Rhetoric Analysis

English 103 Rhetorical Analysis Authors Becky Herz, and Kim Phuc wrote essays that not only touched hearts, but also made people take a different look at life and those around them. â€Å"The Long Road to Forgiveness† and â€Å"My Husband Will Call Me Tomorrow† are two essays that use literary devices such as pathos, imagery, ethos, and repetition to effectively tell their stories. By using different rhetorical and literary devices in their writing they were able to make an impact with their words. Words are very powerful weapons in the battle of making a point and trying to make sure that people actually understand that same point.In Herz’s â€Å"My Husband Will Call Tomorrow† she was able to use repetition as well as visual devices to effectively tell her story. Her use of these devices allows the reader to be able to connect and see things from her level. Phuc’s essay on the other hand, was able to evoke gut-wrenching emotion, just using devices such as imagery and details about to make her story credible. Becky Herz’s essay, â€Å"My Husband Will Call Me Tomorrow† contains credibility in her use of certain details about how her life is laid out now that her husband is not at home.Her use of repetition through the essay, stating that, â€Å"I believe my husband is going to call me tomorrow† is very effective. The author states this through the essay multiple times. This can be interpreted in a way where one can come to believe that she is just stating a fact. Over and over she states that her husband is going to call her; this shows that she has hope, faith, and is determined that her husband will indeed call her tomorrow. Herz gives detail about how she puts the baby to bed, walks the dogs, checks on her employees; this expresses how she does indeed â€Å"have her hands full† and establishes her credibility.By going through her everyday life, this reveals that hope and belief that nothing is out of the ordinary. Through detailing the actions and evoking the emotion behind it, she makes her story more credible and emotional. The reader can actually believe that she does have hope and believe her husband will call her. If she really did not believe that her husband would call, would she keep her usual routine? Or would she just wallow in the idea that she will never see him again? Her use of repetition helped make her essay touching and believable. In Kim Phuc’s essay, â€Å"The Long Road to Forgiveness† she does not tell a story.She states the facts about everything that happened to her when she was younger giving the story an emotional effect. She described in intricate detail about how she saw everything around her in flames. â€Å"I saw fire everywhere around me. Then I saw fire over my body, especially on my left arm. My clothes had been burned off my body† (Phuc 179). Not only did this statement help provoke the emotion in her story, but it also cr eated imagery for the audience. Her word choice allows the audience to visualize the fire everywhere around her, burning off her clothes and everything around her. Also you can read Rhetorical Devices in Night Walker by Brent StaplesHer words further on in the essay help form her credibility in the forgiveness that she is trying to provoke upon the reader. Still, her story is so detailed and thought provoking to feel some time of emotion for what has happened to her is unavoidable. As her essay goes on, never in the beginning or the middle does she state exactly what caused all the damage around her; Phuc saves the fact that she was burned by napalm until the very end of the essay. By just giving details about what happened instead of stating that fact first and then elaborating on it, allowed the essay to have a more emotional impact on the reader.By finalizing what exactly caused all this damage to her physical being, stating how â€Å"Napalm is very powerful, but faith, forgiveness, and love are much more powerful† (Phuc 180), she made her story that much more credible. Especially when she reiterates how is â€Å"If that little girl in the picture can do it (forgive), ask yourself: Can you? † (Phuc 181). Both Becky Herz and Kim Phuc were able to use emotion in their writing and make their essays credible by using details that forced the reader to actually sit back and think about what they were reading.For instance, in Herz’s essay, just how she wrote about how she went through her day waiting for her husband to call her, it was almost as if she was just writing a note to a friend. Her diction created a relaxed tone though she was talking about something that was anything but that. She didn’t write it like she was trying to make the reader feel sorry for her; she was just revealing that she had hope by going through her everyday routine. â€Å"When people say, ‘Looks like you have your hands full,’ I’ll smile and acknowledge that its true, but I make the nest of it because I believe my husband will call me tomorrow† (Herz 110).Phuc organized her essay the same way. She did not ask for any type of pity in her writing in how she wrote it; the facts about what happened were simply stated. From the very first sentence, â€Å"On June 8, 1972, I ran out from Cao Dai temple in my village, Trang Bang, South Vietnam, I saw an airplane getting lower and then four bombs falling down† (Phuc 179), information was given but pity was not requested. She told what happened, and how from it, her life changed drastically; this unknowingly pulls emotion from the reader, and helps establish even more credibility. The Long Road to Forgiveness† and â€Å"My Husband Will Call Me Tomorrow† are two essays that use literary devices such as pathos, imagery, ethos, and repetition to effectively tell their stories and create an essay where the audience can establish understandings and connections. From Phuc’s essay the reader can visualize almost every single detail that she writes about because the words themselves are so vivid. The reader can see the bombs falling out of the sky as they skim over the words. Becky Herz and Kim Phuc’s essays in This I Believe II are two perfect examples of these literary devices fundamentally being put to use.

Behavioral Expectations

School activities which facilitate the learning of the students can either be inside or outside of the classroom. Nonetheless, all these activities implicate behavioral expectations which the students must meet. In-class activities include the use of learning centers and computer stations. This activity facilitates learning through the use of different sources which provide the students a better understanding of the lesson. In addition, learning centers and computer stations give the students some hands-on training, which is very effective because it adds up to the learning experience of the students.Finally, these faculties of learning allow the students to enrich their knowledge and imagination, not only limiting the things to be learned to what the teacher has said. For this kind of activity, the students are expected to use the particular source efficiently so that it may help facilitate and enhance learning. This means that all available sources, such as computers, must be used with relevance to the academics. Moreover, the students are expected to practice courtesy. They should be responsible and not be abusive to the things which the school offers.One should also be courteous to his or her fellow classmates, and most especially to the teacher and other personnel present in the particular learning center. Another in-class activity is the teacher-led activities. This kind of activity makes the teacher the sole facilitator of learning. The teacher is the one who gives the basic rules or general instructions of the activity, and lays-out its objectives. The students, on the other hand, are the participants in the learning process and they are the ones who generate the ideas, key points and values of the activity.Basically, at the end of the activity, the teacher summarizes everything the students have said into few general ideas, and sometimes asks the class to repeat them. For a better focus on the students’ attention and participation, the teacher m ay also ask a volunteer from the class to summarize the general ideas of the activity instead of simply saying the main ideas. Finally, the teacher evaluates if all the objectives have been met, then proceeds to the lesson or next activity. For this kind of activity the students are expected to listen attentively to the teacher.They should be attentive in order for them to understand the instructions, objectives and ideas of the activity. Secondly, the students should practice a sense of responsibility. They should be able to know their priorities, what they need and need not to do whenever there is a teacher-led activity which requires their full attention and active participation. Learning does not only take place inside the classroom. Therefore, schools also conduct out-of-class activities in order to let the students experience and explore. Most common type of out-of-class activities include playground time or recess.This is a few-minute break after two to four subjects to give some time for students. This particular activity is a good embodiment of learning outside the classroom. With regard to behavioral expectations, all students are expected to practice camaraderie. This is the time when they are able to socialize with one another. Therefore, they are expected to behave properly, talk to fellow classmates and create friendship. In addition, they are also expected to learn the value of sharing and unselfishness. Friendship grows in the light of sharing. Students must know how to think of other people.Another interesting out-of-class activity is the field trip. This well-planned activity is an educational trip to different places of great significance, usually held once a year. The trip intends to familiarize the students with the historical and cultural significance and influences of the places to be visited. In this kind of activity, the students are also expected to practice camaraderie. This time, the context of camaraderie is deeper because the stud ents are going out of the school into different places and are spending more time with each other.Moreover, the students must be obedient in the sense that they need to follow all instructions given by the teacher in order to avoid problems. The basic method of determining whether the students did or did not understand the proper behavior expected from them is by way of asking. After the teacher has given the activity and the proper behavior expected from them, he or she must first ask the students what they did not understand to what he or she has said. If there is a question raised by one of the students, he or she must restate what is expected of the students and expound it.He or she must make sure that every behavioral expectation she mentioned was clear to the mind of the students before proceeding to the activity. Another effective way of evaluating the students’ understanding of behavioral expectations is by definition. This is to be done after the activity has been fi nished. The teacher will ask the students to define the behavioral expectations he or she has given the class before the start of the activity. By this method, the teacher will fully know how well the students understood the values expected from them.

The Many Meanings of Bitte in German

The Many Meanings of Bitte in German Bitte is used a lot in German. The many meanings of bitte include: PleaseYoure welcomeHere you go (when handing something over)May I help you?Pardon? The challenge is determining what the speaker or writer means when using the word:  It all depends on the context, tone, and other words expressed along with bitte.   Saying Pardon Me? You can use  bitte  when you are trying to politely express that you did not understand or hear something the speaker has just said, as in Pardon me? The following brief dialog shows how to express that sentiment in a courteous manner. Ich bin heute einkaufen gegangen. I went shopping today.Wie Bitte?   Pardon me?Ich habe gesagt, dass ich heute einkaufen gegangen bin.   I said, I went shopping today. Expressing Here You Go and Please A  host  might  use bitte when handing something, such as a slice of pie, to a guest, as in:  Here you go. Or,  a customer and a waiter might both use  bitte  in the following exchange: Customer: Ein Stà ¼ck Apfelkuchen bitte. A piece of apple cake please.Waiter, serving the cake:  Bitte sehr.   Here you go.Customer: Danke.   Thank you. Note how in this exchange, the customer uses  bitte  to mean please, while the waiter uses the same German word to mean here you go. Saying Please and Yes Please Bitte  can also mean please in other contexts. For example, you can use this handy word to ask for help, as in this example: Kannst du mir bitte helfen?   Can you help me please? You can also use  bitte  to  mean please as a polite imperative, as in this brief exchange. Darf ich Ihnen den Mantel abnehmen?   May I take your coat?Bitte!   Yes, please! Asking May I Help You? You will often hear a waiter say  bitte, bitte sehr, or bitteschà ¶n?  (please and here you go) in a restaurant when delivering a dish. For instance, waiters will often use the word when they approach your table, as in: Bitte sehr! Here you go!Hier, bitteschà ¶n. Here you go. Note that  bitte  by itself still means youre welcome, but in this context, the word is used as a shortened version or  bitteschà ¶n or bitte  sehr.  This makes sense, because if the  waiter is carrying a hot plate and wants to set it down- but you are busy talking or drinking your coffee- he certainly would want to use as few words as possible to get your attention so youll free up some space and he can relieve himself of the scalding plate. Saying  Youre Welcome If someone thanks you for a present, she might say: Vielen Dank fà ¼r Ihren Geschenk!   Thank you very much for your present! You have several ways to say youre welcome, in addition to using the word bitte. You can express it formally, as in: Bitteschà ¶nBitte sehrGern geschehen   It was my pleasure.Mit Vergnà ¼gen   With pleasure. Or you can express yourself informally by saying: BitteGern geschehen   It was my pleasureGern  (shortened form of Gern geschehen) You are welcome.Nichts zu danken.  Ã‚  Dont mention it.

Huxley Brave New World essays

Huxley Brave New World essays A full and meaningful life ultimately rests upon the individual's ability to make choices and to determine the course of their own existence. Even when these choices are wrong, and they make the person miserable, it is the freedom of will that makes life meaningful and worthwhile. In Brave New World, Aldous Huxley's vision of utopia is a world that is free from strife and discomfort, where every need is met, and where anything that is potentially difficult or disturbing is removed. Through the words of John the Savage, we see the danger in such a utopia, where individual freedom and choice is compromised. In this world, life becomes a sterile reflection of the true diversity and passion that comes from individual choice. John argues that the freedom to be unhappy is one of the most fundamental rights and needs that human beings possess. Aldous Huxley's novel, Brave New World, describes a world where personal choice and the ability to be unhappy have been traded for a society where discomfort is unheard of, and everyone is obsessed with being happy. In this view of utopia, violence does not exist, and all human needs are met. Potential unhappiness is treated by a pill, soma, religion does not exist, and meaningful relationships are discouraged. Huxley's view of utopia clearly excludes individuality. In The Brave New World, true individuality is not an option. Notes the Director, "'We predestine and condition. We decant our babies as socialized human beings, as Alphas or Epsilons, as future sewage workers or future . . .' He was going to say 'future World controllers,' but correcting himself, said 'future Directors of Hatcheries,' instead" (13). In Huxley's utopia, happiness is contingent upon accepting a preordained place in the social order. Notes the Director, "that is the secret of happiness and virtue-liking what you've got to do. All condition...

Australian Securities and Investment mission Law

In the case of ASIC v Sydney Investment House Equities Pty Ltd [2008] NSWSC 1224 (21 November 2008) Australian Securities and Investment mission is the plaintiff and Mr. Goulding is the 3 rd out of the 9 defendants. In this case, the plaintiff had made a claim against the defendant that he had mitted various infringements of the provisions of the Corporation Act 2001 (CA) and the Australian Securities and Investment mission Act 2001 with respect to his role as the director of several panies prising the Sydney Investment House Group . The plaintiff seeks from the court against the defendant that he should be he should be disqualified for an appropriate period from managing corporations and prevented from providing any financial services within Australia. However, the plaintiff had not made any claims for the imposition of any kind of penalties and others orders with respect to pensation payment.   The plaintiff had initially brought proceedings against eight panies, which belonged to the SIG group. Mr. Goulding and the Mr. Geagea (fourth defendant) were or acting as the directors of most of the panies which are all in liquidation. Application made by the fourth defendant with respect to Section 29.9(1) (a) and 29.10 one after the other against the claim of the plaintiff were dismissed by the court. The court in this case had to determine the fourth defendant mitted the breach of the provisions related to director’s duty or not. The plaintiff claimed that the court should determine that the following breached were mitted by the defendant with respect to the Corporation Act and the Australian Investment and Securities mission Act. The court in this case held the fourth defendant liable for the breach every allegation made by the ASIC. With respect to this decision, the court considered the following law. The court took into consideration the provisions of Section 180. The Section states that it is the duty of the and other officers of a pany to use their powers and exercise their duties with proper diligence and care which any reasonable person would have used if they were an officer or director of the pany in similar circumstance or held or occupied such a position in the pany similar to that of the directors and officers (Gerner, Paech and Schuster 2013).   The court in this case held that the defendant was liable for the breach of this Section by not observing diligence and care while discharging his duties as the director of the panies. The court also considered the provisions of Section 181 of the Corporation Act 2001 with respect to this decision. The Section states that it is the duty of the directors and the other officers of the pany to discharge their responsibilities towards the pany in good faith and in the best possible interest of the pany (Gelter and Helleringer 2013). In addition, the directors and other officers of the pany must discharge their duties for a proper purpose towards the pany. Duties in this Section refer to the statutory duty, which the direct owns towards the pany with respect to the general law o fiduciary duties. The court in this case also considered the decision provided in the case of Chew v R  (1991) 4 WAR 21, where the court held that good faith means (Knepper et al. 2015) The court in this case reading Section 184 of the CA along with Section 181, the Section can be breached if the director has not acted in the best interest of the pany, even if there is no act of dishonesty mitted by the director (Huebner and Klein 2015). The court also considered the provisions of Section 182 of the CA in deciding this case, according to the provisions of the Section it is the duty of the directors and other officers of the pany not to gain unfair advantaged for someone else or themselves by making unfair use of their position in the corporation. In addition, the directors and other officers of the corporations are not allowed to use their position in the pany to cause detriment to the pany. The court also considered the decision made in the case of ASIC V Adler 458 which held that entering into an agreement by the director which provides him with unfair advantage is the breach of Section 180,181,182 of the CA (Keay 2012). In the case of R v Byrnes  [1995] HCA 1;  (1995) 183 CLR 501 the court held that   if a director of a corporation acts with respect to a transaction in which the part to whom he owns a fiduciary duty gains benefits without making proper disclosure in relation to his interest, then the directo r is deemed to act improperly with respect to Section 182 of the CA (Welch et al. 2015). In addition, this would also lead to the breach of the provision of good faith provided in Section 181 of the act. In the case of Chew v The Queen  [1992] HCA 18, the court held the provisions of Section 180,181,182 of the CA can be reached by mere conduct to a director to attain unfair advantaged or himself or someone else , it is not relevant in this case that whether the advantage was actually breached or not (Stout et al. 2016). With respect to the decision made by the court in this case the court also considered that although the corporation itself owes the duties imposed by Section 181 and 180 of the CA the direct could be held liable for the breach of provisions of these sections (Land and Saunders 2014). This breach can arise from making or not preventing the corporation from breaching the provisions of law, which may indirectly involve failure to exercise skill and care towards the interest of the pany on the part of the directors (Fairfax 2013). After making such findings, the courts focused on the individual breaches, which were made by the defendant.   With respect to the first breach of making loans the question before the court was to determine whether the pleading made by the ASIC   are enough for the orders sought by them against the defendant and whether the objection of ASIC with respect to final formulation of loans were made out. The court in this case held that both the questions before the court were in favor of ASIC nod the defendant sis liable for the breach of Section 181 and 181 of the CA by making such loans (Prashker 2014). In relation to the allegation of rollovers against the defendant the question before the court was whether the orders sought by the plaintiff was in accordance with the pleading and whether roll over transaction finally formulated had been made out or not. After analyzing the submissions made by both ASIC and the fourth defendant the court decided that the defendant had breached directors duty by getting involved in the roll over transaction as alleged by the plaintiff. In addition the court also decided that the order sought with respect to roll over transaction were according to the pleadings made by the plaintiff. The court held that it is clear that the fourth defendant was clearly the sole director of equities and capital and he allowed the pany to go forward with a role over transaction by issuing preference share without any consideration and subsequently breached the provision of Section 180 and 181 of the CA (Donner 2016). The court also held that the defendant breached the provisions of Section 182 by causing detriment to the cpmpany through his actions (Bilchitz and Jonas 2016).    With respect to misappropriation, after considering the submissions made by both the plaintiff and the defendant the court had two factors to analyze firstly whether according to the submission of the defendant the defects in pleading made by the plaintiff is extreme and defies all principles of pleadings. Secondly, to what extent the allegation with respect to misappropriation are true. The court in this case held that the payment made by the pany were made for non business and in proper purpose or to give unfair advantage to the defendant and these payments were made to be caused by the defendant himself breaching the provisions of Section 180-182 of the CA. The court held the same with respect to unregistered managed investment scheme by not registering the investment scheme and therefore a breach of the defendant’s duty of care as provided in Section 180(1) of the CA along with the breach on Section 181 by not acting in best interest of the pany (Bruce 2013). The court had a different view with respect to the breach of reporting failure by capital. The court held the the defendant breach the provisions of Section 180 by not plying with his duty of care towards the pany. However, the court held that the defendant did not breach the provisions of Section 181 in this situation, as his acts cannot be considered not to be in good faith. The findings conducted by the court in this case are broadly discussed the range and limits of the duties of directors and other officers towards the pany. The provisions provided in Section 180-182 of the CA have a very wide but simple meaning to them. Through this case the court made it clear that the it is not necessary that detriment was actually caused to the corporation or unfair advantage was actually gained by the director , it is enough that the directors acted in such a way which would have resulted in such problem. Bilchitz, D. and Jonas, L.A., 2016. Proportionality, Fundamental Rights and the Duties of Directors.  Oxford Journal of Legal Studies, p.gqw002. Bruce, M., 2013.  Rights and duties of directors. Bloomsbury Publishing. Donner, I.H., 2016. Fiduciary Duties of Directors When Managing Intellectual Property.  Nw. J. Tech. & Intell. Prop.,  14, p.203. Fairfax, L.M., 2013. Sue on Pay: Say on Pay's Impact on Directors' Fiduciary Duties.  Ariz. L. Rev.,  55, p.1. Gelter, M. and Helleringer, G., 2013. Constituency Directors and Corporate Fiduciary Duties.  Fort ing: The Philosophical Foundations of Fiduciary Law (Andrew Gold & Paul Miller eds., Oxford University Press, 2014). Gerner-Beuerle, C., Paech, P. and Schuster, E.P., 2013. Study on directors’ duties and liability. Huebner, M.S. and Klein, D.S., 2015. The Fiduciary Duties of Directors of Troubled panies.  American Bankruptcy Institute Journal,  34(2), p.18. Keay, A., 2012. Directors’ duties to creditors and financially distressed panies’. Keay, A., 2016. Wider Representation on pany Boards and Directors’ Duties.  Journal of International Banking and Financial Law,  31(9), pp.530-533. Keay, A.R., 2014.  Directors' duties. Knepper, W.E., Bailey, D.A., Bowman, K.B., Eblin, R.L. and Lane, R.S., 2015.  Duty of Loyalty  (Vol. 1). Liability of Corporate Officers and Directors. Land, A.L. and Saunders, R.S., 2014.  Folk on the Delaware General Corporation Law: Fundamentals. Aspen Publishers Online. Prashker, L., 2014. Corporation Law for Officers and Directors (Book Note). Stout, L.A., Robà ©, J.P., Ireland, P., Deakin, S., Greenfield, K., Johnston, A., Schepel, H., Blair, M.M., Talbot, L.E., Dignam, A.J. and Dine, J., 2016. The Modern Corporation Statement on pany Law. Tewari, S.P., 2015. Directors Fiduciary Duty not to make Secret Gains. Welch, E.P., Saunders, R.S., Land, A.L., Voss, J.C. and Turezyn, A.J., 2015.  Folk on the Delaware General Corporation Law: Fundamentals. Wolters Kluwer Law & Business.

Summarizing of History and acheveiment of Sweatshop Watch Essay

Summarizing of History and acheveiment of Sweatshop Watch - Essay Example The discovery of the infamous El Monte sweatshops in 1995 where 72 Thai immigrant workers were forced to sew clothes behind razor wires and armed guards gave birth to Sweatshop Watch. Together with community organizations, Sweatshop Watch worked to release the workers from INS detention and get them housing, food and medical care and for the recovery of unpaid wages, overtime compensation and damages for civil rights violations. The group's Retailer Accountability Campaign pressured retailers who sold clothes sewn by the El Monte workers through public demonstrations and letter-writing campaigns that were critical in winning $4 million from retailers and manufacturers for back wages and redress. Today, many of the El Monte workers continue to work in the garment industry, although they are now aware of their rights and are actively educating other workers as well as policy makers and the public. Over the following years, from 1996 to 2000, Sweatshop Watch held many campaigns, in alliance with other groups, in the state of California, nationwide as well overseas to further the protection of workers' rights' through legislation, media work and public education. codes of conduct and monitoring. ... purchase of goods made under sweatshop conditions. Began to expand its work nationally and internationally by engaging in debate on codes of conduct and monitoring. It issued a issued a critique of the White House Apparel Industry Partnership (now the Fair Labor Association) and partnered with Working Assets to generate 32,000 letters and calls to the Partnership's Co-Chair Liz Claiborne, demanding that the Partnership include a living wage in its Code of Conduct. 1998: Produced the 1998 Garment Workers Calendar, an inspiring collection of black and white photographs of garment workers at work and on the picket line and with historical dates in the garment industry. Hosted the Living Wage Working Summit which brought together over 50 participants from the U.S., Canada, Mexico, El Salvador, Nicaragua, the Dominican Republic, Hong Kong and the Netherlands. The summit developed a draft formula for a living wage and popularized the demand for a living wage in the anti-sweatshop movement. Co-convened a coalition of students, faculty, staff and community members to strengthen the University of California's Code of Conduct for Trademark Licensees, and began supporting the growing student movement against sweatshops. Participated in the founding of the Workers Rights Consortium. 1999: Won the passage of a sweatshop reform bill for California's 120,000 garment workers, Assembly Bill 633 (Steinberg, Hayden). Filing of three separate lawsuits against top U.S. clothing companies to clean up the rampant sweatshop abuses in Saipan, a U.S. territory in the South Pacific. 2000: Helped won justice for eight Los Angeles garment workers who sewed university gear under sweatshop conditions. Achievements: The recent achievements of Sweatshop Watch

Gangs & gang behavior - week 8 Essay Example | Topics and Well Written Essays - 500 words

Gangs & gang behavior - week 8 - Essay Example The founder of the gang was a member of Hispanic gang, who was properly oriented and influence by gang warfare. They adhere to the essence of brotherhood, for it is something that could provide them the protection they deserve while they are incarcerated. It is undeniably true that the gang has been largely affected or influenced by Hispanic culture, because of the orientation of its founder. The founder was a Hispanic, adhering to the principles and cultural beliefs of the Hispanic culture. However, as time goes by, the gang has become home to individuals or members coming from diverse culture. However, each member has the chance to tolerate the set culture for the group. As stated, the gang was instituted by Hispanic prisoners. The inception of this group was made possible within the four walls of the correction centre that has become home to thousands of inmates of varying criminal records. As time goes by, the gang has been known as the Mexican Mafia, which split into two groups, the other is adhering to the old philosophy of the gang and the other one considers the group as the New Mexican Mafia. The Mexican Mafia, a Hispanic gang, adheres to the value of alliance, due to the existing rivals with other gangs. This is solely for the purpose of protecting the members from other rivals. The gang has important rules to follow. Homosexuality, snitching, cowardly, fighting among members, disrespecting, stealing and interfering are not acceptable to them. There is no formal constitution within the gang, but for as long as the set rules are met, they are all well with their prevailing system. So far, there is no any hint that the gang are blood in and blood out. In fact, as already stated, there were two prevailing groups for the Mexican Mafia. The new existing gang to separate from the original group has given the chance to choose the