March of Dimes Essay Example for Free

March of Dimes Essay March of Dimes Franklin D. Roosevelt, who was an unfortunate victim to polio, created the March of dimes in 1921. Polio started in 1916 and mostly infected children, killing thousands and paralyzing many. Though we have beat polio, March of Dimes still continues to help research to make babies healthier across America. The story behind the name â€Å"March of Dimes† is that had the idea that we should try to cover the White House lawn with dimes for polio research. Many people came from far and wide to put dimes on the White House lawn. This is were March of Dimes got it’s unique name. The mission of the March of Dimes is to improve the health of babies by preventing birth defects, premature birth, and infant mortality. They do this through research, community services, education, and advocacy to save babies’ lives. They help through research by funding for research to find cures and new health benefits for babies. They help through community services by raising money for babies in need or the research itself. They also help through education by educating mothers-to-be on how to handle a baby with birth defects or that is premature. They also help through advocacy to save babies’ lives by saving every baby they can and never giving up on any cause. All the people who help the March of Dimes are helping more babies have a fighting chance for life. People can get involved in many different ways to help March of Dimes. People can volunteer to do community service or talk to mothers on advice. People can also donate money strait to the organization. People can also get involved in their community activities like their March for Babies, Mothers March, and other events. There are so many ways to get involved and help the community. It also makes you a hero to so many babies that you helped save their lives.

A Brief Summary Of Chinua Achebes Life English Literature Essay

A Brief Summary Of Chinua Achebes Life English Literature Essay Chinua Achebe in full Albert Cinualumogu Achebe was born at the 15. November 1930 in Ogidi in South-east Nigeria. His father was a teacher at an evangelical Christian missionary school. His parents christened him Albert from Prince Albert, husband of Queen Victoria. They installed in him many of the values of their traditional Jgbo Culture. 1944-47 Æ’Â   He attended the primary school, before he went to the Government College in Umuahia. 1948-53 Æ’Â   He was educated at the University College of Ibadam, where he studied English, history and theology. 1953/54 Æ’Â   He worked as a teacher 1954-66 Æ’Â   He worked for the BBC and later for the Nigerian Broadcasting Corporation in Lagos. 1967/70 Æ’Â   He was the special representative of Biafra. He became engaged in the Struggle for independence of the state of Biafra. 1970/71 Æ’Â   He began to teach African literature at the University of Nigeria. 1972-75 Æ’Â   He taught at American Universities (e.g. Amherst / Massachusetts; Storrs / Connecticut) 1976-90 Æ’Â   He went back to Nigeria and taught at the University Nsukka. 1990-97 Æ’Â   He had a terrible road accident and confiued to a wheelchair. He went back to the USA and taught at the Bard College. 1998 Æ’Â   He was guest lecturer at the Harvard University in Cambridge. 2002 Æ’Â   He got the Peace Prize from the German book trade. Now Æ’Â   Chinua Achebe lives in the USA. The story played in the era of Cross- Culture Experiences: Transition and Conflict. The white people have not learned to understand the native people. The white people took no notice of their culture, so the natives got in trouble with the white people. In the story the natives pulled a school building down and trampled all the flowers down in relation with the barbed wire around the unused path. 2. Summary of à ¢Ã¢â€š ¬Ã… ¾Dead Mens Path The short story Dead Mans Path written by Chinua Achebe, 1953, of the book One Language many Voices is about a man called Michael Obi and his wife Nancy who try to lead a Central school in Africa. But there (are) many problems with an old path, the Dead Mens path, which cross the school premises. The whole story deals with the setting and the culture of the natives, the biggest subjects in story. Michael Obi is the headmaster of the Ndume Central School. He gets an order to reform the unprogressive school in the neighbourhood bushes, Africa, into a modern and beautiful school. His wife Nancy in infect by his passion for modern methods for a long time. They stick together and work hard to improve the school. So they are saw lots of flowers, tidy up the whole school and build a barbed wire around the path. This was a big mistake, because they take no notice of the culture of the natives, who lived in a village near the school. This is a big mistake because they do not follow the culture of the natives, who live in a village near the school. In this way the conflict with another important person is unavoidable. Days later the village priest, call Ani, come to school and give Obi message about the path and the culture of the natives from the village. He pleases him to take the barbed-wire away, so that the people can take the path of their ancestors, but Obi is not interest in it. The village-priest go away and some days nothing happen. One day Obi wake up and the school he have improve is only a ruin. The flowers are trample, the barbed wire around the path is destroyed and one school-building is pulled-down. This day a white man comes to inspect the school. It is a bad report for Obi and Nancy, but what happen with them? 3. Identify devices of reductionà ¢Ã¢â€š ¬Ã‚ ¦ General information about Short Storys Short stories exist for a long time. In the fifteens century the first short stories were written and often the poor people like farmers read it. The farmers had a bad time, because they had not enough money and have to give up lots of recourses to their masters. So they read the stories to entertain themselves and to forget bad situations. The short story Dead mens path A short story is set at only one place. In the short story Dead mens path it is set up at the central school near the neighbourhood in Africa. No person has left the setting. There is for example the priest, who comes from a village, but his action plays only in the school. It is important, too, that a short story just contains one situation. You have no information what happened before the story has started and what happened after the end. So you can not find out what happened with Mr. Obi, Nancy and the school after the Supervisor has inspected the destroyed buildings. But in our way the story contains not only one situation, because the setting is change and so the situations of the people, too. Another point is, that the in the main characters and particularly the setting in this story described exact. The other characters, like the wives in the story, are spoken very rare, you can see at page 110 line 13 The wives of the other teachers would envy her position. In the short story the setting plays a particular role and is so described very well, to give the reader lots of information about stranger culture and living-standards. The most important point of a short story is the message of the author. So this story will inform us in our thesis about the stranger culture and living-standards and those foreigners must accept it. They can not do all the staff they have in their head, before they talked with the natives because it is in this way not their country. 4. Describe the Settingà ¢Ã¢â€š ¬Ã‚ ¦ In the story à ¢Ã¢â€š ¬Ã… ¾Dead Mens Path the setting change themself, from unprogressive to beauty and than into ruins. First there was an unprogressive, untidy school in Africa, Nigeria with there less educated ones. Then a white man with a promotion to a headmaster and his wife came to school in Africa. It was the Ndume Central School and the characters called Obi and Nanny. They accepted to turn this untidy place to a place of beauty. So they built a fence around, tidied up the whole school and plant new flowers. The school compound was now a place of beauty and the garden from Nancy came with the rain to life. All the flowers blossomed. There were blossomed beautiful hibiscus and allamanda hedges in lots of different colours on the school premises. That was surrounded of the rank neighbourhood bushes. It was an almost disused path from the village across the school compound. Where the path entered and left the school premises was a fence with barbed wire. After a time the priest of the village came to school and told them the history of the old path. Mr. Obi had built a fence with barbed wire arou nd the path, which cross the school compound. But Obi did not accept destroying the fence around the old path. So the old priest went away and some days nothing happened. After a time Obi woke up and the school was only a ruin. The hedges were torn up, the flowers were trampled and one of the school buildings pulled down. It turned into a place of horror. The setting contributes to the atmosphere and the way of life to represent it. The story Dead Mens path is coined by the setting since the setting changed three times in the progress of the history. Furthermore the fit adjectives contribute to imagine the story, the setting and the characters in the mind. So you can also say that the setting is very figurative described. Beautiful hibiscus and allamanda hedges in brilliant red and yellow marked out the carefully tended school compound from the rank neighbourhood bushes. (book p.111 / l. 40-42) 5. Identify the narrators point of viewà ¢Ã¢â€š ¬Ã‚ ¦ The story Dead Mens path is written in the third person perspective. He was appointed headmaster of Ndume Central School in January 1949. (book p.109 / l.2-3) There are many reasons, why the author takes this form. The omniscient narrator knows everything. Her little personal misfortune could not blind her to her husbands happy prospects. (book p.110 / l.23-25) So he can describe the whole characters and know their thoughts. She began to see herself already as the admired wife of the young headmaster, the queen of the school (book p.110 / l.10-12) The effect for the reader is that they can find out the thoughts from the characters, also they can see the future from the characters (What they will do or react at something) The reader has the impression that the priest destroys the school with the village people because this behaviour was a little bit angry. 6. Characterisation Michael Obi Mr. Obi is the main character. He is only a twenty-six old man, but looks like thirty or more. He is stoop-shouldered and trail his leg. In his present posture all his bodily strength seem to have retire behind his deep-set eyes, giving them an extraordinary power of penetration. He has married his wife two years ago. He is the headmaster of the Ndume Central School since January 1949 and his wife helps him by this connection very well. The author argues that the main character is self-centered, when he is solely concern with his own needs and wants. He sees the first piece of evidence of this self-centeredness when Michael and his wife talk about the school and the wives of the other teachers. So they work together to creating the beauty school which was before a unprogressive and untidy school. It is also explain that we see the second piece when Michael and one of his teachers are talking about the park. Nancy Nancy is the wife from Michael Obi. She becomes completely infected by Obis passion for modern methods and his denigration of these old and superannuated people in the teaching held who would be better employed as traders in Onitsha. So Nancy is easy to convince. Michael infected her in their two years of married life. She sees herself now as the admired wife of the young headmaster, the queen of school. She wants to set new standards because of that the other wifes of teachers envy her. Considering that Nancy feels himself better than others wifes or persons. The Priest The priest of the village is called Ani. He is an old man and walk with a slight instruction slood. In the story he has the instruction to inform Mr. Obi and Nancy about the old path. This path is blocked for the native people and the ghosts of the ancestors. In our opinion he has an ellect badly laugh and he is arrogante. I have no more words to say, said the old priest already outside. (book p.113 / l.39) The role from Michael Obi Michael Obi was very zealous, in order to reform and structure the school. He invested a lot of time and Energy in the school. Through the zeal, he do not show considering for the foreign cultures, the past and the ancestors who has used the path. So he seals the evil destiny for his school. 7. Comment on the short storys themeà ¢Ã¢â€š ¬Ã‚ ¦ Christian R. My thesis to the theme Colonialism is that is not correct to do something like this. The colonial powers exploit the mineral resources from the colonial countries. In the colonial countries the natives culture and the natives were oppressed. The natives had to speak the language of the colonial powers. That is not correct, everybody has the right to live their culture and speak their language in their own country. In the story the white people ignore the culture from the natives, refer to destroy the school. The commerce is authorized in order to show the white people or the colonial powers what can happened when someone oppressed the culture from the natives people. All in all I am against the Colonialism era and hope that something like this never come back. The author of the story dead mens path used many suitable adjectives, so you can imagine the setting, the characters and the atmosphere from era of colonialism good in your mind. Although the story is short, nevertheless the author brings the message to reader how the colonial era was and how the natives feel about it. So in my opinion the author has written a good story. Christian K. In my opinion the short story à ¢Ã¢â€š ¬Ã… ¾Dead mens path described the alliance between the natives and the colonial powers, very well. The short story gives us much information about the culture of the natives in Africa, which is not accepted by the white men. I am sorry , said the young headmaster. But the school compound cannot be a thoroughfare. It is against our regulationsà ¢Ã¢â€š ¬Ã‚ ¦.' (book p. 112-113 / l. 34-38) This is an important part, because it tells us the bad situation and the suppression of the natives. You can see that the natives learned a lot of things from the white men, for example the language. However the white men were not interested in the habits of the natives. So I think that the colonialism and the suppression of the natives was a dark side in the history of the humans. I hope that this dark time never comes back. So I come to the conclusion because of the adjectives in the story, which could give me a big view in the important situation. Literature proof We have only used the book and our heads! We know a lot of things about the Colonial era from the history lessons. Dictionary: http://www.leo.org; MS Word XP Dictionary; Duden

Marx and Nietzsches Theories Essay -- Friedrich Nietzsche Karl Marx P

Marx and Nietzsche's Theories Society is flawed. There are critical imbalances in it that cause much of humanity to suffer. In, the most interesting work from this past half-semester, The Communist Manifesto, Karl Marx is reacting to this fact by describing his vision of a perfectly balanced society, a communist society. Simply put, a communist society is one where all property is held in common. No one person has more than the other, but rather everyone shares in the fruits of their labors. Marx is writing of this society because, he believes it to be the best form of society possible. He states that communism creates the correct balance between the needs of the individual and the needs of society. And furthermore thinks that sometimes violence is necessary to reach the state of communism. This paper will reflect upon these two topics: the relationship of the individual and society, and the issue of violence, as each is portrayed in the manifesto.   Ã‚  Ã‚  Ã‚  Ã‚  Before expounding upon these ideas, it is necessary to establish a baseline from which to view these topics. It is important to realize that we as humans view everything from our own cultural perspective. Marx speaks of this saying, "Your very ideas are but the outgrowth of the conditions of your bourgeois production and bourgeois property, just as your jurisprudence is but the will of your class made into a law for all, a will, whose essential character and direction are determined by the economical conditions of existence of your class."   Ã‚  Ã‚  Ã‚  Ã‚  With this in mind, some perspective on the society of that time is vital. During this time the industrial revolution is taking place, a massive movement away from small farms, businesses operated out of homes, small shops on the corner, and so on. Instead, machines are mass-producing products in giant factories, with underpaid workers. No longer do people need to have individual skills. Now, it is only necessary that they can keep the machines going, and do small, repetitive work. The lower working class can no longer live a normal life following their own pursuits, but are lowered to working inhumane hours in these factories. This widens the gap between the upper and lower class-called bourgeois and proletariat-until they are essentially two different worlds. The bourgeois, a tiny portion of the population, has the majority of the wealth while the proletariat, t... ...che's theories seem firmly embedded in history. The concepts that he proposed allowed a number of great movements to follow. His theories on the Dionysian and Apollonian instincts opened up the deep psycho-analysis field to Freud, in addition to inspiring the existentialist movement. Unfortunately, his work was adopted and used to support the Third Reich when it was attempting to take over the world, and for a while no one would give his work any credit. Justly his work has recently been given the credit it is due, as well as all of his theories becoming again highly discussed, debated, and lamented over.   Ã‚  Ã‚  Ã‚  Ã‚   The theory behind The Will to Power is incredibly well supported despite the fact that it is simply a collection of notes from Nietzsche's later years. It is a wonderful compilation of the premise behind all of his other works and the summary of their individual points. The most amazing aspect of the book and the philosophy is the incredible validity of it even now, over a hundred years after it was written. The social order of his new world needed to be addressed more, but the principles proposed stand sturdily on their own two feet confident in their own will to power.

Mary Shelley’s Frankenstein and Christopher Marlowe’s Dr. Faustus Essay

Superman, Spiderman, Iron Man, Batman; these are some examples of the modern day hero. Most call this form of a hero a Super Hero. In the early nineteenth century, the popular hero of the day was the romantic hero. Mary Shelly gives a great picture of this hero in her novel Frankenstein. She uses Victor Frankenstein, the creator of the famous â€Å"Frankenstein’s Monster† as her character which embodies the traits of a romantic hero. The model was relatively new; however, Christopher Marlowe had written a character in the early fifteenth century which embodied the same characteristics. These attributes of romanticism in the form of a hero are seen in both Mary Shelly’s Frankenstein and Christopher Marlowe’s Dr. Faustus in very much the same way. The authors use their respective hero to show the flaws in human nature and humankind’s predisposition towards sin using such things as obsession, internal battles and differing moral codes. The romantic hero is obsessed with something, and usually this something is detrimental towards themselves and or their relationship with Christ. Victor is obsessed with two things: one, the creation of his monster and, two, finding his monster after his life is destroyed by it. Victor says that â€Å"so deeply was I engrossed in my occupation† that he â€Å"did not watch the blossom or the expanding leaves† which had previously enamored him(Shelly 34). Victor was so obsessed with the creation of his monster that he did not even leave his â€Å"lair†. This obsession led to health problems, seclusion from the world and his family, and ultimately to the deaths of several people because of the monster he completed. Towards the end of the novel, we see a Victor consumed with finding and killing the beast. He swears â€Å"to purs... ...arated by about three hundred years and different types of literature; however, Shelly and Marlowe use the qualities of a romantic hero to show that human nature is flawed and that man is prone to sin. They use the â€Å"qualities† of obsession, internal battles and differing moral codes to convey their message that â€Å"Bad company corrupts good character† so to speak, the â€Å"bad company† being humans and their sinful nature, and the â€Å"good company† being seemingly harmless qualities of a hero(1 Corinthians 15:33). Humankind should take their stories as an example and learn from it, by turning to God instead of those things. Works Cited Barker, Kenneth L., ed. Holy Bible. Grand Rapids, Michigan: Zondervan, 2010. Print. Marlowe, Christopher. Dr. Faustus. New York: Dover, 1994. Print. Shelley, Mary W. Frankenstein. New York, New York: Dover Publications, 1994. Print.

Early Jewish Migration to Maryland Essay -- Judaism

The Early Waves of Jewish Migration to Maryland Introduction: The state of Maryland is current home to over 235,000 self-identified Jewish residents, making up over 4% of the total state population (JDB, 159). Today, Jewish Marylanders live in an open, welcoming environment, but this was not always the case. When the first Jewish settlers landed in St. Mary’s City, political equality was only a hope for the distant future. The first wave of Jewish migration to Maryland was marked by a trend of percolation rather then influx migration. Jews in the area practiced a quiet observance rather then an open profession of faith. After the Revolutionary War, urbanization increased and wave two of Jewish migration began. But it wasn’t until 1826, the year the â€Å"Jew Bill† was passed, and the begging of Wave 3 that Jews in Maryland could truly experience political equality. Migration Wave One: The first record of Jewish settlement in colonial Maryland appears as early as the 1630’s. The individual who is credited as being the first Jewish colonist, a Portuguese itinerant salesman named Mathias de Souse, is recorded to have moved to the area in 1633 (Schwartz-Kenvin, 130). De Souse’s arrival to the region marks the beginning of the first wave of Jewish migration. This wave begins in 1633 and ends a decade before the revolutionary war, in 1765. When comparing Jewish migration in the Chesapeake region to migration patterns in surrounding areas, the lack of movement to the area best defines this period. Large Jewish communities were forming in New York, Newport, Savannah, and Charleston, yet Maryland remained relatively free of Jewish settlement. On a local scale, Schaefersville and Lancaster, both prominent Jewish communi... ...y Jewish Life, University of Connecticut. 9 Feb. 2008 . *Cited in text as JDB* 3. Maryland. Archives of Maryland Online. Bacon's Law of Maryland. *Cited in text as AMO* 4. Rabinove, Samuel. "How -- and Why -- American Jews Have Contended for Religious Freedom: the Requirements and Limits of Civility." Journal of Law and Religion 8 (1990): 131-151. 1 Mar. 2008 5. Sarna, Jonathan D. "The Impact of the American Revolution on American Jews." Modern Judaism (1981): 149-160. 9 Feb. 2008. Oxford University Press 6. Schwartz-Kenvin, Helene. This Land of Liberty. New York: Behrman House, 1986. 112- 137 7. Stern, Horace. "The First Jewish Settlers in America: Their Struggle for Religious Freedom." The Jewish Quarterly Review (1996): 289-296. 2 Mar. 2008. Center for Advanced Judaic Studies, University of Pennsylvania

The House on Mango Street Reflection Paper

February 6, 2013Cynthia Cotto [email  protected] edu Response Paper In the very first vignette Esperanza discusses how her family moved around a lot and even though the house on Mango Street was not the house of their dreams, it was a great achievement to own it. Although Esperanza knew they were not moving anytime soon, she recognized one advantage; her family was free of landlord management. In my community home ownership is a constant battle and for many simply a dream.I learn the value of home ownership in a similar sequence as Esperanza. My little sister and I were moved to and from apartment to family member’s houses until our first small home. A home with no back yard and only four stairs and side walk out front. None the less, a home to call our own; it was then that I knew one day I will own my home painted â€Å"white with trees around it, a great big yard and grass growing without a fence. † Setting this goal meant one thing to me, out; out of Philadelphia like out of the House on Mango Street.How to get out and leave my home, my Philadelphia that is so much a part of my maturing process that has molded who I am today is the challenge. Poverty is the drive behind my force on getting out, like Esperanza, poverty is a constant scene that drives my motivation to rise out from my community in Philadelphia. For many families it is not unusual to live in a row home next to an abandoned home or open lot where houses use to be; look around and see no grass only concrete, see no trees only stumps of where trees use to be and garbage carried by the wind collected alongside stoop of houses.The tricky part of growing up with this experience is realizing it molds character and influences a sense of direction. My experience in poverty directed my ambition in education therefore strengthening my chances in attaining my goals. Ultimately what was said to Esperanza by the three sisters, â€Å"You can’t erase what you know. You can’t for get who you are† is valid in the sense that no matter which path one is headed, their past is part of who they are, it is where they have been.Even though leaving Philadelphia is a dream of mine, I know there is no other place in the world I would rather be from; it has prepared me to be brave and define what I desire for my life and what is undesired for my life. Self-exploration is hindered in this book and my life. I can very much identify with Esperanza perspectives on societal issues that Latin women face. A society dominated by men and women relying on them, whether it is a father, spouse or friend. Men are considered the strong reasonable as where women are weak and emotional, in turn women need men for protection.A young girl may have two story paths, one where she relies on the protection of her father while she watches her mother cater to him or two, witnesses the struggles of a single young woman and absence for a father. This book describes marriage as priority for every girl or else how could she survive; appearances and physical features are highly valued traits. This attitude is not one that Esperanza agrees with, nor do I. For example, Marin she is the girl standing on the street just â€Å"waiting for a car to stop, a star to fall, someone to change her life. This character implies that she does not dream of actively setting life goals for herself and working to earn them, instead she will wait until a man makes it happen for her. The ideology behind this thought being that as a woman she must thrive to be as attractive as possible to heighten her chances of marriage and acquire worthiness. First women are to become wives, then mothers this is to be success enough. The thought of a woman exploring her independence not only from her family but from men is not an appreciated ideal.Esperanza mentions many women that are prisoners in their marriages and trapped in their homes due to such bias. This is an important issue and should be addres sed because reflecting on Esperanza’s perspective and my personal opinion; Latin women are not encouraged to explore independence much less through education. Sally is a great example that can express my reason for writing about this issue, her father sheltered her all her life and she married before eighth grade.Practicing those societal values leads Sally’s life to be encaged by her husband and home accompanied by nothing but the things she owns; this to which Esperanza understands that even though Sally has all the material things that her husband can buy, that is not worth much if there is nothing to do, no social interactions, or no self-respect. Esperanza absorbs her surroundings, contemplates her neighbor’s situations and visualizes her life and the thought of her life sadly gazing out of a window, this was all the motivation she needed to decide that she will not be end her story in the same manner; this I have done throughout my life as well.Being born and raised in the heart of Philadelphia I am consistently expose to the abundance of inequality, injustice and overall hardships that seem to walk hand in hand with this territory and culture of my community. Esperanza introduces Alicia, a girl that has a strong quality in common with Esperanza as well as I; the virtue of education. Alicia’s circumstances are very relatable to young Latin girls today in my life for example, I can recall positive reinforcement when I received good grades but there was rarely any encouragement to have me participate in extracurricular activities or educations competitions because there were chores.My family believed the transition would be easier if I did not move away for college and so I did not; I am encouraged to live home until marriage, therefore I have been. Things such as living on my own is addressed with the attitude of â€Å"why waste money, you minus well wait until you get married to move out,† but my education is my future; it is my gateway out of Philadelphia and into the path of my home with trees and grass to come home to after a day with my second grade students. With independence from my family and men is born a woman that can support herself and does not need to rely on a man.I am writing about the inequities regarding Latin women addressed in this novel as it is connected to my life. I like Esperanza, refuse to accept the limitations surrounding me like fog in the night discouraging me to pursue new paths. Most of the women characters Esperanza describe have strong personalities yet are unable to escape from their suppressing community and culture. I am neighbors with Mothers the age of fifth-teen and grandmothers the age of thirty-two. There are women that are raising their grand-children and mothers hoping to complete high school.Yet somehow this has become a norm it is not surprising to see a Latin woman have children at a young age as well as marriage. I personally never get tired of being asked: Do you have children? Are you married? You are in school? (in a very sarcastic tone); in that specific order. The expectations in this novel for young Latin girls are to find a man to support them and the way to find a man is through physically looking as attractive as she can and in order to become a loyal wife and mother. This is a society where a woman leaving their families to seek self-identification is not a natural thought.Esperanza was strong enough to fight through the society norm and pursue her talent and not become trapped in a house ruled by a man. Today I fight the same battle as do many Latin women do, we are strong and it takes bravery to go after one’s happiness in life. We strive to rise above poverty and community inequities through hard work and self-dedication to one’s ambitions. As The House on Mango Street is part of Esperanza, my Philadelphia community is part of me; without what I have seen I would be blind to what I want.

Juvenile Statistics Paper Essay

Crimes are committed by juvenile offenders every day and to gain a better understanding as to why they commit such crimes the trends have to be evaluated. The following statistics are findings made in 2008. These findings will give a clear understanding of the overall decrease in juvenile arrests made, touch base on the increase in drug offenses and simple assaults, provide implications for juvenile females and members of ethnic and racial minorities, examine the increase in arrests of juvenile females and the decrease in arrests of male juvenile offenders for violent crimes, and assess the tracking of juveniles arrests as a method of measuring the amount of and trends in juvenile crime. In 2008, there were about 2.11 million juveniles arrested. Overall, there were three percent fewer juvenile arrests in 2008 than in 2007 and violent crime arrests fell two percent. These findings are made by local law enforcement agencies throughout the country who report to the FBI’s Uniform Crime Reporting (UCR). From 1990-1997 the juvenile arrest rate for drug abuse violations increased 145%. The rate declined 28% from 1997-2008 but the 2008 rate was 78% more than the 1990 rate. From 1980-1997 the juvenile arrest rate for simple assault increased 156%. This number declined a small amount in 2002 and raised a small amount through 2006. Following the decline over those two years, the 2008 arrest rate for simple assault was greater than the 1980 rate for most racial groups. In 2008, females accounted for 30% of juvenile arrests. There were a total of 629,800 females under the age of 18 who were arrested in 2008. Racial composition of the U.S. juvenile population ages 10-17 in 2008 was 78% white, 16% black, 5% Asian/Pacific Islander and 1% American Indian with Hispanics being included in the white racial category. Of all juvenile arrests for violent crimes in 2008, 47% were white/Hispanic, 52% were black, and 1% Asian and 1% were American Indian. Juvenile female arrests increased for simple assault, larceny theft, and DUI while male arrests decreased. â€Å"From the mid-1980s to the peak in 1993, the juvenile arrest rate for murder more than doubled. Then, the juvenile arrest rate for murder declined through the mid-2005, reaching a level in 2004 that was 77% less than the 1993 peak. The growth in the juvenile murder arrest rate that began in 2004 was interrupted in 2008 as the rate fell 6% over the past year, resting at a level that was 74% below its 1993 peak.† (Puzzanchera, Charles. 2009. Juvenile Arrests 2008.) Juveniles have certain protections under the law but the Uniform Crime Report (UCR) allows us to keep track of what crimes, known to the police, and arrests made during the reporting calendar year. Based on the information provided by the UCR, the FBI prepares its annual Crime in the United States statistical compilation. This information is used to provide details on the extent and nature of juvenile crimes and if there are any trends being made. Some of the findings from the UCR Program is that â€Å"juveniles accounted for 16% of all violent crime arrests and 26% of all property crime arrests in 2008.† Another interesting finding by the UCR is that â€Å"between 1999 and 2008, juvenile arrests for aggravated assault decreased more for males than for females (22% vs. 17%). During this period, juvenile male arrests for simple assault declined 6% and female arrests increased 12%†. The UCR also found that â€Å"the juvenile murder arrest rate in 2008 was 3.8 arrests per 100,000 juveniles ages 10 through 17. This was 17% more than the 2004 low of 3.3, but 74% less than the 1993 peak of 14.4. In 2008, 11% (1,740) of all murder victims were younger than age 18. More than one-third (38%) of all juvenile murder victims were younger than age 5, but this proportion varied widely across demographic groups.† (Puzzanchera, Charles. 2009. Juvenile Arrests 2008.) The conclusion is simple, the overall juvenile arrests made for violent crimes only fell two percent than the year before and more juvenile females are committing more violent crimes. All of the statistics that were discussed have been analyzed and examined. Criminal Justice and Juvenile Justice Professionals should be able to identify and organize these statistics to structure a preventative system within a community to deter such delinquent acts. The UCR reports and findings allow Americans to understand the crime trends within the juvenile justice system. References (Puzzanchera, Charles. 2009. Juvenile Arrests 2008.)