The War on Terrorism and the US Propaganda Machine Essay -- September

The War on Terrorism and the US Propaganda Machine Totalitarian regimes control their people by bludgeoning and incarcerating them. Critics of Western societies claim that democratic governments maintain approval for their actions through the "manufacture of consent", a cryptic and insidious form of propaganda. "How?", you ask skeptically. By framing the debate, the theory says. By setting up a debate between two opposing acceptable views--one slightly left of government policy, and the other slightly right--the media can marginalize the radicals and legitimize the party line. Thus the debate surrounding the war in Vietnam was a debate of the hawks ("If we keep fighting we can win") vs. the doves ("It's too costly; we're fighting a losing battle"). There was no question of our right to interfere in the mainstream media, no question of the purpose of the war. You can see the same framing of debate in the US media's coverage of the "war on terrorism". If you look for it, anyway. It all sounds like a conspiracy theory, though, doesn't it? It seems rather far-fetched that the government is controlling the media, even if National Security Advisor Condoleeza Rice did "suggest" that the networks broadcast only "abridged" versions of any future appearances by Osama bin Laden and friends. It's much more plausible that the big companies control the government, but I'm not going to open that kettle of fish. So let's forget about conspiracies for the moment, and simply focus on the media coverage: are we getting a fair shake? Increasing numbers of Americans don't think so. Despite the fact that UK is our strongest ally in this conflict, their media has been considerable more even-handed in cov... ...s a "war on terrorism", but kills countless innocent Afghanis because their government refused to give over bin Laden without some evidence of his involvement in the WTC attacks. But if that's the radical view, and the media comments above are mainstream, we'd do well to broaden our scope. British support for the war has fallen drastically, and is now outnumbered by those opposed. If you'd like to find out why, you'll have to look further than CNN, ABC, NBC, CBS, Fox, etc. Try the Guardian, the Independent, BBC, Fair.org, or just search Google for Noam Chomsky + Afghanistan. Even if our dangerous ignorance is not the result of a conspiracy, we've still got plenty of good reason to alleviate it. Surely we're educated and critical enough to decide for ourselves what constitutes a valid perspective. We don't need the purifying filter of the mainstream media.

British Diplomacy in Palestine Essay -- Palestinians

I believe that British diplomacy in Palestine was consistently indecisive and hypocritical but at the same time the British wanted to keep their hands in Palestine’s economy and goods. The reasoning behind this statement is because of the events that played out during the Hussein-McMahon correspondence, the Sykes-Picot agreement, and the Balfour declaration. First, the Hussein-McMahon correspondence was a long-drawn-out exchange of letters between the Sharif of Mecca Hussein bin Ali and British High Commissioner Sir Henry McMahon dealing with the future political status of the Ottoman Empire. The Arab’s were planning on revolting against the Ottoman Empire because of the promise that after the war was over Britain would recognize the independence of the Arab areas of the Ottoman Empire now known as Syria, Iraq, Jordan, Israel, the West Bank and Gaza, and Saudi Arabia. The British encouraged the revolt against the Ottoman Empire because they were allies with the Germans, during World War I. The British also knew that if the Arab’s would get into World War I and if they could overthrow the Ottoman Empire the British would be able to occupy key positions that could give them the advantage over the Germans in the war. Unfortunately, after the war had ended, McMahon and Hussein could not agree on what areas of the territory to r ecognize the independence of the Arab areas that Hussein had wanted. For a lack of better words this made the relationship between the Arab leader, Hussein bin Ali, and the British High Commissioner Sir Henry McMahon and their people very untrusting of each other and extremely tense. The Second thing that put a lot of tension on the relationship between the Arabs and the British was the Sykes-Picot agreement... ...ing colonizers at just the moment when other Europeans had given up on the idea?† That being said, I believe this statement effectively paraphrases the source of the tension between Jews and Arab opponents of the creation of the state of Israel. Works Cited Fromkin, David (1989). A Peace to End All Peace: The Fall of the Ottoman Empire and the Creation of the Modern Middle East. New York: Owl. pp. 286, 288. ISBN 0-8050-6884-8. Peter Mansfield, British Empire magazine, Time-Life Books, no 75, p.2078 Balfour, Arthur J. "Balfour Declaration of 1917." Letter to Foreign Office. 2 Nov. 1917. MS. Huneidi, Sahar. A Broken Trust: Herbert Samuel, Zionism and the Palestinians 1920-1925. London: I.B. Tauris, 2001. Print. "Quotes About Israeli Palestinian Conflict." (19 Quotes). Web. 10 Mar. 2012. .

Hemophilia Essay -- essays research papers fc

Hemophilia is the oldest known hereditary bleeding disorder. There are two types of hemophilia, A and B (Christmas Disease). Low levels or complete absence of a blood protein essential for clotting causes both. Patients with hemophilia A lack the blood clotting protein, factor VIII, and those with hemophilia B lack factor IX. A person with severe hemophilia has less than 1% of the normal amount of a clotting factor - either Factor VIII (8) or Factor IX (9). People without hemophilia have between 50-150% of the normal level of factor VIII or IX. There are about 20,000 hemophilia patients in the United States. Each year, about 400 babies are born with this disorder. Approximately 85% have hemophilia A and the remainder has hemophilia B. The severity of hemophilia is related to the amount of the clotting factor in the blood. About 70% of hemophilia patients have less than one percent of the normal amount and, thus, have severe hemophilia. A small increase in the blood level of the clotting factor, up to five percent of normal, results in mild hemophilia with rare bleeding except after injuries or surgery. This is not a problem when a person with hemophilia has a simple cut or scrape. He doesn’t bleed any faster than the average person. He can hold pressure on the cut and platelets in the blood will stop the bleeding. The problem for people with hemophilia is bleeding inside the body, especially bleeding into joints like the knees, elbows, and ankles. When bleeding happens inside the joint, it becomes very swollen and painful. Repeated bleeding into a joint can cause a type of crippling arthritis. Bleeding inside other parts of the body, such as the brain, throat, and abdomen can be life-threatening. A person with mild hemophilia may only have problems with bleeding when he has surgery, major dental work, or a severe injury. A person with moderate hemophilia will have those problems plus bleeding problems with more minor injuries such as a hard bump to the knee. A person with severe hemophilia can have what are called spontaneous bleeds - bleeding that starts inside the body for no known reason. Hemophilia is classified as mild, moderate or severe, depending on the amount of clotting factor a person has in his body. Severe hemophilia is actually the most common form. People with hemophilia are born with the disorder and have it all of their lives. You can't ca... ...ed HIV. Factor VIII gene is characterized and cloned. 1985 Viral-inactivated factor concentrates become available. ELISA and Western Blot Test are developed to test antibodies for HIV. 1989 Hepatitis C virus, previously called non-A, non-B, is identified. 1991 Testing for hepatitis C is introduced. 1992 First recombinant factor VIII products become available. 1995 First case of variant Creutzfeldt-Jakob disease, the human form of Mad Cow disease, is identified in the U.K. 1997 First recombinant factor IX products become available. 1998 Gene therapy trials on humans begin. Effective treatment for hemophilia is available, but as yet there is no cure. Bleeding can be treated with an injection of clotting factor that is made from blood or biotechnological ingredients called recombinants. Bleeding stops when enough clotting factor reaches the affected area. Works Cited I.  Ã‚  Ã‚  Ã‚  Ã‚  Principles Of Genetics 7th Edition, Robert H. Tamarin. 2002 II.  Ã‚  Ã‚  Ã‚  Ã‚  World Federation of Hemophilia. www.wfh.org III.  Ã‚  Ã‚  Ã‚  Ã‚  Hemophilia of Georgia. www.hog.org IV.  Ã‚  Ã‚  Ã‚  Ã‚  Hemophilia Village. Hemophiliavillage.com

Lessons Concerning Staffing Decisions and Bringing About School Change Essay

Gary Hopkins, in his article, enumerated some of the lessons learned by principals on making staff decisions and bringing about school change. These lessons came from the principals that have learned them from mistakes made first hand. They hope to give advice to new school administrators or even those current ones in decision-making regarding staff members, hiring new ones, and making changes with school tradition or policy. Hopkins (2004), in one of his headings, said that â€Å"hiring decisions are the most importatnt decisions. One principal confessed that he had hired a teachers who should have been on an IEP (Individualized Education Program) herself. The principal confessed that he had just listened to verbal recommendations only and did not make any further background check on the teacher before hiring her. The lesson: don’t do a â€Å"reference check without asking specific, detailed questions on the performance and personality background of a potential candidate† (Hopkins 2004). Another lesson when it comes to the staff is involving them to the decision-making. Collaboration and participation is imperative,† (Hopkins 2004) according to one of the principals in Hopkins’ article. Listening to staff members will ensure their support in any decisions made most of the time, whether they agree with it or not. â€Å"People will often accept a decision or outcome contrary to what they wanted oiginally if they believe their point of view was listened to respectfully and taken into consideration,† (Hopkins 2004) that’s according to another principal in Hopkins’ article. Another principal adviced that recognizing of teachers, or just saying ‘thanks’ for any favor will pay back tenfold. In the end, she held that â€Å"what we do is all about people, not policy. This is not to say that we don’t follow policy, but we have a lot of flexibility when deciding what is best for kids† (Hopkins 2004). However, the most difficult situation that the principal may face is when proposing or deciding to change something within the school, even if it is for the best interest of the students. One principal shared that â€Å"the biggest challenge I have found is balancing the need to both honor a school’s past and move it into the future†¦ I constantly struggle with how to delicately let people know that sometimes ‘the way we’ve always done it’ is just not good enough† (Hopkins 2004). Bringing about change is really a difficult task in any field, not just with education. Even when one has already made the step to listen to the members’ opinions, people most of the times are afraid of change and will oppose it rigorously. Finding the right blend of diplomacy and chiding, professional development and empowerment, top-down delivery and delegation are just a handful of the issues principals must consider as they lead their schools toward change,† according to Hopkins (2004). What really is alarming is that some people are reluctant at improvement. One principal stated that â€Å"the biggest goof I made early in my career as a principal was believing that everyone on the staff felt the same way I did about raising standards, improving academics, and reforming schools in general† (Hopkins 2004). He specified about one of the schools this principal led: â€Å"even though our test scores were near the bottom in our school district, most staff members were content. Our drop-out rates, discipline stats, and attendance were at the bottom too. As one teacher put it to me: Well, somebody has to be at the bottom† (Hopkins 2004). Hopkins’ article is an eye-opener for the realities of school administration. Other principals surely must learn something from this, but students and their parents, and other concerned teachers and school staff may also find something to learn and act accordingly to improve education standards.

Creating a Positive Classroom Environment

Creating a Positive Classroom Environment A classroom should be one of inquiry and open-mindedness. In order to foster a classroom of students who feel comfortable asking questions and are open to other students’ ideas it is imperative to create a positive, safe environment and learning community. I believe that students should feel like their classroom has high expectations, in how everyone treated each other, and in how learning took place. Creating a classroom environment where all students feel emotionally and physically safe enough to take risks is a real challenge and one that is worthy of the time it requires. The key to an inquiry-based curriculum is a safe, positive learning environment, therefore, it is foundational that the teacher work to provide, establish, and maintain that throughout the year. In the classroom, the teacher should be working on ways to develop a positive learning community by finding out more about my students. For example, each student should fill out a Who Am I questionnaire so that the teacher can get to know their student's personalities, hobbies, likes and dislikes and therefore include them in lectures, discussions and explanations through out the year. The teacher should also engage in differentiated instruction in my classroom so that he/she can tailor specific lessons to fit different viewpoints, and abilities of students. This is also a demonstration of care and respect for students as they see their teacher notice certain aspects about their learning or personalities and tailors their instruction to meet their needs. One of the ways I would engage in differentiated instruction is by walking around the room and constantly being available to assist students. By offering them one-on-one assistance I can better gauge where their personal understanding and misconceptions are and tailor my teaching to them differently than I would to the class as a whole. In order to maintain a positive classroom environment, a teacher must use the ability to make quick decisions and to be flexible in the classroom. The teacher needs to make decisions and adjustments to enhance the student motivation, engagement, and productive work. One way I would make adjustments when there are issues in the classroom hindering the productive learning community is to create a new seating chart. I find that this act is often used enough to nip any potential social problems in the bud and sends a message to students that if they want to sit with their friends, they need to earn the privilege. You would be surprised with how a new seating chart for the class can increase productivity and engagement in core subject content instead of social life information. In a science classroom, experiments and lab work are an important way for students to engage in the content. All students in the class should work on labs at the same time with minimal supervision. The teacher must also be cognizant of how the resources of time, space, activities and attention are allocated to students throughout the short hour that they are in class. However, there are more traditional strategy for lab work. The difference comes in how many materials you have for certain labs, how much time it takes for each group of students to complete the experiment, and how tricky the directions are. Deciding which method to employ for a given lab and analyzing the classroom environment to decide which will work best in a given situation. In the Collier County School District it is acceptable to have up to 30 students in each classroom. It is difficult in this type of environment for students to feel that they are an important member of the learning community. I found that it was easy for certain students to disengage from activities and it was hard for the teacher to pick up on their lack of involvement because of the sheer number of other students in the room. Therefore, I thought up of an activity that would give the teacher time to walk around to individual students and check their understanding of the material. This lesson was an ACT preparation lesson where the students would be working on writing organized essays by finding a thesis statement, supporting it and including evidence from newspaper articles. I found that students would initially be hesitant to show their work to the teacher, but when they saw that the teacher would be going around to everyone at their table they became less nervous and more open to share their problems with understanding. When observing a classroom, one student even remarked as the teacher came to her, â€Å"I don’t know what I’m doing. She was a student that has never raised her hand to ask for help, but with the teachers inevitable arrival she was open to telling her teacher she did not understand. This showed me that if the teacher had not gone around to individual students she would not have told her teacher she did not understand. In order for a classroom to become a learning community it is important that it is organized, and meets clear standards of conduct. An environment in which students are assuming responsibility, participating in ecision-making, working collaboratively and independently, and engaging in purposeful learning activities that use higher order thinking skills and are all pieces of smoothly functioning learning communities. The first lesson that I would present to the class in the fall would be attempting to engage students in a purposeful learning activity that asked them to think deeply about the issues of a the subject that they are in class for. The students would first work together as a class and then the students work individually to show understanding. They were active members of the activity so they had a hand in the decision-making and therefore could assume some ownership and responsibility for the success of the activity. A strategy for engaging students in purposeful activities that promote higher order thinking that is often used in classrooms is asking students to work in pairs to create a concept map from a list of content words. By working in pairs students are collaboratively building understanding and taking responsibility for their own learning plus their partner’s. As mentioned above, in order to have a smoothly functioning learning environment, clear standards of conduct must be established and enforced within the classroom. In order for students to feel safe enough to ask questions, engage in inquiry activities and take risks in their learning. They must feel secure and know that their teacher has clear standards of conduct that will be enforced. The first day of school is a very important day for establishing the standards of conduct that all students are expected to follow. It is also important that student behavior is monitored in a preventative way. One way is by asking a student who is very high-energy and can become disruptive to do small tasks during the hour to keep him engaged, such as feeding the class fish, or putting up the class grade sheet. This particular student can be disruptive and cause problems with other classmates, but with the teacher keeping him engaged when she sees him getting off-task, she is signaling to him that she notices him and has her eyes on his actions. This has been a successful strategy in keeping him out of trouble. However, all issues in a classroom cannot be prevented. Things do sometimes happen despite the best efforts of the teacher to create a safe learning environment. For example, say that you, the teacher had an incident in your classroom where two female students got very angry with each other and yelled loudly and violently at each other and refused to stop. This behavior is very upsetting to the teacher and to the class. And to be successful in resolving the situation, you just have to remove the two students from the class and separate them. In this situation it was important to thoroughly pick up the pieces after the incident was over. This is a very helpful way for a teachers peace of mind and further ability to create a safe learning environment. The teacher should also have individual talks with the students that created the problem. One student in particular would most likely have a very changed attitude about the class after the incident. In order to bring her back to being her enthusiastic self, the teacher should have a one-on-one talk with her, which greatly improved her attitude towards the class. One of the things that would help you to act appropriately when the incident happened in the classroom was the established standards of conduct and consequences that occur if students do not follow the standards. One way to foster students’ ability to engage in dialogue and argumentation and develop the language of thinking is to participate in Socratic seminars in class. Socratic seminars offer a tangible, engaging way for students to develop both ethics and critical thinking, actively and cooperatively. A discussion technique that I would use in my classroom would be an ethical discussion based on the merits and problems with new genetic testing that is available. Students engaged in small groups, then in the large session to discuss their opinions about genetic testing, based on a text they had all read. In order to help the discussion remain civil and productive, I used an ethical discussion framework that was very helpful. In a large classroom of 30 students it is often difficult to make time to meet with students individually to discuss their progress, but it is an important part of teaching that time must be allocated for. Therefore, a lesson plan that can allow the teacher to talk with students individually about an essay they had written. Lets just say that while students were in the Library Center working on ACT preparation tests the teacher then would be able to make time to talk with students individually about the strengths and weaknesses of their essays and what specific things to keep in mind when writing their next essay. This lesson shows a good allocation of time and attention so that students could take away concrete information from the lesson about what they need to work on with their writing and they also saw that their teacher cared about their progress enough to plan a special meeting with them. This one-on-one discussion time between teacher and student is something I do not see a lot of in school and I feel it is very important to include meaningful time talking with each student. In a science classroom it is very important that resources be used appropriately to help promote in-depth, inquiry-based understandings of content. I include it here to demonstrate how helpful it is for teachers to keep up-to-date on literature that is being written on the topics they are teaching. Through reading academic literature they can gain new ideas and insights on how to use technology effectively in their classroom in order to enhance learning and the classroom environment. Creating a positive classroom environment is a very important aspect of effective teaching. In a teachers student teaching placement it has been a priority for to establish and maintain a safe and positive environment where all students can grow, inquire, and learn. I feel strongly that a classroom should always be a safe one for students physically. At times there are going to be things said between students that cannot make it emotionally safe, but you, the teacher can always deal with the issues to send a strong message that your classroom is not a place to come down on peers. I do feel I have more to learn about enacting a true inquiry-based classroom, however. And I know that there are going to be times and lessons where I believe students should be actively involved in inquiry-based projects and if so, I would be very proud of them for their efforts. However, I would like to increase the times that this occurs and make my classroom into a place where students know they are going to question, explore and learn, and not just another stop on their school day schedule.

Organzational Behavior

Clarification is the first step towards understanding dynamics of conflict within the work place. Exploring the various types of conflict should be used as a precursor to approach the differences between constructive and destructive conflict. Understanding how organizations can enhance employee strengths under varying conditions is reinforced through good communication skills in the conflict management process. Communication emphasizes the need for self-understanding and self-management for the conflict resolution process to work.The techniques of Indirect Conflict Management and Direct Conflict Management help in dealing with specific problems such as hostile individuals, personality conflicts, etc. are best used as a guide and should not be taken literal as each individual presents varying issues. Destructive conflict works as a disadvantage to employees, groups and organizations. Destructive conflict affects group efforts needed for team building, and creates hostility resulting i n a hostile environment. Constructive conflict is a beneficial factor for some organizations in which groups address issues and make decisions to provide an opportunities for improvement.Conflict-management appropriately models professional standards so that every employee may effectively progress in a professional manner appropriate for the workplace. Indirect conflict management approaches share the common quality of avoiding direct dealings with personalities. They include reduced interdependence, appeals to common goals, hierarchical referral, and alterations in the use of mythology and scripts (Schermerhorn, Hunt, & Osborn, 2008, p. 349). Reduced Interdependence creates a systematic approach by eliminating conflict by separating groups in which require interaction.By spreading or reducing contact with one another resolution is believed to be resolved. As an alternative to reduced interdependence another indirect approach is assigning a liaison to facilitate activities among gro ups to smooth the process creating conflict. Conflict is given a common perspective by directing the attention towards a focus of appealing to common goals as opposed to conflict. Hierarchy referral is used to provide employees with alternatives to conflict when the appropriate steps or conflict resolution is unattainable.Providing a smoke screen, Altering scripts and Myths is utilized when resolution has been unattainable. Approaching common goals indirect conflict management uses a system of individuals in ranking positions above one another. This strategy uses a chain of command for resolutions lacking the interpersonal relationship needed for team building. However, the organizational dynamics of indirect conflict can be useful when there is no direct conflict, and the plans recommended by a primary leader require guidance.Direct conflict management utilizes five methods of managing conflict smoothing or accommodation, collaboration and problem solving, compromise, avoidance, an d competition and authoritative command. â€Å"The five approaches to conflict management are described from the perspective of their relative emphasis on cooperativeness and assertiveness in the relationship† (Schermerhorn, Hunt, & Osborn, 2008, p. 349). Maintaining working relationships, direct conflict identifies the underlying issues first proceeded by utilizing systematic actions agreeable for all parties.Smoothing requires a mediator in which allows all parties to address the issues experienced and identify the dynamics of the conflict. Accommodating gives the power to ease conflict by obliging and exploring possibilities of resolution. Smoothing and accommodating prepares and facilitates the methods of Collaboration and Problem Solving seeks true satisfaction of everyone's concerns by working through differences, finding and solving problems so that everyone gains results. (Schermerhorn, Hunt, ; Osborn, 2008).Compromise is an essential effort in which requires an agree ment of resolution without it the likelihood of conflict is possible. In a win-lose conflict some employees may still not be satisfied with the mediation in which one party submits to the compromise to avoid further conflict. â€Å"Avoidance may be used when an issue is trivial, when more important issues are pressing, or when people need to cool down temporarily and regain perspective† (Schermerhorn, Hunt, ; Osborn, 2008, p. 351).All contributing information should be considered in mediation whereas some issues are personality conflicts in which do not apply to issues work related. Placing the conflicting ideas into perspective is advisable at best so long as it does not pose further immediate conflict. â€Å"Competition and Authoritative Command is working against the wishes of the other party, fighting to dominate in win-lose competition, and/or forcing things to a favorable conclusion through the exercise of authority† (Schermerhorn, Hunt, ; Osborn, 2008, p. 49). A uthoritative command is best utilized when immediate action is needed to firmly establish direction in conflict resolution. Understanding the mutual purpose of an organization is beneficial for teambuilding and management. Direct strategies incorporate team building to identify organizations success in business and working relationships. Firmly established leadership abilities are essential to mediate direct conflict.

Best War Ever Essay

The Causes of World War II History 1302 In the book The Best War Ever: America and World War II by Michael C.C. Adams, Adams discusses the misconceptions about world war two that America had and still has today. Through the title, one can assume that Americans came out of the five year war with a positive view. This was due to the way theatre and television portrayed it to the public, and like naà ¯ve children America ate it up. Television and other media didn’t want America to see the true horror that actually took place overseas, but what they didn’t know was how mislead America was going to become. This essay will discuss the argument Adams creates in chapter 6 about how sugar coating the war for America, was in a sense best for them, but for small businesses, immigrants and teens it was a different story. Before World War II became the center of attention in America, people lived their everyday lives. Most were small business owners that were just trying to make a living. As the war went on overseas, Pearl Harbor was attacked, which led to the U.S. joining the war. Do to this sudden need to protect our country, America became â€Å"obsessed† and young men volunteered to fight for the country they loved. Everyone including women and children had this attitude of supporting the troops and doing everything they could to help out, by women working jobs in factories that were originally created for men. As these factories like Ford, Coca-Cola, and Wrigley’s grew, â€Å"World War II undermined the world of the small producer in business and agriculture, completing the triumph of large corporations†¦Ã¢â‚¬  (The Best War Ever: America and World War II, 1994)1. Small businesses closing down wasn’t the only cause of America joining the war but also, families losing their homes, farms, towns, and well basically their lives. These people had to move to bigger cities where factories that were being recognized, due to the war, were the o nly jobs available. While factories grew, violence towards immigrants grew as well. Due to Pearl Harbor being attacked by the Japanese, Japanese-Americans were seen as a threat and removed from their homes and put into detention centers. â€Å"More  than two-thirds of the Japanese who were interned in the spring of 1942 were citizens of the United States.† (Japanese Relocation Centers: During World War II, nearly 120,000 Japanese Americans were under lock and key, 2007)2. President Roosevelt felt that they were a threat to America and that anyone of them could be a spy. African-Americans were facing hard times as well, though racism was still going strong, many African-Americans were being attacked and miss treated because of mixed work environments as Adams states in his book (1994) â€Å"A white man in a wildcat strike at a Packard plant said ‘I’d rather see Hitler and Hirohito win the war than work beside a nigger on the assembly line.’†3 Wives of African-American men in the army were also treated as lower class while the American women would get preferred treatment. Another race that was targeted were American-born Hispanics. Teen Hispanics began to form gangs and â€Å"challeng[e] the traditional restraints of their behavior†. They did this by wearing zoot Suits. Because of this new fashion trend amongst Hispanics, military men began to harass and ended up creating a riot known as the â€Å"Zoot Suit Riot† . In this riot military and Hispanic men attacked each other but only the Hispanic teens got arrested for the violence. As immigrants were mistreated, young American teens were feeling a sense of freedom, this was due to the lack of parental control. â€Å"More girls got pregnant. And the venereal disease rate rose : between 194 and 1944, New York City’s VD rate among girls aged fifteen to eighteen years old increased 204 percent.† (The Best War Ever: America and World War II, 1994)4. Teens were getting into trouble cutting school and joining gangs. It was hard for schools to maintain a strong education among the youth and so a decline in intellectual quality began in young Americans. Media also had a small part to play in this lack of education. Mass entertainment was trying to win over the youth through T.V. and movies and because of this the armed services saw that students in this generation weren’t as prepared as generations before them, they lacked skills learned in high school. But one reason that as a main factor were the number of jobs that were available. Teens were able to get a job as young as thirteen years old, even though the job wasn’t helping out the war, money made the youth feel free like they could do anything they wanted, which they did. In conclusion, World War II in a sense was the best war ever but for small businesses, immigrants and teens, it was a war that ended up changing tradition into trends and  violence. Americans w ere blinded and lied to and through this it brought grave consequences . â€Å"†¦ it is the danger of arrogance and hubris – that is, the danger of going to war because a nation’s leaders are convinced of their own righteousness, or have persuaded themselves and the public that a foreign country should be attacked because its government or society is not merely alien, hostile or threatening, but â€Å"evil.†(The ‘Good War’ Myth of World War Two, 2008)5. Bibliography Michael C. C. Adams, The Best War Ever: America and world War II (Baltimore: The John Hopkins University Press, 1994) Japanese Relocation Centers: During World War II, nearly 120,000 Japanese Americans were under lock and key, 2007 http://www.infoplease.com/spot/internment1.html The ‘Good War’ Myth of World War Two, May 24, 2008 http://www.ihr.org/news/weber_ww2_may08.html