————————————- He takes after his mother. (pre-intermediate) 6. ————————————————- She is very sensitive to criticism. (pre-intermediate) ————————————————- ——————————————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ 7. ————————————————-How about watching a movie on Friday? (elementary) 8. ————————————————- Do you mind if I open the window? (elementary) ————————————————- ——————————————————————————————————– 9. ————————————â €”———- I would like to try the tropical fruit/fruits on the island. 10. ————————————————- You want teens to have committed academic lives? Get real! WORKED EXAMPLE: VOCABULARY Target statement: John’s borrowed $200 from Holly. Intermediate) Analysis| d) Anticipated Problems| a) Meaningto receive and use something that belongs to someone else, and promise to give it back to them later| * Sts use lend instead of borrow| b) Form * to borrow (transitive verb – regular) * borrowed – past simple/past participle * To borrow + something (object) + from (preposition) + somebody/something| * Sts use incorrect preposition i. e. to borrow sthg to so. | c) Pronunciation * stress on 1st syllable borrow /’b? r / * silent â€Å"w† at end * past simple & particle â€Å"ed† is pronounced /d/ * preposition â€Å"from† is weak e. g. /fr? /| * sts pronounce silent w at end * incorrect pron of ed /id/ * sts stress 2nd syllable | e) Providing a context/conveying meaning Tell story about my friend John who is always short of money but who always wants the latest technical objects e. g. mobile, computer, etc. John saw this new DVD recordable player but didn’t have the money so he asked if Holly, his girlfriend, would give him $200. He promised to pay Holly back at the end of the month when he got paid. She said OK so .. (write on whiteboard) John †¦Ã¢â‚¬ ¦.. $200 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Holly. f) Checking understanding Did Holly give John $200? Yes What for? To buy a new DVD recorder.Is the money a present from Holly? No Will she get her money back? Yes, hopefully g) References â€Å"Macmillan English Dictionary†, Macmillan Publishers Ltd. 2003 â€Å"Practical English Usage†, Michael Swan (OUP, 1980) WORKED EXAMPLE: STRUCTURE Target statement: I used to do exercise regularly. ( intermediate) Analysis| d) Anticpated problems| a) MeaningTo say what was true or what happened regularly in the past, especially when you want to emphasize that this is not true or does not happen now. | * Sts might think it refers to present habits, perhaps due to confusion with ‘be + used to + verb+ing’. * Sts may use it for single past events e. . I used to go to the cinema yesterday. * Possible confusion with the lexical verb ‘use’. | b) Form * statement: subj. + used to + verb (bare infinitive)+†¦ * negative: subj. + didn’t use to + verb (bare infinitive)+†¦ * question: Did (auxiliary verb) + subj. + use to + verb (bare infinitive) +†¦| * Sts may use past form of second verb, (I used to did exercise †¦) * Sts may forget â€Å"to† (I used do †¦) * Ss may use â€Å"used† instead of â€Å"use† in negative and question forms. (I did/didn’t used to .. )| c) Pronunciation * stress would normally fa ll on used and 2nd verb i. e. I used to do exercise regularly * weak form of ‘to† sed: /t? / * connected speech: used to /’just? /| * Ss might say /ju:zd tu:/ i. e. stress /d/ in â€Å"used† Ss might not use weak form of â€Å"to† /tu:/ instead of /t? /| e) Providing a context/conveying meaning Tell an anecdote about myself as a 16 year-old. I went running every morning and often went to the gym in the evening (use pictures/mime, if necessary). Then I stopped running and stopped going to the gym when I was about 25. I’m now 30 and I don’t do much exercise at all. So, â€Å"I †¦Ã¢â‚¬ ¦ (try to elicit the target phrase) †¦ used to do exercise regularly. † f) Checking Understanding: Did I exercise in the past?Yes Did I do it once, or often? Often Do I exercise now? No Can you think of something you used to do but don’t do now? g) Reference: â€Å"Practical English Usage†, Michael Swan (OUP, 1980) â€Å"Macmi llan English Dictionary†, Macmillan Publishers Ltd. 2003 WORKED EXAMPLE: FUNCTIONAL LANGUAGE Target statement: Would you mind getting me a cheese sandwich? (intermediate) Analysis| d) Anticipated Problems| a) Meaning * to request politely that someone do something for you. * Often used with slightly bigger requests or more distance in relationship between the speakers. * Answer: Yes = no and no = yes. * Sts might not realise there are other less complex ways to ask for things politely * Sts get the answer yes/no wrong * This structure suggests a bigger request or a less personal relationship between speakers. | b) Form * Would you mind + verb+ing (present participle) + object? * Short answer: Yes/No, subj. + would/wouldn’t| * Sts use infinitive instead of present participle e. g. Would you mind to get me †¦? * Sts use â€Å"Do† instead of â€Å"would† * Use Yes/No, I mind/don’t mind as the short answer| c) Pronunciation * Rising intonation * St ress on â€Å"mind† and â€Å"getting† * Weak form of would and you / w? / /j? / * Linking of would + you + mind /w? dj? ’ma? n/| * Sts say it forcefully or with flat intonation and it could sound impolite * Sts give equal stress to would+you+mind and don’t link| e) Providing a context/conveying meaning Jane has just started working for a new company. One of her new colleagues is going out to the local supermarket and asks her if she wants her to get her something for lunch. Jane is really hungry and ask her to get her a sandwich. What does she say? (Try to elicit â€Å"Would you mind getting me a cheese sandwich? †) f) Checking Understanding: Does Jane want a cheese sandwich?Yes Is she asking or demanding her colleague to get her a sandwich? Asking Is she polite? Yes Do you know another way to ask her to get a sandwich? Can/Could/Would you get me a †¦.? g) Reference: â€Å"Practical English Usage†, Michael Swan (OUP, 1980) â€Å"Macmi llan English Dictionary†, Macmillan Publishers Ltd. 2003 Written Assignment 1: Language related tasks Length: Between 800 and 1000 words ————————————————- Name:Date: ————————————————- Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail|Assignment 1: Language related tasks| | | | If necessary, please resubmit by:See reverse side for resubmission details. | ————————————————- Assignment criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. —†”——————————————- Analysing language correctly for teaching purposes. b. ————————————————- Correctly using terminology relating to form, meaning and phonology when analysing language. c. ————————————————-Accessing reference materials and referencing information they have learned about language to an appropriate source. d. ————————————————- Using written language that is clear, accurate and appropriate to the task. ————————————————- Reference: CEL TA Syllabus and Assessment Guidelines What are we looking for? An assignment that shows an ability to:| You| Overall| a. Clarify the meaning of language appropriate for level. | | | b. Clarify the form of language, using appropriate terminology. | | | c. Clarify key pronunciation features of language. | | d. Identify potential problems with meaning, form and pronunciation. | | | e. Provide a clear and appropriate context to help convey the meaning. | | | f. Check the students’ understanding of the target language appropriately. | | | g. Use reference books to analyse language and acknowledge these sources. | | | Also the assignment †¦| | Is complete, i. e. answers all sections, and adheres to the word limit. | | Uses language which is clear and coherent, and essentially free of mistakes in spelling, punctuation and grammar. | | Is presented clearly. | | Overall Comments:| ————————————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ 1st Tutor’s signature:Date: ————————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. Written Assignment 2: Focus on the learner Submit: __/__/____ Length: Between 800 and 1000 words Aim: To develop your ability to assess the needs of a group of learners, and to act on this information by finding appropriate material for language support. Task: Prepare a case study of your TP group. Your report should include (250-300 words): . Information about the students’ backgrounds (approximate ages, nationalities, reasons for learning English, previous English learning experience) b. The students’ learning styles (what they like/dislike in lessons, t he things they find easy/difficult, how they like to learn) c. What YOU have noticed in their classroom behaviour (degree of participation, quantity or output in different stages of the lesson, fluency/accuracy of output, similarity of level amongst the group) ————————————————- Points a, b and c of the assignment should take the form of a REPORT.You should use a formal style of language. Make use of headings and sub-headings, paragraphs, linking words, etc to organise your work. d. A paragraph (150-200) words summarising your TP students’ main strengths in grammatical and phonological areas as well as in receptive skills. e. Identify 2 areas of weakness in your students’ grammar, 1 in pronunciation and 1 in vocabulary, providing at least one example to support your observation. State why you think the students made this error and what the correct form should be. (250–300 words) Point e can be put into boxes and bullet points can be used.Remember to include specific examples. Grammatical Weaknesses| Incorrect word order * I work also on Saturdays (I also work) * I went often home (home by bus)Reason: In German, the verb is usually the second idea in the sentence and students have transferred this rule to English. | f. Select 2 specific language focused activities (100-200 words) from published materials (not your course book) to focus on areas of weakness you identified: * 1 exercise/task focusing on grammatical areas of weakness AND * 1 exercise/task on phonological areas of weakness OR 1 exercise/task on the lexical weakness. For EACH activity: ) state the aim of the activity (i. e. by the end of this task, students should be better able to accurately use/discriminate between †¦Ã¢â‚¬ ¦ ) 2) state briefly why you think the activity would be suitable for your students. (Remember to link this to your weaknesses and your profil e of the students. ) 3) State where it comes from (Book, Author, Pg no. , Exercise no. ) and attach a referenced a copy of the activity Collecting your data: You will want to interview them so that you can note any good or weaker examples of language used. You might want to tape the interview so that you can identify language later.You could also get students to write something for you spontaneously e. g. a letter to a friend inviting them to spend the summer with them. You could also give them a reading and listening to do. You can further make use of the time before lessons start or during the breaks to chat to your students and find out the information you need. You should continue to make notes during TP classes. It is not necessary for you to personally interview all members of the class; you can interview 2 or 3 students and then share your findings with the other teachers in your TP group.You can also make generalisations on the basis of 2 or 3 students. Suggesting specific l anguage focused activities: There are an abundance of activities in different books and on the publisher’s websites too. Attach photocopies of the relevant exercises that you would recommend. Don’t forget to reference your material, i. e. book name, level (if applicable), author, publisher, and page number, or website name and date accessed on. ————————————————- The students as people and as language learners. ————————————————-These questions could be asked in an interview or informal chat 1. ————————————————- How long has s/he been learning English? 2. —————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Does s/he like learning English? 3. ————————————————- What is her/his mother tongue? Is English second/third language? 4. ————————————————- Does s/he have any experience of learning another language? 5. ————————————————- Does s/he have any specific aims in learning English? (e. g. isit to UK/need it for work) 6. ————————————————- What does the learner do for a living? 7. ————————————————- Is this their first English learning experience? Have they learnt English before? Where? How long? 8. ————————————————- In their previous learning experience, what kinds of methods were used? 9. ————————————————- What did they enjoy/not like about their previous learning? 10. ————————————————- What do they like doing in class? 11. ———————————————— Which areas of their English do they feel they need work on? 12. ————————————————- What d o they find easy/difficult to do in class? ————————————————- ————————————————- These questions can be focussed on during TP 1. ————————————————- What kinds of activities do they seem to prefer? 2. ————————————————- Are there any activities they seem to dislike? 3. ————————————————-How do they react to working with others in class? 4. ————————————†”———- Do they contribute to pair/group work? 5. ————————————————- Who are the stronger/weaker members of the group? 6. ————————————————- Note down examples of good language used. 7. ————————————————- Which topics do they seem to enjoy/not like talking about? 8. ————————————————- Note down any pronunciation/grammatical/lexical errors the students make? e. g. sounds, stress, intonation, verb tenses, articles, word order, etc) so that you can give examples. 9. ———————— ————————- Observe the students listening and reading abilities. Are they better at gist or specific reading/listening? Is it necessary to pre-teach vocabulary? Do they worry about words they don’t know? Do you have to grade your language when you talk to them? Do you have to paraphrase if they don’t understand? * In the assignment, don’t mention sts’ names. Say e. g. Some are interested in†¦ Three students want to learn English†¦The main reason for learning English is†¦ Written Assignment 2: Focus on the learner Submit: __/__/____ Length: Between 800 and 1000 words ————————————————- Name:Date: Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 2Focus on the learner| | | | If necessary, please resubmit by:| —â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: ————————————————- ) Showing awareness of how learners’ backgrounds, previous learning experience and learning styles affect learning. ————————————————- b) Identifying the learners’ language/skills needs. ————————————————- c) Correctly using terminology relating to the description of language systems and langua ge skills ————————————————- d) Selecting appropriate material and/or resources to aid the learners’ language development. ————————————————- e) Providing a rationale for using specific activities with learners. ———————————————— f) Finding, selecting and referencing information from one or more sources ————————————————- g) Using written language that is clear, accurate and appropriate to task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that†¦| You| Tutor’s Comments| Provides information on the learners’ ages, nationalities and reasons for learning English. | | | Provides information on students’ learning styles and preferences. | | Provides information on learners’ classroom behaviour. | | | Summarises students’ strengths | | | Identifies and gives specific examples of weaknesses in learners’ grammatical abilities. Plus error rationale. | | | Identifies and gives specific examples of weaknesses in learners’ phonological abilities. Plus error rationale. | | | Identifies and gives specific examples of weaknesses in the learners’ lexical use. Plus error rationale. | | | Selects an appropriate activity to develop learners’ grammatical weakness. | | | Selects an appropriate activity to develop learners’ phonological OR lexical weakness. | | States aim of each activity and provides rationale for choice based on learner profile. | | | Also the assignment †¦| | | Is complete, i. e. answers all sections and adheres to word limit and is written as outlined| | | Provides a referenced copy of the activities| | | Uses clear and coherent language and is essentially free of mistakes in spelling, punctuation and grammar. | | | ————————————————- Overall Comment:————————————————- ————————————————- ————————————————- —————————————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ | ————————————————- 1st Tutor’s signature:Date: ————————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. ASSIGNMENT 3: Skills Related Task Submit: __/__/____ Length: Between 800 and 1000 words (not including the authentic material for classroom use and activities) Aim: To develop your ability to look at authentic materials from a teaching perspective to enable you to prepare these thoroughly for language lessons.TASK: Choose an authentic text of between 200 and 700 words AND a) Give an opinion on text and discuss suitability for lower/higher level students. b) Identifiy barriers to reading OR listening in general and link to own students c) Provide suggestion for interest raising task d) Select appropriate vocabulary to pre-teach and suggest a pre-teach task e) Describe what each sub-skill means (from background reading) f) Design a skim task g) Design a scan task h) Design a follow-up task that includes SPEAKING or WRITING. i) Devise a freer productive (speaking or writing) activity as a follow-up for the reading or listening.ALSO†¦ Clarify the reasons for using the material and each of the activities. Tasks (and their respective keys) must be included as appendixes to the assignment Remember, the assignment is NOT a Lesson Plan, but rather an informed description (What will be done, How and Why) of your choices in terms of text, tasks and their sequences. It can be used as a basis for a full lesson plan, but this NEED not be included in the assignment ASSIGNMENT 3: Skills Related Task Submit: __/__/____ Length: Between 800 and 1000 words ————————————————- Name:Date: ———————————————— Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 3Skills assignment| | | | If necessary, please resubmit by:See reverse for resubmission details. | ————————————————- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Correctly using te rminology that relates to language skills and sub-skills. b. ————————————————-Relating task design to language skills practice. c. ————————————————- Finding, selecting and referencing information from one or more sources d. ————————————————- Using written language that is clear, accurate and appropriate to task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? | You| Tutor’s Comments| Gives an opinion on text and discusses suitability for lower/higher level students| | | Provides suggestion for interest raising task| | |Selects appropriate vocabulary to pre-teach and suggests a pre-teach task| | | Describes what each sub-skill means (from background reading)| | | Designs a skim task| | | Designs a scan task| | | Identifies barriers to reading OR listening in general and links to own students| | | States overall aim of speaking OR writing task clearly. | | | Also the assignment †¦| | | Is complete, i. e. answers all sections, & adheres to the word limit. | | | Provides a referenced copy of practice tasks if not designed independently. | | | Uses clear and coherent language, which is essentially free of mistakes in spelling, punctuation and grammar. | | Is written in continuous prose (where appropriate)| | | Includes references to background reading. | | | Overall Comments:| ————————————————- 1st Tutor’s signature:Date: ———†”————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. Written Assignment 4: Lessons from the Classroom Submit: __/__/____ Length: 800 words AIM This assignment assesses your ability to identify strengths & weaknesses in your own teaching and your development needs.It is meant to help you reflect on your own teaching and on what you have learnt from the observation of others. TASK Write a report using the following headings. Section 1 What strengths and weaknesses (name two of each) do you identify in your own teaching? For this section reflect on the feedback you have received from learners, your peers and tutors and give concrete examples from your own teaching. Section 2 Discuss what you have gained from observi ng experienced teachers (including video observations) and your peers and how this has influenced your own teaching. Section 3Identify three ELT areas of knowledge and skills which you need further development in and give reasons for your choice. Describe specifically how you could develop in these areas after the course. Written Assignment 4: Lessons from the Classroom Submit: __/__/____ Length: 800 words ————————————————- Name:Date: ————————————————- Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 4Lessons from the classroom| | | | If necessary, please resubmit by:See reverse side for resubmission details. ——————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Noting their own teaching strengths and weaknesses in different situation in light of feedback from learners, teachers and teacher educators. b. ————————————————- Identifying which ELT areas of knowledge and skills they need further development in. c. ————————————————-Describing in a specific way how they might develop their ELT knowledge and skills beyond the course. d. —â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Using written language that is clear, accurate and appropriate to the task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that:| Tutor’s Comments| Identifies 2 strengths in your teaching. | | Provides concrete examples of strengths from your own teaching. | | Identifies 2 weaknesses in your teaching. | | Provides concrete examples of weaknesses from your own teaching. | Reflects on what you have learnt from observing peers and experienced teachers. | | Highlights 3 areas for further development. | | Provides reasons for areas chosen. | | Provides concrete ways to address these development needs after the course. | | Also the assignment †¦| | Is complete, i. e. answers all sections. | | Keeps to the word limit. | | Uses language which is clear and coherent, and essentially free of mistakes in spelling, punctuation and grammar. | | Is presented clearly. Makes use of headings and sub-headings| | Overall Comments:|

President Jackson on the Twenty Dollar Bill

Jackson on the Twenty Dollar Bill Taylor Alton, 7th 11/13/11 I do not believe that President Jackson should be on the twenty dollar bill. He was not a man of good; all he cared about was pleasing himself and making other people believe he was doing good; manipulating them. Andrew Jackson was only concerned with keeping the union together. If he could get people to see that he could keep the states one nation then he would gain fame. I find this very ironic, he hated paper money and actually preferred coins, and people want him to be on the twenty dollar bill.The last reason I don’t want him on the twenty dollar bill is because of the way he treated the slaves and slavery in itself. Why should we put a man on money that does not deserve it? Andrew Jackson was a one man show unless it came to putting on a fake smile to â€Å"win† over his followers support. If something that he saw posed as a threat to his ideas then it was no good. Take cooperation’s or businesses for example, Andrew Jackson and most of his Democratic followers feared the growing economic and political power exercised by some corporations.Their ability to amass wealth, through banking and manufacturing operations, and to influence and even coerce individual citizens, posed a threat to the Jeffersonian ideals that Jackson held dear. So once again, those companies threatened his power and he did not like that. Andrew Jackson believed that the Second Bank of the United States was unconstitutional and that it posed a serious threat to the American economy and its democratic political institutions. Though its charter was not set to expire until 1836, BUS (Bank of the U. S. ) president Nicholas Biddle requested and received a congressional re-charter in 1832.Jackson decided to veto the bill. Jackson escalated this so-called â€Å"Bank War† in 1833 when he removed federal government funds that were on deposit with the BUS and distributed them to loyal state banks. Thatâ€⠄¢s not right of him to do that, in my opinion it doesn’t matter if he’s president or not. It posed as a threat to him and he feared for his own power. Jackson did not even like paper money anyways. He preferred to use coins instead, so putting him on money he wouldn’t even approve of us using is idiotic. Andrew Jackson was a man of action not of philosophy people say.He once was a slave owner before his presidency years. He took up the matter of slavery in only a political aspect. America was supposed to be a land of the free, and yet we have slaves. On July 5, 1852 people gathered in New York to here a speech about Independence Day by an African American former slave Fredrick Douglas. He blamed Andrew Jackson for the spread of slavery in America. He saw him as a hypocritical politician and a hypocritical American. Jackson transformed millions of acres of land that Indians lived on (Indian removal act) in the south into cotton plantations.This probably would ha ve happened without Jackson but he was the heart of this whole idea in making plantations for slaves to work on. Now if he was the man he says he is why would he want more land for African Americans to work on? Maybe Jackson has done some things that have had a positive effect on our nation today but for me I can’t get past all the wrong he’s done as well. He is a man of power and fame and he wants nothing to do with anything that he feels threatens or harms his ideas that he instills in people. He does not deserve the right to be on the twenty dollar bill.

The process of developing and designing products

The process of developing and designing products has taken a sharp change in the last couple of years. Companies are being pushed by demanding global customers and are being challenged by rapid change of technology. Manufacturers have had to increase the speed of design cycles while at the same time cut the cost of development and manufacture. They must ensure the product takes full advantage of the latest and best technology. Leading companies have found that obstacles in the market today are far too rigorous to overcome on their own. This process of design and development of products has never been so competitive and daunting. However, it is more critical for future success. The Success of modern day companies is due to help from a resource that has been present since the early days of the company. The answer is suppliers. In some industries suppliers are taking on responsibility for designing parts, components, materials, assemblies, and even complete systems for automobiles, computers and other products. Leading manufacturers are using their supply bases as a key element of their product design strategies, and it’s paying off in a big way. In other words the old saw â€Å"Slow and sure wins the race† no longer holds. Speed is competitive edge today s business needs to succeed. Including suppliers in the manufacturing process adds to the clock-speed of a company. The Honda Motor Company is one such company that has recognized this need for speed and has thus adjusted its production to accommodate. The Honda Motor Company is one of the world s most well known producers of motor vehicles. The Company itself is based in Japan, but it had branches all over the world. From a simple start, Honda has grown to one of the world s most successful motoring companies, selling products in almost 200 countries. Honda has set new standards in vehicle production and design. From the Civic to ongoing participation in automotive racing, Honda s spirit of challenge and commitment forms the basis for every Honda project. Honda’s new â€Å"world platform† strategy will produce four variants of the new mid-size Accord platform. Honda s Research and development team found that the easiest way of producing their most popular make of car, the Accord, was to produce a world platform. This platform is an Accord chassis around which different accord bodies are built. For example; The Accord built for America will be larger than the one built in Japan because there is a market for larger cars. The one built in Europe will narrower so that it may compete with other cars on the European market. Essentially the Accord platform is universal. The car s appearance changes due to its location around the world. Accords will be produced in 11 and sold in 100 countries.

The Patients Rights While Providing Care Essay Example | Topics and Well Written Essays - 1500 words - 1

The Patients Rights While Providing Care - Essay Example the primary challenge in my practice arises from the fact that the capacity to consent is yet from being tested, and the benefits and risks have been illustrated. In this case, capacity refers to the ability to use and understand information to make a sound decision and communicate any decision made to the respective caregivers. A voluntary consent simply the decision to either consent or not to consent to treatment and must be made by the person themselves and must never be influenced by pressure from medical staff, family and friends. Whereas informed consent is where the patient has to be issued with all the pertinent information in terms of what the treatment is all about including the benefits and the risks attached beside whether there are reasonable option interventions and whatever will occur if such a treatment is not executed or delayed. Valid consent is also determined by capacity in which a nurse must be able to determine that capability of the patient to give a consent t hat means they understand the information is given to them and they can utilize such information to make a rational and informed decision. In case an adult has the capacity to make a voluntary and informed decision to consent or refuse a particular treatment or examination, the law requires that such a decision must be honoured even if the refusal would collapse into death or death of the unborn. On the other hand, where a patient has no capacity to make a decision about their treatment, the nurse examining them can advance and give the treatment if they believe it is in the patient best interests.

European politics and Economy Assignment Example | Topics and Well Written Essays - 1500 words

European politics and Economy - Assignment Example This has forced political actors in Europe to stake out positions on two fundamental issues: the structure of political authority in Europe, and the role of the state -- at whatever territorial level -- in the economy. To what extent should market activity be regulated at the European level, and to what extent -- if at all -- should the European Union redistribute from rich to poor In short, what form of capitalism do Europeans want The institutional design of current cohesion policy has broad-ranging implications for EU governance. At the meso-level, it promotes a change in governance from public steering of social processes to self-governing networks of public and private actors. Public authorities provide the institutional framework that reduces transaction costs and encourages highly organized social subsystems to mobilize indigenous resources (Kohler-Koch 1996, 1998). The result is that authoritative actors at European, national or subnational level are compelled to collaborate with private actors. At the macro-level, current EU cohesion policy is designed to give shape to a multi-level polity. It opens up intergovernmental bargaining among national governments to other governmental actors, and it upgrades limited collaboration among all these actors to more intensive, and more binding, commitments. This challenges state-centric governance in three ways: European institutions set general rules and co-ordin ate; subnational authorities participate in making decisions; and the three parties are in a relationship of mutual dependency rather than hierarchy (Marks, 1996). From the vantage point of traditional social policy, the objectives of the 1988 reform are modest. For one thing, the reformed EU cohesion policy gives priority to one type of cohesion problem: spatial economic disparities among regions (and to a lesser extent, local areas). Almost no emphasis is put on disparities between social groups and individuals within states, regions or local areas (McAleavey and De Rynck, 1997). Furthermore, the 1988 cohesion policy may actually impede efforts to create EU citizenship, because it supports programmes only to the extent that it helps economic functionality or alleviates particular financial needs, and it does not justify cohesion efforts as a social entitlement (Anderson, 1995; McAleavey and De Rynck, 1997). One might therefore argue that current cohesion policy is merely the least bad solution in an opportunity structure inhospitable to European social policy.[2] However, the purpose of European regulated capitalism has not been to emulate tr aditional social policies at European level, but to formulate a viable alternative to European neoliberalism as well as to ineffective national welfare politics (Hooghe and Marks, 1998). From that perspective, current cohesion policy appears far more effective. The most influential advocate of European regulated capitalism has been former Commission president Jacques Delors (Delors, 1992; Ross, 1995). Most centre-left and, selectively, Christian Democratic parties in Europe have come to support the project, but the coalition also includes trade unionists, environmentalists, local and regional governmental actors, and even certain business representatives at

Death penalty Research Paper Example | Topics and Well Written Essays - 1500 words

Death penalty - Research Paper Example However, death penalty is given for heinous crimes and should not be wholly abolished as it will exempt the fear from the heart of criminal minded people and they will be prone to enjoy liberty in doing crimes. This paper will analyse death penalty in relation to minorities related to different class structures and races, and women on death row. Further, we will also talk about abolition of death penalty. The system of death penalty in many countries around the world is somewhat flawed as the people who are allocated to die for their crime are selected not through justice for all, but through racist motives. The people who usually get the death penalty or are placed on death row belong mostly to the minorities or poor classes of a society. In US, the African Americans and poor people usually face death penalty (Guernsey 7). The criminals who are sentenced to death are kept in special facilities called death row. These death rows are separated from the rest of the prisons (Guernsey 24). Many analysts support death penalty while others deny it altogether. The supporters find the system not racist while others regard it racist. The death penalty cases involving African American defendants are decided by white juries and attorneys who show their belief in death penalty. However, when the cases of white defendants are decided, they usually get less than death penalty. This is not the case always, but mostly the system papers racist (Guernsey 83). White population in US is the minority in terms of being punished with death penalty, however, African Americans form the greatest total of those receiving death penalty after the 17th century (Allen, et al 15). In case of analysis of gender in getting death penalty, it is quite clear that women faced lesser chances of getting death penalty than men. Prior to 1945, women out of those given death penalty were

Spectator Article Historical Critique Essay Example | Topics and Well Written Essays - 750 words

Spectator Article Historical Critique - Essay Example The Eighteenth century was still a time when suspected witches are condemned to death and that practice of witchcraft is widely seen as diabolical. So, understandably, the subject is extremely religious in nature. Addison, however, focused on the social dimension to the subject. The author started with a disclaimer – that on the issue of witchcraft, having to choose sides is tantamount to doing an injustice because the circumstances that lead people to accuse others as witches would be an uninformed judgment especially that those being accused are in danger of being put to death. He emphasized that one can never know for certain that an individual is a witch or that does practice evil magic. He declared that â€Å"there is, and has been such a thing as Witch-craft,† but that, at the same time cannot give credit to any particular instance of it. A crucial point raised by Addison was how appearances often fool people into thinking and assuming theories and myths about the m. In his narration regarding his encounter with Moll White, the alleged witch, he first painted the stereotypical individual who would not only scare others but also would be defenseless and unable to protect themselves against the malevolence and cruelty of others. Moll White was old, alone and poor. She was physically unpleasing and handicapped that people came to equate her presence to that of the devil and all misfortunes and ill omen that befall on the village. Though she was allowed to live with the community (though with constant threats of eviction), she was the usual suspect when catastrophe would strike. At the church, people are especially critical even when she say her prayer. Addison was subtle in his suggestion that witches were punished not because of magic but because they were undesirable people, outcasts who became convenient targets and escape goats for the inadequacies of humanity. A very strong accusation was hurled against the community when Addison pointed ou t that when Moll started to became a burden to the community, she was conveniently branded as a witch. People started spinning yarns about her, scaring children and each other with tales their own concoctions. Even Moll, herself, observed Addison, started believing that she may be a witch after all. What happened was that the community wanted to get rid of one of its members who can no longer contribute something and had the misfortune of having been born ugly or infirm. Morality restrains them from taking more crude actions such as killing or outright eviction and so they used witchcraft as a pretext to harass poor souls such as Moll White and punish them in the process. Unfortunately, up until the eighteenth century, witchcraft is one of the few crimes that require very little material evidence. As a matter of fact, the often cited pins by â€Å"witnesses† are enough to show the guilt of an accused witch. Out of all the points raised by this paper, there emerges the fact th at Addison’s time is slowly shifting into a more liberal society wherein education and industrialization helped to enlighten people. Addison’s attitude on the matter is a demonstration of this. The Wenham case cited earlier, which was seen as the actual object of interest in this essay, was actually the last witch trial in England. A

Factor influencing the consumers' intention to purchase online the Essay

Factor influencing the consumers' intention to purchase online the retail industry in Thailand perspective - Essay Example Shopping in the digital marketplaces has given rise to a new dimension to many businesses (Demangeot and Broderick, 2007). The method and pattern of online shopping is way different from the traditional approach of shopping. The difference in online and non online business transactions generates maximum impact on consumers, thus it is important to analyze consumers online buying decisions. E-commerce shows that this business pattern does not abide by the rules of traditional consumer behavior. Thus, it becomes an important task for all the internet retail firms to evaluate the factors that determine the consumer purchase decisions in the online markets. With the help of knowledge of such a research, the online retail business firms would be able to formulate efficient strategies by which they would be able to attract potential customers in the e-markets. In the habitual business dealings, the buyers are physically present at the time of purchases. They empirically observe the final g oods or services before they actually make the purchase decisions. However, in the course of online purchases, the buyers are only able to see the products virtually in the web pages. Thus, the distinguishing aspect of online purchase decisions provides high enthusiasm to the sellers, who desire to understand whether such modes of business would affect them positively or adversely. The literature review depicts the various empirical and theoretical studies that focus on the consumer purchase intensions in the online retail markets. It is found by Goldsmith and Goldsmith in 2002 that most of the individuals who have used internet facility to shop have trust in the process. The consumers who make purchases over the internet are generally more risky lovers that the consumers who avoid online transactions (Donthu, 1999). In the modern era online retailers have found ways to gain customer loyalty in their business transactions (Papadopoulou et al., 2001). Problems regarding security are primary, when it comes to online selling. If this problem is eliminated then most of the consumers are estimated to go for online dealings (Udo, 2001). It is believed that online business would improve if the businesses firms can make consumers believe that their websites are protected (Fenech and O’Cass, 2001). It is empirically found that the Thai consumers are highly attracted to such new modes of shopping destinations. Thus, at this juncture it is rational to study the underlying factors that determine the online purchase intensions of the Thai customers. 1.2 Rational The research aims to analyze the consumer behaviour of Thailand at the stand of online purchases. The study will focus in the consumers of Thailand altogether, it will include the ones who make online purchases and also include the ones who never go to the digital market places. The underlying motivating factor for this research work is the massive population strength of Thailand, which accounts for almost 6 7 million. In 2011 it has been estimated that the percentage of internet users have increased to almost 27.4% in Thailand. The total number of internet users was 2300000 in 2000, which increased to approximately 178310000 in 2001. Moreover, it is also estimated that the aggregate rise in internet usage has augmented by almost 660.3%

Operating systems Essay Example | Topics and Well Written Essays - 250 words

Operating systems - Essay Example It should be noted that the 64-bit operating system exist. The administrator then creates the answer file before embarking on the installation process. The answer file can be created using the text-editor or setup manager. The administrator should run the setup using special command line parameter. It instructs the setup to read the answer file. Therefore, the setup would not prompt the user for an action on installation and configuration; instructions on the answer file are followed. The administrator begins the unattended installation by restarting the computer. The actions specified in the answer file are carried out to the latter. The operating system, windows Server 2003 performs the post installation tasks. The process has two tools for a built-in mechanism which have different uses in different processes. The tools include System Preparation, denoted as Sysprep and Remote Installation Service, denoted as RIS. The tools are mainly utilized during image-based installation. Using the Sysprep tool requires the technician to create a master installation then create a disk image (Azad, Wilson & Wright, 2008). During creation of the answer file it is recommendable that the technician uses the setup manager tool since it is like a wizard; it prompts the user for a series of parameters in configuring the system then writes to the answer file. The technician is, thus, not required to identify the syntax of writing the answer

Document analysis Essay Example | Topics and Well Written Essays - 2750 words

Document analysis - Essay Example The AEU was a progressive and politically active union, and a number of factors contributed to its success. Though women were not highly represented in metalworking, the AEU was able to make progress because of its competitive organization and dedication. Diane Fieldes ranks as indicators of success in this particular case, â€Å"The distribution of metalworkers throughout the economy (by 1970 metal trades unionists were 17 per cent of all unionists), and the traditional role of the fitter’s rate as representative of all craftsmen’s wages [†¦ ]In the early 1970s, whatever happened in the metal industry was a standard to which other unions aspired (Fieldes, 4). In the early seventies, women all over the world were beginning to exercise their public rights, as they pertained to labour and otherwise. The fact that this case was brought to bear is extremely indicative of the thinking of the times: women working outside the home had begun to consider themselves entitled to an equal and fair wage, begun to feel that the concept of the family wage was outdated and furthermore, that this same concept was the source of injustice. In addition to the 1972 decision, the 1970s saw other important steps for women in the labor force. As Dalton, Draper, Weeks, and Wiseman write, As a result of long, hard lobbying by women unionists, the 1977 Australian Council of Trade Unions (ACTU) adopted the Working Women’s Charter, and in 1979 obtained maternity leave as a right in industrial awards (11). Society in general was beginning to be receptive to such notions. Fieldes remarks that the metalworkers union was not noted for its inherent progressiveness, nor for its majority female membership, but rather for its competitive organization and discipline: The final factor of note in the metalworkers’ union’s campaign for equal pay is the composition of the union’s membership. In March 1969 the

Read and decide Essay Example | Topics and Well Written Essays - 2500 words

Read and decide - Essay Example Nevertheless, over 60 percent of UK residents are registered members of assorted libraries including local public or private libraries, educational institutions, and prisons in addition to enrolling online within their homesteads (EMAC, 2003). The Department for Culture, Media and Sport (DCMS) (2004) has underlined three major objectives including encouraging a reading culture and casual scholarship; access to ICT skills and facilities including government systems; and dealing with the socially neglected groups to integrate them into mainstream communal structures. Although reading is predominantly a private individual affair savouring varied verbal prose, it subsequently induces persons to seek sharing this pleasurable experience with others including friends, workmates or online friends, thus has enabled libraries that offer online access expanded reach as their clients or groups share the fantastic experience. Municipal authorities have been charged with the responsibility of operating and improving public libraries in the UK under the Public Libraries and Museums Act 1964. There were 4,759 permanent public libraries and 693 mobile units, in addition to 19,136 service areas stationed in diverse locations like health centres and jails all over Britain by 1997. These public libraries have served as a learning forum for communities with many people preferring them for obtaining information and study to universities hence the adage ‘universities in the streets’ (Bennett, 2001). To enhance ICT skills among the library patrons, most public libraries have established Open Learning Centres that engage staff who are able to impart knowledge to the unskilled patrons. Nonetheless, the Library Association has called for a formal standardised scheme to ensure the correct and appropriate skills are taught. This would

South America Essay Example for Free

South America Essay South America is a continent composed of twelve countries and one French colony. The Spanish-speaking countries are: Argentina, Bolivia, Chile, Colombia, Ecuador, Paraguay, Peru, and Venezuela. The former colonies of Guyana and Suriname use English and Dutch, respectively, as their official languages, although many in their populations speak relatively same languages. The same can be said for the French colony of Guiana, the home of the cayenne pepper, where French is the official language. The geography of South America is even more varied than that of North America, with long coastlines, lowlands, highlands and mountains, and tropical rain forests. The climate varies from tropical, lying as it does across the Equator, to alpine in the high Andes, the backbone of it. The cuisine of South America reflects this rich diversity of culture and geography. The local cookeries of pre-Columbian South America have gradually come together with imported cuisines from Europe and Asia. While the Spanish and Portuguese explorers introduced their own culinary traditions to the native peoples of South America, indigenous ingredients changed the cuisines of the Old World. The South American contributions included chocolate, vanilla, maize which is corn, hot peppers called aji in South America, guavas, sweet potatoes, manioc called cassava in South America, tomatoes, potatoes, avocados, beans, squash, peanuts, quinine, and papayas, as well as turkeys. Maize plays a key role in the cuisine of South America, and it is clearly different from the maize now grown in the Old World, grown mostly obvious in its larger kernels. The potato is another vegetable indigenous to South America that has played an important role in cooking worldwide. There are also many vegetables in South America largely unknown beyond the continent, including ahipa, arracacha, maca, yacon, olluco, and oca. The demographics of South America are critical for understanding the diversity of its cuisines. In countries like Bolivia, Ecuador, and Peru, the indigenous populations are most common, and their foods and food ways are the most important cuisines. In Argentinas the cuisine was heavily influenced by a large European immigration by Spaniards and Italians. Throughout South America, there is also an African influence due to the slave trade, which has added to the culinary mix. Venezuela was discovered in 1498 by Columbus when he found the mouth of the Orinoco River. In 1499 the Venezuelan coast was explored by Alonzo de Ojeda and Amerigo Vespucci. Vespucci, coming upon an island in the Gulf of Maracaibo, called it Venezuela because, according to legend, the native villages were built above the water on stilts. Venezuela rises from lowlands to highlands with coffee plantations moving up to the white-capped Andean peaks. It has a mild climate due to its nearness to the Caribbean. Caracas, Venezuelas capital, is the cultural, commercial, and industrial activity. Now I will tell you some local dishes that are known in Venezuela. Venezuelan cuisine relies heavily on maize. The two most important preparations are hallacas and arepas. Hallacas traditionally eaten during holidays, especially Christmas, boiled dumplings wrapped in banana leaves, but there are so many variations, depending on region and family tradition. Hallacas are made with a dough made of maize flour mixed with water, which is then filled with meat, vegetables, and spices. Arepas are versatile flatbreads, also made of maize flour, that can be baked, grilled, fried, or steamed and served either sweet or savory. Black beans, called caviar criollo, are a Venezuelan favorite. They are served with arepas and are also part of the national dish, pabellon caraqueno. A hearty dish, it is said to resemble the national flag, pabellon, because of the colors of the beef, beans, rice, and plantains in it. Arequipe, milk pudding is milk cooked with sugar until very thick, is a favorite dessert in Venezuela, as it is throughout South America. It has different names in different places, but is perhaps best known in the United States as dulce de leche. The traditional beverages of Venezuela are chicha, made of stirred up maize, and masato. The second largest nation in South America, Argentina extends from the subtropics to Tierra del Fuego. Although now a separate country, Argentina was once part of the Viceroyalty of the Rio de la Plata, the River Plate with Uruguay. The pampas are primarily cattle country and famous for ranching and farming, but this fertile land also produces good crops and fine wine. Here are some local dishes from Argentina. Finger foods are very popular and are served in cafes, called whiskerias, that evolved from tea shops. Empanadas, stuffed pies, are popular throughout South America, and in Argentina they come in various sizes and are eaten as hors doeuvres, for light lunches, or with cocktails. One popular filling combines meat and fruit. I hope you learned a lot about South America. Here are some delicious recipes from South America. Couve a Mineira Shredded Kale AMOUNT INGREDENT 2lbs fresh kale 1/4cup olive oil or bacon fat 1/2cuponions 1/4inch dice 1garlic clove, minced to tastesalt and pepper PROCEDURE 1. Trim blemishes and tough stems from kale leaves. rinse thoroughly under running water. 2. layer leaves on top of eachother and slice crosswise into very thin strips. 3. heat oil over medium high heat, add onions and garlic and cook 3 to 5 minutes until softened 4. add kale and cook about 5 to 7minutes stirring often until kale is softened but not discolored or browned Season to taste. Aji Criollo Creole hot pepper salsa AMOUNT INGREDENT 4RED OR GREEN SERRANOS OR JALAPENO PEPPERS SEEDED AND MINCED 6TWATER 1/2t SALT 1/4CUPGREEN ONION WHIT PART ONLY MINCED 2TCILANTRO OR PARSLEY LEAVES MINCED PROCEDURE 1. COMBINE PEPPERS, 2 TABLESPOONS WATER AND SALT PIRE IN BLENDER 2. COMBINE PURE WITH GREEN ONION CILANTRO AND REMAINING WATER AND MIX WELL THIS IS BEST SERVED THE SAME DAY MADE.

Advantages and disadvantages of increasing interdependence and interconnectedness

Advantages and disadvantages of increasing interdependence and interconnectedness Since the 1970s the globalisation of finance has made the economic fortunes of states increasingly interdependent. Until relatively recently international finance was still considered principally to be an adjunct to trade (McGrew, 2007), a necessary mechanism that enabled the exchange of goods and services at the international level. Its phenomenal growth over the past few decades has shattered this perception. Today the global economy is characterised by the sheer volume and velocity of international financial transactions. Average daily turnover on traditional foreign exchange markets increased from $15bn in 1973 (Gilpin, 2001) to $3.2tr in April 2007 (BIS, Sep 2007). While the successes of financial liberalisation include lifting millions out of poverty in China, East Asia, and elsewhere, and improving the developing worlds access to markets, its failures have also been stark. Various crises of the 1990s showed that problems in one country or even a particular industry can fast become global. The recent financial crisis of 2007 has again generated discussion at the normative and theoretical level about the contemporary global financial architecture, its widely perceived benefits, and its increasingly evident costs. The increasing significance of the global financial system over the past two decades has been mirrored by a surge of interest from the academic field of international political economy. Its effects are now so far-reaching that commentators have drawn connections between international financial integration and such diverse developments as social turbulence in East Asia, monetary union in Europe, and failed development strategies in Latin America (Pauly, 2005). Most of this literature, however, tends to focus on specific aspects of financial globalisation, such as its implications for national economic policy or the power of transnational corporations (TNCs). This essay intends to broaden the debate, to demonstrate the apparent paradox of international financial integration while it has made states, economies, firms and individuals more intimately interconnected than ever before, it is an inherently divergent process. It will argue that the international financial system is increasingly producing a global dichotomy. The benefits of financial integration, in the main, accrue to capital-rich states and the owners of capital, those free to move their resources around the world to seek the highest returns. Developing states, and those without control of capital resources, while receiving less of the advantages of integration, are more adversely affected by its disadvantages, such as contagion and capital flight. The first section will discuss the evolution of the contemporary global financial system, and how it came to be in its current form. I will argue that advanced industrial states, following a neo-liberal paradigm of liberalisation, facilitated the deregulation and increased interdependence of the financial system through political actions. However, it has been technological and market innovation that has accelerated and expanded this interconnectedness to an unprecedented level. These origins are key to understanding why capital-rich entities are better equipped to reap the benefits of financial integration. The next two sections will put forward the principle advantages and disadvantages of this integration. The following section will provide an analysis of these, contending that the capital-poor gain less of the former, and are more exposed to the latter. The concluding section will summarise this argument and touch on its implications for the future of the global economy while glo balisation promises universal benefits, these cannot be realised under the current system, which precipitates a global dichotomy between the capital-rich and the capital-poor. Origins of the contemporary global financial system As Benjamin Cohen (1996) suggests, little consensus exists concerning the causes of financial globalisation, and many scholars have attempted to apply their own structure to the study. The critical contribution to the debate comes from Eric Helleiner (1994), who persuasively argues that the globalisation of finance was advanced by the political decisions of major states. Helleiner also, however, neglects the exponential effect that technological and market innovations have had on the financial system, a factor considered key by others such as Cerny (1993) and Strange (1998). Political actions by leading states have enabled the globalisation of finance since the 1970s. By far the most significant was the abolition of capital controls, firstly by the USA and the UK, and then other major economies. As Goodman and Pauly (2000) suggest, liberalisation became and continues to be a competitive practice, and other countries had to react to prevent mobile domestic capital and financial business from migrating abroad. By the 1990s an almost fully liberal pattern of financial relations had emerged and today market actors experience freedom in cross-border activity unparalleled since the 1920s (Helleiner, 2007). International capital mobility is the most significant, and defining, characteristic of the global financial system. It has created many of the advantages and disadvantages associated with integration, and has also been instrumental in creating and sustaining the global dichotomy. The embracing of a new neo-liberal economic ideology among the major economic powers in the 1980s was key for the international financial system, which was given a large boost by plans to remove the state from the economy and allow the market mechanism to work (Soros, 1998). This theory was less sympathetic to the Bretton Woods ideal that national policy autonomy had to be protected, and was content to let the markets impose an external discipline on governments pursuing not sound policies (Helleiner, 2007). Financial liberalisation has been successfully institutionalised as a component of several multilateral agreements (Eichengreen, 2003). As early as 1976 the USA successfully lobbied for a change to the International Monetary Funds Articles of Agreement so that the new official goal of the Fund was to preside over a regime that facilitated the free exchange of capital between countries (Watson, 2007). This regime, however, has been deepened and broadened to an unprecedented extent by technological and market innovations. The volatility of prices and exchange rates in the 1970s led to phenomenal growth in the derivatives market, particularly after the emergence of an over-the-counter (OTC) derivatives market in the 1990s. In 1990 OTC contracts totalled $3.45bn, which had risen to $18tr in 1995 and $24tr by 1996 (Strange, 1998). These new financial instruments involved an initial outlay only a fraction of the notional value of the contract, giving banks and other TNCs the means at relatively low cost to hedge themselves against losses from unpredicted changes in exchange rates, interest rates, and commodities. Huge advances in computing and telecommunications over the last thirty years have been central to the huge volume and velocity of international financial flows (Held et al., 1999). Before the 1990s only data could be exchanged instantly between corporate offices and banks. The rise of the Internet meant opinions and rumours could also be traded, contributing to dangerous fluctuations but increasing interdependency. International banks and firms transfer huge amounts of money quickly and safely due to automatic clearing systems. In 1995 the USAs Clearing House Interbank Payment System (CHIPS) became the largest international clearing system processing some 200,000 transactions a day (Strange, 1998). Today CHIPS, and its state-run competitor Fedwire, clear an average daily value of $1.5tr (CHIPS, 2010) and $2.5tr (Fedwire, 2009) respectively. The root causes of the globalisation of finance are crucial to the understanding of its advantages and disadvantages, as it is evident that major states initiated the process because of the benefits it promised to them and to the rest of the world. It is also clear that innovation in both technology and markets has accelerated the process, making the benefits more pronounced for those involved, while also increasing the potential costs. The advantages of integration The advantages of increased interdependence and the expansion of the global financial system are often championed by international institutions, politicians and international business leaders. At a fundamental level, the benefits cited are backed up by economic theory, that which is at the heart of the neo-liberal paradigm of international finance advocated by many of the worlds economies. It holds that markets allocate resources in socially desirable ways. Flows from capital-abundant to capital-scarce countries, on the assumption that the marginal product of capital is higher in the latter than the former, increase welfare on both sides (Eichengreen Mussa, 1998). International financial transactions allow economies experiencing business-cycle disturbances to smooth the time profile of consumption and investment. Free capital movements thus facilitate a more efficient global allocation of savings and resources to their most productive uses. An advantage of the expansion of the financial system advocated by the global financial institutions is the convergence of national policies. The neo-liberal programme holds as desirable the homogenisation of national policy across state boundaries. The freedom of capital is said to have enabled the European Unions single currency, tax harmonisation across national borders and the international convergence of macroeconomic policy (Frieden, 1991). This, the argument goes, is good for eradicating instability in the global financial system. The incentive for resources to evade controls and regulations is lessened if national regulations are homogenised. The problem with this argument, however, is that capital mobility breeds a competitive environment between emerging economies for investment, which will be discussed below. Some international firms now command more resources than many states (OBrien, 2005). For these firms, the development of the contemporary global financial system has brought two huge distinct advantages: higher returns on their investments, and the ability to diversify risk internationally. Higher returns have been produced by two factors the inherent volatility of the system, and the greater opportunity to exploit it. Firstly, the inherent volatility and uncertainty of the financial system leads to higher returns for investors. Firms are able to trade on the volatile prices of currencies and commodities. With vast capital resources huge sums can be made very quickly with even small fluctuations on international capital markets. The best example of how capitalists gain from this volatility is the benefit that many manage to take from the systems crises. Currency trader George Soros is alleged to have made  £1bn from the devaluation of the British Sterling in 1992. Private companies are also said to have benefitted from the Asian financial crisis of 1997. Stiglitz (2002) argues that the intervention of the IMF, a Western-backed institution, ensured that Western firms were paid back their loans, while numerous national firms in Asia were left to collapse. Most of the $ 55bn the Mexican government owed following its 1994 crisis was to private creditors (OBrien Williams, 2007). The nature of the financial system means that investors can pull money out of a currency virtually instantaneously, and move back in after a collapse making a handsome profit. This leads to self-fulfilling prophecies of currency speculation, discussed below, but the investors are protected from most of the risk involved, whereas the economies concerned can suffer decline for years. Secondly, with the opening of countries capital markets, the opportunity for investment has increased substantially. Banks, hedge funds, and international manufacturing firms have all benefitted from having a much larger global market to do business in. With the ease of transferring financial resources to emerging markets and new host states, TNCs have access to a mass global pool of cheap labour. This capital mobility means governments all over the world have to provide more attractive conditions for companies, from low capital gains tax to relaxed financial and labour regulation (Frieden, 1991). Emerging economies, deemed to be high risk, must offer attractive interest rates to attract investment. There is constant competition between economies for foreign direct investment with which to finance development, meaning better and better business environments for investors. The key advantage for the capital-rich entities is that while gaining from the volatility and uncertainty of the system, they can also protect themselves against it. Modern financial markets operate to allow risks to be packaged and redistributed so that actors can hedge against specific risks like exchange rate fluctuations (Held et al., 1999). High-risk investments yield high returns, but if these investments do not yield, investors are protected by the profits from investments elsewhere. Market innovations such as options, futures and swaps even help protect investors from future fluctuations. There are also huge advantages associated with the development of the global financial system for less-developed countries (LDCs). The economies of East Asia, China, India and others have shown what can be achieved utilising international investment. Millions have been lifted out of poverty, economies transformed to industrial powers, and their national firms compete at the global level. These developments have been enabled by the crucial advantage of interdependence to smaller economies, access to financial markets. The opening of financial markets, as Jeffrey Frieden (1991) suggests, has strengthened labour-intensive industries, in which developing economies have a distinct advantage, through increased investment. The ease of transferring capital across national borders has increased the use of outsourcing and facilitated an explosion of FDI in the 1990s to areas like East Asia and Latin America, providing a huge boost to industries in the recipient countries. Access to financial markets also means that the governments of smaller economies can borrow to fund their development. Borrowing allows such economies to hold their currencies at preferred rates to suppress inflation and keep up debt repayments without inflicting a huge recession at home (Green, 2003). The remarkable development of the East Asian economies would not have been possible without huge inflows of capital, both in FDI and government borrowing to fund economic development strategies. The disadvantages of integration While the advantages of greater financial integration mentioned above have helped many less-developed countries expand their industries and grow their economies, their progress has been beset by financial crises, most notably in the 1990s. These crises were notable because they happened in very similar circumstances in completely different parts of the world, and spread across national boundaries and even to different regions. Contagion of financial crises is the most serious disadvantage of increased interdependence. This effect was most obviously witnessed in the late 1990s, where integration turned a currency crisis in Thailand into the Asian crisis, and turned the Asian crisis into a global recession. Thailands devaluation made Thai exports very cheap, meaning other economies selling very similar exports to the same markets were forced to devalue in order to protect demand. The crash in Asia precipitated crashes in Russia, Brazil and Argentina. As Jones (2000) explains, the contagious effects of Asia were threefold: psychological upon investors, the collapse of regional markets for Southeast Asian exports, and upon other world markets as demand collapsed. This demonstrates a key point, that due to the nature of their economies, developing countries bear much more of the cost of crises because of capital flight. As crisis spreads, investors begin to question the wisdom of their investments in, and the reliability of, other emerging market economies. Due to the Asian crisis capital was withdrawn en masse as traders sold the currencies of Russia, Brazil and Argentina for safer currencies in Western Europe, and the dollar. Capital flight also devastated the Mexican economy in 1994-5. From 1990 to 1993 $91bn flowed into Mexico, a fifth of all capital going to developing states (OBrien Williams, 2007). Higher interest rates in the USA, combined with a rebellion in Chiapas and the assassination of a presidential candidate, caused investors to doubt that Mexico could keep its peso fixed to the dollar. In December 1994 investors sold the peso in such large quantities that the dollar link was abandoned. Living standards were cut in half (OBrie n Williams, 2007), the poor suffered, and the middle class faced skyrocketing interest rates and diminished savings due to the devaluation. Some claim that these disadvantages, and their specific effect on LDCs, are not given proper consideration by advanced states and their neo-liberal programme of reform. As Barry Eichengreen (2003) attests, LDCs have specific financial problems. Their monetary and fiscal institutions lack credibility. Their regulators lack administrative capacity. Their financial markets are shallow, and they cannot borrow abroad in the domestic currency. Stiglitz (2002) protested against the liberalisation agenda being pushed too quickly on smaller states lacking proper financial institutions and banking systems, countries like Mexico and Argentina, which saw precipitous and blanket financial liberalisation (Phillips, 2005). It is now widely accepted that reform was too rapid, and the result of neo-liberal reform in Latin America has been a pattern of poor economic performance and increasing political tension. This lends weight to the argument that capital-rich states have much more to gain from the growth of the global financial system. What is important for the conclusions of this essay, however, is that it cannot simply be said that the advantages accrue to rich states and the disadvantages to the poor, as rich states, and their firms and individuals, suffer disadvantages from integration also. Advanced states, of course, also suffer from the effects of crisis and contagion. This has been evident from the fallout of the 2007 global crisis, but due to integration it is now increasingly difficult for all economies to insulate themselves against the effects of recession. Crisis in one area of the global economy means falling demand for goods and services in others, and with the scope of international firms, and the vast number of countries in which single firms do business means that collapses have far-reaching consequences. However, the biggest disadvantage in terms of advanced states is felt by their national industries and firms, those unable to shift production to areas of cheaper labour and production costs. National firms are becoming increasingly unable to compete with firms either in countries with such conditions, or international firms able to conduct business there. This is bad news for the industrial workers of advanced economies, who today can be easily replaced by cheaper counterparts around the globe. Implications the emerging global dichotomy These advantages and disadvantages show that there is a global dichotomy emerging. The principle beneficiaries of the integration brought about by the globalisation of finance are the controllers of capital, those able to move their resources freely around the global economy for the highest return and security. The principle losers are the capital-poor, whether labour or those with assets tied within national boundaries. While China has been one of the biggest beneficiaries economically from financial globalisation, its rising inequality shows that its poorest people, like many others around the world, remain subject to, rather than participants in, the global economy. The advantages and disadvantages discussed above demonstrate two critical characteristics of the global financial system. First, as internationally mobile capital has become more powerful, so have the holders of it in relation to other groups. The argument that capital now holds a structural power within the system has been advanced by scholars such as Gill and Law (1989), and Thomas and Sinclair (2002). The latter study argues that today the expectations of the resource-rich are anticipated by the resource-poor. In the modern system knowledge workers are fortunate, as they can move to wherever they command the highest salary. Others are manufacturing workers facing fierce competition from counterparts in numerous countries, and still others are subsistence workers trying to survive in a system moving towards broader commercialisation in areas like agriculture. This effect has been compounded by the tertiarisation of global economic activity (Phillips, 2005) brought about by financia l globalisation. There is a growing movement towards production and trade of services rather than goods, which produces a divergence between entities that can compete in the service sector and those that cannot. Second, the leadership role of the most economically powerful states, and the nature of the financial system they have created, has rendered alternative policies imprudent. Susan Stranges (1986) casino has many reluctant players. Capital mobility means sustainable macroeconomic policy options available to states are systematically circumscribed (Andrews, 1994); integration has raised the costs of pursuing policies that diverge from regional or international trends. The fact, as discussed, that there is so much to gain for investors means there is the same amount to lose for countries following policies detrimental to their profits, such as running budget deficits to fund welfare policies. The global financial system has been directed by an ideology of liberalisation since the 1970s, and the benefits for the capital-rich, the majority of those that lead the modern system, are too great for the direction to change. This could be the reason for the difference between the development of global trade and finance. Financial liberalisation has incredible advantages for capital-rich states, while with open trade LDCs have the advantages of cheap labour and export-led strategies. Advanced states have continued to protect their national industries with degrees of protectionism. While it is an extreme claim that rich states preserve the system because of the dichotomy this essay presents, the evidence is certainly that the major economies still believe whole-heartedly in the theory of globalisation, that its benefits justify this cost. The recent financial crisis has demonstrated that major states, particularly the USA and the UK, are willing to prop up a system that has shown significant disadvantages in contagion and volatility. This has been a stark example of the asymmetry between the capital-rich and the capital-poor in the event of crisis traders and investors regroup and take their capital to the safest location in order to resume the pursuit of high returns, while taxpayers and workers face austerity measures and unemployment as investment decreases. While the benefits for the developing world have been massive, these benefits are only received by integrating into a system whose disadvantages effect it in a disproportionate way, and which produces a dichotomy, the wrong side of which many of its people will remain. The economic theory behind globalisation still favours trickle-down development rather than bottom-up. The benefits cited by its chief proponents, such as the growth of LDC economies and global economic stability, are no doubt desirable, but they will require a truly global system with truly global markets, neither of which has yet been achieved. In the decades it will take for the global economy to become truly global and precipitate universal benefits, the gap between the capital-rich and capital-poor will continue to grow. Conclusions The global financial system has been heading in a single direction since the 1970s, towards liberalisation and the greater interdependence and interconnectedness of economies, firms and individuals around the globe. This direction was facilitated by the advanced industrial nations through political actions to free international capital, and expand and open global financial markets. Innovations in computing and telecommunications, as well as market innovations, have contributed heavily to the volume and velocity of international capital flows exploiting the volatility and uncertainty of the system. The emerging strategic interests of the USA, the UK, and later Japan, led them to promote a more open international financial order (Helleiner, 1994). The major economies interests still lie in this order, and thus they promote its advantages and push its neo-liberal agenda through international financial institutions and multilateral agreements. This enthusiasm is an indication that the advanced states, and the capital-rich firms and individuals that call them home, have much to gain from financial globalisation, but they also believe in the benefits the neo-liberal programme promises to all. The problem is that the universal benefits of financial globalisation will only fully materialise under the conditions of a truly global economy, with many more participants than there are currently. It is possible that as markets continue to expand to become truly global, more universal benefits will be seen, but the global dichotomy is likely to grow faster than financial markets and access to them. The challenge for the world economy as it moves forward is how to deal with the social aspect of this expansion.

History And Evolution Of Hip Hop

History And Evolution Of Hip Hop During the late 1970s an underground urban movement known as hip-hop began to develop in the South Bronx area of New York City. Encompassing graffiti art, break dancing, rap music, and fashion, hip-hop became the dominant cultural movement of the African American and Hispanic communities in the 1980s. Tagging, rapping, and break dancing were all artistic variations on the male competition and one-upmanship of street gangs. Sensing that gang members often violent urges could be turned into creative ones, Afrika Bambaataa founded the Zulu Nation, a loose confederation of street-dance crews, graffiti artists, and rap musicians. The popularity of hip-hop spread quickly to mainstream white consumers through movies, music videos, radio play, and media coverage. The resulting flood of attention from wealthy investors, art dealers, movie and video producers, and trend-conscious consumers made hip-hop a viable avenue to success for black and Hispanic ghetto youth. Rap music in particular foun d a huge interracial audience. After 1985, when the mania for graffiti art and break dancing began to wane, rap music continued to gain popularity, emerging as one of the most original music forms of the decade. Mixing and Sampling Beat Street featured several prominent urban-music trends of the 1980s, including mixing, sampling, and scratching. Mixing, popularized by club DJs such as Jellybean, required the skillful blending of different records that had similar beats into a single, seamless dance number. When DJs started recording and replaying their best mixes, the major record labels took notice, releasing extended-play dance mixes of big chart hits. By 1984 a third of the standard Top 20 pop singles were available as twelve-inch remixes. Jellybean did a remix for Michael Jackson, while Arthur Baker, the music coordinator for Beat Street, was hired to remix dance versions of songs for Cyndi Lauper and Bruce Springsteen. Mixing was taken a step further by DJs who employed scratching, which involved placing the needle in a record groove and manually turning the disc back and forth in rapid succession to achieve a staccato effect and thereby segue into another song. Sampling was akin to the appropriation used by many visual artists of the decade: samplers took snatches of existing records and wove them into new numbers, usually by scratching the records to cover the transition from one sample to another. In the song Strictly Business (1988) EPMD borrowed a familiar riff from Eric Claptons version of I Shot the Sheriff. Using two or more turntables to scratch and sample, DJs kept dance floors crowded with sound changes that appealed to MTV attention spans. Mixing, scratching, and sampling were all popular techniques with DJs. Rap Music Rap originated in the early 1970s in the South Bronx, where DJs played riffs from their favorite dance records at house parties, creating new sounds by scratching over them or adding drum synthesizers. A partner, the MC, would add a rhyming, spoken vocal (a rap) over the mix, often using clever plays on words. Most rap songs were braggadocio, the aural equivalent of street gangs strut and swagger. Boasting about their physical prowess and coolness, rappers used competitiveness with rival males as the motivation for creativity. Some early rap songs promoted global and interracial harmony, including The Sugar Hill Gangs Rappers Delight (1980) and Afrika Bambaataas Planet Rock (1982), which became a crossover hit on the dance charts and sold more than six hundred thousand copies. Other rappers expressed serious political and social messages, often addressing the effects of racism, poverty, and crime on the African American community. One such group was Grandmaster Flash and the Furious Five, formed in the Bronx in 1978 by Joseph Saddler. Flash first attracted attention with the song Freedom, released on the rap label Sugar Hill in 1980. Their 1981 album was among the first to feature sampling, and in 1982 their seven-minute recording The Message-about black ghetto life-became an underground hit. When Flash went solo, another Furious Five member stepped forward to lead the group as Grandmaster Melle Mel. The new group released the antidrug anthem White Lines (Dont Do It) in 1983. Crossover Rap remained primarily an underground urban style until the mid 1980s, when it exploded into the mainstream with the unexpected popularity of RunD.M.C. Formed in 1982 the trio released their first record the following year and watched it become the first rap-music gold album. Their 1985 LP King of Rock was an even bigger hit, reaching number fifty-three on the Billboard album chart and featuring two videos that achieved significant airplay on MTV. Run-D.M.C.s heavy metal sampling increased its popularity with young white males, especially after the 1986 recording of Walk This Way, a remake of an Aero smith song with a video featuring Joe Perry and Steven Tyler of Aerosmith. The song was the crossover breakthrough for rap music, while the album that featured it, Raising Hell, sold more than 3 million copies and became the first platinum rap album. Inspired by the success of Run-D.M.C, MTV launched a daily Yo! MTV Raps program. Female rap artists such as Salt-N-Pepa, MC Lyte, and Queen Latifah began to make inroads in the late 1980s, and even white acts jumped on the bandwagon; in 1987 the Beastie Boys had a major hit with (Youve Gotta) Fight for Your Right (to Party). By the end of the decade rappers such as L. L. Cool J (Im Goin Back to Cali, 1988) and Tone Loc (Wild Thing, 1989) were regularly appearing in the Top 40, and in the 1990s the rap stars Ice-T, Fresh Prince, and Kid N Play were elevated to movie and television stars. Controversy While some rap songs were lighthearted and fun-for example, Run-D.M.C.s My Adidas celebrated hip footwear-rap music became increasingly political as the decade progressed. Sensing nothing but indifference from the Reagan administration and white America to the escalating problems of crime, poverty, drugs, and unemployment in their communities, many rappers openly raged against the police, the government, big corporations, and other bastions of white male power. In response some critics attacked rap music in the late 1980s for the often overt violence, racism, sexual explicitness, and misogyny of its lyrics. In 1986 Tipper Gore of the Parents Music Resource Center blamed the music of Run-D.M.C. for the eruption of violence at several stops on their summer tour. Others took issue with the militant, seemingly antiwhite stance of rap group Public Enemy, especially on their million-selling 1988 album It Takes a Nation of Millions to Hold Us Back and in the song Fight the Power, featured i n Spike Lees controversial 1989 movie Do the Right Thing. Though candid about the evils of bigotry, group members Flavor Flav and Chuck D responded to such criticism by insisting that they advocated improving black life through empowerment. During a concert at Rikers Island Prison in New York, Chuck D announced, Our goal is to get ourselves out of this mess and be responsible to our sons and daughters so they can lead a better life. My job is to build 5,000 potential black leaders through my means of communication. Also in 1988 the recording Move Somethin by 2 Live Crew ignited controversy when an Alabama store owner was arrested and charged with selling an obscene work. In 1990, 2 Live Crew was again in court, successfully defending their music against obscenity charges. Messages Run-D.M.C. sought to be role models for black youth through their involvement in social causes. In addition to decrying the gang fighting at their live shows, they took part in the Live Aid and Artists United Against Apartheid projects, appeared in a promo video for the Martin Luther King national holiday campaign and at an anticrack awareness day, and came out with a strong antidrug message in the song Its Tricky. Rappers Queen Latifah and N.W.A also spoke out against drugs. Ice-T used his chilling gangland rap Colors, in the 1988 movie of the same name, as a commentary on the harsh realities of black life in the inner cities. In 1989 leading rappers joined together in the Stop the Violence (STV) movement. Denouncing gang warfare, Chuck D and Flavor Flav of Public Enemy joined KRS-One, Heavy D, MC Lyte, and others to record the single Self-Destruction, which sold half a million copies. STV donated $500,000 in royalties to the National Urban League to combat illiteracy. We wanted to reach the kids most affected by black-on-black crime, said Ann Carli, the Jive Records executive who helped organize STV. Rap records can be a tool that can be used in education today. Black pride was also the message of rappers Sir Mix-a-Lot (National Anthem), Big Daddy Kane (Young, Gifted and Black), and Queen Latifah, who dressed in African-inspired garb. Style is Afrocentric, she said, and my style and music are one. A lot of ideas are lost in there execution Sub-genres In addition to gangsta rap, hip hop has splintered into many other sub genres. Crunk is a southern style of hip-hop, with lyrics that are primarily concerned with partying and having a good time. Crunk rappers often shout their lyrics over a somewhat slower beat. There are also Christian hip hop groups, grime groups that primarily can be found in the UK, and rap-rockers like Limp Bizkit, Linkin Park and Rage Against the Machine. Hip hop music or also known as rap, is a kind of music genres which consists of rap backing beats. The rise of hip hop is because of the change in united states urban culture especially in 1970s. Most important is the low cost involved in getting started, living cost was quite cheap, and the chances for anyone to MC with popular hip hoper. There is a difference between Rap and MC, Rap means talk to girl or speak to someone, it was used by Rappers Delight, Sugar Hill Gang, and become the title for hip hop recording, while MC, is a word to describe a hip hoper hosting a jam and rhyming on the mic or master of ceremony. There are important volunteers of hip hop : 1. James Brown, his dancing, musical feel and his break beats, influenced the born of hip hop genres. 2. Capoeira, see how the dances, its the root of hip hop dances. As we know capoeira is from angola, it is a kind of african dance, capoeira movement and style influenced hip hop dances. 3. Salsa, latin communities who lives in New York have special dance called salsa or bombi plena, this kind of dance also give important influence on hip hop culture. Hip hop name is comes from rapper, named Keith Cowboy, through Dj Hollywood, but the first one who create hip hop terms is from Black Spades which is a member of Afrika Bambaataa gang. In 70s, a lot of hip hop clubs appears, there are Hevalo Club, Twilight Zone, Executive Play House, The Fever, Savoy Manor, Boys Club, Over The Dover, Bronx River Center, Penny Lounge,Celebrity Club, Black Door, Sparkle, Skate Key. The pioneers of hip hop Dj are, Charlie Chase, Whiz Kid, Grand Wizard Theodore, Kool Herc, Bug Starski, Johny Thunderbird, Eddie Cheeba, and Tony Tone. Now, Hip-hop has globalized into a lot of cultures in the world. We can find hip-hop in every corner of the globe, especially at the South Bronx. Hip hop has emerged globally as an movement of art with the uses of technology, speech and body. Music will always continue to embrace, hip-hops inspiration differs depend on each culture. Although hip-hop is sometimes taken for permitted by Americans, it is not so elsewhere, especially in the developing countries where it has come to reflect the empowerment of the disenfranchised. Hip-hop music has reached the cultural corridors of the globe and has been absorbed and reinvented worldwide Sources: Break Dancing the Night Away, Newsweek 102 (21 March 1983): 72-73; Breaking Out: America Goes Dancing, Newsweek, 104 (2 July 1984): 46-52; Chilling Out on Rap Flash, Time, 121 (21 March 1983): 72-73; Peter Frank and Michael McKenzie, New, Used Improved: Art for the 80s (New York: Abbeville Press, 1987); Graffiti on Canvas, Newsweek, 102 (18 April 1983): 94; Some Bad Raps for Good Rap, Newsweek 108 (1 September 1986): 85; David P. Szatmary, Rockiri in Time: A Social History of Rock and Roll (Englewood Cliffs, N.J.: Prentice-Hall, 1987). http://www.articlesbase.com/music-articles/hip-hop-music-history-and-facts-revealed-555128.html#ixzz0mD44bP5F