Jeff Stamborski Essay Example For Students

Jeff Stamborski Essay J1368202CCJ3024 MWF 10:30 Assignment #3The adolescent equity framework is a procedure including the courts, lawenforcement organizations, and revisions with an end goal to hinder, oversee, andmaintain adolescents. This procedure is totally different from the grown-up justicesystem and is made to serve individuals under the period of larger part rather thanadults. The adolescent procedure has its own specific manners of managing itsoffenders, and dissimilar to the grown-up framework, the attention is on insurance andrehabilitation instead of rebuffing the liable. Adolescents are people that are under the time of larger part. Thismeans that they are under the legitimate age in their express that permits them tobe attempted as a grown-up. In many states this age is 18, however in a couple, the ageof lion's share is set at 16, 17, or 19. An adolescent reprobate is somebody whohas disregarded a law and is underage. These wrongdoers are additionally calledinfants. The historical backdrop of the adolescent equity framework begins the mid 1800sduring the Progressive development. Certain individuals, known as youngster savers,within the development started to accentuate parens patriae, a teaching thatclaims the state is committed to secure the prosperity of kids andstep in should the conditions consider essential. The youngster savers started topush lawmaking body and make organizations for adolescents to raise childrenabove their criminal surroundings. The most outstanding of these institutionsis the New York House of Refuge, which was opened in 1825. Later on, in1899, the Illinois Juvenile Court Act was passed, guided by the generalprinciples of the youngster savers development and parens patriae. This actoutlined and made the principal court planned explicitly for adolescents. After the main adolescent court was built up, there were stillseveral significant legal disputes to help shape it into better structure. The mostknown case would be Kent v. US (1966), this case expanded thedue process model of criminal equity to the adolescent court framework also. The choice in Kents case would be demonstrated again a year later In ReGault. Later on, In Re Winship (1970), the weight of evidence was upgradedto past a sensible uncertainty for adolescent demonstrations of wrongdoing. Theprinciple of twofold peril was additionally applied to the adolescent systemcomplying with the choice in Breed v. Jones (1975). Also, thecase of McKeiver v. Pennsylvania (1971) decided that adolescents are notconstitutionally conceded the privilege to a jury preliminary. Presently to analyze the framework itself. The principal part of the justicesystem that an adolescent interacts with is the law implementation organization. The police can arrest adolescents for offenses that would not beconsidered a wrongdoing whenever submitted by a grown-up. These are called statusoffenses. Instances of status guilty parties are truants, wanderers, curfewviolators, and minors possessing tobacco and liquor. Police are confronted with the need to utilize more attentiveness when dealingwith adolescents since they dont have a similar sacred rights asadults. For instance, childrenin school can be looked with a warrant orprobably cause. Cops manage the adolescent and hisoffense, yet in addition with his watchman. Commonly, when an adolescent is takeninto care he is discharged to his gatekeeper as opposed to posting bond. When an adolescent is handled, they are brought through the courtsystem. Adolescent courts will in general be casual and private and theproceedings manage both similar kinds of wrongdoings that grown-ups submit andstatus offenses. Additionally, not the entirety of the kids that come in contact withthe adolescent court framework are lawbreakers. Commonly we see cases ofchildren who are mishandled by their family and are there in light of the fact that they need thecourt to mediate for their own security. The ideal for the court toexercise such authority depends on the standards of parens patriae. .u25bf0742ca54289474ed3434fa7ff98b , .u25bf0742ca54289474ed3434fa7ff98b .postImageUrl , .u25bf0742ca54289474ed3434fa7ff98b .focused content zone { min-stature: 80px; position: relative; } .u25bf0742ca54289474ed3434fa7ff98b , .u25bf0742ca54289474ed3434fa7ff98b:hover , .u25bf0742ca54289474ed3434fa7ff98b:visited , .u25bf0742ca54289474ed3434fa7ff98b:active { border:0!important; } .u25bf0742ca54289474ed3434fa7ff98b .clearfix:after { content: ; show: table; clear: both; } .u25bf0742ca54289474ed3434fa7ff98b { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; mistiness: 1; change: haziness 250ms; webkit-change: darkness 250ms; foundation shading: #95A5A6; } .u25bf0742ca54289474ed3434fa7ff98b:active , .u25bf0742ca54289474ed3434fa7ff98b:hover { obscurity: 1; progress: murkiness 250ms; webkit-change: obscurity 250ms; foundation shading: #2C3E50; } .u25bf0742ca54289474ed3434fa7ff98b .focused content zone { width: 100%; position: relative; } . u25bf0742ca54289474ed3434fa7ff98b .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; text-design: underline; } .u25bf0742ca54289474ed3434fa7ff98b .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u25bf0742ca54289474ed3434fa7ff98b .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; outskirt range: 3px; box-shadow: none; text dimension: 14px; text style weight: striking; line-tallness: 26px; moz-outskirt sweep: 3px; text-adjust: focus; text-adornment: none; text-shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: total; right: 0; top: 0; } .u25bf0742ca54289474ed3434fa7ff98b:hover .ctaButton { foundation shading: #34495E!important; } .u25bf0742ca54289474ed3434fa7ff98b .fo cused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .u25bf0742ca54289474ed3434fa7ff98b-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u25bf0742ca54289474ed3434fa7ff98b:after { content: ; show: square; clear: both; } READ: John Steinbeck (811 words) EssayThe last phase of the adolescent equity framework is remedies. Thisis where the most contrasts are found between the adolescent and adultjustice frameworks. Treatment and restoration are the focal point of thejuvenile framework instead of the discipline of grown-up guilty parties. There aremany various perspectives on the most proficient method to best treat adolescent wrongdoers in thissystem, and parental association is a significant key. One hypothesis on misconduct is that it is an illness that can be treatedwith the correct clinical consideration and treatment. This treatment model does notinclude imprisonment. Rather it depends intensely on bunch therapy,controlled eats less carbs, and recommended prescription. Another way of thinking in adolescent redresses is the communityreintegration model. This is when adolescents are either placed in temporaryhomes or discharged to gatekeepers and are required to do network administration aspunishment for their violations. This permits the guilty party to address hismistakes and simultaneously become engaged with the network. One other model is called reality treatment. This is when juvenileoffenders will be secured up a detainment office for a brief period oftime to attempt to unnerve them trying to cause them to act. Having themtalk to detainees or previous prisoners will likewise achieve this objective. A few people feel that adolescents ought to be dealt with in the justdesserts way. At the end of the day, on the off chance that you do the wrongdoing, you should do thetime. This model burdens the wrongdoers responsibility for their crimesand is stricter with them paying little mind to the offense. Despite the fact that this is amuch harsher approach to deal with adolescent wrongdoing it has been demonstrated thatthese youngsters are less disposed to recidivism then the individuals who are putthrough other treatment programs. The forestall/control model is another type of taking care of adolescents. Inthis model the attention is on preventing misconduct before it happens. This isdone through various kinds of productive exercises set up for adolescents. Kinds of projects incorporate wild projects, sports, and otherrecreational exercises. The article is to give them positive andfulfilling exercises with the goal that they won't go to wrongdoing. Setting curfewsfor those under the period of larger part likewise gives off an impression of being useful under thismodel. The last model I will talk about is the equity model. This modelfocuses on reasonable and sensible treatment for those saw as liable of a wrongdoing. It doesn't dismiss the rehabilitative model, yet guarantees that a personsvoluntary support in the program is the way to viability. With the goal that summarizes how the adolescent equity framework functions, however what aresome instances of violations that land an adolescent in the framework? What mostpeople consider first are the violations that are submitted in schools, theseare the ones that are consistently on the news. Three principle major savage crimesin schools are assault, burglary, and attack. Above all else, assault is an intense wrongdoing that is submitted withinschools. Doubtlessly, the casualty is a young lady, and the culprit is a youngboy who is deceived on sex and sexual relations, and has a history ofviolence amazingly. To keep assault from occurring, it is significant tohave programs in school about sexual instruction to ensure that childrenhave the fitting perspectives on the other gender, and what is and is notwrong direct. Great good foundations are critical to build up in youngsters toprevent school wrongdoing. Burglary is all to regular among different types ofstudents, however can not so much be halted until the understudy has been punished(including suspension, confinement, and so on.) enough that the individual finallyrealizes what they are doing is morally off-base. Attack is another normal demonstration of brutality in schools. Almosteveryone in the United States has either taken an interest in or seen afight at school when they were growing up. The best way to deal with studentswho battle is

Current issues application and practice Essay Example | Topics and Well Written Essays - 1500 words

Current issues application and practice - Essay Example Agribusiness is significant in the economy of a nation particularly among creating nations like the Philippines. It gives food to the nation’s occupants. It supplies the crude materials required by different divisions of the economy, for example, the assembling, exchanging and benefits parts. Rural items are a significant wellspring of fares for the nation. It additionally creates business particularly among those living in the country territories. Around 30 million hectares or 40 percent of the all out land territory of the nation is named ranch lands. The nation is made out of 7,107 islands with a complete coastline of around 18,000 kilometers and which brag of plentiful angling zones. Cultivating and angling are significant wellsprings of employment for a great many people in the country zones. The food crops delivered by the ranch lands are utilized for neighborhood utilization while a few harvests are traded. One at that point asks why rouse of the rich common assets of t he nation it has stayed to be a Third World nation. The appropriate response is basic. There isn't sufficient government support being given to the business. Without the essential government activities to improve the rural area, one can't anticipate that the business should develop. The individuals who depend on horticulture are not allowed the chance to raise their salary; along these lines, pushing the economy downwards. To decide the effect of farming in the Philippine economy, late improvements in the business must be analyzed. In 2010, regardless of having immense horticultural grounds and a perfect land area, the agribusiness and fishery part contributed only17 percent to the total national output of the Philippines, a .34 percent decrease from the earlier year (Bureau of Agricultural Statistics (BAS), 2011). Contrasted with last year’s level, the gross estimation of rural yield rose by 15.97 percent to P706.4 billion at current costs. The BAS additionally detailed that of the country’s all out work power of 38.89 million, about 11.96 million people or 33 percent were utilized in the horticulture segment. During the primary portion of 2010, the every day ostensible wages of laborers in palay cultivates in Philippine pesos was P227.23 while those in corn ranches earned P175.25. As far as help administrations, government consumptions in agribusiness added up to P89.22 billion or six percent of the national uses, which speaks to an expansion of 9.58 percent from a year ago. On account of water system, just 49 percent of the all out potential irrigable region is flooded. The creation execution of the agrarian part in 2010 indicated that yield of palay and corn dropped by 3.04 percent and 9.34 percent, individually. Coconut creation enlisted lost one percent similarly as sugarcane additionally recorded lost 21.82 percent. In actuality, creation yield for mango, tobacco, onion, cabbage and eggplant developed by in excess of three percent (BAS, 20 11). While agrarian items didn't show exceptional upgrades, the domesticated animals creation went the other way (BAS, 2011). Carabao creation expanded by 5.05 percent, dairy cattle at 2.71 percent, hoard at 1.11 percent and goat at 1.38 percent. Moreover, creation of dairy items developed by 11.14 percent. Chicken meat creation expanded by 4.01 percent and chicken eggs developed by 5.12 percent. Among the significant domesticated animals items just duck meat and duck egg creation declined by 8.24 percent and 7.44 percent, regard

Class of 2023 Wait List Decisions Released

Class of 2023 Wait List Decisions Released Moments ago, at 6PM Eastern Time, we released, via email, our decisions for students who were on the wait list for the Class of 2023. If you did not receive this email, you should check your spam or other filters/folders now!   We have been deliberating our decisions regarding the wait list for the last few days, since the May 1 deadline for admitted students to enroll at MIT. As such, we are approaching the last of the  many decisions that are made while constructing a class: we decide whom we want to admit, then those people decide whether to accept our offer of admission, and then we decide whom, if anyone, we want to take off the wait list, and those people then decide whether or not to accept our belated (but enthusiastic!) offer. At long last, the deciding is almost done. Every year, we plan to admit students from the wait list. How many we admit is a function of our yield rate, which is admissions industry term for the percentage of students who choose to accept our offer of admission. The wait list is used to manage the uncertainty of knowing how many students will accept the offer, and thus how many beds you have available in residence halls, for example. This year, 78% of the students we admitted chose to enroll at MIT. This number is a record-high, and toward the upper bound of our projections; consequently, we have only been able to offer admission to 17 out of the 408 students on our wait list. At this point, our wait list is closed, and we will not be admitted any more first-year students to the Class of 2023. A few years ago, in a post addressed to wait list students, Mikey wrote: We have seen all the wonderful updates that many of you have submitted, and appreciate the time and effort you have put in to letting us know how much you love MIT. As someone who was wait listed at my first choice college in high school (but didnt end up getting in), Im actually glad that I ended up where I did (even though it wasnt somewhere I really thought I wanted to go). Looking back now, it was a great fit for me and I had an amazing experience, even though I didnt expect that going in. I share his sentiments, and will add that I also was on a wait list, and remember what it was like to have that uncertainty pass well beyond the rest of my classmates. Unlike Mikey, I ended up getting in and enrolling at that school; ironically, I ended up not liking it once I actually went there, and transferred somewhere else entirely after my first year. Im sharing this story with you to emphasize, as Ive blogged before, that whatever happened with your wait list decision, and whatever  decision  you  make about it, you will end up becoming yourself, and that whatever choice you make (or was made for you), chances are that five years later you will look back on this day and realize everything turned out okay. I also hope you remember that    success is not always a straight line,  and that your path isn’t something MIT sets you on, it’s  something you make yourself. On behalf of our entire staff, thank you for sharing your hopes, fears, and aspirations with us. We look forward to watching you achieve your dreams, whether from near or afar. Regardless what decision you received today, I hope you know that we believe in you, and wish you the best, wherever you path leads next.

Social Anxiety Torture on the Inside Essays - 1817 Words

Social anxiety exists as a mental disorder that affects fifteen million adults and about eighteen percent of the American population. Social anxiety is a scary disorder that makes simple tasks seem like life threatening feats. This disease has many symptoms that disrupt ones daily life, making life hard, and even harder for them to live a normally. Medications and therapy go hand in hand with social anxiety and sometimes help tremendously with symptoms. The way society views social anxiety and mental disorders is a shameful stigma and we, as a country should not feel like that towards any human being. Social anxiety is not a joke people endure this real disorder every single day, even though it can prohibit one from living their ideal†¦show more content†¦Even so, some parents and teachers are shocked that social anxiety is the most prevalent mental disorder and children and teens. One ten explains his anxiety feeling as â€Å"in my stomach I feel like I have nervousness tr apped inside that cant get out. In my throat I feel nauseous. My heart beats really fast and I sometimes get pins and needles in my arms.† (Social Anxiety Support). No one knows for sure what causes social anxiety. Some scientists and neurologists say that a chemical imbalance in the brain is what causes social anxieties and phobias (Social Anxiety Phobia). Other scientists say that if the amygdala, a small almond shape part of the brain is more active, then someone could be more prone to social anxiety. Some other people have concurred that their social anxiety or phobia has stemmed from their childhood or any traumatic experience. 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The Andy Warhol Museum Presents Unique And Intellectually...

Artists name, year of birth, country of birth, and textbook page where the artist is mentioned. - Andy Warhol, born August 6, 1928, Pittsburgh, Pennsylvania, U.S., and page 508. 2. Complete website where you found information about the artist. -http://www.biography.com/people/andy-warhol-9523875#related-video-gallery 3. What is his/her primary media? -He ventured into a wide variety of art forms, including performance art, filmmaking, video installations and writing, and controversially blurred the lines between fine art and mainstream aesthetics, (bio.com) and silkscreen images. 4. Include TWO locations where the artist work is currently displayed or was recently displayed. -The Andy Warhol Museum presents unique and intellectually stimulating exhibitions year-round, and continues to display never-before-seen Warhol artworks from the collection. The artwork within the Warhol’s six floors of gallery space frequently rotate, providing an ever-changing experience for our visitors. (â€Å"Exhibitions†) find another gallery! 5. Write two paragraphs (a paragraph is 5-7 sentences long) about this artist, his work, his techniques, why he/she interests you. -Andrew Warhola was born on August 6, 1928 in Pittsburgh, Pennsylvania. His father was a construction worker, and his mother was an embroider, both were Slovakian immigrants. His family attended mass regularly, and carried on with their Slovokian culture. When Warhol was 8 he contracted Chorea, which is rare and sometimes

Comparison of word processors Free Essays

Use your textbook and online job search sites such as workshop’s. Com, monster. Ca, dice. We will write a custom essay sample on Comparison of word processors or any similar topic only for you Order Now Com (not dice. Ca) or other Government or Company sites of your choice to briefly research each of these five types of jobs. Canadian information is preferred. If you do use IIS information please be sure to indicate it in your description. For each of the five you should, at a minimum, look into and present back: Summaries of job descriptions or functions Experience required Education required Salary or Hourly Rate (if available) Is this a good job for you? Why yes or no? (what am really interested in) Any other valuable or pertinent information Create ONE of the following to share your findings with: Well formatted MS-Word document pages) log type video of you sharing your findings and thoughts (=5 minutes) audio file of you sharing your findings and thoughts minutes) Copying Pasting from websites is permitted. Make sure you include your own thoughts as well. Formatting is up to you but should show consistency in fonts, sizes, color, spacing etc. If you Copy Paste from a website to MS Word you may need to clean up the formatting a bit as well. This is NOT intended to be a huge assignment. Some students have found it to be effective to create a emulate page / form in MS-Word and then fill it out for each job. Flex those Word skills! Please include in your work which website URL you actually referenced. Multimedia submissions should be accompanied with links in the file’s description or in a text file submitted alongside the media file. If job reference numbers or some sort of identification is available please include them. How to cite Comparison of word processors, Papers

Shahnameh by Firdausi Essay Example

Shahnameh by: Firdausi Essay CONTEXT A. BACKGROUND ON THE AUTHOR Firdausi Tousi, (935–1020) is considered to be one of the greatest Persian poets to have ever lived. Among the national heroes and literary greats of all time, Firdausi has a very special place. His life-long endeavor, dedication and   Ã‚  personal sacrifices to preserve the national identity, language and heritage of his homeland put him in great hardship during his lifetime, but won him fame and honor for one of the greatest poetic masterpieces of all time: the Shahnameh. Firdausi was born in the province of Tus, some 12 miles northeast of present-day Meshed. A land that had been controlled by the Islamic religion and the Arabs for about 300 years. It was with the writing of the  Shahnameh  (Book of Kings) by Firdausi that Persian literary influence began to grow in a nonpolitical way in the Arab world. Firdausi was just the pen name of the poet, his personal name and that of his father, according to al-Bundari, was ‘Mansur ben Hasan’. Firdausis family was rich enough to be independent. That made him able to study philosophy, astronomy, poetry, and astrology. We will write a custom essay sample on Shahnameh by: Firdausi specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Shahnameh by: Firdausi specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Shahnameh by: Firdausi specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He was happily married to an educated musician who bore him a son, who died at the age of 37, and a daughter, who survived him. Firdausi began to write his masterpiece, the  Shahnameh,  at about the age of 40. His main motive in undertaking this great task was to revive the glory of ancient Iran. That is why Ferdausi used only Persian in his masterpiece. As Firdausi himself says  Persian language is revived by this work. B. BACKGROUND ON THE TEXT The Shahnameh is structured according to the mythical and historical reign of 50 Persian Kings. The epic can be roughly divided into three parts: the first part tells of the mythical creation of Persia and its earliest mythical past; the second part tells of the legendary Kings and the heroes Rostam and Sohrab which compromises most of the epic poem; the third part blends historical fact with legend, telling of the semi-mythical adventures of actual historical Kings. It is an enormous poetic opus written by the Persian poet Firdausi around 1000AD, is the national epic of the Persian speaking world. The  Shahnameh  tells the mythical and historical past of Iran from the creation of the world up until the Islamic conquest of Iran in the 7th century, it is rich with exploits of love and betrayal, courage, and valor. Aside from its utmost literary importance, the  Shahnameh  written in almost pure Persian, had been essential for reviving the Persian language subsequent to the influence of the Arabs. This voluminous work, regarded by Persian speakers as a literary masterpiece, also reflects Irans history, cultural values, its ancient religions (Zoroastrianism), and its profound sense of nationhood. There were insights that Firdausis 60,000 couplets epic poem is probably based mainly on an earlier prose version which itself was a compilation of old Iranian stories and historical facts and fables of the kings and heroes of Iran from mythical times down to the reign of Khosrau II (590-628), but it also contains additional material continuing the story to the overthrow of the Sassanids by the Arabs in the middle of the 7th century. However, there is without any doubt also a strong influence of oral literature, since the style of the Shahnameh shows characteristics of both written and oral literature. Firdausi completed the Shahnameh  at the point in time when national independence had been compromised. While there are memorable heroes and heroines of the classical type in this work, the real, ongoing hero is Iran itself. There is also this time in Iranian history where they call Shahnameh the Persian Quran. The Shahnameh is also considered to be one of the longest poems ever composed and recounts the history of Iran from the dawn of time to the Muslim Arab conquests of the seventh century AD. There is no Persian text, in prose or poetry, which has been so frequently and lavishly illustrated. The Shahnameh  can be divided into three main sections: the mythical age, the heroic age and the historical age. As a literary masterpiece, it  has played a vital role in recording the antiquity of Iranian culture, preserving the heritage of Persian poetry, purifying the Persian language and ensuring its independence from the other languages. SUMMARY The first part of this epic poem or the mythical age deals with the cosmography and the creation of the world out of nothing. After the creation, it was followed by the ruling of Jamshid for over 700 hundred years. When he was over thrown his reign was succeeded by the rule of the evil Serpent King Zahhak who is killed by a blacksmith. After Zahhak’s death King Faridun ruled over the land and comes after him were his sons. Then the part two of the epic poem or also known as the heroic age comes in. It begins with the birth of Zal from the union of Sam and an unnamed palace courtier. Zal is born to King Sam but the baby has hair as white as snow. Sam thinks his son is either an old man or a demon and orders the baby to be taken to the foothills of the Alborz mountains and be left there. Zal is found by the magical Simorgh, the phoenix like bird with red and gold feathers who has her nest on the summit of the mountain. She carries the baby to her next and brings him up as her own. Some years later King Sam is reminded in a haunting dream how badly he has behaved towards his son. Sam feels remorse and sets out to the Alborz mountains to see if his son might still be alive. He finds his son a grown handsome young man, well brought up by the bird. Zal doesnt want to leave the Simorgh, but she gives him one of her feathers and tells him if he is ever in trouble he must burn the feather and she will come to his aid. Zal hears a description of Rudabeh, daughter of Mehrab and falls in love with the description. Rudabeh hears equal praise of Zal. They meet, but Rudabeh friends tease her about falling for a man with white hair brought up in a birds nest. And Zal is equally worried, for Rudabeh is an ancestor of the evil serpent King Zahhak. But despite these obstacles they vow to meet, Rudabeh offering to let her hair down Rapunzal like from her tower so that Zal can climb up and see her. But Zal doesnt wish to hurt her and so they use a rope instead. They promise each other their hearts and can love no other. And all the families agree to their marriage, which overcomes the negative influence of the past. Their wedding lasts 30 days. Rudabeh got pregnant, but was in great pain and unable to give birth. Zal remembers the Simorghs feather. He burns it and the Simorgh appears. The bird orders and arranges the first caesarean birth, giving Rudabeh healing herbs and stroking her with her feathers. Rudabeh gives birth to a huge son, a lion cub, Rostam. Rostam is a miracle baby and has grown into a boy within 5 days and to the height and strength of a young man within weeks. As a child he is the only one who is able to kill a white elephant that is rampaging unstoppable through the palace. Due to that Rostam needs a horse and so all the horses in the kingdom are paraded in front of him. He places his hand on each horses back and each horse buckles under his strength and their bellies touch the ground. Then he sees a young foal, brave as a lion, as tall as a camel, as strong as an elephant. No one knows who the foal belongs to and no one can catch him. Rostam is the only one who can catch and saddle the foal. He says that the foal will be his war horse and calls the foal, Rakhsh, Lightning. During the reign of Rostam for 300 years, is the time which he overcomes seven heroic trials and many demons. Rostam sets off to free King Kay Kavus from demons. On the way he undergoes seven tests. These are known as the seven heroic trials (Lion, Desert, Dragon, Witch, Ulad, Demon King Arzhang, and The White Demon). After the seven tests Rakhsh is caught by Turkish horsemen while Rostam is asleep. Rostam goes to the King of Samangan for help. Tahmina, the Kings daughter has heard about Rostam and fallen in love with his description. She comes into his room while he sleeps and he wakes to see her beauty. They fall in love and marry. Tahmina helps get Rakhsh back. Rostam doesnt stay long and leaves to go on more campaigns. Before he leaves Rostam gives Tahmina a bracelet of gems, and if they have a child she is to give it to the baby. If it is a girl the girl can wear it in her hair, if it is a boy he should wear it on his arm. Rostam leaves and Tahmina never sees him again. Tahmina gives birth to a boy, Sohrab. At ten years old Sohrab asks who his father is. Tahmina tells him it is the champion Rostam, and gives Sohrab the bracelet. She tells Sohrab to keep it secret that he is the son of Rostam, because she is afraid that he will be called to war like his father, and she will never see him again. Sohrab is given a wonderful horse. His strength becomes widely known and the King sends him to war. Sohrab and Rostam meet on the battle field and dont know each other. Rostam is amazed by Sohrabs strength. Sohrab senses that this might be his father, and tells Rostam not to fight. Rostam thinks Sohrab is trying to trick him. So Sohrab is about to kill Rostam. Rostam tells him that a true hero never kills at the first strike and Sohrab lets him go. They fight again, but Sohrab is nervous and uncertain. He doesnt want to fight and Rostam immediately mortally wounds Sohrab. As Sohrab dies he describes how he has been looking for his father and shows Rostam the bracelet. Rostam realises this is his own son. Sohrab dies and Rostam is overwhelmed with grief. After that he arranges a funeral for his son. The part three of the epic poem or known as the historical age focuses on the reigns and adventures of, among others: Key Khosrow; Siyavush; Goshtasp; Esfandiyar; Darius; Alexander, and Bahram Gur. ANALYSIS A. THEME THEME| EXPLANATION| The Undying Power of Love| This is the thing that made up the story. Love connotes both positive and negative aspects, Rostam’s love for Taminah falls in for the positive aspect, the love that he felt when he first saw her and the love that they were proud of. But The love hat falls in the negative aspect is Rostam’s love fame, power, and for strength that eventually leads him to be away from his family. So he did not know anything about his son, therefore he unknowingly killed him. | B. MOTIFS MOTIFS| EXPLANATION| The Destructions of War| In a war nobody wins, but instead they all loose! Because war does not only take away the material things that a person values like the land and all the riches. But sometimes because of war you lose your own flesh and blood. Just like what happen with Rostam, because duty calls for it he has to leave his wife and his child even before he set eyes on it, now look how war destroys the family. Then as the young Sohrab grows he does not have a father to guide him, now war is destroying his chance to be raise by his father. And now because of war he had to fight with his father without his father knowing that he is nothing but his own flesh and blood. A Mother’s Love| Why do you think Taminah told his son not to tell who his father was? Because she loved his son so much. And because of this love fear starts to grow inside her. The fear that once the higher officials knew about his son he will be called to war, and she will never see him again. | The Fate of A Warrior| Once you’re a warrior you must learn to accept 2 things one is that in order to survive now you have to kill, while the other is none other than to die in a battle. But in this case it is more heart braking in Rostam’s part to know that the boy whom he just killed is none other than his own son. | C. SYMBOLS SYMBOLS| EXPLANATION| The Placement of Bracelet that is Given to Tahmina | Acording to Rostam when it is a daughter she should place it in her head, but if it is a son it should be placed in the arm. This depicts that if it’s a girl it’s her beauty that she will be known off just like her ancestors. But if it happens to be a son it’s his strength that is symbolized by his arm that will make him famous just like his ancestors the King’s of Persia. | The Three Rubies in the Bracelet| Using the mythological approach, number three symbolizes the spiritual belief, which shows that Rostam is asking for guidance from the gods. Also, red is the color of ruby which depicts power, bravery, and love. A father’s love for his child to be, and the strength, power and bravery that runs in his blood. | Rostam’s Sphere| A man in that time is measured through his social status, bravery and courage and in the number of demons he has slain and the wars he had won. In this case Rostam’s sphere symbolizes all of these things. And as he continuous to sharpen the sphere for it to be ready for any battle, shows what kind of will and desire to win Rostam possesses. Marriage Under the Moon Parting Under the Sun| Being married under the moonlight is a sign of asking for blessing, guidance and a strong marriage from a celestial being. But having to part ways under the sun in the middle of the day only shows the contradicting energy of the sun and the moon. This shows the binding and the unbinding of marriage. | The Son of Rakhsh as Sohrab’s Horse| This shows that just like Rostam Soharab too will wa lk through this path of wars and bloody death. and it began when he was given the son of Rakhsh. | D. FORM ELEMENT OF POETRY| EXPLANATION| Stanza| Shahnameh is an epic poem having 60,000 couplets. | Rhyme| The epic poem has an end rhyme, which occurs in the end of two lines. | Symbolism| Shahnameh is filled with different symbolisms. From material things, to feelings and emotions, and even celestial bodies. | Imagery| There is imagery in the poem because as the reader reads the lines it enables you the reader to visualize what was happening on the text or what was the character is experiencing. | Figures of Speech| There were also figures of speech found in the text, like simile, personification, irony, symbol and many more. | STUDY QUESTIONS . Shahnameh is written during the Arab conquest in Persia (Iran), what do you think is Firdausi’s reason for writing this epic? 2. What is the reason why Shahnameh is called the ‘Persian Quran’? 3. How is Rostam similar to other epic heroes? 4. What is the importance of the tests Rostam has undergone? 5. In the epic there were scenes in which Rostam is sleeping while Rakhsh is fighting, what do you think is the meaning of this? 6. What is the similarity of Taminah, an ancient woman to the woman of the present generation? 7. Do you think Shahnameh should be called an epic? Why? Why not? ESSAY TOPICS 1. It is said that Shahnameh is filled with four things such as love, betrayal, courage, and valor. Formulate an essay proving that it is true, and how these things enters in a person’s life and starts to complicate things. 2. What is your own opinion about war? Is it necessary, unavoidable? Is war really needed? Prove your answers. QUIZ 1. In the first part of the epic poem what is the world? a. The world is chaotic b. The world is ruled by the god’s c. The world is all but watersd. The world is filled with nothingness 2. Who is the ancestor of Rudabeh? a. King Zahhak b. King Sam c. King Faridumd. King Bahram Gur 3. What did the Simorgh gave Zal when he is about to leave? a. A gold bar b. A serpent staff c. A featherd. An egg 4. What is Rostam’s description when he was born? a. The Serpent Kingb. A Lion Cub c. The Snow Whited. The Reaper of Monterey 5. What does ‘Rakhsh’ means? a. Thunder b. Stormc. Lightning d. Tornado 6. What is Rostam’s third test? a. A fight with the witch b. A fight with the lion c. A fight with the Demon King d. A fight with the Dragon 7. What did Rostam gave Taminah before he left? a. A Tiarab. A Kissc. A Ringd. A Bracelet 8. How old is Sohrab when he asked about his father? a. 15b. 10c. 12d. 13 . Where did Sohrab died? a. On the battle field b. On the infirmary c. On the boat d. On the chariot 10. The part three of the epic poem is known as the ? a. Mythical Ageb. Historical Age c. Heroic Aged. Archetypal Age REFERENCES http://shahnameh. eu/ferdowsi. html http://www. encyclopedia. com/topic/Firdausi. aspx http://books. google. com. ph/books/abo ut/Shahnama. html? id=10xkB4rLRAUC=y http://www. medialeft. net/main/index. php? option=com_content=article=1846:ferdowsi-the-reviver-of-persian-language=145:kourosh-ziabari=269 http://www. bl. uk/learning/cult/inside/corner/shah/synopsis. html

Multicultural and Anti Racist literature essays

Multicultural and Anti Racist literature essays The issues of fighting racism and stereotypes in childrens literature have been addressed in two ways: through multicultural or anti racist literature. These issues have been presented in bodies of work for the very young to older children. Patricia Polacco and Eloise Greenfield have revolutionized childrens literature with their stories that address societies needs. Greenfields style is distinctive from Polaccos; her stories address multiculturalism, whereas Pollacos is anti racist literature. The reason for this difference in style is due to the era in which these authors wrote their books. Although Greenfield has recent books published in the late 1990s, her books were mostly written and published during the 1970s. Polacco, on the other hand, wrote and published her books in the 1990s to present. Therefore, these two authors have distinct presentation, styles, and goals of their work. Their work, although written two decades apart also focus on two different age groups ran ging from preschoolers to elementary children. For this reason their style may house similarities, such as the goal of multiculturalism of their work, but it is distinct, as in the route, multicultural or anti racist, they chose to take to achieve their goal. One uses multiculturalism to identify that regardless of race, children are individuals and feel similar feelings to the similar situation, whereas anti-racist literature increases awareness of racial and religious barriers, aiming to educate the reader about minority groups sufferings, culture, and ceremonies. At times anti-racist books, incorporated multiculturalism, with emphasis on specific anti racist behavior that reduces prejudice and increases acceptance. These two authors are known for their contributions to multicultural and anti racist literature. Their styles are distinct, Greenfields aim is the incorporation of all children through her chara...

Patrick Cleburne - Civil War - Confederate - Army of Tennessee

Patrick Cleburne - Civil War - Confederate - Army of Tennessee Patrick Cleburne - Early Life Career: Born March 17, 1828 in Ovens, Ireland, Patrick Cleburne was the son of Dr. Joseph Cleburne. Raised by his father after his mothers death in 1829, he largely enjoyed a middle-class upbringing. At age 15, Cleburnes father passed leaving him an orphan. Seeking to pursue a medical career, he sought admission to Trinity College in 1846, but proved unable to pass the entrance exam. Possessing few prospects, Cleburne enlisted in the 41st Regiment of Foot. Learning basic military skills, he attained the rank of corporal before purchasing his discharge after three years in the ranks. Seeing opportunity in Ireland, Cleburne elected to immigrate to the United States along with two of his brothers and his sister. Initially settling in Ohio, he later moved to Helena, AR. Employed as a pharmacist, Cleburne quickly became a respected member of the community. Befriending Thomas C. Hindman, the two men bought the Democratic Star newspaper with William Weatherly in 1855. Expanding his horizons, Cleburne trained as a lawyer and by 1860 was actively practicing. As sectional tensions worsened and the secession crisis began following the election of 1860, Cleburne decided to support the Confederacy. Though lukewarm on the issue of slavery, he made this decision based on his positive experience in the South as an immigrant. With the political situation worsening, Cleburne enlisted in the Yell Rifles, a local militia, and was soon elected captain. Aiding in the capture of the US Arsenal at Little Rock, AR in January 1861, his men were ultimately folded into the 15th Arkansas Infantry of which he became colonel. Patrick Cleburne - The Civil War Begins: Recognized as a skilled leader, Cleburne received a promotion to brigadier general on March 4, 1862. Assuming command of a brigade in Major General William J. Hardees corps of the Army of Tennessee, he took part in General Albert S. Johnstons offensive against Major General Ulysses S. Grant in Tennessee. On April 6-7, Cleburnes brigade was engaged in the Battle of Shiloh. Though the first days fight proved successful, Confederate forces were driven from the field on April 7. Later the following month, Cleburne saw action under General P.G.T. Beauregard during the Siege of Corinth. With the loss of this town to Union forces, his men later shifted east to prepare for General Braxton Braggs invasion of Kentucky. Marching north with Lieutenant General Edmund Kirby Smith, Cleburnes brigade played a key role in the Confederate victory at the Battle of Richmond (KY) on August 29-30. Rejoining Bragg, Cleburne attacked Union forces under Major General Don Carlos Buell at the Battle of Perryville on October 8. In the course of the fighting, he sustained two wounds but remained with his men. Though Bragg won a tactical victory at Perryville, he elected to retreat back to Tennessee as Union forces threatened his rear. In recognition of his performance during the campaign, Cleburne received a promotion to major general on December 12 and assumed command of a division in Braggs Army of Tennessee. Patrick Cleburne - Fighting with Bragg: Later in December, Cleburnes division played a key role in driving back the right wing of Major General William S. Rosecrans Army of the Cumberland at the Battle of Stones River. As at Shiloh, the initial success could not be sustained and Confederate forces withdrew on January 3. That summer, Cleburne and the rest of the Army of Tennessee retreated through central Tennessee as Rosecrans repeatedly outmaneuvered Bragg during the Tullahoma Campaign. Ultimately halting in northern Georgia, Bragg turned on Rosecrans at the Battle of Chickamauga on September 19-20. In the fighting, Cleburne mounted several assaults on Major General George H. Thomas XIV Corps. Winning a victory at Chickamauga, Bragg pursued Rosecrans back to Chattanooga, TN and commenced a siege of the city. Responding to this situation, Union general-in-chief Major General Henry W. Halleck directed Major General Ulysses S. Grant to bring his forces from Mississippi to reopen the Army of the Cumberlands supply lines. Successful in this, Grant made preparations for assaulting Braggs army which held the heights south and east of the city. Positioned at Tunnel Hill, Cleburnes division manned the extreme right of the Confederate line on Missionary Ridge. On November 25, his men turned back several frontal assaults by Major General William T. Shermans troops during the Battle of Chattanooga. This success soon was negated when the Confederate line further down the ridge collapsed and forced Cleburne to retreat. Two days later, he halted the Union pursuit at the Battle of Ringgold Gap. Patrick Cleburne - Atlanta Campaign: Reorganizing in northern Georgia, command of the Army of Tennessee passed to General Joseph E. Johnston in December. Recognizing that the Confederacy was short on manpower, Cleburne proposed arming slaves the following month. Those that fought would receive their emancipation at the end of the war. Receiving a cool reception, President Jefferson Davis directed that Cleburnes plan be suppressed. In May 1864, Sherman began moving into Georgia with the goal of capturing Atlanta. With Sherman maneuvering through northern Georgia, Cleburne saw action at Dalton, Tunnel Hill, Resaca, and Picketts Mill. On June 27, his division held the center of the Confederate line at the Battle of Kennesaw Mountain. Turning back Union assaults, Cleburnes men defended their part of the line and Johnston achieved a victory. Despite this, Johnston was later compelled to retreat south when Sherman flanked him out of the Kennesaw Mountain position. Having been forced back to Atlanta, Johnston was relieved by D avis and replaced with General John Bell Hood on July 17. On July 20, Hood attacked Union forces under Thomas at the Battle of Peachtree Creek. Initially held in reserve by his corps commander, Lieutenant General William J. Hardee, Cleburnes men were later directed to restart an offensive on the Confederate right. Before the attack could commence, new orders arrived instructing his men to move east to aid Major General Benjamin Cheathams hard-pressed men. Two days later, Cleburnes division played a key role in attempting to turn Shermans left flank at the Battle of Atlanta. Attacking behind Major General Grenville M. Dodges XVI Corps, his men killed Major General James B. McPherson, commander of the Army of the Tennessee, and gained ground before being halted by a determined Union defense. As the summer progressed, Hoods situation continued to deteriorate as Sherman tightened the noose around the city. In late August, Cleburne and the rest of Hardees Corps saw heavy fighting at the Battle of Jonesboro. Beaten, the defeat led to the fall of Atlanta and Hood withdrew to regroup. Patrick Cleburne - Franklin-Nashville Campaign: With the loss of Atlanta, Davis instructed Hood to attack north with the goal of disrupting Shermans supply lines to Chattanooga. Anticipating this, Sherman, who was planning his March to the Sea, dispatched forces under Thomas and Major General John Schofield to Tennessee. Moving north, Hood attempted to trap Schofields force at Spring Hill, TN before it could unite with Thomas. Attacking at the Battle of Spring Hill, Cleburne engaged Union forces before being halted by enemy artillery. Escaping during the night, Schofield retreated to Franklin where his men built a strong set of earthworks. Arriving the next day, Hood resolved to frontally attack the Union position. Recognizing the folly of such a move, many of Hoods commanders attempted to dissuade him of this plan. Though he opposed the attack, Cleburne commented that the enemy works were strong but that he would carry them or fall trying. Forming his division on the right of the attacking force, Cleburne advanced around 4:00 PM. Pushing ahead, Cleburne was last seen attempting to lead his men forward on foot after having his horse killed. A bloody defeat for Hood, the Battle of Franklin saw fourteen Confederate generals become casualties including Cleburne. Found on the field after the battle, Cleburnes body initially was buried at St. Johns Episcopal Church near Mount Pleasant, TN. Six years later, it was moved to Maple Hill Cemetery in his adopted hometown of Helena. Selected Sources Civil War Trust: Patrick CleburneNorth Georgia: Patrick CleburneCivil War Home: Patrick Cleburne

Gender Differences and Similarities between the United States and Term Paper

Gender Differences and Similarities between the United States and Afghanistan - Term Paper Example The society in the US has undergone great transformation overtime while that of Afghanistan has resisted the forces of globalization with small changes taking place over time1. This term paper focuses on the gender differences and similarities between the United States and Afghanistan. Most of the differences between these two nations are founded on the differences between the traditional customary practices in Afghanistan and the modern setting of the American society. As a result, there exist many differences between the gender roles in both countries than similarities. Gender Differences and Similarities between the United States and Afghanistan There have been consistent principles in the Afghanistan society in matters concerning gender role. The principles reveal differences between genders in regards to the roles of the women and men in the society. On the other side, in US, there exist differences between the both genders and there are limited differences between the roles pla yed by men and women. Gender reforms have continued in US overtime, and are supported by most of the citizens. Contrary, in Afghanistan gender reforms have been limited despite the existence of contentious issues that need to be changed2. Since American gained independence in 1776, the gender reforms have continued to be implemented and the reforms are geared towards guarantying gender equality. In Afghanistan, the gender reforms that have faced great resistance, and are responsible for the 1929 fall of King Amanullah for his support of gender reforms3. The differences and similarities between the two distinct societies are displayed by the society level of transformation, acceptance, or rejection of change. The governments in the two nations have also played a critical role in the differences and similarities. Whereas the US is a democratic federal presidential constitutional republic, the Afghanistan has recently adopted a democratic government; in 2004, and the gender reforms are still underway but in a slow rate. More so, the number of major political parties in Afghanistan is nine whereas in US, they are two major parties. The number of political parties reveals the degree of democracy and the ease with which the government can make and implement policies. Similarities between the men and women in the United States and Afghanistan Despites resistance by some individuals who are non-reformist, a number of the Afghanistan women along with those of American origin have been allowed by their respective constitutions to serve in the public offices. However, those of Afghan origin are few because it comprises only those in the urban centers and can have access to higher education. More so, the Afghanistan education system mostly encourages education of the boy child. Majority of the American women have equal education and employment opportunity as the men. Many of the women work in senior public and private positions. Hillary Clinton, Sarah Palin, and Condoleez za Rice are among the most senior women public servants in the US history. In Afghanistan, very few women serve in senior government positions since most are not sufficiently educated and the educated are discriminated by the male dominated society4. Irrespective of that fact, reforms are taking place and it is expected that the effective equal employment opportunity for all gender will be achieved in the future. In reference to their

Boundaries should employers set for social media Essay

Boundaries should employers set for social media - Essay Example Employees should limit themselves when it comes to the use of social media in the workplace because in continuing to indulge themselves, they will most likely end up using up the time of their employers, which might lead to negative results in their output. Therefore, employees have to limit their time on social networks and should only use them in situations where they have been able to clear all the work on their table for the day and they have nothing else to do but to kill time. According to Young (2010), to use social media at any time in the workplace would be detrimental to their work and would amount to their stealing their employer’s time. The answer to this question largely depends on whether an employee has accomplished the goals that have been set for him because if he has not, indulging in social media might be detrimental to his performance. Furthermore, it is necessary for employees to ensure that the keep social media usage, which is essentially part of their social lives, out of the workplace because to use it in such an environment is disruptive to their work. Therefore, if an employee has not accomplished his goals, to use social media would be equivalent to stealing the time of their employers. While an employee might have worked for a number of hours, this does not mean that he has to take his employer’s time by using social media. The number of hours that an employee has worked does not matter as long as he keeps away from social media and makes sure that he delivers on his goals. Therefore, using social media during work hours would be the same as time-wasting and has to be reduced to a minimum or discouraged. 2. The justification used by heavy social-media users to using company software and confidential date in the workplace might be based on their opinion that it is part of their right. This is especially the case in a situation where they feel that their right to interact with others and express themselves in

Causes Of Mental Health And Bullying In Prison Criminology Essay

Causes Of Mental Health And Bullying In Prison Criminology Essay Prisons as places of deprivation of liberty have existed since time immemorial, yet prisons as we know them today places where offenders are sent by the Criminal Justice System as a punishment for their behaviour -are a product of the industrial age (Maguire et al, 2005). Ideally the reason behind the imprisonment is according to Section 142 of the Criminal Justice Act 2003 (cited in Elliott and Quinn) to punish ,deter and rehabilitate the offender . The main aims of these three areas is concerned with the recognition that the criminal has done something wrong. It then locates them in an institution which by taking away their freedom, is designed to deter them from further offences upon release, punish them for the offence already committed, and then tries to rehabilitate them, so that they are less likely to commit further offences upon release, either because they learn to see the harm they have caused, or because, through education and training, they find other ways to spend thei r time. The process of rehabilitation would change them into law abiding citizens. What is more it is believed that it would persuade other potential criminals that such activates are not beneficial in other words it would deter people from committing further crime ( Elliott and Quinn,2008). While in theory such an idea seems to perfectly fit the purpose of punishment, in practice significant amounts of negative experience such as intensive growth of bullying and mental health problems, are present within the prisons environment, together with overcrowding and poor living conditions, failing to deliver the successful processing of such a plan (Elliot and Quinn, 2008). The aim of this essay is to compare and contrast causes of mental health and bullying in prison, as well as detect any, if possible, links between bullying and mental health among prisoners Farrington defined bullying as the repeated oppression of a less powerful person by a more powerful one. He claimed that it usually includes three different elements. The first element includes physical , verbal or psychological attack with intent to cause harm , fear or distress . The second is an imbalance of power , where a more powerful person is oppressing the less powerful one, and thirdly it includes a continuous series of incidents between these same people over some period of time. Mental health is defined in Section 1(2) of the Mental Health Act 1983 as Mental illness, arrested or in completed development of mind, psychopathic disorder and another disorder or disabilities of mind. Although as shown above there is a huge difference in what constitutes bullying and mental health, there is no doubt that both of them can be caused by similar factors such as social and environmental causes (for example overcrowding) , physical causes and psychological causes(Ireland,2002; WHO, 1998). The physical environment in prisons such as overcrowding, quality of accommodation, availability of contact with friends and family, lack of stimulation in the form of activities , may have an impact on the prisoners mental health as well as contributing to the development of bullying in prison. According to Maguire et al. (à ¢Ã¢â€š ¬Ã‚ ¦) the imprisonment rate in England and Wales is the highest in Western Europe, and according to the official prison statistics for England and Wales the total prison population has increased from around fifty-one thousand in 1995 to over eighty-four thousand in 2009. What is more overcrowding in prisons may lead to increased depression, stress, boredom and nervous breakdown, leading to serious breaches of prison discipline, violence and riots. The cause of prison overcrowding and an increase in the prison population is a result of a greater number of convictions and the absence of the availability of prisons places. Further equally important factors are change in criminal justice policy, tightening of sanctions, resulting in longer prison sentences. Reducing funds for the prison also indirectly cause aggression among prisoners.(though less  staff,   causing  tension  among  overworked  staff, which then affects the inmates). Prisons have a limited capacity, and the prisoners have certain rights that should not be violated. Factors such as lack of liberty, as in many of the prisons where prisoners are locked-up for twenty three hours a day, lack of, or limited, communication with friends and family , usually without any privacy, all contribute to the problem. What is more, prisons take away the prisoners free will. They can no longer freely decided where to live, with whom to associate and how to fill their free time and must follow the discipline imposed by prison rules and prison officers. Physical causes such as their individual characteristics or biological make-up may have some influence on the causes of bulling and mental health in prisons. According to Ireland (2002) prisoners mostly come from social environments where emphasis is placed on toughness and the ability to protect oneself and when entering prison these characteristics are magnified. However such behaviour while being in prison may be linked with bullying other usually weaker and disturbed inmates ( Irleand, 2002) According to Farrington (à ¢Ã¢â€š ¬Ã‚ ¦) the people who tend to bully are more likely to have children who will be bullies, and people who tend to be the victims of bullying tend to have children who will become the victim of bullying. The same may apply to prison inmates who tend to be weak, with low self-esteem and with a low capacity for coping with the prison environment and they are more likely to become victims of bullying than people who are characterized as strong , confident and agg ressive. Also individual genetic make-up might put some prisoners more at risk than others to suffer from mental illness or become victims of bullying because they are less able to adapt or cope with certain environments or they become one of the bullies as they possess the physical skills which give prisoners the ability to bully others physically , verbally or indirectly. Moreover those suffering from any injuries while being in prison, which may have been caused by being involved in a fight with another prisoner, can also experience changes to their personality and in some cases may cause the beginning of schizophrenia, psychosis or self harm. Psychological factors such as a prisoners emotional and mental state of mind , especially when the prisoner has experienced any form of physical or sexual abuse or there have been any other potentially traumatic events in the past can affect his behaviour in prison. While there is a huge proportion of prisoners suffering from such trauma prior to imprisonment, many will experience such trauma as an effect of imprisonment (Crighton and Towl, 2008). Generally prisons are harsh places , where discipline and routine are the essence of daily life causing being in prison to be a stressful experience . Additionally according to (Crighton and Towl, 2008) prisoners appear to be at a high level of risk with factors associated with poor traumatic responses from childhood onwards. . Psychological factors especially emotional responses (Irleand, 2002) in terms of bullying will probably be heightened for the victims . Prisons can be aggressive and threatening environments especially for the first time prisoners . They may be fearful of what may happen to them. Undeniably fear is seen as a necessary component in definitions of bullying in the prison environment. Moreover fear may impact prisoners other emotions such as anxiety, nervousness and feelings of unimportance which may display behaviourally through self harm or social avoidance. Despite the similarities in causes for mental health and bullying in prison we can also see differences . One of them is unquestionable the difference between the definition of mental health and the definition of bullying. Likewise once in prison , prisoners enter a highly structured social environment that negotiates for power and dominance, where dominance over other weaker inmates is one way of gaining acceptance , satisfaction , status and respect among other prisoners. Hence bullying is often seen as a normal part of prison life that helps to gain this dominance over other inmates. Furthermore bullies who remain at the top of the hierarchy among other inmates, through their dominance will often get other prisoners to run errands and do jobs for them which are against prison regime, and so they can remind unidentified and hence will not be punished . While the condition of an individuals mental health consists of a number of different factors and elements. mental health is primar ily our resistance to all of our difficult situations , events, phenomena and our emotional and psychological survival partly depends upon an individuals ability to tolerate the deprivations of prison. Additionally according to Viggiani (2007) most prisoners come from the poorest or most socially excluded tiers of society and often have the greatest health needs. Prison may therefore be the worst place to send them given that, in the main, they are likely to be highly vulnerable or susceptible to poor health, hence mental disorders. Mental disorder may also be the cause of committing the offence, and hence imprisonment. As Rubin (1972:398 cited inà ¢Ã¢â€š ¬Ã‚ ¦) says certain mental disorders are characterized by some kind of confused , bizarre, agitated, threatening, frightened, panicked, paranoid or impulsive behaviours and as a consequence they may lead to inappropriate , anti-social or dangerous acts. Individual mental health may be managed and treated either by medication or di fferent treatment programs (handbook), while in order to prevent bullying prisons should focus on making changes to the prisons environment which would include changing the supervision of the prisoners area, increased security for controlling and monitoring, educating staff and prisoners about bullying, improving communication between prison staff, or even increasing the stimuli for prisoners. This include raising the number and qualities of activities and programs available for prisoners. Undoubtedly, despite the similarities and differences between bullying and mental health, one may lead to the other ( Ireland, 2002; Farrington,à ¢Ã¢â€š ¬Ã‚ ¦.) . As mentioned above bullying constitutes aggressive behaviour in which an individual manipulates and dominates others in order to obtain a goal, whether it is social or material. In order to classify the behaviour as bullying it must represent repeated and unprovoked acts of aggression , which include physical , verbal or psychological attack (Irleand,2002; Farrington, à ¢Ã¢â€š ¬Ã‚ ¦.). Indeed bulling can cause immediate harm and distress to victims and have negative consequences on their mental health. Victims may feel psychologically or physically distressed and experience pain, and prisoners who have been the victims of bullying may experience a range of feelings such as anger, fear, anxiety ,paranoia , distress, hopelessness or depression (Ireland,2002) which can lead to avoidance, social isolation and therefore mental illness in prisoners. In conclusion despite the idea that prisons should rehabilitate and change offenders into law abiding citizens, we can see that prison is a modern form of slavery no matter what its ideological justification is. Prisoners mental health and bullying is a growing problem in prisons . Instead of rehabilitating and changing prisoners into well managed and well behaved citizens, in many cases it changes them into more aggressive and troublesome inhabitants very often with physical and mental problems, which makes it harder for them to reintegrate with the society and with present times.

Jeremy Kassissieh Essay

It’s new, it’s realistic and it’s an amazing story that will raise your expectations. Puffin books presents to you, The Fifth Quest. This fantastic book has to definitely be one of my favourites. I really enjoyed how this fantastic writer Debra Oswald, tried to express her extraordinary ideas. Before I read this book, I never really liked books of this genre. But something changed; this book has made an impact on my interest because of the way it is written, it is very different to other books. This book would be classified in the dramatic genre. This novel is about two ordinary girls, who are die-hard fans of â€Å"Quests†. So Nadia, a wishful actress forces Rosie to come for her support. Rosie is amazed when she scores the dream role of being Maya, who is the apprentice of Ashtari. As a result, Rosie soon becomes a major star and starts to adapt to show business. She and Nadia’s friendship is wearing out and they soon realise that there is no communication between them. But Rosie discovers that show business is cruel at times. And she finds herself wrapped in misery. But through all of that pain Rosie is guided by her friends and mother. Rosie manages to restore her life back to its genuine state, including her friendship with Nadia. Through the book you are taken on a journey of the actual show and reality. This book is written so well that it makes every use of your own imagination. There are many unique themes that run continuously throughout this book. Some of these themes include, jealousy, trusting others, betrayal and friendship and its importance. In this brilliant novel, these themes are explored rapidly. Jealousy, in the story would be classified as the main them. Jealousy is played when, ‘Anita Hardy tries to get rid of Rosie. Anita is very jealous of Rosie starting to build up fame, so she talked Rick La Spina (producer of the Quests) to cut Rosie’s scenes short. ’ Jealousy is played, where ‘Nadia was informed that Rosie scores the dream role of being Maya. Nadia is extremely disappointed and at the same time very jealous, because she did not get the role she wished for. ’ Another significant theme that runs through the book is, trusting others. In the novel you’ll notice as you read on, Rosie trusts Neil Tesich with all her heart. Neil is an extraordinary friend that a person could ever wish for. In the story Neil acts like Rosie’s mentor. When a difficult hardship crosses Rosie’s way, Neil was always there to ease the pressure. Oswald developed Rosie’s character by making her trust Neil’s advice. By Rosie’s friendship with Neil, it gave her a different point of view in life. In my opinion, I believe Neil is a mature role model to all people of all ages. I immensely enjoyed how the writer portrayed every character in their own way. Anita’s features include her being worthy at some stages, caring, immature, rich and jealous. A good way to think of Anita is summarised through these words, spoken by the Neil Tesich character – ‘even though there are bad features that Anita displays, she is still not a bad person. She just has a lot going on with her life. ’ Oswald developed Anita as a very busy person, who always developed side-affects due to heavy workloads. This outstanding writer, Debra Oswald has significantly made an impact on my interest. She has successfully achieved this, because of the way this book is written. The Use of metaphors, similes and repetition was used in an outstanding manner. There are many more great techniques that this writer composed in this novel. By her completing this, it greatly portrays the actor’s movements throughout the book. As a result of this, the way the book is written, made it so unpredictable for you to uncover what will happen. This really grabs your attention and it definitely inspires you to read more. To me, it is in my opinion that the whole novel is great. I was very entertained while I was reading this novel. The reason for this is that the writing is very satisfying as well as suspenseful. Evaluating my most favourite part of the book would be exceptionally difficult. Overall, to choose my most favourite part of the novel, it would definitely have to be the part where Rosie and Nadia were at the set, at the same time. I particularly enjoyed reading this part of the novel because it is very descriptive and also exceedingly suspenseful. By reading this novel, it can teach children and adults many things. Some of these things include: making correct decisions in life, how to make a positive relationship and how to trust others. Overall I enjoyed reading this book and I will look forward to read more of Debra Oswald’s novels. So I would recommend that you read it to, because I know you will be impressed.

All Societies Inequality An Unfortunate Evil That Has...

In all societies inequality exists as an unfortunate evil that has plagued the human race since the beginning of civilization. Those who are subjected to this inequality vary from society to society however those who suffer from mental and/or physical disabilities have faced inequality and discrimination from the beginning. Often times the suffering faced by the disabled communities are overlooked simply because it’s considered â€Å"common† or ‘normal† treatment past struggles are typically overlooked. Religion like Catholicism viewed disability as a result of sin. Exodus states that a man and women by the name of Adam and Chavva committed sin and as a result their child was born disabled. Also the bible mentions men being blind as a result of his or her parent’s sin. However, even worse than this, Past societies would simply kill those who showed any mental or physical disability. Often time’s people are aware of these horrific facts but donà ¢â‚¬â„¢t bring attention to the consistent mistreatment faced by disabled persons. This mistreatment can be explained by the simple realization that society says people with disabilities are different. This difference means they cannot fit in, it makes them inept, and are too flawed to adapt to society effectively. However, the reality of this issue is not in the individual but in society itself. Those who study society and more specifically disabled within society typically believe the social model of disability as opposed to the more commonShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesLandscape Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past Sharon Hartman Strom, Political Woman: Florence Luscomb and the Legacy of Radical Reform Michael Adas, ed., Agricultural and Pastoral Societies in Ancient and Classical History Jack Metzgar, Striking Steel: Solidarity Remembered Janis Appier, Policing Women: The Sexual Politics of Law Enforcement and the LAPD Allen Hunter, ed., Rethinking the Cold War Eric Foner, ed., The New AmericanRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesCredits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on the appropriate page within text. Copyright  © 2013, 2011, 2009, 2007, 2005 by Pearson Education, Inc., publishing as Prentice Hall. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any

Plan Change Process Of The Affordable Care Act - 1237 Words

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