Sociology Assignment Example | Topics and Well Written Essays - 2000 words

Human science - Assignment Example By and by, it is maybe clear that essential issues create likewise fundamental difficulties, including criminology. The realities on wrongdoing persevere to try existing speculations. As expressed by Birkbeck and Lafree (1993), this is especially the situation for speculations that have established their presumptions on the common genealogy of built up sociological information. Everybody believes that destitution is the base of criminal conduct it shows up, and this is on the grounds that the realities exhibit it (Ruggiero et al. 1998); in spite of the development in crime percentages during phases of monetary turn of events, spates of brutality in princely countries, for example, the United Kingdom, the precarious relationship of degenerate conduct with social class realist hypothesis remains clearly insufficient (Ruggiero et al. 1998). In any case, it isn't just realist hypothesis that misses the mark. Lion's share of criminological hypothesis is stale and hampered by an accentuati on on as far as anyone knows unbending spellbinding classes, in this way neglecting to assess the systems and procedures bringing about criminal conduct (Taylor, Walton and Young 1988). The significant part of wrongdoing that we don't know about, essentially, includes its causal social elements. For example, the horror rates among various social gatherings, for example, African Americans, have been noted (Carrabine et al. 2004). A fundamental issue as often as possible raised by criminologists, sociologists, and different researchers is the impact of the reaction of the criminal equity framework on the distinctions in crime percentages among various social gatherings (Cree 2000). Various sociologists recommend that segregation in the criminal equity framework serve just a little capacity in the horror pace of social gatherings (Cree 2000). Others contend that bigotry and bias contributes fundamentally to the lopsided investment of social gatherings, especially the lower class, in th e criminal equity framework (Flowers 1990). The issue of differential law authorization frequently starts with the police, typically the cutting edge of the arrangement of criminal equity social gathering individuals come into contact with (Jackson 1989). Thus, it is now that the idea of such investment and its belongings is generally imperative to the person of negligible position. This paper will examine the meanings of wrongdoing and aberrance given by various sociological scholars, especially Durkheim, Merton, Marx, and interactionist and subcultural scholars. Exploration proof and sociological speculations relating to the presumption that distinctions in crime percentages between social gatherings are the aftereffect of the manners by which the criminal equity framework works will be talked about. Sociological Definitions of Crime and Deviance The ideas of wrongdoing and abnormality are basically sociological. They are socially developed. In any case, despite the fact that ther e is a lot of understanding, what is considered as wrongdoing and aberrance varies across individuals, spot, and time (Ruggiero et al. 1998). For Emile Durkheim, wrongdoing is a ‘social fact’, or, at the end of the day, ‘normal’ (Carrabine et al. 2004). Essentially, as indicated by Durkheim, wrongdoing is an all inclusive marvel. It occurred in a wide range of society, and in every single authentic period (Carrabine et al. 2004). There was no sign that it was breaking down (Flowers 1990). It ought to thus be perceived as a typical element of society which could

Scary story Essay Example

Startling story Essay Example Startling story Essay Startling story Essay On a dim and turbulent night Shelby is going down Route 44, and afterward taking Route 40 heading home. Shelby has been in school, she at long last gets the mid year to return home and be with her family for a couple of months till school fires up once more. Shelby hasnt been home In nearly 12 months, she hasnt seen her sibling either. Shelby Is bringing home her sweetheart, to remain with her till they leave once more. Shelby sweethearts name Is Jeff. Shelby Is going down Route 44, as she Is driving this strange driver Is speeding, going as quick as possible. This insane driver is driving thoughtlessly not far off. Shelby and Jeff are going nuts and dont comprehend what to do. He is driving everywhere throughout the street, blaring his horn and attempting to hit them. He is getting directly on their guard blaring his horn as noisy as it will go. She is shouting at Jeff what do I do? He is hollering I dont know, wave at him to circumvent you. She eases back down and he circumvents her, he is flying around her as quick as possible, similar to hes in a rush. She stops the vehicle and the two of them get out and take a gander at one another they cannot make sense of what Just occurred. They switch seats, Jeff begins to drive. They recover some water out from the and they get once more Into the vehicle and drive off. As they are going not far off, Shelby Is attempting to make sense of what Just occurred. She thinks individuals down south are Just insane. Shelby Is attempting to get to her mothers house soon. They continue driving attempting to overlooking the thing they Just ran into. They see the insane person, at a relinquished church; he is going from his truck to a tremendous funnel. Jeff eases back down, he is driving gradually. It sees that somebody is driving gradually and he steps of to the side of his truck and gazes at them. Shelby says what in divine beings name would he say he is tossing in that pipe? Jeff steps on to the gas pedal and floors it, to get the hell out of there. He said bodies? It was enclosed by a sheet. Shelby said truly, enclosed by a sheet and resembles a body. Jeff says definitely, a body enclosed by a sheet with red stains? What on the planet would he do with bodies! l dont know says Jeff As they remove that person that is dumping the bodies gets Into his truck and begins to pursue them. He is flying not far off; he Is driving as quick as could be expected under the circumstances. The person hits the vehicle, making them hit their heads off the scramble board. Jeff Is shouting, advising him to circumvent them. Jeff says hang on; Shelby says do whatever dont slaughter us. Jeff tryst to accelerate and he hits get he fence to check whether they can escape from this killjoy. At the point when they get halted, Jeff and Shelby get out. They are in stun, Jeff gets a shirt and attempts to secure the back so the truck wont fly open any longer. Jeff stops and takes a gander at Shelby and says imagine a scenario in which they were as yet alive. Jeff shut up we are not returning there, he would execute us in the event that he finds us investigating the funnel. Sister consider the possibility that you were down there, wouldnt you need somebody to come and help you. I figure they could be alive, you realize this is the best activity. No Jeff I am not returning there, this thing could be stowing away and returned and murder us. Shelby this is the activity. It would be ideal if you return there with me. Fine yet I am not escaping the truck. When Jeff and Shelby show up at the congregation, they shut the vehicle off and Jeff dithers to escape the vehicle. He ventures out of the vehicle and Shelby gets out and remains with him. They stroll over to the funnel, and they look down the channel. Jeff advises Shelby to get a blaze light, rush Shelby. Jeff strolls to the side and hears an assist me with crying from the funnel, he shouts hi. Hi is somebody there. Shelby pick up the pace I stop, they hear a Help me, it would be ideal if you help me. Shelby Just hold my feet Im going to Just go mostly down, hold my feet Shelby please. Jeff Im going to tally to ten, at that point I am going to give up and return to the vehicle. Quiet down Shelby I hear something. Hi is anybody down there, Shelby I see something. Its moving, its RATS, rodents, rodents, rodents, ewe rodents. Shelby gives up and falls in reverse, Jeff tumbles down the funnel and cuts his hand and stomach. Shelby is shouting, Jeff, Jeff answer me are you alright, Jeff! Jeff answer me. I advised you not to go down there, Jeff murmurs definitely right shut up Shelby. Indeed I am find quieted down, I have to discover an a long distance over here, its a storm cellar to a congregation right! Shelby go to the street and fine somebody that can enable us to if it's not too much trouble go. Shelby races to the street, and attempts to get someones consideration. Jeff gets the glimmer light and glances around, he sees bodies, wrapped and roped, with blood recolors on it. He sees one moving, he makes proper acquaintance. The body gets Jeff leg, Jeff shouts his head off. Shelby hurries to the funnel saying Jeff what's going on, Jeff are you there. Go get help Shelby. Shelby returns to the body and sees that its moving and shouting, and opens the sheet. He sees a little fellow who has been sewed up, his entire chest has been cut open. His lips are blue, he isnt getting any oxygen to his body. The kid is murmuring, cover up, stow away, go cover up. The kid at that point bites the dust in that spot on the spot. Jeff is in stun, he gets up and utilizes the blaze light to check out the storm cellar, he sees bodies all over the place, and they are completely enveloped by a sheet with a rope around them, with blood stains. Jeff goes up the steps to the congregation and sees the body that has been away for a long time at this point. Police found the vehicle all crushed up and they never found the heads to the little youngster and young lady, which kicked the bucket on that street. Jeff goes up the steps into a little room, he sees a sewing machine, and he additionally finds the bodies to the children that passed on. It was said that they never found the heads to that kid and young lady. Jeff finds the heads and the bodies. The bodies were sewed together and their heads were sewed on their bodies. Following 20 years you would expect that the bodies would be bones at this point. Jeff continues glancing around, attempting to discover why this person is doing what he is doing. Shelby is perched on the hood of her vehicle, she sees somebody descending the street and she freezes, she gets into her vehicle and she attempts to begin it, she is crushing riggings to get it into switch, she cannot get it into the correct apparatus, she thinks its the folks returning after them. She is attempting to leave. The truck passes and she understands it isnt cap fellow. She kicks back and takes a full breath and begins to quiet down. She is pondering where Jeff is at, she glances around doesnt see him. Jeff comes up short on the congregation, and runs into the vehicle; he is in shook due to what he saw. He horrifies Shelby when he hits the vehicle, she Jumps back and shouts, god Jeff what's going on with you. Jeff gets in the vehicle, Shelby offers to drive, and they get moving not far off. Shelby attempts to get Jeff to talk however he wont move or express a word to her, he just continues glancing out the window. Jeff answer me what did you see, Jeff please answer me, are you alright? Do you know what he did to those children, Shelby do you know what he did to them? No Jeff what happened please let me know! He sewed their heads back on and sewed their bodies together he made them clasp hands, he had a class ring on as well, his God Damn name was Jeff! That is my name. Jeff are you will be alright! Jeff you have to eat something, go to the restroom and tidy up you smell and appear as though you Just came out of a sewer pipe, I will go get a telephone and call us, it would be ideal if you help us, would someone be able to call the cops, please something has occurred and should be dealt with. Everybody sees them, similar to they are insane. They converse with the server, and she goes into the kitchen. The telephone rings, and everybody continues taking a gander at them, a person shouts out and asks are you going to answer that. Shelby answers it making proper acquaintance? Jeff , Shelby is that you? Who is this? Dont stress over that, would you say you are folks alright is some kind of problem with you? You folks need to leave. Who is this and how would you know us. Would i be able to disclose to you something, you folks are in risk you have to leave! We dont know you so how would you realize what we need; he is desiring you all, Jeff you have a torn shirt where it shows your rose by your eely catch, and you have a cut hand, Shelby is fine, however you are the person who is harmed. Woman you dont even know us, disregard us. Who was that asks Shelby? One of the servers calls the cops. Jeff and Shelby sit tight for them; they are sitting at a table, Jeff changes his shirt Shelby puts a coat over her top. The cops show up and talk with the server and talk with Jeff and Shelby. Jeff and Shelby tell the cop everything that they saw. Jeff is shouting at the cop attempting to let him know, he saw the children that kicked the bucket on that street along time back. The cops said following 20 years they would be only bones. No not really official. Hello is that your garments out there, and your vehicle? What you mean my garments; somebody saw that thing in your vehicle smelling your clothing, as appreciate sniffing your clothing. It seemed as though he preferred it. He saw it experiencing your vehicle, are you messing with me, what in the damnation does it need, Jeff dont you see it needs us for reasons unknown we dont know why. Gracious extraordinary it even knows my name, presently what do I do. Hello do you all need an imprint? The cops and Jeff take a gander at the impression they take the handle off the entryway and remove, the cops are tailing them. The cops get a report on the handle. They said it had dead skin on it, its not from a human, fix that is extremely unusual okay 10-4 over. What is your area hang on official the sky is falling, 10-4. What the poo was that Doug? I dont know Ill look, alright. Heavenly S*** ah Doug, what the heck, the animal sticks its hand through the vehicle rooftop, and got the cops head and cut it off. He at that point tosses the head onto Jeff vehicle and Shelby is driving she shouts and slides the vehicle sideways, to abstain from destroying. They stop the vehicle and Shelby gets out and begin to shout Officer Frank, Hello Officer Frank would you say you are alright? Official Frank answer me! Shelby get back in the vehicle, Shelby dont. S

If a dog was your teacher

If a dog was your teacher If a dog was your teacher, these are some of the lessons you might learnWhen loved ones come home, always run to greet themNever pass up the opportunity to go for a joyrideAllow the experience of fresh air and the wind in your face, to be pure ecstasyWhen its in your best interest, practice obedienceLet others know when theyve invaded your territoryTake naps and stretch before risingRun romp and play dailyThrive on attention and let people touch youAvoid biting, when a simple growl will doOn warm days stop to lie on your back on the grassOn hot days drink lots of water and lay under a shady treeWhen youre happy dance around and wag your entire bodyNo matter how often youre scolded, dont buy into the guilt thing and pout, run right back and make friends Delight in the simple joy of a long walkEat with gusto and enthusiasmStop when you have had enoughBe loyalNever pretend to be something youre notIf what you want lies buried, dig until you find itWhen someone is having a bad day, be si lent. sit close by and nuzzle them gently.Author Unknown

Descartes Meditations And The Separation Of Mind And Body

Descartes’ Meditations take us through what can be called into doubt and what he concludes is absolutely certain. Descartes argues that the mind and body are two distinct things, but he acknowledges that they are somehow connected. Although, Scholars have noted Descartes’ argument of the separation of mind and body, they have missed the importance of how he justifies the connection between the two, because God willed it so. At the start of his meditations Descartes is sifting through his prior assumptions of what he knows and he makes his claim â€Å"I am, I exist†. It is absolutely certain that â€Å"I am, I exist† is true and cannot be called into doubt because the argument presented is if I will it or understand it, it is true. I am going to†¦show more content†¦The body may still exist, but he wouldn’t be aware of it. Descartes observes a piece of wax to try and discern what â€Å"I† means as well as what a body is. I dint quite understand the experiment until I read: â€Å"Surely I am aware of my own self in a truer and more certain way than I am of the wax, and also in a much more distinct and evident way. What leads me to think that the wax exists—namely, that I see it—leads much more obviously to the conclusion that I exist† (Descartes 7-8). I took from this that because Descartes senses the wax that must mean he exists because if he was nothing how could he possibly think he sees the wax. He endorses his claim by stating: â€Å"I now know that even bodies are perceived not by the senses or by imagination but by the intellect alone, not through their being touched or seen but through their being understood† (Descartes 8). I interpreted this claim as I can perceive my body not by pinching my arm or conjuring the image of it in my head, but by acknowledging its extension of my mind. Descartes continues to explore the concept of the body as being an extension, though it is uniqu e and distinct from the immaterial. Descartes spends the majority of the meditations proving that the mind and body are two distinct and separate things. The Third Meditation examines the difference between imagination and thought/understanding. Descartes uses anShow MoreRelatedDescartes: A Paradigm Shift in Philosophical Thinking Essay1574 Words   |  7 Pages Descartes, often referred to as the â€Å"father of modern philosophy,† solidified his foundational role in abstract thinking with his work â€Å"Meditations on First Philosophy.† This piece sought to prove the existence of God, as well as provide a criticism of our epistemic standards and values. By undergoing a thought experiment that involved a form of methodological skepticism, Descartes attempted to analyze his beliefs from a clean surface, to see how many of his typical thoughts and beliefsRead MoreSummary Of Descartes On The Mind-Body Distinction751 Words   |  4 PagesAssignment Descartes on the Mind-Body Distinction In the Sixth Mediation, Descartes advances a compact argument for the idea that the mind and the body are distinct (2006, AT 78). In this essay, I’m going to present what I take Descartes’ argument to be, and very briefly evaluate it afterwards. Descartes starts with the thought the we can understand, at least, something, and we can understand something in a specific manner: clearly and distinctly; we can’t be wrong, according to Descartes, about thingsRead MoreAnalysis Of Elisabeth s Criticism Of Descartes Mind Body Dualism1398 Words   |  6 PagesPrincess Elisabeth’s Criticism of Descartes’ Mind-Body Dualism Renà © Descartes’ seventeenth century philosophy receives much of the credit for the basis of modern philosophy, specifically his argument that the body and the mind are completely separate substances, each with its own independence from the other, also known as dualism. Descartes was educated in the Aristotelian and Greek tradition, and those ideas influenced his dualist thought. In Meditations, Descartes focused on dualism in the contextRead MoreEssay on Descartes Meditations1153 Words   |  5 PagesDescartes Meditations The way Descartes chose to write this piece literature captivated me. Descartes was a very intelligent man who wanted to make sense of the world he lived in. The format he used was unusual. It seems to me that he may have used this format, which is a replication of the book of Genesis in the Bible, to have a deeper and more profound impact on the reader. There are many similarities between Descartes Meditations and the first book of the Bible, Genesis. ForRead MoreRene Descartes: Cartesian Dualism Essay example1625 Words   |  7 Pageslasting legacies of Rene Descartes’ philosophy. He argues that the mind and body operate as separate entities able to exist without one another. That is, the mind is a thinking, non-extended entity and the body is non-thinking and extended. His belief elicited a debate over the nature of the mind and body that has spanned centuries, a debate that is still vociferously argued today. In this essay, I will try and tackle Descartes claim and come to some conclusion as to whether Descartes is correct to sayRead MoreIn Philosophy, There Are Going To Be Some Agreements And1393 Words   |  6 Pagesall is Descartes’ and Spinoza’s take in regards to mind and body, and God and free will, God existence. I will compare and contrast Descartes’ and Spinoza’s perspectives on the relationship between mind and body, and God and free will. Maria, there is no fast way to explain all of this as this takes time, so please brace yourself as I hope to provide you with a better understanding of the agreements/similarities and disagreements/differences between the two philosophers’. Similarities Descartes andRead MoreDescartes’ Arguments for the Existence of Body as Distinct from the Mind and His Justifications to Princess Elizabeth of Bohemia 1468 Words   |  6 PagesDescartes Two years after Descartes published his meditations on first philosophy, Princess Elisabeth of Bohemia wrote with questions concerning the relationship between the immaterial soul and the corporeal body- specifically how anything immaterial could produce physical effects. She was neither the first nor the last to question this practical application of Descartes’ dualism, but her questions elicited the most comprehensive attempt to answer the question. In this paper I will examine Descartes’Read MoreEssay on Only the Mind Perceives669 Words   |  3 PagesOnly the Mind Perceives Descartes overall objective in Meditations on First Philosophy is to question knowledge. To explore such issues as the existence of God and the separation of mind and body, it was important for him to distinguish what we can know as truth. He believed that reason as opposed to experience was the source for discovering what is of absolute certainty. In Meditation Two, Descartes embarks on his journey of truth. I find, in Meditation Two that Descartes has accomplishedRead MoreThe Relationship of the Mind and the Body: The Person1071 Words   |  5 PagesCan the mind exist without the body? Can the body exist without the mind? Surely in this day and age, there are artificial ways to keep the body alive even if the brain is pronounced dead. Likewise, the body can be completely immobilized, in a coma, yet the mind can still be alive and active. But can either really exist in its entirety on its own, performing its functions as usual, and in the same manner as if it was still in unio n with its partner? In his book, Discourse on the Method and MeditationsRead MoreRene Descartes And Blaise Pascal1619 Words   |  7 PagesRene Descartes and Blaise Pascal were philosophers with a common goal – bringing others to the truth of the existence of God. They both had a desire to help others scale the heights of religion, using the path of reason, and bring them to the other side with a firm perception and knowledge of the reality of, not just a god, but the one, true God. Though their goal and method was similar, that of using doubt as a vehicle to traverse the oppositional arguments of unbelievers, they arrive at different

Underrated Questions on Ap Lang Lincoln Second Inaugural Speech Essay Samples That You Should Read About

Underrated Questions on Ap Lang Lincoln Second Inaugural Speech Essay Samples That You Should Read About Essays could possibly be lightly modified for readability or to defend the anonymity of contributors, but we don't edit essay examples before publication. Reading example essays works the exact same way! The brevity, nevertheless, is deceiving. The body paragraphs are the center of the essay. Never forget your body paragraphs are somewhat more important than the conclusion, and thus don't slight them merely to put in a conclusion. To begin with, take your medicine, and then we'll decide what things to do. In contrast to the popular myth, money doesn't buy happiness or make a thriving individual. With a war within a complete country between two appendages from the identical body, it took incredible patience and the correct choice of words to make unity once more. Perhaps, but the time was near for the war to finish. Another instance of parallel structure lincoln employed in his speech is both read the identical bible, and pray to the exact same god. He uses the bible to concentrate on the hope of reunification rather than the present issue available. Lincoln's sole desire prior to, during, and following the Civil War was supposed to maintain national unity. He says there isn't going to be any violence nor invasion. He advocated they ought to be given their whole freedom without hatred and needs to be permitted to join unions too just like their white counterparts. He then continues to repeat the term interest rather than slavery. He was among the founding fathers of this amazing nation. King explains that his group intended to dramatize racism and make sure the community at large was made to confront the matter by getting up in everybody's faces, so to speak. There's no elevator to success you've got to take the staircase. Also take note that you don't need to take just one side in a matter. His ideas and ideas helped build the USA into the country it is today. The Constitution doesn't expressly say. The Union of States is thought of as perpetual. The government won't assail you. It will not assail you. Ruthless Ap Lang Lincoln Second Inaugural Speech Essay Samples Strategies Exploited You've already declared it. Should they don't, I'll bring them up myself. I am unable to love her, but I can't hate her either. Whispered Ap Lang Lincoln Second Inaugural Speech Essay Samples Secrets In the end, it gives students an opportunity to review the text and remember the things that they read. Using imagery also turns out to be a practical tool in conveying his tone and message. Find out how their brains work, study and learn to have on the exact same wavelength as a number of the strongest minds on the planet. It's possible for you to use figurative language to spell out your positions on subjects, but it is better to be direct and simplistic when discussing more severe events or situations. The corporation's aim is to shield consumers from purchasing products which aren't powerful or that aren't even functional. I discovered a group of mentors keen to show me the ropes into the on-line business world. The topic of tiger riding is compared to the usage of nuclear weapons to get power. Do not be scared to invest into various courses, training, coaching, mentorship, because at the close of the day, you can learn to get inside their heads. Ap Lang Lincoln Second Inaugural Speech Essay Samples Can Be Fun for Everyone Now, a reader could be thinking Wow! His usage of the term contest is emblematic of the term choice he'll use as his speech carries on. Needless to say, you also need to bear in mind a conclusion isn't absolutely necessary to be able to get a high score. Get a whole paper today. In doing this, the concept is made in the audience that any nation that refuses the offer is extremely despicable. You may wish to jot down a couple distinct memories that touched you in conditions of your fight to get the position at this point you have. Within this brief moment of opportunity he's confronted with a critical choice. He did this in an endeavor to agitate the demand for a dialogue to set up an impromptu remedy to deal with the issue of the glaring injustices against Afro-Americans.

Court Observation Free Essays

Observation of the Court Proceedings in Litigated Cases at District Court Report 20 Submitted to Pubanchal University Chakraworti HaBi College of Law For the Partial Fulfillment as Clinical Works Submitted by Sambal Chaulagain Role No:23 BALLB 1st years Table of Contents 1. Introduction 2. Objectives and Timeframe of Observation 3. We will write a custom essay sample on Court Observation or any similar topic only for you Order Now Methods and Limitation 4. Observed Findings 1. Lodging the Case 2. Summoning the Respondents 3. Examination of Witness 4. Hearings 5. Role of lawyers 5. Finding and Recommendations . References and Annexes Observation of the Court Proceedings in Litigated Cases at †¦. Court 1. Introduction †¢ give brief introduction of the report itself (Start as This is a report of the court observation of †¦. court during †¦.. . The purpose of the observation was to gain practical knowledge of the performance of the justice agencies in course of litigation lodged within the given jurisdiction of the court†¦. ) †¢ present a summary of the remaining chapters 2. Objectives and Timeframe of Observation The main objective of the observation was to gain fresh knowledge on the proceedings of the litigated cases in †¦. Court. More specifically, the observation intended to identify the barriers and lackings in the system that hinders or delays the justice process. †¢ The observation was done during†¦Ã¢â‚¬ ¦. (dates) 3. Methods and Limitation †¢ Mention how you observed, how you asked information with whom †¢ Mention what you did not look for in the course of observation 4. Observed Findings 1. Lodging the Case How the complaints or charge sheets are registered †¢ Who observes the document initially †¢ Who give order to register †¢ What is called the name of registry 2. Summoning the Respondents †¢ How the document is presented to the bench †¢ How the initial hearing takes place and how the respondents are summoned †¢ How the rejoinders are registered 3. Examination of Witness †¢ How the cases are presented to bench after receipt of rejoinder †¢ What are the basic examination of evidence (witness, documents) 4. Hearings How the hearing takes place awarding judgment †¢ How the lawyers argue and defend in this course †¢ What are the steps of that lawyers pleading is heard by the judg e 5. Role of lawyers †¢ What are the role of lawyers you observed in whole cases (What a lawyer does during whole course, mention the major work of lawyers prior to court room proceeding and court room proceedings. 5. Findings and Recommendations †¢ Give a summary what you found in the process †¢ In your opinion were there any other ways to do the process better ? Suggest your idea to bring changes in law †¢ Suggest your idea bring changes in behavior of the officials 6. References and Annexes †¢ Prepare a list to whom you consulted during the observation †¢ Prepare a list to whom you talked and gathered information by interview †¢ If you had consulted any other person beyond court officials and quoted any factual or opinioned information, make a list †¢ Put a checklist that you prepared for conducting observation process How to cite Court Observation, Essays

Subject Critical Modern Philosophy Essay Example For Students

Subject: Critical Modern Philosophy Essay What are the main features and functions of the Superego according Freud?Words: 1000Name: Samuel JohnstoneStudent Number: 99189860Tutor: Dr Paul Alberts. Tutorial Time: Wednesday 12-1:30. What is the Superego? According to Anne Neimark Sigmund called the third area of the mind the Superego. Like a judge in a court trial, the superego announced its verdicts or decrees. (Neimark A, 1976, page 96) The superego is part of a trio that controls our urges and desires. The id being the urge at it raw form, the ego filtering the urge, and the superego is the decider of whether or not the urge can be satisfied immediately or must be saved until later. The superego formed from the rules of parents and authority figures, the superego was the inward voice that said you must, you must not, you are good, you are bad. (Neimark A, 1976, page 96)Since the superego goes back to the influence of parents, educators and so on, we learn still more of its significance if we turn to those who are its sources. (Ricoeur P, 1970, p186) The superego is not created when we are born rather we are born with the superego and it develops over the course of our life as new rules and regulations are br ought to light. A childs superego is in fact constructed on the model not of its parents but of its parents superego; the contents which fill it are the same and it becomes the vehicle of tradition and of all the time-resisting judgements of value which have propagated themselves in this manner from generation to generation. (Ricoeur P, 1970, p187) Therefore the superego is developed, maintained and updated continuously over the period of our life and is then passed on or inherited by our children. We will write a custom essay on Subject: Critical Modern Philosophy specifically for you for only $16.38 $13.9/page Order now The superego while being a conscious moralizer it also is largely unconscious the superego is the seat of morality, part conscious and part unconscious, in the individual. ( Brown J, Richards B, 1998, p240) The superego is part conscious and many conscious experiences are actually happening with in the unconscious superego In the individual as pictured by Freud, the main moral scenario broadens out from the efforts of the superego into a struggle between the forces of life and death, a struggle which though often impacting upon conscious experience was constantly taking place in the unconscious. (Brown J, Richards B, 1998, p240)The superego the id and the ego are all dependent on each other forming a relationship, These dependant relationships are first of all the relations of master-slave: the egos dependence on the id, the egos dependence on the external world, and the egos dependence on the superego. (Ricoeur P, 1970, p212) The superego being a conscious and unconscious and with t he dependant relationship with the ego and id, can manifest itself and be seen as the death instinct. The instinctual character of the superego is charged with destructive rage thanks to the death instinct. (Ricoeur P, 1970, p299) The superego has taken possession of all the available sadism, that the destructive component has entrenched itself in the superego and turned against the ego: what is now holding sway in the superego is a pure culture of the death instinct. (Ricoeur P, 1970, p299) The death instinct refers to the ids drive towards death, and at the other end of the spectrum is the life instinct. It is the superegos relationship with the id that can manifest into the death instinct. The link between the fear of conscious and erotism stems from the deep-seated relationship the superego retains with the id..The superego is the representative of the id. (Ricoeur P, 1970, p300)The superego is complex in its design and function it is our personal watchdog keeping us in line wit h the rules of society, sometimes these rules are broken and the superego lets us know that we have broken them by giving us a sense of guilt or self pity, other times the superego will make us swell with pride when we do something good. I believe that the words of David Stevenson give a clear and concise insight into the superego. .uf0799e8a6b1aa1a6200b71427de79f33 , .uf0799e8a6b1aa1a6200b71427de79f33 .postImageUrl , .uf0799e8a6b1aa1a6200b71427de79f33 .centered-text-area { min-height: 80px; position: relative; } .uf0799e8a6b1aa1a6200b71427de79f33 , .uf0799e8a6b1aa1a6200b71427de79f33:hover , .uf0799e8a6b1aa1a6200b71427de79f33:visited , .uf0799e8a6b1aa1a6200b71427de79f33:active { border:0!important; } .uf0799e8a6b1aa1a6200b71427de79f33 .clearfix:after { content: ""; display: table; clear: both; } .uf0799e8a6b1aa1a6200b71427de79f33 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf0799e8a6b1aa1a6200b71427de79f33:active , .uf0799e8a6b1aa1a6200b71427de79f33:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf0799e8a6b1aa1a6200b71427de79f33 .centered-text-area { width: 100%; position: relative ; } .uf0799e8a6b1aa1a6200b71427de79f33 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf0799e8a6b1aa1a6200b71427de79f33 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf0799e8a6b1aa1a6200b71427de79f33 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf0799e8a6b1aa1a6200b71427de79f33:hover .ctaButton { background-color: #34495E!important; } .uf0799e8a6b1aa1a6200b71427de79f33 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf0799e8a6b1aa1a6200b71427de79f33 .uf0799e8a6b1aa1a6200b71427de79f33-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf0799e8a6b1aa1a6200b71427de79f33:after { content: ""; display: block; clear: both; } READ: Magnanimity in the Iliad Analysis EssayWhile the ego may temporarily repress certain urges of the id in fear of punishment, eventually these external sources of punishment are internalized, and the child will not steal a chocolate, even unwatched, because he has taken punishment, right, and wrong into himself. The superego uses guilt and self-reproach as its primary means of enforcement for these rules. But if a person does something which is acceptable to the superego, he experiences pride and self-satisfaction. The superego is sub-dividable into two parts: conscience and ego ideal. Conscience tells what is right and wrong, and forces the ego to inhibit the id in pursuit of morally acceptable, not pleasurable or even realistic, goals. The ego ideal aims the individuals path of life toward the ideal, perfect goals instilled by society. In the pursuit, the mind attempts to make up for the loss of the perfect life experienced as a baby. (Stevenson D, 1966)References? David B. Stevenson, Freuds Division Of Mind 1966, Brown University, http://landow.stg.brown.edu/HTatBrown/freud/Division_of_Mind.html? Elliott A, Freud 2000, 1998, Melbourne, Melbourne University Press, Pages 240? Ricoeur P, Freud And Philosophy, 1970, London, Yale University Press, Pages 186,187,212,299,300. ? Neimark A E, Sigmund Freud:The World Within,1976,New York, Harcourt Brace Jovanovich, page 96. BibliographyReferences? David B. Stevenson, Freuds Division Of Mind 1966, Brown University, http://landow.stg.brown.edu/HTatBrown/freud/Division_of_Mind.html? Elliott A, Freud 2000, 1998, Melbourne, Melbourne University Press, Pages 240? Ricoeur P, Freud And Philosophy, 1970, London, Yale University Press, Pages 186,187,212,299,300. ? Neimark A E, Sigmund Freud:The World Within,1976,New York, Harcourt Brace Jovanovich, page 96.

Kohlbergs Stages of Moral Development

Kohlberg's Stages of Moral Development Lawrence Kohlberg outlined one of the best-known theories addressing the development of morality in childhood. Kohlberg’s stages of moral development, which include three levels and six stages, expanded on and revised the ideas of Jean Piaget’s previous work on the subject. Key Takeaways: Kohlberg's Stages of Moral Development Lawrence Kohlberg was inspired by Jean Piaget’s work on moral judgment to create a stage theory of moral development in childhood.The theory includes three levels and six stages of moral thinking. Each level includes two stages. The levels are called preconventional morality, conventional morality, and postconventional morality.Since it was initially proposed, Kohlberg’s theory has been criticized for overemphasizing a Western male perspective on moral reasoning. Origins Jean Piagets two-stage theory of moral judgment marked a divide between the way children younger than 10 and those 10 and older think about morality. While younger children looked at rules as fixed and based their moral judgments on consequences, older children’s perspectives were more flexible and their judgments were based on intentions. However, intellectual development doesn’t end when Piaget’s stages of moral judgment ended, making it likely that moral development continued as well. Because of this, Kohlberg felt Piaget’s work was incomplete. He sought to study a range of children and adolescents in order to determine if there were stages that went beyond those proposed by Piaget. Kohlberg’s Research Method Kohlberg utilized Piaget’s method of interviewing children about moral dilemmas in his research. He would present each child with a series of such dilemmas and ask them their thoughts on each one to determine the reasoning behind their thinking. For example, one of the moral dilemmas Kohlberg presented was the following: â€Å"In Europe, a woman was near death from a special kind of cancer. There was one drug that the doctors thought might save her†¦ The druggist was charging ten times what the drug cost him to make. The sick woman’s husband, Heinz, went to everyone he knew to borrow the money, but he could only get together about†¦ half of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let him pay later. But the druggist said: ‘No, I discovered the drug and I’m going to make money from it.’ So Heinz got desperate and broke into the man’s store to steal the drug for his wife.† After explaining this dilemma to his participants, Kohlberg would ask, â€Å"Should the husband have done that?† He then continued with a series of additional questions that would help him understand why the child thought Heinz was right or wrong to do what he did. After collecting his data, Kohlberg classified the responses into stages of moral development. Kohlberg interviewed 72 boys in suburban Chicago for his study. The boys were 10, 13, or 16 years old. Each interview was approximately two hours long and Kohlberg  presented each participant with 10 moral dilemmas during that time. Kohlberg’s Stages of Moral Development Kohlberg’s research yielded three levels of moral development. Each level consisted of two stages, leading to six stages in total. People pass through each stage sequentially with the thinking at the new stage replacing the thinking at the previous stage. Not everyone reached the highest stages in Kohlbergs theory. In fact, Kohlberg believed that many didn’t move past his third and fourth stages. Level 1: Preconventional Morality At the lowest level of moral development individuals haven’t yet internalized a sense of morality. Moral standards are dictated by adults and the consequences of breaking the rules. Children nine years old and younger tend to fall into this category. Stage 1: Punishment and Obedience Orientation. Children believe the rules are fixed and must be obeyed to the letter. Morality is external to the self.Stage 2: Individualism and Exchange. Children begin to realize that the rules aren’t absolute. Different people have different perspectives and therefore there isn’t just one correct point of view. Level 2: Conventional Morality A majority of adolescents and adults fall into the middle level of conventional morality. At this level, people start to internalize moral standards but not necessarily to question them. These standards are based on the social norms of the groups a person is part of. Stage 3: Good Interpersonal Relationships. Morality arises from living up to the standards of a given group, such as ones family or community, and being a good group member.Stage 4: Maintaining the Social Order. The individual becomes more aware of the rules of society on a broader scale. As a result, they become concerned with obeying laws and maintaining the social order. Level 3: Postconventional Morality If individuals reach the highest level of moral development, they start to question if what they see around them is good. In this case, morality stems from self-defined principles. Kohlberg suggested that only 10-15% of the population was able to achieve this level because of the abstract reasoning it required. Stage 5: Social Contract and Individual Rights. Society should function as a social contract where the goal of each individual is to improve society as a whole. In this context, morality and individual rights like life and liberty may take precedence over specific laws.Stage 6: Universal Principles. People develop their own principles of morality even if they conflict with society’s laws. These principles must be applied to every individual equally. Critiques Since Kohlberg initially proposed his theory, many criticisms have been leveled against it. One of the key issues other scholars take with the theory centers on the sample used to create it. Kohlberg focused on boys in a specific United States city. As a result, his theory has been accused of being biased towards men in Western cultures. Western individualist cultures may have different moral philosophies than other cultures. For example, individualist cultures emphasize personal rights and freedoms, while collectivist cultures emphasize what’s best for the community as a whole. Kohlberg’s theory does not take these cultural differences into account. In addition, critics like Carol Gilligan have maintained that Kohlberg’s theory conflates morality with an understanding of rules and justice, while overlooking concerns such as compassion and care. Gilligan believed the emphasis on impartially judging conflicts between competing parties overlooked the female perspective on morality, which tended to be contextual and derived from an ethics of compassion and concern for other people. Kohlberg’s methods were also criticized. The dilemmas he used weren’t always applicable to children at the age of 16 and under. For example, the Heinz dilemma presented above might not be relatable to children who had never been married. Had Kohlberg focused on dilemmas more reflective of his subjects lives, his results may have been different. Also, Kohlberg never examined if moral reasoning actually reflected moral behavior. Therefore, it’s not clear if his subjects’ actions fell in line with their ability to think morally. Sources Cherry, Kendra. â€Å"Kohlberg’s Theory of Moral Development.† Verywell Mind, 13 March 2019. https://www.verywellmind.com/kohlbergs-theory-of-moral-developmet-2795071Crain, William. Theories of Development: Concepts and Applications. 5th ed., Pearson Prentice Hall. 2005.Kohlberg, Lawrence. â€Å"The Development of Children’s Orientation Toward a Moral Order: I. Sequence in the Development of Moral Thought.† Vita Humana, vol. 6, no. 1-2, 1963, pp. 11-33. https://psycnet.apa.org/record/1964-05739-001McLeod, Saul. â€Å"Kohlberg’s Stages of Moral Development.† Simply Psychology, 24 October 2013. https://www.simplypsychology.org/kohlberg.html

How to Teach the ACT A Guide for Tutors and Parents

How to Teach the ACT A Guide for Tutors and Parents SAT / ACT Prep Online Guides and Tips I spent four years as a test-prep tutor, working with students on all aspects of the ACT and SAT. When I started out, I knew how to take the tests, but I wasn't that good at teaching them. Over the years, however, I've learned a lot about how to be an effective teacher, and it's largely not about the kinds of tips and tricks you might expect. This guide will give you all the tools you need to guideyour student through the ACT prep process.Just follow these six steps: Set a Goal Learn the Test Use the BestResources Make a Plan Teach the Strategies Dissect Mistakes Step 1: Determine Your Goals and Challenges This step will vary a lot depending on who you are and who your student is. If you're a parent, sibling or friend, you'll need to determine whether you're qualified to teach this student and what challenges you'll face. If you're a professional or volunteer tutor, you'll want to focus more on the student's own score goals. Are You Qualified? In order to be an effective tutor, you need to be better at the material than your student. If you struggle to explain questions they miss it will undermine herconfidence in you, and if you don't really understand the material you won't be able to diagnose what your student's weaknesses are. A good rule of thumb is that you should be scoring at least 4 points higher than your student. If she is already high-scoring you’ll want to be at or near perfect. If you are not academically-minded or were always bad at standardized tests, don’t try to teach them to someone else. Potential Challenges Your student has to want to improve. It’s impossible to raise your score on the ACT without doing a lot of practice, so you aren’t going to be able to be an effective tutor unless your student is also invested in the process. Encouraging a student to participate in the learning process can be especially tricky if she's a friend or family member. One of my biggest challenges as tutor was working with my cousin. Because we didn’t have the usual student-tutor relationship, it was harder for me to motivate her and hold her to account when she didn’t complete the work that I assigned. Setting a Score Goal Having a goal to work towards is an important motivational tool, so make sure to discuss with your student what score she's hoping to reach. Don’t just assume she needs a 36, since she almost certainly doesn’t. Your student’s goal will depend on what she needs the score for. The score she’ll need as a middle schooler to get into summer programs is very different from what she’ll need as a senior to get into Columbia. Moreover,what score she needs to get into college will depend on where she wants to go. Look into the score ranges at schools she’s interested in to help determine what score she should shoot for. Another consideration is whether your student needs to raise her score as a whole or simply increase her score on one of the sections. A particularly low score on one section (especially math or reading) can count against an application, and some schools and programs have a cut off score for certain sections. Again, it's important to understand what she's planning to use the score for in order to determine what her goal will be. Setting a specific goal (and having a reason for it) will help your student stay focused. Step 2: Familiarize Yourself with the ACT You can’t be an effective teacher if you don’t know anything about the ACT. If you aren't accustomed to tutoring- especially if you applied to college before smartphones were invented- you'll need to spend some time familiarizing yourself with the test. A good first step is to try taking a practice ACT: doing so will help you understand your own strengths and weaknesses as well as how the ACT is formatted and what kinds of skills it tests. I've included some key reminders about what you need to know if you aren't familiar with the test below. Remember that the ACT Is Different from the SAT The ACT’s popularity is relatively recent and somewhat location dependent. If you applied to college before 2000or you went to high school in a state on the east or west coast (rather than in the Midwestor a mountain state), you probably took the SAT. Though both are standardized tests, the current ACT is very different than the older versions of the SAT. For starters, it has English and science sections in addition to the math and reading ones. It also asks different types of questions about slightly different material- for example, there are no vocab questions on the ACT, but there are trigonometry ones. If you're going to tutor the ACT, make sure you know the ACT- don't just assume it's the same as theSAT you took 10 years ago. Know the Format of the ACT It sounds silly, but it’s important make sure you understand what the ACT actually looks like and what kind of questions it asks. The ACT is very different from the type of test students take in high school and you need to understand the test's unique logic and formatin order to guide your student to a higher score. For example, let’s say your student has a low math score, and you know he really struggles with logarithms. You might decide that you should focus on studying logarithms and really practice that skill. This plan sounds logical enough, but itwould actually waste a lot of time because the ACT has at most one logarithm question per test. Unless your student is already scoring a 33 or above on the math, studying logarithms is not an effective use of time. Let's consideranother case: your student is having a hard time with the science section. You might think that it will be helpful to review the science your student has learned in school: go over osmosis and electromagnetism. But the science section doesn't actually test knowledge- it's about reading graphs.Studying science topics won't help your student at all. If you aren't sure what the ACT actually tests, you can use the following guides to learn aboutwhat’s on each section: English Reading Math Science Step 3: Gather the Best Resources If there was one lesson I learned as a tutor, it was that bad materials make it very difficult to tutor effectively. When practice questionshave errors or look nothing like the the questions on the actual ACT, students end up confused or frustrated and, worse, lose some of their trust in you. To avoid these issues, the best plan is to use official practice materials whenever possible and, if necessary, supplement them with high quality books. Official Practice Tests Official ACTs will be the backbone of any tutoring program. Practicing with real tests will give students the best idea of what to expect on test day. There are a number of official ACTs available for free online. You can also purchase The Real ACT Guide, which includes extraofficial tests. Best General Books Though The Real ACT Guideprovides a lot of great practice material, it doesn't include much in the way of strategies or content review. As such,you'll likely need other materials assupplements (though it will depend on your approach as a tutor and the strengths and weaknesses of your student). One great resource is the ACT Black Book by Mike Barret. This book lays out how to think effectively about the test and can really help students understand how the ACT is different from the tests they take in school. It includes some of the best strategies, but it also lacks math andEnglishcontent review, which many students will need. For more info about these books and others, check out our round-upofthe best ACT prep books and our list of best books for intensive ACT study. You might also consider taking a look at our free online ACT guides, including the 5 strategies you must be using and how to get a 36. Best Section Books If your student needs particular help on one of the sections, consider getting a book specific to that topic. There are fewer of these specialized options for the ACT than there are for the SAT, but there are still some great options. We also have free guides to each section, which include some of the best, most comprehensive info anywhere. English Our complete guide to thebest ACT Englishbookscan help you pick out the best option for your student. Our Ultimate Guide to ACT English Math We recommendRichard Corn'sUltimate Guide to the Math ACTfor most students. Our CompleteGuide to ACT Math Reading For reading, we generally recommend Erica Meltzer's Complete ACT Reading. Our Ultimate PrepGuide to ACT Reading Science There aren't any really great ACT Science books, though Barron's ACT 36 can be helpful for high scoring students. Our Complete Guide to ACT Science Good resources are worth their weight in gold (not literally). Step 4: Make a Plan Once you know your goals and have the materials you need, sit down with your student and work up a full plan for how you're going to get her to the score sheneeds by the test dateshe's signed up for. ACT prep is one of the easiest things to procrastinate- because it's spread out over such a long period, it's easy to put off until the very last minute- but studying is most effective when it occurs over months, not days. As a tutor, one of your most important roles is making sure your student stays on track. Let's go over some ways to achieve that. Establisha Schedule First, figure out when your student is going to take the test. Then plan out what needs to get done between now and then: most students benefit from roughly 40 hours of studying- it will depend on the student how much of that is tutoring and how much is independent work, but all students should take at least three full practice tests. Set a specific time for your lesson each week. I generally prefer to meet with students once a week, butif you'reon a tight schedule you can certainly do twice a week. With more than two lessons per week,most students will quickly get burned out and frustrated. If you're working with a student who you only see that one time each week, then you'll needto give homework, either extra practice questions or material review, depending on the student's needs and weaknesses. As a parent or sibling, you probably won't be able to convince your student to do extra homework, so instead set aside an extra time during the week for them to study on their own. Prioritize When deciding how to approach the material, it's helpful to have a system: are you going to tackle one section at a time? Break them up into individual skills and mix things up a bit? Have your student practice each type of question and hone in on what's tripping himup about it? Each of these approaches can work- it really depends on how your student learns best. Then decide where you're going to start. I like to begin by tacklinga student's weakest sections, because that's often where they have the most room for improvement. But every student is different. Some may only need to raise a specific section score. Some may already know a lot about the ACTand mostlyneed to review the material it tests. Others will need you to start with the very basics like format and scoring. Set Expectations ACT prep is easy to put off and avoid, but it’s impossible for students to improve without dedicated practice. A big part of your job as a tutor is keeping your student motivated. Talk to your student about how much work she'llneed to do and when it needs to be completed. Remind herwhy the ACT is important. Hold herto your schedule. Ideally, your plan will be less complicated than this one. Step 5: Discuss Strategies So far I've talked mostly about the big picture of how to set up an successfulstudent-tutor relationship, but now I want to go into a bit more depth about how to be a really effective teacher of the material. To succeed on the ACT, students need to have a systematic approach to each section. These overall strategiesare often what students expect to learn when they start tutoring, and although they aren't the be all, end all of learning about the ACT, these kinds of tips are still important. Below are some guides to key strategies for each section to get you thinking about the types of ideasyou might want to cover. You'll also want to diagnose any content weaknesses for English and math. English How to approach the English passages: This guide explains the best methods for reading the ACT English passages- have your student try each and determine which works best for her. 5 critical concepts: This article covers a number of general ACT English strategies like using grammar rules (not your ear) to determine the answer and not rushing through the questions. What's actually covered on ACT English: Go over this list with your student to help determine if there are any topics she's especially unfamiliarwith. Math Hownot to run out of time on ACT Math: The math section includes a lot of questions, and students will need to move quickly. This guide offers tips to help students manage time effectively. 31 must know formulas: Unlike the SAT, the ACT doesn't provide the formulas you need to know. This list lays out all the formulas your student needs to memorize to ace the ACT math. How to plug in answers: Make sure your student understands the most efficient way to plug-and-chug. How to plug in numbers: This strategy will help your student approach questions that ask about abstract variables and unknown quantities. Reading How to read the passages: It's vital that students have a plan for efficiently reading the passages. This guide outlines the most effective methods. The #1 rule for ACT Reading: A common mistake students make on ACT Reading is overthinking the questions. This guide explains why that will give you the wrong answer. How to stop running out of time on ACT Reading: Time management is one of the trickiest parts of the ACT reading- this guide can help with it. Science ACT Science isn't really about science: This article explains how students can use the fact that ACT Science is really a reading test to their advantage. How to approach the science passages: As with English and reading, students must know how to approach the passages systematically- this guide explains the most effective way to do so. Step 6: Dissect Mistakes ACT questions follow certain patterns: look at enough tests and you'll see that the test writers ask the same kind of questions over and over again. The best way to get a feel for the style of those questions is to do a lot of practice, so as I mentioned above you should have your students regularly practice with real ACT questions. Of course, it's not enough to simply assign the work, you also need to discuss the questions your student misses. Your role as a tutor isn't just to say, "Bis the rightanswer"- it's to help your student understand why they gotthe questionwrong and how they can avoid missing similar ones in the future. For more details on how to effectively go overmissed questions, take a look at our guide to reviewing mistakes. The keys to unlocking your student's potential. Review: 3 Key Tutoring Tips The specifics of what you cover and how you work on it will depend a lot on you and your student, but there are a few big picture ideas that every tutor should keep in mind. Be Organized Students take their cues from you. If you aren't on top of the material and don't seem to have a plan, they'll pick up on your lack of preparation and feel less confident in your knowledge. Make sure you have a clear plan for everything you're going to cover, since this will help you feel prepared as well as giving you the chance to prepare for lessons ahead of time. However, leave yourself some extra time for reviewing tricky topics and answering your student's questions. It's impossible to predict exactly what students will need help with, and it's important to be responsive to their concerns. Motivation is Key I can't overstate the importance of practice: students won't improve if they don't put the work in. As such, it's vital that you motivate your student to do the work you assign. In some cases, this will be easy (I've had students who actually requested extra homework), but in others you will need to really emphasizewhy the practice is important and how it will help your student reach her goals. They Don't Call It a Standardized Test for Nothing As a tutor, I've found that my greatest strength is an encyclopedic knowledge of the ACT. The test includes the same kinds of questions again and again, so once you really know the different styles of questions and different topics they cover you can explain just about any permutation. I gained this knowledgeover years of tutoring, but even if you're just starting out, you can use the fact that the ACT is standardized to your advantage. Go over official tests carefully and look for patterns in the questions. Remember that because the test is standardized there is only ever one indisputably correct answer. Help your student understand both what will and whatwon't be covered by the test. Further Reading I've listed tons of helpful resources throughout this article. If you're looking for more ACT prep content, you can also explore all of our posts using the topics listed in the right column. If the test is just around the corner and you're pressed for time, make sure to go over these last-minute study tips with your student. For parents: check out these guides to help you determinewhat the best study format for your childwill be. A tutor?Self-study? An online program? Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Alex Heimbach About the Author Alex is an experienced tutor and writer. Over the past five years, she has worked with almost a hundred students and written about pop culture for a wide range of publications. She graduated with honors from University of Chicago, receiving a BA in English and Anthropology, and then went on to earn an MA at NYU in Cultural Reporting and Criticism. In high school, she was a National Merit Scholar, took 12 AP tests and scored 99 percentile scores on the SAT and ACT. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Risk Assessment For nonprofit hospital Essay Example | Topics and Well Written Essays - 1750 words

Risk Assessment For nonprofit hospital - Essay Example Evidently, the industry is highly vulnerable to information theft more than ever before. In modern healthcare settings, risk factors are impulsive and hence comprehensive risk assessment programs are essential to meet the challenges. According to the current day concept, risk assessment is not simply a precaution but a preventive healthcare approach that mitigates the impacts of a number of risk factors (The National Patient Safety Agency, 2007). Why Risk Assessment It has been stated that â€Å"each technical advance brings new security holes† (Rogers, 2011, p. 2). According to the writer, storing data over the internet involves incessant threat from hackers and malware. Burger (2010) describes the Kern medical center’s intense struggle with computer virus to regain its data, for the virus had downloaded ‘tons of porn documents’ and crashed all computers causing great dilemma. The incident has been cited by many experts to show that hospital data is always vulnerable to identity theft. For instance, Fell (2010) also points out that hospital computer systems are under the threat of information theft referring to the mayhem caused by virus at Kern Medical Center. According to the officials of UC Davis Police Department, the author says that "Hospitals are a soft target where a cyber attack can cause a lot of damage quite easily† (as cited in Fell, 2010). ... 3-5), the business environment highly involves intense competition and technical complexity which raise considerable amount of vulnerability risk to organizations of every type. Hence it is important to have a reliable risk assessment program for every firm to ensure the security of their data and other areas of organizational functions. And risk assessment in the view of the writers is â€Å"a systematic process for describing and quantifying the risks associated with hazardous substances, processes, action, or events† (Covello & Merkhoher 1993, p.3). Risk Assessment Tools There are certain effective free vulnerability scanning tools that can help non-profit organizations to address this issue. Nessus is one of the most important security vulnerability scanning tools. The website gives very detailed information about the vulnerability scanning tool-Nessus. The site has included several frequently asked questions and their answers along with the basic instructions for its user s. A close analysis of Nessus’ official website gives a clear picture of its total functions (Nessus). The relevance of Nessus has been well described in Rogers (2011). According to the author, tools like Nessus have been helping organizations to assess the vulnerability of their systems. It can also be used to check for misconfiguration vulnerabilities like open mail relay and missing patches (p.291). Evidently, Nessus is widely accepted as the most comprehensive vulnerability scanning program available today, for it helps clients to assess the level of their system’s vulnerability to data theft or virus attack (Nessus: online encyclopedia). The website, SecTools.Org conducts regular surveys to identify and list the community’s favorite software through multiple

US Policy on Digital Learning Research Paper Example | Topics and Well Written Essays - 2000 words

US Policy on Digital Learning - Research Paper Example Digital ecosystem describes varied concepts concerning the field of Information Technology (IT), e-learning, as well as Information and Communications Technology (ICT). In the field of IT, digital ecosystem refers to an accessible networking infrastructure found on the Internet. Institutions continually adopt digital ecosystem services or solutions that enable them to use all available e-business solutions to enhance their operations. In contrast, when used in ICT, digital ecosystems establish viable business ecosystems. However, in e-learning, which is the focus of this study, digital ecosystem or digital learning ecosystem is considered the ecological models of teaching and learning, appreciating infrastructure available for e-learning and implementing existing e-learning tools. Weigel (2001) posits that digital learning ecosystems aid the design of innovative learning tools. Conventional, digital learning ecosystems, allow education stakeholders to appreciate the evolution of digi tal learning users, tools, services and policies. This is a noteworthy advantage of digital learning ecosystems, which was unavailable in traditional, virtual learning environments. Education stakeholders make use of the ecological approach and define the intricate interactions between students and instructors, students, and interfaces, students and students and students, and content. These relationships exemplify the elements existing in digital learning ecosystem and shape students’ learning outcomes.... This is a noteworthy advantage of digital learning ecosystems, which was unavailable in traditional, virtual learning environments. Education stakeholders make use of the ecological approach and define the intricate interactions between students and instructors, students and interfaces, students and students and students and content. These relationships exemplify the elements existing in digital learning ecosystem and shape students’ learning outcomes. The examination of the aforementioned interactions is a vital part of creating in-depth appreciation of digital learning environments. This understanding helps in the standardization as well as promotion of effective digital learning practices. Digital learning ecosystem also encompass learning infrastructure such as software applications that support and manage digital learning. Since the 1990s, Learning Management Systems (LMS) were the conventional software applications used for managing and supporting digital learning. Howev er, following the advent of the social media, education stakeholders continually challenge the place of LMS in digital learning ecosystem (Quellmalz & Kozma, 2003). These stakeholders appreciate and seem to prefer the use of personal and open digital learning tools, for instance blogs, social networking sites and wikis. In essence, the perspective of digital learning ecosystems considers all learning-related services and tools as species existing within a digital ecosystem – according to emerging points of view, the â€Å"species† inherent to digital learning ecosystems as living and continually evolving in symbiosis with different user communities such as developers, facilitators, learners and administrators. US Policy on Digital Learning The US Foundation

Supporting Planning for Geriatric Health Conditions

Supporting Planning for Geriatric Health Conditions Introduction- To understand and practice the principles of care is very helpful. We care for the individuals, and support them at work. Supporting and caring includes understanding the rights of an individual and taking risk. It also includes the relationship between taking risk. To understand the relationship with the client, it’s very important to understand the principles involved. FOLLOWING ARE THE PRINCIPLES INVOLVED IN THE PERSON CENTERED APPROACH TO DEMENTIA- Individuality- an individual person should never be assumed. And the organization should not except that the person is or have to fit in with anyone or with the organization. People should have their own right to make their own choices, they should be given right to think about themselves. Their likes and dislikes should always be kept in mind. What are the differences between the neighbours, and other people, should be understood. And if they have different ethnicity or religious beliefs, they should be respected. Rights-the clients or residents in the care should always be allowed to enjoy the same rights. It’s not only when they are dependent on the carers but also when they are living their live independently. Every individual we look after or support can refuse the things they don’t want, or in other words they have the right to say no, the right to keep any relationship, the right to refuse their care. But it’s important to maintain the balance between their rights against their responsibilities.it is important to find the balance as it makes easier to find if they are at risk or not? Choices- Every person we are supporting or look after should be given freedom to make choices. They should be given proper information, so that they can make safe choices, and acknowledge the benefits of their decisions. Privacy- privacy is the major principle that should be kept in mind, while looking after a person. Knock the door and get permission before entering the room. Make sure any other person enters the room with invitation only. During personal hygiene Closing the doors and drawing the curtains should be kept in mind. They should be provided with privacy for example, letters, phone calls, communication with visitors and while reading mails etc. Independence- Independence makes people more live, they feel as if they have control on their live. Carers should allow the people to do things themselves, it could be of any type big small, doesn’t matter. Being independent does not mean staying alone or isolating a person. It means that a person is given enough time to do for themselves. They should not be forced to do the things quickly, but on the other hand they should be given sufficient time, to maintain their independence. Dignity-: it refers to the respecting the client and and having self-respect. It includes ever minor thing that plays an important role in day to day life. It could be related to anything eating, sleeping, living day-to-day, and dying. It includes that the care givers should maintain our quality of life, while supporting a client. They should be aware of maintain a person’s dignity, careers should ask their client how they wish to be addressed, carers should take their time to listen them, use of towel while caring them, offering them regular shave. Respect-making someone that you care and support them is very important, supporting them in every single aspect for example whatever is the age, cultural difference, disability, gender, belief or sexual preference, etc. A carer should not ignore the client’s needs while looking after a client. They should listen them, give them importance, ask about their choices, what would they be called as, how they should be cared, etc. Autonomy Working together with other agencies, colleagues and families to support the client. Remember your client’s wishes and needs should come first. Non person centered approach to dementia- Non-Person-centered care is an approach that does not care for the clients ,respects and honors the unique qualities, interests, and needs of each person – it is of one-size fits all approach to care. Person-centered dementia care does not refers to the approach and practices used for people who are living with dementia, but it includes the two perspectives- Institution perspective Bio-medical perspective Institution perspective Every person with dementia have different set of abilities and care needs and it gets worst with change of time. Institution perspective, is care that is provided in the care home. Person can experience joy, comfort in rest homes, they are cared in the rest homes etc. Bio-medical perspective A person that shows some behavioral changes needs proper medical evaluation, especially when symptoms occurs all of a sudden. Bio medical perspective includes, treatment, drugs, the medication etc. Reality –orientation approach To reducing confusion in geriatric patients, Reality Orientation approach is used as treatment in dementia client. Confusion amongst the client includes-(a) under stimulation of the patient, (b) lack of normal behavior (c) desired behavior. It works with the presentation by asking client about various things e.g. time, place and person-related, which tells about the understanding of the person, sense of control. There has been criticism of RO in clinical practice, with some fear that it has been applied in a mechanical fashion and has been insensitive to the needs of the individual.it is thought that reality orientation can cause mood and self-esteem problems. Validation approach Validation method is a way in which there is interaction with people with the dementia in the last stages of Alzheimers. People with Alzheimers have incomprehensible, behavior, sometimes they have abnormal behavior, and there is mood swing amongst the clients. For example, they may start thinking that they are living in a different time or place. Sometimes they may repeat physical gesture. Sometimes they may repeat the things again and again .and many people think that while handling these type of clients care givers should ignore their behavior or correct them. Assistive technologies A hoists the most commonly used aids. They are used by the people who are not able to move at all, and most of the time they are heavy and hard for single person to handle. Secondly walker based device. Thirdly touch-screen, fourthly technologies are used to monitor vital signs and basic metabolic parameters (e.g., temperature) multiple parameters simultaneously (e.g., pulse, blood pressure, oxygen saturation, blood glucose).Alarm systems occurs to alert caregivers of a fall e.g.-sensor matt. Holistic approach- Holistic care simply means addressing all aspects body, mind, and spirit of the person. A holistic approach links mainstream medical treatments with both herbal supplements and attention to emotional health. Before health promotion strategies mainly focused on lifestyle programs. But later health promotion practice mainly focused on Human rights, health and improving health equality, Diversity. Health promotion action provides a set of values, tools (knowledge and skills) and practice. A number of models useful for health promotion action include: Te Whare TapaWha (Durie et al., 1982) Te Pae Mahutonga (Durie, 2004) Te Wheke (Rose Pere, 1984) TU-HANZ – Health Promotion Forum (Martin, 2002) Public health and health promotion- Values and beliefs about health and wellbeing provides health promotion. There is great diversity amongst people as many of them share similar values including love, respect, humility, caring, reciprocity, spirituality, humors, unity and believing in the importance of family. Health care access is a supply side issue indicating the level of service which the health care system offers every individual with access to health care .In newzleand health care system follows the centralized approach where all the individuals are able to access health care, while inequalities in health care is said to be access persist. Equality of access requires that, for different communities (Wondering et al, 2005): Travelling, transport and communication service. The clients are equally informed about the availability and their effectiveness of treatments. All the Charges are equal. Access to health care treatment was utilized. But, utilization of health services may differ from several other reasons for example benefits or availability, alternative therapies etc. Several access to health care are- Availability: Some health care services are not available to some population groups, or some treatment to patients may differ population groups, even where they have identical needs. Quality: The quality of care offered to patients may vary between different groups. Costs: some health care services may be costly, which vary between population groups. Information: The health care organizations may fail to ensure for example that all population groups are equally aware of the services available. The major two believes of the people are: Good health i.e., except spiritual, physical, emotional and mental dimensions. As family is important same way health matters to every individuals. Different health standards beneficial in Newzleand In Newzleand, the main focus is on the well-being and quality of life rather than the behavior management. Memory-impaired individuals are not able to look after them as they are prone to forget things. Dementia mainly focus on physical and mental wellness, during the onset of the disease. However, the care programs are set in which they concentrate on what a patient is able to do rather than on what they cannot do. This is the major difference. This approach is made for a person so that they are able to continue their daily activities that may lead to healthy living, it also helps in maintain the independence of the client. That is the reason why individual assessment of the client is necessary and care plans are set and play an important role. To understand a client, health care team not only see medical records, but also health conditions, as well as history of the client. Family and friends can help in getting the information about a person. Such type of information becomes beneficial for the care givers and the nurses who are looking after them. Comprehensive patient assessments should be the important for care givers and for dementia treatment. For example, Care Givers use a social history form to evaluate the needs and interests of a person with dementia, and then promote clients’ health care. Knowing a person’s family situation, such as marital status and every single detail, can help care givers to have proper interactions with their patients and provide them proper care. Ties to the community can help as well. Keeping a patient involved with their religious groups, local organizations can help an individual to interact with their community. Alzheimer’s disease, develop emotional distant and affects the regular interaction. But having professional caregiver who are able to engage the client in daily activities enjoys interactions with family members. People living with dementia usually suffer and struggle with self-awareness. Different roles and hobbies develop their confidence and ensure feeling of accomplishment and purpose. Care providers familiar with their patient’s hobbies and interest make their individual routine. For example aby as her dementia, she began symptoms of depression. A Care Giver working with aby learned from her family that aby was once interested in gardening, so the caregiver provided her with plastic pots, gloves, soil and seedlings. She even helped aby in doing gardening, and noticed that she involved in everything that was related to gardening. And aby on the other side was able to continue with her favorite hobby, as a result Abby’s mood improved and she was able to sleep all night. And she was able to add more meaningful activities. Dementia can often cause a feeling of being lost. But a meaningful interaction can improve the person with dementia. A professional caregiver knows how to encourage independence. For example if a person is having dementia, care givers should be ready to handle the situation, trying showing and explaining everything related to the procedure. Some people with dementia want to participate in their own care. Brushing teeth, could became a tough task for dementia people, but a professional caregiver prepare a toothbrush with toothpaste and help Serena brush her teeth. This type of environment helps person to get back their sense of security about their place. Family of the dementia client should be helped, they should be given regular awareness about dementia and lectures, of handling these kind of people. They should be given regular counselling sections etc. Bibliography- Durie, M. (2004). An indigenous model of health promotion, World Conference on Health Promotion and Health Education, Massey University, New Zealand. Retrieved (11.19.2010) from http://www.hpforum.org.nz Reid, P., Robson, B. (2006) http://www.hauora.maori.nz Te Aka MÄ ori-English, (online version) from http://www.MÄ ori dictionary.co.nz/ Goddard M, Smith P (2001). Equity of access to health care services: theory and evidence from the UK: pp1149-62. 1

Knowledge without Character

Taking a more inclusive view of the biblically-based Seven Deadly Sins, Mohandas Karamchand Gandhi (i.e. Mahatma Gandhi) wrote his version: the Seven Deadly Social Sins.   One of the sins he warns of is â€Å"Knowledge without Character,† and to understand why he presents this combination as a potential sin, one must look at what Gandhi thought of education (Hansen). Of education, Gandhi said, The ancient aphorism â€Å"Education is that which liberates,† is as true as it was before.   [. . . .]   Knowledge includes all training that is useful for the service of mankind and liberation means freedom of all manner of servitude [. . . – . . .] slavery [and] domination from outside and to one's own artificial needs.   The knowledge acquired in the pursuit of this ideal alone contributes [to] true study.   (â€Å"Gandhi & Education†) A simple interpretation of this statement requires that those who are currently pursuing a higher  education in a collegiate setting need to analyze their reasons for doing so, and if they find that  the potential to earn a greater income is the primary drive, they are headed down a path of social  sin.   Students need to consider the bigger picture: what can their particular academic interests do  to make the world a better place?   Can the lessons learned in an economics class be applied to  that student’s participation in local government; to a solution to nation-wide obliteration of  homelessness; to increasing the wealth of the entire world so that no human being is faced with  dying of hunger; or is that lesson merely a small step towards making more money for a private  enterprise? A grander interpretation of these words could be applied to the current desire to end terrorism.   Looking back to WWII, the scientific knowledge needed to create the atomic bomb was used without character.   Without taking sides or creating a political debate, the fact is that the United States of America dropped two atomic bombs on Japan, and no other country before or since has dropped an atomic bomb in an act of war (Burr). Moving back to today, it is the United States that is leading the fight against terrorism, and that fight began as an eradication of world-wide weapons of mass destruction—weapons that were made possible and whose force was proven by the same nation that is currently acting as the world’s watchdog.   Fortunately, the United States is getting a second chance: if we are able to combat terrorism and eliminate the threat of atomic weapons and their kin, it may be that the knowledge gained so long ago regarding the devastation of the atom bomb will be applied today with the necessary character by assuring all of humanity that such force will never again be unleashed. The reason that the Social Sin of â€Å"Knowledge without Character† is such a great threat to humanity is directly related to the degree of power that is inherent to the possession of knowledge.   Looking back at the plight of Frederick Douglass, a man born into slavery who taught himself to read and write so that he might better understand his captors and eventually escape his enslavement, it is clear that absent the knowledge of reading and writing, he never would have had the power to forge his papers and flee to the South (Douglass passim). Today, politicians, attorneys, the media, and others like them who generate the information used by society to stay informed must comprehend the responsibility of what they do.   The power they possess to control the knowledge that is dispersed into society demands that they have the character to present all sides of an issue and report only factual details—of course, as Gandhi predicted, the character flaws inherent in the average human being often precludes the knowledge being disseminated in a manner that is completely accurate and/or honorable. Consumers of this information must take it upon themselves to assess what they read and hear and are told with a critical eye, and when discrepancies are found, each observer must demand correction.   The knowledge needed to assess information critically is often honed in the arena of higher education, so individuals involved in academia have an opportunity to gain knowledge and apply that knowledge with strength of character. Patrick Bassett expresses the relationship between educators and Gandhi’s Seven Social Sins in this way, we must continually seek to discover opportunities to challenge our students and to have them challenge us on values issues.   We must continually seek to carve out time to address issues of the community.   We must continually keep the moral agenda before us. When our first and second curricula merge, we teach youngsters to avoid all of Gandhi's sins and perhaps a few of their own design.   (Bassett) As responsible individuals in a world that is partially in our hands, we must each consider the words of Gandhi and our connection to them.   It may be the role of the educator to plan actions, but it is the role of the student to take them.   If this were not the case, the words spoken by Gandhi would have fallen uselessly to the ground, never having been truly heard and incorporated into the lives of those who have both the necessary knowledge and character.Works CitedBassett, Patrick F.   â€Å"‘Do the Right Thing’: The Case for Moral Education.†Ã‚   NAIS Academic Forum.   Dec. 1995.   Independent Schools Association of the Central States. Burr, William.   Ed.   â€Å"The Atomic Bomb and the End of World War II: A Collection of Primary Sources: National Security Archive Electronic Briefing Book No. 162.†Ã‚   The National Security Archive.   5 Aug.   2005.   27 Sept. 2006.   . Douglass, Frederick.   Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself.   New York: Dodo, 2005. â€Å"Gandhi & Education: Basic Education (Buniyadi Shiksha).†Ã‚   MKGandi.Org: The Complete Site on Mahatma Gandhi.   25 Sept. 2006. . Hansen, Paul.   â€Å"Biblical Justice Consultancy: Gandhi's Seven Deadly Social Sins – A Reflection.†Ã‚   Redemptorists of the Edmonton-Toronto Province.   2005.   27 Sept. 2006.   .   

Sex Marriage Relationship

Sample details Pages: 13 Words: 3923 Downloads: 9 Date added: 2017/06/26 Category Psychology Essay Tags: Same Sex Marriage Essay Did you like this example? Same-Sex Marriages Executive Summary The public policy explored in this analysis will include section one from the family code titles, marriage relationship. This issue is more prevalent than most would imagine. In 1990 the American bureau of census reported 145,130 same-gender unmarried couples living together. That number is reported to have increased to 594,691 by the year 2000 (Pawelski et al., 2006). According to President Bush, it is up to the individual state to determine any legal arrangements other than marriage. This leaves the definition of marriage up to the individual governments. It is essential to define the different unions as well as have a strong understanding of the implications of each within the state of Texas. According to Bogenschnider, Theory of Paradox consists of three camps that view issues from different angles. The concerned camp tends to be more conservative with their views on the family. It also strives to protect the traditional family values. The sanguine camp is more concerned with the welfare of the children, as well as the individual rights of people of all sexual orientations. The impatient camp seeks progress and respects all members of the community regardless of the concern for the traditional family values. Don’t waste time! Our writers will create an original "Sex Marriage Relationship | Psychology Dissertations" essay for you Create order The concerned camp views same-sex marriage as an insult to the historical family unit and the foundations from which the family system was derived. This group is concerned with the research indicating that many stressors responsible for creating significant amount of anxiety and distress for those in the homosexual relationships. This camp is also concerned that regardless of their lifestyle homosexual individuals are still required to conform to traditional heterosexual family styles in order to adopt, regardless of the findings. (I dont understand this sentence, regardless of what findings?) The teenagers facing their homosexual lifestyle were also found to be more at risk for negative behaviors, including substance abuse and suicide. The concerned camp desires to see the traditional family unit remain intact for the welfare of all individuals, especially the children. The sanguine camp views recent family changes positively as indicators of the capacity of families to adapt to new environments rather than symptoms of decline. The sanguine camp considers the positive results of these family changes for individuals, especially women. The sanguine camp contends that children have the capacity to overcome the emotional upheaval and long term consequences of divorce. They tend to focus on people who have thrived in the midst of family change. The sanguine camp regards marriage, commitment and nurturance as unchanging core American values no matter what. Contenders of this view declare that the dramatic changes in the last quarter century were not about family value but about norms and standards regarding appropriate or inappropriate behavior. For example, cohabitation before marriage became common and one of four children born outside of marriage but majority still want to be married. Regarding policy-making, the greatest concern for the sanguine camp is individual freedom. They want to keep the American core values and establish the institutional supports to help families during rapid changes. The impatient camp acknowledges the change and growth in the diversity of alternative families and their structure. Qualitative research is respected and much of the evidence regarding childrens behavioral and cognitive outcomes incorporates teacher responses along with parent responses. The research supports the changes towards same-sex marriage and welcomes significant positive research findings that support their cause. This camp suggests that families do face challenges, but ultimately have numerous opportunities to demonstrate their resilience though this alternative lifestyle. The recognition of same-sex marriages would alleviate significant amount of stress from those families who are a part of a homosexual partnership. The recognition of this partnership would allow for society to also recognize the partnership leading to a more accepted perspective. The children in these families, as demonstrated by the research results, remain near the average mark in development. However, they continue to have difficulty comprehending and accepting the lifestyle affecting their emotional and social developments. State of Texas can alleviate this stress for these individuals by recognizing these same-sex marriages and providing the same right to homosexual couples that it safeguards for heterosexual individuals. Providing this recognition will allow for all families in the state of Texas to have the same resources, rights, and privileges creating a stronger, more united state, community, and families. Public Policy Project: Same-sex Marriages The public policy explored in this analysis will include section one from the family code titles, marriage relationship. This issue is more prevalent than most would imagine. In 1990 the American bureau of census reported 145,130 same-gender unmarried couples living together . That number is reported to have increased to 594,691 by the year 2000 (Pawelski et al., 2006). According to President Bush, it is up to the individual state to determine any legal arrangements other than marriage. This leaves the definition of marriage up to the individual governments. It is essential to define the different unions as well as have a strong understanding of the implications of each within the state of Texas (question 1). A civil union is a legal mechanism, sanctioned by civil authority, intended to grant same-sex couples legal status somewhat similar to civil marriage. In the United States, civil unions have been established only in Vermont, Massachusetts, and Connecticut. In theses tates, same-sex couples are granted the same state-level rights, benefits, and protections as those granted to heterosexual married couples. No other states recognize civil unions. As such, same-sex couples considered to be legally united in either of those states are treated as single individuals when they cross into other states. A domestic partnership is a relationship between two individuals, often but not necessarily of the same gender, who live together and mutually support one another as spouses but who are not legally joined in a civil marriage or a civil union. Some same-sex couples enter into domestic partnership agreements to create legally enforceable contracts involving property, finances, inheritance, and/or health care. Domestic partnerships do not reach the same legal threshold as civil unions or civil marriages and, accordingly, do not afford couples the rights, benefits,and protections of civil marriage (Pawelski et al., 2006). The definitions are helpful but in the state of Texas any same-sex unions/marriages are banned. Protecting the sanctity of life and marriage at the 79th Texas state Congress 2005, Texans voted on a constitutional amendment defining marriage in fall of 2005. SJR 6 defines marriage as between one man and one woman. Texas voters adopted this amendment on November 8, 2005. Texas now joins 14 states that statutorily and constitutionally ban same-sex marriage. Significant research has been conducted on this topic from many perspectives. It is essential to understand the effect of same-sex relationships on the family system and the individuals within that system. It is very difficult for those in a same-sex relationship to cope with the stigma that society has placed on these relationships. Same-sex relationships have many of the same characteristics that heterosexual relationships possess. According to the research of Todosijevic, Rothblum, Solomon (2005) there are many factors contributing to the success of the same-sex relationship. Given the mixed results on demographic similarity and relationship satisfaction among same-sex couples, it is possible that couple similarity in level of outness may be more important for relationship satisfaction than couple similarity on demographic variables. For example, similarity on actual age (a demographic variable) may be less important than developmental stage in the coming out process (including level of disclosure to others). Couples who are discrepant on outness may have conflict around such issues as where to live (e.g., in an obvious gay neighborhood), whether to bring a partner to work-related social events, and how to introduce their partner to family members. Beals and Peplau (2001) found that discrepancy in openness among partners was not predictive of relationship satisfaction. In another study on this topic, Jordan and Deluty (2000) investigated the correlation between openness and relationship quality in 305 lesbians in committed relationships. Their results indicated that the degree of openness regarding sexual orientation was positively correlated with relationship satisfaction. They also concluded that discrepancy in openness in disclosure between partners was negatively correlated with relationship satisfaction. In addition, Jordan and Deluty (2000) discovered that negative affectivity (e.g., depression, anxiety, fear, anger, guilt, sadness, neuroticism) was not significantly correlated to relationship satisfaction. While, in a 45-year-long study of marital stability and marital satisfaction in 300 heterosexual couples, Kelly and Conely (1987) found that negative affectivity in both genders was negatively related to relationship satisfaction. This demonstrates the significance of same-sex relationships and how they appear much healthier than those of heterosexual partners. It is important that same-sex couples experience satisfaction in their relationships, but also find acceptance within the homosexual community. They experience a significant amount of distress from outside of the homosexual community. As a result they rely heavily on their peers to provide support. The gay lifestyle is a stressful lifestyle. In a study by Todosijevic, Rothblum, and Solomon (2005), gay couples reported experiencing a significant level of anxiety regarding contraction of HIV/AIDS. Further, gay and lesbian couples indicated facing stress from their families due to disapproval of the lifestyle such as rejection, lack of support, and lack of understanding by the family due to their sexuality (p. 165.) In their study of two hundred adolescents and early adult lesbians, Cantor and Neulinger (2000) reported that 47.5% of the interviewees disclosed having made some attempts at suicide at some point in their life. Thirty one percent of these lesbian adolescents and young adults who reported suicide attempts contributed it, at least partially, to their sexual orientation. Furthermore, in high school age males, 36% of the homosexual students surveyed reported having made a suicide attempt at some point in their life compared to 8.9% of their heterosexual counterparts (where is this information coming from?). Data such as this indicates the moral dilemma for the homosexual community, which creates unnecessary stress for homosexual individuals and their families. There are many milestones in life that homosexual individuals have a more difficult time achieving. Society paints a particular picture within which individuals are anticipated to fit snugly. Society expects homosexuals to conform to the norms that it has diligently created over the course of the history. A study was done recently that examined how the courts evaluate same-sex couples when they are attempting to adopt children (Connolly, 1998). The researchers found that the courts expect same-sex couples to conform as best possible to the traditional model of families. Since these couples are not allowed to marry, they are expected to demonstrate their commitment to each other in ways that heterosexual couples do not have to exhibit. Homosexual couples must realize that their demonstration of commitment must be more pronounced than heterosexual couples. They must also work to overcome their persuasion into the model in which the rest of society fits. As more and more same-sex couples are adopting or having children through artificial insemination, concerns regarding the integrity of family structure and developmental outcomes of children in these alternative families are brought to discussion. Golombok, et al. (2003) examined the quality of parent-child relationships, socioemotional and gender development in a community sample of lesbian parents with seven-year olds, and had a control group of heterosexual two-parent families. Demographics of both the lesbian and heterosexual families were similar. There were no statistically significant differences in mother-child relationships with regard to warmth toward child or emotional involvement. Family structure, not mothers sexual orientation, showed significant effects for overall parenting quality and enjoyment of motherhood. There were also no statistically significant differences in the frequency of conflicts with the child. Family structure, with single mothers, having more severe disputes (It seems like this sentence is missing something). Lesbian mothers also reported smacking their children less than heterosexual mothers. Lesbian mothers also engaged in more imaginative play with their children than heterosexual mothers, as single mothers did more often than heterosexual mothers. Fathers showed statistically significant higher levels of emotional involvement and frequency of smacking with their children than co-mothers. Socioemotional development showed no statistically significant difference in conduct problems, hyperactivity, emotional symptoms or positive social behavior as reported by mothers and teachers. The study also showed no differences in childrens behavior according to gender when comparing boys and girls in both heterosexual and lesbian families (Golombok, et al., 2003). Flaks, Ficher, Masterpasqua, Josephs (1995) compared lesbian couples with heterosexual parents and their children, ages three to nine. Their study found that sexual orientation of custodial parents is not a significant variable in successful development of the child and that there were no differences in children coming from divorced heterosexual or same-sex parent families. The purpose of their study was to address concerns of the courts when involved in custody cases. They showed no significant differences with parents sexual orientation or gender of child in outcomes of cognitive development or behavioral adjustment. The study did find that lesbian parents had more parenting awareness skills than heterosexual parents; this was statistically significant. This finding, with further statistical analysis, was shown to be related to gender, with mothers having better parenting skills than fathers. Wainright, Russell, Patterson (2004) examined family type heterosexual parents and same-sex parents, and outcomes in school, psychological adjustment and romantic relationships. Romantic relationships and sexual behavior was not associated with family type. The quality of the parent-child relationship determined better school adjustment. Anderssen, Amlie, Ytteroy (2002) reviewed twenty-three evidenced-based research studies from 1978 to 2000, assessing outcomes for children with lesbian or gay parents. Historically, the Scandanavian courts have not ruled against custody related to sexual orientation of the parent. However, evidenced based research regarding outcomes of children of same-sex parents is needed, since legal rights to adopt or become foster parents is not afforded to same-sex couples as they are to heterosexual couple. Emotional functioning was the outcome most often studied, followed by sexual preference, stigmatization, gender role behavior, behavioral adjustment, gender identity and cognitive functioning. No differences in emotional functioning were shown between same-sex (lesbian) parents and heterosexual parents. There were no differences in sexual preferences in offspring with parental sexual preference. Due to expressed negative attitudes which was received from outsiders, children of same-sex parents experienced stigmatization and teasing. The studies showed that few youngsters were teased no more than other children, and they developed stable relationships with peers as children of heterosexual parents (who said this?). There were no differences in gender role behavior, behavioral adjustment, and cognitive functioning. This significant research shows that the homosexual community faces difficult boundaries, restrictions, and stereotypes, but this community still manages to maintain relationships, raise their children, and live out daily life with less negative outcomes than heterosexual individuals. This leads into the Theory of Paradox with three stances on the subject of same-sex marriages showing negative and positive conclusions (question 6). Striving to protect the traditional family values, the concerned camp tends to be more conservative with their views on the family. The sanguine camp is more concerned with the welfare of the children, as well as the individual rights of people of all sexual orientations. The impatient camp seeks progress and respects all members of the community regardless of the concern for traditional family values. The concerned camp views same-sex marriage as an insult to the historical family unit and the foundations from which the family system was derived. The research indicates many stressors that are responsible for creating significant amount of anxiety, distress, and other negative reactions for those in the homosexual community. The research indicated that regardless of the homosexual lifestyle these individuals are still required to conform to traditional heterosexual family styles in order to adopt, regardless of the findings (This sentence is not clear. Regardless of what findings? Are there findings contrary to the outcome of court decisions on qualification of homosexual parents to adopt?). The teenagers living a homosexual lifestyle were also found to be more at risk for negative behaviors, including suicide. The concerned camp desires to see the traditional family unit remain intact for the welfare of all individuals, especially the children. The sanguine camp views recent family changes positively as indicators of the capacity of families to adapt to new environments rather than symptoms of decline. The sanguine camp concerns the positive results of these family changes for individuals, especially women. The sanguine argue that children have the capacity to overcome the emotional upheaval and long term consequences of divorce. The contenders of this view tend to focus on people who have thrived in the midst of family change. The sanguine camp believes marriage, commitment and nurturance to be unchanging core American values no matter what. According to the sanguine, the dramatic change in the last quarter century was not about family value but about norms and standards regarding appropriate or inappropriate behavior. For example, cohabitation before marriage has become common and one of four children is born outside of marriage but majority still want to be married. Regarding policy-making, the greatest concern for the sanguine camp is individual freedom. They want to keep the American core values and establish the institutional supports to help families through rapid changes. The impatient camp acknowledges the change and growth in the diversity of alternative families and their structure. Qualitative research is respected and much of the evidence regarding childrens behavioral and cognitive outcomes incorporates teacher responses along with parent responses. The research supports changes towards same-sex marriage and welcomes significant positive research findings to support their cause. This camp finds that families do face challenges, but ultimately have numerous opportunities to demonstrate their resilience through this alternative lifestyle (question 7). The families affected most by the failure to recognize same-sex marriages are those homosexual couples who have children. The family members of homosexual couples are also affected by the stereotypes that are involved with the homosexual lifestyle. Principle one addresses the question of if policies or programs set unrealistic expectations for families assuming financial and caregiving responsibilities of dependent, seriously ill or child with special needs. Principle two addresses family stability and explains that policies and programs should help maintain the stability of couples relationships, especially when children are involved (Bogenschneider, 2002). When looking at the Defense of Marriage Act (DOMA) from the perspective of a homosexual family, it does allow for incentives to marry in the state that recognizes homosexual marriages. With the current statue of DOMA, children may not have continued financial support from one of the parents if the homosexual parents separate (NCRF, 2004). Massachusetts legalization of same-sex marriage allows for the children of these families to have some financial security if their parents should divorce or if one of the parents were to die. The issue with the DOMA policy is that it does not allow for financial protection to non-biological children of same-sex relationships (Coolidge Duncan, 2001). Carlson (2004) found that DOMA actually protects the sanctity of heterosexual marriages by not allowing homosexuals to marry legally. The justification here is that homosexual relationships are sterile and that the children from these relationships will not have any kinship to, at a minimum, one of the parents and it could possibly be both of the parents. Carlson (2004) also found that marriage is an evolution in itself (questions 2-3). Question 4: Examine the Implementation of the Policy and Statute (p. 307) how has the Department implemented this policy? How has subsequent legislation (if any) revised this policy? Note: This flows right into question 5 below. Question 5: Go to page 306 and answer question #1 (Family Impact Questions): Reviewing rules, legislation, and laws to point out how legislation does or does not address families needs. The goal of the previous research and the comprehension of the policy is to allow the policy holders to see the detrimental results that have occurred as a result of the failure to recognize same-sex marriages. Homosexual families are suffering as a result of the failure to acknowledge the relationships that are closest to them. Children, according to the research, are well adjusted and develop normally but they are not able to develop socially because of the limitations that are placed on them from being a part of a homosexual family system.. They encounter numerous roadblocks and challenges as a result. The systems that surround them are also aversely affected creating much distress for all individuals that come in contact with each member of the family. The homosexual partners also experience significant distress as a result of the failure of the state of Texas to recognize any union between two individuals of the same sex. These individuals fight uphill battles daily with the simplest household activities, such as medical care/insurance, monetary matters, and significant custody concerns if children are involved. The recognition of same-sex marriages would allow these homosexual families to experience more acceptance and give them the opportunity to continue with normal, daily activities without hindrance (question 8). The recognition of same-sex marriages would alleviate significant amounts of stress from those families who are a part of a homosexual partnership. The recognition of this partnership would allow for society to also recognize the partnership leading to a more accepted perspective. The children in these families, as demonstrated in the research results, remain near the average mark in development, but continue to have difficulty comprehending and accepting the lifestyle affecting their emotional and social developments. Texas can alleviate this stress for these individuals by recognizing these same-sex marriages and providing the same right to homosexual couples that is provided to heterosexual individuals. Providing this recognition will allow for all families in the state of Texas to have the same resources, rights, and privileges creating a stronger, more united state, community, and families. References Anderssen, N., Amlie, C., Ytteroy, E. (2002). Outcomes for children with lesbian or gay parents. A review of studies from 1978-2000. Scandinavian Journal of Psychology, 43, 335-351. Bogenschneider, K. (2002). Family policy matters. Lawrence Erlbaum Associates:NJ. p.94-97. Brewer, P., Wilcox, C. (2005). The Pollstrends: Same-sex marriage and civil unions. 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