Four Principles Essay

Community corrections are â€Å"non-prison sanctions that are imposed on convicted adults or adjudicated juveniles either by a court instead of a prison sentence or by a parole board following release from prison.† (Joan Petersilia Para. 1) There are four general principles of effective intervention that have become organizing concepts of community corrections in what has become known as the â€Å"what works† movement. In this paragraph I will describe all four of the general principles of effective intervention, risk principle, criminogenic need principle, treatment principle, and fidelity principle, and the way they work. The first of the four principles of effective intervention is risk principle. Risk principle tells us that intervention programs should use a mix of cognitive and behavioral strategies (Wright, 2012.) This is saying that the intervention should target high risk offenders, to prevent them from reoffending. Research has proved that targeting high risk offenders works more often then targeting low risk offenders. Certain offenses are considered low risk and others high. That is what qualifies you as a low and high risk offender by what offense you committed the first time. Moreover, research also shows that targeting low-risk offenders with intensive treatment can actually increase their reoffending (Latessa, 2010). That is why within the four principles it does not target low right offenders. I agree with this system completely, we should pay more attention to the more serious offenders, because if they did a serious offense in the first place, they will do it again, and we  must tar get these people to try and stop them. According to Gendra and Paparozzi with Corrections Today, â€Å"When Robert Martinson predicted some 20 years ago that the new epoch in corrections would focus on punishment, many of us who were working in the system at that time did not realize how prescient he was. Today, the U.S. corrections system relies on the threat of punishment to bring about law-abiding behavior. Evidence of this can be seen in the proliferation of intensive supervision programs (ISPs), boot camps, shock incarceration and people’s prisons.† (Gendreau, P., & Paparozzi, M. A., 1995) I know that this intervention works because I have been to boot camp myself, and as they call it the â€Å"scare tactic† it really does work. When you do something incorrect or not to standards in the military they will scare soldiers with punishment, the reason it scares the soldiers is because they know that they will go through with the punishment because they have been punished before. The second of the four principles of effective intervention is ciminogenic need principle. Criminogenic need principle posits that intervention programs must focus on change factors related to the offender’s antisocial conduct. Some of the important factors to target include antisocial values and attitudes, substance abuse, antisocial peers, dysfunctional families, and poor decision-making and problem-solving skills. â€Å"Unfortunately many intervention programs target factors that have little or nothing to do with an individual’s current criminal behavior.† (Wright, F  2012) When going up in a dysfunctional family, you learn that it is acceptable to be that way. When gang member have children , their children grow up thinking that what their parent is doing is acceptable, so when they get to the age that they can make their own decisions, they do what they grew up knowing, gang banging. On the contrary an example I am going to bring up the incident that happened in Connecticut a couple days ago. The killer did not have a dysfunctional family, but the old babysitter had reported that when she would watch him his mother would say to never take her eye off of him, even when going to the bathroom which can form a theory that he had always acted up in odd ways. The third of the four principles of  effective intervention is the treatment principle. The treatment principle tells us that intervention programs should use a mix of cognitive and behavioral strategies. As John Wright states, â€Å"Cognitive approaches confront the way offenders think, their criminal values and attitudes, and their decision making. Behavioral approaches, by contrast, seek to model, reward, and reinforce prosocial behavior. Numerous studies show that cognitive-behavioral strategies work better than other intervention strategies for offenders, including nondirective talk therapy and psychoanalytic approaches. Nondirective approaches do not tend to work with most offenders because they are usually concrete in their thinking and not always able to think rationally.† (J. Wright, 2012) When you are in prison, if you do not get into trouble they will send you to a work camp, which gives you more privileges than the average prisoner. When you get in trouble in prison, they will take away any little privileges that you do have, that would be an example of behavioral approaches. An example of a cognitive approach would be to have a criminal in therapy, with a physiological expert who would know how to pick the offenders brain to figure out the way they think then question them on the reason they think like that. The fourth and last principle of effective intervention is the fidelity principle. The fidelity principle is in affect to make it so that the other three principles are being held to the standard. â€Å"Some individuals should never work with offenders. When they do they often reinforce criminal thinking patterns and antisocial behavior† (J. Wright 2012). The people that work with these offenders must be one hundred percent qualified, and well as have proven positive results of their work or else their job in this intervention is useless. The working will just cause the offenders to get worst. All the jobs within the intervention are important because if everyone is not doing their part within the program then the results from the program will not look effective. These four principles have been proven to be effective and I believe that if we continue to use it, that we will avoid many offenders from have a second  offense and keep the crime rate down within our country. In this essay you have learned all four of the principles effective in the community corrections, risk principle, crimongenic  need principle, treatment principle, and fidelity principle, and the roles that they play within the intervention. References Beeler, A. (2007). What works in corrections: Reducing the criminal activities of offenders and delinquents. Corrections Compendium, 32(2), 36-36. Retrieved from http://search.proquest.com/docview/211806856?accountid=32521 Gendreau, P., & Paparozzi, M. A. (1995). Examining what works in community corrections. Corrections Today, 57(1), 28-28. Retrieved from http://search.proquest.com/docview/215705816?accountid=32521 Petersilia, J (November 2007) What Works In Community Corrections, The PEW Center of the States. Retrieved by http://www.pewtrusts.org Wright, J (2012) What Works In Changing Offenders? Retrieved from https://content.ashford.edu/books/AUCRJ201.12.1

Kudler Fine Foods Frequent Shopper Program Essay

Service request kf-013 was submitted to create a requirements document for the proposed Frequent shopper program. The frequent shopper program is a new initiative by Kudler Fine Foods to increase revenue. The program is to track purchases of customers and accumulate points for gift items. This program will track purchase patterns to offer personalized savings to their customer, not only from them but also from their trading partners. There could be ethical, legal, and informational security issues. â€Å"Ethics refers to the principles of right and wrong that individuals, acting as free moral agents, use to make choices to guide their behaviors† (Laudon 2012, P 124). It applies to business behavior as well. An ethical issues that could arise from the frequent shopper program, deals with privacy. What information do individuals consider private? What rights do they have to keep that their information private? What responsibility do companies have to keep customer information pr ivate? These are just a few questions that surround the frequent shopper program from Kudler Fine Foods. Shoppers need to have the option to participate or not to participate in the program. The data collected will be used to â€Å"benefit† the customer but at what risk? The customers information will be sent to partnering companies that the customer knows nothing about. Kudler food has the legal responsibility to ensure that the partnering companies do not misuse their customers information for malicious gains. To meet the ethical concerns that arise with this program Kudler Fine Foods must provide the customer with the facts of the program. They also must provide who are the partnering companies and what information they will receive, or full disclosure of the program. This is the only way the customer can make an informed desicion on the program. There are legal guidelines for privacy laws â€Å"based on a regime called Fair Information Pracitces (FIP)† (Laudon 2012, P 132). There are many federal privacy laws that affect personal data, but most of those laws do not take into consideration the technology we have today. Companies can be held liable for a breech of privacy for its customers, if the company did not take the proper steps to secure their private information. Data security is a big investment for most companies. Everyday companies store transactional data from people. Some data is simple, like name, gender, and address; other data is unique like a social security number or bank account number. If a company is storing sensitive data, encryption will reduce the ability for the data to be stolen. â€Å"Encryption is the conversion of data into a form, called, ciphertext,that cannot be easily understood by unauthorized people† (University of Minnesota, 2011). Kudler Fine Foods must review their current security and ensure that it is secure enough to maintain the data privacy of its customer. Kudler Fine Foods frequent shopper program can provide their customer many benefits through its partners without storinng to much personal data. They will haven a ethical and legal obligations to their customers about personal data being shared. Security of the data will play a vital role in the sucess of the program, if a breech of the data accures, so does a breech of trust. The frequent shopper program will increase revenues for Kudler Fine Foods with minimal costs and proper informational security. References Laudon, K. C., & Laudon, J. P. (2012). Management information systems: Managing the digital firm (12th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall. University of Minnesota. (2011). Encrypting Stored Data. Retrieved from http://www.oit.umn.edu/security/topics/encrypting-data/index.htm

Boys Behavior in The Lord of the Flies by William Golding

Boys' Behavior in The Lord of the Flies by William Golding Having parents that are strict on you could be a good or a bad thing.When it comes to you not being around them it shows how you’d act if they weren’t around. In the Lord of the Flies by William Golding, the boys behavior is affected by the way they were raised.reasoning, Piggy’s aunt led him to being proper, Ralph’s dad is a commander in the navy, and Jack likely had a poor relationship with his parents. For Piggy growing up with a proper and respectful surrounding it would be good for him to be alone because he would know how to act with no parents around. Knowing that there are no girls on the island and Piggy lived with his aunt he’d be the only female voice of the group. Piggy likes to be Ralph’s advisor knowing that he cannot lead the group on himself. Piggy believes that holding the couch gives him the right to be heard. Piggy also likes to keep life scientific. Ralph represents leadership and a decency of intelligence. Shows obvious common since. Ralph is the one who makes the meeting place, the fire, and the huts. Ralph was the only elected leader for the boys.Ralph starts to lose his power of organized such as when he struggles to make an agenda for a meeting. Ralph was the only one to realize that Simon’s death was a murder. Since his dad was a commander in the navy Ralph will know all these things because he gets it from a father figure. For Jack, Jack gave a evil and violent type of character based on the fact that he had a dark side in survival. Jack came with a mindset that he would control eachand one of the boys and run them over when quite frankly he didn’t. He wanted to make rules and punish people who didn’t want to follow them even tho eventually he starts breaking his own rules he creates. Jack wants to rule the group other than just working with Ralph then being against Ralph. Jack doesn’t even follow the conch rule, but uses it in advantage when he has the power to do so. Jack wasn’t really good with his parents he got sent to military school and wasn’t really doing so great. All in all, when you are raised correctly or mutually you will conquer a lot in life. When you choose to not listen to what your parents tell you or make you do it can reach based on how you perform in public. If your parents are strict on you its better for you because when your not around them it will show what they meant to you when they told you to do this or that. Could even be when adults, adults parent just how they are raised or though to do so. This is how you would know if kids and or adults react in certain situations.

Communication Final Exam Essay Example | Topics and Well Written Essays - 750 words

Communication Final Exam - Essay Example He organized the National Farm Workers Association in 1962 and the union became known for its use of mass mobilizing method and alliance with other labor organizations. Among his accomplishments are wage increase and improvement of working conditions of farm workers in Arizona, California, Florida and Texas (Foner and Garraty 1991). His legacy includes being a great leader, humanitarian and communicator which expressed his motto â€Å"Yes, it can be done!† (Si se puede!). He established projects and continued his advocacies through his foundation regarding labor issues for farmers and received the highest civilian honor from President Clinton in 1994. He helped â€Å"ordinary people do extraordinary things† (â€Å"About Cesar† Cesar Chavez Foundation). Kenneth Bancroft Clark was an educator and psychologist who dedicated his life fighting for educational improvement and against racial discrimination of black children. He was the first black professor at the City University of New York. He also became a professor emeritus at City College. He also taught at other educational institution including Harvard, Columbia and University of California. His biggest contribution is in the field of education, overseeing the public education in the state as part of the New York State Board of Regents and as consultant to the personnel department of the U.S. State Department in the 1960s (Associated Press 2005). He was able to uplift his image by fighting racism by being educated. He promoted his campaigns through authoring highly influential books that tackle ghetto life, education and poverty. He became known for advocating integrated schooling. He also cofounded the Northside Center for Child Development which looks after children with persona lity disturbances (Martin 1994). Fred Korematsu was a Japanese-American civil rights activist and a National Civil Rights hero (NPR, 2014). He was born in California and one of the 4 children of Japanese immigrants. He

Russia Term Paper Example | Topics and Well Written Essays - 750 words

Russia - Term Paper Example The negative effects of World War 1 were responsible for sparking Russian Revolution in 1917 since the government was experiencing a shortage in food reserves, ammunition, factories and low morale among the soldiers. Corrupt Czarist government and massive treason among the top military ranks created a crisis that paralyzed the normal national life. The peasants and workers in factories experienced poverty and denounced the war and killed the rich peasants in order to seize control of productive agricultural land (Wade 5). Russia was predominantly an agricultural economy and the clergy, nobility and royal families owned much of the agricultural land and controlled much of the agricultural production. The Czarist government did little to improve the economic system and a majority of the peasants in the villages suffered from diseases and extreme poverty. The economic system had created an imbalance in the social structure thus hindering education, public health and medical relief thus occasioning discontent among the masses that were addicted to vodka due to misery and poverty (Wade 6). Workers strikes were considered as the only option to the ruthless and repressive Czarist government in dealing with protesting workers and Russian soldiers fired at the protestors. Subsequently, the heavy losses suffered during the World War 1 undermine the strength and morale of Russian soldiers and many of them deserted their battle fronts to join the factory workers and peasants in the ongoing revolution (Wade 7). Other attributable causes of the Revolution include the increase in politicized urban workforce especially ironworks and factories that associated themselves with industrial society. Although Czarist government had tried to entrench socialist trade unions, such unions were remained neutral during workers protests. The expanding population in Russian cities caused social problems like poor housing, bad wages and disregard for employment rights. The censuring of books, newspapers and unwarranted police swoops on dissenting citizens created mass discontent among the middle class and ultimately led to the demand of freedom of expression (D’Agostino 27). Why Bolsheviks prevailed in Civil War and control of Russia By the end of February 1917, two organisations that include Provisional Executive Committee of the Petrograd Soviet of Workers and Provisional Committee of the Duma had emerged. The first one represented the social revolutionaries, factory workers, Bolsheviks and Mensheviks. The Czarist ministers were held under house arrest, and Czar Nicholas II abdicated on at the beginning of March. A provisional coalition government was entrenched and was soon recognized by the allied powers as the legitimate successor of Czarist government (D’Agostino 28). However, a civil war broke in June 1918 with the Whites including the liberals, monarchists and socialists rebelling against the Reds who included the Bolshevik regime. Bolshevik regime was worried that Whites would eventually free Czar and the royal family members thus ultimately leading to restoration of the previous monarchy. However, Czar and his immediate family members were shot dead in July 1918 thus demoralising the efforts of the Whites. Bolsheviks considered themselves as revolutionary working class that was determined at addressing the needs of the peasants and

Provide a political analysis of the Peace Treaty of Versailles and the Essay

Provide a political analysis of the Peace Treaty of Versailles and the contending agendas there. What did it accomplish How was - Essay Example The two aspects of Versailles that took into account financial (economic) clauses and territorial clauses turned out to be more of â€Å"horrendous failures by any standard one wishes to employ† (Feldman, cited in Boemeke, Feldman, and Glaser 441). Discussion Amongst the various provisions within the treaty, a major clause that turned controversial made it mandatory for Germany to assume all responsibilities for starting WWI (under Treaty of Trianon and Treaty of Saint- Germain-en- Laye, and articles 231–248 also referred to as War Guilt clauses). Besides this, there were provisions for disarmament, significant territorial  losses through surrender and heavy fines (reparations)  to the Triple Entente (France, the UK and Russia). At the time of treaty, in and around 1920, the reparations (as war damages) were held to be nearly ?32,000 million, an amount that was deemed extremely high and damaging for Germany economy (Keynes 70). In this context Keynes commented that â€Å"the policy of reducing Germany to servitude for a generation, of degrading the lives of millions of human beings and of depriving a whole nation of happiness should be abhorrent and detestable†(Keynes 107). ... rime Minister, during this time, Clemenceau  expressed the overall French sentiments regarding this issue by stating, â€Å"America is far away, protected by the ocean†¦ [the US and UK] are both sheltered; we are not† (cited in Keylor 34). Clemenceau wanted to develop a kind of buffer  using Rhineland that would protect France, however, the proposal was rejected, and instead Rhineland was made to give up on all sorts of military presence, despite the US not signing this part of the mandate. In this context Keynes claimed that â€Å"so far as possible, therefore, it was the policy of France to set the clock back and undo what, since 1870, the progress of Germany had accomplished. By loss of territory and other measures her population was to be curtailed; but chiefly the economic system, upon which the depended for her new strength, the vast fabric built upon iron, coal, and transport must be destroyed. If France could seize, even in part, what Germany was compelled to drop, the inequality of strength between the two rivals for European hegemony might be remedied for generations† (Keynes 34). Since France had suffered severe damages in WWI, it remained firm on its reparation claims from Germany, despite strong opposition from the US, and even attacked Ruhr for non-payment of fines by Germany. The UK, despite suffering very little in the war, more or less made similar demands like France, while the US was completely against meting out a harsh treatment to Germany and its allies through the Versailles treaty, and was more interested in rebuilding the socio-economic framework of war-torn Europe. The chief contents of the treaty that were enforced on Germany (leading to severe restrictions) comprised of Article 227 that charged German Emperor  Wilhelm II for crimes against

Becoming agile through mindfulness Dissertation

Becoming agile through mindfulness - Dissertation Example Organizations dealing with information systems development (ISD) have started shifting to agile methods. This has been necessitated by the fact that the previous traditional methodologies, such as waterfall methodology, have been restrictive in terms of processes and extensive planning (Lee & Xia, 2010). The agile manifesto has been derived from the following four main tenets; interactions and individuals over roles and processes, contract negotiation through customer collaboration, response to change over plan following and a working software rather than an exhaustive documentation. Through these four doctrines, the agile manifesto came up with 12 principles that have led to the creation of different other methodologies. Such methodologies as XP (eXtreme Programming), FDD (Feature Driven Development), DSDM (Dynamic System Development Method) and Scrum have had lots of support from leading industry practitioners. Agile practices can be fused with mindfulness to ensure effective deliv ery of software applications to customers. Mindfulness involves attention to changes and the surroundings during the software development process (Argote, 2006). Through mindfulness, it is possible to achieve a certain degree of flexibility that allows an organization to be strategically at an advantage compared to the others. Literature Review Agile Global Information Systems Development (GSD) Many Information Systems Development Companies are migrating to Agile methods as a way of coping with the increased demands placed on such organizations. Most of them have gone further ahead to introduce a substitute solution, Global Systems Development (GSD). This alternative has resulted in numerous benefits including an increased potential for innovations, reduced costs of software development, large pools of talent, reduced proximity to markets or clients, transfer of knowledge, division of work across sites and reduction in duration for developing the software especially due to the effec tiveness in time zones (Conchuir, Agerfalk, Olsson & Fitzgerald, 2009). According to Carmel and Agarwal (2001), firms and organizations should be well aware of challenges posed by the implementation of such methodologies. Just like Agile methodologies this area has not been well researched. The little research that exists on this area represents problem reports rather than extensive research that provide solutions in terms of significant techniques and practices (Smite, Wohlin, Gorschek & Feldt, 2010, p. 91). However, developing distributed or global software development through the use of Agile methods has been an area of great interest (Agerfalk, Fitzgerald & Slaughter, 2009). Such collaboration between distributed development and Agile methods has been conceptualized due to the capability that is produced when the two are fused together (Ramesh, Cao, Mohan & Xu, 2006). According to Turk, France and Rumpe (2002), such collaboration was regarded as highly unlikely. This was largely due to the fact that distributed development methods rely on formal methods while Agile methods are reliant on informal processes. Further research into this area has indicated that apart from the excellent blend that results from this collaboration, it is also possible to address issues of control and communication that arise during development of distributed systems (Ramesh, Cao, Mohan & Xu, 2006). This is an indication that Global Software Development is becoming much popular (Stotts, Nagappan, Baheti, Jen & A J, 2003). Such systems have

Anti-Drinking Campaign in the University of Minnesota Essay

Anti-Drinking Campaign in the University of Minnesota - Essay Example This section also details why a total ban on alcohol can not work citing developments that occurred during the American Prohibition era as a sample case study. Further, it explains the reasons why Community College Events should be factored in when controlling alcohol use. The next section mirrors on ways or methods which should be adopted to arrest the problem. The last section is conclusion and recommendations. 2.0 Introduction 2.1 Aim of the Research Proposal This research proposal aims to achieve a number of objectives. The overall objective is to demonstrate the importance of reducing and managing alcoholism at the University of Minnesota and how the budget of doing that can be reduced. The specific objectives include 1. Assessment of alcoholism in the United States colleges and the biases therein 2. Demystifying complete elimination of alcohol sale by focusing on the lows of prohibition period that took place in the United States for 14 years. In doing so the proposal argues in favour of alcohol provision but with legal/policy interventions to restrict its usage 3. The adoption of a number of measures to limit alcohol use in schools and community events 2.2 Background of Study/ Context Analysis 2.2.1 Importance of Restricting Alcohol Drinking in College Community Events Casady, Flora and Foote (2007) observe that community events are sometimes characterized by students and underage youths easily getting drunk because of availability of alcohol. About 50% of alcohol intake at community festivals is done by students or youth. These authors propose alcohol ban or restrictions in colleges or community events by curtailing sales through policies such as ID checking or reducing the number of servings that are extended to individuals. This is their view ultimately minimizes access to alcohol by students. They further cite studies which show that in an average event 50% those that are already intoxicated have 80% chance of buying more. Further, this kind of behav iour sometimes brings about disruption, vandalism and other anti-social behaviours. In 2004 professional basketball, a number of these behaviours were witnessed with many drunken students throwing beer bottles and cups at players on the court. Thus measures such as stopping alcohol sales at some point are important in mitigating such occurrences (Casaddy et. al, 2007). 2.2.2 Why Complete ban of Alcohol is a mirage and fruitless: Case Study of Era of Prohibition in America The reasons why the complete ban of alcoholic drinks in America is fruitless can be found in the analysis of the prohibition era. Peck (2009) observes that by the end of the World War 1 a number of changes had taken place in America, one of which was the nonexistence of alcoholic drinks. The American Government had put in place a policy that prompted the elimination saloon intoxicating liquor. Broadly speaking the era of prohibition refers to the epoch in the history of the United States when the production, sale a nd the transportation of liquor were unlawful for a period of 14 years (1920-1933) (Peck, 2009). One question that immediately comes to mind and which this proposal is interested in is, â€Å"Why was this measure put in place?†Ã‚  Ã‚  

Geography in the middle east Essay Example | Topics and Well Written Essays - 250 words

Geography in the middle east - Essay Example upport that Christian Zionists and Jews received from such powers as the United States shows the general aim of their empowerment and motivation towards the liberation. The United States, for example, recognized rights of Soviet Jews to their traditional beliefs and elevated Zionists and Jews to political posts (Class Notes, n.d., Slide 97). Statements that key leaders made, in relation to the events also identifies the need for liberation as reason for the unity and violence as the approach to the liberty. While Soviet restrained Jews movements, Sharansky acknowledged that the Jews Movement was significant to the fall of the Soviet (Class Notes, Slide 100). The key indicator of the role of violence in the liberation is the role of the United States in empowering Al Qaeda for violent attacks on the Soviet and Brzezinski and Clinton admits to America’s role in creation of Al Qaeda (Class Notes, Slide 98, 99). Shultz, however, established the plight of the Soviet Jews to America ’s government to facilitate the nation’s influence on the fight (Class Notes, Slide

Electroconvulsive Therapy Essay Example for Free

Electroconvulsive Therapy Essay Chapter 578 of the 14th Edition Texas Laws Relating to Mental Health and Mental Retardation discusses in length the circumstances in which application of the electroconvulsive therapy is allowed, or possible. In the United States, electroconvulsive therapy or ECT as it is commonly called is generally practiced only for the treatment of severe depression. And treatment may only be applied with expressed consent of the patient. Under no other circumstance can ECT be used other than what is prescribed. The Texas Law qualifies this expressed consent agreement by outlining the types of patients who may provide such consent. It also identifies which patients who are not eligible for such treatment at any given circumstance. The law further provides a thorough detailing of what this consent should include. The consent must clearly be communicated to the patient and the following agreed upon: the nature and purpose of the procedure; the degree, duration and probable side effects; opinions of efficacy of the procedure; probable improvement or remission expectations (www. heuniversityhospital. com). Only the presences of all these four (4) important points hold constitute the validity of the consent agreement to ECT. Federal Health Laws of the United States leave the legal obligation for accomplishment of this consent agreement to the doctors. It is the doctors who guarantee the awareness of patients to the requirements of the agreement. Historical Background of the Policy Electroconvulsive Therapy (ECT) or sometimes referred to as â€Å"electric shock treatment† (Hollander, 2000) has been in existence for over 60 years in the medical field. The use of this procedure however and the conditions surrounding the need for this treatment has improved in recent years. The procedure is used more for the treatment of severe depression (Hollander, 2000) but may also be considered as treatment for schizophrenia and other similar disorders. The first use of this procedure was in 1938 (The University Hospital, 2007) by the Italian Neurologist Ugo Cerletti, aptly aided by his assistant Lucio Bini. They used the electric shock to induce convulsion and subsequently treat mood disorders. However it was only in the 1970’s in which ECT became accepted and was finally recognized by the APA and NIMH as a viable therapeutic procedure. Even with the recognition by the APA and NIMH as having important medical value, there are a number of concerns surrounding the procedure. In fact, ECT is one of the most highly debatable medical procedures around. One of the biggest concerns is with regards to unrecoverable memory loss (Stevens, 2007) after treatment. This is the reason why the governing policy on ECT primarily focuses on the agreement of the patient to the procedure before undergoing such. Description of the Problem that Necessitated the Policy One of the biggest concerns with regards to the use of ECT as a medical treatment is its suitability for minors. For over 40 years the treatment was designed for adults who suffer mental disorders, particularly severe depression. The growing number of minors with similar disorders and because of unsubstantiated side-effects of the procedure prompted the design of the policy. Minors (Baldwin and Jones, 1998) need to be specifically identified as a no-treatment zone in this area. Description of the Policy Policies governing the use of electroconvulsive therapy as a legitimate medical procedure for mental disorders, specifically for the treatment of severe depression are designed to protect the patient. The Texas Law on this particular issue is the most popular reference to identify the implementing guidelines of ECT. The policy aims to concretize the circumstances surrounding the use of ECT. The requirements are absolute and explicit. It assures safety and protection of the patient and the doctor. As a whole the policy addresses the implementing questions that surround ECT. The pre-treatment requirements are clearly stated and easily understood. There is no way around the points of consideration, thus, proving to be well-established. However, the issue on ECT is not necessarily about the policy governing the treatment. Controversy (www. antipsychiatry. org) is focused on the viability of the treatment itself, which unfortunately, is not addressed by the policy. In fact many organization constantly fight against the use of the procedure even for severe depression, as it is commonly applied. The question on electroconvulsive therapy is more on its effectiveness as a medical procedure. Although there are a good number of documented successes of ECT, there also are a good number of disputes raised. Since the existing policy governing ECT focuses on its implementing guidelines, many disputes are not addressed. Comparative and International Analysis In March 2006, the United Kingdom made a bold move to revise (Ruthen, 2006) their existing policy on electroconvulsive therapy. The changes in the provisions include the strengthening of guideline to safeguard its practice (Ruthen, 2006). They also include the ethical considerations pertaining to safety and effectiveness. Through these provisions, the policy became more comprehensive. It increased the level of safety and security for those which the particular policy is designed. In contrast, the Texas Law as earlier discussed does not provide a clear stand on its effectiveness, efficiency, and safety. Without dealing with the ethical considerations of the procedure, the law merely provides a procedural guideline for implementation. The law neither provides basis for Government action apart from its role on instrumentation. Social Thought and Ideology There are two very contrasting social thoughts on ECT. The first is that electroconvulsive therapy is a highly effective medical procedure for mental disorders. It is safe and effective more particularly for the treatment of severe depression, bipolar disorder and schizophrenia. This view highlights the credibility of the procedure and supports the existing policies for its implementation. In both the US Federal and Texas Laws, legal accountability is placed with the patient and the doctor. Because of substantiated success of the treatment over the course of more than 60 years, the policy is designed to provide implementing guidelines to safeguard its uses. In fact, the US Federal Law specifically states that it is the legal responsibility of the doctor to clarify all pre-treatment requirements with the patient. In no instance does Government interfere with the process. Medical decisions in this case are left between the two parties involved. The strongest evidence of Government involvement in the policy lies on the registration of equipment used in the procedure. On the other hand, the second school of thought questions the very validity of the procedure as a humane alternative to treat mental disorders. Many counterpoints are raised more precisely when it comes to its ethical considerations. This point of view questions the very role of Government in safeguarding the use of this procedure. The existing policy simply does not justify the existence of unsubstantiated side effects, most particularly that of memory loss after treatment. Those who support this view believe that in the more than 60 year history of ECT, there are still so many unanswered concerns surrounding the procedure. Considering this like any other medical solution simply reduces the opportunity to scrutinize the side effects more in-depth. However contradicting the two schools of thought in this matter, there are still points both agree upon. One of these points and probably the most important is that both sides acknowledge the unsuitability of the procedure for minors. The policy was designed to make sure that the protection of minors from this procedure is absolute, not withstanding the otherwise underlying differences in the two schools of thoughts. What Dynamics and Patterns of US Social Policy are Evident in the Policy? Historically (Amenta, Bonastia, and Caren, 2001) the US Social Policy has always been the subjected of much heated debates among policy makers. The major areas that cause quite a stir are in health care, welfare, social services, and employment. There have been many attempts to revise social policies but have failed. In other words, patterns and dynamics of social policies have remained constant for many years. The longstanding debates on social policies (Weir, Orloff, and Skocpol, 1988) affect the progression of other policies. One such policy is that which addresses the mental health care, more specifically the use of electroconvulsive therapy in treating mental disorders. In as much as the social policies go through quite a scrutiny, provisions that deal with ECT are equally scrutinized. The laws that govern the use of ECT do not even state the relevance of this procedure to social welfare or any other social policy. Even though ECT is recognized as a legitimate means to treat mental disorder, there remains indifference on how far Government would go to subsidize this procedure. Conclusion Electroconvulsive therapy is a recognized treatment procedure for mental disorders by both the American Psychological Association and the National Institute of Mental Health. Its more than 60 year track record documents numerous success. In fact, it has gained even greater momentum in recent times. While there is much acclaim for the procedure, there is also much concern. The questions on side effects have not been thoroughly addressed. Policies that govern the procedure do not provide enough assurance of its safety and efficiency. There is a constant fear of other unknown side effects materializing. And with the brain being a highly susceptible mass, there is no guarantee to its long standing recovery effects. The Texas Law does provide a sense of comfort by somehow solidifying pre-treatment requirements. However, after all these requirements have been accomplished, there are no subsequent provisions that address the other important considerations. Apart from the weaknesses in policy there is the constant nagging of unanswered ethical considerations. Even with the numerous reassurances that the procedure is with expressed consent, there is still the question of how humanely applicable is the entire procedure. The policy simply puts accountability to the patient itself. It does not actually define the surrounding qualifications of the entire process. It is therefore inferred that the Texas Laws, although having the beginnings of a solid reference to protect those who undergo ECT still need a great deal of work. It does not matter if it has been the reference of many similar policies. There are important issues about ECT that are not properly addressed, or even considered. True, that with the present policies governing ECT it is always the patient’s choice. Never the less, it is the responsibility of policy makers to provide for informed choices. The human brain is far too important for simple assumptions.

The International Labour Organization Ilo

The International Labour Organization Ilo The International Labour Organization is a United Nations agency dealing with labour issues, particularly international labour standards and decent for all. There are 185 countries that are member states of International Labour Organization. The ILO aims to ensure that it serves the needs of working women and men by bringing together governments, employers and workers to set labour standards, develop policies and devise programmes. The very structure of the ILO, where workers and employers together have an equal voice with governments in its deliberations, shows social dialogue in action. It ensures that the views of the social partners are closely reflected in ILO labour standards, policies and programmes. They have concern about many issues which are happening in world. In this essay I selected child labour for further discussion. Child labour is a complex problem and numerous factors influence whether children work or not. Poverty emerges as the most compelling reason why children work. Poor households spend the bulk of their income on food and the income provided by working children is often critical to their survival. However, poverty is not the only factor in child labour and cannot justify all types of employment and servitude. Countries may be equally poor and yet have relatively high or relatively low levels of child labour. Child labour is clearly detrimental to individual children, preventing them from enjoying their childhood, hampering their development and sometimes causing lifelong physical or psychological damage; it is also detrimental to families, to communities and to society as a whole. As both a result and a cause of poverty, child labour perpetuates disadvantage and social exclusion. It undermines national development by keeping children out of school, preventing them from gaining the education and skills that would enable them as adults to contribute to economic growth and prosperity. As long as child labour continues, the ILOs goal of decent work can never be achieved. Discussion Millions of children worldwide are engaged in labour that is hindering their education, development and future livelihoods. A lot of of them are involved in the worst forms of child labour that because irreversible physical or psychological damage, or that even threaten their lives. This situation represents an intolerable violation of the rights of individual children, it perpetuates poverty and it compromises economic growth and equitable development. There are plenty of things can be happened to occur child labour. Factors include for Child labour: Barriers to education basic education is not free in all countries and is not always available for all children, especially in remote rural areas. Where schools are available, the quality of education can be poor and the content not relevant. In situations where education is not affordable or parents see no value in education, children are sent to work, rather than to school. Culture and tradition with few opportunities open to children with more education, parents are likely to share a cultural norm in which labour is seen as the most productive use of a childs time. Children are often expected to follow in their parents footsteps and are frequently summoned to help other members of the family, often at a young age. Market demand child labour is not accidental. Employers may prefer to hire children because they are cheaper than their adult counterparts, can be dispensed of easily if labour demands fluctuate and also form a docile, obedient work-force that will not seek to organize itself for protection and support. The effects of income shocks on households households that do not have the means to deal with income shocks, such as natural disasters, economic or agricultural crises Taking into consideration above factors the child labour will occur. This is a massive issue in modern world. Hence there are so many organizations and governments are consider this issue. Hence The ILO has given a priority to wipe out this issue. The International Labour Organization, from its setting up, has made child labour one of its central concerns. ILO work on child labour over the decades has mainly taken its indication from the phrase protection of children in the Preamble to its Constitution. The ILOs prime tool in pursuing the elimination of child labour has always been, and remains to this day, the labour standards that embody the concept of a minimum age to enter into employment. This approach responds to two concerns: to protect children from work that interferes with their full development and to pursue economic efficiency through well-functioning adult labour markets. Some child laborers are highly visible, such as street children working in the urban informal economy. Others, such as child domestic workers, are effectively hidden from public view and are thus particularly vulnerable, including to physical, emotional and sexual abuse. Rather than working in formal sector establishments that produce for export, the majority of child labourers in manufacturing toil in supply chains producing for the domestic market, for example, in the production of fireworks, matches or incense sticks. A reported increase in home-based production of these and other goods, in response to heightened competitive pressures, brings with it an increased potential for exploitation of child labour. Such hidden groups of children present particular challenges for research and effective action. A future without child labour traces the ILOs historical concern with the abolition of child labour. At its very first session, the International Labour Conference adopted the Minimum Age (Industry) Convention, 1919 . Over the years that followed, the concept of minimum age for entry into employment was extended to different economic sectors, culminating with the adoption of the comprehensive Minimum Age Convention, 1973. The inclusion of the effective abolition of child labour in the ILO Declaration on Fundamental Principles and Rights at Work and its Follow-up, adopted in 1988, highlighted the growing consensus across the world that child labour represents a serious threat to sustainable economic and social development everywhere. The unanimous adoption, the following year, of the Worst Forms of Child Labour Convention, 1999 , and its subsequent unprecedented rate of ratification, attest to the strength of the political will among ILO member States to tackle, with employers and wor kers organizations and all partners in civil society, these most extreme forms of child labour as a matter of the greatest urgency. Convention No. 182 has served to consolidate resolve on the need for immediate action to combat the worst forms of child labour, accompanied by measures to eliminate and prevent all child labour in the longer term. Drawing on the provisions of Conventions Nos. 138 and 182, they identify three categories of child labour to be eliminated: Labour performed by a child who is under a minimum age specified in national legislation for that kind of work. Labour that jeopardizes the physical, mental or moral well-being of a child, known as hazardous work The unconditional worst forms of child labour, which are internationally defined as slavery, trafficking, debt bondage and other forms of forced labour, forced recruitment for use in armed conflict, prostitution and pornography, and illicit activities. Furthermore they have taken several objectives to eliminate this child labor issue. Key objectives in the fight against child labour the long tradition of ILO standard setting and supervision in the field of child labour, dating from the very first session of the International Labour Conference in 1919 and leading up to the adoption of the umbrella Minimum Age Convention, 1973 (No. 138); The impetus given by the adoption of the United Nations Convention on the Rights of the Child (CRC) in 1989; The experience gained by national governments working with IPEC; increased activism on child labour by employers and workers organizations and non-governmental organizations (NGOs); The unanimous adoption of the Worst Forms of Child Labour Convention, 1999 (No. 182), and the subsequent campaign for its universal ratification and implementation; Research and action that have provided new insights into the causes, dimensions and means of reducing both poverty and child labour. According to the on top of objective the ILO have planned to eliminate child labor in every country. Although, when they erect new objectives and procedures they will have to concern countries policies. So that is a huge difficulty that they are appearance currently. Conclusion Childrens participation in the labour force at the start of the twenty-first century is continuously varied and infinitely volatile, responding to changing market and social conditions. This circumstance is matched by the flexibility of the large, unprotected, potential child labour force. Poverty and social exclusion, labour mobility, discrimination on the basis of sex and other grounds, and lack of adequate social protection and educational opportunity all come into play in influencing child labour outcomes. The ILO calls on all partners in this undertaking to redouble their efforts, to give all children, everywhere, the childhood and the future that they deserve.universal education and social protection, together with a better understanding of the needs and rights of children, can bring about a significant reduction in child labour. Recommendation Working closely with governments are the social partners employers and workers organizations who are uniquely placed to understand and to change the realities of the workplace so that child labour simply has no part to play. Partnerships operate horizontally at national level and also vertically between national, regional and international players. A worldwide movement, involving the ILOs constituents governments and employers and workers organizations and many other partners working together at international, national and local levels, has altered that irrevocably. Improve education system in every country. .

The Rwandan Genocide Essay -- inadequate response of the UN

For years, Rwanda has been a hotbed of racial tension. The majority of the Rwandan population is made up of Hutu's, with Tutsi's making up the rest of it. Ever since European colonial powers entered the country and favoured the Tutsi ethnic group over the Hutu by putting Tutsi people in all important positions in society, there has been a decisive political divide between the two groups. This favouring of the Tutsi over the Hutu, and the Hutu subjugation as an ethnic lower class resulted in the civil war and revolution of 1959, where the Hutu overthrew the Tutsi dominated government, and resulted in Rwanda gaining their independence in 1962. However, tension remained between the two ethnic groups, with a civil war raging between the Tutsi Rwandan Patriotic Front and the Hutu Government of Rwanda, right up until August 4th, 1993, with the signing of the Arusha Accords. Previous to this, all UN intervention attempts were futile in trying to bring together a government with both Tutsi and Hutu in power. On April 6th, 1994, the President of Rwanda's plane was shot down, killing him and other chief members of staff when it crashed. This was the catalyst required for the Hutu to carry out their â€Å"final solution†, a plan for genocide against the ethnic Tutsi group they had been planning for years. This resulted in Hutu people taking up arms, mainly machetes, to openly attack and slaughter all Tutsi, the families of Tutsi, and even moderate Hutu people who weren't attacking the Tutsi. Over the period of around 100 days, with the death toll ranging somewhere between 800,000 to 1,100,000 the Rwandan genocide has become infamous for the high numbers of dead in such a short amount of time, and for the inadequate response of the UN an... ... involved led to the deaths of hundreds of thousands of Rwandan people. The UN's involvement in Rwanda is considered to be a prime example of the ineffectiveness of international law and the UN's inability to deal with conflicts. BIBLIOGRAPHY http://www.ppu.org.uk/ Used for finding historical background regarding the Genocide. http://www.rwanda-genocide.org/index.html Good research base to find access to statistics and other sources. http://www.hrw.org/legacy/reports/1999/rwanda/ Great website with plenty of information regarding all aspects of the issue. http://www.warriordoc.com/rwanda/ For information regarding Australia's involvement in Rwanda http://www.unitedhumanrights.com/ Information regarding United Nations involvement http://www.idrc.ca/cp/ev-106013-201-1-DO_TOPIC.html The media's response to Rwanda.

Analysis of Alfred, Lord Tennyson’s Epic Poem Ulysses Essay -- Epic Poe

Alfred, Lord Tennyson’s epic poem "Ulysses" is composed as a dramatic monologue, consisting of four stanzas each of which frankly discuss the speakers current situation and yearning for adventure. The use of iambic pentameter provides a sense of fluidity to the speaker’s voice. The speaker reveals himself to be the protagonist of the poem with the opening line â€Å"It little profits that an idle king† (1). The use of the word â€Å"idle† offers the first clue as to one of the main themes of the poem. Tennyson much like the protagonist of his poem feels the need to move on, in life. The period in which the poem was wrote, many sociable changes where occurring in Victorian England, the effects of the industrial revolution where being felt far and wide and there was, the idea that society needed to work together in order to establish conformity. Ulysses is feeling emotionally empty throughout the poem, without his mariner friends and adventures similar to times gone by, a similar situation that Tennyson had found himself in. â€Å"Ulysses† was written after the death of his close friend, soul mate and confidante Arthur Henry Hallam. This was one of many poems composed by Tennyson, upon Hallam’s death the most notable being â€Å"Memorandum† (1833-1850). Tennyson himself commented how the series of poems were a direct comparison to how he felt after the loss of his dear friend. The poem was published in the book Poems by Alfred Tennyson (1842). Mythological characters appear to play an important role within Tennyson’s poetry, from English folk law characters such as King Arthur that featured in â€Å"Morte D’Arthur and other Idyllis† to the Greek mariner and adventurer Ulysses. The character of Ulysses has featured in many great epic poems, ... ...hesterton. Tennyson. London: Hodder & Stoughton, 1906. PDF. Gray, Erik. "Tennyson’s Rapture: Transformation in the Victorian Dramatic Monologue." Victorian Studies 50.3 (2008): 541-42. Project MUSE. Web. 21 Feb. 2015. . Nohrnberg, James. "Eight Reflections of Tennyson’s â€Å"Ulysses†." Victorian Poetry 47.1 (2009): 101-50. Project MUSE. Web. 21 Feb. 2015. . Robbins, Tony. "Tennyson's "Ulysses": The Significance of the Homeric and Dantesque Backgrounds." Victorian Poetry Autumn 11.3 (1979): 177-93. JSTOR. Web. 21 Feb. 2015. . Skidmore, Joel. "The Odyssey - Background - Detailed Version." Greek Mythology. 1997. Web. 20 Feb. 2015. .

University of Florida Volleyball :: essays research papers

Through the evolution of associations and legislation, the restrictions of women’s athletics lifted and created equality in athletics between the sexes. In addition, Dr Ruth H. Alexander, Weiss, and Lawler are responsible for the establishment and success of Lady Gator athletics, specifically volleyball. Marilyn McReavy, with a career of 156-100 at UF, and Mary Wise whose reign includes 58 straight home wins lead Lady Gator’s volleyball to a prominent standing not only in the SEC, but also in the nation. In 1967, the Commission on Intercollegiate Athletics for Women functioned under the American Alliance for Health, Physical Education, Recreation, and Dance. Here, three championship divisions were established; 750 at the state level, 150 at the regional level, and 39 and the national level. In 1971, the Association of Intercollegiate Athletics for Women (AIAW) was a product of the Commission. The primary concern (conflict) of the AIAW was the financial restriction placed on women’s athletics. No scholarship or financial aid was available to the athletes as well as a lack of money (support) for recruiting or coaching. In 1972, the U.S. Congress passed the Elementary and Secondary Education Act, which vehemently targeted sex discrimination. In 1975, Title IX gave universities 3 years to change the inequity and grant women’s athletics comparable funds. Dr. Ruth H. Alexander furthered funding equality, increasing from $16,000 to $1,300,000 between 1972 and 1980. As women we re receiving more equal athletic privilege a problem developed in the administration of the Division I teams compared to Divisions II and III. Coaches lead both men’s and women’s teams having two different sets of rules as well as two separate conferences often having conflicting dates. The University of Florida officially approved eight Lady Gator sports, including volleyball, in the 1974-1975 school year. Two years later, six out of the eight sports teams finished in the top ten of the nation for quality of athletes and schedules. The first volleyball SEC tournament occurred in the 1979-1980 school year, three years prior to the NCAA’s request for a women’s tournament from each conference. In 1980, followed the Florida Women’s Intercollegiate Athletics Equity Act. As Alexander’s successor, Weiss came from the University of Utah in 1981 to â€Å"revive Lady Gator volleyball† and brought the University of Florida’s women’s athletic program up to 4th in the nation. She hired Marilyn McReavy, one of two prominent Lady Gator volleyball coaches, who lead the gators until 1991 when Mary Wise was appointed head coach.

Dependency Theory Essay

Modernization theory is a theory used to explain the process of Modernization within societies. The theory looks at the internal factors of a country while assuming that with assistance â€Å"traditional countries can be brought to development in the same manner more developed countries have. This theory of modernization however failed because it can be argued that it was too Eurocentric in its methodologies. That is to say its centered focus was on Europe or European peoples. The theory never considered the Caribbean region or other third world when explaining its concepts. This resulted in a paradigm shift from Modernization to Dependency. The Dependency theory was established to provide the scholarly community with a different way of understanding the circumstances of the non-industrial countries of the world. According to Osvaldo Sunkel, dependency theory can be sociologically defined as an explanation of the economic development of a state in terms of the external influences, political, economic and cultural on national development policies. Therefore this essay would take seek to explain the advantages and limitations of the central new insight that is provided about development by the Dependency theory. One advantage of the Dependency theory is that the theory arose around 1960 as a reaction to some earlier theories of development which held that all societies progress through similar stages of development, that today’s underdeveloped areas are thus in a similar situation to that of today’s developed areas at some time in the past, and that therefore the task in helping the underdeveloped areas out of poverty is to accelerate them along this supposed common path of development, by various means such as investment, technology transfers, and closer integration into the world market. Dependency theory rejected this view, arguing that underdeveloped countries are not merely primitive versions of developed countries, but have unique features and structures of their own; and, importantly, are in the situation of being the weaker members in a world market economy, whereas the developed nations were never in an analogous position; they never had to exist in relation to a bloc of more powerful countries than themselves. Dependency theorists argued, in opposition to free market economists, that underdeveloped countries needed to reduce their connectedness with the world market so that they can pursue a path more in keeping with their own needs, less dictated by external pressures. Prebisch, an Argentine economist at the United Nations Commission for Latin America (UNCLA), went on to conclude that the underdeveloped nations must employ some degree of protectionism in trade if they were to enter a self-sustaining development path. Another advantage the Dependency theory provided about development is that it explains the reasons why the lesser developed countries are the way they are. The lack of development within the third world rest within the first world. Advocates of the Dependency theory agree that only substantial reform of the world capitalist system and a distribution of assets will free third world countries from poverty cycles and enable development to occur. Measures that the third countries could take would include the elimination of world debt and the introduction of global taxes such as the Tobin Tax. This tax on foreign exchange transactions, named after its proponent, the American Economist, James Tobin, would generate large revenues that could be used to pay off debt or fund development projects. Also these third world countries could try to eliminate themselves from world debt by trying to stop depending on the financial institutions for loans. These third world countries believe that they are benefiting the country by taking loans from these institutions to support themselves economically. However, what these third world countries don’t realise is that these institutions are developed to make them take loans and go into more debt where they would have no other alternative but to depend on the first world for assistance, thus, leading to dependency and by extension further underdevelopment. For instance, Dominant first world countries have such a technological and industrial advantage that they can ensure the global economic system works in their own self-interest. Organisations such as the World Bank, the IMF and the WTO have agendas that benefit the firms, and consumers of primarily the first world. Freeing up world trade, one of the main aims of the WTO, benefits the wealthy nations that are most involved in world trade. Creating a level playing field for all countries assumes that all countries have the necessary equipment to be able to play. For the world’s poor this is often not the case. The third-world debt crisis of the 1980s and continued stagnation in Africa and Latin America in the 1990s caused some doubt as to the feasibility or desirability of â€Å"dependent development†. Vernengo (2004) has suggested that the sine qua non of the dependency relationship is not the difference in technological sophistication, as traditional dependency theorists believe, but rather the difference in financial strength between core and peripheral countries – particularly the inability of peripheral countries to borrow in their own currency. He believes that the hegemonic position of the United States is very strong because of the importance of its financial markets and because it controls the international reserve currency – the US dollar. He believes that the end of the Bretton Woods international financial agreements in the early 1970s considerably strengthened the United States’ position because it removed some constraints on their financial actions. Although there are various advantages of the new central insight that is provided for the explanation of development, there are also some limitations. One of these limitations is that, the Dependency theory is a way of explaining economic underdevelopment outside of such industrially advanced parts of the world as North America and Europe. According to dependency theory, the politico-economic advantages of more technologically advanced countries are based on the disadvantages to countries that are and remain less developed. Critics of the theory claim that such an outlook is fatalistic, historically inaccurate, and simplistic. For example, parts of Africa, Asia, and South America are considered disadvantaged and underdeveloped. Yet all three areas previously were the locations of ancient civilizations of great cultural, economic, philosophical, political and social achievements. Dependency theory doesn’t come up with convincing arguments to account for how these areas fell by the wayside, and why areas in Europe and North America took the lead. The Dependency theory explains how the countries are the way they are but they did not explain why and how they got that way. The theory just labelled these three countries as less developed because of their relationship with the more developed countries, it did not explain why is it that Europe and North America was able to develop and why is it Africa, Asia and South America wasn’t able to develop and how they lost their cultural, economic, philosophical, political and social achievements while North America was able to keep theirs and be considered first world countries. Another disadvantage of the Dependency theory is that doesn’t have all of its convincing points in order to relate to the theory’s implied invulnerability of development and simultaneous vulnerability of underdevelopment. In other words, it emphasizes the importance of external forces on underdeveloped countries and minimizes the role of internal motivations within those very same countries. In most instances it is because of these third world countries internal forces they are underdeveloped. The reason for this because of the country’s small size it causes them to be vulnerable towards the first world dependence. Along with this, it can also be seen that most third world countries contain a high level of corruption which causes them to be in the situation that they are presently in. Advanced democracies like the UK, USA, Canada and Australia have virile electorates, media and criminal justice systems to combat corruption. But Third World political and civil institutions are weaker, and in effect license corruption with impunity, thus allowing corruption within these countries to become effortlessly available. Along with this the Dependency theory likewise locks countries into a hierarchy of world leaders in which once an underdeveloped country, always an underdeveloped country. And the previous faults quickly become glaring when the dependency theorist tries to account for politico-economic changes within the Russian Federation, certain Middle Eastern countries, India, and China, to name a few. In the final analysis, it can be seen that there was a paradigm shift from the Modernisation theory to the Dependency theory in explaining development. The Development theory provided the scholarly community with a different way of understanding the circumstances of the non-industrial countries of the world. Dependency Theory is in large part a theory of development in the third world, it seek to provide explanations for third world development and explanations that the Modernisation theory failed to give. Like any other theory, the Dependency theory has its advantages and limitations. One of its strengths is its recognition that from the beginning, capitalism developed as a multinational system. Dependency Theory therefore spends its time on the question, â€Å"how can we have a development in the periphery that more resembles that at the core?† Or a more charitable account, if the core-periphery link is broken, can we have development in the periphery that has some or all of the elements that we identified as desirable in the core? BIBLIOGRAPHY Amin, S. â€Å"Accumulation and Development: a Theoretical Model† Review of African Political Economy HC501 R46. Gunder Frank, A. Capitalism and Underdevelopment in Latin America. HC165 F828 C1 1969. The Latin American Periphery in the Global System of Capitalism†, 1981, UNCLA Review Prebisch, R. Change and Development. 1976 t. HC125 P922 C4. R. H. Chilcote Development Theory and Practice: Latin American Perspectives, Lanham, Rowman and Littlefield, 2003 Sunkel O. (1966), ‘The Structural Background of Development Problems in Latin America’ Weltwirtschaftliches. Vernengo M. â€Å"Technology, Finance and Dependency: Latin American Radical Political Economy in Retrospect†, Working Paper No: 2004-06, University of Utah Dept. of Economics, 2004, p 5; retrieved July 2009.

Indian Economy: Adopting New Approach Essay

After independence, India chartered a path of economic development based on mixed economy, building a new industrial structure around the public sector and a closely monitored, regulated and controlled system where government played the role of licenser in the process of building industry. There were few hiccups in between. In the late 70s Mrs. Indira Gandhi brought in small doses of liberalization. In the mid 80? s Rajiv Gandhi did likewise but the real change came in 1991 when economic crises were looming large on the horizon. India’s economy could be termed as a developing economy which is characterized by the coexistence, in greater or lesser degree, of utilized or unutilized manpower on the one hand and of unexploited and exploited natural resources on the other. A developing economy bears the common features of technological backwardness at low per capita income coupled by widespread poverty, heavy population pressure, low grade productivity, high unemployment, low level utilization of country’s natural resources, rigid social structure, predominance of old beliefs, lack of opportunity for capital formation, pre-dominance of agriculture and scanty participation in international trade etc. But all this is amidst a possibility of economic development, small pockets of high rates of economic growth and affluence. It is gain saying truth what the world economy has experienced that colonization directly lead to the exploitation of the colonized country by the colonial rulers. Colonization is also a factor for the underdevelopment of a country’s economy. India was a victim of the colonial feature of economic exploitation for more than hundred years. The British colonial exploitation in India can be broadly divided in three periods. They are (i) the period of merchandised capital, (ii) the period of industrial capital which leads to the drain of Indian wealth for the interest of British industry and (iii) the period of financial capital. During British period foreign capital flowed into India. However in real terms those capitals were not according to the proper needs of Indians and directly helped the capital growth of Britishers. The overall impact of British rule in Indian economy can be summed up as stagnation of per capita income ever a long period of time, high priority to the traditional method of agricultural activities, repeated famines and acute poverty of handicrafts and traditional village industries defective land holding and erroneous implemen tation of zamindari practices etc. The basic aim of British administration in India was to transform Indian subcontinent as a consumer market for British furnished goods, Technological up gradation and development of infrastructure as well as social infrastructure were negligible. During the independence Indian economy had almost all the features of an underdeveloped economy. In the last fifty years of self-rule, a lot of policy initiative has been taken up by the government of India to upgrade the economic base of the country. Still Indian economy is gripped by poverty, population explosion, backwardness both in agriculture and industry, low grade technological development, high unemployment and wide difference between the high and low income levels. Now in India incidence of poverty is coexisting with sophisticated nuclear technology. The policy measures taken within the last five decades metamorphosed Indian economy to break the stagnant per capita income to achieve self sufficiency in food grain production. Indian economy is a unique blend of public and private sector otherwise known as a mixed economy. It is also a dualistic economy both modern industry and traditional agricultural activities exist side by side. The mandatory economic rights which the Constitution promises are (i) equality of opportunity unemployment or appointment to any office irrespective of race, caste and sex, (ii) all the citizens of India shall have property or carry on any occupation, trade or business, (iii) right to acquire private property by the state with compensation paid under the procedure established by law, iv) ban on begging, child labour and trafficking of human beings. The federal economic structure of India includes the central government and the state government within a unitary system. Demarcations of responsibilities are divided between the central and state governments. However, the residuary power is vested with the central government. Besides finance commission, other economic commissions are set up by the central government time to time to look after the parity of resources distribution among the states. Annual budgets (both general and railway) and five year plans aye the backbone of India’s economic policy initiatives. Indian Economy since Independence-After India’s independence long spell of stagnation was broken with the introduction of economic planning. Since 1950s net national product at factor cost had arisen from Rs. 40,454 crore to 11,224 crores in 1999-2000. The growth of national income was 3. 8 percent. India’s per capita income has been running since 1950-51. India’s per capita income at current price was Rs. 160, 47. Apart from the growth in quantitative terms, there have been significant changes in India’s economic structure since independence. During the second plan priority was acceded to capital intensive manufacturing units. These industries now account for more than fifty percent of the industrialproduction. The transport system in India over the past four decades has grown both in terms of capacity and modernization. Then road network is one of the largest in the world as a result of spectacular development of roads under various lanes. The total road length comprising national high ways state high ways and other road accounted for 24. 66 lakhs km in 1996-97 progress of shipping, railways and civil aviation has equally been impressive. Though the country is presently facing an energy crisis but this sector has also gained much in termsof production. Similarly irrigation facilities in the country have increased raising irrigated area. Since independence significant reformation has taken place in the banking and financial sector ofIndia. The process of nationalization was initiated after independence. First the Reserve Bank was nationalized in 1949, thereafter in 1995 the Imperial Bank of India, a leading commercial bank of that time, was nationalized and renamed the State Bank of India. In 1969 fourteen big commercial banks were nationalized. This act of government undermined thecontrol of big capitalists on the finance capital. From the above argument we can conclude that the Indian economy is no longer caught in low levelequilibrium trap.

Creating a Positive Classroom Environment Essay

A classroom should be one of inquiry and open-mindedness. In order to foster a classroom of students who feel comfortable asking questions and are open to other students’ ideas it is imperative to create a positive, safe environment and learning community. I believe that students should feel like their classroom has high expectations, in how everyone treated each other, and in how learning took place. Creating a classroom environment where all students feel emotionally and physically safe enough to take risks is a real challenge and one that is worthy of the time it requires. The key to an inquiry-based curriculum is a safe, positive learning environment, therefore, it is foundational that the teacher work to provide, establish, and maintain that throughout the year. In the classroom, the teacher should be working on ways to develop a positive learning community by finding out more about my students. For example, each student should fill out a Who Am I questionnaire so that the teacher can get to know their student’s personalities, hobbies, likes and dislikes and therefore include them in lectures, discussions and explanations through out the year. The teacher should also engage in differentiated instruction in my classroom so that he/she can tailor specific lessons to fit different viewpoints, and abilities of students. This is also a demonstration of care and respect for students as they see their teacher notice certain aspects about their learning or personalities and tailors their instruction to meet their needs. One of the ways I would engage in differentiated instruction is by walking around the room and constantly being available to assist students. By offering them one-on-one assistance I can better gauge where their personal understanding and misconceptions are and tailor my teaching to them differently than I would to the class as a whole. In order to maintain a positive classroom environment, a teacher must use the ability to make quick decisions and to be flexible in the classroom. The teacher needs to make decisions and adjustments to enhance the student motivation, engagement, and productive work. One way I would make adjustments when there are issues in the classroom hindering the productive learning community is to create a new seating chart. I find that this act is often used enough to nip any potential social problems in the bud and sends a message to students that if they want to sit with their friends, they need to earn the privilege. You would be surprised with how a new seating chart for the class can increase productivity and engagement in core subject content instead of social life information. In a science classroom, experiments and lab work are an important way for students to engage in the content. All students in the class should work on labs at the same time with minimal supervision. The teacher must also be cognizant of how the resources of time, space, activities and attention are allocated to students throughout the short hour that they are in class. However, there are more traditional strategy for lab work. The difference comes in how many materials you have for certain labs, how much time it takes for each group of students to complete the experiment, and how tricky the directions are. Deciding which method to employ for a given lab and analyzing the classroom environment to decide which will work best in a given situation. In the Collier County School District it is acceptable to have up to 30 students in each classroom. It is difficult in this type of environment for students to feel that they are an important member of the learning community. I found that it was easy for certain students to disengage from activities and it was hard for the teacher to pick up on their lack of involvement because of the sheer number of other students in the room. Therefore, I thought up of an activity that would give the teacher time to walk around to individual students and check their understanding of the material. This lesson was an ACT preparation lesson where the students would be working on writing organized essays by finding a thesis statement, supporting it and including evidence from newspaper articles. I found that students would initially be hesitant to show their work to the teacher, but when they saw that the teacher would be going around to everyone at their table they became less nervous and more open to share their problems with understanding. When observing a classroom, one student even remarked as the teacher came to her, â€Å"I don’t know what I’m doing. † She was a student that has never raised her hand to ask for help, but with the teachers inevitable arrival she was open to telling her teacher she did not understand. This showed me that if the teacher had not gone around to individual students she would not have told her teacher she did not understand. In order for a classroom to become a learning community it is important that it is organized, and meets clear standards of conduct. An environment in which students are assuming responsibility, participating in  decision-making, working collaboratively and independently, and engaging in purposeful learning activities that use higher order thinking skills and are all pieces of smoothly functioning learning communities. The first lesson that I would present to the class in the fall would be attempting to engage students in a purposeful learning activity that asked them to think deeply about the issues of a the subject that they are in class for. The students would first work together as a class and then the students work individually to show understanding. They were active members of the activity so they had a hand in the decision-making and therefore could assume some ownership and responsibility for the success of the activity. A strategy for engaging students in purposeful activities that promote higher order thinking that is often used in classrooms is asking students to work in pairs to create a concept map from a list of content words. By working in pairs students are collaboratively building understanding and taking responsibility for their own learning plus their partner’s. As mentioned above, in order to have a smoothly functioning learning environment, clear standards of conduct must be established and enforced within the classroom. In order for students to feel safe enough to ask questions, engage in inquiry activities and take risks in their learning. They must feel secure and know that their teacher has clear standards of conduct that will be enforced. The first day of school is a very important day for establishing the standards of conduct that all students are expected to follow. It is also important that student behavior is monitored in a preventative way. One way is by asking a student who is very high-energy and can become disruptive to do small tasks during the hour to keep him engaged, such as feeding the class fish, or putting up the class grade sheet. This particular student can be disruptive and cause problems with other classmates, but with the teacher keeping him engaged when she sees him getting off-task, she is signaling to him that she notices him and has her eyes on his actions. This has been a successful strategy in keeping him out of trouble. However, all issues in a classroom cannot be prevented. Things do sometimes happen despite the best efforts of the teacher to create a safe learning environment. For example, say that you, the teacher had an incident in your classroom where two female students got very angry with each other and yelled loudly and violently at each other and refused to stop. This behavior is very upsetting to the teacher and to the class. And to be successful in resolving the situation, you just have to remove the two students from the class and separate them. In this situation it was important to thoroughly pick up the pieces after the incident was over. This is a very helpful way for a teachers peace of mind and further ability to create a safe learning environment. The teacher should also have individual talks with the students that created the problem. One student in particular would most likely have a very changed attitude about the class after the incident. In order to bring her back to being her enthusiastic self, the teacher should have a one-on-one talk with her, which greatly improved her attitude towards the class. One of the things that would help you to act appropriately when the incident happened in the classroom was the established standards of conduct and consequences that occur if students do not follow the standards. One way to foster students’ ability to engage in dialogue and argumentation and develop the language of thinking is to participate in Socratic seminars in class. Socratic seminars offer a tangible, engaging way for students to develop both ethics and critical thinking, actively and cooperatively. A discussion technique that I would use in my classroom would be an ethical discussion based on the merits and problems with new genetic testing that is available. Students engaged in small groups, then in the large session to discuss their opinions about genetic testing, based on a text they had all read. In order to help the discussion remain civil and productive, I used an ethical discussion framework that was very helpful. In a large classroom of 30 students it is often difficult to make time to meet with students individually to discuss their progress, but it is an important part of teaching that time must be allocated for. Therefore, a lesson plan that can allow the teacher to talk with students individually about an essay they had written. Lets just say that while students were in the Library Center working on ACT preparation tests the teacher then would be able to make time to talk with students individually about the strengths and weaknesses of their essays and what specific things to keep in mind when writing their next essay. This lesson shows a good allocation of time and attention so that students could take away concrete information from the lesson about what they need to work on with their writing and they also saw that their teacher cared about their progress enough to plan a special meeting with them. This one-on-one discussion time between teacher and student is something I do not see a lot of in school and I feel it is very important to include meaningful time talking with each student. In a science classroom it is very important that resources be used appropriately to help promote in-depth, inquiry-based understandings of content. I include it here to demonstrate how helpful it is for teachers to keep up-to-date on literature that is being written on the topics they are teaching. Through reading academic literature they can gain new ideas and insights on how to use technology effectively in their classroom in order to enhance learning and the classroom environment. Creating a positive classroom environment is a very important aspect of effective teaching. In a teachers student teaching placement it has been a priority for to establish and maintain a safe and positive environment where all students can grow, inquire, and learn. I feel strongly that a classroom should always be a safe one for students physically. At times there are going to be things said between students that cannot make it emotionally safe, but you, the teacher can always deal with the issues to send a strong message that your classroom is not a place to come down on peers. I do feel I have more to learn about enacting a true inquiry-based classroom, however. And I know that there are going to be times and lessons where I believe students should be actively involved in inquiry-based projects and if so, I would be very proud of them for their efforts. However, I would like to increase the times that this occurs and make my classroom into a place where students know they are going to question, explore and learn, and not just another stop on their school day schedule.

Why the IR happened in the 1800

The chapter I am going to review is from the book â€Å"A farewell to Alms†. It discusses the divide between rich and poor nations that came about as a result of the Industrial Revolution in terms of the evolution of particular behaviors originating in Britain. Prior to 1790 man faced a Malthusian trap: new technology enabled greater productivity and more food, but was quickly gobbled up by higher populations.And the the author of this book that had mixed reviews but evaluated the book as well written and interesting is Gregory Clark a professor of economics and department hair until 2013 at the University of California The Industrial Revolution, the escape from the Malthusian trap, was a great breakthrough in human history that in many ways (higher standards of living, housing, population increase and so on) forever changed the lifestyles of millions of people. So far no one has fgured out why the Industrial Revolution was delayed until around the 1800.Even though there are m any different theories trying to solve the puzzle of the Industrial Revolution all of them face some problems and Gregory Clark tells us about the main theories and gives us is reasoning as to why explaining the Industrial Revolution is an almost impossible challenge. Since the industrial boom had such a huge impact on humanity I believe that the problem Clark is mentioning is highly important because complete knowledge of how it all began may trigger a new wave of modernizations and different transitions.Even though I don't agree with everything Clark says (more on that later) it is amazing how much effort he put in his book considering that he spent 20 years scanning medieval English archives to give us his ideas on the troublesome uestion my essay is about. His opinions are well argumented and even if it is hard to agree with some of them it is even harder to constructively disagree.In my essay I will give you a brief summary of what Clark writes about and then carefully analyze it to give my personal opinion on the topic of why the Industrial Revolution happened so late even though there were economically stable countries much earlier such as ancient Babylonia and Greece As I already said, the article IVe read has some interesting points that are well rgumented and wisely asked questions like â€Å"What was different about all preindustrial societies that generated such low and faltering rates of efficiency growth?What change to such a stable nongrowth configuration generated the Industrial Revolution? † Clarks book adopts the view that the Industrial Revolution emerged only a millennia after the arrival of institutionally stable economies in societies because institutions themselves interacted with the changed human culture. Malthusian pressures rewarded effort and fertility limitations which facilitated modern economic growth. Clark states that all the theories offered by historians fall in to 3 major groups: Exogenous Growth Theories, Multiple Eq uilibrium Theories, Endogenous Growth Theories.Exogenous Growth theories attempts to explain long-run economic growth by looking at productivity, capital accumulation, population growth, and technological progress. However Clark says two considerations suggest that these theories face almost insurmountable problems. First of all there is no sign of any improvement in the appropriability of knowledge until long after the Industrial Revolution was well nder way. Secondly there is no evidence that in the long run institutions can be a dertermining factor in the operation of economies.The Multiple Equilibrium theories is a class of theories in which families switch from an equilibrium under which everyone has large numbers of children ( all the children get invested little time in) to one under which families have a small number of children ( all of the children get lots of attention). Endogenous growth theories holds that economic growth is primarily the result of ndogenous and not ext ernal forces. Endogenous growth theory holds that investment in human capital, innovation, and knowledge are significantcontributors to economic growth.The theory also focuses on positive externalities and spillover effects of a knowledge-based economy which will lead to economic development. Lots if economists now think that efficient institutions promote economic growth. Well-defined property rights, freedom from expropriation, unimpeded markets, and minimal government are a common recipe for success. Clark opposing to lots of istorians does not agree that institutions are an explanation of economic growth. Clark questions the role of institutions a lot of times in his work.He is enthusiastic about the argument that inefficient institutions cannot persist for long because everyone could gain from reforming them. Slavery and serfdom are his examples: if these institutions were inefficient then the slaves and serfs should have been able to buy out Institutionalists would respond (ac cording to Clark) that a deal would be impractical, for the former slave owners could not collect their 'emancipation ayments' after abolition. Only a forceful change in property rights would end serfdom or slavery.Clarks riposte to this is that slavery in the Roman empire and serfdom in medieval England, in fact, disappeared without a social struggle. So history shows that institutions respond to market forces and do not constrain them. Hence, according to Clark, bad institutions cannot explain poor economic performance. The trouble with Clarks riposte is that his counterexamples do not make his point. Slavery in the Roman empire â€Å"ended† in the second century. Previously, it had been a brutal system of extreme work, draconian punishments, and no family life.

People go to work for money (critical assessment) Essay

People go to work for money (critical assessment) - Essay Example At the same time, a number of theories in management have seen a different level of job satisfaction that leads to increased productivity. In some people, money plays a great role in ensuring that they work while in some it does not. For instance, as Maslow suggested in his hierarchy of needs model, an individual has to meet their most basic needs to be motivated and work even harder at the workplace. In the lowest level, one needs to meet some of the biological needs that include shelter and food among others. Without this basic need, one is likely not to perform better in the workplace. However, if they are paid to work so that they can meet some of their needs, they are likely to work even harder to enhance their reputation and even earn more. Which affirms the fact that some people got to work for money. In the United Kingdom, there has been a steadily increasing index of people living in poverty. By the year 2013, there were about 10.6 million people living in poverty which has increased from 9.7 million as of 2012 (Croucher, 2014). In fact, a high crime and poverty among people in Seacroft in Leeds has led to increased crimes that at last led to the vacation of residents of the council houses. Lack of employment has been among the highest causes of poverty in the kingdom, which then makes it clear that most people got work to meet their basic needs for the little cash that they make at their places of work. However, majority of others, who have already achieved most of the basic needs, got work for the fact that they love what they are doing and due to the success, they are experiencing in their different disciplines. Northouse, (2012) from his article, confirms that a number of people would get to work even if they were paid or not. For instance, people in the Soviet Union, were able to go to work early for several months even

Psychoanalytic Theory and Learning Perspectives Essay

Psychoanalytic Theory and Learning Perspectives - Essay Example It should be mentioned that his theories also underwent the same process of development and change, much like the theories of the mind that preceded his arrival on the field of psychology. His famous theory of the Id, Ego and Super-Ego was a result of a continuing process, beginning with the first topographical model, in which the mind was divided in 3 psychic areas, each allocated to an unconscious, subconscious and pre-conscious level of function. One of the central elements of the system was the censor located between the unconscious and the pre-conscious, whose basic purpose was to repress certain unconscious mental activity (Perelberg). It should be mentioned that, according to this theory, such activity still represented a part of the unconscious, and it only became part of the conscious mind if it was focused on through the process of attention. Freud in a 1915 paper, "The Unconscious", presented clinical manifestation, where such dynamically unconscious thoughts were apparent ; however, it was more than clear that the theory needed to be modified, as same systems operating in the area of the unconscious and conscious inadequately explained the structure and functions of the human mind (Perelberg). Some psychologi Some psychologists explain that the second topographical model was, in most part, based on the previous model; what was revolutionary was the clear definition of the individual areas of the mind, as well as their level and method of functioning. The theory of the Id, Ego and Super-Ego "had a highly clarifying effect and so made further clinical advances possible. But it did not in itself involve any fundamental changes in Freud's views on mental structure and functioning. Indeed, the three newly presented entities, the id, the ego and the superego, all had lengthy past histories" (Perelberg). In his new model, Freud defined the Id as the repressed unconscious, as well as the setting of our desires. This aspect of the mind had no structure and it was solely based on the pleasure principle, which demanded the uncompromising fulfillment of its desires. It represents the basic and most primitive part of the human mind, directed towards satisfying essential desires, ranging from nutrition al to sexual needs, and, according to Freud, it is most evident in young children. The Ego, which was the focus of Freud's research was formed at a later age, when the pleasure principle came in contact with reality, and the realistic condition that not every desire can be fulfilled. This realistic principle modified the pleasure principle forming the regulatory principle of the ego, which acts as the primary censor of the unconscious. It was defined by Freud in 1923 as the primary organizer, using the principles of adaptation, integration and control in order to create a functioning individual in the conscious reality. Freud further developed the theory by focusing on the ego from an aspect of an object of certain facets of our psychological live, like our libido. In schizophrenic patients, the objects of libido are substituted with the ego, which forces the patients to become megalomanic (Perelberg). This is closely related