Beautiful Disasters Pearl as a Living Breathing Scarlet Letter essays

Beautiful Disasters Pearl as a Living Breathing Scarlet Letter essays Sometimes beauty is found in places as unexpected as a rosebush growing outside of a prison in a puritan colonial village. Pearl Prynne is an unearthly beautiful child with a wild spirit born under unimaginably sinful conditions, all of which are somehow related to the ideas, actions, and views of others on Hesters punishment. In Nathaniel Hawthornes The Scarlet Letter, Pearl serves as Hesters living, breathing Scarlet letter. Pearl evokes the same emotion and reactions from the townspeople, as does the scarlet letter. The people look at the slight sense of pride Hester has in her letter in the same way they look at the way Hester lets Pearl do whatever she wants. They feel Hester isnt fit to raise the child. The extremity of gossip from the females of the village in the beginning of the book is only matched by the amount that Pearls wild attitude stirs up later on. Hesters A is the example for all of what sin is. The A makes Hester much avoided and the parents tell their children to watch out for her. Theses same parents say the same things to their kids about avoiding Pearl, who is infamous for her uncontrollable behavior with her peers and other adults. Just as infamous as Hesters A for the wild sinful actions it Like Hesters scarlet letter, Pearl shows extreme beauty in a form that is not traditional, positive, tame, or fully accepted. When Hester crafts the A that she has to wear on her chest, She uses a deep, passionate shade of red and embroiders it very intricately with bright gold thread. The A was meant to mark Hester in a negative manor; its purpose is to let everyone know that Hester is a sinner. Hester takes something extremely negative and makes it appear as passionately beautiful. Hawthorne portrays Pearl in a very detailed specific manor, meant...

Marybeth Tinning

Marybeth Tinning Between 1971 and 1985, all nine of Marybeth and Joe Tinnings children died. While doctors suspected the children had a newly-discovered death gene, friends and family suspected something more sinister. Marybeth was eventually convicted of second-degree murder in the death of only one of her children. Learn about her life, the lives- and deaths- of her children, and her court cases. Early Life Marybeth Roe was born on September 11, 1942, in Duanesburg, New York. She was an average student at Duanesburg High School and after graduation, she worked at various jobs until she settled in as a nursing assistant at Ellis Hospital in Schenectady, New York. In 1963, at the age of 21, Marybeth met Joe Tinning on a blind date. Joe worked for General Electric as did Marybeths father. He had a quiet disposition and was easy going. The two dated for several months and married in 1965. Marybeth Tinning once said that there were two things she wanted from life- to be married to someone who cared for her and to have children. By 1967 she had reached both goals. The Tinnings first child, Barbara Ann, was born on May 31, 1967. Their second child, Joseph, was born on January 10, 1970. In October 1971, Marybeth was pregnant with their third child, when her father died of a sudden heart attack. This became the first of a series of tragic events for the Tinning family. Suspicious Deaths The Tinnings third child, Jennifer, was born with an infection and died soon after her birth. Within nine weeks, the Tinnings other two children followed. Marybeth had always been odd, but after the death of her first three children, she became withdrawn and suffered severe mood swings. The Tinnings decided to move to a new house hoping that the change would do them good. After the Tinnings fourth and fifth children each died before they were a year old, some doctors suspected that the Tinning children were afflicted with a new disease. However, friends and family suspected that something else was going on. They talked among themselves about how the children seemed healthy and active before they died. They were beginning to ask questions. If it was genetic, why would the Tinnings keep having children? When seeing Marybeth pregnant, they would ask each other, how long this one would last? Family members also noticed how Marybeth would get upset if she felt she wasnt receiving enough attention at the childrens funerals and other family events. In 1974, Joe Tinning was admitted to the hospital because of a near-fatal dose of barbiturate poisoning. Later both he and Marybeth admitted that during this time there was a lot of upheaval in their marriage and that she put the pills, which she had obtained from a friend with an epileptic child, into Joes grape juice. Joe thought their marriage was strong enough to survive the incident and the couple stayed together despite what happened. He was later quoted as saying, You have to believe the wife. In August 1978, the couple decided they wanted to begin the adoption process for a baby boy named Michael who had been living with them as ​a  foster child. Around the same time, Marybeth became pregnant again. Two other biological children of the Tinnings died and Michaels death followed. It was always assumed that a genetic flaw or the death gene was responsible for the death of the Tinnings children, but Michael was adopted. This shed a whole different light on what had been happening with the Tinning children over the years. This time doctors and social workers warned the police that they should be very attentive to Marybeth Tinning. People commented on Marybeths behavior after their ninth child, Tami Lynnes, funeral. She held a brunch at her house for friends and family. Her neighbor noticed that her usual dark demeanor was gone and she seemed sociable as she engaged in the usual chatter that goes on during a get-together. For some, the death of Tami Lynne became the final straw. The hotline at the police station lit up with neighbors, family members and doctors and nurses calling in to report their suspicions about the deaths of the Tinning children. Forensic Pathology Investigation Schenectady Police Chief, Richard E. Nelson contacted forensic pathologist Dr. Michael Baden to ask him some questions about SIDS. One of the first questions he asked was if it was possible that nine children in one family could die of natural causes. Baden told him that it wasnt possible and asked him to send him the case files. He also explained to the chief that children that babies who die from Sudden Infant Death Syndrome (SIDS), also known as crib death, do not turn blue. They look like normal children after they die. If a baby was blue, he suspected it was caused by homicidal asphyxia. Someone had smothered the children. Dr. Baden later wrote a book in which he attributed the deaths of the Tinning children as a result of Marybeth suffering from acute Munchausen by Proxy Syndrome. Dr. Baden described Marybeth Tinning as a sympathy junky. He said, She liked the attention of people feeling sorry for her from the loss of her children. Confession and Denial On February 4, 1986, Schenectady investigators brought Marybeth in for questioning. For several hours she told investigators different events that had occurred with the deaths of her children. She denied having anything to do with their deaths. Hours into the interrogation she broke down and admitted she killed three of the children. I did not do anything to Jennifer, Joseph, Barbara, Michael, Mary Frances, Jonathan, she confessed, Just these three, Timothy, Nathan and Tami. I smothered them each with a pillow because Im not a good mother. Im not a good mother because of the other children. Joe Tinning was brought to the station and he encouraged Marybeth to be honest. In tears, she admitted to Joe what she had admitted to the police. The interrogators then asked Marybeth to go through each of the childrens murders and explain what happened. A 36-page statement was prepared and at the bottom, ​Marybeth ​wrote a brief statement about which of the children she killed (Timothy, Nathan, and Tami) and denied doing anything to the other children. She signed and dated the confession. According to what she said in the statement, she killed Tami Lynne because she would not stop crying. She was arrested and charged with the second-degree murder of Tami Lynne. The investigators could not find enough evidence to charge her with murdering the other children. At the preliminary hearings, ​Marybeth said the police had threatened to dig up the bodies of her children and rip them limb from limb during the interrogation. She said that the 36-page statement was a false confession, just a story that the police were telling and she was just repeating it. Despite her efforts to block her confession, it was decided that the entire 36-page statement would be permitted as evidence at her trial. Trial and Sentencing The murder trial of Marybeth Tinning began in Schenectady County Court on June  22, 1987. A lot of the trial centered on the cause of Tami Lynnes death. The defense had several physicians testify that the Tinning children suffered from a genetic defect which was a new syndrome, a new disease. The prosecution also had their physicians lined up. SIDS expert, Dr. Marie Valdez-Dapena, testified that suffocation rather than disease is what killed Tami Lynne. Marybeth Tinning did not testify during the trial. After 29 hours of deliberation, ​the jury had reached a decision. Marybeth Tinning, 44, was found guilty of second-degree murder of Tami Lynne Tinning. Joe Tinning later told the New York Times that he felt that the jury did their job, but he just had a different opinion on it. During sentencing, Marybeth read a statement in which she said she was sorry that Tami Lynne was dead and that she thought about her every day, but that she had no part in her death. She also said she would never stop trying to prove her innocence. The Lord above and I know I am innocent. One day the whole world will know that I am innocent and maybe then I can have my life back once again or what is left of it. She was sentenced to 20 years to life and was sent to Bedford Hills Prison for Women in New York. Incarceration and Parole Hearings Marybeth Tinning has been up for parole three times since her incarceration. March 2007 To the surprise of many, State Police Investigator, William Barnes, spoke on Marybeths behalf, asking for her release. Barnes was the lead investigator who interrogated Tinning when she confessed to killing three of her nine children.When asked about her crime, Tinning told the parole board, I have to be honest, and the only thing that I can tell you is that I know that my daughter is dead. I live with it every day, she continued, I have no recollection and I cant believe that I harmed her. I cant say any more than that.The Parole Commissioners denied parole, citing that she showed little insight into her crime and displayed little remorse. March 2009 In January 2009, Tinning went before the parole board for the second time. This time Tinning indicated that she remembered more than she did during her first parole hearing.She stated that she was going through bad times when she killed her daughter. The parole board again denied her parole, stating that her remorse was superficial at best. March 2011 Mary Beth was more forthcoming during her last parole hearing. She admitted to smothering Tami Lynne with a pillow but continued to insist that her other children died of SIDS.Asked to describe what insight she had about her actions, she answered, When I look back I see a very damaged and just a messed up person... Sometimes I try not to look in the mirror and when I do, I just, there is no words that I can express now. I feel none. Im just, just none.She also said she has tried to become a better person and ask for help and help others.Mary Beth was denied parole in 2011 and will become eligible again in 2013. Joe Tinning has continued to stand by Mary Beth and visits her regularly at the Bedford Hills Prison for Women in New York, although Marybeth commented during her last parole hearing that the visits were becoming more difficult. Jennifer: Third Child, First to Die Jennifer Tinning was born on December 26, 1971. She was kept hospitalized because of a severe infection and she died eight days later. According to the autopsy report, the cause of death was acute meningitis. Some who attended Jennifers funeral remembered that it seemed more like a social event than a funeral. Any remorse Marybeth was experiencing seemed to dissolve as she became the central focus of her sympathizing friends and family. In Dr. Michael Badens book, Confessions of a Medical Examiner, one of the cases that he profiles is that of Marybeth Tinning. He comments in the book about Jennifer, the one child that most everyone involved in the case kept saying Marybeth did not hurt. She was born with a severe infection and died in the hospital eight days later. Dr. Michael Baden added a different viewpoint on Jennifers death: Jennifer looks to be the victim of a coat hanger. Tinning had been trying to hasten her birth and only succeeded in introducing meningitis. The police theorized that she wanted to deliver the baby on Christmas Day, like Jesus. She thought her father, who had died while she was pregnant, would have been pleased. Joseph: Second Child, Second to Die On January 20, 1972, just 17 days after Jennifer died, Marybeth rushed into the Ellis Hospital emergency room in Schenectady with Joseph, who she said had experienced some sort of seizure. He was quickly revived, checked out and then sent home. Hours later Marybeth returned with Joe, but this time he could not ​be  saved. Tinning told the doctors that she put Joseph down for a nap and when she later checked on him she found him tangled up in the sheets and his skin was blue. There was no autopsy performed, but his death was ruled as​ a  cardio-respiratory arrest. Barbara: First Child, Third to Die Six weeks later, on March 2, 1972, Marybeth again rushed into the same emergency room with 4 1/2-year-old Barbara who was suffering from convulsions. The doctors treated her and advised Tinning that she should stay overnight, but Marybeth refused to leave her and took her home. Within hours Tinning was back at the hospital, but this time Barbara was unconscious and later died at the hospital. The cause of death was brain edema, commonly referred to as swelling of the brain. Some of the doctors suspected that she had Reyes Syndrome, but it was never proven. The police were contacted regarding Barbaras death, but after speaking with the doctors at the hospital the matter was dropped. Timothy: Fourth Child, Fourth to Die On Thanksgiving Day, November 21, 1973, Timothy was born. On December 10, just 3-weeks old, Marybeth found him dead in his crib. The doctors could not find anything wrong with Timothy and blamed his death on SIDS. SIDS was first recognized as a disease in 1969. In the 1970s, there were still many more questions than answers surrounding this mysterious disease. Nathan: Fifth Child, Fifth to Die The Tinnings next child, Nathan, was born on Easter Sunday, March 30, 1975. But like the other Tinning children, his life was cut short. On September 2, 1975, Marybeth rushed him to St. Clares Hospital. She said she was driving with him in the front seat of the car and she noticed he wasnt breathing. The doctors could not find any reason that Nathan was dead and they attributed it to acute pulmonary edema. Mary Francis: Seventh Child, Sixth to Die On October 29, 1978, the couple had a baby girl they named Mary Francis. It wasnt long before Mary Francis would be rushed through hospital emergency doors. The first time was in January 1979 after she had experienced seizures. The doctors treated her and she was sent home. A month later Marybeth again rushed Mary Francis to St. Clares emergency room, but this time she would not be going home. She died shortly after she arrived at the hospital. Another death attributed to SIDS. Jonathan: Eighth Child, Seventh to Die On November 19, 1979, the Tinnings had another baby, Jonathan. By March Marybeth was back at St. Clares hospital with an unconscious Jonathan. This time the doctors at St. Clares sent him to Boston Hospital where he could be treated by specialists. They could not find any medical reason why Jonathan became unconscious and he was returned to his parents. On March 24, 1980, just three days of being home, Marybeth returned to St. Claires with Jonathan. The doctors couldnt help him this time. He was already dead. ​The cause of death was listed as a  cardiopulmonary arrest. Michael: Sixth Child, Eighth to Die The Tinnings had one child left. They were still in the process of adopting Michael who was 2 1/2 years old and seemed healthy and happy. But not for long. On March 2, 1981, Marybeth carried Michael into the pediatricians office. When the doctor went to examine the child it was too late. Michael was dead. An autopsy showed he had pneumonia, but not severe enough to kill him. The nurses at St. Clares talked among themselves, questioning why Marybeth, who lived right across the street from the hospital, did not bring Michael to the hospital like she had so many other times when she had sick children. Instead, she waited until the doctors office was opened even though he showed signs of being sick earlier in the day. It did not make sense. The doctors attributed Michaels death to acute pneumonia, and the Tinnings were not held responsible for his death. However, Marybeths paranoia was increasing. She was uncomfortable with what she thought people were saying and the Tinnings decided to move again. Tami Lynne: Ninth Child, Ninth to Die Marybeth became pregnant and on August 22, 1985, Tami Lynne was born. The doctors carefully monitored Tami Lynne for four months and what they saw was a normal, healthy child. But by December 20th Tami Lynne was dead. The cause of death was listed as SIDS.

How does Learning and Employee Development Contribute to Research Paper - 2

How does Learning and Employee Development Contribute to Organisational Success and Performance Within Social Care Services - Research Paper Example The most essential component of a learning and development plan as per the respondents’ view are the skills and second most essential learning component required to enhance service delivery quality according to the respondents is that of knowledge. These findings are very positive and reflect a developmental, growth-oriented attitude. Trained staff is more competent and can perform better than untrained staff. To attain training there must be motivation among the members and they must be interested in learning and developing in order to benefit from the training programs offered to them. The research study has revealed that all the respondents realize the importance of learning and development training programs and are willing to learn and grow for the betterment of their selves and organization in turn. Garavanfurther suggested that a strategically integrated model of Human Resource Development would ensure that the concepts of training, development, education, and learning and backed up and embedded in strategic plans, operational plans, policies, and work practice. The findings reveal that the respondents are well informed about the importance of all these components of training and therefore it can be safely said that such a plan as suggested by Garavan can be very feasible for an organization like Loretto Care where chances of its acceptance at the managerial level appear to be quite high.

A Review on The Keita L'Heritage Du Griot Essay

A Review on The Keita L'Heritage Du Griot - Essay Example Others have already been assimilated into the western culture or the American way of life and have lost their identity as members of their original community. As such, they seek to spread the spirit of cosmopolitanism everywhere. This may be seen in the way the Europeans assimilated African societies and later the Africans chose to adopt almost everything that is western (Baaz and Palmberg 29). Others have imitated the western culture to some extent but retained their traditions when it comes to certain rituals that favor traditional points of view. The current globalization has made it difficult for many cultures to maintain their traditions and this has strained many relations. Those who live in rural areas are seen to be the greatest adherents of traditions and customs in many societies. However, the migration that has led many to leave the rural areas to the urban areas in search of greener pastures has come with its constraints (Howard 80). Many have abandoned their cultures and even forgotten about their traditional roots. They have been assimilated into other cultures that have come as a result of the different people that inhabit many of these urban centers. The media has also played a considerable role in eroding many beliefs that people held years ago in the name of civilization (Merlan 105). However, there are others who are termed as the indigenous people. These are groups of people who are said to have stuck to their traditional roots and continue to practice their cultures based on their historical ties that are said to have existed before colonization. These people maintain their cultures despite the big divide between theirs and the mainstream culture as well as political systems (WGIP 2). They have maintained their distinct social, economic and political systems that have remained relevant to them despite the civilization that has taken place around them. Many governments have tried to assimilate them into the mainstream societies but have met huge oppositions, and this has led to mistrust amongst the two groups (Clifford 93). For instance, the Aborigines of Australia have managed to get the backing of the Australian government after years of mistrust and arguments over their territorial boundaries. The Maori of New Zealand have also got the backing of the government and have even contributed in some nation building through their cultural activities (WGIP 3). Therefore, these indigenous persons are not a threat but an excellent way of maintaining national unity and peace. Governments need to understand the indigenous people, and should allow them to conserve the natural resources since they understand the importance of sustainable environmental practices. However, the problem that arises is the system that the government can utilize as a way of identifying these individuals. Defining the term may be quite challenging since different schools of thought bear different definitions (WGIP 3). However, experts in anthropology a dvise that it would be better to identify rather than define these people. If people would come forward and identify themselves with these communities and the communities accept the member as their own, it

Critically evaluate an assessment process Essay Example for Free

Critically evaluate an assessment process Essay The assessment system being evaluated is Competency Based Training (CBT). This is used by myself and my colleagues in the Automotive Trade section. This report will include the processes implemented by my section, and what issues are present that impact on how the assessment is conducted. A critique along with personal recommendations that may enhance the process will also be included. Assessment can be defined as the process of collecting evidence and making judgments on whether competency has been achieved, or whether specific skills and knowledge have been achieved that will lead to the attainment of competence. This appears to be a simple credo although all too often seems to fail either the candidate or the industry that represents them. To trace the events leading up to assessment, we must first look at the source. Industry identifies a need in the workforce and, in conjunction with Australian National Training Authority (ANTA), they develop a training package which may be described as the bare bones of what is required to be achieved. The automotive sector adheres to the training package AUR99. From this TAFE unpacks the training package in which staff can retrieve a translation in the form of units of competency contained in the syllabus for a particular module. This is available to staff on the Course Information Documents Online (CIDO) website. The units of competency can be further broken down into elements of competency. These elements can be translated into further detail through the performance criteria from which the learning outcomes are derived. An example of a module being taught in Automotive is called Electrical system minor repairs. This module addresses the unit of competency AUR18708A retrieved from the National Training Information Service (NTIS). This module is undertaken by stage one auto-electricians, light vehicle mechanics, and heavy vehicle mechanics. . The module purpose is to provide these trainees and apprentices the knowledge and skills to carry out minor repairs on automotive electrical circuits and systems. In order to assess a candidate effectively, there are basic principles of assessment that must be adhered to. This report will address and evaluate the above module, and define the principles as outlined below along with observed critiques. Validity is a process ensuring that the assessment task actually assesses the candidate in the way in which it was designed to. The module is valid in the assessment as it addresses the outcomes and the learners must successfully complete theory and practical tasks. There is a question of age in the resources used in the section, but as technology in this area has changed little, I believe industry validity is current. Having said this, the inclusion of practical assessments creates its own problems, availability of enough resources, OHS etc. Because of the financial constraints of having fifteen cars and equipment available at the one time, it is normal to break the class into three groups, with one group doing a theory test in the classroom, another doing one practical task in one part of the workshop and the last group doing another practical in another part of the workshop. Apart from the obvious OHS issues, there is also the question of how valid an assessment can be if the students doing the theory can copy from each other while it is impossible for the assessor to view the whole of the practical task o f all ten people in the workshop. Reliability. This principle refers to the consistency of an assessment outcome regardless of varying locations, time and assessors. Although the definition is idealistic, this principle seems to be lacking in many colleges. Due to my experience having taught this module in the light vehicle and auto-electrical sections, and having viewed the heavy vehicle assessments, it is notable that, taking away the human element, each section constructs its own test questions and practical resources without consulting each other, even though at my college these three sections are next door to each other. Therefore, the outcomes to these assessments are unreliable. Flexibility allows candidates to negotiate time and place with their assessor  and should make allowances for reasonable adjustment in the case of possible obstacles such as disability or literacy issues which may or may not inhibit the ability for a candidate to achieve a competency. Upon teaching this module among other modules, I have noticed that although The government prides itself on flexibility it does not necessarily occur to a great extent in the automotive trades. If a practical task is being assessed and a candidates level of literacy could possibly hinder their successful completion of this competency, the education department does have provision for translators or scribes, but to my knowledge, no student is able to negotiate time and place for their assessment to take place when more suitable for them. Fairness is a process to ensure that no one is disadvantaged during assessment. The candidates must be fully informed about assessment opportunities and be confident that there are no hidden agendas. The assessment must be accessible to all eligible students regardless of age, gender, disability, race, social background, language or geographic location. I believe no one is specifically disadvantaged in the above categories, except for location.. Although students are forewarned when an assessment is taking place, if a student that is traveling from far away experiences difficulties during this trip due to traffic etc, there is no flexibility with regards to starting later for instance. The next time they are able to sit this assessment may be up to six months away. Authenticity refers to the fact that the evidence used to make an assessment is the students own product or performance. This is possible in this module, and indeed most of the automotive modules, as there is rarely homework or projects for the students to complete outside college grounds, therefore students should be constantly observed by their teacher whether in a quiet room for a theory exam or workshop practical observation. In CBT, there are four types of assessments to be used. They are as follows; Diagnostic. This type of assessment is used to assist in identifying educational or training needs and determine if a candidate is ready to undertake the desired course. This would include a numeracy, literacy and language test, often called a screen test. This type of testing does occur at the beginning of the trade course certificate III, but not at the beginning of each module. If a student is identified as requiring extra assistance in these areas, we will provide tutorial support. Formative assessment is done during the learning process and provides feedback about the students progress towards to competency. Although I have seen no official policy in place for formative assessments, it is up to the teacher to provide this in good faith. I personally give students formative assessments to keep them steered in the right direction. Summative assessment is more formal and conducted at the end of a module to determine whether the candidate has achieved their outcomes to the competency successfully. This process is always undertaken in my section at work. Holistic assessment brings together the three domains of learning (cognitive, affect and psychomotor), with an attempt to include technical hands-on skills, problem solving and ethical attitudes in the assessment event. This is normally more complex and requires more than simply one assessment tool. It ideally requires various formats in the shape of written tests, oral questioning, and direct visual evidence by an assessor. I would once again question whether this occurs due to financial constraints as all of the students assessment tasks, both practical and theoretical are marked, but individual direct evidence is costly and time consuming. One fundamental flaw between the nationally endorsed training package from ANTA and the translated syllabus from CIDO is the issue of grading within a competency-based assessment, which I believe is a contentious issue. The words competency-based infer that the candidate should be judged as either competent or not yet competent. This does not leave room for the high achievers as these people are being encouraged, through lack of recognition, to only put in enough effort to be deemed competent. Most learners who have put a lot of effort into a piece of work often do not wish to simply see a satisfactory label on their results. The system is contradictory and unclear in this issue as it is modeled on CBT system but chooses to grade some modules, such as this one, and conduct other modules in an un-graded format as simply pass or fail. As most automotive trade tests are Category C, grade code 71, this allows the section to locally set and mark their own assessments. Grading is as follows; Distinction = 83 Credit = 70 Pass = 50 Fail 50 It interests me that 50% is the pass mark. What has determined this? Should it be 60% or 70%, or why not 40%. In most cases in my view, 50% seems way too low. Work Evidence Modules (WEMs) also play a part in the assessment as in the course of the students apprenticeship they must gather work evidence to be signed by their employer in order to validate that they have completed authentic practical tasks. I have seen flaws in this system as some employers are simply signing WEMs books enmasse without scrutiny as I have  seen various trade tasks signed off in some apprentices books where I am well aware that their particular workshop does not undertake certain facets of the trade, thus leaving this system open to corruption. Students workbooks are also used in module assessments, which may total up to 50%. There is an inconsistency marking workbooks with some teachers giving half marks, and others having a black and white rule meaning all or nothing. This means that dependant on whose class an apprentice ends up in can decide on the level of his/her grade. Recommendations In the case of assessment validity, I would recommend that two staff be made available to team teach during assessment events in order to view all facets of each task. In the case of reliability where the same subject is taught across different trade sections, there should be policy in place for the exact same test paper to be used by all as an example as mechanics arent given a less challenging electric theory test than an auto electrician as is currently taking place in the autonomous climate. I recommend that there should be a change in local policy that students should have a negotiated assessment time and place within reason, once again, with a second staff member being available to supervise. Fairness could be further enhanced for the students who have to travel, but this issue can be appeased if coupled with the flexibility recommendation. In the grading debate, we must decide on which side of the fence we stand, whether it be CBT un-graded, or graded. I prefer grading students on their merit, because I believe some are more competent than others. Although, if we made a stance on one side of the fence and stuck to it, I would accept either graded or un-graded, but not both throughout the course. WEMs books should be eliminated, as I believe they will be in the not to distant future. They dont work, and we used to produce fine trades people in the past without them. With the above review and personal recommendations made as is apparent, there are flaws to our assessment processes, but this is part and parcel of being an educator. So long as we are reflective and continue to consult both industry and practitioners we will further fine tune our system in order to better serve future students which in this day and age is the customer. References Australian National Training Authority. (n.d.). Retrieved Aug 14, 2004, from http://www.anta.gov.au/ Certificate IV in assessment and workplace training. (2003). NSW., Australia: TAFE. CIDO. (n.d.). Retrieved Aug 14, 2004, from https://www.det.nsw.edu.au/cgi-forte/fortecgi.exe?servicename=CDOTemplateName=cdo_logon.html Everyones guide to assessment. (2004). (2nd ed.). Darlinghurst, NSW., Australia: TAFE and NSW DET. National Training Information Service. (n.d.). Retrieved Aug 14, 2004, from http://www.ntis.gov.au/ NCVER. (2002). Research at a Glance. Competency Based Training in Australia, pp. 159-166.

History of Samurai Essay -- Samurai Japanese Warriors Essays

History of Samurai The Japanese warrior, known as the samurai, has played a significant role in Japan's history and culture throughout the centuries. Their ancestors can be traced back to as far as can be remembered. Some stories have become mysterious legends handed down over the centuries. In this report you will learn who the samurai were, their origins as we know them, how they lived and fought and their evolution to today. It will be clear why the samurai stand out as one of the most famous group of warriors of all times. Looking back in time, the first Japanese battles recorded are in the first few centuries AD. At this time Japanese warriors went across the sea to Korea to help one kingdom battling two rival kingdoms. Four hundred men set out and fought on foot carrying their bows, spears and swords. They were quickly beaten by warriors attacking on horseback. They probably had never seen an attack like that before, with horses being ridden. Even though there were horses in Japan they had not been used for riding or fighting, but to help in carrying and pulling goods. In the next century, however, there is evidence that horses were being ridden and used in warfare by warriors who would later be called samurai (History Channel). The term samurai was first used in the 10th century and means â€Å"those who serve†. In the beginning it stood for men who guarded the capital for the Emperor, some where used as tax collectors. Later the word grew to include any military man who served a powerful landlord, almost like a police force for that time. They would go around the countryside on horseback collecting taxes from the peasants, often this was in the form of rice. This money helped the Emperor pay for his lavish life style. The word, samurai, quickly spread and was respected (and maybe feared a little) for the men it represented. The noblemen depended on the strength of the samurai. Since their power and wealth was directly related to how much land they owned, the noblemen kept small armies of samurai to protect their property from thieves and invaders. Eventually many noble families joined together to form clans that became more powerful than the emperor, who was the traditional head of the Japanese government (How Samurai Work 11). In the 12th century the two most powerful clans were the Minomoto and the Taira. The two came to battle in 1160 w... ... in body and mind, to governing of the Emperors, to the study of the martial arts. Their code of honor and loyalty are traditions that all Japanese respect and try to live up to even today. The self sacrifice of ones own life for a common cause was even seen in World War II when Japanese pilots deliberately crashed their planes into United States ships anchored at Pearl Harbor. This was a devastating attack and can show the horror caused by revenge and their belief in sacrifice and honor. They were even called kamikaze pilots after the famous samurai battle of long ago. The influence of the samurai continues to be seen in Japan today in a positive way with the stories and legends of heroic samurai and the bushido as their guide. Works Cited Gaskin, Carol. and Hawkins, Vince. The Ways of the Samurai. New York: Byron Preiss Visual Publications, 2003 â€Å"History of the Samurai.† http://home.online.no/~p-loeand/samurai/hist-eng.htm â€Å"How Samurai Work.† http://science.howstuffworks.com/samurai.htm The History Channel: The Samurai. Videocassette. A&E Television Networks, 2003. 100 min. Turnbull, Stephen. Samurai, The World of the Warrior. Oxford: Osprey Publishing, 2003

Ethics Bank Bailout

This paper explores the ethics of bank executives receiving large bonuses despite the fact that they received a bailout. I identify the utilitarian and deontological implications of these executives’ actions. This paper also examines if the executives deserved the bonuses, did the banks need a bonus, and how the banks should have been regulated by the banks.Keywords: bailout, utilitarian, deontologyEthics of Bank Bailout BonusesCurrently the economy is still in â€Å"The Great Recession† largely due to the fallout caused by banks. Banks caused this fallout by giving out home loans to unqualified borrowers.  The banks approved loans they know could not be repaid by the borrower because of the terms such as adjustable rates.These home loans started defaulting; which started a domino effect of bank failures, further driving the economy into a downward spiral. In came the government, armed with astronomical sums of money determined to rescue these large financial institut ions. Enrich, Hilsenrath, and Solomon (2009) state that 700 billion dollars of taxpayer money was used to bailout these banks under the Troubled Assets Relief Program (TARP).It wasn’t long after these bailouts that these banks continued to reward the executives with large bonuses. Should have these top executives of these major banks that received the bailout money been allowed to receive large bonuses? I say definitely not because it was wrong under the provisions of utilitarian ethics which I believe should have been applied in this situation. These executives were at the helm when these banks failed. Bonuses should be rewards for success not compensation for a title or position. If these banks had enough money to give bonuses then the question of do they really need a bailout should be asked.Furthermore, this bailout money did not belong to the banks to give out as they pleased, it belonged to the taxpayers and the money should have been accompanied by stringent regulation s imposed by the government. A bonus is normally given as a reward for production or as an enticement for favored behavior or performance. On Wall Street a bonus is an equivocal right with no strings attached. Success or failure does not matter. Being an executive in the country’s most powerful financial firms is justification enough to entitle them to a bonus. This is the methodology that these institutions follow.Executives used deontological ethics because they focused on their rights and entitlements as executives. They decided their rights to large bonuses outweighed the importance of righting the economy which affected the entire country. Meanwhile, these are the same executives that were in charge when many American’s retirement plans and investments were depleted or completely wiped out. These were the same executives that oversaw an industry that gave out home loans with impossible repayment terms. It can be argued that the banks caused the entire financial wo es that are still present today.Instead of the institutions terminating their executives for not stopping their organization’s misdeeds they were rewarded. These bank executives drove their institutions to the brink of demise. Yet, they were still rewarded with multi-billion dollar bonuses. How could this be justified or ethical? According to Freifeld (2009), Citigroup Inc. , Merrill Lynch & Co. and seven other U. S. banks paid $32. 6 billion in bonuses in 2008 while receiving $175 billion in taxpayer funds through TARP. That means that almost 20% of the government’s bank bail-out to these banks was used on bonuses for their institution’s executives.The question has to be asked, â€Å"Could the bank bailout have been 20% less to these banks? † An even more interesting question would be, â€Å"Did these banks really need the bank bail-out money? † These executives took an ethical egoistic approach by accepting these bonuses. Andre and Velasquez (198 9) explain that three steps to apply utilitarianism to any situation to decide a moral course of action. The first step is to identify all the course of actions that are available in a situation. The second step is to determine all the beneficial and harmful consequences of each course of action for everyone affected by the action.Finally, the third step is to select the course of action that provides the greatest benefits after the costs have been taken into account. Let’s apply this theory to the bank executives and their choice to receive a large bonus. First step would have them identify all their course of actions available to them, which was to take or leave the massive bonus. Secondly, was to determine all the beneficial and harmful consequences for each course of action for everyone affected by taking or refusing the bonus. Those affected by the taking or leaving the bonus include the executive, the financial institution, and the taxpayers.The beneficial consequence o f taking the bonus for the executive is a very large sum of money. The benefit to the financial institution and the taxpayer is none. The harmful consequence to the executive would be obvious, which would be the loss of a tremendous amount of money. The harmful consequences for the financial institution would be loss of capital that could be used somewhere else more productive and the loss of the government’s confidence. The harmful consequence of the executive taking the bonus would be an increased budget deficit which may lead to higher taxes and loss of federal program funding.Finally, weighing the consequences using the utilitarian theory the greatest benefit would be for the executives to refuse the bonus. The right decision for these bank executives would have been to take a utilitarian ethical approach and not accepted their bonuses. These bonuses hurt the government and the people of the United States by costing the bailout more money than necessary and creating a lar ger deficit. Thus, the act of the executives taking their bonuses was morally unethical under the theory of utilitarian ethics because the consequences were more harmful for the greater population.Instead, these executives prioritized their needs and wants higher than the needs and wants of the people. Financial executives were following the ideology of deontology when they made their decision to take their multi-billion dollar bonuses. According to Alexander and Moore (2008) deontology is based from the word â€Å"duty. † I believe that these bank executives felt it was their duty and entitlement to take the bonus. Also deontologists believe in following the rules even though the act may be considered the right thing to do even if it produces bad consequences (Alexander & Moore 2008).They were not breaking the rules or law when they took their bonuses because there were no regulations or rules against them doing so. They followed the rules and it produced the bad effect of c reating a larger than necessary bailout amount. On the other hand however, the government made the bank bailout loan on good faith. Utilitarian ethics were applied in the decision to give out the loan because they feared the banks would ultimately fail without the money. The choice was made out of consequence. The consequence of failing banks would be a country with an even worse economy and completely ruined financial sector.Thus, the government acted and followed utilitarianism’s theory of the greatest good, for the greater amount of people. The government should have not rushed to give the money to the banks without devising stricter regulations. Restrictions were placed on some executive compensation for participating banks, but did not limit salaries and bonuses (Despite Bailout 2008). If the government had placed limitations regulating excessive bonuses this could have been avoided. Executives would have been able to follow either consequential or deontological ethics b y following these limits imposed.Instead the government through legislation did not impose sanctions against bonuses as part of TARP. By failing to do so they left the door open for banks and executives to make ethical choices on their own. I explored the utilitarian and deontology implications of the bank bailout bonuses. I found that the bank executives should not have taken the bonuses after receiving bailout money from the government by using the utilitarian theory because ultimately the consequences were more harmful than good for greater population. I also explained why executives should not have received the bonuses based on their and their institution’s performance.I also questioned whether the bank bailout money was necessary because the banks had enough money to give out large bonuses. Also discussed was the idea of the government imposing stricter sanctions with the TARP legislation forbidding large bonuses. I also stated that the bank executives could have been et hically right under the pretense of deontology. Deontology’s theories revolve around duties, rules, and obligations (Waller B. , 2008). Therefore, the bank executives felt they had the right and duty to an enormous bonus as heads of multi-billion dollar financial institutions. They also followed the rules by accepting the bonuses.

Film Analysis: “Braveheart”

Over the past decade, Hollywood has begun to turn to history as the source of inspiration for some of its award-winning movies. Most, if not all, of these films would be promoted by the producers, directors and even actors of the film as those that are as close to historical accounts and documentations about these events and individuals. Although this may be the case, a portion of the scenes shown in movies based on events and prominent individuals in history have been included in order to add to the drama and action to the film even if the scene does not have any historical documentation to support the scene to be included.In some cases, certain parts of an otherwise historical event may also be changed in order to make it more striking and memorable to the audience. The paper will provide an analysis on the accuracy of the events presented in the Academy Award-winning movie â€Å"Braveheart† starring Mel Gibson. The paper would provide a summary of important key points prese nted in the movie. Specifically, the paper would look into the accuracy of the battles portrayed in the movie to research conducted by historians with regards to Sir William Wallace, the hero depicted in this epic movie.The paper would also look into the viability of the romantic affair between Sir William Wallace and the Princess of France and the surrounding circumstances as depicted in the movie. Summary of â€Å"Braveheart† In order to analyze the accuracy of the situations and events of the movie â€Å"Braveheart†, a summary of the movie must first be provided. The film begins in Scotland in the year 1280 AD. The death of the king of Scotland left the country without a ruler of its own as the king did not have a son to leave the kingdom to.As a result, the rulers from neighboring countries began to compete with each other for the crown and ownership of the kingdom of Scotland. The most formidable of these competitors was Edward the Longshanks, king of England. His claim over Scotland was met with hostility from the commoners of the land. In order to extinguish any retaliation on the part of the common people of Scotland, Edward the Longshanks arranged a meeting whereby each leader of the different shires of Scotland were invited to attend, allowing them to bring along only one page as their companion.Among those who have been invited was a commoner named Malcolm Wallace who decided to take his eldest son, John, with him to the meeting. They were delayed to arrive to the meeting as Malcolm had to convince his youngest son, William, that he was still too young to go to the journey with them. Upon their arrival, Malcolm Wallace had realized that his son’s persistence had saved him from walking into a trap that had been orchestrated by Edward the Longshanks. All the attendees in the supposed meetings were hung inside the cottage where the meeting was supposed to have taken place, including the women and children.William, who had tried to follow his father and brother to the meeting, saw the brutality of the scenario – a vision that had left a lasting mark to the young boy (â€Å"Braveheart†). The brutality of the scene prompted Malcolm Wallace to stir some of the leaders in the shire to attempt a violent response for what Edward the Longshanks had committed to their fellow men. Unfortunately, the effort was a failed attempt, and Malcolm and his son were killed in the battle. On the day that his father and brother were buried, his uncle, Argyle, took him into his care (â€Å"Braveheart†).The film then fast forwards to a few years later. Edward the Longshanks, in his quest to rule over all of Europe, formed an allegiance with his rival, the King of France, through the marriage of the latter’s daughter to Edward the Longshank’s son and heir to the throne. Meanwhile, in Edinburgh, the Scottish nobles had formed a council. Included in the council was the 17th Earl of Bruce named Robert, who has been considered to be the leading contender to the crown of Scotland. Among the topics that begun to concern the council was the issuance of the decree of prima nocte by Edward the Longshanks.This gave nobles who have sworn their allegiance to the King of England the privilege to sleep with any newly married common woman on the first night as a married woman. This was done in an effort to encourage more Scottish nobles to swear allegiance to the King of England which then would lead to the surety of Edward the Longshank’s hold over Scotland (â€Å"Braveheart†). It was around this time that William Wallace, now an adult, returns to the shire that he had left when he was a young orphan.He reunites himself with Hamish, his childhood friend and the young woman named Murron who, during his father and brother’s burial, offered him a flower as a sign of sympathy. Because of the prima nocte decree, William and Murron married in secret and thus allowing William the privilege that most other men in the shire had been deprived of (â€Å"Braveheart†). The turning point for the pace of the movie and the life of William Wallace occurred just a few days after his secret marriage.A soldier of the English crown attempted to force himself on the young woman, but she had fought and, through the help of William, freed herself but only for a while. She was eventually caught by the soldiers and was executed in front of the entire town as an example on what would happen to them should they try to oppose any representative of the king of England, be it a soldier or a noble since according to the nobleman, an opposition to any individual representing the king of England is an opposition to the King himself (â€Å"Braveheart†).The death of Murron and the reasoning of the noble had caused William Wallace to begin a revolution beginning in his own town. His passion and determination to rid the country of the English had made a lot of Scottish c ommoners take up arms and join him in his cause. Town after town, he and his band of men which eventually led to the joining of the forces of the Scots and the Irish, had made the townspeople consider him as a legend and tales began to spread about him (â€Å"Braveheart†).News had reached the King of England and sent his daughter-in-law, the Princess of France, as an ambassador to negotiate some form of truce and ceasefire with William Wallace, who by now had been knighted by the Council of Scots, headed by Robert the Bruce. Wallace declined the offer of Edward the Longshanks by relaying to the future queen the haunting scene that he had stumbled on when he was a boy and when the King of England first offered a truce to the people of Scotland.Not only did the Princess of France become amazed by the intelligence that Wallace had exhibited, but she also began to grow fond of him in a romantic way (â€Å"Braveheart†). When she returned to London and delivered the message of William Wallace to the king, he decided to go into war with Wallace again. This time, he was to have a larger army by tapping into the allegiances that he had formed through the years. When news of this reached William Wallace through the help of the Princess of France, Wallace went to the Council of Scots to ask them to join their cause.Initially, Robert the Bruce gave Wallace his word and so did the other members of the council. However, on the day of the battle, Wallace first experienced betrayal when he saw two of the council men that showed up with their respective armies had turned around after being bribed by the King of England, and then later when he discovered that Robert the Bruce himself was fighting alongside the King of England as well (â€Å"Braveheart†). Upon seeing the effects of his betrayal to Wallace, Robert the Bruce was overcome with guilt and as a means to try to amend for his betrayal, helped Wallace escape the battlefield.This allowed Wallace to ta ke revenge on the two noblemen who have betrayed him in the battlefield (â€Å"Braveheart†). With news of Wallace’s escape reaching the King of England, another attempt was made on his life. This plot was overheard by the Princess of France, who again warned Wallace of the assassination attempt. Unfortunately, the third time, Wallace was finally apprehended. Robert the Bruce sent word to William Wallace that he would like to talk and make amends for his previous betrayal.Still trusting the Bruce, and realizing the need for a larger army to continue the cause, Wallace went to the residence of the Bruce alone and unarmed. Unknown to both Robert the Bruce and William Wallace, the other members of the Council, through the guidance of Robert the Bruce’s father, made arrangements to hand William Wallace over to the King of England (â€Å"Braveheart†). William Wallace was tried for high treason against the King of England and was sentenced to be executed the fol lowing day. Knowing about this, the Princess of France begged for the life of William Wallace to the King of England as he lies on his deathbed.When the king refused to grant the request of the princess, she then made it known to the dying king that she was pregnant with the child of William Wallace, his mortal adversary (â€Å"Braveheart†). Wallace suffered a horrendous and slow death through a process called hung, drawn and quartered. With his last breath, he shouted with all his might the word â€Å"Freedom†, a cry that stirred the hearts of his comrades who witnessed his execution in the crowd. After he was beheaded, the body of William Wallace was cut into pieces and placed in different locations to serve as a warning to anyone who tries to go against the King of England.His head was situated on London Bridge, while his arms and legs were sent to the four corners of England. The movie ends with the narration on how instead of deterring any form of resistance towar ds the crown of England, the opposite had actually happened. In the year 1314, despite the Scottish army headed by Robert the Bruce were lacking in resources and heavily outnumbered, had won the freedom of their land from English rule in the battle that occurred on the field of Bannockburn (â€Å"Braveheart†). Analysis of the Accuracy of â€Å"Braveheart†

Free Essays on Human Dignity

Human Dignity Theory A German philosopher Immanuel Kant thought that people occupy a special place in creation. This is an old idea from ancient times; people have considered themselves to be different from all other creatures and not just different but better. Here’s a fact, people have traditionally thought of themselves to be fabulous. Kant did. On his view, people have â€Å"an intrinsic worth† in other word â€Å"dignity† which makes them valuable â€Å"above all price†. Other animals have a value only as much as they serve the peoples purpose. Kant said, â€Å"But so far as animals are concerned, we have no direct duties. Animals†¦are there merely as means to an end. That end is man,† Lectures on Ethics (1779). We can use animals in any way we please. We do not have to back off from torturing them. Kant does mention that it is wrong to torture animals, but his reason is we might suffer indirectly as a result of it, because â€Å"he who is cruel to animals becomes hard also in his dealings with men.† So Kant’s view is mere animals have no moral importance and people are another story. According to Kant people may never be used as means to an end. I will concentrate here on Kant’s belief that morality requires that we treat persons as an end, rather than only a means. When Kant said that the value of human beings â€Å"is above all price.† He meant this as a judgment about the place of man in the scheme of things. There are two important facts about people that in his view support this judgment. First, because people have desires and goals, other things are valuable for them, in relation to their goal. Simple â€Å"things† (and this includes animals) have value only as means to ends, and it is the human ends that give those â€Å"things† value. So if I wanted to become a better chess player, a book on chess instruction will have value for me, but aside from such ends that book has no value other than the $6... Free Essays on Human Dignity Free Essays on Human Dignity Human Dignity Theory A German philosopher Immanuel Kant thought that people occupy a special place in creation. This is an old idea from ancient times; people have considered themselves to be different from all other creatures and not just different but better. Here’s a fact, people have traditionally thought of themselves to be fabulous. Kant did. On his view, people have â€Å"an intrinsic worth† in other word â€Å"dignity† which makes them valuable â€Å"above all price†. Other animals have a value only as much as they serve the peoples purpose. Kant said, â€Å"But so far as animals are concerned, we have no direct duties. Animals†¦are there merely as means to an end. That end is man,† Lectures on Ethics (1779). We can use animals in any way we please. We do not have to back off from torturing them. Kant does mention that it is wrong to torture animals, but his reason is we might suffer indirectly as a result of it, because â€Å"he who is cruel to animals becomes hard also in his dealings with men.† So Kant’s view is mere animals have no moral importance and people are another story. According to Kant people may never be used as means to an end. I will concentrate here on Kant’s belief that morality requires that we treat persons as an end, rather than only a means. When Kant said that the value of human beings â€Å"is above all price.† He meant this as a judgment about the place of man in the scheme of things. There are two important facts about people that in his view support this judgment. First, because people have desires and goals, other things are valuable for them, in relation to their goal. Simple â€Å"things† (and this includes animals) have value only as means to ends, and it is the human ends that give those â€Å"things† value. So if I wanted to become a better chess player, a book on chess instruction will have value for me, but aside from such ends that book has no value other than the $6...

Using the Verb Grow in Example Sentences for ESL

Using the Verb Grow in Example Sentences for ESL New English learners are constantly growing their vocabulary and learning new irregular verb forms. This page provides example sentences of the verb grow in all tenses including active and passive forms, as well as conditional and modal forms. See how much your knowledge has grown with the quiz at the end. Examples of Grow for Every Tense Base Form grow / Past Simple grew / Past Participle grown / Gerund growing Present Simple Mary grows vegetables in her garden. Present Simple Passive Vegetables are grown in that garden. Present Continuous My daughter is growing up fast! Present Continuous Passive Lettuce is being grown in this area of the garden. Present Perfect She has grown all kinds of plants. Present Perfect Passive All kinds of plants have been grown in this garden. Present Perfect Continuous We have been growing those plants for two months. Past Simple They grew the best tomatoes last summer. Past Simple Passive The best tomatoes were grown by the Smith family. Past Continuous She was growing up quickly when they decided to send her to military school. Past Continuous Passive Many plants were being grown by the Smith family. Past Perfect They had grown up in Seattle before they moved to Portland. Past Perfect Passive The customer base had been grown by Peter before Jack took it over. Past Perfect Continuous She had been growing up in Seattle before she moved to Portland. Future (will) We will grow vegetables in our garden. Future (will) passive Vegetables will be grown in our garden. Future (going to) We are going to grow vegetables in that garden. Future (going to) passive Vegetables are going to be grown in that garden. Future Continuous This time next year she will be growing quickly. Future Perfect She will have grown up a lot by the end of this year. Future Possibility She might grow up if you challenge her. Real Conditional If she grows vegetables, she will give some to her neighbors. Unreal Conditional If she grew vegetables, she would give some to her neighbors. Past Unreal Conditional If she had grown vegetables, she would have given some to her neighbors. Present Modal We can grow vegetables in the garden. Past Modal They must have grown vegetables in that garden. Quiz: Conjugate With Grow Use the verb to grow to conjugate the following sentences. Quiz answers are below. In some cases, more than one answer may be correct. Vegetables _____ in that garden.The customer base _____ by Peter before Jack took it over.They _____ the best tomatoes last summer.Mary _____ vegetables in her garden.Lettuce _____ in this area of the garden this summer.We _____ vegetables in that garden. Thats the plan.If she _____ vegetables, she will give some to her neighbors.Vegetables _____ in that garden. At least, thats the plan.They _____ up in Seattle before they moved to Portland.She _____ all kinds of plants for the past six years. Quiz Answers are grownhad been growngrewgrowsis being grownare going to grow vegetablesgrowsare going to be grownhad grownhas grown

Privatization of Prison Systems in the United States Assignment

Privatization of Prison Systems in the United States - Assignment Example career-orientated and not so likely to create large staff turnovers, thus causing added expenditures in training new personnel to take the empty positions. Working through the state system provides correction workers with better benefits and there is less turnover of the staff. A) Corrections officers receive a fairly stringent education process in how to conduct their jobs when engaging with the prison population (Dempsey & Forst 2013). The emphasis is now more on keeping staff in place and encouraging open lines of communication, mentoring with senior partners, encouraging professional pride and development, and also providing efficient compensation in salaries and benefits (Peak 2012). In alignment with the state employees, who observe the state guidelines in handling inmates through their daily processes, rehabilitative services, which are provided to inmates as part of their incarceration, also have state guidelines to be observed (Culp 2012). Therefore, the state-administrated facility will operate strictly on the state’s guidelines in handling prisoners and also making sure the public is protected as well, while in the process of engaging in rehabilitative services (Allen & Sawhney 2009; Peak 2012). Accordingly, state standards must be met, particularly where the well-being of the prisoner is concerned, B) The second argument in favor of keeping the corrections system under public administration is the financial aspect in regards to building and running correction facilities. It has been shown in research (Culp 2010) that even while private-sector facilities, run by companies who tout the money-saving advantages of using private sector facilities, often will begin costing more as the years go by, and eventually costing just as much as state run facilities, but... This paper reviews the aspect of whether it is better to move the Federal prison system into the private sector, or maintain them as federally run. There are pros and cons to both systems, but the most glaring issue is whether private sector companies which run prisons, will actually stay in business, or disappear overnight because of insolvency or by being bought out by another larger company.At present, there is an oligarchy of four to five companies who run the nation’s prison systems nationwide. This does not leave much room for a smaller actor to get into the business, particularly as expenditures are usually the same for both public and private sector facilities, as based on federal standards in service provisions. In the review of whether prison systems should move to privatization or not, the final outcome is that there needs to be a secure system in place, particularly where financial accountability is concerned. There must also be government oversight and audits to m ake sure the billing system is also accurate and that charges for non-existing products and personnel do not occur, as has been seen in some previous cases.If it is a question of whether more institutions might be built to house the offenders, then going to the private sector may be the best way to go. However, it is hardly likely that costs to the prison systems will actually be reduced accordingly, especially when only four to five private companies exist to accomplish these goals.

WHY ARE NOT MEN MORE INTERESTED IN CHILD CARE Essay

WHY ARE NOT MEN MORE INTERESTED IN CHILD CARE - Essay Example In this respect, the influencing factors and reasons why this is the case are critical to capture. While women’s studies constitute a course just like any other, the minimal or limited men participation draws an interesting feature that needs to be looked into. It is essential to critically capture and uncover the reasons why few men pursue women’s studies. As the course name suggests, the subject matter of the course seems to be primarily women oriented (Lorber, Davis, and Evans 61). In this context, the position of men in women’s studies will be evaluated while taking into consideration the changing nature of the world over time. There have to be some explaining factors behind few men numbers that pursue women’s studies. Men enrolments in women’s studies remain relatively low over the years (Tarrant & Katz 195), and the reason why this is the trend will be presented in this section of the paper. By this time, the paper will have established the explaining phenomena behind few men enrolments in women’s studies, and this part will explore the likelihood of increasing men numbers in women’s studies through any appropriate and functional