Reconstruction Essay Example | Topics and Well Written Essays - 250 words

Reconstruction - Essay Example ved their freedom from their white masters, African Americans would celebrate their newly won liberties and rights in the years following the war – also referred by historians as the period of Reconstruction. In the book America: A Concise History by James Henretta and David Bordy, we get in-depth analysis and commentary on this crucial period in American history. We learn from the text that the Reconstruction project is largely a failure. The acceding of eleven defeated Southern states into the Union was going to be a highly challenging process due to cultural and political dissimilarities between the two former warring groups. Indeed, the non-viability of this proposition had what ultimately led to the abandonment of Reconstruction efforts; and much of the bipartisanship seen in American politics today is proof of this deep division in the countrys social and political makeup. Immediately after the Civil War an atmosphere of euphoria prevailed, when intellectuals and common people alike dreamt of a radically new American society. But as the initial excitement of the Reconstruction era faded out, people came to the realization that old, established institutions would not change readily. In many ways the Civil Rights movement that occurred a century later was a reaction to the failure of the Reconstruction project. In this sense, the progress of American society was effectively held back for a hundred

The nature of crime Essay Example for Free

The nature of crime Essay The nature of crime embodies the offences made against the state representing society and the population. Within this concept is the operation of principles going to the rights of the victim and the accused in the criminal law process. This process encompasses the commission and elements of the crime going to the actus reus (action of the accused), mens rea (intention of the accused) and causal link to make out the crime; the criminal investigation by the police; the criminal trial process under the adversarial system; the standard of proof beyond reasonable doubt; and the verdict to sentencing options available to the judiciary. This can be illustrated in the case of R v Munter (2009) NSWSC whilst demonstrating the causation in the death of a man assaulted by Munter acting on the mistaken belief that this man was breaching water restrictions, but showing that his intention to kill was absent whilst his actions contributed to the outcome. In this case, Munter received a custodial sentence for manslaughter. Summary and indictable offences Criminal conduct is categorised by summary and indictable offences under the Summary Offences Act 1988 (NSW) and the Crimes Act 1900 (NSW) respectively according to their severity. A summary offence is a less serious matter heard in the Local Court (before a magistrate generally resulting in a bond, fine or a jail sentence of up to two years. By contrast, indictable offences are more serious matters heard at trial in the District Court (most serious offences of manslaughter, murder and aggravated sexual assault being heard in the Supreme Court) following a committal hearing in the Local Court and before a judge and jury. Offences can be committed against people and property but fundamentally these offences breach the law of the state with sentencing imposed by the state but not necessarily in the interests of the victim. From homicide (murder and manslaughter) to, assault (common or aggravated) and sexual assault these can be contrasted with property and economic offences involving larceny, robbery or ‘break and enter’ or white-collar crimes involving  embezzlement, tax evasion and as can be seen in the case of R v Rivkin (2003) ALR, insider trading in which the accused used confidential stock market information in relation to Qantas shares for personal gain in which he was sentenced to nine months periodic detention. The different categories of crime Categories of crime are branded by the type of offence, jurisdiction (NSW or Cth), the seriousness of the offence (summary or indictable) and the parties to a crime. This can include offences against the person which is reflected as being a serious crime (homicide, assault and sexual assault). The case of Boughey v The Queen (1986) where a doctor strangled his wife during a ‘sex game’ allegedly should have known that the act constituted a ‘reckless indifference to human life’ and therefore was convicted for murder clearly demonstrates this category of crime. Offences against the Sovereign refer to the main offences of sedition and treason within this area. The Vietnam War ‘draft-card burning’ is an effective example which demonstrates the crime of sedition where thousands of American men protested based on the involvement of America’s involvement in the Vietnam War. This led to the case of United States v. O’Brien where both parties argued before the Supreme Court in relation to the concept of sedition where O’Brien was burning his draft-cards at a rally. (Does this have any relation to the Anti-Terrorism Act No.2 (Cth) 2002? and was introduced after 9/11) Economic offences is another area of the criminal law and more significantly, is the largest area of criminal law as it encompasses most common types of crime. This includes crimes against property (larceny, robbery and ‘break and enter’); white-collar crimes (embezzlement, tax evasion and insider trading; and computer offences (hacking, unauthorized accessing, or modification of data). The media article – Fear in the Fast Lane (ABC, 2009) demonstrates a situation of an economic offence and more specifically, hacking. It was based on the Alice Springs Turf Club where hackers accessed the online gambling system and brought it down. Main drug related offences include the possession of a prohibited drug; use of a prohibited drug; cultivation (the growth of plant drugs i.e. cannabis) and the supply of a prohibited drug. Such legislation which has been passed to assist with the enforceability of keeping these types of crimes minimal include the Drug Misuse and  Trafficking Act 1985 (NSW); the Summary Offences Act 1988 (NSW); and the Customs Act 1901 (Cth). Driving associated offences are some of the most commonly committed offences in NSW. Many of these offences will relate to the strict liability offences concept such as speeding. The most common driving related offences include: exceeding the speed limit; driving without a license or while disqualified; ignoring road signs; and driving above the legal blood alcohol limit of 0.05. Public order crimes are offences that relate to acts that are deemed to disturb the public order in some way; i.e. disturbance in public. Some of the most common public order offences can include: obscene, indecent or threatening language in public; possessing a knife in public (with no reason); obstructing traffic; and damaging public fountains or protected places. Preliminary crimes are offences split into two main categories of attempts of an offence and conspiracy. The concept of conspiracy occurs when two or more people plot to commit a crime together. In addition, the failure of an attempted crime can result in the equal possible length of sentence for that particular crime which is demonstrated in Section 344 of the Crimes Act 1900 (NSW) where ‘a person who attempts an offence can be liable for the penalty’. Parties to a crime The concept of parties to a crime relates to the fact that other people can be involved in the act, either before or after the crime. This can effectively be reflected within the preliminary offence of conspiracy. The level of punishment is usually determined by that person’s level of involvement in the crime and indeed there are four main categories of ‘parties to a crime’ which are: principal in the first degree (this is the principal offender); principal in the second degree (present at the crime i.e. encourager); accessory before the fact (someone who helped before the crime); accessory after the fact (someone who helped after the crime i.e. driving a getaway car). A range of factors that may lead to criminal behaviour A range of situational and social crime prevention techniques There are many significant factors which affect criminal behaviour. The scientific study of crime and criminal behaviour is known as criminology. This covers many aspects of why people might become criminals. Firstly, the psychological  factor is relevant during the drug rehabilitation process and particular sentencing programs. Secondly, social groups that people associate with will often influence a person’s attitude and views of acceptable behaviour. For example, an abusive home environment may impact on one’s future life. Thirdly, the economic factor is extremely significant as people from disadvantaged backgrounds (i.e. Sydney’s western suburbs) are more likely to commit crimes. This relates to the impact of poor education and lack of skills. Fourthly, politically, offences against the sovereign or against the state are likely to have some political factors influencing their commission. For Example; the G8 Summit protest or the 2009 Copenhagen Climate Change Conference are both a major influence. Essentially, it is vital to understand the factors and motivations behind crime as it related to the possible impact of crime prevention (situational and social). Situational crime prevents usually involves one of the two following approaches: firstly, planning and architectural design, which focuses upon the influence of physical environments upon crime; and seconly, focused (situational) approaches, which rest on rational choice theory. Basically, situational crime prevention aims to make it more difficult for criminals to carry out a crime and therefore stop the crime before it is committed. Social crime prevention relates to the prevention of some of the social and economic factors that might contribute to a person committing an offence. This includes the prevention of a poor home environment/parenting; social and economic disadvantage; poor school attendance; early contact with the police and other authorities. Fundamentally, it is progressively being fixed as such youth programs are run to teach dispute resolution skills and social skills that will encourage potential offenders to make better choices about their actions and their futures.

Truffaut’s Jules et Jim †An Expressionistic Analysis :: Movie Film Essays

Truffaut’s Jules et Jim — An Expressionistic Analysis As far as Bazin’s essay â€Å"The Evolution of the Language of Cinema† might be used as a formal test of categorisation—notwithstanding the problematics inherent in his oversimplification of the realist and expressionist methodology—initial viewing of Jules et Jim seems to present a dichotomous structure. Certainly, a number of Bazin’s criteria for realism are met: camera movement; long-takes; composition-in-depth. and deep focus; a certain ambiguity of meaning. Similarly, several of Bazin’s criteria for expressionism also can be found: there is spatial and temporal discontinuity; editing is used for artistic effect; reality is augmented to create a world only vaguely like our own, and so on. The dichotomy though is only apparent. The over-all effect created by Truffaut shows Jules et Jim belonging more comfortably in the expressionistic domain; and, as we shall discover, devices which would normally—at least according to Bazin— deliver the effect of realism are utilised by Truffaut as tools of expressionism. In our analysis of Jules et Jim, rather than examine fleetingly the whole gamut of expressionistic techniques, we shall instead explore in some detail the more important methods, paying particular attention to temporal and spatial distortions, editing and montage, special visual effects, and finally discover the manner in which Bazin’s archetypal techniques of realism—long-takes and composition-in-depth.—are recast. Certainly one of the most striking features of Jules et Jim is temporal distortion. Truffaut utilises this effect by various means and for various purposes. In the first two minutes of the film, time is condensed in two ways: by the third person narrative, which encapsulates the film’s exposition in the most laconic of terms, describing the meeting and developing friendship of Jules and Jim, and also by the selective images which largely avoid redunant description of the aural narrative, but instead seek to interpret and compliment. Accordingly, when the narrator tells us that Jules is a foreigner in Paris; that he wants to go to an art student’s ball; and that Jim gets him a ticket and costume, the image we are offered is a simple one of the two playing dominoes. This image, incidentally, becomes a leitmotif in the film, supporting the theme of friendship and is touchingly varied much later when Jules plays instead with his daughter. Next, the narrator tells us that their friendship grows; the ball takes place; that Jules has tender eyes.

African Americans Consequence Essay

The African Americans played a major role before and after the Civil War, beginning from 1861 to 1870, which helped shape the course and consequences of the Civil War. In determining how African Americans shaped the course and consequences of the Civil War, one must assess how African Americans were given more opportunities. Politically, African Americans began to have a role in voting and to have the President and Republican Party fight for their full freedom. Socially, the African American’s class began to be looked at differently. Ideologically, the African Americans were being looked at as equal and made sure that people knew they were people too. Although African Americans had to continue to fight for their equality, they did, in fact, shape the course and consequences of the Civil War by having political, ideological, and social actions. African Americans had no rights to vote or involve themselves in politics but that changed after the Civil War. Giving African Americans the right to vote shaped the consequences of the Civil War by African American’s views being looked at as well. On August 1865, the Convention of the Colored People of Virginia was proceeded which claimed that since African Americans are free, they deserve to vote (Doc H). The African Americans spoke of being given suffrage, and then they were given the right to vote. This shaped a consequence of the Civil War because the African American’s views were no longer over looked. During the Civil War, no one J. Crespo P a g e | 2 paid attention to what the African Americans wanted but afterward, they were granted the voice to speak about what they wanted. After being heard and given the right to vote, the African Americans had participation in Constitutional Conventions. A map shows the following: the participation of African Americans and Whites in Constitutional Conventions during 1867-1868 (Doc J). Politically, the whites did not want to be overtaken by the African Americans, so they had a larger participation to overrule the African Americans. The whites wanted a powerful Democratic Party that supported their wanting. The African Americans still participated in the conventions to make sure the Republic Party was strong enough to continue to give the African American their rights. African Americans participating in the Constitutional Conventions shaped one of the consequences of the Civil War by not letting whites take over the political system. Not only did the African Americans have a consequence politically with being heard and not having white supremacy, politically African Americans were also given their freedom. African Americans were being given their freedom. Politically, African Americans were being granted a change in society. Abraham Lincoln published a letter on August 26, 1863 that proposed the following: the African Americans as a whole, everywhere, should be granted their freedom for they fought for the North (Doc C). Abraham Lincoln was trying to persuade the Whites to agree on freedom for the African Americans in the United States. African Americans were being freed everywhere instead of just the North. Politically, this helped the African Americans tremendously because they were going to be freed everywhere. One of the consequences was African Americans being freed in the North, but then African Americans were going to be freed everywhere, including the South. After the letter sent out by Abraham Lincoln, the Republican Party decided to try to get an amendment that freed all African Americans. In 1864, the Republican Party’s platform stated the following: they wanted an Amendment to J. Crespo P a g e | 3 officially end slavery everywhere (Doc D). Politically, the African Americans were beginning to be seen as people throughout the nation. This consequence after the Civil War proved that African Americans were no longer going to be slaves anywhere. African Americans found their freedom with the help of the political power of Abraham Lincoln and Republican Party. Then the African Americans were socially looked at differently. The African Americans were no longer such a low class because people began to look at them differently and notice the good things about African Americans. Socially, the African Americans were being helped by the people. On July 30 1861 General Benjamin F. Butler reported to the secretary of the war stating the following: the African Americans should be free since they are a part of the North (Doc A). Socially, the North no longer presented the African Americans as property. This shaped the Civil War because the African Americans became part of the Union that fought for the North. Then after the Civil War was won and the African Americans were freed, their school system proved them socially equal and good as the whites. In March 1864, Charlotte Forten, an African American teacher in South Carolina Sea Islands, said the following: she spoke of how happy the African American children were to learn and how much knowledge they have attained (Doc E). Socially, the African Americans were no longer looked at as less smart than the Whites. The consequence of the Civil War with the African Americans socially with schools showed their equality to whites. Socially, the African Americans were no longer looked at as slaves or less knowledgeable. The African Americans, ideologically, were no longer looked as property. The African Americans were beginning to be looked at the same as the whites. The African Americans no longer were looked at as property. Ideologically, the African Americans caused a consequence of the Civil War to be looked at as people. On March 7, 1864 in The New J. Crespo P a g e | 4 York Times it stated the following: African Americans have gone through a drastic change to now be free Americans in the United States equal to the whites (Doc F). The African Americans were no longer the property they were once known of; African Americans were people just as the Whites. Ideologically, this proved that a consequence of the Civil War was the change of equality that African Americans had. After The New York Times had posted the article, Thomas Nast from Harper’s Weekly on August 5 1865 had posted the following: a picture of lady liberty standing next to an African American Union Solider asking â€Å"And Not This Man? † (Doc G). Ideologically, the picture proved that the people no longer were going to look at African Americans as property so they should be treated equal. The North wanted the South to have the same thoughts about African Americans. This set a consequence of the Civil War by having the African Americans no longer being looked at as slaves as they were when the war had begun. After the African Americans were no longer looked at as property, the African Americans made sure the Whites thought of them as people no matter what. African Americans were going to deal with racism and injustice but they made sure that the whites knew they were people also. Ideologically, the African American consequence after the Civil War was that African Americans are people, not slaves nor property. On August 20 1862 in New York during the resolution of African Americans in Newtown, African Americans stated the following: they wanted to make sure that the President knew that they were not going to leave because the United States was their country also that they were going to fight in for their freedom (Doc B). This constructed the course of the Civil War because the African Americans began fighting in the Civil War. Ideologically, African Americans were looked at as people in the nation of the United States to fight along the Whites for their freedom and country. After the Civil War, when African Americans were no longer slaves and granted their freedom, some J. Crespo P a g e | 5 whites resisted the full freedom of African Americans. In 1867 with Rebecca Parsons she went through the following: she went back to receive her kindred since she was a free slave but the owner would not allow her to because they were â€Å"his† (Doc I). Although, Parsons did not allow Rebecca her children it proved that Parsons realized she was also people because she demanded them back from him. Rebecca is no longer a slave who has to stand down, she also had rights which proved she is as equal as Parsons. Ideologically, after the Civil War this was a consequence by African Americans no longer being looked at differently because they were people also. African Americans ideologically created the course and consequence of the Civil War by being looked at as people and not slaves. African Americans shaped the course and consequences of the Civil War by ideological, social, and political reasoning. African Americans were known in the United States as slaves and property but they no longer were during and after the Civil War. They became people of equality to the whites in the United States. They no longer had no say in politics; they were given rights and opportunities to speak of their views. They no longer were viewed as property but people. Also, they weren’t the low class everyone had always labeled them as. African Americans helped the Union win the war to win themselves the freedom they deserved.

The Medieval Civilization

The greater part of medieval civilization was a time of simplicity and little cultural development. Feudalism was the structure that governed medieval society and came to represent this time period. The church became the universal symbol of medieval unity. Toward the end of the medieval period, however, town life and large-scale trade and commerce were revived. Great changes took place in the church fostering a new era and change. Feudalism was a system of government that provided the structure for the political, social, and economic aspects of medieval civilization. It consisted of contracts between members of the nobility and less powerful nobles who served as their vassals. Economically it was a contract between the serfs who farmed that land and the nobles who owned it. Feudalism was very complex and confusing in some ways, but it could also be looked at as very simple. It was constructed in a pyramid or chess board-like form. Kings were at the top although they did not have much power, lords and vassals followed the king and had control of the lesser nobles. The serfs were at the base of the pyramid. A manor, otherwise known as the lord†s estate, was where everyone lived and worked. In exchange for a place to live, food, and mainly protection, the serfs farmed the land. Agriculture was the foundation of feudalism, where land and food was used to barter for other items. There were different taxes and positions of distinct people on the manor. This illustrates the complexity of feudal life during the medieval ages. If you look at it as what the duties were of each specific class you see the simplicity of feudalism. Each member of medieval society had its own particular tasks to perform. The serfs preformed the most labor-intensive tasks and often did the same thing everyday. The knights protected the manor and the lords were responsible for taking care of everyone on their manor. The feudal system could be compared to a modern corporation. The serfs could be looked at as the workers, the lords as management, the knights to the security, and the king would be the CEO of the company. Feudalism was complex in its organization and simple it its implementation. During most of the medieval time period the church was the center of society and was the law of the land. The church regulated business practices, had the power to tax, controlled all people through the power of excommunication and had influence on the aesthetic aspects of life. The church exemplified both the simplicity and complexity of medieval life. Monks led a very simple life. Their days were spent working hard, studying, and praying. The church wanted to make life simpler by standardizing the rite, calendar, and monastic rule. It was more complex then simple however. The church held a great deal of power that was often in conflict with the monarch. The head of the church, the pope, spent much of his time in Rome while attempting to govern the rest of Europe. It was difficult to govern such a large geographical area while residing in a city that was not centrally located. In A. D. 1377, Pope Gregory XI left Avignon and returned to Rome. This was known as the great schism and it developed great entanglement in the popes† standing in medieval society. The crusades, while increasing the status of the pope, also increased the power of the monarchs over the nobles. Feudalism was broken down and the power the church was illustrated in the crusades. Certain aspects of the church tried to simplify life while other things only made it more complex. Population growth contributed to the migration of people from the manor to the town, which was the base of complexity in the later stage of the Middle Ages. A self-sufficient manor sometimes was the beginning of a town where people came to form a complex web of commerce and trade. Products were bought with money rather then used to barter for other necessities such as in the earlier stage of the Middle Ages. As the towns grew the people became dissatisfied with being ruled by the nobles and church. They wanted to govern and tax themselves, and eventually they began to do these things without the consent of the church or nobles. To better protect themselves the townspeople often joined together with people from other towns to form leagues. These leagues would band together to protect one another and promote trade. The people organized themselves even further with forming merchant and craft guilds. The guilds controlled the making and sale of particular products. Feudal lords as well as the church was concerned with the formation of towns. Townspeople were able to increase their wealth through the sale and manufacturing of goods, while the lords only produced what was needed for their manor. The serfs began to move away from the manor because they realized that they could have a better life if they lived in the towns. By forming autonomous towns, people created complex relationships between themselves and the monarchs and churches. This was the development of a more complex form of economic subsistence known as capitalism. Medieval civilization was a time of change in many different ways, both simple and complex. Feudalism was organized in a quite clear way yet the structure in which it was carried out and the roles played in it were confusing. The church†s power was very perplexing in that it had the power to run the government and economy. The way that the church wanted to standardize certain things was easy to understand. Towns were complex in their organization and in the way they divided the power among the common people and the nobles and church. Medieval society that was once based on faith became rooted in scholasticism. Many new ideas brought up through the medieval civilization forced the society to be both simple and complex in many aspects.

Classic Character Essay

Classic Character Essay Classic Character Essay Classical Character Societies rise and crumble, and all for one reason: character. Character is defined by those societies as they study their classical books. In order to study classical books the following questions need to be answered: What is a classic? What is classical character? What are the influences of classical reading on character and character development? Our founding fathers seemed to understand classics and their significance, but how well do we understand the importance of studying classics? What is a classic is hard, but not impossible to answer. Well known classics are; A Christmas Carol, Pride and Prejudice, Little Women, etc. In each of these books, the characters go through many challenges within themselves and with life. In turn, they all begin to understand what is fundamental to keeping society and their hopes alive. In one or another, they know that without a healthy understanding of people and their interactions, the quality of character ceases, and people begin to become ruinous. Basing our definition on these kinds of books, classics should be whole, moral books that teach principles and build leaders who are able to wisely lead a community. Classics should teach truths, morals, and wisdom. They should influence us to better our livelihood and better our relationships with others. However, this is not how classics are defined. Classics, or â€Å"old literatures† are adapted as people lose interest1. This deprives them of understanding what old terms and phrases mean2. When this happens, society changes their definition of a classic. Therefore, to clearly state the definition of classics based on morals and principles, these need to be defined. Morals are â€Å"the differentiation of intentions, decisions, and actions between those that are "good" (or right) and those that are "bad" (or wrong).† (wikipedia, morality) Another word is Principles. Principles are â€Å"fundamental truths or propositions that serve as the f oundation for a system of belief or behavior or for a chain of reasoning.† They are laws that are made, not by people, but by God, and they do not have to be enforced. They are common sense. If classics should be whole, moral books that teach principles and build leaders, then it is logical to assume that there are books that can be unclassical, being that they don’t have the basic theme of a classic. The basics of classics are important and should be studied. For some people they consist of deep interpretations and perspectives, but because it is not apparent on the surface, most will skip over it and miss it. One basic theme that is often missed is classic character. No, it is not the protagonists or antagonists of a book. Character, in this sense, is the principles that govern a person’s conscience. It will guide their course of action based off of past events and present ones. Their character will be decisive to whether or not they choose a course which will help them to follow correct morals. If not, they become the antagonist in the lives of those they come in contact with. Values, character attributes, and growth define civilizations and the people within the society. These are the core of why people function with their laws, and why they may see fit to fight against those laws. Classic characters have cores that are trying to be understood. The authors of these classics may be trying to show people that there is a piece of this core that is missing within the society they currently reside. Some great examples come from The Swiss Family Robinson, Iliad, Beowulf, and others like those listed. In each of these books, we see people discover for themselves, through study or adventure, what is lacking in their life to allow them to be better. The lack of good examples, in individual lives means that the classics are one of the few resources for people to learn morals and principles.

Nike Essays - Nike, Inc., Employment Compensation, Labour Relations

Nike Essays - Nike, Inc., Employment Compensation, Labour Relations Nike The athletic apparel industry in which Nike is involved is a major money maker in the United States, but the fact that none of the factories are located in North America has brought some heat to the company. Nike controls more than 40 percent of the U.S. Market for sports related goods, but doesnt have a single sneaker factory in this country (Miller 1). Nike continues to make millions of dollars yet exploits workers overseas by paying them very little, while requiring long hours without overtime pay in factories that are not up to American standard. Nike subcontractors employ nearly 500,000 workers in plants in Indonesia, China and Vietnam (Saporito 1). The exploitation of workers in Third World counties, where the majority of Nikes labor is done sparks a controversial issue. People question why is it that Nike continues these practices. According to Just do it, Nike, Nike seems especially fond of doing business in undemocratic countries like China and Indonesia, where the military can be relied upon to crack heads if workers get out of line (Miller 2). The military monitoring has been a large controversy due to the fact that these are often Chinese working against other Chinese workers, or Vietnamese against their own people also. For Nike there are two benefits: it its a cheap way to monitor in an overseas factory and it creates a sheaper labor workforce. In turn making the labor cheaper for Nike. This makes it possible for Nike workers from the states to work on other things and only tour the factories when nessecary. While still assuming a stable workforce without good pay. The critics of Nikes labor practices have taken tours and witnessed the mistreatment firsthand. Time magazine reported saying, The plants were found to be modern and clean, well lighted and ventilated and paying a decent wage by local standard salthough by no means are they trouble free. Make no mistake: these are factories not amusement parks, and even in developing Asia, where jobs are scarce and getting scarcer, this is not the job of choice. (Saporito 1) The wages that the workers overseas are paid is nothing when compared to how much we pay for a pair of shoes or the profit that CEO Phil Knight is making off his sportswear giant he once operated out of the back of his car as a college student. A big issue that surrounds sweatshops is wage. The minimum wage often does not reflect the cost of living. (Hepner Online) Is the wage fair? There are many people who feel the wage is fair and the cost of living is taken into account when the wage is looked at, but studies show otherwise in many factories. Just recently, CNN reported a raise to entry level workers in Indonesia, Nike officials said the increase will raise the minimum monthly compensation packagewhich includes bonuses, housing, healthcare, transportation and meal allowances to approximately $37.14 a month.(Nike Establishes Labor Online) To many people living in the U.S., that package may sound good however the compensation package doesnt do away with the long hours, the poor conditions or the low rate of pay. Many of these workers are young children working to help support their families. The benefits do not make up for the low pay rates that keep them in the work force. The pay is only enough to get by where these children want to be saving in order to leave the factories and return home. In Taking a Look inside Nikes Factories, part of Bill Saporitos, Can Nike Get Unstuck? this is what was found. Americans pay $100 for a pair of shoes that a worker gets less than $3 a day to make. They pay Michael Jordan $40 million to endorse them. Cant they find more money to pay the workers? The short answer is no, because corporations pay the going rate for labor whereever they are. (Saporito 1) If this statement is true Nike pays the wage for the country the factory is in, then what is the controversy about? Much of it stems from the overtime that these workers are forced to work without over time compensation. Here in the United States there are regulations placed