Free Essays on Women Stive For Higher Education In The Late 19th Century

Women Strive for Higher Education in the late 19th Century During the late nineteenth century the women’s labor force was increasing steadily in manufacturing occupations. This increase wasn’t due to an increasing degree of women’s knowledge, it was due to the â€Å"seek for excitement and independence or, more likely, to contribute to their families’ subsistence and their own self support, cultural and economic changes combined to create a new stage in the female life cycle† (Evans 133). Although this new stage of women’s work seemed like a great advantage, women still weren’t able to expand their mental abilities. Magazines such as Good Housekeeping tried to promote the perfection of women’s household and nurturing skills. Women who possessed such skills were considered educated and favorable. This was a huge contradiction because if women were to become experts in their arena, they would need more education than a women’s magazine could provide (Evans 139). This contradiction expanded on the thought of higher education for women. Since the 1860’s colleges and universities, such as Smith College, were coeducational. The founder of Smith College, Sophia Smith, once said â€Å"It is not my design to render my sex any the less feminine, but to develop as fully as may be the powers of womanhood, and furnish women with the means of usefulness, happiness and honor, now withheld from them.† (Evans 139). In these learning facilities women were able to emphasize their mental capacities and their solidarity as women. Scientist continued to claim that women’s brains weren’t able to withstand the rigors of higher education and their childbearing capacities would be harmed by thinking too much (Scott 356). Vassar College offered young women a liberal arts education equal to that of the best men's colleges at the time. Most colleges and universities didn’t accept the enrollment of women. Others admitted women but refused ... Free Essays on Women Stive For Higher Education In The Late 19th Century Free Essays on Women Stive For Higher Education In The Late 19th Century Women Strive for Higher Education in the late 19th Century During the late nineteenth century the women’s labor force was increasing steadily in manufacturing occupations. This increase wasn’t due to an increasing degree of women’s knowledge, it was due to the â€Å"seek for excitement and independence or, more likely, to contribute to their families’ subsistence and their own self support, cultural and economic changes combined to create a new stage in the female life cycle† (Evans 133). Although this new stage of women’s work seemed like a great advantage, women still weren’t able to expand their mental abilities. Magazines such as Good Housekeeping tried to promote the perfection of women’s household and nurturing skills. Women who possessed such skills were considered educated and favorable. This was a huge contradiction because if women were to become experts in their arena, they would need more education than a women’s magazine could provide (Evans 139). This contradiction expanded on the thought of higher education for women. Since the 1860’s colleges and universities, such as Smith College, were coeducational. The founder of Smith College, Sophia Smith, once said â€Å"It is not my design to render my sex any the less feminine, but to develop as fully as may be the powers of womanhood, and furnish women with the means of usefulness, happiness and honor, now withheld from them.† (Evans 139). In these learning facilities women were able to emphasize their mental capacities and their solidarity as women. Scientist continued to claim that women’s brains weren’t able to withstand the rigors of higher education and their childbearing capacities would be harmed by thinking too much (Scott 356). Vassar College offered young women a liberal arts education equal to that of the best men's colleges at the time. Most colleges and universities didn’t accept the enrollment of women. Others admitted women but refused ...

Profile of Serial Killer William Bonin, The Freeway Killer

Profile of Serial Killer William Bonin, The Freeway Killer William Bonin was a serial killer suspected of sexually assaulting, torturing and killing at least 21 boys and young men in Los Angeles and Orange County, California. The press nicknamed him the  The Freeway Killer, because he would pick up young boys who were hitchhiking, sexually assault and murder them, then dispose of their bodies along the freeways. Unlike many serial killers, Bonin had multiple accomplices during his murder spree. Known accomplices included  Vernon Robert Butts, Gregory Matthew Miley, William Ray Pugh, and James Michael Munro. In May 1980,  Pugh was arrested for stealing cars and while in prison provided detectives details connecting the freeway murders to William Bonin in exchange for a lighter sentence. Pugh told detectives that he accepted a ride from Bonin who bragged that he was the Freeway Killer. Later evidence proved that Pugh and Bonins relationship went beyond a one-time ride and that Pugh participated in at least two of the murders. After being placed under police surveillance for nine days,  Bonin was arrested while in the process of sexually assaulting a 15-year-old boy in the back of his van. Unfortunately, even while under surveillance, Bonin was able to commit one more murder before his arrest. Childhood - Teen Years Born in Connecticut on January 8, 1947, Bonin was the middle child of three brothers. He  grew up in a dysfunctional family with an alcoholic father and a grandfather who was a convicted child molester. Early on he was a troubled kid and ran away from home when he was eight years old. He was later sent to a juvenile detention center for various small crimes, where he allegedly was sexually molested by older teens. After leaving the center he began molesting children. After high school, Bonin joined the U.S. Air Force and served in the Vietnam War as a gunner. When he returned home, he married, divorced and moved to California. A Vow to Never Get Caught Again He was first arrested at age 22 for sexually assaulting young boys and spent five years in jail. After his release, he molested a 14-year-old boy and was returned to prison for an additional four years. Vowing never to get caught again, he began killing his young victims. From 1979 until his arrest in June 1980, Bonin, along with his accomplices, went on a raping, torturing  and killing spree, often cruising California highways and streets for young male hitchhikers and school children. After his arrest, he confessed to killing 21 young boys and young men. Police suspected him in 15 additional murders. Charged with 14 of the 21 killings, Bonin was found guilty and sentenced to death. On February 23, 1996, Bonin was executed by lethal injection, making him the first person to be executed by lethal injection in California history. Freeway Killer Victims Thomas Lundgren, age 14, murdered on May 28, 1979. Accomplices Vernon Butts and William PughMark Shelton, age 17, murdered on August 4, 1979Marcus Grabs, age 17, murdered on August 5, 1979. Accomplice Vernon ButtsDonald Hayden, age 15, murdered on August 27, 1979. Accomplice Vernon ButtsDavid Murillo, age 17, murdered on September 9, 1979. Accomplice Vernon ButtsRobert Wirostek, age 16, murdered on September 27, 1979John Doe, age 14-20, murdered on November 30, 1979Dennis Frank Fox, age 17, murdered on December 2, 1979. Accomplice James MunroJohn Doe, age 15-20, murdered on December 13, 1979Michael McDonald, age 16, murdered on January 1, 1980Charles Miranda, age 14, murdered on February 3, 1980. Accomplice Gregory MileyJames McCabe, age 12, murdered on February 3, 1980. Accomplice Gregory MileyRonald Gaitlin, age 18, murdered on March 14, 1980Harry Todd Turner, age 15, murdered on March 20, 1980. Accomplice William PughGlen Barker, age 14, murdered on March 21, 1980Russell Rugh, age 15, murdered on March 22, 1980 Steven Wood, age 16, murdered on April 10, 1980Lawrence Sharp, age 18, murdered on April 10, 1980Darin Lee Kendrick, age 19, murdered on April 29, 1980. Accomplice Vernon ButtsSean King, age 14, murdered on May 19, 1980. Confessed accomplice William PughSteven Wells, age 18, murdered on June 2, 1980. Accomplices Vernon Butts and James Munro Co-Defendants: Vernon Butts: Butts was 22 years old and a factory worker and part-time magician when he met Bonin and began participating in raping and murdering at least six boys. He hung himself while awaiting trial.Gregory Miley: Miley was 19 years old when he got involved with Bonin. He pled guilty to participating in one murder for which he received a sentence of 25 years to life. He is currently in prison.James Munro: Bonin was Munros boss and landlord when Munro participated in the murders of two boys. In a plea bargain, he pled guilty to one murder and received a sentence of 15 years to life. He is still in prison but trying to appeal claiming he was tricked into a plea bargain.William (Billy) Pugh: was the most active accomplice who was charged with one murder, although he confessed to killing two victims. He received  six years for voluntary manslaughter in a plea bargain. Arrest, Conviction, Execution After William Bonins arrest, he confessed to killing 21 young boys and young men. Police suspected him in  an additional 15 other murders. Charged with 14 of the 21 killings, Bonin was found guilty and sentenced to death. On February 23, 1996, Bonin was  executed by lethal injection, making him the first person to be executed by lethal injection in California history. During Bonins murder spree, there was another active serial killer by the name of Patrick Kearney,  using the California freeways as his hunting ground.

Alcohol Consumption Problems Personal Statement Example | Topics and Well Written Essays - 500 words

Alcohol Consumption Problems - Personal Statement Example However, at that time the enjoyable moments made me forget the possible after effects of such an action. Not realizing its harm, I continued using it as my companion in the moments of happiness and distress, joy and grief but afterwards it resulted in a notable change on my academic record and daily life. I, being intoxicated for most of my time, became unable to concentrate on my studies. This was not the end of problems but just a start. This addiction led me to misbehave with my parents and siblings. I didn't have control on my behaviors. My social circle was shortened due to my irregular and rude behavior. Due to a limited circle of friends and isolation I got mentally disturbed. It was no more fun having those alcoholic drinks but a compulsion as I felt that I had no other option to pass my time and overcome my mental depression. However, it was my wrong thinking that alcohol consumption may help me in reducing my mental distress. Drugs, cigarettes and alcohol are not the solution of any problem, but are the reason of upcoming health and psychological problems. Alcohol consumption also weakened me financially as I used to spend most of my time under the influence of those drinks and hence had no awareness of what a normal person must do.

Discuss key episodes in Gandhi's life in which he worked his own way Essay

Discuss key episodes in Gandhi's life in which he worked his own way through ethical dilemmas (from his autobiography My Experiments with Truth) - Essay Example but his daring temperament to stick to the truth how so ever the tough situation could be and his non-violence way to protest for the rights of people shuddered Britishers to quit India and provide Independence to the nation. His way to lead a simple life and his beliefs are inspiration even in todays world and they are applicable in todays life. It is because of his greatness his birthday, 2nd October, called as Gandhi Jayanti is considered as a national holiday and worldwide as the International Day of Nonviolence. Mahatma Gandhi practiced strict discipline in his life and the chief motive of his life was to be truthful in every deed. Various principles that were the key features in shaping the personality of Mahatma Gandhi encompass- "Truth" is the essence of Gandhis life. He was a firm believer that one must follow the path of truth how-so-ever difficult it could be, but truth keeps the self-conscious alive and prevents an individual from shame and disguise. He believed that one must practice truth in every aspect of life and should learn from own mistakes. His motive was to perform experiment with self so as to learn from personal mistakes. He honestly mentioned all the mistakes he committed in his autobiography called "The Story of My Experiments with Truth". Being truthful to oneself, in deeds and pursuits keeps the conscious clear and eliminates the feelings of fear and diffidence. According to Gandhi, "Truth is God" and to reach the truth, practice truth and one can reach the God. Therefore Gandhis philosophy for God is "Truth". He practiced truth in his life, as was depicted in his movements which he called "Satyagrah". In this movement the motive was to eradicate the hostility and enmity without causing any injury to the enemy. Therefore Satyagrah is considered a driving force or in terms of Martin Luther King Jr. as a soul force. According to Gandhi, if an individual is empowered with high morals and strong will power then no physical power could

Rugby Football Union Essay Example for Free

Rugby Football Union Essay With sport gaining increasing esteem, and spreading largely into university, the first sets of national rules came about through the Oxbridge melting pot with the Football Association (1863) and the Rugby Football Union (1871). The combination of Oxford and Cambridge university students comprised standardized rules and this further development undoubtedly helped expand sport in Britain. Increased participation by lower classes in the 19th century soon led to the questioning of middle class social control. The growth of professionalism resulted in a series of disputes between both classes with regards to sporting interests.   With regards to boxing, the changes have been remarkable with the core principles still continuing throughout the 19th century. For example, in 1867 the Marques of Queensberry Rules were drafted and introduced fixed time periods for rounds of three minutes and a one minute recovery period. There was also the beginning of gloves and a qualified referee to ensure a fair fight. Another change was in the location of bouts. After 1880, fights began taking place in designated arenas, with proper rings including ropes and canvases unlike the man made circle of spectators that previously made the ring.  Furthermore, there was the classification of weight divisions, formed around 1890 by athletic clubs. The original weight classes of light or heavyweight were then joined by four other categories; bantamweight, featherweight, welterweight and middleweight. In theory, the finely calibrated division were created to prevent mismatches; in practice, they have the felicitous effect of creating many more champions and many more title shots'(John Sugden Boxing and Society pg 31).  However, the continuity of boxing in the 19th century still included the main principal of inflicting a sufficient amount of physical damage to an opponent to win a bout. Outside the ring, gambling was still rife in the sport with potentials of big winnings if the higher class folk such as lords had good participants fight for them. Another aspect of continuity in boxing was the environment in which boxers fought in. The fighters in the 19th century were still surrounded by rowdy spectators which created a sense of hostility around the setting. Lastly, the social aspect of boxing remained within the sport. The working class men saw boxing as an outlet from the hard shifts undergone at the factories and could enjoy a social drink. With regards to horse racing, there were many changes within the 19th century. The variety of races were expanded and specific roles were assigned for certain people on the race course e.g. starters, judges and bookmakers.  Jarvie, G (2006) explains how the sport has developed after the 1800s. With the rail link leading to increased transport, came larger attendances at races, allowing for jockeys to travel about in order to compete elsewhere which is how Horne. J; Tomlinson, A and Whannel, G (1999) refer to the development of the characteristics of horse racing through the nature of the modernisation of 19th century Britain. An aspect of continuity in horse racing is gambling which is a key role within English horse racing. Gambling in horse racing has been rife since the beginning due to the large financial and economical profits that gambling provides to the British public and society.  Another point of continuity in horse racing in the 19th century is that it was the highest spectator sport within Britain, with the annual race being a large social event for many towns, merging all social classes together. Another change is in the equality of horse racing. Initially, in horse racing, the upper classes retained jockeys to ride on their behalf (Barry, 2002: p 5) due to the costs of maintaining the horses, travel expenses and entry fees. Kay, J and Vamplew, W (2003: p 128) stated that, there was an equality of aim to organise and win races but an inequality of means which divide the sport and its participants into discrete zones of competition. Furthermore, racing declared to, promote intercourse between different classes of society (Vamplew, W 1976: p 130) in order to provide equal opportunity and since there were no set rules prior to 1797, the 19th century was vital to horse racing, providing the Rules Concerning Horse Racing in General. These were followed by amendments made by the jockey club.  The 19th century brought an improved standard upon horse racing with time trials, improved diets and fluid retention along with sweating and purging and the first record of a horse race was made in 1842 in the Racing Calendar due to the improvement of literacy. Additionally, with British society rapidly altering with the industrial revolution, horse racing in the 19th century provided increased police supervision and protection to maintain order and set an example to society.  The new middle class also had a defining impact upon the change and continuity of sport in the 19th century. The population grew fourfold in the 19th century and, it was in the public schools that older ball games and athletic activities were re-invented and turned into modern sports. (Holt, R, 2001: p 75) Rugby came from the Rugby School; where Thomas Arnold was influential, and his students went on to spread the sport of rugby throughout the educational system in the 1850s. The game rugby, a strictly amateur sport, started with the simple rule of allowing a player to run with a ball if he caught it on the fly or on the first bounce. Formed in 1872 the Rugby Union initially consisted of teams with 20 players but was then cut down to 15 in 1875. Games were won by go als alone; however tries and penalties were added in 1877 as a scoring system which continues today. Brasch (1986) explains how Rugby league which can be traced back to the 1871, attracting large numbers of players and crowds from the working classes. With such a rapid growth in the sport came a fear of loss of control by the Rugby Football Union and an eventual split formed the Northern Rugby Football Union in 1895. There first action was to impose the payment of players and then gradually changed the rules with the abolition of the lineout and the value of goals was changed to two points. However, the sport maintained the fair play initiative and same method of scoring and purpose within the game. The strength of the men playing the sport epitomised muscular Christianity and embodied British society.  It is clear to see how the game of rugby impacted upon the latter stages of the 19th century. With vast change and rapid growth it is clear to see that compared to sport in the early 19th century it had begun to mature and cement its place amongst British society. The back streets were no longer areas of play, alcohol was controlled in order to maintain society and schoolyards were helping to increase participation along with the formation of new sports. The educational system was profound upon sport in 19th century Britain. It was not until 1890 when Baron de Coubertin revisited the Rugby School where Thomas Arnold was the headmaster, did his dream to revive the Olympics and globalise sport come true. He saw how sporting principles in British schools, muscular Christianity and athleticism were a good way to re-build the youth of France after the defeat in the Franco-Prussian war. His take on sport in Britain drove him to form the International Olympic Committee in 1894. In conclusion, sport within Britain in the 19th century evidently grew along with growth of the United Kingdom and the change from small towns to large industrial cities was like the change from early 19th century football to the rationalisation and formation of professionalism and the Football Association. The festivals and past times of playing sports in any street were given a purpose and designated area in the 19th century. The United Kingdoms initial reluctance to teach sport in schools was eventually turned around and seen as a perfect way to promote healthy living. Not only did sport in 19th century Britain create much change, much of its continuity is evident through the peoples passion to not let work control their life and pursue sporting events even though sometimes it wasnt in their free time. Bibliography Barry, T. (2002) Advanced PE for Edexcel (Limited Edition) Harcourt Education Limited, Heinemann and London.  Brasch, R. (1986) How Did Sports Begin? (edition published in 1990) Tynron Press, Stenhouse, Dumfriesshire.  Kay, J and Vamplew, W (2003)

Levis Dockers Marketing :: Business Marketing

Dockers: Creating a Sub-brand Report 1. How would you characterize Levi ´s branding strategy in general? Levi’s is a brand recognizable in the whole wide world. There is no person who wouldn’t be able to associate correctly the Name with the product. LS&Co has managed to create something timeless, just like their classical 501 blue jeans. Although their branding message was changing slightly during the time, they kept core values and traditions untouched. Comfort, uniqueness, quality and emotional impact – these were always the main associations with the brand. However, other features were being emphasized as time was going by. First connotations were simple: "jeans are tough and rugged as men who wear them". This image of a 100% man was even strengthened after western movies appeared. Soon jeans, and so Levi’s brand which in people’s mind turned to be their synonymous, became a symbol of freedom, adventure and independence. In this moment, managers of LS&Co decided to expand the brand. Even though there where various new cloths introduced to the market ; 501 jeans remained their top-selling product. It was their new brand strategy to "offer products for every life style", which turned to be a fiasco. Not only it didn’t bring expected results, what is more, this to big diversification caused drops in sales. It was so decided to come back to the core product and it’s image. To strengthen the Levi’s position on a market, their launched a new campaign which emphasizes emotional connection between jeans and theirs owner. To wear 501 it is to be yourself – they said. Company also took the advantage of changes that started to appear according to the dress code at work place. In that times company accentuated 100% cotton in Levi’s jeans, as â€Å"baby boomer† who grew up were seeking for natural fibers. Now Levi’s brand is supposed to be seen as â€Å"a style for every story† – again emotional impact emphasized. But as we can see, although they stressed different features in different periods of time, LS&Co maintained core values which they stuck in people’s mind – quality, comfort, uniqueness and emotional impact. 2. Analyze the Dockers ´communication strategy at the time of the launch. How did it fit in with Levi ´s advertising efforts? How did it contribute to brand equity? Dokers brand was introduced by Levi’s to contrast the change that was happening to blue jeans buyers.

The Coca-Cola Company. Csr Policy

The Coca-Cola Company and its CSR policy There is no doubt that one of the most popular multinationals today is The Coca-Cola Company. It has strong CSR policy where â€Å"CSR† is not only about being responsible for customers and fans around the world but also being aware of employees’ needs. Talking about employees – The Roberts Environmental Center at Claremont McKenna College in California publishes annual analyses of corporate environmental and social reports (together called sustainability reports). In 2009, The Coca-Cola Company received an overall rating of A+, topping the list of companies reviewed in its sector. Among the keys to earning that recognition is maintaining world-class standards for fair and dignified treatment of all the people who work for it. Its Workplace Rights Policy serves to ensure that a consistent approach to workplace rights is applied worldwide – as an integral part of culture, strategy and day-to-day operations. However this is just one side of the coin. Suppliers are another group The Coca-Cola Company proves loyal to. Having a sound, stable and ethical supply base is important for its growth and the footprint it leaves in local communities around the world. Its suppliers provide its system with materials, including ingredients, packaging and machinery, as well as goods and services. As a company, it has a responsibility to hold its direct suppliers and bottling partners to standards no less than those required by applicable law. It also has an opportunity to support community development by purchasing goods and services from minority- and women-owned business enterprises (MWBEs). Furthermore in 2009 The Coca-Cola Company is the recipient of the prestigious World Environment Center's (WEC) Twenty-Fifth Annual Gold Medal for International Corporate Achievement in Sustainable Development (for implementing strategic business initiatives in the high impact areas of water stewardship, sustainable packaging, energy management and climate protection) and is among the 10 recipients of the Natural Health Magazine's first â€Å"Green Choice† awards (selected because of its leadership and commitment to recycling and impressive light-weighting efforts). Although it is really difficult to point out all the â€Å"green† initiatives this multinational is up to daily, monthly, annually or on a long-term basis, here are some of its highlights. Firstly, water efficiency is viewed as a main goal. To be the most efficient water user among peer companies is a distinction the company wants to achieve. In 2008, on average they used 2. 43liters of water to produce a one liter beverage. One liter goes into the beverage itself, and 1. 43liters are used for manufacturing processes such as rinsing, cleaning, and cooling. Still they are nearly half way to their 2012 goal of 2. 7liters per liter which will be a 20 percent improvement. Additionally, since 2005 they have been involved in more than 250 community water partnerships in 70 countries to support locally relevant initiatives, such as watershed protection; expanding community drinking water and sanitation access; agricultural water use efficiency; and education and awareness programs. I n 2009, respected experts are asked to work with them to calculate the water benefits of these projects. Secondly, considerable attention is paid to packaging. For an example – more than half of the metal in aluminum cans is recycled. The Company’s plant in the United States is the world's largest plastic bottle to bottle recycling plant with capacity to produce approximately 100 million pounds of food grade recycled PET plastic for reuse each year – the equivalent of producing nearly 2 billion 20ounce Coca-Cola bottles. As a conclusion: The Coca-Cola Company is one of those multinationals we can accuse of great marketing strategy and still believe it is not all about making profit or making people turn a blind eye to its â€Å"dark† side. Sometimes it does matter to do things with an appeal!

Criminal Justice Enforcement policies Essay

The most severe law enforcement will achieve little if lower-class urban offenders can see no legitimate way to solve their problems or satisfy their aspirations. At the absolute best it could turn the criminals into a passive underclass which is forever dependent on welfare benefits. Even then the most energetic and ambitious members of this underclass would eventually be targeted by recruiters for organized crime or terrorist organizations. Social improvements alone will be ineffective if the atmosphere of fear and hopelessness which pervades crime-ridden areas prevents local people from taking advantage of them, or if the improvement are sabotaged by those who have a stake in the existing situation (e. g. loan-sharks and gang-leaders). So we need a combination of: †¢ Long-term measures to enable people to improve their own lives. †¢ Medium-term measures to mitigate the situation while the long-term measures are in progress, and to deal with the difficulties which a few people will continue to experience – it’s unrealistic to expect that we can solve all urban social problems completely. †¢ Improved law enforcement to prevent the situation from getting worse and to give the locals confidence that their efforts will not be undermined by random crimes and will not be sabotaged by those who have a stake in the existing situation. The term â€Å"law enforcement† needs further analysis, which I will supply in the next section. Law enforcement Overview of law enforcement This has three main components: †¢ Policing †¢ The legal system †¢ Sentencing – in this essay I regard prison construction and operation as part of the infrastructure which supports sentencing. To save space I will not consider the legal system here, since the question specifically mentioned policing and sentencing (references to prisons and the death penalty) but not the legal system. Policing To remove crime-induced fear and hopelessness and to discourage those who have a stake in the existing situation from sabotaging improvements I recommend the â€Å"New York† policing model (described by Griffith, 1999): †¢ Zero tolerance for all crime, even minor vandalism. This will often deter offenders from â€Å"progressing† to more serious crimes. †¢ Making senior local officers accountable for the performance of their units. †¢ Information systems which enable officers at all levels to identify and respond to the highest-priority requirements. To make it clear to local communities that this is for their benefit and not just an exercise in â€Å"aggressive policing†, local governments should: †¢ Explain to local people the objectives of the project and the standards which are to govern police conduct. †¢ Provide channels through which locals can easily raise and swiftly resolve issues, including any complaints about the behavior of the police. These channels must be conspicuously independent of the police. Sentencing In mild cases, e. g. minor vandalism and assaults, I recommend: †¢ Community service sentences, where possible in forms which compensate the victims. This also teach the offenders to get along with law-abiding members of their local communities and hopefully will encourage local people to see some good in the offenders. Some offenders should also be required to attend appropriate rehabilitation or training centers, to help them to manage their finances better or to stop using addictive drugs or to manage grievances without resorting to crime. We should probably reduce their community service workload a little to avoid seeing to punish these offenders more severely than other categories. †¢ Electronic tags which track offender’s movements, to deter against re-offending or evasion of community service. Tags will also make it easier to protect former teenage gangsters against threats and other pressures to re-join their old gangs, and in some cases it may also be helpful to provide with young offenders with panic buttons in case they are attacked by their old gangs or by rival gangs which regard them as easy targets. †¢ Prison sentences (described below) for those who violate the terms of their initial sentences without overwhelmingly good reasons. Prison sentences are necessary for serious crimes because the continued presence of serious offenders in their local communities will cause fear and therefore undermine attempts at longer-term improvements. In many cases, particularly for young offenders, work and education camps in sparsely-populated areas may be more suitable than traditional prisons: †¢ Such camps would separate the offenders both from the social environments in which they turned to crime and from the company of hardened criminals. †¢ Escape would be difficult because of the isolated locations and the offenders’ ignorance of the local geography. †¢ The offenders should be required to erect and maintain as much of the camp facilities as possible. This would both teach them they can only get comforts by working and provide a sense of achievement with each improvement in the camp environment. †¢ There should be plenty of opportunities to earn privileges by work and by educational progress. †¢ Camps would be cheaper to construct and maintain than traditional prisons. I will explain at the end my views on the death penalty. Reducing teenage gangsterism Teenage gangsters desire higher status than they can acquire by legitimate means, and value the regard of their peers more highly than the opinions of adults. The youths are often born into sub-cultures which are at least partially alienated from the rest of our society by †¢ Barriers such as poverty and discrimination. †¢ Sub-culture values such as extreme machismo. Typical crimes include vandalism, assault and murder, and small-scale armed robbery. In addition to their direct costs, these crimes often create an air of fear and hopelessness in the areas affected, which perpetuates the problem by persuading the next generation of teenagers that the only path to safety, status and prosperity is via gang membership. Remedial measures In the long term we must remove the motivation by providing accessible legitimate paths to higher status and prosperity: †¢ Education which is comprehensible to the urban youths but enables them to earn status and wealth in legitimate ways. For example it may initially have to be delivered in the local patois but it must aim to make students proficient in standard English so that they can enter higher levels of education and / or obtain better-paid jobs. †¢ Advice for the teenagers and their families on how to manage their lives, finances, careers and education. †¢ Access to resources such as books and the Internet. Public libraries are the most obvious way to provide these. We must also provide legitimate short-term outlets for teenagers’ ambitions and energies. The most obvious one is sports, which will particularly appeal to the strongest, most competitive and most aggressive teenagers – the potential gang-leaders. I therefore suggest: †¢ Facilities for those who wish to play various sports on a casual basis. †¢ Clubs for those who wish to improve their performance and gain wider reputations. †¢ Organized competitions and leagues at all levels from local to national, for the really ambitious. Reducing crimes committed because of financial crises Long term reduction in personal financial crises requires a fairly complex package including: †¢ Improved education to enable people to obtain better-paid jobs. †¢ Advice on personal financial management. Hopefully these crises will eventually become less common, but they will probably never disappear completely, so there will always be a need for palliatives: †¢ Cheap, quick, reliable legal advice for common types of case. †¢ Inexpensive but not subsidized loans to enable people to survive these crises without resorting to crime. Repayment should where possible be secured by small deductions from the borrowers’ incomes (including any welfare benefits). Credit unions (see ABCUL 2003) should be encouraged as they provide a sense of local involvement, control and responsibility. Reducing drug-related crimes There are at least two types of drug-related crime: †¢ Those committed by addicts desperate for their next fix. †¢ Those committed as a result of the mood-altering effects of some drugs. There are good reasons for believing that the War on Drugs is as unsuccessful as Prohibition was (The Economist 2001 a). About 10% of all arrests in the USA are for drug offenses and about 80% of that 10% are for possession, not for sale or manufacture (The Economist, 2001 b). We need an objective review of drugs policy. This might well lead to legalization of some drugs (with regulation of their quality to minimize health risks), which would sharply reduce the prison population and, by lowering the retail price of legalized drugs, reduce robberies committed to finance purchases. The other long-term remedy is aggressive advertising about the dangers of specific drugs which are more harmful than alcohol and tobacco. This will of course have greater credibility if it follows an objective review of drugs policy. We also need rehabilitation centers to help addicts and excessive users to give up their habits. Crimes induced by a sense of grievance This category is very diverse, including grievances: †¢ which a reasonable person may regard as justified, unjustified or partly justified. †¢ against a wide range of targets, from individuals to the highest levels of government or society as a whole. For as long as some areas are severely disadvantaged in incomes, jobs, schools, etc. there will be some grievances which are at least partly justified and should be at least mitigated by a combination of: †¢ economic redevelopment and improved education. †¢ centers which advise people on legal ways of handling their grievances. This should not be limited to what is normally termed counseling but should include coaching in legal ways of influencing the behavior of and or / hitting back at the sources of grievances. The death penalty The death penalty for murder is arguably no more immoral than killing an enemy soldier in a war. But I oppose it because all legal systems are fallible, and it’s impossible to correct a miscarriage of justice after a person has been executed. Incorrect convictions have arisen in cases where: †¢ Judges misinterpret or misapply the law (e. g. Center on Wrongful Convictions 2004) †¢ The defendant had poor legal representation (American University Law Review 1995 mentions cases where defense lawyers made procedural mistakes in capital cases). †¢ Failure of the prosecutors to disclose information which might help the defense. †¢ Police obtained evidence or confessions improperly, or tampered with or fabricated evidence. †¢ Expert witnesses showed bias in favor of the prosecution either because of their personal opinions or because doing so was to their long-term financial advantage. Unfortunately these miscarriages are not rare exceptions – Northwestern University School of Law’s Center on Wrongful Convictions found that In the quarter century between restoration of the Illinois death penalty and Governor George Ryan’s blanket clemency order, 289 men and women were sentenced to death in Illinois. Of those, 18 have been exonerated — a rate in excess of 6. 2%. (Center on Wrongful Convictions, 2005) The risk of miscarriages has probably risen after 9/11 because police and prosecutors will be under even greater pressure to close terrorist cases and other high-profile murders. Conclusion The original question is flawed because it: †¢ does not define the range of crimes with which it is concerned. †¢ presents an â€Å"either-or† choice between stronger law enforcement and prevention, including social services and education, as ways of reducing crime. For the categories of crime reviewed here both improved law enforcement and preventive measure are needed – neither can succeed alone. I oppose the death penalty because justice systems have shown themselves to be too fallible in high-profile cases. References ABCUL (2003), About Credit Unions accessed May 2005 from http://www. abcul. org/page/about/intro. cfm American University Law Review (1995), The Death Penalty in the Twenty-First Century accessed May 2005 from http://www. wcl. american. edu/journal/lawrev/45/death. html Center on Wrongful Convictions (2004) Pollock: Exonerated accessed May 2005 from http://www. law. northwestern. edu/depts/clinic/wrongful/exonerations/Pollock. htm Center on Wrongful Convictions (2005) The Death Penalty accessed May 2005 from http://www. law. northwestern. edu/depts/clinic/wrongful/deathpenalty. htm Griffith, Gareth (1999), Zero Tolerance Policing accessed May 2005 from http://www. parliament. nsw. gov. au/prod/parlment/publications. nsf/0/796C90ABE8349FDFCA256ECF0008CE11 The Economist (2001 a), Stumbling in the dark (about drugs policy) accessed May 2005 from http://www. economist. com/surveys/displaystory. cfm? story_id=706591 The Economist (2001 b), Collateral damage (of the War on Drugs) accessed May 2005 from http://www. economist. com/surveys/displayStory. cfm? story_id=708550

Emily Dickinson essays

Emily Dickinson essays Emily Dickinson was raised in a traditional New England home in the mid 1800's. Her father along with the rest of the family had become Christians and she alone decided to rebel against hat and reject the Church. She like many of her contemporaries had rejected the traditional views in life and adopted the new transcendental outlook. Massachusetts, the state where Emily was born and raised in, before the transcendental period was the epicenter of religious practice. Founded by the puritans, the feeling of the avenging had never left the people. After all of the "Great Awakenings" and religious revivals the people of New England began to question the old ways. What used to be the focal point of all lives was now under speculation and often doubted. People began to search for new meanings in life. People like Emerson and Thoreau believed that answers lie in the individual. Emerson set the tone for the era when he said, "Who so would be a human, must be a non-conformist." Emily Dickinson believed and practiced this philosophy. When she was young she was brought up by a stern and austere father. In her childhood she was shy and already different from the others. Like all the Dickinson children, male or female, Emily was sent for formal education in Amherst Academy. After attending Amherst Academy with conscientious thinkers such as Helen Hunt Jackson, and after reading many of Emerson's essays, she began to develop into a free willed person. Many of her friends had converted to Christianity, her family was also putting enormous amount of pressure for her to convert. No longer the submissive youngster she would not bend her will on such issues as religion, literature and personal associations. She maintained a correspondence with Rev. Charles Wadsworth over a substantial period of time. Even though she rejected the Church as a entity she never did reject or accept God. Wadsworth appealed to her because he had an incredibly ...

Idaho State University Admissions Requirements

Idaho State University Admissions Requirements Idaho State University Admissions Overview: Idaho State University has open admissionsthis means that any interested students have the opportunity to study there. Still, prospective students will need to submit an application. Those applying can submit an application online, through the schools website, as well as official high school transcripts and scores from the SAT or ACT. Will You Get In? Calculate Your Chances of Getting In  with this free tool from Cappex Admissions Requirements (2016): Idaho State University has open admissions, but to get assured admissions, students must meet the following requirements: High School GPA: 2.5SAT: 490 Math, 460 Critical ReadingACT: 18 Math, 18 English Students with lower scores can be admitted on condition. Learn more on the Idaho State University website. GPA, SAT and ACT Data for Idaho State (from Cappex.com)Big Sky Conference SAT score comparisonSAT score comparison for Idaho collegesBig Sky Conference ACT score comparisonACT score comparison for Idaho colleges Idaho State University Description: Idaho State University is a public university located in Pocatello, a small city in southeast Idaho. Outdoor lovers will find lots to do in the the northern Rockies hiking, fishing, camping, skiing, boating, and more. On campus, students can choose from close to 300 degree and certificate programs. Nursing is the most popular Bachelors degree program. The university has a 17 to 1 student / faculty ratio, and students come from 59 countries. Student life is active with over 160 clubs and organizations including a small Greek system. In athletics, the Idaho State University Bengals compete in the NCAA Division I  Big Sky Conference. The university fields 15 intercollegiate teams. Enrollment (2016): Total Enrollment: 12,916  (10,966 undergraduates)Gender Breakdown: 46% Male / 54% Female60% Full-time Costs (2016- 17): Tuition and Fees: $6,956  (in-state); $21,023 (out-of-state)Books: $1,000 (why so much?)Room and Board: $6,663Other Expenses: $5,921Total Cost: $20,540  (in-state); $34,607 (out-of-state) Idaho State University Financial Aid (2015- 16): Percentage of New Students Receiving Aid: 85%Percentage of New Students Receiving Types of AidGrants: 79%Loans: 49%Average Amount of AidGrants: $6,071Loans: $6,221 Academic Programs: Most Popular Majors:  Business Administration, Elementary Education, Human Resources, Nursing, Psychology, Social WorkWhat major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Transfer, Retention and Graduation Rates: First Year Student Retention (full-time students): 68%Transfer Out Rate: 23%4-Year Graduation Rate: 11%6-Year Graduation Rate: 28% Intercollegiate Athletic Programs: Mens Sports:  Football, Tennis, Cross Country, Basketball, Track and FieldWomens Sports:  Golf, Volleyball, Track and Field, Basketball, Softball, Tennis, Cross Country, Soccer Data Source: National Center for Educational Statistics If You Like Idaho State University, You May Also Like These Schools: Boise State University: Profile | GPA-SAT-ACT GraphBrigham Young University - Provo: Profile | GPA-SAT-ACT GraphEastern Oregon University: Profile  University of Washington - Seattle: Profile | GPA-SAT-ACT GraphUniversity of Arizona: Profile | GPA-SAT-ACT GraphUniversity of Wyoming: Profile  Arizona State University - Tempe: Profile | GPA-SAT-ACT GraphMontana State University: Profile | GPA-SAT-ACT GraphCollege of Idaho: Profile  University of Utah: Profile | GPA-SAT-ACT GraphUniversity of Oregon: Profile | GPA-SAT-ACT GraphWashington State University: Profile | GPA-SAT-ACT Graph

Analyze the Sochi 2014 Olympics game,pairs figure skating,Russian Essay

Analyze the Sochi 2014 Olympics game,pairs figure skating,Russian player, - Essay Example The main goal of this team is to outscore its main opponents and emerge as clear winners. The fact that Russia is the hosts means that fans will come out in large numbers and support the team. The team has six members. One of them is Vera Bazarova. She is twenty-one years old and has already competed in a number of events despite her young age. She has competed at the Olympic winter games, world championships, European championships and the grand prix final. Vera loves reading, cooking and going out. She is still a student who started her sporting career in 1997. The main reason that made her to start this sport was to improve her poor health. Her main coach is Nina Mozer. Ksenia Stolbova is another team member. She is twenty-two years old and has already taken part in other championships, as well. She is a student who loves shopping and spending time with friends. She began the sport in 1997, as well. Maxim Trankov is another senior member who is thirty years old. He has lots of experience having competed in several competitions. He loves hip-hop music, using computers and reading. He studied at the Moscow State University. He is fluent in English and Russian. In 2011, h e injured his shoulder while in training. Additionally, he suffered from swelling in his right arm at the 2008 world championships. Fedor Klimov is another member of the team. He is twenty-three years old and has taken part in various competitions as well. He loves football, watching television and relaxing. In 2013, he missed some two and half months of action due to injury. The coach for the team is Nina Mozer. She was born in 1964. The team is mainly characterized by both experience and athleticism. The youngest member is aged 21 while the oldest ages 30. The older members have taken part in other events, in the past. The organization of the team is even, and external influences

Addition to the research proposal Example | Topics and Well Written Essays - 1250 words

Addition to the - Research Proposal Example tings where there are clear distinctions in the cultures of teachers from the students, Sendall, Ceccucci, and Peslak (2008) stressed that it is important to have structures put in place that eases up the intercultural friction that may possibly exist between teachers and students. It was based on this that EVA3 was selected as it allows a unique interactive online video-based teaching and learning environment (Educational Video Environment, 2014). Nagy (2005) stressed that such video-based interactions reduces the density of differences that is normally experienced between teachers and learners. More specifically on the EVA3, it will be used in the study to achieve two major goals. In the first place, it will be used as a platform that provides powerful authentic and evidence based online learning. What this means is that there will be a very valid means by which the type of learning that takes place will be evidently witnessed. In most of the case, it is very difficult to judge the level of learning that has taken place between there is very little evidence to this effect. But with the property of educational video being audio-visual, it will be possible to both hear and see what takes place as far as the classroom environment is concerned (Trentin, 2010). Indeed, there is greater benefit for the researcher in using the EVA3 as authentic evidence for learning. This is because it will be possible to always make reference to the learning that took place since the online stage supports the storage of data for future retrieval and evaluation. The second goal for using EVA3 is to ensure that there is the promotion of collaborative and positive peer based learning. As depicted in figure 2 below, there are several components of EVA3 that allows for interactivity between learners and teachers. It also has a feedback and comments section where learners can interact with each other, as well as teachers. With these, collaboration is enhanced because learning no longer