Role of Youth Essay Example for Free

Role of Youth Essay Lack of participation of the youth in community development and family integration may lead to poor skills and characteristics. Community development helps the youth a lot in working their skills, building their character and communicating with others to have a good relationship. Family integration makes the youth more confident c Generally, this topic focuses on the lack of participation of the youth in community development and family integration. Specifically, this topic aims to show these problems; * Lack of communication and awareness of opportunities (Felix, 2003) * Turf issues among organizations competing for youth participants (Felix, 2003) * Lack of diversity, and adultism or the systematic mistreatment of young people simply because of their age. (Felix, 2003) * Youth fear of speaking out (Felix,2003) * Lack of time (Sherrod, Flanagan, Youniss, 2002) * Not being sure of the benefits of their contributions (Israel, Coleman, Ilvento, 1993) As youth are brought into community organizations and civic roles that they have traditionally been excluded from, they can participate in local decision-making at multiple levels. This collaboration leads to skill enhancement, confidence building, and ownership that prepare them as they navigate toward adulthood. All of these can be achieved through participating in activities that pursue community development and family integration. Lacking of participation is seen form the youth. Lack of participation in family integration and community development may lead to a lot of conflict in the society. Communication is the best way to build a relationship with the community and with the family. In this way, the youth can easily participate and contribute to the developments made by the community. The family will serve as a great motivation for the you th to participate well and be efficient in helping developing one’s community. The specific problems points out different pursuits. In the first problem, lack of communication and awareness of opportunities, the reason that this problem occurred is because of the extreme rapid change in the modern civilization, in contrast to modern societies, tend to increase parent-youth conflict, for within a fast changing social order the time interval between generations. Inevitably, under such a condition, youth is reared in a milieu different from that of the parents; hence the parents become old-fashioned, youth rebellious, and clashes occur which is closely confined circle of the immediate family, generate sharp emotion. This conflict will only subdue to not communicating with parents because avoiding arguments with their parents. Another problem that hinders the youth in progressing and doing their role as youth is lack of time. The youth now a days tend to spend their time in paying video games, watching television Parent-youth conflict thus results from the interaction of certain universals of the parent-child relation and certain variables the value of which are peculiar to modern culture . the universals are the basic age or birth cycle differential between parent and child. The decelerating rate of socialization with advancing age, the rsulting intrinsic differences btween old and young on the physiological, psychosocial and sociological planes.

Technology’s Impact Essays -- Communication Internet Technological Pap

Technology’s Impact Is the outgrowth of technology really a threat to college student? â€Å"Hey are you in the room, Ashley?† Kate knocks the door. â€Å"Hey I forgot my key, will you open the door for me,† Kate shouted. After five minutes, Kate went next door and knocked on her suitemate’s door. Her suitemate opened the door for her. She went through the bathroom, and reached to her own room. As she opened the door she was shocked; actually there was more of an angry expression on her face. â€Å"Ashley! Why didn’t you open the door for me? I told you I would be back in five minutes and I wasn’t bringing my key with me. Why did you lock the door? Didn’t you hear what I said? Now would you get away from your screen? I think we need to talk! We never talked since you setup your computer. I think we have a lot of problem now, we need to talk!† Again and again Kate repeated her phrase. Ashley didn’t say a word and her hands kept punching her keyboard. Then she suddenly started to laugh. â€Å"Why are you laughing? What is so funny?† Kate shouted. Ashley didn’t say a word and kept punching her keyboard and kept giggling. Realizing that Ashley was IMing her internet buddies, Kate shrugged and left the room. This is what I personally observed in James Madison University . It seems that the technology is taking control in our communication world. We hardly have any face-to- face conversation anymore because we stare at the screen most of the time. I read the article Luddite vs. Fetishist which was interesting. I then had the opportunity to create a survey to find out what our attitude toward technology is and how we really are addict to it. Bill Henderson in his publication Luddite vs. Fetishist stated that computer and tech... ... this was a very limited survey that I only gave out to 20 people for each section of my survey. In some of the questions I asked in the survey the result did not vary much. Therefore, in future investigations adding ten more questions and giving out fifty surveys will have a much more accurate result. Also, I need to get a variety of majors because a computer major is going to have more of a passion for technology than an english major. I could have asked more demographic questions for background information as well. As Kate left the room, Ashley slowly selected her away message for AIM. She then opened and checked her email once again to make sure she did not miss any messages. Last, she gathered her books and left the room. On the screen, her away messages said, â€Å"At class, leave your message and I will get back to you A.S.A.C (as soon as my class is over).† Technology’s Impact Essays -- Communication Internet Technological Pap Technology’s Impact Is the outgrowth of technology really a threat to college student? â€Å"Hey are you in the room, Ashley?† Kate knocks the door. â€Å"Hey I forgot my key, will you open the door for me,† Kate shouted. After five minutes, Kate went next door and knocked on her suitemate’s door. Her suitemate opened the door for her. She went through the bathroom, and reached to her own room. As she opened the door she was shocked; actually there was more of an angry expression on her face. â€Å"Ashley! Why didn’t you open the door for me? I told you I would be back in five minutes and I wasn’t bringing my key with me. Why did you lock the door? Didn’t you hear what I said? Now would you get away from your screen? I think we need to talk! We never talked since you setup your computer. I think we have a lot of problem now, we need to talk!† Again and again Kate repeated her phrase. Ashley didn’t say a word and her hands kept punching her keyboard. Then she suddenly started to laugh. â€Å"Why are you laughing? What is so funny?† Kate shouted. Ashley didn’t say a word and kept punching her keyboard and kept giggling. Realizing that Ashley was IMing her internet buddies, Kate shrugged and left the room. This is what I personally observed in James Madison University . It seems that the technology is taking control in our communication world. We hardly have any face-to- face conversation anymore because we stare at the screen most of the time. I read the article Luddite vs. Fetishist which was interesting. I then had the opportunity to create a survey to find out what our attitude toward technology is and how we really are addict to it. Bill Henderson in his publication Luddite vs. Fetishist stated that computer and tech... ... this was a very limited survey that I only gave out to 20 people for each section of my survey. In some of the questions I asked in the survey the result did not vary much. Therefore, in future investigations adding ten more questions and giving out fifty surveys will have a much more accurate result. Also, I need to get a variety of majors because a computer major is going to have more of a passion for technology than an english major. I could have asked more demographic questions for background information as well. As Kate left the room, Ashley slowly selected her away message for AIM. She then opened and checked her email once again to make sure she did not miss any messages. Last, she gathered her books and left the room. On the screen, her away messages said, â€Å"At class, leave your message and I will get back to you A.S.A.C (as soon as my class is over).†

Of Mice and Men †Curley’s Wife Essay

Curley’s wife is the only women in the ranch, as we learned from the previous chapters, and is not given a name as she is seen as Curley’s property. First destined to be an actress as she recounts to Lennie, Candy and Crooks, her chances were taken away by her mother who thought she was too young and she so ended up at the ranch by marrying Curley, concerned in getting away from her opportunity-breaker mother as soon as possible. From this we can already observe her high self-esteem, thinking it was only because of her mother that she didn’t end up in acting, not because of her possible lack of great talent. But marrying Curley wasn’t maybe finally the best choice. Confined almost all day in a ‘two-by-four’ house, she has to listen to her men-hater husband’s only conversation about what he is going to do to the fellows he doesn’t like, or to support his non-care about her. She doesn’t like him, says he is too selfish and proud of himself (we can notice that these are also two of her self-characteristics). These facts lead her to become lonely and hostile to men, regarding them as responsible for her bad situation. The only benefit she uses from her marriage is her superiority against the other men, being the wife of the boss’s son and so having the power of having them fired, power from which she abuses, for example by forcing Lennie, Crooks and Candy to speak to her. This shows her manipulative and intelligent character but also her tremendous loneliness. She is mean, bitter and prejudiced against them (she calls them the weak ones, hobos, and discriminates them by treating them respectively of dum-dum, nigger and lousy old sheep), but she has an irrepressible need to talk to them.

Analysis of Family Guy Essay

Back in the eighth grade at the Pierce elementary school, a few of my friends and I sat around the circular lunch room tables, the same ones where we sat every day of the year. Our discussion shifted to our favorite TV. shows. At the time, I was a big Simpsons fan and I didn’t really watch too many other shows regularly. We would go around blurting out funny lines and quotes from our favorite episodes or recall hilarious incidents. This was when two of my friends were talking about this show Family Guy. Even though I had never seen it, I could tell from their impersonations that it was a funny show. It had the same general theme as The Simpson, but had even crazier and funnier plots and adventures. When I finally saw my first episode in ninth grade, it was an instant classic in my list of favorite shows. From then on I would watch it as mush as it was on and I even got a collection of DVD’s which I watch regularly. This show goes into the life of an average family in Rhode Island. The characters include a mother and father, three children including two awkward and socially challenged teenagers and a talking baby, as well as the talking family dog. It makes fun of things we do every day that may not seem stupid, but really they are unnecessary and pointless. This show is filled with hilarious flash backs to past events, and includes lots of sarcasm as well as some dumb comments and actions by the unintelligent father, Peter. One of my favorite episodes is â€Å"Pre-Retarded†, where Peter finds out he’s retarded and goes around doing stupid, but hilarious things. He wins a game of Trivial Pursuit because his wife gave him ridiculously easy questions from the children’s version including â€Å"What color are fire trucks?† Peter struggles, but eventually gets it right and wins the game, convincing himself that he’s a genius. When he takes the test, he finds out that not only is he not a genius, he’s actually mentally retarded so he bulldozes the house in celebration. This episode is similar, but better than the rest of the episodes, because the plot is typical, but it is filled with more funny comments and random instances. Although this show may seem just like a basic comedy, meant to entertain children, it is really targeted at teens and young adults. The comedy makes fun of other stereotypes and gets away with things that may be considered racist, sexist, anti-Semitic, and homophobic. It portrays these groups of people in the way they are supposed to be seen in society, but shows that the stereotypes aren’t true, by making the stereotypes seem stupid and exaggerated. In another episode when they are trying to get away from a bunch of southerners, the dog, Brian screams â€Å"Look, it’s a newly-married, interracial, gay couple burning the American flag†. It shows how ridiculous they look when they all scream, â€Å"Oh let’s get’em!†, and this way it makes fun of the stereotypes against southerners, and the group of people described in his remark, because the people would never actually do this. The reason I like Family Guy is because it is really one of the funniest, and most genius shows on television. The writers of the show are very intelligent, and smart about what they write. Although this show is hilariously funny, that is just one of its good qualities. It also sends an important ideas about how people are supposed to be seen, and tells us that stereotypes aren’t always true. It makes fun of average things and has long awkward pauses to show how funny our daily routines can be. Although this show may be offensive to some, I believe it is all in good humor. I am Jewish and in some episodes they do make fun of Jews reinforcing the stereotypes, that all Jews are rich accountants, lawyers, or doctors. This is just to make a point, and the writers do not really believe the things they show, because they exaggerate the stereotypes to make them look silly. In a way, this show is a lot like me. On the outside I really enjoy comedies, and basic entertainment that I can laugh about. There are also real issues that are important to me, and other things in my life that I care about besides just humor. This show is very provocative, but I believe it to be very funny as well as important, even if others may not share these same views. This program shows that I am a caring person and I am aware of the realities in life. Like Family Guy, I may be funny and joking on the outside, but we both go deeper on the inside.

Breaking the Limits What It Takes to Be a Monster Professor Ramos Blog

Breaking the Limits What It Takes to Be a Monster Moumita Milton English 1027th August 2019 Monsters are a paradoxical cultural phenomenon: although abnormal creatures inspire fear and uncertainty, the movies featuring them never lose popularity. This statement is particularly true of Frankenstein, a popular interpretation of Mary Shelley’s novel Frankenstein; or, The Modern Prometheus. Surprisingly, the 19th century novel has dozens of cinematographic interpretations exciting the public imagination, despite all the breakthroughs in the field of medicine. This paper will examine the canonical Frankenstein produced in 1931 by Carl Laemmle Jr. The objective of the analysis is to explain why the outbreak of the Great Depression was the right time for the monster horror film based on the philosophical novel about the physical and ethical limits of human capabilities. Frankenstein is a monster film telling the story about things going wrong and disturbing the pastoral life in a village of the Bavarian Alps. While ignoring his fiancà ©e’s suasions, the young scientist Henry Frankenstein seeks to create human life from different parts that he and his assistant Fritz have been collected from various sources. Despite its simple and innocent character, the creature inspires fear in many people, which becomes the beginning of a sad saga about the consequences of human attempts to play the god. The monster kills several people but saves the master’s life at the cost of his own existence. The story of the monster was a success given that the box office exceeded the budget almost fifty times (The Numbers n. p.). Therefore, it is interesting to learn why a fairly simple plot attracted thousands of people seeking to survive amidst the global economic crisis. At times, monsters come back explaining why the plain story does not lose its relevance. Jeffrey Cohen, probably the most famous monster expert, asserts that a monster always escapes to â€Å"reappear someplace else† (4). Cohen mentions that â€Å"No monster tastes of death but once†; and this statement may explain why Shelley’s story gained an unexpected popularity with the 20th century public (5). In Shelley’s novel, the monster disappears after Frankenstein tries to shoot him to emerge a century later bringing an important message to who it may concern. (Frankenstein, Boris Karloff, 1931) The message that the creature brings has been bothering experts for decades. According to Lamb, it is the message about the limits of human will that had been significantly extended by Victor Frankenstein’s attempts to create the human life (305). Similarly, Salotto interprets Frankenstein’s experiments as a way to remember himself and reconstruct own identity by creating â€Å"a creature of his likeness† (190). Salotto asserts that Frankenstein’s attempt to manufacture a creature from different parts of various human bodies is a way to survive the traumatic loss experience (191). Frankenstein seeks to recover after his mother’s death by creating someone who is similar to him but who is not overwhelmed by sad memories. The numerous interpretations of Frankenstein’s decision agree on the fact that a monster appears at some critical point in the individual or collective history. For instance, Hartman asserts that monsters reveal the tension between tradition and innovation predetermining the national course (1). Interestingly, this assumption is valid in the context of Frankenstein. Shelley wrote the novel as a rebel against the â€Å"age of reason† underlying the superiority of logic over traditional values like faith(Lamb 305). The 17th and 18th century Enlighteners believed scholars could conduct the experiments that were previously viewed as immoral (Lamb 305). In turn, Shelley created the monster to show that going against the laws of religion and morality would have disastrous consequences. A century later, people followed the monster story because it resonated with changes occurring in their personal existence and the life of the entire country. The cinemagoers saw the destruction of the old world and emergence of the new economic order. The changes were so terrifying that the story of the monster was ironically comforting. Moreover, watching Frankenstein could be motivating by seeing the difference between the monster and the viewers made of flesh and blood. According to Cohen, â€Å"†¦the monster is an incorporation of the Outside, the Beyond – of all those loci that are rhetorically placed as distant and distinct† (7). Although the monster is made from different parts of the human body, he is very different from an average person in terms of physical and mental capabilities; and understanding of the difference evokes a pleasant sense of self excellence. At the beginning of Frankenstein, the monster is timid and awkward, hence, requires a master to oversee his actions and protect him. As the monster leaves the place where he was created, he learns to interact with other people. However, the attempts have dramatic consequences and eventually result in the monster being captured and killed. The scene where the monster saves the master’s life at the cost of his own aims to underline the superiority of a man over an abnormal creature. Since the monster is different from the master, his life appears to be less valuable, and the scene where Baron Frankenstein celebrates the wedding of the recovered Henry seems logical. However, it is necessary to keep in mind the fact that a monster always dwells at the door of difference. According to Cohen, the thesis implies that all the things making a monster different from a man â€Å"originate Within† (7). The statement means that the monstrous difference is an exaggeration of cultural, political, or economic differences. Therefore, people attribute monstrous features to a phenomenon that they cannot understand or control. For instance, scientific experiments may inspire fear because of the unpredicted consequences. Unfortunately, people are unwilling to take responsibility for their careless decisions, so the monstrous features are ascribed to the creature rather than the scientist manufacturing it. Nevertheless, Frankenstein suggests that the difference between the man and the monster may be subtle which encourages people taking a closer look into their choices and decisions. In Cohen’s theory, a monster is standing at the creator’s threshold looking for the reasons why he has arisen from the unknown (25). In a broader sense, the monster is the result of Frankenstein’s attempts to create someone who is like him but is not overburdened by moral dilemmas (Salotto 190). However, the 20th century suggested new reasons why the monster arose from the years of oblivion. Obviously, the monster is an allegory of the national economy that did not live up to the expectations and almost destroyed its creator. During the late 1920s and the early 1930s, American economy resembled Shelley’s monster manufactured from unsustainable ideas and driven by inflated expectations. When the monster left its gloomy shelter, thousands of people wondered how it happened that the creature came to life and made everyone feel insecure. In turn, capturing the monster meant there is always a solution if humans think of the ways how their own thoughts and actions preconditioned the disaster. Therefore, monsters will always be part of culture because they are the product of human desires, fears, and ambitions. The old monster plots do not lose their relevance because the abnormal creatures appear in the time of crisis and encourage people thinking how their worldview opened Pandora’s Box. Understanding of the relationship of a monster to a man is, probably, the best way to make the plot exciting and thought provoking. Cohen, Jeffrey Jerome. â€Å"Monster Culture (Seven Theses).† Monster Theory: Reading Culture. Ed. Jeffrey Jerome Cohen. University of Minnesota Press, 1996, 3-25. Hartman, Emma. â€Å"Tradition vs. Innovation and the Creatures in Spirited Away.†Digital Literature Review, vol. 4, 2017, pp. 1-13. Laemmle, Carl, director. Frankenstein. Universal Pictures, 1931. Lamb, John B. â€Å"Mary Shelley’s Frankenstein and Milton Monstrous Myth.† Nineteenth-Century Literature, vol. 47, no 3, 1992, pp. 303-319. Salotto, Eleanor. â€Å"Frankenstein† and Dis(re)membered Identity.† The Journal of Narrative Technique, vol. 24, no 3, 1994, pp. 190-211. The Numbers. â€Å"Frankenstein (1931) Domestic Box Office.† The Numbers, https://www.the-numbers.com/movie/Frankenstein-(1931)#tab=summary. Accessed 6 August 2019. Annotated Bibliography Cohen, Jeffrey Jerome. â€Å"Monster Culture (Seven Theses).† Monster Theory: Reading Culture. Ed. Jeffrey Jerome Cohen. University of Minnesota Press, 1996, 3-25. Although monsters are a common occurrence in world culture, there is no consensus why they exist and continue to excite the imagination. Jeffrey Jerome Cohen argues that monsters embody a difference, hence inspire fear and uncertainty in their creators (3). Cohen further elaborates on the nature of monsters by putting forward seven â€Å"monster theses† (3). According to Cohen, the monster embodies a certain cultural moment, always escapes to reappear in another place or time, defies existing order and rules, reveals cultural differences, policies the borders of the possible, represents forbidden practices, and brings attention to the link with humans creating abnormal creatures (3-25). By introducing the theses, Cohen offers an insightful explanation why monsters emerge, develop, and reappear to appear somewhere in a different time or place. Moreover, the theses explain the longstanding phenomenon by shedding light on the link between the monsters and the people creating them. Hartman, Emma. â€Å"Tradition vs. Innovation and the Creatures in Spirited Away.†Digital Literature Review, vol. 4, 2017, pp. 1-13. Hartman suggests an in-depth analysis of Spirited Away, â€Å"the highest grossing film in the history of Japanese cinema†, with an aim to explain the essence of kami and their relation to Japanese culture (1). According to Hartman, kami possess monstrous features, like supernatural abilities or threatening agendas that are not quite understandable from a Western perspective. Nevertheless, examination of the kami through the prism of Japanese tradition suggests that the monsters embody the tension between tradition and innovation in the country (Hartman 1). Hartman asserts that the kami were invented with an aim to prevent the Japanese youth from slipping away from the tradition (1). Therefore, Hartman’s conclusion is in line with Cohen’s thesis that monsters portend a crisis (6). In Spirited Away, the kami appear when the tension between the traditional and innovative development reaches its peak and becomes a major cause for public concern. Lamb, John B. â€Å"Mary Shelley’s Frankenstein and Milton Monstrous Myth.† Nineteenth-Century Literature, vol. 47, no 3, 1992, pp. 303-319. Lamb conducted an intertextual analysis to identify the relationship of Shelley’s Frankenstein to Milton’s Paradise Lost. According to Lamb, tracing the relationship between the two works is â€Å"problematic† because despite Milton’s hold on literary imagination, Shelley succeeded in â€Å"changing the discourse of identity from monologue to dialogue† (319). The changing discourse is insightful in terms of understanding who the monster is, why it has appeared, and whether he is able to survive without the master. The own voice is the distinctive feature of Shelley’s monster who can explain how he feels and why he seeks to find the master, despite the challenges on his way. When the creature gains his voice, the reader understands the moral dilemmas of engaging into forbidden practices and breaking taboos underlying the process of creating a monster. A person transcends the limits because of inner fear, uncertainty, and problematic identity. Salotto, Eleanor. â€Å"Frankenstein† and Dis(re)membered Identity.† The Journal of Narrative Technique, vol. 24, no 3, 1994, pp. 190-211. Salotto suggests an in-depth analysis of Shelley’s narrative as a way to explain the origins of one’s life. Although Frankenstein is divided among three narrators, the distinction between the narrative parts is arbitrary and suggests a close relationship between Frankenstein and the monster he has created. According to Salotto, Frankenstein’s experiments â€Å"to create a creature of his likeness† are the attempts to remember and reconstruct one’s own identity after the mother’s death (190). Salotto’s analysis explains Frankenstein’s decision to create a monster and addresses a plethora of moral dilemmas associated with the intention. Also, Salotto’s analysis elaborates on a number of Cohen’s monster theses. In particular, the examination of Frankenstein’s narration reveals the reasons why people create the creatures that inspire fear and uncertainty. Moreover, Salotto elaborates on Cohen’s seventh thesis by underlying the inextricable relationship between the monster and his creator.

Lazy Word Choice

Lazy Word Choice Lazy Word Choice Lazy Word Choice By Maeve Maddox Thanks to today’s instant communication, words used by one blogger or celebrity catch on at an astounding rate, spilling over into advertising, entertainment, and website comments. One evening I became aware of two television ads airing back to back. One was for a telephone service; the other for a car. Both hammered the word crazy to describe features of their products: â€Å"crazy, crazy generous, crazy efficient, crazy protection.† This mindless kind of usage strips words of meaning. It wastes the power of words that have more appropriate uses. Take this headline, for example: Daylight Saving Time Is Americas Greatest Shame Shame can be used in more than one sense, including a fairly meaningless social convention: â€Å"It’s a shame you couldn’t join us for dinner.† Used as it is in the headline, however, shame is a strong word, calling up images of the Indian removals known as the Trail of Tears, the WWII internment camps for U.S. citizens of Japanese descent, and the Tuskegee syphilis experiments that used untreated black Americans as a control group. Daylight Saving Time may be a fraud. It may be annoying, unnecessary, disruptive or any number of disagreeable things, but is it really â€Å"America’s Greatest Shame†? Sometimes the intended purpose of a piece of writing calls for deliberate misuse of words. Advertising and political speeches come to mind. We live under a constant verbal barrage. It’s impossible to ignore the catch phrases of our culture. They enter our minds and speech. If we are writers, they creep into our first drafts. Happily, we can replace poorly chosen words as we revise. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:12 Types of LanguageBroadcast vs Broadcasted as Past Form75 Synonyms for â€Å"Hard†

CAN THE EUROZONE SURVIVE Coursework Example | Topics and Well Written Essays - 2000 words

CAN THE EUROZONE SURVIVE - Coursework Example Finally, it stipulates reasons on to whether the Eurozone can survive the crisis and whether it should survive the crisis. Introduction The Eurozone is a constituent of the European Union countries that have adopted the euro as their common currency. The Eurozone is a constituent of many countries including: Austria, Finland, France, Belgium, Cyprus, Germany, Slovakia, Netherlands, Estonia, Greece, Italy, Luxembourg, Ireland, Malta, Portugal, Slovenia and Spain. The Eurozone crisis is a state whereby the countries in the Eurozone have experienced difficulties in paying their debts. The Eurozone countries are experiencing the crisis since they have experienced deficits in their current accounts. That means the capital outflows have exceeded the capital inflows. These countries are located in the continent of Europe. These countries had faced many problems in their countries and wondered how to eliminate. The Euro was adopted first by eleven states in the 1st of January 1999. This happ ened after the countries decided to use a single currency across the union. The Euro was developed by the European states to be used as a common currency. Some of the complexities that these nations faced before the adoption of the euro include the devaluation of their currencies. This is a situation whereby a countries currency loses value in terms of another currency. This threatened the stability of the countries and they therefore saw it necessary to look for solutions to those problems with the interest of protecting the states from any instability. Furthermore, shift of the exchange rates of the countries was a threat and the countries sought for some Exchange Rate Mechanism (ERM) so as to solve the issue (Ralph, mar 9 2012). The nations experienced inflations at a high rate with the shifting of the exchange rate. They, thus, decided on the Exchange Rate Mechanism so as to solve the issues of inflation and bankruptcy that come with inflexible exchange rates. The countries agre ed to the need of a common currency but with various purposes of protecting political and economic interest, in mind. Before entering into the contract of using one currency, the states had experienced many difficulties including the devaluation of the countries’ currencies against other countries’. There were qualifications to be met and the Euro was adopted by those states only after the achievement of the qualifications. Some of the qualifications were for the member countries to have their fiscal deficits under 3% of the country’s Gross Domestic Product (GDP) and for the states’ governments to lower and limit their debts to 60% of the GDP (Peter, & Matt, Mar 15 2012). However, after the adoption of the common currency, it is sad to state that the countries that hoped to get away from the financial crisis are now caught up in it. The countries are caught up in it because they failed to follow some laid down rules and decided to act on what they deemed fitting to them. There are many strategies underway that the countries are trying to implement to see if they’ll get out of the crisis. Analysis of the problem (Past) The European Union was formed with the signing of the Maastricht Treaty by the member states, in the year 1992. The need and means of the formation of the common currency was formulated in the year 1992. It was in 1999 that the