Transforming the Enterprise with IT Phase 2 Individial Project Essay

Transforming the Enterprise with IT Phase 2 Individial Project - Essay Example Every single second we came across new technology, new inventions and of course innovations i.e. existing with new add-ons. This was the basic introduction. Let’s turn the pages to enterprise. What is an enterprise? Or in others words define ‘enterprise’? Quite a puzzling question. But the only answer is- â€Å"Enterprise may be defined as the place where all the W’s are fully sorted and compatible with each other i.e. What, How, Where, Who, When and Why and some groups of Visionary, Owner, Designer, Builder, Implementer and Worker are brought up together to give a holistic view of enterprise.† Now let us walk to the way of IT (Information Technology), an ace up your sleeve. â€Å"Information technology has ballooned to encompass many aspects of computing and technology, and the term is more recognizable than ever before. The information technology umbrella can be quite large, covering many fields. IT professionals perform a variety of duties that range from installing applications to designing complex computer networks and information databases. A few of the duties that IT professionals perform may include data management, networking, engineering computer hardware, database and software design, as well as the management and administration of entire systems.† IT can be best viewed as the â€Å"use of computers for designing, developing, implementing, supporting and managing information system.† Enterprise is like a container (tumbler) which holds the IT in it .It is a shell (enterprise) in which pearl (IT) is safe, growing and increasing day-by-day and the hardware& software used is its shine. This would result in e-business (online business), B2B (business to business), B2C (business to customers) and B2E (business to employees) solutions. The main key to success of any organization is business intelligence. One should have a thorough knowledge of business intelligence. But

A Concerted and Cogent Effort Needed to Establish Equality in Society Essay Example for Free

A Concerted and Cogent Effort Needed to Establish Equality in Society Essay The concept of establishing equality among all members of the society is as old as the history of civilization – the list of dos and donts of several cultures also emanate out of that, before the dominant groups of the societies convert them as doctrines to maintain their dominance over the minorities. However, the voice of the concerned humans also rise from time to time, like what is now being heard under the titles like human rights or living wage. Though usually dubbed as a means of meeting the basic living requirements, living wage aims at facilitating humans to earn their lives to fulfill what Maslow (1943) described in his hierarchy of needs, which comprises of five sets of needs such as basic needs (air, water, food, clothing and shelter), safety and security needs, social needs, esteem needs and self-actualization needs. Thus the concept of living wage raises issues of human rights with special emphasis on the right to survival and dignity. This article thus explores three situations depicted by three researchers to underpin the drivers of inequality in general. India is Plagued by Caste-concept and Exploitative Colonial Ruling Style In spite of being officially a staunch supporter of human rights with a clear backing from its constitution, India is still plagued by the legacies of the Hindu caste system and exploitative format of British ruling style, if the findings of Channa (2010) have anything to go by. He points out with evidence that there is a huge gap between the constitutional vision and the ground-level realities regarding the social and economic situation in India, where it clearly fails to reason why the majority of its population still reels under below poverty line, save providing living wage. Channa points out that legislation or legal strictures prove insufficient against the power of social will in India, which needs to be transformed to a state where the dominant groups of the society will unlearn the caste and exploitative colonial ruling concepts and perceive the real-time need of restoring the human status of its fellow countrymen. South Carolina Suffers from Contradictory Legislations The issue of living wage gets another dimension when it is seen from interpretive and political economic anthropological perspectives, where Kingsolver (2010) comes up with the instance of South Carolina, the area which tops in the number of people living in poverty due to high unemployment rate. Here the solution lies in enforcing legislated living wage that would prioritize human needs over the issue of earning profit. Kingsolver argues that the elimination of contradiction in the laws on tax or right to work appears to be the first step towards achieving a legislated living wage, otherwise the age-old conflict between the logics of social welfare and the welfare of capital will continue to be at loggerheads in this region. Exploiters in the Avatar of Corporate Giants Bensen (2010) shows how biocapitalism of the corporate giants like Philip Morris is actually a veiled threat to the normative functioning of the society, where it violates not only the ethical standards of living, but also carries on with the tendency of exploiting the human capital, let alone ignoring the issue of social equality. For example, the placement of tobacco auction warehouses as well as the leaf-processing plants in North Carolina are strategically placed in predominantly Black residential areas to get low-skill workers at a minimum rate and to profit more by saving the expenditure on workplace conditions. Conclusion All the three papers reviewed above analyze social dynamics of stigmatization under different contexts, where India suffers from the legacies of age-old caste system and exploitative British ruling strategies, while North and South Carolina suffer from racial discrimination and corporate manipulation. Such state of affairs only consolidates the impression that rules to establish human rights cannot be effective unless the mindset of the dominant groups are transformed, and for that matter, UN should steer a cogent and cohesive campaign across the globe on establishing human rights. References Benson, P. (2008). Good clean tobacco: Philip Morris, biocapitalism, and the social course of stigma in North Carolina. American Ethnologist, Vol. 35, No. 3, pp. 357-379. Channa, M. S. (2010). What do people live on? Living wages in India. American Anthropological Association, Vol. 31, No. 1, pp. 15-28. Kingsolver, A. (2010). Living wage considerations in the right-to-work state of South Carolina. American Anthropological Association, Vo. 31, No. 1, pp. 30-41. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50, pp. 370- 396.

Six Characters In Search Of An Author Analysis

Six Characters In Search Of An Author Analysis Father explains that as their author unjustly denied them stage-life and its immortality, they bring their drama to the company. The seductive Step-Daughter begins its elaboration: after what took place between her and Father, she cannot remain in society, and she cannot bear to witness her widowed Mothers anguish for her legitimate Son. Confused, the Manager asks for the situation and wonders how a Mother can be a widow if the Father is alive. The Step-Daughter explains that the Mothers lover-her, the Child, and Boys father-died two months ago. Father proper once had a clerk who befriended Mother. Seeing the mute appeal in their eyes, he sent her off with him and took her Son. As soon as the clerk died, the family fell into poverty and, unbeknownst to Father, returned to town. Step-Daughter became a prostitute for Madame Pace. The eternal moment of their drama shows the Step-Daughter surprising Father as her unsuspecting client. Father then gestures to the Son, whose cruel aloofness is the hinge of the action. The Mother will re-enter the house with the outside family. Because the son will make her family feel foreign to the household, the Child will die, the Boy will meet tragedy, and Step- Daughter will flee.The Manager takes interest. He gives the Actors a twenty-minute break and retires with the Characters to his office. After twenty minutes, the stage bell rings. The Step-Daughter emerges from the office with the Child and Boy. She laments the Childs death in the fountain and angrily forces Boy to show his revolver. If she had been in his place, she would have killed Father and Son, not herself. Everyone returns to the stage, and the Manager orders the set prepared for rehearsal. Confused, Father wonders why the Characters themselves should not go before the public. The Manager scoffs that actors act. The Manager suddenly notices that Pace is missing. Father asks the Actresses to hang their hats and mantles on the sets clothes pegs. Lured by the articles of her trade, Pace appears from the rear. The Leading Lady denounces this vulgar trick. Father wonders why the actors are so anxious to destroy the magic of the stage in the name of a commonplace sense of truth. Paces scene with Step-Daughter begins before Father finishes. When the actors urge them to speak more loudly, Step-Daughter replies that they cannot discuss such matters loudly-Father might overhear. Pace comes forward, saying, Yes indeed sir, I no wanta take advantage of her. The actors erupt in laughter. The Manager finds the comic relief of her accent magnificent. Father cautiously greets the young prostitute and gallantly offers her a new hat. Step-Daughter protests that she cannot wear one as she is in mourning. The Manager interrupts, and calls the Leading Man and Lady to play the same scene. Father protests, and Step-Daughter bursts out laughing. The Manager complains that he never could rehearse with the author present. He instructs the Father to continue. When Step-Daughter speaks of her grief, he must reply I understand.' Step-Daughter interrupts: Father actually asked her to remove her frock. She refuses to let them compose a romantic sentimental scene out of her disgrace. Acknowledging that tomorrow the actors will do the first act. The Manager approves and notes that the curtain will then fall. To his annoyance, the Machinist lets the curtain down in earnest.The curtain rises, revealing new scenery: a drop, a few trees, and the portion of a fountain basin. The Step-Daughter tells the exasperated Manager that the entire action cannot take place in the garden. The Manager protests that they cannot change scenes three or four times in an act. The Leading Lady remarks that it makes the illusion easier. Father bristles at the word illusion. Pausing, he approaches the Manager asks if he can tell him who he really is. A character can always pose this question to a man as he is always somebody while a man might be nobody. If man thinks of all his past illusions that now do not even seem to exist, perhaps his present reality is not fated to become an illusion tomorrow. The character is more real as his reality is immutable. The Manager commands Father to stop his philosophizing. He is but imitating the manner of an author he heartily detest The Manager prepares the scene. Step-Daughter leads Child to the fountain. Both at the same time the Manager commands. The Second Lady Lead and Juvenile Lead approach and study Mother and Son. The Son objects that it is impossible to live before a mirror that not only freezes us with the image of ourselves, but throws out likeness back at us with a horrible grimace. He also protests that there was no scene between he and Mother. When Mother went to his room to speak with him, he simply went into the garden. He then saw the drowning Child in the fountain, and the Boy standing stock still like a madman, watching her. A shot rings out from behind the trees where the Boy is hidden. Some cry that the Boy is dead; others that it is only make believe and pretence. Pretence? Reality? the Manager cries in frustration. To hell with it all. Never in my life has such a thing happened to me. Ive lost a whole day over these people, a whole day! ANNE PAOLUCCI ON PIRANDELLOS EXPLORATION OFTHEATER AS A MEDIUM When, in 1923, at the age of 56, Luigi Pirandello won European acclaim with the Pitoà «ff production of Six Characters in Search of an Author (the same play that had been booed and had caused a riot at its premiere in Rome two years earlier), the Italian writer had already published six of his seven novels, several scattered volumes of short stories, and four volumes of poetry. His reputation as a writer of fiction was already established when he turned to drama; and although he never gave up writing novels and short stories (and was to convert many of these into plays in the years that followed), Pirandello had clearly shifted his sights and direction by 1923. For the rest of his life his artistic priorities were to be focused on theater. As a playwright, however, Pirandello soon hit on a new and powerful theme, perhaps the inevitable result of focusing on the barren lives of people living in a barren place, where nature itself is hostile and the individual a victim without reprieve. His earliest plays as well as his novels and short stories examined the effect of such an existence in the most detailed way; but by 1921,with Six Characters, he turned with even greater fascination to exploring personality in its conscious and deliberate effort to come to terms with the environment. We see in Six Characters a new obsession translated powerfully into a stage language itself new and overwhelming. With Six Characters the focus shifts: the core story becomes a distant motif, an echo, a reminder that all experience must pass through the mirror of the self and must be evaluated in terms of that mirror image. The shift can surely be attributed to some extent to the demands of the stage, which-for Pirandello-was the ideal medium for bringing together the illusion of life and the reality of the self. In this play escape also becomes freedom from the predictable connection between intentions and deeds: freedom from stage conventions, dramatic action and resolution, familiar dialogue and internal communications. There is nothing uncertain about this first theater play; it too is a fully mature product, an incredible tour-de-force, an experiment that could not have been foreseen but would never be forgotten. It marks the beginning of the contemporary theater with all its fragmented attitudes, states of mind, contradictory emotions,Hamlet-like irrelevancies; but little of what follows i n other parts of the world will match the totality of the Pirandello experiment. Hamlet-like irrelevancies; but little of what follows in other parts of the world will match the totality of the Pirandello experiment. THE THEATER OF THE THEATER As noted in the Context, Pirandello retrospectively grouped Six Characters in a trilogy of the theater of the theater. These works generate their drama out of the theaters elements-in this case, through the conflict between actors, manager and characters, and the missing author. For Pirandello, the theater is itself theatrical-that is, it is itself implicated in the forms and dynamics of the stage. Beginning with a supposed daytime rehearsal, Six Characters puts the theater and its processes themselves on stage. Put otherwise, the play is an allegory for the theater. Thus it presents characters dubbed the Second Leading Lady and Property Man and it hinges on multiple frames of (self)-reference, staging the staging of a play within the play. Akin to a hall of mirrors, this device, the mise-en- abà ®me, is common to plays that would reflect on the properties of their own medium. Self-referentiality attains heights here. The plays act divisions, for example, mirror those of the Charact ers drama, a number of scenes show the Actors playing the doubles of the audience, and onward. Crucial to this project is a dismantling of the conventions of the well-made play that would render the plays workings visible to the spectator. Six Characters often appears improvisational, sketch-like, what the Manager calls a glorious failure. Note the aborted rehearsal, rejected and incompletely drawn characters, hastily assembled sets, and onward. To anticipate the Fathers confession, one could describe Pirandello as perhaps subject to the Demon of Experiment. THE AUTHOR FUNCTION In the rehearsal of another of Pirandellos plays within this one, the figure of Pirandello immediately appears as the maddening native playwright who plays the fool with everyone. Such fantasies of authorship are intrinsic to the literary work. The author is not only that which the characters search for; but as Pirandello laments in his preface to the play, the spectator as well. What does the author intend? wonders the audience. Though absent, the author haunts the stage. He will not assume body like the characters but become a function or mask that circulates among the players. Though in the preface Pirandello describes authorship through metaphors of divine and even the Immaculate Conception, speaking of miracles, and divine births, such identifications are covered over within the play. There the Father decidedly appears as the authors double. THE CHARACTERS REALITY Throughout the play, the Father insists on the reality of the Characters, a reality that, as the stage notes indicates, inheres in their forms and expressions. The Father offers his most explicit meditation on the Characters reality in Act II. Here he bristles at the Actors use of the word illusion as it relies on its vulgar opposition to reality. He approaches the Manager in a sort of face-off to challenge this opposition, one that underpins his identity. Convinced of his self-identity, the Manager readily responds that he is himself. The Father believes otherwise. While the Characters reality is real, the Actors is not; while the Character is somebody, man is nobody. Man is nobody because he is subject to time: his reality is fleeting, always ready to reveal itself as illusion, whereas the Characters reality remains fixed for eternity. Put otherwise, time enables an opposition between reality and illusion for man. Over time, man comes to identify realities as illusion, whereas the Character exists in the timeless reality of art. Works Sited Pirandello, Luigi, 1867-1936-Criticism and interpretation. I. Bloom, Harold. II. Series. Book Title: Characters and Authors in Luigi Pirandello. Contributors: Ann Hallamore Caesar author. Publisher: Clarendon Press. Place of Publication: Oxford. Publication Year: 1998. www.questia.com//characters-and-authors-in-luigi-pirandello-by-ann-hallamore-caesar.jsp

Teenagers and Suicide Essay -- Teenage Suicide Essays

The third leading cause of death amongst teenagers: Suicide Did you know that suicide is currently the third leading cause of death among teenagers in the United States? (4). In 1992, more teenagers and young adults died from suicide than those who died from stroke, cancer, heart disease, AIDS, birth defects, pneumonia, influenza and chronic lung disease combined (4). Suicide is definitely a compelling problem amongst youth in the U.S today. It is estimated that 300 to 400 teen suicides occur per year in Los Angeles County; which is equivalent to one teenager lost every day (1). Many concerned people ask, "What is going on?" and "Why is this happening?" Among many things, some suicidal youths experience family trouble, which leads them, to doubt their self-worth and make them feel unwanted, superfluous, and misunderstood. According to one study, 90 percent of suicidal teenagers believed their families did not understand them. Young people reported that when they tried to tell their parents about their feelings of unhappiness or failure, their mother and father denied or ignored their point of view (1). Suicide can be prevented; in fact, suicide prevention has saved over ten percent of teens who have tried to attempt suicide (1). In this paper I will prove that although, suicide is a serious epidemic amongst teens in the U.S., it can also be prevented. "I'm depressed." You might say it casually to refer to sadness that engulfs you and then goes away. But depression is also a mental health illness that may require help from an experienced professional(1). Depression has been considered to be the leading cause of teen suicide in the 20th century, affecting approximately eight million teens in North America (2). Recen... ... While the above teen suicide facts are astounding, here are some positives about teen depression and suicide: The number one cause of teen suicide is untreated depression. Most suicidal teens respond positively to psychotherapy and medication. Nearly 90 percent of depressed people benefit from medication. Those contemplating suicide can be "talked out of it." WWW Sources 1)Teen depression homepage, a rich resource on how to prevent teen suicide http://www.teen-depression.info/ 2)Teen depression homepage, a rich resource on causes of suicide. http://www.nami.org/Content/ContentGroups/Helpline1/Teenage_Suicide.htm 3)Teen depression homepage, a personal story on teen suicide http://www.1-teenage-suicide.com/story.html 4)Teen depression homepage, facts about suicide http://kidshealth.org/teen/your_mind/mental_health/suicide.html

Racism †Will it ever end? Essay

Racism has been an issue that has been around for hundreds of years. Since back from when people of color used to be slaves until now, it has been quite interesting watching all of it unfold and witnessing how the world has become a more united front. But with that said, has racist really ended? I mean with groups like the KKK amongst other hate groups that discriminate against people of different ethnicities, will hate and racism amongst other racists really ever be abolished? For my paper I will be focusing on Racism and the changes that have taken place throughout time. Although, these changes have played a huge role in regards to getting rid of slavery and helping to eliminate some hate, will racism ever completely end? I find that my topic is relevant to the course, in regards to the fact that it does follow the theme of racism and looks at it from more of a skeptical view. The central question that I will be answering throughout this paper is that racism still does in fact exist today and will probably never end within any of our lifetimes. I believe that by answering and bringing light to this question that it would help make sense of our course themes because the contents of this question is basically everything that we have learned throughout this course (race, racism, ethnicity, whiteness) and putting it into a working question that I can look at more closely and show results that racism will in fact never end for the rest of our lives. After growing up in a small, rural, predominantly Caucasian town where I have fell the victim to/witnessed racism and although the media may portray racism as diminishing and claiming that it’s existence is little to none, I know that it still does exist and in fact plays a big role in many peoples lives whether they notice it or not. There have been some secondary academic sources that do in fact agree with my thesis. One of the sources I found is a book called, â€Å"Racism out of Place: Thoughts on Whiteness and an Antiracist Geography in the New Millennium†. This book discusses racism within the new day and age. It gives us the example of two young white males who go on a killing spree of African-American and Hispanic individuals but were made to look like victims  in the media. The economics of Racism is another source that I find supports my theory by discussing in the 1970’s after the civil rights movement that the government was moving black people to the North because there was suppose to be no racism but that turned out to be completely false. The reading also looks upon how the media was portraying racism as gone when it really was not. The last source that I have found that supports my theory is a study based on anger in regards to African-American’s dealing with racism. The title of the study is called, â€Å"Getting Mad But Ending Up Sad: The Mental Health Consequences for African Americans Using Anger to Cope With Racism† This looks at how black people cope with dealing with racism and how it has negatively effected their well-being. Bibliography â€Å"Getting Mad But Ending Up Sad: The Mental Health Consequences for African Americans Using Anger to Cope With Racism.† Getting Mad But Ending Up Sad: The Mental Health Consequences for African Americans Using Anger to Cope With Racism. Web. 4 Nov. 2014. . â€Å"Racism out of Place: Thoughts on Whiteness and an Antiracist Geography in the New Millennium.† – Kobayashi. Web. 4 Nov. 2014. . â€Å"The Economics of Racism.† The Economics of Racism. Web. 4 Nov. 2014..

Family Environment and Delinquency Essay

When a child loses a parent through death, desertion, divorce, or long separation, some form of deprivation is bound to result. Where, as is generally the case, the male parent is missing, the child is placed under an obvious economic handicap. Absence of either parent may also cause a certain affectional loss for the child. In addition, the complementary control, example, and guidance given by both parents are wanting and complete socialization of the child is rendered more difficult. At the death of a parent no cultural opposition is imposed upon the situation. Rather, social and economic assistance both public and private is readily forthcoming. Furthermore, the acquisition of a stepparent through remarriage of the remaining parent may even reestablish something of a family norm for the bereaved child. But, in cases of desertion and divorce (and illegitimacy) we have an entirely different set of circumstances. Here we frequently find the child exposed to a highly emotionalized atmosphere of discontent and discord. The child most often remains with the mother only, financial support may be withheld by the father, or the parents may fight over the child’s custody. In case of desertion no new father may legally become part of the child’s home. And the subtle challenge of public disapproval of the family situation and the psychological impact of a seeming rejection by one’s parents may becloud the child’s outlook. Divorce in many cases is indeed simply a formal recognition or acknowledgement of an already socially broken home, and it is generally appreciated that the home in constant discord might cause the child more harm than if the parental relationship were severed. Such reasoning has merit, but, interestingly enough, this argument has been used to justify divorce rather than to plead for the rehabilitation or prevention of unhappy families. Such a viewpoint, it should also be noted, contradicts another social philosophy which holds that even a bad home is better than no home at all for the child. There are many varieties of broken homes and many correspondingly different kinds of family relationships involved. Even the social disparateness in family structure which results from long-term hospitalization, military service, or employment of the breadwinner away from home, may bring about some serious consequences for the members of a family. On the other hand, the conventional family structure may cloak a host of baneful influences or situations harmful to a child’s wholesome development. To say it in another way, all broken homes are not bad ones, and all conventional types are not good ones. This article is not concerned with a delineation of all possible types of homes and their effect on children, but rather it is restricted to a consideration of the more evident types of broken homes as they relate to children who are apprehended for committing delinquent acts. With the establishment of juvenile courts in the United States around 1900 and the compilation of social statistics on youth who were brought before these courts, observers were struck by the high proportion–40 to 50 percent–of all delinquent children who came from broken homes. Since it was far beyond normal expectancy that such a proportion of all youth was similarly disadvantaged, early writers saw broken homes to be an important, if not the greatest single proximate (causal) factor in understanding juvenile delinquency. There was no denial that the broken home was only one of a number of factors to take into account and that the age of the child and the quality of the home life, as well as the mere fact of a break, were important. A number of studies have shown, however, that abnormal or defective family relationships are much more prevalent among families of delinquent children than among families of comparable children who do not become delinquent. This aspect of the matter is a subject unto itself. Not counting the statistical tabulations of many juvenile courts over the years, dozens of studies have been made which deal with the broken home and juvenile delinquency or crime. Some of the early studies attempted to estimate the proportion of broken homes in the population at large from existing census data, to use for a comparison with their special groups of delinquent or institutionalized children. A common conclusion was that delinquent children had about twice the proportion of broken homes as did children in the general population. A few comparisons were made of boys in the same school or city area, revealing a greater prevalence of broken homes among the delinquent group; while one such comparison of several groups of children in 1918 suggested that more orphans were found in the delinquent group. The first major attempt at a controlled comparison was made by Slawson in 1923, using delinquent boys in four state institutions and boys in three New York City public schools, from which he concluded that there were over twice as many broken homes in his delinquent group.6 Concurrently, in England, Cyril Burt analyzed a group of misbehaving (â€Å"delinquent†) children and public school children of the same age and social class. Although his classification of â€Å"defective family relationships† included other factors besides the broken home, he, too, found the problem children to be doubly disfavored. And, in 1929, Mabel Elliott compared the family structure of her group of Sleighton Farm girls mostly sex offenders with that of a group of Philadelphia working-class continuation school girls, revealing the respective proportions of broken homes to be 52 and 22 percent. Even greater refinement was introduced into the question by Shaw and McKay when they compared boys against whom official delinquency petitions were filed in the juvenile court of Chicago in 1929, with other boys drawn from the public school population of the same city areas. They found that a rather high proportion (29 percent) of the school boys 10 to 17 years of age came from broken homes. After the school population data were carefully adjusted statistically for age and ethnic composition to make them comparable with the delinquent group, the proportion of broken homes rose to 36.1 percent for the school group, as compared to 42.5 percent for the delinquent boys. This result, as Shaw and McKay interpreted it, â€Å"suggests that the broken home, as such, is not an important factor in the case of delinquent boys in the Cook County juvenile court,† while other writers further interpreted the findings as showing that broken homes generally are â€Å"relatively insignificant in relation to delinquency.† Even accepting the above figures for Chicago, mathematical exception has been taken to such interpretations. From an over-all viewpoint it is well to remember that a large proportion of children from broken homes do not become delinquent, but this hardly refutes the inescapable fact that more children from broken homes, as compared to unbroken homes, become delinquent. Even among families having delinquents, siblings are more often delinquent in the broken family group. For the social analyst, the broken home may be regarded either as a symptom or as a consequence of a larger process, but for the child it becomes a social fact with which he has to abide. In a very real sense the abnormal structure of his family may impede his own normal adjustment and in some cases may bring him into conflict with the requirements of the larger society, more so than if he were surrounded by a conventional family milieu. That so many children surpass this handicap is an exemplification of their own resilience and a demonstration of the presence of other forces acting towards the child’s socialization in the community, rather than a proof of the unimportance of normal family life in the development of norms of conduct or the unimportance of the handicaps experienced by me child in the broken home. In former years when divorce was less common and desertion less apparent perhaps, broken homes were probably thought to be largely a result of the death of a parent. The material and other losses to such children may not have been readily perceived. How such a simple event as death could wreak enduring havoc with the child’s development was difficult to discern. Hence, disbelief in the importance of orphan hood as to delinquency causation, coupled with the very unsatisfactory nature of the early studies, no doubt led some sociologists to take exception to the prevailing beliefs and to question the whole relationship. A convergence of information from the other disciplines as to the deleterious effects of divorce and desertion or family separations upon the child, as well as a psychological appreciation of the different nature of these types of family disruption, brought a more unanimous acknowledgment of the importance of the socially broken home. In some quarters the recent â€Å"wave† of delinquency has been interpreted to be a result of the growth of divorce and separation. However, information on the particular family relationships of children in the community and those who become delinquent are generally lacking. We know that over the past 50 years there has been a lessening of orphan hood through improvement in life expectancy, and an upward rise in family dissolutions through desertion and divorce, until now there seems to have been a reversal in the relative importance of the two factors of death and social discord in the breaking up of a child’s family. Oddly enough, in spite of the change in the nature of broken homes the high over-all proportion of delinquent children from broken homes apparently has not changed significantly. One large minority in the population consistently shows twice the average rate of socially broken homes and twice the average rate of delinquency. Other groups with strong family cohesiveness show below average rates of delinquency. Such apparent associations cannot be dismissed as happenstance. On the whole very little disagreement has been expressed over the probable harmful influence of the socially broken home on the child. This does not gainsay, however, the deprivation consequent to the loss of a parent through death. Indeed, the same high proportions of delinquents were found to come from broken homes more than a generation ago when orphan hood loomed larger as the reason for family disruption. Of even more importance to the child than the nature of the break is the fact of a break in his home. All in all, the stability and continuity of family life stands out as a most important factor in the development of the child. It would seem, therefore, that the place of the home in the genesis of normal or delinquent patterns of behavior should receive greater practical recognition. The relationship is so strong that, if ways could be found to do it, a strengthening and preserving of family life, among the groups which need it most, could probably accomplish more in the amelioration and prevention of delinquency and other problems than any other single program yet devised. If delinquency is more likely to occur in a disorganized family than in a â€Å"normal† one, the family situation may somehow create the delinquency. But how? Perhaps a disorganized family tends to produce children with sick personalities, and sick personalities have unusual difficulty conforming to social rules. On some such assumptions consensus appeared possible on the causal connection between family disorganization and delinquency. Then Shaw and McKay suggested, after a comparison of the incidence of broken homes among Chicago schoolboys and male juvenile delinquents, â€Å". . . That the broken home as such [does not seem to be] a significant causal factor in cases of delinquent boys brought before Cook County Juvenile Court.† To many, this study seemed to imply that the family, an institution so important in the socialization process, was irrelevant to delinquency. The authors of the study did not draw so radical an inference from their data. Although the formal break in the family may not in itself be an important determining factor, it is probable that the conflicts, tensions, and attitudes which precipitate the disorganization may contribute materially to the development of the delinquency and the personality problems of the child. The actual divorce or separation of the parents may not be so important a factor in the life of the child as the emotional conflicts which have resulted in the break in the family relationships.