Crime and Punishment in Various Countries Essay Example for Free

Crime and Punishment in Various Countries Essay Five Works Cited The effectiveness of the United States criminal legal system has been questioned and scrutinized by the media and legal analysts for decades. Even with laws to lengthen sentences and to try younger offenders as adults, the overall crime rate in the nation is still on the rise. But why is it that in places like Iceland and Singapore crime rates are so low yet both countries have very contrasting criminal laws? It has been brought to my attention that Congress will attempt to create an entire new criminal legal system for the states to adopt in an effort to finally make the streets of America safer for its citizens. Assuming that all states will forfeit their own policies to take up the system Congress builds, it is my duty to shed light on the criminal legal system and differing views of the United States and other countries legal systems and differing views of the United States and other countries of different governments, geographies, and legal systems. I will also explore the common ground they share when prosecuting criminal offenders. The information I will discover will be taken into consideration by legislators when designing a new and improved criminal justice system. It is first important to take a close look at the crime rate occurring in America. The United States has more citizens in prison than any other country. The incarceration rate of the U.S. is second only to Russia with 666 incarcerated per 100,000. The U.S. constitutes one third of the worlds population that is imprisoned while it only makes up five percent population. (Fathers Manifesto) The criminal legal system is slightly different in every state. For example, only thirty eight states practice capital punishment while the other twelve employ life imprisonment with no parole as an alternative to putting serious offenders to death. The death penalty in the United states is one of the most criticized policies in American society. Under the Constitutions eighth amendment, Americas are protected against cruel and unusual punishment. While it does not clearly define what punishment is deemed cruel and unusual, several campaigns argue that capital punishment is cruel and unusual and is a direct violation of human rights. Organizations like Amnesty International, a worldwide human rights group, claims that capital punishment is not only inhumane, but it does not deter crime more effectively in comparison to other punishments notinvolving death. (Amnesty International) Other studies have proven that it in fact costs up to three times more to put a person to death that it does to sentence life in prison with no parole. A Texas death penalty case costs an average of $2.3 million, about three times the cost of imprisoning someone in a single cell at the highest security level for forty years.(Hoppe 1A) Yet, with all the polls, statistics, and studies conducted to discourage the practice of the death penalty in the United States, other nations have found the death penalty, as well as other harsh punishments, is not a violation to human and civil rights, but an effective tool in keeping public safety. Singapores criminal laws are some of the most extreme and consistent laws found in all of the world. Its government still employs the use of corporal punishment for some offenses that would receive a mere parole sentence in the U.S. Singapores citizens have stated that even though its punishments are severe and outrageous to some, their streets are safer, cleaner, and the quality of life in Singapore is valued more because of these punishments. In this country the punishments that undergo heavy crossfire in the U.S. are swiftly carried out and as a result, crime in Singapore is significantly lower in comparison to the U.S. crime rates. (Fathers Manifesto) There is a consistent mandatory death sentence for narcotic offenders. A death sentence is also immediately carried out for anyone who opens fire while committing an unlawful act whether or not you shoot anyone or anything is not taken into consideration. (Singapore Law FAQ) Caning is another form of punishment carried out for crimes such as vandalism and sex offenses. Convicts are strapped to a trestle and the exposed buttocks of the offender are flogged by a martial arts expert. The caning is usually coupled with a prison sentence. Singapores officials argue that its strict laws and swift, severe punishment are what sets it aside from a crime-ridden place like New York City. (Fathers Manifesto)Of course, opponents to CP (corporal punishment) argue that this is also a cruel and unusual way to deter crime. However, those that argue this only need to compare the crime rates of Singapore to those of the United States. Whipping or caning is indeed stressful and painful but it is Singapores alternative to costly long-term confinement. This way criminals are quickly reformed and released back into society as  law abiding citizen. Another factor to be considered in Singapores low crime rate is its geography and its size. The country is located northeast of Indonesia just south of Malaysia. It is roughly 3.5 times the size of Washington D.C. It is arguable to say that the reason Singapores crime rates are low compared to the U.S. is because of its small, controllable area. But is the size of a nation or governed land a factor in determining its crime rate? Take into consideration the territory of Puerto Rico. It is a small island in the Atlantic Ocean; considerably smaller than Singapore. However, Puerto Ricos murder rate is more than three times higher than that of the U.S. (National Center) The sharp contrast between a place like Puerto Rico and Singapore and the U.S. is that while citizens of the U.S. and Singapore enjoy a high standard of living, over half of Puerto Ricos population earns less than US$ 11,000 a year. This brings us to another question in this research. Does a socioeconomic factor playa role in a countrys crime rate? Another interesting tidbit is that capital punishment does not exist in Puerto Rico. Their courts are set up similar to those of Singapore. A magistrate judge is the one who hears the case, decides the verdict and delivers the sentence. The prisons in Puerto Ricoare, for the most part, run by gangs, dilapidated, infested with insects and pose a serious health threat to inmates. (Penal Lexicon) The prison system has been under the watchful eye for the drastic and costly changes not only for the prisons, but for juvenile treatment centers, discipline measures and improvements in mental health care. The brutality of violence and disease in prisons seem like enough to prevent anyone from committing a crime that would result in jail time. Unfortunately, even with the abolishment of capital punishment and the anarchy in prisons, Puerto Rico is notorious for holding one of the worlds highest murder rate. (Penal Lexicon) After completing the criminal legal system of three random governments, it is interesting to see how each handles the ever- present demon called crime. When will there be a system that can effectively prevent crime and correct offenders without severe, barbaric tactics and without corruption and anarchy? When researching the topic on criminal legal systems, Ive found  that different countries have very different beliefs in which they value the life of a human. One country, the United States, will go the extra mile to find the best possible defense for its accused. Another, Singapore, will torture and beat confessions from its suspects while the other, Puerto Rico, casts its criminals into a hell practically operated by those society has thrown away. The common ground all three nations share is their never-ending struggle to provide its citizens with the means to live a life that is safe, meaningful and without fear of danger. Back in America, our government will continue to brainstorm ideas to eliminate crime in our streets and neighborhoods.

Practical Guide To Teaching Social Studies Education Essay

Practical Guide To Teaching Social Studies Education Essay Chapter 1 Middle Secondary School Social Studies Reflective Essay Motivation and Enthusiasm (Chapin, p.1-2) are the key points as we begin our text. Well, who am I to want to be a Teacher? Especially in secondary grades dont you have to be someone who has motivation to teach? Arent you supposed to have the enthusiasm to work with young people and help them learn? Thats what June R. Chapin tells us in our textbook, A Practical Guide to Middle and Secondary Social Studies but yet when I look in the mirror long and hard after spending more than 30 years working in the fast paced advertising and marketing industry, I actually realize, yes, thats me! After raising a son to become a Bucknell University second year college student, and coaching his teams, leading his scout troops, guiding his steps (figurative and actual), and mentoring him and his friends it dawned on meà ¢Ã¢â€š ¬Ã‚ ¦I do have the motivation and enthusiasm to teach. Watching a young mind tackle a difficult concept or wrestle with a perplexing question is a thrill for me to watch, assist and instruct. To guide and educate, thats what I need (and want) to do with for the rest of my life. Personal background, beliefs and biases (p.3) are also critical personality traits one must consider if you want to teach. In Shakespeares Hamlet Polonius son Laertes is in a hurry to get on with it, get onto the next boat to Paris, move forward with his life and get away from his fathers tiresome pontification. But, his father Polonius has one parting point of important wisdom for his son: This above all: to thine own self be true, And it must follow, as the night the day, Thou canst not then be false to any man. Farewell, my blessing season this in thee! Hamlet Act 1, scene 3, 78-82 [my emphasis] How many of us are really true to ourselves? Do we know the kind of person we are? Are we honest and self aware when we look at that driver who just cut us off and in our anger think to ourselves: Well no wonder, that persons a ; and dont realize the bias, belief and possible prejudice weve just reinforced in our own mind. What if you are a secondary school teacher driving to work at your job to teach social studies to diverse classes of 7th and 8th graders, for whom youre teaching a lesson about different cultures or even have students who may also be . Are you aware of your own bias? Are you in the right profession? Can you manage, correct and reverse that attitude? A teacher must always be aware of who they are and why they may feel a certain wayà ¢Ã¢â€š ¬Ã‚ ¦and then just forget it. It isnt relevant except that you are aware of it and then put it away and if possible eliminate it. You know where youve come from, what may have originally prompted those sentiments years ago and now youve grown beyond it. And we must also face bias in materials or resources we read, watch or hear everyday. And just as with our own heritage, we must know what to look for and as it is said consider the source, to properly put into perspective, any statement, comment or alleged fact and assign the credibility or lack it may deserve. Your beliefs about human potential, ethics and culture are also intertwined with your teaching beliefs and practices.(p.3) For me, as a professional educator, particularly one in the social sciences, I must have the skeptics senses in order to discern the supposed fact from the genuine fiction, while also remembering that I myself have a personal perspective in the mix as well. The No Child Left Behind (NCLB) Act and standards movement has become a pervading concern among all adults involved in the education industry. Our textbook is no exception it is full of perspectives on the issue most likely because it affects the foundations of the education process and everyone except the students are concerned with what it means for the future. What I am also learning from many different resources, in and beyond this textbook, is that there is so much emphasis on problems that no ones seeing the successes. Beginning with A Nation at Risk, a report issued during the Reagan Administration suddenly there needed to be a new national standard and oversight from the Federal government for what was being taught, to whom and whether there was real comprehension and learning coming as a result. Now teachers, administrators, states and bureaucrats across the country are caught up in a challenge on accountability and standards versus schools autonomy and educational funding. My frustration with the arguments and debate really stem all the way from the National to the State to the Local to the District levels. I just want to be a classroom teacher and lead my students toward learning strong academic objectives; yet I repeatedly hear the harangue, well whos in charge here? So just as I am starting a new career it seems as though the struggle will escalate to the point where I will be unable to teach a lesson, any lesson, without some bureaucracy being involved with who, how, when and what I teach. And it seems there is minimal civic enthusiasm or encouragement for what teachers are trying to accomplish. Troubled Times for Public Schools (p7) is a mantra that the profession seems to have adopted as a frame-of-mind, instead of something to realize and which we must correct. The text also reinforces the concept of a good teacher being respected by his/her students for the same traits as one might expect from an adult, including: depth of knowledge and demonstrating a strong effort showing respect for themselves and their students having a sense of humor and perspective on what is really important While I remember Social Studies from my youth as a subject about which I was passionate and involved, I never really considered the textbook definition: an integrated, multidiscipline area of learning (pp.12-16) which leads me to understand why I cared so much the disciplinary materials covered were all my favorites sociology, political science, history, anthropology, geography, and even (some) economics. Yet today there is also a debate about how much emphasis is placed on the integration approach versus what used to be a single-discipline approach when Social Studies had more of the depth and fundamentals of certain disciplines like history, civics and literature. The term used in our text: Social Studies slush (p.14) got my attention because it was so vehement and succinctly critical. My personal perspective is currently rather muddied itself by my own education, my passion for the multiple Social Studies disciplines and what I am reading: There is an essential need for improvement in teaching of Social Studies. (p15) My son was in the AP US History course at his high school. What surprised me about what he was studying was that the content seemed to be what I thought should be in any US History course. Our Chapin textbook argues that some see the AP level as just a college pre-application opportunity instead of a class for higher level thinking. To me it is just a label for a popular provocative and broader educational area that should be expanded to all secondary students. Chapins first chapter also expounds on different teaching approaches for the Social Studies and includes charts showing examples of personal pedagogy intimating dont we want to avoid indoctrination? (And be sure we also stay away from Americanization?) It seems to me that in 2011 a teacher would be hard-pressed in the US secondary education system to find any Social Studies student who would tolerate being taught a lesson without permitting the individual to question or examine the information being transmitted.(p.18) In actual fact there probably arent many Social Studies teachers who have the integrity to promote an Americanized curriculum because it must today be integrated, balanced and politically correct. The NCSS article Teaching Social Studies as a Subversive Activity is a challenge to Social Studies teachers to return to the rebellious 1960s and 70s and dont just promote pat answers and accept the pabulum of patriotic dogma in their textbook. And instead teachers need to install a crap detector for students so to alert them to the whitewashed stories theyre being taught so that High school students, à ¢Ã¢â€š ¬Ã‚ ¦exercise the basic tenets of a democratic society. The authors promote Social Studies as a subversive activity whereby students maintain a civic engagement with local, regional and national concerns, (current events or local community issues, the elections, Hurricane Katrina, an international conflict, or school matters.) The problem I have with this perspective is that it seems the authors underlying approach doesnt promote discourse, it promotes discord; it doesnt promote inquiry it promotes disorder; it doesnt promote higher learning instead it promotes diatribe and invective. This is not to say that the authors arent in synchronization with much of what I hope to be my personal teaching approach; à ¢Ã¢â€š ¬Ã‚ ¦Schools can also develop a greater sense of educational community through curriculum integration or inter-disciplinary teaching: teachers can team with other teachers as their students engage in reading about other nations and peoples in childrens literature, or integrate American literature with American history in secondary school English and social studies classrooms. p. 3, col. 2., Teaching Social Studies as a Subversive Activity by Charles L Mitsakos and Ann T. Ackerman,  © 2009, NCSS Point of View series. The criticism of many Districts Social Studies curriculum today is that it is in a permanent state of critique and cynicism versus practical awareness and preparation for graduates involvement in a larger society. à ¢Ã¢â€š ¬Ã‚ ¦government and business leaders who are worried about the economic consequences of inadequate education. (Chapin, p.19) In another NCSS article: Should Social Studies Be Patriotic? the author, Joel Westheimer promotes a different Social Studies approach when it comes to American history and civics lessons built on what he calls, democratic patriotism. Mr. Westheimer, who is a department chair at the University of Ottawa in Canada, believes that U.S. secondary students are learning authoritarian patriotism whereby unquestioning loyalty and commitment to my country right or wrong has become the norm and students remain unchallenged by à ¢Ã¢â€š ¬Ã‚ ¦the debates around the various visions of patriotism. Yet my complaint with Mr. Westheimers approach is the same as previously mentioned; in the volatile world of 2011 where America and her citizens are more and more described around the world as pretentious ignoramuses, too fat and lazy to address, or even be aware of, the social needs of a struggling world, we shouldnt throw up our hands and admit, yup, theyre right! But, Mr. Westheimers use of democratic patriotism in the classroom is an approach that has merit, and his examples of different teachers motivating their students is impressive: There are many varied and powerful ways to teach a democratic form of patriotism aimed at both critical consideration of the history, present, and future of our society as well as at reinforcing the ideals of improving the country and the lives of its inhabitantsà ¢Ã¢â€š ¬Ã‚ ¦. [such as] students conduct research on improving conditions in their own neighborhood, especially with regard to broken promises to build a new school. These approaches to teaching about patriotism share several characteristics. First, teachers encourage students to ask questions rather than absorb pat answers Second, teachers provide students with the information (including competing narratives) they need to think about patriotism in substantive ways Third, they root instruction in local contexts, working within their own specific surroundings and circumstances. Because we cannot teach democratic patriotism without paying attention to the environment in which we are teaching it. And, as a teacher that believes discourse is possibly the most important strategy that we undertake with our students, we will lose their respect and our country their allegiance, if we try to gloss over or whitewash civic issues or historical controversy. But we must also remain vigilant and aware, as Social Studies teachers and as citizens, of the nearby precipice when we encourage dialog that foments dissent: Critique becomes Criticism Commentary becomes Cynicism Dissent becomes Despair and patriotism in any form, becomes passà ©. Finally in this chapter I read Chapins text about teaching values and ethics, and I askedà ¢Ã¢â€š ¬Ã‚ ¦why not? Ms. Chapin makes it clear that any social Studies teacher who undertakes a values approach must remain cognizant of the potential controversies and assessment dilemmas they face. First and foremost, whose values are correct? And how far should the discussion go before we are in a behavioral guidance area? Yet in my opinion, values, character, moral education are not areas that should be avoided, just tempered with an understanding that a values approach might only be effective for some students, in some circumstances. Last note: Improvement can be made to the teaching of Social Studies p.26 Chapter 2 Planning for The Social Studies Reflective Essay 1. The Social Studies? This bothers me; why is the subject discipline for which I want to become a State of CT, professionally certified secondary school teacher have an English language article: the placed in the title? It reminds me of the contemporary baseball zealots (usually on ESPN) who determined at the end of the last millennium that the acronym RBI which stood for Runs Batted In was inherently plural, so the acronym shouldnt or couldnt and wont be pluralized (he now has hit 27 R-B-Ià ¢Ã¢â€š ¬Ã‚ ¦to me this just sounds dumb.) à ¢Ã¢â€š ¬Ã‚ ¦So I emphatically disagreed. As a youngster following Mickey Mantle or Carl Yastrzemski I would always want to know how many R-B-Is he had hit. We also called them ribbies meaning the plural of R-B-I, ended with an s. Now I find as I want to change my career after 30+ years in marketing and advertising (an industry which in itself has played fast loose with the English language,) that because of the new contemporary multi-disciplined approach that Social Studies is an integrated discipline of so many other Social Sciences, that the NCSS (I assume) has decided it must have the article the in the title. Well, when I was a youngster, going to Social Studies class, we sometimes talked about RBIs; and now as a teacher, I hope to teach Social Studies to students who sometimes will want to talk about Derek Jeters RBIs, when I will want to discuss their homework assignment, instead. (I had to reflect on this linguistic concernà ¢Ã¢â€š ¬Ã‚ ¦thanks for understanding.) 2. Planning my Achilles heal This is the area as a Social Studies teacher on which I MUST concentrate and remain focused. An effective teacher must plan well in advance what Unit they will cover, composed of what Lessons, to accomplish what Objectives, followed by what type of Assessments they will use to complete their Evaluation of each of their students performance. Then as they begin to teach during that semester, an effective educator will always adapt and adjust those Lesson(s) to accommodate or modify the situation, setting and material for any exceptional learners or other student requirements, particularly as the calendar year progresses and any special needs or circumstances arise. A teachers effort at maintaining an inclusive classroom that differentiates the lesson plan according to their Exceptional Students Individual Education Plan (IEP) is following a standard policy and an appropriate attitude for a busy teacher. Yet, as I examine my own strengths and needs for growth it is clear that written plans will be key to my optimal performance, and this must include a period of reflection and examination on how each lesson may be improved after its taught. This may occur multiple times a day, or long after a unit is completed depending on how the lesson was received and performed by my students. It should also always be accompanied by my own observations and notes in the margin, as well as any notes or comments from colleagues, visiting administrators or other professionals so I can tweak, modify, adjust, or entirely re-teach the activity. And another major part of creating modifying and improving my lessons will be finding the necessary resources for students activities. In our Chapin textbook there is a list of a dozen areas to search, but that is just a start on the numerous areas one can find resources for planning Lessons. A common experience while teaching is feeling frustration and anger. Students are usually the trigger for these negative emotions. These emotions often make teachers tense and intrude on their thinking. (p. 34.) The key for me in this instance, or any new teacher, is patience, (they say Lesson Planning gets easier with experience.) Remaining confident and calm is vital, as I develop (and teach) each Plan that addresses the appropriate Objectives with the necessary Activities which meet correct Standards and use the necessary Assessment techniques for a comprehensive Evaluation. Confidence can come from the fact there are numerous resources, BUT only if I search extensively and frequently for topical and effective materials. By remaining dedicated to reaching that unnamed student who needs me to care, to making that extra effort on their behalf this is the personal integrity I want to have and will need in order to be the educator I want to and should be. 3. Long Range Plan After studying Figure 2.1, on page 35 of our Chapin textbook, my focus goes to the critical juncture before the plan is laid out, My Approach and the Rationale for what, why and how I will teach these lessons. The three areas that must be addressed as the Units Curriculum Plan is established are clearly identified and understood. Two of the areas have prewritten guidelines, formats and styles (taxonomies) to follow which must be aligned, the third is up to me: my Attitudes, Values Dispositions. One professional element that we havent covered extensively yet, but I know will be critical to my career as an educator is the colleagues and teams with whom I will be working. Their contributions to my development as a professional Social Studies teacher will be critical to my growth. Some frank and honest feedback from a professional peer can be invaluable in understanding how my Plans can improve, be expanded, edited or discarded. Constructive criticism will require some receptivity and acceptance without personal sensitivity to improve over time. 4. Objectives Standards my other Achilles heal Writing objectives is where we are in all of my professional semester ED and ESPY classes, and they are proving to be difficult for me to get a handle on. This may be because Im over-complicating them by trying to fit too much into a single activity or lesson, or I am confusing verbs and levels of learning or the activity I want students to perform isnt correct for the objective. Simultaneously I get hung-up on what Standard fits with what Objective instructional vs behavioral vs performance. I believe however that over time in each class I will get the hang of it, with practice. Fundamentally, I know what these terms mean: à ¢Ã¢â€š ¬Ã‚ ¢ observable performance the physical activity that will be measured to meet the objective I have set. conditions of learning where the student is starting from or with what material, (e.g. After reading XYZ textbook, or Given a copy of President Obamas speech, etc.) measurable criteria an assessment is invalid and actually no objective can be written that doesnt have levels of criteria on a rubric that the students see in advance, accept and understand. The criteria can be difined simply with a number: and students will provide 5 examples ofà ¢Ã¢â€š ¬Ã‚ ¦ or a measurement device: using a Likert Scale of Strongly Agree, Agree, Disagree, or Strongly Disagree students will evaluate Organizing Content Units In number 2 above I described most of this section without realizing I was, however it is important to note the hierarchy of levels teachers use when planning their subject content: Districts Subject Curriculum (Year Long) Textbook(s) Team Semester Plan (2-3 Semesters) Curriculum Module (2-3 Modules) Unit Plans (6-8 wks) Lesson Plans (30-40 lessons/Unit) Activities (2-3/lesson) I hope to be able to frequently use each of the listed resources in my Lessons, particularly those that integrate other disciplines or areas of study: textbooks; commercial/free preprinted lessons, integrate units with colleagues discipline (literature, science experiments, etc); technology online, presentation or other devices. It is also important that I mention biases; Lesson Plan resources usually have some form of bias, particularly those obtained from a commercial or political or cause-related organization. Many teachers I have seen and known so far use valuable and expert resources, particularly those associated with a textbook or a discipline-oriented publisher. However as a professional educator I must remain vigilant addressing lesson materials that may contain some form of bias. This is not to say that they cant be used in a lesson, they will just need to identified as having a bias or perspective that must be considered in their usage. à ¢Ã¢â€š ¬Ã‚ ¢ Unit Outline: The following is a skeleton Unit showing the elements that comprise most Unit structures, but these can vary and this is for a Teacher-made Unit (there are many pre-published in textbooks and elsewhere.). There are other formats that may use an integrated approach with another subject discipline or a variety of technologies (Smart Boards, MS PowerPoint, MS Publisher, etc.,) or some other device or strategy to stimulate students multiple intelligences. Unit Title; Standards Goals; Focus Big Idea question; Lesson Plans incl. Objectives; Assessments;

The Unconscious Mind of Mrs. Drover in Bowen’s The Demon Lover :: Demon Lover Essays

The Unconscious Mind of Mrs. Drover in Bowen’s The Demon Lover To some degree, literature is analogous to the human mind: both literature and the thought systems of human beings operate on multifarious levels. The human mind functions both consciously and unconsciously; while the conscious exists superficially, the unconscious governs most human actions. The superficial level of literature is gleaned by rendering a literal interpretation of the words on the pages. Yet, a piece of literature—like the human mind—also contains a recondite element that governs the actions contained within the work. Sigmund Freud suggested that â€Å"like the iceberg, the human mind is structured so that its great weight and density lie beneath the surface† (Guerin et al. 127). Similarly, the â€Å"great weight and density† of Elizabeth Bowen’s â€Å"The Demon Lover† also lies beneath the surface. While a literal interpretation reduces the work to a simple yet disturbing ghost story, trenchant analysis reveals the inward pilgrimage of the protagonist, Kathleen Drover. Although it is unclear whether or not Mrs. Drover’s return to her house in London is a physical journey, it is, with certitude, a psychological one. Mrs. Drover’s journey is one into her battle-scarred psyche, damaged by her failure to achieve a balance between two opposing forces—the Id and Superego. The terms id and superego, along with ego, comprise Freud’s tripartite model. The id is the portion of the psyche that generates â€Å"our instinctual physical, especially libidinal, desires. The id itself is often described as insatiable and pleasure seeking† and it does not consider the consequences or implications of its actions (Murfin and Ray 164). Conversely, the superego â€Å"operates according to morality principal and serves primarily to protect society and us from the id† (Bressler 151). The ego is the â€Å"rational governing agent of the psyche†¦the ego serves as intermediary between the world within and the world without† and it helps â€Å"keep us healthy human beings by maintaining a balance between these two opposing forces† (Guerin et al. 130-1). Externally, Mrs. Drover is described as a â€Å"prosaic† woman whose normal expression was that of â€Å"controlled worry, but of assent† (Bowen 661-2). She was a simple, ordinary woman—perhaps even a bit dull—whose movements were â€Å"circumscribed.† Internally, Mrs.

Instructional Design :: essays research papers

The ultimate goal of Instructional Design is to quickly and effectively teach people a new skill, or system of thinking. Elliot Masie, editor of TechLearn Trends, suggests  ¡Ã‚ §all training is about behavioral stimulation that changes human beings on some level. ¡Ã‚ ¨ (Masie, 1998, p. 14) This is a tall order  ¡Ã‚ §to change human beings ¡Ã‚ ¨, and therefore, any professional instructor that accepts this challenge must ask plenty of fundamental questions first. These essential questions are part of a process known as Needs Assessment. This critical front-end work is going to 1. Provide information about audience capabilities and preparedness. 2. Establish that, indeed, there is a need for training. 3. Reveal information regarding the company culture. An instructor needs this information to choose tools for the program; the more you know your audience, both customer and learners, the more successful the program will be. There are several need assessment models to follow, but I will use  ¡Ã‚ §The Zemke-Kramlinger Model of the Major Human and Organizational Factors that Affect People Performance in an Organization ¡Ã‚ ¨. Their model asks hard questions in three different categories: Performer Skills „h What Abilities „h What Skill Level „h Job Knowledge „h Objective „h Needs Company Support „h Objective „h Expectations „h Reward „h Punishment „h Feedback „h Support Corporate Culture „h History „h Mission „h Goals „h Strategy „h Tactics „h Plans Without this information, the designer is only guessing. Once a designer is confident the needs assessment has provided a solid foundation to start building a program, different tools, or media, should be considered. The variety of tools ranges from simple (print) to high tech (satellite dish communication). The American Society for Training and Development has published a book that outlines an eight-step process for assisting in selection of the proper tools. The steps are as follows: 1. Understand all the training tools available with the benefits and drawbacks of their use. 2. List the media delivery that WILL WORK FOR YOUR AUDIENCE AT THEIR CAPABILITY LEVEL. 3. Evaluate your media list with the goals of training, and level of audience in mind. 4. Conduct a cost comparison. 5. Synthesize findings and establish  ¡Ã‚ §core media ¡Ã‚ ¨. 6. Consider auxiliary media that would augment your  ¡Ã‚ §core media ¡Ã‚ ¨. 7. Identify any implementation issues, organizational requirements, or technical limitations which could prevent successful use of your  ¡Ã‚ §core media ¡Ã‚ ¨. 8. Prepare your conclusion in a formal report for management. With all the preparation out of the way, just what tools are we talking about? Here is a list of possibilities: Manuals Handouts Video Tape Overheads Data Bases CD Rom Interactive Video Conference Internet Computer Base Training Satellite Distance Learning With information on the objectives, learners, the company, budget, constraints etc.

Terry Tempest Williams’ Refuge Essay -- Terry Williams Refuge Essays

Terry Tempest Williams’ Refuge Adaptation is the source and story of a species’ survival. Human beings’ journey across and habitation of the earth’s surfaces demanded resilience to change. As a result each race is a product of the land in which they inhabited. We have grown with the land. Our physical traits tie us to a particular region, a particular place, but what of our emotions? Are they another link to our homelands or do they orphan us, forcing us to seek refuge? Terry Tempest Williams’ Refuge, is the story of her adaptation to change, her struggle to weather changes. The emotional maturity of her relationship with the Great Salt Lake is a subset of her wider community’s relationship to their homeland. This emotional separation from the land is characteristic of modern societies, not the archaic ones. For a Native American tribe like the Sevier-Fremont, the land is ---. In order to successful adapt to the changes in her life, Williams combines the present day idea of owner ship of the land with the Sevier-Fremont people’s example of reaction to changes in the land to form the skills necessary for her survival. In 1982 the Great Salt Lake had begun to rise once more and Williams’ mother’s cancer had returned. As naturalist-in-residence at the Utah Museum of Natural History, she was interested in the effect this rise in the lake would have on the Bear River Migratory Bird Refuge as well as the measures implemented by the state to control this unprecedented rise. The Great Salt Lake preserved many of Williams’ childhood memories in its briny waters. Its rising waters threatened to destroy everything that had grown from it and depended on its stability. Williams believed that left on its own the lake would right itself. ... ...d and selflessly relinquishes her mother to death. She comes to realize the cycles involved in life and enters a new relationship with her mother and the Great Basin. Her mother although she’s dead is always with her and the Great Basin has now become her home. In an act of civil disobedience Williams goes to protest at a testing site armed with her pen and paper. Wlliams shows her understanding of the natural cycle of death by leaving an injured bird she could have saved to be with her dying mother. Terry Tempest Williams’ Refuge is an illustration of human beings deteriorated relationship with nature. Nature is no longer our life source but something for us to own and control. Although we might recognize its life giving potential we do not see it as part of ourselves in that whether we were molded from its clay or evolved from bacteria. We grew from the earth. Terry Tempest Williams’ Refuge Essay -- Terry Williams Refuge Essays Terry Tempest Williams’ Refuge Adaptation is the source and story of a species’ survival. Human beings’ journey across and habitation of the earth’s surfaces demanded resilience to change. As a result each race is a product of the land in which they inhabited. We have grown with the land. Our physical traits tie us to a particular region, a particular place, but what of our emotions? Are they another link to our homelands or do they orphan us, forcing us to seek refuge? Terry Tempest Williams’ Refuge, is the story of her adaptation to change, her struggle to weather changes. The emotional maturity of her relationship with the Great Salt Lake is a subset of her wider community’s relationship to their homeland. This emotional separation from the land is characteristic of modern societies, not the archaic ones. For a Native American tribe like the Sevier-Fremont, the land is ---. In order to successful adapt to the changes in her life, Williams combines the present day idea of owner ship of the land with the Sevier-Fremont people’s example of reaction to changes in the land to form the skills necessary for her survival. In 1982 the Great Salt Lake had begun to rise once more and Williams’ mother’s cancer had returned. As naturalist-in-residence at the Utah Museum of Natural History, she was interested in the effect this rise in the lake would have on the Bear River Migratory Bird Refuge as well as the measures implemented by the state to control this unprecedented rise. The Great Salt Lake preserved many of Williams’ childhood memories in its briny waters. Its rising waters threatened to destroy everything that had grown from it and depended on its stability. Williams believed that left on its own the lake would right itself. ... ...d and selflessly relinquishes her mother to death. She comes to realize the cycles involved in life and enters a new relationship with her mother and the Great Basin. Her mother although she’s dead is always with her and the Great Basin has now become her home. In an act of civil disobedience Williams goes to protest at a testing site armed with her pen and paper. Wlliams shows her understanding of the natural cycle of death by leaving an injured bird she could have saved to be with her dying mother. Terry Tempest Williams’ Refuge is an illustration of human beings deteriorated relationship with nature. Nature is no longer our life source but something for us to own and control. Although we might recognize its life giving potential we do not see it as part of ourselves in that whether we were molded from its clay or evolved from bacteria. We grew from the earth.

Character Study of Shylock and Portia in Merchant of Venice

Character Study of Shylock and our feelings for him as the play progresses 1) He is seen as a mercenary money-lender approached by Bassoon for the loan of 3000 ducats with Antonio as the guarantor. The money is to finance Bassoon on his trip to Belmont to woo Portal whom he Is In love with. He keeps debating on whether he should lend the money. Even when Antonio is a â€Å"good† man meaning he is financially sound, yet his money is invested in goods which are in ships overseas. Therefore, his ventures are risky.How do you feel about Shylock here? Are you uncomfortable that he places so much Importance on money? ) Shylock is portrayed as a villain when he displays his unforgiving and vengeful nature. He has a deep-seated hatred for Antonio. He says,†Cursed be my tribe If I forgive him! † Shylock Is a villain here to say that he hates Antonio so much that he could swear on the name of his tribe. 3) Shylock Is crafty and pretentious. To exact his revenge, he tricks An tonio to sign a bond In return for the loan of 3000 ducats to help Bassoon.He uses words like a bond signed â€Å"in a merry sport† and â€Å"This is kind offer. † He agrees not to charge interest but prefers a pound of Notation's flesh if Antonio is not able to repay the loan. He pretends that he is not serious about the pound of flesh by saying: â€Å"If he should break his day, what should I gain By the exaction of his forfeiture? ‘ Shylock goes on to buy his favor I extend this friendship. † Antonio, being confident about the return of his investments in ships agrees to the terms of the bond. Do you see more of the villain in Shylock here?How are your feelings for Shylock here? Do you dislike him for being a schemer, for being so crafty yet so good at pretending to be friendly? Moreover, how are your feelings for him intensified at the Trial Scene when he insists n nothing but the forfeit of his bond even when Bassoon Is ready to pay him thrice the amo unt of money as stated in the bond? Do you see the villain at his worst here? Earlier on, Shylock is seen sharpening his knife to cut the flesh of Antonio and Bassoon gets so worked up that he calls Shylock a â€Å"damned, inexorable dog'.Do you feel so disgusted with Shylock at this stage as to hate him for being so cruel as to want a pound of flesh from a fellow human being? In other words, he wants Antonio dead. Quote the relevant lines spoken by Shylock from the scene and what he does to cause you to feel disgusted and even hate Shylock. 4) Yet, In some ways, Shylock Is also seen as a victim when he recounts the unkind way Antonio has treated him, does Shylock pose himself to be a victim? In Notation's favor, do you think Shylock is now a sympathetic character and deserves some pity from us?Describe how the events have turned against Shylock. Do you see him a victim here? 1)Since Shylock has attempted to take Notation's life, Antonio has the power to seize half of Shylock wealt h, while the rest of the possessions will be handed over to the state treasury. ) Shylock will be condemned to death unless the Duke officially cancels the punishment. 3) Shylock is told to fall on his knees and beg for mercy. This is a blow for someone who has so much pride in his own nation, calling his own nation â€Å"sacred†. He has lost all the dignity he had. 4)Shylock has nothing left for himself.He has lost his entire wealth and would rather die. He says: muff take my life When you take the means whereby I live. † The Duke says that the half of his possessions which should go to the state can be reduced too fine if Shylock is truly repentant. 5) Antonio adds that the fine can be polished but the half of Shylock possessions which should go to Antonio will be kept by Antonio until the death of Shylock on two conditions: 6) Shylock has to become a Christian, a religion he detests. Professing a religion should be a personal choice but he is now forced to become a C hristian. ) and the money kept by Antonio will be handed over to Lorenz who has eloped with Shylock daughter. 8) Shylock has been so smug at the Trial before the events turned against him. He has been so confident but suddenly he has become the victim of his own scheme. 9) He is alone with no one to help him. Antonio has his group of friends to support him and Portia who has come forward to help him for the sake of Bassoon. 10) Shylock is so shattered that he begs to be excused saying that he is not well. How do you feel for Shylock here? Are you sorry that he has to end this way? Has he been victimized?Character Study of Portia and our impressions of her We are told by Bassoon that Portia is a lady of â€Å"wondrous virtues†. This is all that we know of her in this scene until she presides the case between Antonio and Shylock concerning the pound of Notation's flesh that Shylock insists is legally binding and so e must have it. 1) In the Trial scene, we first see Portia (dis guised as Blather, a learned Doctor of Laws) as a gentle person who wants to settle the case in a harmonious manner and so she appeals to Shylock to show mercy towards Antonio with her eloquent speech on mercy.She touches on these aspects of mercy: a) Mercy cannot be forced and has twice the blessings. It blesses the giver as well as the receiver. Therefore, Shylock will be blessed if he shows mercy. She is hoping that Shylock will be merciful after listening to this. B) Mercy is greater than sovereignty. It is a quality shown by God. Therefore, Shylock will exhibit a godly quality when he shows mercy while he executes Justice. Portia appeals to Shylock to be merciful because if God had only acted Justly without pray for God to show us mercy, that same prayer also teaches us to show mercy to others.Portia says these words in the hope of softening Shylock hardened heart and for him to moderate his insistence on Justice, which is to demand a pound of Notation's flesh as stipulated by the bond, with a show of mercy and to spare Antonio. 2) Portia is Just and will act strictly according to the law. When Bassoon offers to pay twice the sum saying: â€Å"l will be bound to pay it ten times o'er On forfeit of my hands, my head, my heart. † Bassoon even tells Portia to tweak the law Just this once to stop the Jew from his evil doing.Yet, Portia maintains that there is no power in Venice that can alter the law. She does this to show that while she is out to help Antonio, she will not break the law and be criticized for her actions. 3) Portia is patient and perseveres to get Shylock to relent by offering him money. She gives Shylock one last chance to change his mind. She says: â€Å"Shylock, there's thrice the money offered thee. † However, Shylock insists that he has made an oath in heaven and will not want to be guilty of perjury or false swearing.Again, Portia appeals to Shylock to take thrice the amount of money and bid her to tear the bond ?†Ta ke thrice the money; bid me tear the bond. † 4) She is persistent in wanting to help Antonio and so comes up with an ingenious idea. Portia quibbles on the very words used in the bond to make Shylock become the victim of his own evil scheme Since Shylock insists on nothing but the bond, he will eave exactly that. Portia reminds Shylock that â€Å"the words expressly' are ‘a pound of flesh'. Shylock is to cut exactly one pound of flesh, no more or less.Next, there is no mention of blood?†no Jot of blood†. If he does shed one drop of Christian blood, his land and goods are to be confiscated by the state of Venice according to the laws of Venice. Portia adds: â€Å"The Jew shall have all Justice†¦ He shall have nothing but the penalty. † Being trapped by the words of the bond, Shylock asks for thrice the amount of the money as stated in the bond. ) Once she is able to get Shylock at a disadvantage, she goes all out to accomplish her mission of helpi ng Antonio. Now, it is time for Portia not to relent.She says Shylock will have nothing but Justice and his bond. Shylock then asks for â€Å"barely my principal† but Portrait's reply is that he will â€Å"have nothing but the forfeiture†. Moreover, Shylock has put himself into the power of the law in yet another way. It is stated in one of the laws of Venice that if a foreigner should attempt to take the life of a citizen , then the party whom he is scheming against has the power to seize half of he offender's wealth and the rest will be handed over to the state's private treasury.The offender is to be condemned to death unless the Duke reprieves (officially cancels the punishment) him. Shylock has attempted to take Notation's life so he has incurred the punishment that is Just mentioned. Portia tells Shylock to get down on his knees and beg for mercy. Disguise as Blather, a learned Doctor of Laws, to fool everyone in court. Not even Bassoon, her own husband is able t o recognizes her in court. She carried out her duties with dignity, starting with her eloquent speech, in the hope of moving Shylock o show sympathy towards Antonio.Even when Shylock refuses to be merciful, she does not give up but goes on to offer him money so that he will cancel the bond. However, when this fails to change Shylock mind, she becomes relentless with her ingenious idea of quibbling with the very words used in the bond, and so makes Shylock a victim of his own evil scheme. We are impressed by her intelligence and the way she handled the case so well that Shylock becomes cornered and cannot complain that she is ruthless because she is giving him exactly what he wants as stated in the bond!

Magnetic Resonance Imaging Essay

Magnetic resonance imaging is a painless medical examination that is used by physicians to diagnose and treat their patients. MRI does not depend on radiation in order to construct an internal image of a body unlike x-ray examination and CT scan. It uses a powerful magnetic field and as well as radio waves with the help of a computer in order to be able to produced detailed views of a persons organs, tissues and other details about the patient’s internal body structure. Using MRI, hydrogen atoms in the body are aligned through the used of a scanner that produces a powerful magnetic field. In order to change the alignment of this magnetization, radio waves are used which also causes the hydrogen atoms to be able to create a weak radio signal that are now measurable. Additional magnetic field enables the manipulation of these signals to be able to gather enough information. A computer then generates a series of image through the use of the gathered information. These images are then compiled to produce a three-dimensional image of the person’s body. The formed images can now be seen on a computer monitor for examination and even printing. The images are analyzed by a radiologist and will give the report on the attending physician. In this case Physics and other sciences are really helpful and is really the key for the production of such method. Without our knowledge regarding magnetic fields and radio waves as well as the machineries, MRI will not be possible. Some of the uses or MRI includes the evaluation of chest organs, the abdomen and pelvis. The MRI is also used by physicians in order to diagnosed different tumors of the body and for several other medical examinations. The traditional design of Magnetic Resonance Imaging unit is a large tube that is cylindrical in shape. Circular magnets surround the cylindrical tube. The patients are then placed in a movable table and slides into the center of the magnets for the examination. Other MRI units had been designed so that the magnet does not completely surround the patient and still, there are those that are open in every side. These modifications are made for patients who does not like being in a close space. However, the traditional design still gives the best image quality. Advantages and Disadvantages of MRI One of the main benefits of using MRI for diagnosis is that it does not use radiation. Also, the images formed using this procedure is has a higher sensitivity that enables easily identification of abnormalities that are present in the body. It had also been proven that MRI plays a great role for diagnosing road range conditions such as heart disease, muscular and bone abnormalities and as well as cancer. Another advantage is that MRI does not only allow the attending physician to have a view of the internal body structure of the patient but as well as how that particular organ works. MRI also makes it possible to detect other abnormalities that may be hidden in the bone, abnormalities that may not be seen using other imaging methods. The materials that are used in MRI are also likely to produce less allergic reactions compared to the use of other imaging method such as x-rays and CT scan. As long appropriately guidelines for safety are followed, MRI poses almost no risk to most of the patients. The main risk or disadvantage of using the MRI is that the devices used that contain metal may malfunction during the MRI exam. Also if the examination uses sedatives, there could be risks because of the use of excessive sedatives. Still this risk can be minimized by the nurse by checking the vital signs of the patient.