Christian Ethics Moral Compass And The Leadership Process Free Essay Example, 2000 words

Ethics incorporates the many academic disciplines and traditions. Traditions include all the moral teaching of the philosophers. In addition, ethics includes concepts from political science, psychology, management, communication, education, sociology, and other related fields of study. Leaders have the ethical responsibility to promote positive leadership. In the business environment, each leader has a purpose. The leader must do whatever it legally and ethically takes to achieve the purpose. When the leader does not meet the purpose requirements, the leader may be stripped of his or her power and authority. In the same light, the store s leaders have to achieve its purpose. To achieve the purpose the leaders should not exceed the ethical and legal benchmarks (Johnson, 2011). Principle-Is this action consistent with relevant principles? The company or store is correct in keeping the company or store s prices low. The company or store is right in keeping the current and prospective c ustomers informed of any changes in the company or store s products and services. The company or store should advertise its various quality products and services in order to keep the current and prospective customers abreast of the latest product and service promotions. We will write a custom essay sample on Christian Ethics Moral Compass And The Leadership Process or any topic specifically for you Only $17.96 $11.86/page Consequently, the customers will spread the news that the company or store makes them feel very important.

A Good Man Is Hard For Find And Revelation, By Flannery O...

Some people go through life with the preconceived notion that they are better than everyone else. They base their opinions on the way people look and how they act. Some people believe that if they have more material things than another person, that makes them superior. These narcissistic individuals are only concerned with the popularity and superiority that they have on this Earth, but they fail to realize eventually we will all be the same: a pile of skull and bones six feet under. No matter a person s race, attractiveness, social or financial class, every single human being will be the same in the end. God is the number one ruler and only He can judge us. American writer, Flannery O’Connor, makes known in her short stories, â€Å"A Good Man Is Hard To Find† and â€Å"Revelation,† â€Å"that the meaning of life is centered in people s Redemption by Christ† (Shinn 59). In both stories, the main characters believe that they are superior to everyone else. T he main characters face violent or traumatizing situations or events that push them into a moment of crisis that awakens or changes their faith and in the end God grants them grace. In O’Connor’s short story â€Å"A Good Man is Hard to Find,† the idea that the meaning of life is centered in people s redemption by Christ is the most important message to me. The two main characters, the grandmother and the Misfit, both hoard many flaws and sins. However, they both receive grace in this story despite their wrong doings. The grandmother is anShow MoreRelatedFlannery O Connor s `` A Good Man Is Hard And Find `` And `` Revelation ``1276 Words   |  6 Pageswriter, Flannery O’Connor, makes known in her short stories â€Å"A Good Man Is Hard To Find† and â€Å"Revelation†, that the meaning of life is centered in people s Redemption by Christ. In both stories, the main characters believe that they are superior to everyone else. The main characters face violent or traumatizing situations or events that pushes them into a moment of crisis that awakens or changes their faith and in the end God grants them grace. In O’Connor’s short story A Good Man is Hard to Find, theRead MoreFlannery OConner and the use of grotesque character in Good country people and a good man is hard to find1226 Words   |  5 Pagescentury writing (Holman 61). Almost all of O Connor s short stories usually end in horrendous, freak fatalities or, at the very least, a character s emotional devastation. People have categorized O Connor s work as Southern Gothic (Walters 30). In Many of her short stories, A Good Man Is Hard To Find for example, Flannery O Connor creates grotesque characters to illustrate the evil in people. Written in 1953, A Good Man Is Hard To Find is one of O Connor s most known pieces of work and hasRead MoreSummary Of A Good Man Is Hard And Find By Flannery O Connor1114 Words   |  5 Pages Man is Hard to Find Theme Essay: Religion ENG1300/ Literature Anthony Copeland December 16, 2014 In the short story, â€Å"A Good Man is Hard to Find† by Flannery O’ Connor, the major theme in this story to me is how religion plays such a larger role in some lives more than others. The grandmother, a prime example for this, shows throughout the story that having â€Å"faith† isn’t a saving grace and misplaced faith could possibly get you killed. The major confrontationRead MoreIn class, we have read a couple of Flannery O’ Connor’s short stories which include A Good Man is900 Words   |  4 Pagescouple of Flannery O’ Connor’s short stories which include A Good Man is Hard to Find, Good Country People, and Revelations. After reading these stories, I noticed that Flannery O’ Connor changes the story but in a sense keeps the same main characters in every story. The main things that change between these characters are how they decide to handle a situation and their names; the things that do not change are often the out look that they have on the world. I noticed the grandma from A Good Man is HardRead MoreEffectiveness of Juvenile Incarceration1357 Words   |  6 Pages11/18/10 Research Paper â€Å"A Good Man Is Hard To Find† by Flannery O’Connor who is a Southern American novelist and short story writer, O’ Connor’s career expanded in the 1950sand early 60s, a time when the South was dominated by Protestant Christians.O’Connor was born and raised a Catholic. She was a fundamentalist and aChristian moralist whose powerful apocalyptic fiction is focused in the South.Flannery O’Connor was born March 25, 1925 in Savannah, Georgia. O’ Connorgrew up on a farm with herRead More Symbolism in A Good Man Is Hard to Find by Flannery OConnor1967 Words   |  8 Pages in A Good Man Is Hard to Find Flannery O Connor uses symbolism to give more meaning to her short story. OConnor writes a story of a Grandmother versus a Misfit, or good versus evil. This short story is about a family going to Florida, who takes a turn down a dirt road, which only causes them to get in an accident, and be found by the Misfit. This encounter prevented the m from ever arriving Florida, because the Misfit ends their lives. Using symbolism, OConnor creates a story with much meaningRead More Comparing Characters in OConnors A Good Man is Hard to Find and Revelation841 Words   |  4 PagesComparing Characters in OConnors A Good Man is Hard to Find and Revelation The grandmother and The Misfit of Flannery OConnors A Good Man is Hard to Find are backward, opposite images of each other. However, the grandmother does have similarities with the character, Ruby Turpin in OConnors short story, Revelation. The grandmother is portrayed as being a selfish self-involved woman who wants her way, a person with little memory, just a basic old woman living with her only son. TheRead MoreA Good Man By Flannery O Connor1795 Words   |  8 PagesJada Brandon 11-26-2015 English 261 Final exam A Good Man is Hard to find in this Story Considered as one of the best short story authors in her era, Flannery O Connor wrote many short stories before her death in 1964. A faithful Catholic, religion was a primary theme in her works; she wrote mostly about southern life with religious themes recurring in her work. One of her most famous stories was the 1955 short story A Good Man Is Hard to Find. The story depicts the heartless execution of aRead MoreRhetorical Analysis Of O Connor s A Good Man Is Hard And Find 1245 Words   |  5 PagesAdria Corral English 1302 MWF 8:00 A.M. Religion and Morality In â€Å"A Good Man is Hard to Find†, Flannery O’Connor uses grotesque and flawed characters to reflect her own faith on the Roman Catholic Church. Set in the rural South during the 1950s, O’Connor takes readers on a journey from a satiric family comedy to a brutal cold blooded murder. An analysis of O’Connor’s use of religious symbolism and foreshadowing through characters and setting will be conducted in order to better understand her viewsRead MoreThe Grotesque Pursue Of Goodness2189 Words   |  9 PagesMarcos Norris ENGL 290 5 May 2016 The Grotesque Pursue of Goodness in A Good Man is Hard to Find by Flannery O’Connor â€Å"The great advantage of being a Southern writer is that we don’t have to go anywhere to look for manners; bad or good, we’ve got them in abundance. We in the South live in a society that is rich in contradiction, rich in irony, rich in contrast, and particularly rich in its speech† (Flannery O’Connor). Mary Flannery O’Connor was born in 1925 in a Catholic family in the south of the United

A Man Ahead of His Time free essay sample

This paper looks at the philosopher Plato, and his beliefs regarding morality and its link with knowledge. This paper presents an overview of Plato?s philosophical dialogues. The author examines of some of Plato?s main philosophical beliefs on human nature, the importance of morality in a society, and that gaining knowledge for the sake of having knowledge would help people lead more truth filled and moral lives. Since the beginning of our history, we have had many great philosophers guide us along the path of our societal evolution. Some were religiously based while others were secularly based but they all had something to contribute. Few of them though could compare to Plato when it came to understanding human nature and the ways of society more than Plato did. Plato is considered one of the greatest philosophers of all time. He had knowledge of the workings of the human mind and heart that kept him light years ahead of his time. We will write a custom essay sample on A Man Ahead of His Time or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Plato taught many things that can still be applied to todays society. As one of the heavyweights in the field of philosophy Plato covered more ground in his teachings than many others have ever done since.

Support the creativity of children and young people free essay sample

This means helping children to be creative by showing them and joining in with what they are doing. Some children learn best by observing others and then doing the same. This can benefit children because they will build good relationships with adults and peers if they work in a group. They will be spending time with someone who they trust and are comfortable with. 1. 2 Identify the potential benefits of different types of creative activity There are many benefits of creative activity for children and this can differ with the different types of creativity. One benefit is that most of the time a creative activity can help children with other areas of their development. For example creative movement allows children to express themselves and let off steam if they need to and children are also developing their gross motor skills, balance and co-ordination. Music can help children to gain confidence and an also help them to work together. We will write a custom essay sample on Support the creativity of children and young people or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Singing and playing instruments can help children to communicate and can also help their speech. Being creative can also help a child’s self-esteem. This is because they will feel pride and achievement in the finished product of their creative activity. Their intellectual development will benefit because they are problem solving and discovering how things work. It is important to praise children when they solve a problem or create something so that they realise that they have done something brilliant and can do it again. 1. 3 Explain the difference between formal and informal creative activity Formal creativity is a more regulated and specific type of creative activity with an outcome aim. This type of creativity is usually a planned adult lead activity in which the children can learn from adults. Formal creativity could also include different types of art groups such as drama or dance classes. Informal creativity is more about the individual’s own interpretations and ideas. Children will do this by themselves, learning by trying out different things. Giving a child a piece of paper and some pens and leaving them to draw what they like would be an informal creativity activity. Explain the importance of encouraging children and young people to recognise and value creativity It is important to encourage children to recognise and value creativity because if they don’t they will not be able to retrieve the benefits that creativity could have on all areas of learning. Children can gain so much from being creative so adults should make sure that children are being provided with fun and challenging activities that they will enjoy taking part in. adults should be good creative role models so that children recognise that you are valuing creativity and this can then hep them to do the same. Creating something and solving problems can boost a child’s self-esteem and confidence and praising children for their good work can help them to value creativity as they feel good about themselves and want to achieve this feeling again and again. Adults should spend plenty of creative time with children, show them what it is to be creative and help them to value it in order for children to enjoy being creative and use it to develop in as many areas as possible. Identify potential resources to support children and young people to take  part in organised creative activities There are many different types of creative activities and therefore are many different resources that can be used to support children’s creativity. For example a dancing activity may require music, floor space and props such as ribbons or hoops. These resources can help to encourage children to take part because they are attractive and children can become intrigued and interested. The children may also enjoy being musically creative and using musical instruments which also look attractive and colourful. The children may be curious and keen to explore them and discover what they do and how many different sounds they can make with them. There are many different resources that the children could use for an art activity. The children may enjoy seeing the resources that are available and choosing what they would like to use. It is important that carers provide a range of different materials that look and feel different as this encourages the children to explore them. A child may want to use paint but explore different ways of using it such as using their hands or using a brush or sponge and the child should have these opportunities. Carers should also ensure that resources for creative activities are adapted to fit the child’s needs for example, different sized paint brushes for different aged children, safety scissors for younger children and specially adapted equipment for children with special needs. Practitioners should always make sure that the resources give every child the opportunity to take part. 3. 3 Explain the importance of encouraging carers to support children and young people’s creative activities Children need encouragement from adults in order to be able to explore creatively. They need to feel that the adult is allowing them to do this and so a positive emotional environment is vital. Staff members need to make sure that they allow the children to get messy, make links and make their own decisions. Staff members who become anxious when children make a mess will make the children feel as though they cannot be creative and explore as they would like to. It is also important for adults to be good creative role models. Children often learn from the observation of adults and will benefit from seeing adults being creative and joining in with creative activities. They will also benefit from seeing positive attitudes towards creativity. Using positive language and having a ‘can do’ attitude towards creativity can help the children to think in the same way. Explain the importance of spending creative time with children and young people and the benefits that can result it is important that we allow lots of creative time for children as they have much to gain from being creative. It is not beneficial for children to be given short periods of time to be creative as this can make them feel stressed or under pressure and can give them confidence problems. Spending creative time with children enables them to focus and persevere with an activity or a problem and prevents them from becoming frustrated or fed up. This is because they have plenty of time to think, explore and imagine. Being creative also heps children to try out new things and gain new skills and explore concepts which can lead to children working at a higher level. It can also be good for children to come back to something that they have done before as they will be given the opportunity to add to their work or try a new approach once they have been given some time to think about the problem. Another benefit from spending creative time with children is the pride they feel in their achievements and the self-esteem they can gain from this.

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U.S. should limit WMD essays

U.S. should limit WMD essays Resolved that The United Federal government should establish a Foreign policy significantly limiting the use of weapons of mass destruction Intro- One can say it's easy to walk away from this, to lose hope. But we cannot walk away. We must not walk away. And we will not lose hope.''- Colin Powell, speaking at the foundation's spirit of humanity'' awards dinner. Because I agree with this viewpoint, I stand resolved that: The United States Federal Government should establish a foreign policy significantly limiting the use of weapons of mass destruction. To fully understand the resolution, we must first identify all key terms. Definitions come from the American Heritage High School dictionary. United States- a country of central and NW North America with coastlines on the Atlantic and Pacific oceans. It includes the non contiguous states of AK and HI ad various island territories in the Caribbean Sea and Pacific Ocean. Capital is Washington D.C. Population is 24,963,692 Federal- of, relating to, or being a form of government in which individual states recognize the seventy of a central authority but retain certain powers. Government- exercise of authority in a political unit; rule. Foreign policy- the diplomatic policy of a nation in its interaction with other nations Significant- having or expressing a meaning; meaningful Limit- to confine or restrict within a boundary or bounds Use- to put into service or apply for a purpose; employ Weapon- a means used to defend or defeat another Mass- large in comparison with what is typical or usual Destruction- the cause or means of destroying I will now offer the following contentions from the affirmatives standpoint. C1. The use of weapons of mass destruction causes harm to people. In many wars, weapons of mass destruction have been used. For the purposes of time budgeting, I will focus specifically on World War II, Vietnam, and ...

Moral Equivalent of War Essay Example | Topics and Well Written Essays - 1250 words

Moral Equivalent of War - Essay Example The army life involves giving up self-interest for the good of the group hence peaceful coexistence and therefore according to James, war must have its way unless a moral equivalent is found which can discipline the whole community and make them feel valued. This would involve conscription of the whole youth population to form an army against nature which is the only enemy of justice and peace. By performing such duties as; dishwashing, road building, coal and iron mining, widow washing, and tunnel making among other duties, the youth would be moulded into responsible men with desirable virtues such as which would replace military virtues hence a moral equivalent of war (Par 25-26). The need for a moral equivalent of war is due to the fact that war is irrational. The ancient communities fought only for the sake of glory and to steal women and other possessions. These military ideals are passed on from generation to generation but in modern times they are restricted for war is only fo ught when necessary. Instead, nations seek peaceful negotiations and only fight when a compromise cannot be reached. However, for James it is difficult to bring peace-party and war-party together because of fear of disappearance of military action which is disciplinary. Nations live in fear hence are always preparing for war so for the military ‘peace’ and ‘war’ are synonymous with the latter being just a â€Å"verification of mastery gained during the peace period† and the absence of war would lead to degeneration of life (Par 8). Militarism is also viewed as a means by which men gain and retain their hardihood and since war is discouraged, the anti-militarists argue that men require new hardihoods equivalent to those instilled by militants. These include; fearlessness, giving up self-interest, and obeying commands (par 23). James believes that new energies and hardihoods can be acquired by altering public opinion just like militarist hardihoods are energized by fear. Men would feel obliged to act for the common good of all hence feel proud of themselves and this would be the equivalent of war. The â€Å"moral equivalent of war† concept has been used in various situations by the nation to achieve its objectives especially those who practice socialism. Ownership of private property is discouraged so as to ensure equality for all members of the society. They all work together for the common good of all community members and give up self-interest. However, this concept is highly criticized by liberalists who believe men should be free to do what they ought to do without influence. Liberalists like Samuel Gregg would thus criticize William James’s idea that men should be conscripted into an army against nature so as to acquire martial virtues necessary for survival and which would act as â€Å"moral equivalent of war†. For Gregg, free choice should not be suppressed for the sake of economic equality (9). As su ch, the state does not need to interfere with the liberty of individuals as they can reason and choose what is best in achieving their ends. Rather, the state should provide assistance to the community to enable them to realize integral liberty. He also argues that men can gain different virtues in many ways and use them for the common good of the community (Gregg 73). William James advocates for a state controlled economy or socialism type of government.

American prison system Essay Example | Topics and Well Written Essays - 1000 words

American prison system - Essay Example The American colonies had similar correctional system, largely, with the exception of colonial administrators using more corporal punishment in America, than followed by their counter parts in the motherland. This resulted in more death penalties, during that period. However, William Penn had a different viewpoint, as he adopted â€Å"The Great Law† in Pennsylvania in 1682, which restricted the use of torture as a punishment method, while it allowed felons paying for restitution of property to their victims. While Walnut Street prison became the first penitentiary, Pennsylvania passed legislation, in 1776, which made way for reforming and rehabilitation of offenders, instead of using torture or execution. However, reformist methods like silence and labor could not help much, as prison authorities were forced to accommodate more than one prisoner in a cell, necessitated by the overcrowding of prisons. The same reason kept many prisoners without work in jails.(Criminal Justice i n Action: The Core, Prisons and Jails, pp313) Great Penitentiary Rivalry After gaining from the experience of Pennsylvania prison system, many American states tried to implement the concept of silence and labor, while interpreting the same in their own peculiar ways. In the process, the Pennsylvania Penitentiary and New York prison systems engaged in some sort of debate, over the correct and result-oriented method of prison administration. This gave birth to two known separate systems. The Pennsylvania Penitentiary system was entirely based on the â€Å"separate confinement† concept, as the prison had cells for inmates, built in such a manner that no prisoner could come under the influence of other inmate, during the confinement. While the New York system followed the Pennsylvania model of separate confinement, the authorities witnessed rise in sickness, insanity and suicide among inmates. Therefore the system was abandoned in 1822, as Elam Lynds adopted the â€Å"congregate system†, during his tenure as warden at Auburn. (Criminal Justice in Action: The Core, Prisons and Jails, pp314-5) Rivalry has influenced American thinking about prison system As America saw progressive movement in criminal justice, it started from the adoption of the â€Å"new penology†. This concept was put into practice at New York’s Elmira State Prison, in 1876, which introduced three-grade system for punishment, as well as, rewarding inmates displaying food behavior with early release. The theories adopted by Elmira model were incorporated during first few decades of twentieth century. Working on more reforms, progressive elements in the correctional system operations adopted â€Å"medical model† for prisoners, which made way for offering medical therapies to inmates for correcting their â€Å"ills†. However, most of the prison administrators did not agree to this level of rehabilitation in their systems. Further, many tough measures, for deal ing with incurable criminals, were incorporated; as criminologists and politicians tried to counter the menace of sharp rise in crime, during 1970s. Accordingly, four types of prisons were formulated; depending on the required security level, starting from minimum security to super-maximum security. (Criminal Justice in Action: The Core, Prisons and Jails, reassertion of punishment, pp313 & 331) Comparison between publicly funded and privately funded prisons Privatization, as applicable to goods and service sector may not be completely compatible to the prison system, any where in the world. However, for discussions on privatization, the prison system can come under the purview of

Managing in a global economy Essay Example | Topics and Well Written Essays - 2000 words

Managing in a global economy - Essay Example The candies include a variety of candy and chocolate clusters, caramels, creams, truffles and molded chocolate bars. Individual franchise stores make a variety of caramel and apple candies, fudge, chocolate items and other assorted candies. The company needs to open a franchise store in Singapore. This paper seeks to develop an organizational structure, financial analysis and human resource practices that will ensure success of the franchise in the new location. Functional authority organizational structure will be used for the Singapore franchise. The structure is preferred because it is simple and clearly defines roles and functions of each department. The hierarchy of authority and channels of communication are well defined to facilitate smooth operations and eliminate any confusion. A simple organizational structure is appropriate for the new business because it cuts down administration costs and increase efficiency, which is greatly needed for the franchise to break even and become profitable. The job positions for this structure include line positions and staff positions (Milgrom & Roberts, 2013). Line positions are responsible for the attainment of the company’s goals and objectives. The staff positions provide expertise, advice, and support for the line positions. The line officers/managers have line/direct authority that they exercise to attain organizational goals. The staff officers/managers have functional authority to ad vice line officers and supervise their work. Related jobs are combined to form a functional unit. For example, the chocolate and candy products are placed in different departments. Within these departments, there are sub-divisions that specialize in different activities such as mixing the recipes and adding different flavors e.g. caramel department is different from sub-division that makes fudge or truffles. Functional departmentalization simplifies the operations and makes it possible to

Technological Innovations of the Civil War

Technological Innovations of the Civil War Edward Cordero The American Civil War is known for being the most ruthless battle ever fought in American History. The outcome of the war continues to review the disturbing nature that many individuals endure for the unity of our nation. Despite its downside, the Civil War is also regarded as the first modern war.[1] During the Civil War, the improvement of weapons and technologies shaped the way Union and Confederate soldiers approached the front line.   The technological innovations also triggered the surge in death tolls and casualties of many soldiers, which justifies the reason as to why the Civil War currently leads the number of deaths in all American wars. Weapons, communication, transportation, and documentation were all challenging for both the Union Army and Confederate States Army prior to the advancement of technologies. This ultimately made the battles extremely tough and the hardship that soldiers faced is something that would be impossible to imagine in wars that are fought t oday. Therefore, the innovations of the repeating rifle, hot air balloon, telegraph, submarine, railroad, and camera all had an immediate impact on how the Civil War was fought. One of the most outstanding technological innovations of the Civil War was the repeating rifle. At the beginning of the Civil War, soldiers were forced to cope with various type of rifles until it eventually progressed to the repeaters. Soldiers from both the north and south were first given the smooth-bore muskets. The smooth-bore musket had a long barrel that was ineffective because it had a maximum range of about 300 feet.[2] Accuracy was not the only issue, but the amount of time required to reload the muskets caused frustration. Only the most well-trained soldiers will be able to load, aim and fire their weapons three times in one minute.[3] In addition, the smooth-bore muskets could only take in round shaped bullets that were nearly the same size as the diameter of the barrel, making the accuracy of the shot less effective. For soldiers to hit their target successfully, they would have to run closer to their enemies. To improve the accuracy, soldiers turned their interest to ri fled muskets or rifling. Rifled muskets are like the smooth-bore muskets, but the only difference were the design of their barrels. The rifled muskets were designed with a barrel that had grooves[4] that would allow the bullet to spin, which will result in the bullet spiraling its way to the enemy. It did not only cause intense damage to an enemy, it also extended its accuracy up to 500 yards when firing with a conical Minià ¨ ball bullet.[5] Although, both types of musket were still considered ineffective because it could only fire one bullet at a time. Thanks to Benjamin Tyler Henry, the first repeating rifle to be used in the Civil War was invented. Around 1863, Benjamin Tyler Henry invented the Henry Rifle that was capable of firing twelve shots in the span of one minute.[6] The emergence of the repeating rifles was only made available for the Union Army because the Confederates did not have the equipment nor did they have the knowledge on how to produce the rifles. This weapon made it possible for Union soldiers to fire rounds repeatedly, making it a convenient tactic when approaching enemy at a close distance. The only downside to the Henry Rifle was the time-consuming process to reload. Following the invention of the Henry Rifle was another type of repeating rifle called the Spencer Rifle. Christopher Spencer developed another version of the repeating rifle, but his invention could only fire seven rounds.[7] The Union soldiers admired the Spencer Rifle because it was much easier to reload and it could fire seven shots in 30 second.[8] One of the most famous quotes that was written by a Union Soldier in response to the development of the Spencer Rifle is, we have guns that we load up on Sunday and shoot all the rest of the week.[9] Both repeating rifles played an important role during the war, but it was the Henry Rifle that garnered most of the interest of the Union soldiers because of its higher ammunition capacity. The improvements from the rifled mu sket to the Spencer Rifle changed the way soldiers fought the war. Union soldiers were much more capable of causing immediate death to their enemy, making it possible for them to keep pressing forward. The innovation of the repeating rifles is just the beginning for the Union Army. The Union Army continued to improve their military tactics with the aid of the hot air balloon. Professor Thaddeus Lowe innovated the first ever hot air balloon that was used in the Civil War. Despite seeing success in his work, he must first demonstrate his balloon to President Abraham Lincoln.[10] On June 17, 1861, Lowe lofted upward to a height of 500 feet in his balloon- the Enterprise- from the Washington Mall in the vicinity of where the National Air Space Museum now stands.[11]After a successful demonstration, President Lincoln established a Balloon Corp in which Lowe was appointed as commander. Lowe received funds on August 2, 1861 to construct the Union, which was the first hot air balloon to be used in a military combat.[12] The purpose of incorporating the hot air balloon during the Civil War was to provide aerial reconnaissance [13]for the Union Army. The intended strategy that Lowe suggested is to ascend into the air while carrying a telegraph, another technological adv ancement for the Union Army, throughout the trip. By being 1000 feet high in the air, Lowe will be able to examine every movement the Confederate soldiers made. He would then use the telegraph to send back information to the Balloon Corp, stating the locations of the Confederate Soldiers. Easily, the Union soldiers would be able to fire accurately at the locations of the Confederates, without actually seeing them.[14] The hot air balloon provided aerial advantage for the Union Army. Technological innovations continue to be outpouring for the Union Army, following the invention of the telegraph. During the Civil War, the telegraph proved its value as a tactical, operational, and strategic communication medium and an important contributor to Union victory.[15]Samuel Morse invented the telegraph in 1844 and continued to progress until he sent the worlds first telegraph message from Washington D.C. to Baltimore, Maryland.[16] The telegraph is a machine that made long distance communication possible by sending electric signals over a wire. Prior to Civil War, telegraph lines were seen scattered throughout the East Coast. The Western Union Telegraph Company managed to spread around 15,000 miles of telegraph cable, which was used primarily for military communication.[17] Similar to the innovation of the hot air balloon, the telegraph had to be demonstrated in order to get the approval to be utilize in war. In 1843, Morse made his first demonstration by sending the mess age, What hath God Wrought!, from Washington D.C. to Baltimore.[18] The original document that hold these historic message is located in the Library of Congress. The telegraph played a major role in the Civil War because it made communication much easier. It was used to transmit and receive important messages about the war. It was a necessary device for the Balloon Corp because in order for Professor Thaddeus Lowe to send messages to Union soldiers from the air, he must use the telegraph. The telegraph was also responsible for keeping the media up to date. Without the telegraph, the Union Army would not have that much advantage over the Confederate States Army. The Union Army had greater advantage over the Confederate States Army, but with the innovation of the submarine, the Confederate soldiers found themselves in the process of retaliating. At the beginning of the Civil War, the Union Army already had naval advantage by incorporating the ironclad warships. The ironclad warships were remarkable because it was equipped with armor-cladding[19] and for its ability to destroy while staying afloat on water. The primary purpose of the ironclad warships was to create a barrier to prevent the Confederates sailors from leaving their ports. The innovation of the submarine gave the Confederates the ability to sneak up on the ironclad ships while underwater, which was considered one of the most celebrated tactical innovations of the war.[20] There were many submarines that were developed by the Confederacy, but the most significant creation was done by William Cheeney and Horace Hunley.[21]Hunley created many submarines throughout the Civil War, but he felt the urge to continue improving the features of his submarines. The most outstanding submarine he created was called CSS H.L. Hunley. On February 1864, Hunley was ready to make the first attack with the CSS H.L. Hunley. Lieutenant George Dixon, along with his crew, set out and found the Unions USS Housatonic, an ironclad warship. At this point, Dixon and his crew submerged away from the enemy and rammed the Housatonic with a spar torpedo protruding from the front of the sub.[22] The torpedo managed to hit the side of the enemys ship and was sunk within five minutes. Hence, the CSS H.L. Hunley secured a spot in history as being the first submarine to destroy an enemy ship.[23] Unfortunately, hours after the successful attack, the CSS H.L. Hunley sunk and was never seen again. The submarine played a major role in the Civil War for the Confederates because it gave them the greater advantage in naval warfare. Despite the Union Armys aggression on land, the Confederate States Army were establishing their dominance underwater. Technological innovations seem to be a competition, but the innovation of the railroad was impactful for both the Union and Confederates. Prior to the innovation of the railroad, it was difficult to transport reinforcement troops, weapons, and other military resources. Railroads dramatically increased strategic (and often operational) mobility and armies due to their ability to carry large amount of troops and supplies rapidly.[24] The innovation of the railroad differs between the north and south. The Union Army still had the greater advantage because it constructed 20,000 miles of track, compare to the Confederates 9,000 miles of track.[25] This resulted in the Union Army scattering equipped troops throughout the northern region rapidly. Since the railroad was seen as an advantage for both sides, it made sense that they will try to destroy each others railroad operation. The Union Army created a strategy to attack and divide the Confederacy into non-supporting and isolated zones by cutting water and existing rail transportation line.[26] The Confederate Army wanted to play equal by destroying fixed rail facilities[27] in which the Union Army needed in order to transport troops and supplies. Although, the Confederates did not have that much advantage with the railroads, but they were the first to use trains to their advantage.[28] Since the production of military equipment were increasing during the Civil War, it would be considered useless without a large system to transport and distribute. In addition, without the railroads, animals would be the only option for the means of transportation. The technological innovation that made the Civil War the first war to be documented,[29] was the innovation of the camera. The camera differs from other technological innovations of the Civil War, only because it was not used for military purposes. The camera played a major role during the Civil War because it allowed the horrors and glory of war to be seen by the public for the first time.[30]   One of the most famous photographers during the Civil War was Mathew Brady. Brady did not capture most of the images himself, but he did hire Alexander Gardner and Timothy OSullivan to work in his studio.[31]Capturing photographs during the Civil War was a difficult process because the equipment was heavy and it was time-consuming. Hence, there were no action captured images of the war. It was also a dangerous process because the chemicals that were necessary involved sulfuric acid[32]and it had to be mixed by hand. Wet-plate photography and stereo views photography were two types of method used to capture gruesome images of dead soldiers, as well as the locations where battles had taken place.[33] The stereo views photography was the most popular because it created three-dimensional images. The innovation of the camera made it possible for the memory of the Civil War to live on forever. Without the camera, primary sources of the Civil War would be limited to written documents and artifacts. The photographs captured from the Civil War reveals the technologies that were used and it also give a glimpse of the life soldiers endure. This advancement did not only affect how the war was viewed, but it also inspired future combat photographer[34] to take their camera and venture out to other battlefields such as the Vietnam War and WWII. [1] The US Civil War, the First Modern War, Aeragon, accessed March 5, 2017, http://www.aeragon.com/03/, Par. 1. [2] Civil War Innovations, PBS, accessed March 3, 2017, http://www.pbs.org/opb/historydetectives/feature/civil-war-innovations/, Par. 6. [3] The US Civil War, the First Modern War, Aeragon, accessed March 5, 2017, http://www.aeragon.com/03/, par. 19. [4] Civil War Innovations, PBS, accessed March 3, 2017, http://www.pbs.org/opb/historydetectives/feature/civil-war-innovations/, par. 6. [5] Richard Moorehead, Technology and the American Civil War, Military Review, vol. 84, no. 3 (2004), last modified June 2004, https://www.questia.com/library/journal/1P3-665061951/technology-and-the-american-civil-war, par. 2. [6] The US Civil War, the First Modern War, Aeragon, accessed March 5, 2017, http://www.aeragon.com/03/, par. 20. [7] Ibid., par. 21. [8] Civil War Technology, A+E Networks, accessed March 9, 2017, http://www.history.com/topics/american-civil-war/civil-war-technology, par. 5. [9] Ibid., par. 6. [10] Army Balloon Corps, Genesee Country Village and Museum, accessed March 3, 2017, https://www.gcv.org/Historic-Village/The-Intrepid/Army-Balloon-Corps, par. 2. [11] Ibid. [12] Ibid., par. 4. [13] Ibid., par. 1. [14] Ibid., par. 5. [15] David Hochfelder, The Telegraph, Essential Civil War Curriculum, accessed March 3, 2017, http://www.essentialcivilwarcurriculum.com/the-telegraph.html, par. 1. [16] The US Civil War, the First Modern War, Aeragon, accessed March 5, 2017, http://www.aeragon.com/03/, par. 36. [17] Civil War Innovations, PBS, accessed March 3, 2017, http://www.pbs.org/opb/historydetectives/feature/civil-war-innovations/, par. 1. [18] Morse Code the Telegraph, A+E Network, accessed March 11, 2017, http://www.history.com/topics/inventions/telegraph, par. 6. [19] Civil War Innovations, PBS, accessed March 3, 2017, http://www.pbs.org/opb/historydetectives/feature/civil-war-innovations/, par. 8. [20] David Stauffer and Lewis West, The Civil and early submarine warfare, The Gilder Lehrman: Institute of American History, accessed March 3, 2017, https://www.gilderlehrman.org/history-by-era/american-civil-war/resources/civil-war-and-early-submarine-warfare-1863, par. 1. [21] Civil War Submarines, American Civil War Story, accessed March 12, 2017, http://www.americancivilwarstory.com/civil-war-submarine.html, par. 19. [22] Ibid., par. 31. [23] Ibid. [24] David Hollis, The Impact of Railroads on Warfare During the American Civil War, Tocwoc, last modified February 16, 2010, http://www.brettschulte.net/CWBlog/2010/02/16/the-impact-of-railroads-on-warfare-during-the-american-civil-war/, par. 4. [25] Civil War Innovations, PBS, accessed March 3, 2017, http://www.pbs.org/opb/historydetectives/feature/civil-war-innovations/, par. 3. [26] David Hollis, The Impact of Railroads on Warfare During the American Civil War, Tocwoc, last modified February 16, 2010, http://www.brettschulte.net/CWBlog/2010/02/16/the-impact-of-railroads-on-warfare-during-the-american-civil-war/, par. 6. [27] Ibid., par. 7. [28] Civil War Innovations, PBS, accessed March 3, 2017, http://www.pbs.org/opb/historydetectives/feature/civil-war-innovations/, par. 4. [29] Rebecca Brooks, Civil War Photography, Civil War Saga, Last modified August 9, 2011, http://civilwarsaga.com/civil-war-photography/, par. 1. [30] Ibid. [31] Ibid., par. 4. [32] Ibid., par. 7. [33] Ibid., par. 6. [34] Photography and the Civil War, Civil War Trust, accessed March 3, 2017, http://www.civilwar.org/photos/3d-photography-special/photography-and-the-civil-war.html, par. 12.

Family Violence :: essays research papers

In his book Wounded Innocents, writer Richard Wexler recounts the testimony of eight-year-old Mary Ellen Wilson in the first U.S. court case concerning child abuse. The year was 1874: Mama has been in the habit of whipping and beating me almost every day. She used to whip me with a twisted whip, a raw hide. The whip always left a black and blue mark on my body. I have now the black and blue marks on my head which were made by mama, and also a cut on the left side of my forehead which was made by a pair of scissors. She struck me with the scissors and cut me . . . I do not know for what I was whipped—mama never said anything to me when she whipped me. Interestingly, this case was brought before the court by the American Society for the Prevention of Cruelty to Animals (ASPCA). Although there had been laws enacted as early as colonial times to prevent child abuse, in practice the legal system had mostly ignored the issue. In Mary Ellen’s case, the ASPCA successfully argued that the girl was protected under laws barring the mistreatment of animals. As a result of the publicity surrounding Mary Ellen’s case, more than two hundred Societies for the Prevention of Cruelty to Children sprang up around the country, and many states passed laws making child abuse illegal. However, public awareness of the problem wavered over the next eighty years, and child abuse remained a largely unacknowledged fact of life in America. Most communities continued to expect the family itself to deal with the issue; if anyone did intercede on the behalf of the victim, it was likely to be an extended family member or a pastor, and the problem was unlikely to be reported. Children were rarely removed from any but the poorest families. Historically, authorities got involved only when violence resulted in severe physical injury or death. The passage of the first mandatory child abuse reporting laws at the state level in the early 1960s began a transformation of the issue— from a taboo family secret to a social problem worthy of academic debate. As reports came in from doctors and teachers, the public’s willingness to address the issue on a national level coalesced, and in 1974 Congress passed the Child Abuse Prevention and Treatment Act (CAPTA). The act, which earmarked federal funds for states that passed mandatory child abuse reporting laws, has encouraged the passage of such laws in all fifty states.

Erik Erikson

The aim of this essay is to select a major theorist and discuss their contribution to the cognitive and social development in childhood. Erik Erikson was one of the most distinguished theorists of the 20th century. He discovered and developed psychosocial theory. He was also one of the first theorists to cover the entire lifespan of an individual. Erikson’s proposed eight psychosocial stages which he named â€Å"The Eight Ages of Man†, which range from birth to 65 years and onwards (O’Brien, 2008). Throughout this essay I will discuss stages one to four which occur during childhood 0-12 years old.Erik Erikson was born on June 15th 1902, in Frankfurt Germany. When Erikson finished school he left home and moved to Florence to pursue his interest in art and enrolled in Baden State Art School. A year later, he moved to Vienna where he became an art teacher in a psychoanalytic school for children run by Dorothy Burlingham and Anna Freud who was the daughter of Sigmund Freud. While in Vienna, he also took classes in the University of Vienna which led him to receive a certificate in the Montessori Method (Puckett and Diffily, 2004).This move changed his life and career. When Erikson met Anna Freud he became interested in psychology which led him to study psychoanalysis. He was influenced by the work of Freud and this turned his career towards the study of children and their development (Salkind, 2004). Erikson extended Freud’s theory by combining his primary assumptions and expanding on them, considering other factors that could influence development. Erikson’s theory highlights that an individual’s personality develops in stages from social and cultural experiences across the lifespan.Freud’s theory of personality development concentrates on sexual and aggressive impulses through different psychosexual stages (Keenan and Evans, 2009). Erikson's theory of psychosocial development helps us understand children's feelings and how their emotional and social lives affect their learning (Pound, 2011). Erikson’s theory describes that an individual’s personality develops at each of the eight psychosocial stages of life. Erikson suggested that at each stage there is a different sort of conflict or crises that arises between the individual and relationships with others.He believed that each crisis must be resolved successfully for the individual to be prepared for the next life crisis. A negative or positive outcome of how the crisis is resolved leads to the change and development of the individual (Shaffer, 2009). Erikson’s first psychosocial stage of life is called Trust versus Mistrust. This stage takes place from birth to one year. The basic idea of the first stage is for the infant to develop trust. This occurs when the child’s needs for warmth, food, sleep and nurturing are consistently met. The infant is completely dependent on the caregiver and relies on them to meet thei r needs.By providing the child with consistent care, the caregiver helps them to develop self-trust and the ability to trust others and their environment (Essa, 2010). In a case were the child’s needs are not adequately met, a sense of mistrust in themselves and others around them is developed. They then move through future stages with this sense of mistrust, seeing the world as threating place filled with unreliable or untrustworthy people. When working with children Erikson’s theory is still used in practice nowadays. Teachers working with infants take particular care to provide a predictable environment and consistent caregiving.Babies are completely dependent on adults to meet their needs. Therefore, it is very important that they are nurtured by admirable, positive adults who are affectionate and sensitive in response to the babies needs as soon as they occur. The infant can then start to develop a sense of trust in the world that will support their growth into th e next stage (Gordon and Browne, 2010). The second stage of life is known as Autonomy versus Doubt. This occurs from two to three years of age. According to Erikson during the second year of life toddlers begin to assert both their motor and cognitive abilities by trying to become more independent.Although they are still very dependent, they must learn to reach a balance between reliance on their caregiver and their desire to explore new things. One possible conflict revolves around toilet training. Successful growth through this stage gives the child a feeling of self-control and accomplishment of their own abilities (Essa, 2011). Erikson portrays a view that if children are made feel ashamed of their efforts they can develop a sense of self-doubt and insecurity. Children need to be able to express their growing independence within the safety of a loving, supportive environment.The search for autonomy not only requires great efforts from the child but also patience and support from their parents (Pressley and McCormick, 2007). For example, by encouraging children to explore and try new tasks parents hope to further their sense of independence. When children complete a task independently and successfully their sense of autonomy grows. Some children fail to develop a sense of autonomy. This may be because they failed at most tasks they attempted or discouragement from parents and developed a sense of shame and self-doubt instead (Newman and Newman, 2006).In early childhood education programmes children are praised for their achievements such as toilet training. A relaxed attitude from teachers and praise for their students helps the child gain a sense of independence without shame. Providing encouragement for both the child’s success and failure of a task gives balance between the child’s natural doubts and their drive for independence. The third stage of Erikson’s theory is Initiative versus guilt. This stage takes place from three to six years. During this stage children observe their parents and want to attempt many tasks that they watch them perform.Their sense of autonomy which developed from the last stage gives them the independence to attempt activities that are beyond their competency. If the parents give the child support and guidance in their new activities, this will result in feelings of achievement and pride in their own initiative. If the child is made feel that they are wrong for trying out new activities and are punished when the child tries to show initiative, they will be left with feelings of guilt (Berns, 2009). At this stage children have a great imagination and are very curious about their surroundings.In schools, children are encouraged to play with a variety of different toys to promote creative play and are exposed to different experiences such as school trips to learn more about the world. They are encouraged to ask the teacher questions, use their imagination and are given freedom to play a nd choose their activities. This promotes their feeling of initiative (Pillitteri, 2010). Erikson believed that the crucial point in this stage is the activity of children playing together. Playing allows the child to explore their communication abilities through such behaviour as deciding what to play.By using their initiative, children learn that they can make decisions, present a course of action and implement plans. As a result of this, children learn the basic skills of problems solving while working with other. These basic skills are an essential foundation for coping effectively in society (Carducci, 2009). The final stage of Erikson’s theory involved in childhood is called Industry versus Inferiority. During this stage the child has developed from their curiosity to try different things to their need to master certain activities (Ray, 2011).Such activities may include learning to read, write or playing a sport. As they start to master certain activities, children deve lop a sense of industry and begin to use their skills in a more personal way. For example, reading a book of their interest. While learning these skills in the company of their peers, some children may discover that their standard of skill is lower than others in their peer group. This awareness can cause the child to develop a sense of inferiority, and can lead them to lose interest in certain activities (Carducci, 2009).This feeling of failure and inferiority can result in the child giving up on certain activities because they believe they do not have the skill or ability required. Children continuously receive praise and attention for their efforts during school and social activities to encourage a sense of Industry (O’ Brien, 2011). Erikson’s theory contains 4 stages which are involved in the area of childhood. These four stages include trust vs. mistrust, autonomy vs. doubt, initiative vs. guilt and industry vs. inferiority. These range from birth to age twelve.Er ikson has helped to contribute to our understanding of child development through these eight psychosocial stages. He describes the important issues for young children and the support we need to provide to help them gain a healthy development. Erikson’s stages have provided a framework for teachers working with young children. By using Erikson’s theory this helps the teacher promote healthy development in there students and is still used now in the modern classroom. Reference List Berns, R. (2009). Child, Family, School and Community: Socialization and support. th ed. , Belmont: Wadsworth Carducci, D. (2011). The Psychology of Personality. 2nd ed. , Malden: Brooks/Cole Publishing Essa, E. (2011). Introduction to early childhood education. 6th ed. , Belmont: Wadsworth Gordon, A. and Browne, K. (2010). Beginnings and Beyond: Foundations in Early Childhood Education. 8th ed. , Belmont: Wadsworth. Keenan, T. and Evans, S. (2009). An introduction to Child Development. 2nd ed . , London: Sage Publications New, R. and Cochran, M. , eds. (2008). Early Childhood Education: An international encyclopaedia. Vol. , Westport: Praeger Newman, B and Newman, P (2006). Development Through Life: A Psychosocial Approach. 8th ed. , Belmont: Wadsworth. O’ Brien, E (2008). Human growth and development: An Irish Perspective. Dublin: Gill & Macmillian O’Brien, E. (2011). Psychology for Social Care: An Irish Perspective. Dublin: Gill & Macmillian Pillitteri, A. (2010). Maternal and Child Health Nursing. 6th ed. , Philadelphia: Lippincott Williams & Wilkins Pound, L. (2011). Influencing Early Childhood Education: Key terms, Philosophies and Theories.New York: McGraw-Hill Pressley, M. and McCormick, C. (2007). Child and Adolescent Development for Educators. New York: Guilford Press Puckett, M. and Diffily, D. (2008). Teaching young children: An introduction to early childhood. 2nd ed. , New York: Wadsworth Ray, D. (2011). Advanced play therapy: Essential conditi ons, knowledge and skills for child practice. New York: Routledge Shaffer, D. (2009). Social and Personality Development. 6th ed. , Belmont: Wadsworth Salkind, N. (2004). An introduction to theories of Human Development. London: Sage Publications Erik Erikson The most interesting topic that we discussed in class the semester, was the theory that Erik Erikson had developed. Erik Erikson's theory of psychosocial development is one of the best-kenned theories of personality in psychology. Much akin to Sigmund Freud, Erikson believed that personality develops in a series of stages. Unlike Freud's theory of psychosexual stages, Erikson's theory describes the impact of convivial experience across the whole lifespan. One of the main elements of Erikson's psychosocial stage theory is the development of ego identity.Ego identity is the conscious sense of self that we develop through interaction. According to Erikson, our ego identity is fluctuating due to incipient experiences and information we acquire in our circadian interactions with others. I learned that when psychologists talk about identity, they are talking about the notions, ideals, and values that avail make up a person's comportment. Identity commences when were very puerile and it bec omes very paramount and critical in the adolescent teen ages. Shaping our identity never really ends it'll change for the good and maybe even for the bad for the rest of our lives.Our personal identity gives each of us something unique that dissevers one's self from every other person in this world. Erikson additionally believed that a sense of competence motivates someone’s actions. Each stage in Erikson's theory is concerned with becoming competent in an area of life. If the stage is handled well, the person will feel as if the have achieved something great, which is sometimes referred to as ego strength or ego quality. If the stage is managed poorly, the person will emerge with a sense of inadequacy.In each stage, Erikson believed people experience a conflict that accommodates as a turning point in development. In Erikson's view, these conflicts are centered on either developing a psychological quality or failing to develop that quality. During these times, the potential f or personal magnification is high, but so is the potential for failure. I believe that, that’s something that a lot people are faced with. It’s like having a dream and going after it, say for hockey. For me I dream big with it, I want to make it in the professionals.Therefore I’m taking a risk, I can either achieve what I’m aiming for or I can fail. I also feel that for my identity I need to be more than just a good hockey player. I need to be a good person all around. You see a hockey player, you’d never know he’s a professional athlete. But once you put the skates on him, he becomes a beast. So overall Erikson proposed a lifespan model of development, taking in five stages up to the age of 18 years and three further stages beyond, well into adulthood. Erikson suggests that there is still plenty of room for perpetuated magnification and development throughout one’s life.Erikson put a great deal of accentuation on the adolescent perio d, feeling it was a crucial stage for developing a person’s identity. Like Freud and many others, Erik Erikson maintained that personality develops in a predetermined order, and build upon each precedent stage. This is called this epigamic principle. The outcome of this ‘maturation timetable' is a wide and integrated set of life skills and abilities that function together within the autonomous individual. However, Instead of fixating on sexual development, he was intrigued with how children socialize and how this affects their sense of self. Erik Erikson The aim of this essay is to select a major theorist and discuss their contribution to the cognitive and social development in childhood. Erik Erikson was one of the most distinguished theorists of the 20th century. He discovered and developed psychosocial theory. He was also one of the first theorists to cover the entire lifespan of an individual. Erikson’s proposed eight psychosocial stages which he named â€Å"The Eight Ages of Man†, which range from birth to 65 years and onwards (O’Brien, 2008). Throughout this essay I will discuss stages one to four which occur during childhood 0-12 years old.Erik Erikson was born on June 15th 1902, in Frankfurt Germany. When Erikson finished school he left home and moved to Florence to pursue his interest in art and enrolled in Baden State Art School. A year later, he moved to Vienna where he became an art teacher in a psychoanalytic school for children run by Dorothy Burlingham and Anna Freud who was the daughter of Sigmund Freud. While in Vienna, he also took classes in the University of Vienna which led him to receive a certificate in the Montessori Method (Puckett and Diffily, 2004).This move changed his life and career. When Erikson met Anna Freud he became interested in psychology which led him to study psychoanalysis. He was influenced by the work of Freud and this turned his career towards the study of children and their development (Salkind, 2004). Erikson extended Freud’s theory by combining his primary assumptions and expanding on them, considering other factors that could influence development. Erikson’s theory highlights that an individual’s personality develops in stages from social and cultural experiences across the lifespan.Freud’s theory of personality development concentrates on sexual and aggressive impulses through different psychosexual stages (Keenan and Evans, 2009). Erikson's theory of psychosocial development helps us understand children's feelings and how their emotional and social lives affect their learning (Pound, 2011). Erikson’s theory describes that an individual’s personality develops at each of the eight psychosocial stages of life. Erikson suggested that at each stage there is a different sort of conflict or crises that arises between the individual and relationships with others.He believed that each crisis must be resolved successfully for the individual to be prepared for the next life crisis. A negative or positive outcome of how the crisis is resolved leads to the change and development of the individual (Shaffer, 2009). Erikson’s first psychosocial stage of life is called Trust versus Mistrust. This stage takes place from birth to one year. The basic idea of the first stage is for the infant to develop trust. This occurs when the child’s needs for warmth, food, sleep and nurturing are consistently met. The infant is completely dependent on the caregiver and relies on them to meet thei r needs.By providing the child with consistent care, the caregiver helps them to develop self-trust and the ability to trust others and their environment (Essa, 2010). In a case were the child’s needs are not adequately met, a sense of mistrust in themselves and others around them is developed. They then move through future stages with this sense of mistrust, seeing the world as threating place filled with unreliable or untrustworthy people. When working with children Erikson’s theory is still used in practice nowadays. Teachers working with infants take particular care to provide a predictable environment and consistent caregiving.Babies are completely dependent on adults to meet their needs. Therefore, it is very important that they are nurtured by admirable, positive adults who are affectionate and sensitive in response to the babies needs as soon as they occur. The infant can then start to develop a sense of trust in the world that will support their growth into th e next stage (Gordon and Browne, 2010). The second stage of life is known as Autonomy versus Doubt. This occurs from two to three years of age. According to Erikson during the second year of life toddlers begin to assert both their motor and cognitive abilities by trying to become more independent.Although they are still very dependent, they must learn to reach a balance between reliance on their caregiver and their desire to explore new things. One possible conflict revolves around toilet training. Successful growth through this stage gives the child a feeling of self-control and accomplishment of their own abilities (Essa, 2011). Erikson portrays a view that if children are made feel ashamed of their efforts they can develop a sense of self-doubt and insecurity. Children need to be able to express their growing independence within the safety of a loving, supportive environment.The search for autonomy not only requires great efforts from the child but also patience and support from their parents (Pressley and McCormick, 2007). For example, by encouraging children to explore and try new tasks parents hope to further their sense of independence. When children complete a task independently and successfully their sense of autonomy grows. Some children fail to develop a sense of autonomy. This may be because they failed at most tasks they attempted or discouragement from parents and developed a sense of shame and self-doubt instead (Newman and Newman, 2006).In early childhood education programmes children are praised for their achievements such as toilet training. A relaxed attitude from teachers and praise for their students helps the child gain a sense of independence without shame. Providing encouragement for both the child’s success and failure of a task gives balance between the child’s natural doubts and their drive for independence. The third stage of Erikson’s theory is Initiative versus guilt. This stage takes place from three to six years. During this stage children observe their parents and want to attempt many tasks that they watch them perform.Their sense of autonomy which developed from the last stage gives them the independence to attempt activities that are beyond their competency. If the parents give the child support and guidance in their new activities, this will result in feelings of achievement and pride in their own initiative. If the child is made feel that they are wrong for trying out new activities and are punished when the child tries to show initiative, they will be left with feelings of guilt (Berns, 2009). At this stage children have a great imagination and are very curious about their surroundings.In schools, children are encouraged to play with a variety of different toys to promote creative play and are exposed to different experiences such as school trips to learn more about the world. They are encouraged to ask the teacher questions, use their imagination and are given freedom to play a nd choose their activities. This promotes their feeling of initiative (Pillitteri, 2010). Erikson believed that the crucial point in this stage is the activity of children playing together. Playing allows the child to explore their communication abilities through such behaviour as deciding what to play.By using their initiative, children learn that they can make decisions, present a course of action and implement plans. As a result of this, children learn the basic skills of problems solving while working with other. These basic skills are an essential foundation for coping effectively in society (Carducci, 2009). The final stage of Erikson’s theory involved in childhood is called Industry versus Inferiority. During this stage the child has developed from their curiosity to try different things to their need to master certain activities (Ray, 2011).Such activities may include learning to read, write or playing a sport. As they start to master certain activities, children deve lop a sense of industry and begin to use their skills in a more personal way. For example, reading a book of their interest. While learning these skills in the company of their peers, some children may discover that their standard of skill is lower than others in their peer group. This awareness can cause the child to develop a sense of inferiority, and can lead them to lose interest in certain activities (Carducci, 2009).This feeling of failure and inferiority can result in the child giving up on certain activities because they believe they do not have the skill or ability required. Children continuously receive praise and attention for their efforts during school and social activities to encourage a sense of Industry (O’ Brien, 2011). Erikson’s theory contains 4 stages which are involved in the area of childhood. These four stages include trust vs. mistrust, autonomy vs. doubt, initiative vs. guilt and industry vs. inferiority. These range from birth to age twelve.Er ikson has helped to contribute to our understanding of child development through these eight psychosocial stages. He describes the important issues for young children and the support we need to provide to help them gain a healthy development. Erikson’s stages have provided a framework for teachers working with young children. By using Erikson’s theory this helps the teacher promote healthy development in there students and is still used now in the modern classroom. Reference List Berns, R. (2009). Child, Family, School and Community: Socialization and support. th ed. , Belmont: Wadsworth Carducci, D. (2011). The Psychology of Personality. 2nd ed. , Malden: Brooks/Cole Publishing Essa, E. (2011). Introduction to early childhood education. 6th ed. , Belmont: Wadsworth Gordon, A. and Browne, K. (2010). Beginnings and Beyond: Foundations in Early Childhood Education. 8th ed. , Belmont: Wadsworth. Keenan, T. and Evans, S. (2009). An introduction to Child Development. 2nd ed . , London: Sage Publications New, R. and Cochran, M. , eds. (2008). Early Childhood Education: An international encyclopaedia. Vol. , Westport: Praeger Newman, B and Newman, P (2006). Development Through Life: A Psychosocial Approach. 8th ed. , Belmont: Wadsworth. O’ Brien, E (2008). Human growth and development: An Irish Perspective. Dublin: Gill & Macmillian O’Brien, E. (2011). Psychology for Social Care: An Irish Perspective. Dublin: Gill & Macmillian Pillitteri, A. (2010). Maternal and Child Health Nursing. 6th ed. , Philadelphia: Lippincott Williams & Wilkins Pound, L. (2011). Influencing Early Childhood Education: Key terms, Philosophies and Theories.New York: McGraw-Hill Pressley, M. and McCormick, C. (2007). Child and Adolescent Development for Educators. New York: Guilford Press Puckett, M. and Diffily, D. (2008). Teaching young children: An introduction to early childhood. 2nd ed. , New York: Wadsworth Ray, D. (2011). Advanced play therapy: Essential conditi ons, knowledge and skills for child practice. New York: Routledge Shaffer, D. (2009). Social and Personality Development. 6th ed. , Belmont: Wadsworth Salkind, N. (2004). An introduction to theories of Human Development. London: Sage Publications

The Many Meanings of the Spanish Ya

The Many Meanings of the Spanish Ya Already, right now, still, enough - these are just four of the dozens of possible translations of the Spanish ya. Ya, which is usually an adverb but sometimes a conjunction, is one of those words whose meaning depends almost entirely on the context. Sometimes it doesnt have much of a translatable meaning, becoming a filler word something like pues, adding a slight amount of emotional content to a sentence (although the exact nature of the emotional content may be difficult to determine out of the context). Key Takeaways Ya  is usually an adverb, very common in speech, whose meaning depends almost on the context. It can express both resignation and surprise, both agreement and disbelief.The most common translations of  ya  include now, still, and already.Sometimes,  ya  doesnt need to be translated, as it can function as a filler word or a word that adds a vague emotional content rather than a denotation. Most Common Meanings: 'Now' and 'Already' The most common meanings of ya are now and already. Often, it signifies a slight amount of impatience, although it sometimes can indicate satisfaction or agreement with the person being spoken to. As you might have guessed, its a word youll come across more often in informal conversation than you will in formal writing. When the verb of the sentence is in a past tense, already is usually a good translation: Lo he leà ­do ya. (Ive already read it.)El lunes ya lo habrà © visto. (By Monday I will have already seen it.) ¿Ya compraste tu boleto para la loterà ­a? (Did you already buy your ticket for the lottery?)No se puede romper lo ya que est roto. (You cant break whats already broken.) When the verb refers to an anticipated action, now is a common meaning. If the context or tone of voice suggests impatience, right now can also be used: Ya est aquà ­. (Shes here now.)Ya salen. (Theyre leaving now.)Lo quiero ya. (I want it right now.)Tienes que estudiar ya. (You need to study right now.) In some situations, you may be able to use either already or now in translation, such as when expressing surprise. The first sentence above, for example, might have been translated as Shes already here. And the question  ¿Sales ya? could mean either Youre leaving now? or Youre leaving already? When being rude,  ¡Corta ya! could be translated as either Shut up now! or Shut up already! Other Translations for Ya There are dozens of other ways you could interpret ya. Here are examples of other ways you could interpret ya: Still, any more (especially when used in the negative): Ya no trabaja aquà ­. (He doesnt work here any more.) Ya no estn ganando dinero en la situacià ³n actual. (They arent making money any more in the current situation.)To note that a wish has been satisfied:  ¡Ya conseguà ­ el trabajo! (I got the job!) Ya entiendo las diferencias. (Finally I understand the differences.)To indicate frustration:  ¡Basta ya! (Enough is enough!)  ¡Ya est bien! (Thats plenty!)  ¡Ya era hora! (Its about time!)  ¡Vete ya! (Get yourself out of here!)To indicate emphasis:  ¡Ya lo sà ©! (I already know that!) Es difà ­cil, ya vers. (Its difficult, youll see.) Ya puedes empezar a estudiar. (You had better start studying.) Él no comià ³, que ya es decir. (He didnt eat, which is saying something.) Ya me gustarà ­a ser inteligente. (Id love to be intelligent.)Later (to indicate something will happen in the indefinite future): Ya ocurrir. (Itll happen.) Ya lo harà ©. (Ill get it done.) Ex celente. Ya hablaremos. (Excellent. Well talk later.) To express agreement or incredulity:  ¡Ya, ya! (Oh, sure!) Ya, y el papa es luterano. (Sure, and the pope is Lutheran.) Ya, pero es difà ­cil. (Yes, but its difficult.)To call attention to something, especially when followed by que: Ya que no est aquà ­, podemos salir. (Considering that hes not here, we can leave.) Ya que conocemos es fcil, podemos hacerlo. (Since we know its easy, we can do it.)To offer reassurance: Ya aprobars el examen. (Youll pass the test.) Ya sabrs pronto. (Youll know soon.)To emphasize a connection between different facts: Yo quisiera consultarte sobre este tema, ya que mi perro tiene esta conducta en diferentes situaciones. (I would like to talk to you about this, because my dog acts like this in different situations.) La diamante era muy caro, ya lo comprà ©. (It was very expensive, yet I bought it.)

How to Handle Disapproval of Interracial Relationships

How to Handle Disapproval of Interracial Relationships If youre in an interracial relationship, you may be crazy about your partner but dismayed that others disapprove. So, what’s the best way to handle the objections? Communication and boundary-setting are key. Above all else, take the steps necessary to protect your relationship in the face of ongoing negativity. Don’t Assume the Worst For your own mental health, assume that most people have good intentions. If you notice eyes on you and your significant other as you walk down the street, don’t automatically think  it’s because the passersby disapprove of your interracial union. Perhaps people are staring because they consider you a particularly attractive couple. Perhaps people are staring because they applaud you for being in a mixed relationship or because they belong to a mixed couple themselves. It’s quite common for members of interracial couples to notice similar couples. Dont Give the Haters Any of Your Time Of course, there are times when strangers on the street are openly hostile. Their eyes really do fill with hate at the sight of interracial couples. So, what should you do when you’re on the receiving end of their glares? Nothing. Just look away and keep going about your business, even if the stranger actually shouts out an insult. Getting into a confrontation is unlikely to do much good. Moreover, your choice of mate is absolutely no one’s concern but yours. The best thing you can do is not give the haters any of your time. Don’t Spring Your Relationship on Loved Ones No one knows your family and friends as you do. If they’re open-minded liberal types or have had an interracial relationship or two themselves, they’re unlikely to make a fuss upon meeting your new partner. If, in contrast, they’re socially conservative and have no friends of a different race, let alone dated anyone of mixed race, you might want to sit them down and let them know that you’re now a part of a mixed couple. You might frown upon this idea if you think of yourself as color-blind, but giving your loved ones advance notice that you’re in an interracial relationship will spare you and your partner from an awkward first encounter with your friends and family. Without advance notice, your mother might grow visibly flustered, or your best friends might ask if they can speak to you in the next room to grill you about your relationship. Are you prepared to have these kinds of awkward encounters? And how will you react if your partners feelings are hurt because of your loved ones’ behavior? To avoid drama and pain, tell your loved ones about your interracial relationship in advance. It’s the kindest move to make for all involved, including yourself. Dialogue With Disapproving Family and Friends Say you tell your friends and family that you’re now  part of an interracial couple. They react by telling you that your children will have it hard in life or that the Bible forbids interracial coupling. Rather than angrily labeling them ignorant racists and dismissing them, try to address your family’s concerns. Point out that mixed-race kids who are raised in loving homes and allowed to embrace all sides of their heritage don’t fare any worse than other children. Let them know that interracial couples such as  Moses and his Ethiopian wife  even appear in the Bible. Read up on interracial relationships and the common misconceptions that surround them to put to rest the concerns your loved ones have about your new union. If you shut off communication with your loved ones, it’s unlikely that their misconceptions will be corrected or that they will become more accepting of your relationship. Protect Your Partner Does your partner really need to hear every hurtful remark your  racist relatives  have made? Not in the slightest. Shield your partner from hurtful comments. This isn’t only to spare the feelings of your significant other. If your friends and family ever do come around, your partner can forgive them and move forward free of resentment.   Of course, if your family disapproves of your relationship, you’ll have to let your partner know, but you can do so without going into excruciating detail about race. Yes, your partner may have already experienced racism and the pain of being stereotyped, but that doesn’t mean he or she no longer find bigotry unsettling. No one should grow accustomed to  racial prejudice. Set Boundaries Are your friends and family trying to force you to end your interracial relationship? Perhaps they keep trying to set you up with people who share your racial background. Perhaps they pretend as if your significant other doesn’t exist or go out of their way to make your mate uncomfortable. If you’re experiencing any of these scenarios, it’s time to set some boundaries with your meddling loved ones.   Let them know that you’re an adult capable of choosing an appropriate mate. If they don’t find your mate appropriate, that’s their problem. They have no right to undermine the decisions you’ve made. Furthermore, it’s hurtful for them to disrespect someone you care about, especially if they’re only doing so because of race. Set Ground Rules Which ground rules you set with your loved ones are up to you. The important thing is to follow through on them. If you tell your mother that you won’t attend family functions unless she also invites your significant other, stick to your word. If your mother sees that you’re not going to let up, she’ll decide to either include your mate in family functions or risk losing you.

International Human Rights Apply Equally, Despite Cultural Differences Essay

International Human Rights Apply Equally, Despite Cultural Differences - Essay Example xile; right to a fair and public hearing by an impartial tribunal; to be presumed innocent until proven otherwise; freedom from arbitrary interference with his family or home; freedom from attacks on his honor and reputation; freedom of movement and residence within the borders of his country; freedom to leave and return to his country; freedom to seek asylum and to flee persecution; right to a nationality4. Article 16 also emphasizes that men and women of legal age who have no limitations to marry have the right to marry and start a family; to own property and to associate with others; freedom of thought, conscience and religion; freedom of opinion and expression; peaceful assembly and association; to choose government officials; to access public services; to social security; to choose their work and to enjoy just and favorable work conditions, including equal pay for equal work; to rest and leisure; right to a standard of living sufficient for his health and well being (food, cloth ing, shelter, medical care, and social services); to education; to freely participate in the cultural life of the community; and to social and international order where rights can be realized. These rights are also in line with a person’s duties in the community. These rights are subject to limitations as determined by law and in line with the recognition of the rights of others and of ensuring morality, public order, and general welfare5. In effect, these rights are not absolute and they still have to be evaluated in terms of their impact on public order and morality. Universality of human rights Human rights, as discussed by some circles are said to be endowed to individuals by the mere reason of being human6. Rights are means by which members of society participate in the activities in... This essay has sought to present an academic understanding of international human rights as they come into conflict with the people’s culture. The premise that international human rights apply equally, despite cultural differences, is a premise which is clouded with much controversy, with different nations and cultures clashing with the ideal standards of the international community. The principle of non-interference and state sovereignty is being used as a defense for these nations who seemingly violate these international human rights. This report makes a conclusion that the practices set forth as human rights violations may not actually be considered as violations for peoples which have made these practices a part of their culture. Nevertheless, based on the mandates of the UN Charter, these are deemed violations of human rights. Based on the above discussion, there is a need to set forth universal human rights in order to prevent the violations of such rights which are unf airly justified under culture and traditions. Allowing said violations to remain uncorrected is a dangerous practice to carry out because these practices may further support the dictatorial and abusive regimes of governments. In effect, although there are inherent dangers which are expected with the implementation of standard human rights, the gains are very much beneficial to most cultures and to the citizens of the world. This paper stresses that modern international human rights law as was previously discussed was conceptualized as a response to the atrocities carried out during and prior to the Second World War.

Self-Reflection Component Essay Example | Topics and Well Written Essays - 250 words

Self-Reflection Component - Essay Example I put forth great level of effort toward completion of the project, as I am a very devoted kind of a student who believes in the attainment of objectives through resolution and perseverance. Working in a group was a totally new and fresh experience for me. I really liked working in the group, as I was able to share my ideas and perspectives with all the compromising and appreciative members of the group. All of us helped each other out, and gave positive feedback and constructive criticism to each other, and hence, although a sense of competition was there but it was very encouraging and fruitful for all of us. We communicated with each other about the goals and objectives of the project, set deadlines, and met those deadlines through willpower. I hope to work on more business related projects in future, as I have gained a lot of knowledge through this project and wish to gain more through group

Cover letter &Resume Essay Example | Topics and Well Written Essays - 500 words

Cover letter &Resume - Essay Example Likewise, I have already established an education and design company in China, which gives me a competitive advantage through the experiences encountered in start-up and in operating a business endeavor. I came to the United States to earn a degree in Economics, which is a field of discipline I consider of crucial importance to contemporary global organizations. I plan to eventually venture in the international market and my gaining a degree in Economics in a prestigious university in the United States would give me significant advantage to succeed. the identified software programs; as well as navigate the Internet for research and other social activities with exemplary skills. I am also a good team player; I am highly motivated and flexible; as well as manifest the ability to efficiently handle multiple tasks, as required. I am hereby attaching my resume for your perusal. I could be reached at any of the contact numbers indicated therein. I would also be available for scheduled interviews at any of your most convenient time. Rest assured that when considered for the position, our professional relationship would definitely be mutually beneficial. I would be looking forward to hearing from you soon. Objective: My professional goal is to become part of a global organization and to apply the theoretical frameworks gained in the field of economics. As a highly motivated and immensely driven individual, I plan to be an instrumental contributor to future organizations through the application of developed skills in economic policy design, international business and global management, as well as in evaluating micro- and macro-perspectives affecting the organizations’ operations. "Spring 2014 Internship, Economic Security Washington D.C." 2014. The EastWest Institute.

Alcohol Assignment 14 Essay Example for Free

Alcohol Assignment 14 Essay Alcohol as a drug is consumed in many societies across the globe by people of many ages. As such, it is important to cover this drug because it has a huge impact in the society. ALCOHOL 2 Alcohol abuse is very common especially among teenagers. It is sad that most people do not know the dangers that are associated with binge drinking. This paper aims to discuss different aspects of alcohol ranging from its classification, it side effects, and the psychological effects it has on the brain and the specific parts of the brain that it affects. Classification of Alcohol. Alcohol can be objectively classified into two classes. It can be classifies as a depressant as well as a stimulant. Alcohol classification as a depressant is related to the effect of its tendency to slow down some crucial functions of the human body such as speech resulting to slur of speech, slow response, and loss of stability. Alcohol is also classified as a stimulant because it does not always result to depression effects depending on the amount of it taken (Mongan, Reynolds , Fanagan and Long, 2007). When consumed in low quantities, it acts a stimulant the case being that of people who opt to take some small amounts of beer or wine so as to â€Å"cheer up’’. The point to stress at this point is that alcohol ceases to be a depressant if an individual consumes that amount which his/her body can easily handle. Psychological Effects of Alcohol on the Brain The consumption of alcohol is associated with various negative effects on the brain resulting to psychological problems. Suicide has been mentioned as the most common psychological effect of alcohol where it has been proven that majority of alcoholics commit suicide. Alcohol also has effects on the liver, which results to reduced capacity of the brain to function as a result of increased poison level on the blood that is supplied to the brain (Mongan, Raynolds, Fanagan Long, 2007). An alcohol abuser will experience a change in sleep patterns that may range from being sleepy or total lack of sleeps. Aspects of depression as well as high ALCOHOL 3 level of anxiety are bone out of the same. There is also the inability to remain attentive for a considerable span of time. It also causes unexpected change of moods, personality of the affected  individual, and hallucinations (Mongan et all, 2007) The Comon side Effects of Alcohol The various side effects of alcohol consumption are both long term and short term effects. The short term effects are the most common ones since they are easily observable. These effects cut through all the members of the societies from adolescents, men, women, and the elderly in the society. The most common effects of alcohol mostly manifested in adolescents are behaviors that are anti-social in nature such that can range from stealing and use of abusive language (Spear, 2002). The adolescents will also tent to be very violent (Korhonen, 2004). This violence does not only apply to adolescents alone. Other effects that are in a majority of alcohol takers are accidents associated with fires, car crashing, and collisions and generally accidental falls in places such as bath rooms. This is especially the case among the elderly persons whose ability to handle alcohol is very minimal. Irresponsible sexually behavior among the adolescents and women is another common effect of alcoholism the result of which is increased exposure to unwanted pregnancies as well as exposure to sexually transmitted diseases. Other effects are inability to maintain good relationships with other members of the society. As mentioned before, alcohol also results to depressed speech, loss of stability and some mental problems resulting to increased stress levels (Mongan et all, 2007) Brain Target and Alcohol Effect on Neurotransmitter Glycine receptors of the brain are the common target of the brain. This is supported by the evidence that alcohol has much profound effects on the thinking capacity of an individual, ALCOHOL 4 moods, and generally his/her behavior. These functions are only achieved when there is a proper balance between of chemical types that are identifies as neurotransmitters (Berman, Marinkovic, 2003). Whenever there is an imbalance in this chemical as a result of high toxic level of the blood supplied to the brain the ability to think is affected as well as a shift in moods and the individual behavior. Alcohol is both an antagonist and agonist. As an antagonist alcohol reduces some effects of the neurotransmitters while as an agonist it increases the effect of some neurotransmitters (Berman, Marinkovic, 2003). As an antagonist alcohol reduces the effects of glutamate which results to effects such as slur in speech, loss of memory and slackness in walking. Agonist effects are seen in instances where alcohol acts as painkillers, increased feeling of relaxation and generally feeling drowsy. Conclusion It is evident from the discussion that alcohol is a depressant and stimulant drug depending on the amount consumed on desired aspect on an individual. Alcohol affects different people in the society from young people to the adults. Furthermore, it has been established that alcohol has both psychological and physical effects, the physical effects mostly easily identified. Alcohol affects the functioning of the liver and as such the effect is transmitted to the brain and mostly affects the glycine receptors of the brain. This results to the imbalance in the neurotransmitter chemicals. The effects of the imbalance are increase or decrease in some activities of the neurotransmitters and as such alcohol functions as agonist and antagonist. ALCOHOL 5 References Berman, M. O. , Marinkovic, K. (2003). Alcoholism and the Brain: An Overview. Alcohol Research Health. Retrieved http://www. google. com/url? sa=trct=jq=esrc=ssource=webcd=1cad=rjauact=8ved=0CB0QFjAAurl= ALCOHOL 6 http%3A%2F%2Fpubs. niaaa. nih. gov%2Fpublications%2Farh27-2%2F125- 133. pdfei=rFbXVJWjA6ngywO_tYC4DAusg=AFQjCNFlNFUfhR8vWsTJZUZ1iKg AbNmXvQsig2=mKMv-_x18PNx-8ffk5kUZQbvm=bv. 85464276,d. bGQ Korhonen, M. (2004). Alcohol problems and approaches: Theories, Evidence and Northern Practices, NAHO, Ontario retrieved from http://www. naho. ca/documents/naho/english/pdf/alcohol_problems_approaches. pdf. Mongan D, Reynolds S, Fanagan S and Long J (2007) Health-related consequences of problem alcohol use. Overview 6. Dublin: Health Research Board retrieved from http://www. google. com/url? sa=trct=jq=esrc=ssource=webcd=1ved=0CB8QFjAAurl=http%3A%2F %2Fwww. hrb. ie%2Fuploads%2Ftx_hrbpublications %2FOverview6. pdfei=M0vXVL2FIeXD7gajoIEwusg=AFQjCNFi-kSYd63zLNuqIu- ppTWVvT9O3wsig2=wdKRzW_-rDin4vwkuf8wTwbvm=bv. 85464276,d. ZGU Spear , P. (2002). Alcohol Effects on Adolescents. Retrieved from http://citeseerx. ist. psu. edu/viewdoc/download? doi=10. 1. 1. 129. 8819rep=rep1type=pdf.

Prison Overcrowding in California Essay -- proliferation, penal codes,

Introduction The proliferation of prison overcrowding has been a rising concern for the U.S. The growing prison population poses considerable health and safety risks to prison staffs and employees, as well as to inmates themselves. The risks will continue to increase if no immediate actions are taken. Whereas fighting proliferation is fundamentally the duty of the U.S. government, prison overcrowding has exposed that the U.S. government will need to take measures to combat the flaws in the prison and criminal justice system. Restructuring the government to combat the danger of prison overcrowding, specifically in California, thus requires reforms that reestablishes the penal codes, increases the state’s budget, and develops opportunities for paroles to prevent their return to prison. The following context will examine and discuss the different approaches to reduce the population of state prisons in California in order to avoid prison overcrowding. Defining the Problem The problem is that regardless of different methods and approaches to prevent prison overcrowding, California still have one, if not, the largest prison population when compared to other states in the nation (ALEC, 2010). Prison overcrowding, defined by the California Department of Corrections and Rehabilitation, or CDCR, is when the prison housing capacity is exceeded, creating less spatial room to accommodate inmates (CDCR, 2008). California’s 33 state prisons currently accommodate at least 140,000 inmates. California’s 33 state prisons are so crowded that it has put at serious risks the lives of inmates, prison staffs, and employees. Even with several mental and drug treatment rehabilitation facilities available, California state prisons still have t... ...Prison Overcrowding: California." ALEC: American Legislative Exchange Council. American Legislative Exchange Council. Retrieved October 13, 2013 from Organization of CDCR Executive Staff website: http://www.alec.org/initiatives/prisonovercrowding "Realignment AB 109 in California." Realignment (AB 109) in California. Retrieved October 13, 2013 from Shouse Law website: http://www.shouselaw.com/realignment.html Zhang, Sheldon. "Preventing Parolee Crime Program." Program: Preventing Parolee Crime Program (PPCP). National Institute of Justice, 15 June 2007. Web. 26 Nov. 2013. http://www.crimesolutions.gov/ProgramDetails.aspx?ID=72 "The Cornerstone of California’s Solution to Reduce Overcrowding, Costs, and Recidivism."California Department of Corrections and Rehabilitation. Retrieved October 13, 2013 from CDCR website: http://www.cdcr.ca.gov/realignment/