Psychology of Criminal Minds Essays

Brain research of Criminal Minds Essays Brain research of Criminal Minds Paper Brain research of Criminal Minds Paper ISU Part III Topic: The brain research of Criminal Minds Focus of Research: Effects of maltreatment in youth How misuse influences teenagers Effects of maltreatment on early adulthood How maltreatment at more youthful ages triggers savagery into late adulthood. Kind of Primary Research: I decide to do a survey since it is useful to recognize what understudies our age think about criminal practices and how their brains work. Likewise about the amount they think about the elements that influence them during their lifetimes that lead up to them being lawbreakers. The poll will be for 30-40 grown-ups and understudies. I will ask more seasoned companions and understudies from Pickering High School to finish the poll to put together it with respect to their prime information. The poll contenders will finish the overview with either straight yes or no answers or basic answers or with a greater amount of an informative answer including point of interest and posting what is asked of them. The inquiries will focus on how they think lawbreakers are and how their mind functions explicitly inside the formative time frames. The outcomes from this poll will be remembered for the last report and it will be contrasted with how much youthful grown-ups think about wrongdoing and what actually. Test Questions: How much do you think punishing is adequate? Do you believe that hitting is a type of misuse? Do you concur that youngsters who are forceful and brutal at youth are well on the way to become criminal wrongdoers at pre-adulthood and late adulthood? What as you would like to think makes small kids who are mishandled vulnerable to turning out to be youthful wrongdoers? What do you think triggers viciousness in crooks? Name the various kinds of hostility your acquainted with. What as you would like to think makes an individual a powerless objective for crooks? Do you feel that sequential executioners are normally crazy or are there a compound irregular characteristics?

Managers :: Business, Transformational Leadership

Associations need supervisors who are pioneers since they offer the association an upper hand and monetary development in a period of expanded overall rivalry, innovative unrest and quick moving business sector circumstances (Damanpour, and Schneider, 2006). Inventive administrators are acceptable in adjusting to new situations conditions since they structure the hierarchical culture. Besides, they inspire and empower individual chiefs or workers to manufacture the limit with regards to change to happen. Associations need to have numerous creative directors since they have an inspirational demeanor toward rivalry and business at the work place. Additionally, a manager’s ability to enhance in an association is decidedly connected with authoritative atmosphere (2006). Gumusluoglu, and Ilsev (2009) likewise expresses that association needs to have numerous imaginative troughs since they grow new and better items and administrations. Association needs to have chiefs who are not he sitant to face challenge for development to happen (Hancer, Ozturk, and Ayyildiz, 2009). An administrator position grants different workers to accumulate and connect with creative considerations from both within and outside the association (2009). Associations that have workers that trust each other are bound to succeed (Simmons, 2002). This is on the grounds that trust is the desires or convictions about probability that individual employee’s activities will be valuable or if nothing else not hurtful to his/her advantages. Moreover, an association will fail if the director isn't trusted in light of the fact that he/she will have broad troubles in setting up any trust with his/her kindred representatives. Also, this can result in contrarily influencing the association culture and profitability (2002). Trust is significant for an association since it clarifies the chiefs or representatives authoritative exercises, for example, their â€Å"leadership, moral conduct, collaboration, objective setting, execution examination, improvement work relations and negations† (Andersen, 2005, p.396). This is on the grounds that trust to a great extent is dependent upon the common certainty that no side in the relationship will abuse the weakness of one another (2005). In conclusion, when representatives saw that their supervisor don't confide in them, they begin to question the director in a pattern of correspondence (2002). Associations need directors with trustworthiness since they encourage authoritative consistence and make a positive situation inside the association (Verhezen, 2008). Besides, administrators with trustworthiness have a decent good character, are true, legit, and bound to stay with their qualities (2008). A positive staff view of a supervisor's initiative is related with better occupation fulfillment and workforce maintenance (Jeon, Glasgow, Merlyn, and Sansoni, 2010).

Essay Topics Ideas - Find Out What Type of Essay Topics Are Popular

Essay Topics Ideas - Find Out What Type of Essay Topics Are PopularSome Harry Potter essay topics ideas are fun to think about for people who want to write essays on the character of Harry, but don't really know how to begin. After all, you can't start an essay on how to become a wizard without first having some sort of idea about what a wizard is, can you?If you're like most people, you will want to write a lot of essay topics ideas for Harry Potter without actually writing a Harry Potter essay. You'll be able to narrow your topic choices down as you search, and you'll have a little something in order to start from when you do begin writing. It's one of those areas that you need to get right to get the best results.Here are a few areas you may want to search for essay topics ideas. First, think about the different aspects of the books, movies, and TV series that you enjoyed. The first thing you might consider is exactly that person your favorite character is. For example, if you rea lly liked Hermione Granger, you might want to search for essays about Hermione's character.Another area that you may want to consider for essay topics ideas is what sort of events and adventure the characters were involved in while they were on their adventures. Harry Potter is known for his adventures, and it's easy to imagine him spending days studying, or exploring a new continent for the school at the age of twelve. Try to imagine what sort of things that Harry would be involved in for his own enjoyment.Of course, Harry Potter isn't the only type of wizard to appear in novels. You may want to consider an essay about someone from another time who might be called a wizard, such as Harry's great aunt Hermione.Even if you aren't a writer, you may find a great essay topic idea for Harry Potter based on something you're interested in. The types of areas you may consider include things like the creatures in the books, or the film series.There are also areas within the Harry Potter seri es you can think about. You might be interested in the environments in which they are presented, or the customs and traditions they follow. If you love Harry, there are probably several essay topics ideas that may interest you, and this will help you narrow your search.The thing about essay topics ideas is that the topics vary quite a bit. Once you narrow down your search, try not to let yourself feel any pressure to write the next essay. Let the research guide you instead, and enjoy the task of trying to come up with some great essay topics ideas for Harry Potter.

Teaching to the Test Pros and Cons

Standardized tests have become a mainstay of the U.S.  educational system. While studies find a negative relationship between test preparation and instructional quality, some experts believe that concerns about teaching to the test may be exaggerated. Standardized tests became the norm in elementary and secondary classrooms across the United States in 2001, when Congress passed the No Child Left Behind Act (NCLB) under President George W. Bush. NCLB was a reauthorization of the  Elementary and Secondary Education Act (ESEA)  and established a greater role for the federal government in education policy. While the legislation did not set a national benchmark for test scores, it did require states to annually  assess students in math and reading in grades 3-8 and one year in high school. Students were to show â€Å"adequate yearly progress† and schools and teachers were held accountable for the results.  According to Edutopia: One of the biggest complaints about NCLB was the test-and-punish nature of the law — the high-stakes consequences attached to student standardized test scores. The law unintentionally incentivized a focus on test prep and the narrowing of the curriculum in some schools, as well as the over-testing of students in some places. In December 2015, NCLB was replaced when President Obama signed the Every Student Succeeds Act (ESSA), which passed through Congress with overwhelming bipartisan support. While the ESSA still requires an annual assessment, the nation’s newest education law removes many of the negative consequences associated with NCLB, such as possible closures for low-performing schools. Although the stakes are now lower, standardized testing still remains an important fixture of education policy in the United States. Much of the criticism of the Bush-era No Child Left Behind law was that its over reliance on standardized assessments — and the subsequent pressure it put on teachers due to its punitive nature — encouraged educators to â€Å"teach to the test† at the expense of actual learning. That criticism also applies to the ESSA. Teaching to the Test Doesnt Develop Critical Thinking One of the earliest critics of standardized testing in the United States was W. James Popham, Emeritus Professor at the University of California-Los Angeles,  who in 2001 expressed concern that educators were using practice exercises that were so similar  to the questions on high stakes tests that â€Å"it’s tough to tell which is which.† Popham distinguished between â€Å"item-teaching,† where teachers organize their instruction around test questions, and â€Å"curriculum-teaching,† which requires teachers to direct their instruction toward specific content knowledge or cognitive skills. The problem with item-teaching, he argued, is that it makes it impossible to evaluate what a student really knows and diminishes the validity of test scores. Other scholars  made similar arguments about the negative consequences of teaching to the test. In 2016, Hani Morgan, associate professor of education at the University of Southern Mississippi, wrote that learning based on memorization  and recall may improve student performance on tests, but fails to develop higher-level thinking skills. Furthermore, teaching to the test often prioritizes linguistic and mathematical intelligences at the expense of a well-rounded education that fosters creative, research, and public speaking skills. How Standardized Testing Affects Low Income and Minority Students One of the main arguments in favor of standardized testing is that it’s necessary for accountability. Morgan noted that an overreliance on standardized testing is particularly harmful for low-income  and minority students, who are more likely to attend low-performing high schools. She wrote that â€Å"since teachers face pressure to improve scores and since poverty-stricken students generally underperform on high-stakes tests, schools serving low-income students are more likely to implement a style of teaching based on drilling and memorization that leads to little learning.† In contrast,  some testing advocates — including representatives of civil rights groups — said that assessment, accountability and reporting  should be maintained in order to force schools to do better in their efforts to educate low-income students and students of color, and reduce achievement gaps. Quality of Tests May Affect Quality of Instruction Other recent studies have explored teaching to the test from the perspective of the quality of the tests themselves. According to this research, the tests that states are using are not always aligned with the curriculum that schools are using. If the tests are aligned with state standards, they should provide a better assessment of what students actually know. In  a  2016 article for the Brookings Institute, Michael Hansen, senior fellow and director of the Brown Center on Education Policy at the Brookings Institute,  argued that assessments aligned to the Common Core Standards â€Å"have recently been shown to improve upon even the best of the prior generation of state assessments.† Hansen wrote that concerns about teaching to the test are exaggerated and that high quality tests should furthermore improve the quality of the curriculum. Better Tests May Not Mean Better Teaching However, a 2017 study found that  better tests do not always equate to better teaching. While David Blazar, assistant professor of education policy and economics at the University of Maryland, and Cynthia Pollard, a doctoral student at the Harvard Graduate School of Education, agree with Hansen that worries of teaching to the test may be overstated, they dispute the argument that better tests elevate test preparation to ambitious teaching. They found a negative relationship between test preparation and quality of instruction. In addition, an instructional focus on test preparation  narrowed the curriculum. In an educational environment that looks at new assessments as a solution to low quality instruction, Blazar and Pollard recommended that educators might want to shift their focus away from whether or not standardized test lead to better or worse teaching, to creating better opportunities for teachers: While current testing debates rightfully note the importance of alignment between standards and assessments, we argue that just as important may be the alignment of professional development and other supports to help all teachers and students meet the ideals set out by instructional reforms.

Fun Ways to Assess Student Learning Informally

There are a variety of ways to assess a student’s progress and understanding. Two of the primary methods are formal and informal assessments. Formal assessments include tests, quizzes, and projects. Students can study  and prepare for these assessments in advance, and they provide a systematic tool for teachers to measure a student’s knowledge and evaluate learning progress. Informal assessments are more casual, observation-based tools. With little advance preparation and no need to grade the results, these assessments allow teachers to get a feel for student progress and identify areas in which they might need more instruction. Informal assessments can help teachers  pinpoint students’ strengths and  weaknesses and guide planning for upcoming lessons.   In the classroom, informal assessments are important because they can help identify potential problem areas and allow for course correction before students are required to demonstrate understanding at a formal evaluation. Many homeschooling families prefer to rely almost entirely on informal assessments because they are often a more accurate indicator of understanding, particularly for students who don’t test well. Informal assessments can also provide vital student feedback without the stress of tests and quizzes. Following are just a few examples of creative informal assessments for your classroom or homeschool. Observation Observation is the heart of any informal assessment, but it is also a key stand-alone method. Simply watch your student throughout the day. Look for signs of excitement, frustration, boredom, and engagement. Make notes about the tasks and activities that elicit these emotions. Keep samples of student work in  chronological order  so that you can identify progress and areas of weakness. Sometimes you don’t realize how much a student has progressed until you compare their current work to previous samples. Author Joyce Herzog has a simple but effective method of observing progress. Ask your student to do simple tasks such as writing an example of each math operation he understands, writing the most complicated word he knows he can spell correctly, or  writing a sentence (or short paragraph). Do the same process once a quarter or once a semester to gauge progress. Oral Presentations We often think of oral presentations as a type of formal assessment, but they can be a fantastic informal assessment tool, as well. Set a timer for  one or two  minutes and ask your student to tell you what he’s learned about a particular topic. For example, if you are learning about parts of speech, you could ask your students to name as many prepositions as they can in 30 seconds while you write them on the whiteboard. A broader approach is to present students with a sentence starter and let them take turns finishing it. Examples include: â€Å"My favorite thing about this topic was†¦Ã¢â‚¬ Ã¢â‚¬Å"The most interesting or surprising thing I learned about this was†¦Ã¢â‚¬ Ã¢â‚¬Å"This historical figure was†¦Ã¢â‚¬  Journaling Give your students one to three minutes at the end of each day to journal about what they learned. Vary the daily journaling experience by asking students to: list 5-10 facts they’ve learned about a topicwrite about the most exciting thing they learned that daylist one or two things they’d like to know more aboutnote something that they’re having trouble understandinglist ways that you could help them understand a topic better. Paper Toss Let your students write questions for each other on a piece of paper. Instruct students to crumple their paper, and let them have an epic paper wad toss. Then, have all the students pick up one of the paper balls, read the question aloud, and answer it. This activity wouldn’t work well in most homeschool settings, but it’s an excellent way for students in a classroom or homeschool co-op to get the wiggles out and check their knowledge on a topic they’ve been studying. Four Corners Four Corners is another fantastic activity for getting kids up and moving while also assessing their knowledge. Label each corner of the room with a different option such as strongly agree, agree, disagree, strongly disagree, or A, B, C, and D. Read a question or statement and have students go to the corner of the room that represents their answer. After students reach their corner, allow them a minute or  two to discuss their choice in their group. Then, choose a representative from each group to explain or defend that group’s answer. Matching/Concentration Let your students play matching (also known as  concentration) in groups or pairs. Write questions on one set of cards and answers on the other. Shuffle the cards and lay them, one by one, face down on a table. Students take turns turning over two cards trying to match a question card with the correct answer card. If a student makes a match, he gets another turn. If he does not, it’s the next players turn. The student with the most matches wins. Concentration is an extremely versatile game. You can use math facts and their answers, vocabulary words and their definitions, or historical figures or events with their dates or details. Exit Slips At the end of each day or week, have your students complete an exit slip before leaving the classroom. Index cards work well for this activity. You can have the questions printed on the cards, written on the whiteboard, or you can read them aloud. Ask your students to fill out the card with answers to statements such as: Three  things I learnedTwo  questions I haveOne thing I didn’t understandWhat I found most interesting This is an excellent activity for gauging what students have retained about the topic they are studying and to determine areas which may need more explanation. Demonstration Supply the tools and let students show you what they know, explaining the process as they go. If they’re learning about measurements, provide rulers or a tape measure and items to measure. If they’re studying plants, offer a variety of plants and let students point out the different parts of the plant and explain what each does. If students are learning about biomes, provide the settings for each (drawings, photos, or dioramas, for example) and model plants, animals, or insects that one might find in the biomes represented. Let students place the figures in their correct settings and explain why they belong there or what they know about each. Drawings Drawing is an excellent way for creative, artistic, or kinesthetic learners to express what they’ve learned. They can draw the steps of a process or create a comic strip to depict a historical event. They can draw and label plants, cells, or the parts of a knight’s armor. Crossword puzzles Crossword puzzles make a fun, stress-free informal assessment tool. Create puzzles with a crossword puzzle maker, using definitions or descriptions as the clues. Accurate answers result in a correctly-completed puzzle. You can use crossword puzzles to evaluate understanding of a variety of history, science, or literature topics such as states, presidents, animals, or even sports. Narration Narration is a method of student evaluation widely used in homeschooling circles and inspired by Charlotte Mason, a British educator, at the turn of the 20th century. The practice involves having a student tell you, in his own words, what he has heard after a read-aloud or learned after studying a topic. Explaining something in one’s own words requires comprehension of the subject. Using narration is a useful tool for discovering what a student has learned and identifying areas that you may need to  cover more thoroughly. Drama Invite students to act out scenes or create puppet shows from topics they’ve been studying. This is especially effective for historical events or biographical studies. Drama can be an exceptionally valuable and easy-to-implement tool for homeschooling families. It’s common for young children to incorporate what they’re learning into their pretend play. Listen and observe as your children play to evaluate what they’re learning and what you may need to clarify. Student Self-evaluation Use self-evaluation to help students  reflect on and assess  their own progress.  There are many options for a simple self-assessment. One is to ask students to raise their hands to indicate which  statement applies to them: â€Å"I fully understand the topic,† â€Å"I mostly understand the topic,† â€Å"I’m a little confused,† or â€Å"I need help.† Another option is to ask students to give a thumbs up, a sideways thumb, or a thumbs down to indicate fully understand, mostly understand, or need help. Or use a five-finger scale and have students hold up the number of fingers that corresponds to their level of understanding. You may also want to create a self-evaluation form for students to complete. The form can list statements about the assignment and boxes for students to check if they strongly agree, agree, disagree, or strongly disagree that the statement applies to their assignment. This type of self-evaluation would also be useful for students to rate their behavior or participation in class.

Poem Analysis Not Waving But Drowning - 1263 Words

The poem Not Waving but Drowning was published in 1957 and is one of Stevie Smith s most well-known poems. Reading the poem, some may feel a chill of desperation and a sense of longing for someone. The plot of the story is a man s journey to a place of despair ,and no matter what the man accomplishes he will eventually drown.Stevie Smith s Not waving but Drowning uses figures of speech such as imagery, and allegory. The imagery adds a visual to what the characters world is like in his eyes, The use of allegory is to get a message across to its readers without actually saying it.He is battling an obstacle that he feels can never be overcome. With all the disappointment and regrets crushing over him, he is broken . Not Waving but drowning, begins with a straightforward cry for help. A man drowning and all he is too far away to be seen or heard by his friends. What is interesting about the poem, is its use of depressing humor, and ridiculous comments about the man. In an article written by Edward J. Mallot called â€Å"Not Drowning but Waving: Stevie Smith and The language of the Lake.†, Mallot explains Stevie Smith s writing style, and technique. The article lists three different personas used in the poem. Knowing the different personas helps the reader understand what is going on. The list of personas include the audience, the man drowning and his peers which Mallot puts into detail in his article,â€Å"The drowned man trying†¦ and still failing†¦ to articulate his unhappiness,Show MoreRelatedAnalysis Of The Poem Not Waving But Drowning By Stevie Smith1193 Words   |  5 Pages Five Poem Assignment 1. â€Å"Not Waving but Drowning† by Stevie Smith has three stanzas, all of which are quatrains and are rhymed abcb . The genre is a lyric and the theme is death and isolation. In the beginning of the poem, the narrator tells us that nobody heard the drowning man or his recounting moans for help yet he continued to cry, waving his arms hoping someone would come and save him. By waving his arms the crowd believed that this was just a friendly gesture so we can interpret that atRead MoreStudy Notes on Out of the Blue by Simon Armitage3230 Words   |  13 PagesAnalysis of the poem Simon Armitages poem Out of the Blue is taken his from 2008 anthology of the same name. According to the books publishers, the poems in the anthology are presented in the form of a respone to  three separate conflicts, all of which have  changed the  world we live  in. Told from the point of view of an English trader working in the North Tower of the World Trade Centre, the poem forms part of the film Out Of The Blue  commissioned by Channel 5 and broadcast five years afterRead Morepreschool Essay46149 Words   |  185 Pagesfrom diverse linguistic or cultural communities, arts-based activities can provide a link between home and preschool. Teachers welcome children’s cultures to preschool programs when they encourage children and families to share songs, dances, poems, music, visual art, or art-related objects and practices from home. Programs serving diverse children can create positive learning opportunities, culturally relevant curricula, and a sense of community by including visual and performing arts that

New York Essay free essay sample

Upon arrival into the jungle of vast buildings, the first thing noticed is the mobbed streets filled with taxi cabs and cars going to and fro in numerous directions, with the scent of exhaust surfing through the air. As you progress deeper into the inner city and exit your vehicle, the aroma of the many restaurants passes through your nostrils and gives you a craving for a? NY Hot Dog? sold by the street venders on the corner calling out your name. As you continue your journey you are passed by the ongoing flow of pedestrians talking on their cell phones and drinking a Starbucks while enjoying the city. The constant commotion of conversing voices rage up and down the streets as someone calls for a fast taxi. A mixed sound of various music styles all band together to form one wild tune. New York City has many cultures and billions of places to visit. We will write a custom essay sample on New York Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It would take someone years to visit everything in New York City it may be impossible. But NYC is always awake and always waiting for new people to bask in its glory. Some of the best attractions for a visit to NYC are blo nightclub, the champagne Fashion Brunch, The Empire state building, Majestic Theatre, The Sopranos Tour, and the Central Park movie tour! We hope to see you soon. Experience some New York City Nightlife by visiting one of the hottest clubs in town blo (pronounced be-low) for a low price of only $75 per person. The club is located underground and has cocktail lounges, sitting rooms, and DJs who know just the right beat! One of blos major features is the high-tech lighting that has an incredible effect of the mood of the club. New  York City  is the place that I want to visit, revisit, and visit again. Out there on the streets, I feel free. When coming from New Jersey to New  York City  on he New Jersey Transit tTrain, which is grimy but comfortable, it is an experience unlike I have ever felt before. Crossing under the  Hudson River  and coming into the crammedjam-packed full station is reminiscent of having some kind of travel machine bringing you from earth to space in a flash. When I visited, I felt akin to doing anything and everything in the city’sies grips. Living in America is a fantastic privi lege; living in New  York City  is something further even better. As you stagger up those stairs to the city streets and you capture that first breath of city air, you declare to yourself, this is Freedom! The buildings are so astonishingly tall and eye-catching. These buildings encompass the most distinctive architecture I have ever seen in my lifetime. I think to myself, there are so many buildings here I find it hard to believe that man is capable of putting them up, but on the other hand alsond knocking them down. The buildings look like they had plunged from God’s hands.   Summarize the text: Main Idea. New York City it is usually the extraordinary buildings that pierce the sky or the congested sidewalks. The streets are filled with an atmosphere that is like a young child on a shopping spree in a candy store. Although you find yourself pressing on with the yearning to discover the New York Experience. As you continue your journey you are passed by the ongoing flow of pedestrians talking on their cell phones and drinking a Starbucks while enjoying the city. The constant commotion of conversing voices rage up and down the streets as someone calls for a fast taxi New York City has many cultures and billions of places to visit. It would take someone years to visit everything in New York City it may be impossible. But NYC is always awake and always waiting for new people to bask in its glory. New  York City  is the place that out there on the streets, you can feel free.. As you stagger up those stairs to the city streets and you capture that first breath of city air, you declare to yourself, this is Freedom! The buildings are so astonishingly tall and eye-catching. These buildings encompass the most distinctive architecture I have ever seen in my lifetime.

Backfire in Langston Hughes Salvation free essay sample

There are three types of irony. Verbal, situational, and dramatic irony. The two types of irony used in Langston Hughes’ first person narrative â€Å"Salvation† is verbal and situational irony. Verbal irony is the use of words to mean something different from what a person actually says. Situational irony occurs when the exact opposite of what is meant to happen, happens. Theses two types irony are introduced by Hughes’ Auntie Reed who begins to take Hughes to church for several weeks, and then talks about taking Hughes to the children revival. This sets up the beginning of Hughes traumatic experience with religion. The narrative begins with, â€Å"I was saved from sin when I was going on thirteen. But not really saved. † This beginning sentence contains the start of irony, because this sentence contradicts itself by saying that he was saved, but not really saved. This makes the reader to really question the rest of the story, because the narrative is called â€Å"Salvation†. We will write a custom essay sample on Backfire in Langston Hughes Salvation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Hughes’ Aunt also establishes an expectation of him to get saved and to see Jesus, which is a very important sentence for the rest of the piece. â€Å"My aunt told me from then on! † Hughes takes this statement very literal, in which he believes that Jesus will come down, and save him from sin in a physical manner. He does not know any better, so he listens to the elders about their experience when they saw Jesus, and take those experiences literally too. This misunderstanding Hughes has about Jesus will create the base of the irony later in the narrative. The third, fourth, eighth, ninth, and tenth paragraph of â€Å"Salvation† is set around the idea of guilt in which the preacher sings songs that will emotionally sway the children to be â€Å"saved†. â€Å"One little lamb was left out in the cold. † This forces the children to think of being left behind, and at this age, they do not like to be alone, or to be stranded with no one, and so they go to the preacher so they are not left behind. Another factor that forced the children to â€Å"go to Jesus† was that the elders kneeled down before the group of children that were still waiting to â€Å"see Jesus†, and they prayed and sang songs of the poor sinners to be saved. Other than the preacher, and elders singing songs, he calls Hughes’ by his name. Langston, why dont you come? Here, Hughes is called by his first name by the minister, which causes pressure on Hughes to submit. â€Å"‘God damn! Im tired o sitting here. Lets get up and be saved. ’ So he got up and was saved. † This was said by Westley who was with Hughes as they waited to see Jesus, but he did not want to stay there anymore. So instead of having a spiritual epiphany, he gets up, goes to the altar, and lies about seeing Jesus. This use of irony reinforces Hughes’ desire to see Jesus, because even though the room was hot due to the people surrounding him with prayer and songs, nothing was going to stop him from seeing Jesus. He was waiting to see Jesus in a human figure, to see the light, and to feel something inside of him, though the irony is that he will never see Jesus in a human figure, or see a light. He might feel something inside, but that might be the guilt the church forced on him. â€Å"Now it was really getting late and be saved. † This is where irony becomes a key component to understand the main idea. This short paragraph shows a major shift in tone, because Hughes was waiting for Jesus though he never comes, and he thinks about what Westley has done and realizes that he lied in church, yet God did not punish him. So instead of waiting for a religious salvation, he no longer believes in God or Jesus, and he does not believe in God as an all powerful being, because, â€Å"God had not struck Westley dead for taking his name in vain or for lying in the temple†. â€Å"That night since he didnt come to help me. † This shows the result of the religious salvation in which Hughes does not believe in God or Jesus, and has scarred Hughes for the rest of his life. He is scarred, because Jesus did not come to save him, which now he no longer believes in him. This paragraph also shows how ironic the ritual was, because all the young lambs were to be saved, have a stronger faith in God, and be accepted by the elders, but instead, Hughes lost his faith in God. The ritual backfired, because instead of strengthening Hughes’ faith with God, he no longer believes in him due to the procedures taken by the church, and the elders. This traumatic experience begins with Auntie Reed setting an expectation on Hughes, and ends with Hughes letting down his Auntie Reed, and his lost of faith. The verbal irony occurs when he listens to the elders about their religious experience, and expects that to happen to him, though it does not. The situational irony is shown by the ritual, because its purpose was to save the children from sins, and not have the children lose faith in God.

Working From Home in a Scientific Career

Working From Home in a Scientific Career What work-from-home opportunities are available in the sciences? Can you transition back into a conventional workplace after being at home? How does working at home impact your finances? There are many ways to work from home in a scientific career field, and answers to all your questions about it. Ways to Work Remotely Freelance writers are self-employed. You might seek a single contract with a particular company or you might look for multiple smaller jobs. Some writers put up notices at schools to write or type papers. Scientists who can write well often help other scientists write articles or prepare proposals. Editorial positions may also be available for scientifically-trained professionals. Many scientists can make the transition to technical writer. Some technical writers have regular employment and others are self-employed. People in this position write user manuals, document safety information, prepare annotated bibliographies, and create similar technical materials. There are many possibilities for telecommuting work in the sciences. There is a market for internet research, literature searches, and more. Some consultants review research plans and professional papers for their scientific merit, as well as give editorial advice. Not everything that can be done at work can be done at home, but many things can. Think about the position you have (or want) and list duties that can be performed at home. Some employers that dont offer telecommuting work may be receptive to the idea, providing you can present a case for this form of employment in a rational manner. It helps if you can increase productivity or decrease costs to the company in your proposal. Thanks to the internet, it is possible to teach without entering a traditional classroom. To find these positions, check out school websites for open positions. Tutoring is usually a part-time position, and some tutors help students in their own home. Check local newspapers and bulletin boards at schools to find jobs. You can call or schedule an appointment with the academic assistance offices at schools to explore unadvertised opportunities. Some companies also hire tutors to help employees in continuing education. As you might imagine, there are certain limitations to doing science at home. The most notable problems are associated with safety, security, and finances. However, if you are creative, its possible to engage in science and engineering from home. If you are a theorist or do computer modeling, you have some excellent options. If you want an affiliation with a corporation or institution, team up with a local school or business. Joining a professional organization is always a good idea, too. You can be an entrepreneur in any field, including science. You can be self-employed without being an entrepreneur, but some of the most attractive employment prospects may result from a start-up venture. Search for work at home jobs. If you have particular skills, for example, with graphics programs, programming, or photography, there may be other positions that will appeal to you. What You Will Need If you work out of your home, you will need to demonstrate the following traits: Self-motivation is the key to success at working from home. When you work from home, you have tasks to complete with a relatively open timeframe for completion. You must be able to motivate yourself to do all of the things you need to do. If you do choose to work at home, be aware there will be times when your self-motivation will flag. Its natural, but you must be able to overcome it.Fortunately, physical organization isnt the same as being neat. However, if you are working from home, you will need to establish good record-keeping procedures and keep your files (whether hard copies or on a computer) within some organizational structure.For most at-home jobs, there is no immediate supervisor handing down priorities, so you will need to determine what needs to be done and how to do it, and then get it done.Its much harder to leave it at the workplace when the workplace is also home. Some people set aside a separate room for work (which has benefits regarding taxes), whereas others hav e less structured divisions between home and work. Some people set strict office hours. Some people have separate computers for work and recreation. Its important to make some sort of division or at least a comfortable integration. Otherwise, youll risk job burnout or else never get tasks completed. Other Issues Most people who work at home dont make a permanent transition. Keep an eye on how your work-from-home experience can be written up in your resume or vitae. When possible, maintain subscriptions to professional and trade journals or visit a library that carries them. Attend meetings and conferences, take classes, write papers, and build up concrete evidence that you are continuing your education and expanding your professional skills. You want to maintain business contacts, so keep up with your correspondence. While many self-employed positions pay less than conventional employment, you may find that you save money on clothes, transportation, and food. You may be able to deduct home office expenses. There are more options than ever before to get health insurance and other benefits as a self-employed person.

Business memo Personal Statement Example | Topics and Well Written Essays - 500 words

Business memo - Personal Statement Example It gives them opportunity to find practical implications of the theories involved in business communication. One major advantage of this approach is that it creates a positive learning environment within the classroom which further facilitates learning. The trained incapacities of the students can be challenged with this approach. Learning by Doing is an ideal methodology to make the learning process more customised and effective. An introductory activity which is done in connection with the teaching point creates a platform to learn by doing. The reflections and observations from this activity could be used as indicators for different theories to be taught. However, it is important that these observations are effectively deciphered by the teacher leading to the theories to be taught. More importantly it creates an environment where in the learners can involve in challenging opportunities to discuss, question and test the implications of the knowledge being shared. Thus the inhibitions on participation in learning activities are replaced with enthusiasm and activeness. In totality, these activities provide the teacher with a readily involving student group and in turn the students are provided with a collaborative environment and a community of learners. In either case, a background conductive of effective le arning is created wherein there is no fear of making mistakes. These teaching strategies facilitate learning especially in the context of introduction to business. As the subject is new to the students it is important that at the outset it is made sure that the basic concepts are conveyed to students in terms of its practical implications in business. As introduction to business is taught in a stage where the student community has not integrated completely into the academic system, it is important that a levelling of the students is ensured.

American Women of Science Since 1900 Essay Example | Topics and Well Written Essays - 1250 words

American Women of Science Since 1900 - Essay Example The paper will compare their roles during those times with the recent times. It will also dwell the factors linked to rise or fall in the involvement of women in Mathematics. Role of American Women in Mathematics in Twentieth Century Mathematics refers to a theory of application of symbols and numbers in the calculating of measurements, shapes, patterns, and spatial relationships. Mathematics is applicable in a variety of ways and acts as the foundation for science, social science and applied sciences (Wayne 134). However, the status of women in the field of Mathematics have been affected by a perception that math’s is difficult. American women of the ancient times viewed Mathematics as a subject that was dependent on a person’s talent and not on education (Marx & Roman 1185). This affected the female child education in America, as they did not show any interest in the subject due to the negative perception they had of it. However, the trend of women’s involvemen t in Mathematics began to change between 1970s and 1980s when a feminist reform movement started advocating female child involvement in math’s education. The movement was also geared at abating gender biases in America’s classrooms so that early female child education in Mathematics could be given priority. ... With intense advocacy and enlightenment, the figure of female mathematicians started improving, which saw other women also earn doctorate degrees in Mathematics. The women included Anna Johnson Weeler (1910) and Olive Hazlett (1915). However, the figure was still low as it was estimated that only 5.53% of women had earned doctorate degrees in Mathematics by late 1961. The figure remained low for the entire twentieth century (Wayne 134). It is worth noting that despite the perception about American women in relation to Mathematics, some of the earlier women stood strong and contributed a lot to the field of Mathematics (Marx & Roman 1185). This was evident during the post World War II where American female mathematicians Grace Hopper and Margaret Butler worked passionately at the military and government digital computer development, Mina Rees dealing with at the military jet rocket propulsion applications and high speed computers (Wayne 134). After the end of World War Two, Evelyne B. Granville was honored as one of the first black women in the United States to earn a doctorate degree in Mathematics. The contributions made by these women were so evident that it became apparent that women could as well play a role in the field of Mathematics, science, and engineering just as their male counterparts (Wayne 134). Comparison with their Role in Recent Decade Statistics from the past decade shows that women’s involvement in the field of Mathematics has improved tremendously. For example, a survey conducted in 2006 revealed that the number of women who had earn doctorate degrees in Mathematics and statistics stood at 29%, which was an increase of about 25 %

Geography and the Development of Human Civilization Essay Example for Free

Geography and the Development of Human Civilization Essay A. Without argument, the most significant geographic or environmental factor of Ancient Egypt to shape early civilization is the Nile River. The Nile has been referred to as lifes blood for the Egyptian civilization. (Fassbender, 2008). To begin understanding how the Nile River was the greatest factor, one must understand a few facts about the River itself. It starts from two separate sourcesÍ ¾ first the lakes of central Africa, called the White Nile, and second the Blue NileÍ ¾ that comes from the mountains of Ethiopia. The Blue Nile and the White Nile come together and flow northward to the Nile delta, starting the 4,000 mile length of the life blood of EgyptÍ ¾ finally spilling into the Mediterranean Sea. The Egyptian climate does not offer much in rainfall, averaging less than 2 inches per year in some areas and non existent in other areas. The early human civilizations were able to farm near the banks of the Nile River with much success compared to the outlying harsh climates of the Sahara and Arabian deserts on both sides of Egypt. Each summer the Nile River would swell as the rain fell and the snow melted in the mountains. Overflowing its banks and lightly flooding the land with fresh water and thick rich deposits of alluvial soil created a land that could yield two harvests before winter (Kreis, 2006)Í ¾ creating an ideal location for early human civilizations to settle and prosper. This flooding of the Nile River did more than create agriculture wealth for the early Egyptians, it also helped create some very early inventions such as the calendarÍ ¾ (Keita, n.d.) created from the expected annual nature of the floods, the end of the second harvest and the 2 winters. The Nile River also gave the people a sense of direction, creating the north, south , east and west concepts we now use. The flow of the Nile is basically south to north and the daily rising and falling of the sun from east to west created a concrete sense of direction for the Egyptians. (Fassbender, 2008). Egypt offered easy access to most of the resources it needed for survival and success which guaranteed the development of a large pop ulation. The promise of a harvest climate, new inventions, security of the deserts on both sides, transportation provided by the river into the sea, the Nile River was the greatest factor creating early civilization for Ancient Egypt. B. Tea is the most popular drink in the world, second only to waterÍ ¾ got its start in China as nothing more than a mere accident and has since traveled the world, started wars, and created millions of dollars for governments and plantation owners. The origin of tea dates back around 4,000 years ago ( History Future  ­ When did people start having tea?, n.d.). According to legend the Chinese Emperor Shen Nong discovered tea in 2737 BC while he was boiling water in the shade of a tree †¦ when a light breeze caused some leaves to fall into the water (Origins of Tea, 2012). The emperor tasted it and thought it was delicious, and so began the tea adventure. At that time, tea was bitter and mostly used for its health properties as a medicine for problems su ch as eyesight and stomach issues. At the end of the fifth century, tea was traded and exported with Mongolian and Turkish merchants. By the eighth century it was exported to far regions like Japan, Central Asia and Tibet. Tea began to spread further west with other foreign traders, missionaries, and ambassadors that were given samples and gifts of it to try and take home for others to try. The first agreement to export and trade tea was between China and 3 Russia. In the mid 1850s, Chinese immigrants heading to Taiwan would bring tea seedlings, tea growing and processing skills and the tea culture with them. In the seventeenth century, green tea was exported into Europe and was mostly used as a medicinal drink due to the bitter taste and the health properties it offered. The Dutch started to buy tea in Japan and China and then shipped it and sold it in France, Germany, and England. The Dutch also introduced tea to New Amsterdam in the 1650s. During this time tea was usually only for the very wealthy because it was so expensive, until the 1750s when it became a more modern drink with more availability for larger gr oups of people. (Saberi, 2010), (Origins of Tea, 2012), and ( History Future  ­ When did people start having tea?, n.d.). In the eighteenth century tea became popular in countries like North America and EuropeÍ ¾ however, China was the only country selling tea to other countries. Chinas tea business was soaring until India stepped into the tea business. When the British started ruling India, they found some tea plants in Assam (found in the North Eastern area of India) and decided that these tea plants had a sweeter taste. Tea plantations started growing in Assam, then Ceylon (now known as Sri Lanka), Sumatra, Java and Formosa. It was discovered that the plants in China grew 5 meters shorter in height than those in IndiaÍ ¾ so the tea business naturally shifted there. This was very good for the British because their demand for the drink was huge, creating a huge deficit for them with China. The British government now had the surplus of tea, from the plantations in India (and the areas around there) and the trade agreements with China. The British now sold to other countries, like North America  ­ on ly they levied a sales tax on the tea leaves that they couldnt sale anywhere else and try to sale to the new American coloniesÍ ¾ this was faced with a fierce resistance  ­ known as the Boston Tea Party. (The Spread of Tea from 4 China, 2012). Tea was first created with a leaf in boiling water, then it was dried and steeped, then as the drink was being traded and sold  ­ tea leaves and buds were dried, pressed and packaged for shipping, including bricks of dried, crushed tea leaves. Each time the seedlings were taken to a new climate or country, new flavors were established and new ways of serving the drink were created. For instance, the Chinese sip it from tiny cups, the Japanese whisk it. In America they serve it iced. The Tibetans add butter. The Russians serve with lemon. Mint is added in North Africa. Afghans flavour it with cardamom. The Irish and the British drink it by the gallon with milk and sugar. The Indians boil it with condensed milk. In Australia it is brewed in a billy can (Saberi, 2010). The diffusion of tea may have started as a bitter, medicinal emperors drink, yet it has traveled the world, been raised or farmed in multiple corners of the globe, transformed from a drink for the wealthy to a world ­ wide drink of choice for all classes and races  ­ from bitter to sweet, from medicinal to being a part of the social sceneÍ ¾ including having restaurants, tea rooms, and clubs created just for the enjoyment of those that want a cup of the worlds most popular drinkTea. C1. One of the environmental factors that contributed to the expansion of the United States was the devastating Dust Bowl of the 1930s. The Dust Bowl, also referred to as the dirty thirties, Black Roller or the Black Blizzard, (Buonanduci, 2009 and Baumhardt, 2003) happened when a severe drought in 1930 to 1936 (to 1940 in some areas) caused extreme dust storms over the prairie lands of Oklahoma, Kansas, Texas, and the border areas of Colorado and New Mexico. When the dust storms hit, visibility was reduced to a few feet or less and millions of farmland became uselessÍ ¾ the storms caused major ecological and agricultural damage to over 5 100,000,000 acres of farmland (Buonanduci, 2009). In addition to a severe drought, the people had over farmed without needed crop rotation or other farming techniques to prevent erosion which then created the inevitable wide ­spread disaster. This coupled with the Great Depression left the government without a lot of options to help the people of the prairie lands who were suffering from extraordinary financial difficulties. In a span of about five years over 500,000 Americans were forced to flee the area. About half of those people headed west to California where many settled into farming the Central Valley and Los Angeles areas. (Simkin, 1997). In response to the devastation of the Dust Bowl, President Franklin D. Roosevelts first 100 days in office (in 1933), were spent creating government programs designed to restore the ecological balance by encouraging diversified agricultural crop production using tested practices and improved tools (Baumhardt, 2003) The Dust Bowl created expansion of the U.S. when hundreds of thousands moved west to California bringing the lessons learned from farming successes and failures with themÍ ¾ it also contributed to the development of the U.S. as the entire country took the essential agricultural lessons learned and established programs to ensure the same mistakes would not be repeated again. C2. The Irish Potato Famine of 1845  ­ 1849 also contributed to the develop ment and expansion of the United States because of the nearly a million Irish that arrived in the United States (Gavin, 2000). The large number of people helped literally develop our county through the blood, sweat, and tears that hard work and desire brings to those making a home of peace and happiness for their families. In the early 17th century, the Irish were quite dependent on food exported from other 6 countries  ­ mainly the potato from America. However, by the 19th century about a third of Ireland was dedicated to potato farming, turning this into Irelands primary cropthe potato supported massive population expansion within Ireland. Within that time, the population doubled from four million to eight million citizens (Hawkes, 2012). The first report of the potato blight was recorded on August 20, 1845, and by October one ­third of the potato crop was lost to the blight. At first there was still enough food for the Irish people despite the potato blight, the problem for most of those who had the diseased crops was the fact that they didnt have enough money to buy other food. The blight reduced the Irish potato harvest by about 30%. This drastic loss caused many farmers to eat the potato seedlings that they were going to plant in the upcoming year. Now the starving people resorted to slaughtering their pigs and cows to keep from starving through the harsh winter, they also knew they wouldnt have food to feed their starving their animals. The situation in Ireland became grim, by this time the blight wasnt spreading any longer, but the farmers werent planting or harvesting enough potatoes to have enough food to feed the people of their country. Lasting about six years, the Irish Potato Famine had killed over a million people from a combination of starvation and diseaseÍ ¾ causing another million people to migrate to the United States (Smith, 2011), (Gavin, 2000) and (Hawkes, 2012). The Irish immigrants came to America to escape the certain death that they faced there, and for a promised future of the American dreamÍ ¾ however, it was not a welcoming place for many, instead it was a brutally hard, unkind and unwelcoming place for many. Boston might have been the hardest and most cruel place for those coming from Ireland, but New York wasnt that much easier in the end. One of the turning points for the unwelcomed Irish people was the Civil WarÍ ¾ over 140,000 enlisted in the Union Army, while those in the South enrolled in the 7 Confederate ranks (Gavin, 2000) and (Hawkes, 2012). The Irish immigrants provided many laborers needed for the backbreaking work that was needed for the American expansion that was happening at that time. The immigrants saw this move to America as permanent and brought over several hundreds of thousands of Irish immigrants during the following decades (Smith, 2011). Politically the Irish now had the numbers to influence votes, welcome at first or not, the Irish people could no longer be ignored. The Potato Famine started as a deadly killer in Ireland, turning into a large exodus of people immigrating to the United StatesÍ ¾ changing the face of the American laborers and changing who was running and winning political offices. The Anti ­Irish sentiment would be quieted at last when an Irish Potato Famine immigrants descendant was elected President of the United States  ­ President John F. Kennedy was that person. He is the great ­grandson of Patrick Kennedy, a farmer from County Wexford who had left Ireland in 1849 (Gavin, 2000). The Irish are considered the first large group of poor refugees to come to the United States and they paved the way for all the many refugees and immigrants that would follow their footsteps. Today, after years of hard work to overcome numerous amount of obstacles to find freedom, peace and happiness  ­ Americans of Irish descent are the third largest ethnic group in the country. Unfortunately, Ireland stayed a very sad place after the famine for decades. (Gavin, 2000). References Baumhardt, R. L. (2003). USDA  ­ The Official Website for The Conservation and Production Research Laboratory DUST BOWL ERA. Retrieved June 16, 2014, from http://www.cprl.ars.usda.gov/ Buonanduci, M. (2009, April 27). Dust Bowl. Retrieved June 16, 2014, from http://www.eoearth.org/view/article/151818/ Fassbender, M. (2008, September 11). Physical Geography Ancient Egypt by Michael Fassbender | Humanities 360. Retrieved June 15, 2014, from http://www.humanities360.com/index.php/physical ­geography ­ancient ­egypt ­50663/ Gavin, G. (2000). The History Place  ­ Irish Potato Famine. Retrieved June 16, 2014, from 9 http://www.historyplace.com/worldhistory/famine/ Hawkes, S. (2012, August 28). Fatal Potatoes: The Nineteenth ­Century Irish Potato Famine | US History Scene. Retrieved June 16, 2014, from http://www.ushistoryscene.com/uncategorized/fatalpotatoes/ History Future  ­ When did people start having tea? (n.d.). Retrieved June 15, 2014, from http://humantouchofchemis try.com/when ­did ­people ­start ­having ­tea.htm Irish Potato Famine. (n.d.). Retrieved June 16, 2014, from http://courses.soomopublishing.com/ Keita, M. (n.d.). Rise of Civilizations and Empires in Mesopotamia. Retrieved June 15, 2014, from http://history ­world.org/rise_of_civilizations.htm Kreis, S. (2006, October 11). Lecture 3: Egyptian Civilization. Retrieved June 15, 2014, from http://www.historyguide.org/ancient/lecture3b.html Origins of Tea. (2012). Retrieved June 15, 2014, from http://www.higgins ­burke.com/About ­Our ­Tea/Pages/Origin ­of ­Tea.aspx PBS (2009, November 15). Video: Surviving the Dust Bowl | Watch American Experience Online | PBS Video [Video file]. Retrieved from http://video.pbs.org/video/1311363860/?starttime=1200000 Saberi, H. (2010). Chapter 2 China. In Tea: A global history (pp. 27 ­41). Retrieved from http://lrps.wgu/provision/8539375 Saberi, H. (2010). Chapter 5 Tea Comes to the West. In Tea: A global history (pp. 85 ­124). 10 Retrieved from http://lrps.wgu/provision/8539375 Simkin, J. (1997, September). The Dust Bowl. Retrieved June 16, 2014, from http://spartacus ­educational.com/USAdust.htm Smith, A. F. (2011). Potato: A global history. Retrieved from http://lrps.wgu.edu/provision/8539677 The Spread Of Tea From China. (2012, September 13). Retrieved June 15, 2014, from http://thespreadofteafromchina.blogspot.com/

Essay --

THE JULIA GABRIEL ONLINE MEDIA BRAND VOICE Our brand voice captures our unique personality and shares it with the world. It distinguishes us from the others and informs them of everything we do, everything we write and everything we say. It’s how our audiences hear us and how they remember us, and it’s how we share our bold vision for the future. Good communication is more than what we say; it’s how we say it. While having an online social media presence is exciting, we need to remember that whichever platform we engage our audiences on, it becomes a brand media â€Å"storefront† that is open 24 hours a day, 7 days a week. This constant connectivity makes it more important than ever for us maintain brand standards on social networks, as well as all forms of digital marketing. We need to remember that while interacting in social networks can provide efficient channels to communicate the uniqueness, value and personality of our brand to a very specific audience, there are expectations and responsibilities that Julia Gabriel Centres need to be aware of, to ensure that our brand is protected. The same considerations that apply to our messaging and communications in conventional media still apply in the online social media space. This means engaging our target audience with a consistent brand experience and messaging, that is not only in the right context, but also communicated with the intended voice, look and feel that is consistent with our brand identity. Have fun, but be smart. Use sound judgment and common sense, adhere to the Company’s values, and the same Company policies that you follow in the offline world. BASIC SOCIAL MEDIA GUIDELINES (FACEBOOK ORIENTED) Responsible Engagement While JGE is still exploring social ... ...nd when necessary to maintain conversations. ï‚ § Brainstorm ideas across Centres to decide on appropriate engagement approaches that can be taken out across all the markets ï‚ § Hold regular meetings internally to discuss bi-monthly content plans where new ideas on contests, and activities can be shared and discussed ï‚ § Have an online content approval process in place, particularly for major campaigns such as competitions and promotions to align activities with the brand values and positioning ï‚ § Consider agreeing on a planned content ratio of 60% centralised and 40% localised content for a balance of consistency and spontaneity. Countless conversations take place online every day, and we want our Centres, who are our brand ambassadors, to join those conversations, represent our brand well, and share the optimistic and positive spirit of the JGE group of companies.

Persuasive Essay: Not Allowing Public Smoking

Have you ever been walking down the street and some inconsiderate person has the nerve to blow their cigarette smoke over their shoulder right into your face? Not only is that disgusting but it’s also very disrespectful. As a non-smoker I believe that if you have the right to smoke, then I have the right to not be affected by it. I do not think that smoking in any public place should be allowed. It has a negative effect not only on you, but on those around you, the youth in your community, and the entire environment.According to the American Lung Association, Idaho scored a B in the overall smoke-free air, but they also got 3 F’s in the categories: Tobacco Prevention and Spending, Cigarette Tax, and Cessation. In 2004, Idaho met the Smokefree Air Challenge, which calls on all fifty states to pass laws that prohibit smoking in all public and work places. Idaho’s current laws are that smoking is prohibited in publicly owned buildings and offices, or at public meeti ngs.It is also prohibited in government buildings and public or private elementary or secondary school buildings and most educational facilities (American Lung Association, 2012). I think that it should be banned from any school campus, including the colleges and universities, not just high schools, junior high, and elementary schools. It’s not like second-hand smoking becomes less harmful the more you farther your education. When I was a young kid I remember my friends pretending to be smoking and thinking it was funny. It looked harmless.In the movies the â€Å"bad boys† always had a smoke in their mouth and one behind their ear. Society plays up smoking and portrays it as being okay. It is true that people start smoking for many different reasons: some think it will make them look cool, or fit in with a certain crowd, others start because their family members or friends smoke. Statistics show that about 9 out of 10 tobacco users start before they're 18 years old. (H irsch, MD, 2012) Of course in your teenage years you think you’re invincible or that you’re above the rules and statistics, but you’re not.A leading cause in people starting to smoke is being exposed to it and the thought we put into their heads that it is acceptable in society when it shouldn’t be. If we banned all smoking in public, children and teenagers wouldn’t be as exposed and give into trying it. Second-hand smoke is about just as dangerous to your health as smoking itself is. In reality most of the smoke from the cigarette does not make it all the way into the smoker’s lungs, it escapes into the air and can be inhaled by everyone nearby. The smoke of tobacco contains over 4,000 chemicals and over 50 of them are known for causing cancer.Secondhand smoking is not preventable even though smoking is. 126 million non-smokers are exposed to the smoke either at work or at home. This exposure results in 50,000 deaths in the U. S each year, but that number is only for adults. Between 150,000 and 300,000 children are infected each year with sicknesses such as pneumonia and bronchitis, of that number roughly 10,000 of them are hospitalized. (Karriem-Norwood, MD, 2012) So the next time you light up, remember you’re exhaling not just yours, but somebody else’s life away as well.If we didn’t allow smoking in public it would help reduce the number of smokers there are. It would help people quit because they could not smoke for longer time periods than they are immune to. If you expand the amount of time passing through each smoke consistently it helps the nicotine cravings lessen. But if you really don’t think you can last through a school day it’s not like there aren’t other alternatives to getting the nicotine your body is hooked on such as chewing tobacco, or the nicotine gum.Both of those options are harmless to the people around you and will not result in you intoxicating their bodies too. In conclusion, I don’t think smoking should be allowed publicly because it portrays the wrong message to the youth and is a leading cause in people trying and becoming addicted in the first place. Also because it doesn’t just affect the person smoking, it affects everyone around them and puts others at risk for major health problems.If we didn’t allow smoking in public it would reduce the number of people smoking and better the environment. Citations: American Lung Association. (2012). Slati state information: Idaho. Retrieved from http://www. lungusa2. org/slati/statedetail. php? stateId=16 Hirsch, MD, L. (2012, March). Smoking. Retrieved from http://kidshealth. org/teen/drug_alcohol/tobacco/smoking. html Karriem-Norwood, MD, V. (2012, May 12). Effects of secondhand smoke. Retrieved from http://www. webmd. com/smoking-cessation/effects-of-secondhand-smoke

Restorative Justice Is A Cost Effective Way Of Dealing...

Introduction Restorative justice is an option to the formal criminal justice system which emphasizes repairing the harm caused by criminal behavior. It can build the criminal law’s moral reliability and validity, which in turn will give the law the ability to gain compliance 377 (Elias., 2016). Although Restorative Justice has many benefits, it is not for everyone in every circumstance. In this research paper, I will be arguing that restorative justice is a cost-effective way of dealing with crimes, reduces recidivism rates and provides greater satisfaction and outcomes for the victims, offenders and community. Victims The main objective of Restorative Justice is repairing the relationship between the victim and offender; this can be accomplished by considering the view, experiences and wishes of the victim. At the heart of Restorative Justice are the rights and interests of the victim (Littlechild., 2011). Many victims are shocked at the first thought of coming face-to-face with their offender when the idea is first offered to them, especially if the crime involved violence; after the Restorative Justice process, they come to obtain much more satisfaction with the justice system than they would have through the traditional criminal justice process (Strang. Sherman., n.d.). Van Camp and Wemmers (2016), argued that many victims of crimes would like to be given the option of Restorative Justice because in many cases they are not; it enables the victims to make choicesShow MoreRelatedCriminal Law, Questions and Answers 1284 Words   |  5 Pages1 Introduction Restorative justice as a whole is not gaining support in South Africa as the majority of our country is in favour of the punitive system in order to combat the high levels of crime. 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Historically punishment has been a very public affair, which was once a key aspect of the punishment process, through the use of the stocks, dunking chair, pillory, and hangman’s noose, although in today’s society punishment has become a lot more private (Newburn, 2007). H owever it has been argued that althoughRead More The Criminal Justice System Essays2382 Words   |  10 PagesThe criminal justice system views any crime as a crime committed against the state and places much emphasis on retribution and paying back to the community, through time, fines or community work. Historically punishment has been a very public affair, which was once a key aspect of the punishment process, through the use of the stocks, dunking chair, pillory, and hangman’s noose, although in today’s society punishment has become a lot more private (Newburn, 2007). However it has been argued thatRead MoreImprisonment And Its Effect On Society2527 Words   |  11 PagesImprisonment is a popular way of dealing with crime, and more people are being sent to prison than ever before. However, pains and deprivations characterize the experience of imprisonment. Furthermore, there is little evidence showing a direct decline in crime from the use of imprisonment, hence highlighting its limited restriction effect. There are also few reliable and valid measures of future offending that allow incapacitation of the appropriate offenders, therefore limiting the potential ofRead MoreCriminal Justice System And The Government Of America1813 Words   |  8 PagesCriminal justice is one of the most important systems which affect everyone’s life in the government of America. Within the system, although the debate over causes and solutions to crime will probably never end, the government has evolved and developed a criminal justice system for dealing with crimes. By deterring and mitigating crime, upholding social control, or sanctioning those who violate laws with criminal penalties and rehabilitation efforts, the criminal justice system has a fundamentalRead MoreThe Abolitionist s Theory Of Crime1756 Words   |  8 Pagesapproach comes in. The term ‘crime’ when used with reference to the abolitionist position should be understood as ‘social conflict’, an ‘accident’ or a ‘problematic event’ from this point in the essay, as abolitionist believe in the reconceptualising of the notion of crime. Abolitionism emerged in the 1960s as an anti-prison movement, it was viewed as a way of reconstructing the social control of crime and deviance (Cohen, 1985). It holds that the role of the criminal justice system should be reducedRead MoreThe Japanese Criminal Justice System1203 Words   |  5 PagesFor some time now, the Japanese criminal justice system has been regarded or perceived to be a successful justice system model. The success is mainly attributed to Japan’s culture and even embedded in the language itself (Goold, 2004). The success has drawn interest among criminology scholars and practitioners either for the purpose of broadening their knowledge or to emulate its criminal justice system (Ebbe, 2000). The interest is based on statistical data that indicate low levels of criminalityRead MoreThe Education System Has Long Rested On Zero Tolerance Policies3101 Words   |  13 Pagesmake good grades and behave well in the classroom, the discussion becomes more disconcerting when the topic centers on the discipline of students who break the rules of society or the education system. Much like the prison system, the public school justice system has long rested on zero tolerance policies (Zehr, 2015). These zero tolerance policies rest on the ideology that by providing swift and harsh punishment to the offender, future violations of social and educational institution rules will be