The Switch

After my second year in high school, I made a decision that would turn out to be life changing. This decision wasn't life changing in the way that getting married or going to college would be, but I really learned a lot about myself that summer. What I'm about to tell you is what happened when I switched from Marching Band to Football. I will explain to you why this switch was such a big deal to me and what I learned about myself from it. Switching from Marching Band to Football after mySophomore year of high school changed the way I saw myself because I found I have a strong enough will to follow my heart despite controversy with others, I have a strong desire to be in control of my life, and I have an aggressive side that had not shown itself before. While making the decision to change from one activity to another, my own self- reliance and confidence really took over and helped me to deal with the controversy among my friends and teammates. My friends and band director wanted me t o stay in the marching band because I was a section leader with three years of experience ho was up for the Drum Major position.Naturally, this put me under a lot of social pressure. On top of that, my new teammates on the football team weren't exactly thrilled to have a tuba player trying out for the team. They used to make fun of me quite a bit, until I proved myself out on the field, that is. Another significant hurdle was telling my parents that I wanted to switch. I knew that my parents said they would support me in any decision I make, that isn't life threatening, but I wasn't sure if they would condone me playing football, which is probably one of the most angerous sports in the world if you don't practice proper technique.The fact that I was able to deal with all this and still stick to my guns showed me I was strong enough to follow my heart and cut my own path. Especially after considering the craziest part out of this whole thing, before this I never had been one to go ag ainst the grain. I had been a people pleaser my whole life and was afraid of making anyone mad at me. So, now that IVe explained the situation I found myself in, the reason I put myself in that position was because of a realization I had while sitting in the stands with the and at a football game during my sophomore year.I realized that I didn't enjoy sitting on the sidelines watching the action happen. I wanted to be out there in the middle of it. It made me think about how I always took the path of least resistance in every aspect of my life. I was always trying to make everyone around me happy when I wasn't completely happy myself. Watching that football game, I felt like I was the stands watching it go by, powerless to influence to course of fate. This mindset is what helped me to strengthen my will to follow my heart and do what I wanted to do. That night, I discovered my desire to have control of the direction my life was going in.On top of wanting to steer my life in the dire ction I wanted, that night I also discovered that I have an aggressive side that makes want to prove what I'm worth, fght to win, and be remembered. In every sport I'd ever done up to that point in my life, from Baseball to Karate to Wrestling, every single one of my coaches I'd ever had told me that I don't have a mean bone in my body, and I thought they were right. I always had a hard time with being competitive because I didn't want to hurt anyone nd I was somewhat content to sit in the dugout or on the sidelines unless subbed in.That is, until I had this self-realization one day in the stands. After that, a fire lit in my belly that hadn't been there before and I was ready to show everyone what I could do. This fire didn't go away and, actually, still hasn't to this day. And so, I Joined the football team and said good bye to the marching band as my first official act of taking control of my life. Looking back, I don't regret being in the marching band for three years, but I do ish I had played football all four years of my high school career.Unfortunately, I never felt the urge to play until that moment of self-realization that my life would pass me by if I didn't take hold, that night in the stands. And I never would have had the determination to follow my heart without that fiery passion in my gut that was ignited that night. In the grand scheme of things, this decision was very minor in nature, switching from one extracurricular activity to another. However, for me, it was a very momentous and self-awakening experience where I discovered how strong I can be.

Macbeth Korean Translation Essay

In this play the characters Macbeth, Macduff, and Banquo were somewhat alike and somewhat different from each other, but they all played important roles. Some of the characters played a villain role and some played a more heroic role. Macbeth’s prophecy was that he was to become king of Scotland. Macbeth is friends with Banquo and he has a high status, rank, and respect for others. Macbeth and Banquo met the three witches together and they told them both about their futures. Before Macbeth killed the king he thought â€Å"If chance will have me King, why chance may crown me, without my stir. †(p. 36) He takes a noble action on his prophecy and doesn’t let fate take its roll. Once Macbeth became king he let his power control himself, and treats everyone unfair but his wife. When Macbeth found out that Banquo thought that the witches had told some things, Macbeth started to have visions of the daggers floating in the air before him with the tip of the dagger aiming toward Duncan. He thought he heard a voice cry â€Å"Sleep no more! Macbeth does murder sleep† (p. 352) Macbeth tried to grasp the imaginary dagger and failed. After Banquo’s ghost came to haunt him it started to make him suspicious and show that he is the one that killed him. Macduff is loyal to the king and the brave soldier. He is a father who cherishes his children and he is happy with his life. He was always a trustworthy person he never had disloyal or greed within himself. He became a noble man but he does not take any action on his prophecy. Macduff started to take suspicion into the death of Duncan. He became the main opposition to Macbeth and as the result of that his household became slaughtered, and he lost his wife and his son. Banquo is loyal to the king and also is a brave soldier and highly regarded as the king’s men. He is another father that cherished his children, but he was much as a greedy person. When he met with the three witches they told him that he is â€Å"lesser than Macbeth, and greater,† and â€Å"not so happy, yet much happier†, and then she told him that his children will become kings. Banquo felt â€Å"That, trusted home, might yet enkindle you unto the crown, besides the Thane of Cawdor. But ‘tis strange! And oftentimes, to win us to our harm, The instruments of darkness tell us truths, Win us with honest trifles, to betray’s In deepest consequence. †(P. 35) and it had him thinking that what the witches said might not of been so true. He and Macbeth were close friends. Macbeth became an untrue friend to Banquo. By that he had his servants kill Banquo because he was a threat to him and he thought that he would tell people that he killed the king and after he got him killed one of Banquo’s children escaped. All of these characters in the play have similarities because before the king was killed and they all had responsibilities that they each had to handle. Macbeth, Macduff, and Banquo were all friends until Macbeth had power an authority over the kingdom. The difference between each character revolves around their own personal loyalty. Macbeth has the devotion to become king and take power. Macduff had the loyalty of his family and the king and so did Banquo. The innocent characters into this play are Macduff and Banquo. More of Macduff because he wasn’t a really type of greedy person, nor did he want more of things his way. He obeyed his king and nobles. Banquo is loyal to his king and nobles but he was greedy at the same time so his greediness could have had him playing a villain role but he didn’t let it get into the way of some things. Macbeth is the most villain character in this play. He was at once an individual that was doing his job, now he is the character that is taking over people’s lives and started to kill innocent people. Right before Macbeth started to begin to kill the harmless people and gain power he was just as innocent as the citizens in his country. Once he found out that he was gone to have power and he told his wife she thought of him as to ambitious and kind to be king.

Optical Properties of Liquid Crystals and LCD Displays Research Paper

Optical Properties of Liquid Crystals and LCD Displays - Research Paper Example The liquid crystals are used in various consumer audiovisual devices among other office gadgets such as calculators, cell phones, digital cameras, watches, stereos, clocks, laptop computers and other personal organizers. The LCDs are also applied as instruments information display in automobiles speedometers, clocks and navigation aids. Nevertheless, there are a number of competing display technologies such as the light emitting diodes (LEDs), the plasma displays (PDs), and the organic light-emitting diodes. Liquid crystal displays incorporate the unique properties of certain materials, nematic, selected smectic and cholesteric liquids. In certain liquid phases, the materials exhibit some electro-optic effects attributed to crystals. A typical liquid crystal display contains two electrodes or polarizer. A liquid crystal film material plugs the space between the two electrodes (Gu 2010, p. 6). Glass fibers are used as spacers that keep the thickness of the liquid crystals uniform within a range of 5Â µ to 10Â µ (Koide 2014, p. 86). The plates are also known as the polarizers, which are usually orientated at 900 to one another. The twisted phase commonly serves to reorient light that passes through the first plate, which consequently allows the transmission of the light through the second polarizer. When an electric field is applied to the liquid crystal layer, the molecular axes align parallel to the electric field and untwist. In such a state, light is not oriented making the polarized light from the first polarizer, which leads to loss of transparency with a further increase in voltage. This electric field property can be applied in making a pixel switch between the opaque and the transparent on command.

Four forces of evolution Assignment Example | Topics and Well Written Essays - 250 words

Four forces of evolution - Assignment Example This genetic drift resulted in biological variation between species that had to survive. It was as a result of this drift that isolation of species took place; some species moved to new areas where they interbreed allowing the introduction of new alleles to the population. The introduction of new alleles from the nearby populations resulted in new genetic variation in the populations. Survival of the new populations however required the populations to adapt to their environment. This was made possible by the natural selection force; the force assisted the new formed populations to make beneficial adjustments to their environment, and as a result enhanced their survival. In tandem with this assertion, natural selection shaped genetic variation at the population level favoring some individuals over others. The changes in the genetic structure of the population then resulted in speciation (Haviland, McBride, Prins and Walrath 44). Due to variation in environmental conditions, the geneti c codes of the formed species started changing resulting in new variations. The random mutation of the species’ genetic codes led to genetic variation that resulted in the emergence of new populations. In connection with this, it is evident â€Å"mutation was the ultimate source of evolutionary change, responsible for the constant introduction of new genetic variations† (Haviland, McBride, Prins and Walrath 42). In conclusion, evolution process was enhanced by four forces; natural selection, mutation, gene drift, and gene flow. However, the complexity of human beings is as a result of the mutation process that takes place

Supply and Demand in the steel industry Essay Example | Topics and Well Written Essays - 1250 words

Supply and Demand in the steel industry - Essay Example Demand and supply in a specific industry is perhaps one of the most debated and fundamental concepts in economics. In order for a market economy to function, it is critically important that producers should supply those goods and services that consumers want and are affordable to pay for them. In economic concepts, the term demand represents the willingness and ability of buyers to buy different quantities of a product or service, at different prices during a specific period of time (Arnold, 54). According to the basic theory of economics, people buy more quantities of a product or service at lower prices than at higher prices. The price and demand relation is well debated in the theories of economics. When price of a commodity decreases, it is assumed that consumers will buy more quantities of that product or service, and thus its demand increases. The term supply refers to the willingness and ability of producers to produce and sell different quantities of a goods or service at different prices for a specific period of time (Arnold, 66). According to economic theory of law of supply, the quantity supplied of a goods or service increases when its price increases. From the explanations given above, it is clear that demand and price is indirectly related whereas price and supply are directly related. There are many determinants of quantity supplied, but out of all the determinants, price plays pivotal role. The underlying assumption is that when the price of steel becomes high, selling steel become profitable and the quantity supplied, therefore, will be high. When it comes to the market, the interaction between supply and demand results one of the followings; excess supply, excess demand and equilibrium price or equilibrium quantity. Excess supply or ‘surplus’ is the conduction at which quantity supplied is greater than quantity demanded in the market. This excess supply occurs only when the price is above the equilibrium price.

The American Government Research Paper Example | Topics and Well Written Essays - 750 words

The American Government - Research Paper Example Supreme Court has the sole responsibility to reject the signed law after declaring it unconstitutional. Sometimes, the president may give his/her opinion of the constitutionality of the law. Annually, the US president gives legislative agenda for the following year to the congress. In this agenda, the president brings into attention of the congress, the plans for whole nation. In this address, the president persuades sponsoring of the bills to enable their passage (Murrin et. al. 2011). Likewise, vice president also lobbies representatives to amass support for the legislation.According to Krent (2005), in the judicial arm of the government, the president is the commander of armed forces and navy. In this role, president can pardon for offences committed against United States. Cases of impeachment are exceptional. To do this the president seeks opinion from principal officer. President appoints highest-rank military commanders. He exercises control in this section by giving advice and discharging officers. The president directs orders to the armed forces to take action in times of foreign aggression.The US president through the constitutional powers contributes significantly in the public- policymaking process. For instance, in the foreign policy, up on proper advice by the senate, he negotiates treaties with other foreign countries. However, these treaties become effective after ratification by two-thirds of the senate (Murrin et. al. 2011). This means that the president can initiate or shape foreign policy.

Information System for Managment Essay Example | Topics and Well Written Essays - 4250 words

Information System for Managment - Essay Example This paper approves that decision making is the most critical function of management. This is undertaken by a manager at every level from the top to the lowest level of management. Thus in the example of Wal-Mart , the store head, the process manager, the inventory control manager, the sales manager, the personnel and the administration manager will have to take decisions at their individual levels. MIS will provide critical support to each of these managers to enable them to carry out their tasks efficiently. While information is critical, it has be evaluated carefully by the manager at each level and cannot be based purely on that provided by the MIS. Since management is a human and dynamic function, a manager should be able to exercise his judgement in each case and use MIS as a tool for functioning rather than let it override other critical factors. This essay makes a conclusion that Software reliability is frequently based on the needs for which it is put. A Borough Council is not likely to have people who are attuned to functioning in a flexible, information technology rich environment, thus there is a need to train them in both soft and hard skills when such a change over of systems is undertaken. It is apparent that neither the Borough nor the provider of FLARE had taken into account the importance of taking the employees on board which finally resulted in the problems brought out in the case study.

Moral and Ethical Dilemma in the ase of Spaulding v Zimmerman Case Study

Moral and Ethical Dilemma in the ase of Spaulding v Zimmerman - Case Study Example The Law Council of Australia has established rules for model conduct of lawyers, however, these tend to revolve around a client-centered approach which is inimical to the practice of law in an ethical manner, rather it tends to be centered around better earning and protecting the client at any cost. Such a client-centered approach makes lawyers amoral and indifferent to maintain ethical standards or morality in the practice of law, thereby engaging in role-differentiated behavior that ignores moral considerations in the case of clients, which would be relevant and applicable in the lawyer’s own life.  Wasserstrom argues that while such an approach may be useful in criminal cases in ensuring that all clients get a fair chance in court, irrespective of the lawyer’s personal convictions in that relevant area, it is not applicable on a wider basis to all cases. Positivist philosophy also separates law and morals, so that a lawyer is not necessarily required to make a mora l decision, rather he/she is expected to ensure that the client’s best interests are served as far as possible within the framework of the law. In the instant case of Spaulding v Zimmerman, the issue that arises is the need to disclose potentially damaging information mandated from an ethical standpoint. Lawyers are to work in the best interests of their clients, yet they are also considered officers of the Court who must serve the cause of fairness, equity and justice. A lawyer has a paramount duty to the Court to pursue the course of justice, which shapes the kind of society that we live in. Allowing individuals to escape with wrongdoing is not in the interests of justice or fairness to all men. Therefore, in the instant case, the professional responsibility of the lawyer would have mandated the disclosure of knowledge that could be inimical to the Plaintiff in the long run, especially since the Defendants were morally in the wrong, to have caused bodily harm to the Plainti ff.

Corporate law Essay Example | Topics and Well Written Essays - 3000 words

Corporate law - Essay Example The accuser has the hard work to prove the accused is guilty. If the Australian Securities and Investment Commission will sustain this theory and it can be proven by evidence, this would constitute vitiation ( impairing the quality or effectiveness of an act such as to contaminate, spoil, make invalid) of consent which would make the contract voidable ( contract is valid unless it is questioned or objected, then, it is made illegal or void).(www.allwords.com). Under the corporation law of Australia, the contract is invalid if voidable. A voidable contract may be held valid if there is failure to question the same within You could reference see point in time legislation and updates to determine if you are following the law. If Bevin could prove fraud there will be cancellation of contract and a possible award of damages to Bevin. Since Bevin signed and approved the sale of his shares, then his negligence for not reading the fine print is not ground for cancellation of contract. To answer the SUB ISSUE no 1, the possible defenses and remedies of Wonders to uphold the validity of the contract is as follows. DISCUSSION:Wondersteel could invoke the defense of good faith by proving that it did not compel Bevin to sell his share because other stockholders were also offered to sell their share aside from Bevin. Under a free market economy, the seller offers a stock or product at a proposed selling price. The buyer or bidder then gives a bid price, usually lower than the offer price. If they both do not agree to the offer and bid, then the seller may lower his offer price and the buyer may increase his bid price. This is the normal practice in the Australian Stock Exchange. No force or intimidation was seen in the situation here. In answering ISSUE NO. 2, Regarding possible loan contract violation between Wondersteel and XYZ bank my opinion is as follows. The case states that Mr Malcolm _______ http://www.asx.com.au/index.htm (2005) http://portsea.austlii.edu.au/pit/ (2005) www.newadvent.org (2005) used some of the loan funds to pay Malcolm's mortgage repayments of his luxurious Sydney home and private school fees for his children. He also transferred a very large amount out of the loan funds to an overseas corporation, which owns 51% of Wondersteel' shares. In fact Wondersteel even defaulted on its repayment to XYZ and a receiver was appointed under the terms of the charge document. DISCUSSION: It appears that Wondersteel ,by prima facie, violated its contract with XYZ Bank. Although XYZ Bank is not without recourse, when a receiver was appointed under the terms of the charge, the use of the loan funds is still unjustified. Mr. Malcolm as director owes loyalty to Wondersteel. Under the law ,directors are agents or trustees of the corporation. As agents or trustees they hold a fiduciary relationship with their corporation which is their principal. The directors, according to the Australian Corporation law, required to safeguard the assets and

The impact of the Media on Teen Girls Body Image Essay Example for Free

The impact of the Media on Teen Girls Body Image Essay â€Å"Cosmetic makers have always sold (hope in a jar)- creams and potions that promise youth, beauty, sex appeal, and even love for the women who use them† (Postrel 125). Magazines are filled with digitally transformed images of models with amazing bodies, flawless skin and perfectly styled hair. Television advertisers push their products using the most attractive people with the perfect bodies. Television shows such as October Road and movies like Men or Shoes portray images of sexy, gorgeous woman who have it all; the handsome boyfriend or husband, the great job and amazing friends, while the chubby, not so attractive friend is usually there simply for comic relief. Also shows like the Janice Dickinson Modeling Agency on the Oxygen Network, is another perfect example of media influencing teen girls negatively. On this particular show she holds auditions for aspiring models to come before her and audition in order to gain representation by her Modeling Agency. Instead about 97% of these young girls are harassed and ridiculed on National TV. On this show there is no such thing as constructive criticism or putting it nicely. She points out every flaw, every physical feature that she feels needs to be fixed with plastic surgery or dieting. She even has gone so far as to saying â€Å"I will never accept a plus size model into this agency† (Rotchford 72). She has been known to call girls ugly and send many on occasion crying and running for the door. â€Å"Her show is rated number 1 on the Oxygen Network† (Rotchford 72). This kind of message is sending young girls the impression that in order to be beautiful like a model and be accepted by society that you have to have a flawless face and thin perfect body and at any cost necessary. The music industry has followed this pattern as well. Music videos (especially of the Hip-Hop category) are usually filled with woman wearing next to nothing, dancing erotically, and having their body parts zoomed in on by the cameras. This kind of music is extremely popular in younger generations, so when these music videos are being seen by them, then these scenes are going to be viewed as being cool as well. Girls will think that that is the type of look I need to have in order to be popular and cool. Teenagers are conditioned to believe that advertisements and media reflect the world. Throughout time the ideal of beauty has differed. During the Renaissance, a beautiful woman was more full figured and pale skinned. â€Å"This reflected her station of rank in society† (Eco 212). Her size indicated she had enough to eat and her pale skin showed she did not have to work to sustain a living. During the 1920’s, the image of beauty changed. Woman wore their hair bobbed, had slender figures and preferred to have smaller breasts. â€Å"The 1950’s brought more changes with the introduction of icons like Marilyn Monroe† (Eco 306). Women wanted to be full figured, very curvy with platinum hair and plenty of sex appeal. As times changed and society’s ideals of beauty changed, one thing remained the same, the pursuit of beauty and perfection. The most obvious victim of the media stereotyping is young girls. Unrealistic images of beauty and perfection bombard these girls through television, magazines and movies. A study was performed to examine the effects of exposure of the media ideals of body image on women, and to determine if it would affect their self-esteem, body satisfaction, start eating disorder symptoms, and maybe change the level of internalization of the thin ideal. â€Å"Women in the experimental group reported lower self-esteem after being exposed to the thin-ideal images compared to the women who viewed neutral images† (Hawkins, Granley, Richards, and Stein 44). â€Å"Moreover, in some cases, feelings of body dissatisfaction and low self-esteem may lead adolescents seeking self-improvement to increase their media consumption—resulting in a vicious circle of media exposure, internalization of sociocultural ideals, social comparison with unrealistic images, and further erosion of body satisfaction and self-esteem. Indeed one 13 year old girl in the current study commented that â€Å"magazines are going to exploit the fact that teenagers are often unhappy with themselves† (Clay, Vignoles and Dittmar 473). The media dictates what is considered fashionable, the popular hair styles or trends. Images of thin, leggy models in short skirts, shorts and tiny swimsuits having fun, flirting and getting attention from men visually show what is considered to be beautiful. If a girl does not fit into the mold, she may begin to have self-doubt, or body satisfaction issues. â€Å"Idealized images are an influential source of pressure to meet the thin idea† (Monro and Huon 89). Society is obsessed with perfection. It is evident in the number of women choosing to undergo cosmetic surgery in the attempt to attain the perfect body, nose, figure and smile. â€Å"We found that girls who engage in more appearance-related discussions and imitation of others had lower appearance satisfaction† (Dohnt and Tiggean 9). â€Å"We found that girls who watched television shows with an appearance emphasis, such as Friends or Rage, we less satisfied with their appearance. Shows such as soap operas and music television slips that present women as thing attractive, and sometimes provocatively dressed, have also been correlated with body dissatisfaction and disordered eating in adolescents† (Dohnt and Tiggean 10). Advertisement Agencies have been questioned about why they only advertise their products with a certain types of models. The answer from each agency was usually almost always the same each time. â€Å"Sexy sells and everyone wants to be beautiful, so we sell our products to the world using beautiful people. This shows the population that beauty is within their grasp and that they too can obtain it† (Monroe 160). Janice Dickinson who is also in the media has stated that â€Å"she says no to plus size models in her agency† (Rotchford 72). â€Å"We live in America, aren’t we allowed to do what we want with our own businesses? I own this agency; if I don’t want fat ugly models representing it then that’s my right† (Rotchford 70). Miss Dickinson has a point, but she fails to realize what her actions and her show is reflecting on to young girls. Young girls live in an appearance-focused society, where images of perfection are broadcast in every form of media. Girls are developing low self-esteem, eating disorders, and are striving to obtain perfection and acceptance. And the kind of media that we have is doing nothing but fueling this fire that has been burning rapidly for a long time. If young girls are not offered a more realist image of beauty, they will continue to be dissatisfied with their appearance and suffer from low self-esteem. There have been some developments recently to try and change this pattern. â€Å"In the past few years marketers at Dove have added some new and improved enticements† (The Atlantic, The Truth About Beauty 125). The new campaign declares that every woman is beautiful and ignoring imperfections indicates self-esteem. â€Å"Oprah covered the story, and so did the Today show. Dove’s campaign, wrote Advertising Age, â€Å"undermines the basic proposition of decades of beauty-care advertising by telling women—and young girls—they’re beautiful just the way they are† (The Atlantic, The Truth About Beauty 125). Imagine, a beauty-care company selling their products not by enticing young girls with unrealistic images of women who achieved perfection by using their products, but by showing women and young girls they are beautiful to being with and can accentuate their beauty by using their products. Dove expanded the definition of beauty without losing the concept. This was a novel approach that seems to be catching on. Every girl deserves to feel beautiful, smart, important and secure. Another Dove campaign focuses on young girls insecurities about their appearance. â€Å"Every girl deserves to feel good about herself and see how beautiful she really is† (The Atlantic, The Truth About Beauty 127). Television shows are beginning to follow in the same example as the Dove campaign. One such show is Ugly Betty, which is about a young woman from Queens who doesn’t fit the standard media beauty and works for a fashion magazine where everyone is image obsessed. Instead of conforming to the standards of her co-workers, Betty maintains her integrity and shows that being a kind, smart, and caring person is what makes you truly beautiful. As time passes, people begin to see that Betty’s beauty does not lie in her physical appearance but in her spirit and compassion. If images like this continue, more girls will begin to see that their own inner strength, self-assuredness, and integrity are more beautiful than the images that you see splashed across any fashion magazine or TV show. These are real qualities that any girl can obtain. Society is always going to have its own opinion of what beauty is. And this will always be perpetuated through media. If we start recognizing the impact that the media has on the self-esteem of young girls, and instead present strong, confident, and capable women achieving their goals, then young girls will being to believe that the image of beauty has a new face—theirs.

Social Work In Criminal Justice

Social Work In Criminal Justice This module will address the role of social work in the criminal justice context. This context includes a range of agencies working with adults and young persons who are involved in offending and agencies who work with the victims of crime. Social Work within the criminal justice context can therefore involve direct work with people who have offended, for example working as a Probation Officer or working in a voluntary sector organisation that provide services to people involved in the criminal justice system. It also involves working with children and families who may be involved in the criminal justice system or affected by crime. The module will cover the context and settings of social work in the criminal justice system, the principles, methods and interventions of working with offending behaviour; assessment in criminal justice contexts; the impact of crime and working with children and young people in the criminal justice system. A commitment to anti-oppressive practice underpins the module and students will be encouraged to critically think and evaluate their own practice and perspectives. The module runs in Semester One and consists of lectures which take place on Tuesdays from 22/09/09 to 27/10/09. Lectures will be held from 10am to 1pm every Tuesday and on alternate weeks there will also be lectures from 2pm to 4pm in the afternoon. Tutorials will take place on alternate Fridays, beginning on 25/09/09. Students will be divided into tutorial groups and tutorials will run from 12-1pm and 1pm to 2pm on alternate Fridays. Students will be notified of their assigned tutor group in due course. Students will be assessed for via a written assignment which is due for submission on: Monday 2nd November at 4pm. Module Aims Students will understand the social work role within a criminal Justice context, and develop their understanding of the knowledge, skill and value base pertinent to the area of practice. Learning Outcomes Students will understand policy and legislation that informs the social work role in this context. Students will learn the theoretical perspectives informing social work intervention in a criminal justice context. Students will explore the research and methods that inform social work intervention in the criminal justice context. Students will develop skills in the critical examination of theory and its application to practice. Students will understand their own value base in relation to this area and have considered ethical issues in relation to practice. Week 1 Introduction to Social Work and Criminal Justice history, context and settings Date: 22/09/09 Lecture: 10 1pm Nicola Carr Tutorial 25/09/09 (Group 1 (12-1) / Group 2 (1-2) Nicola Carr and Alan Harpur Week 2 Working with offending behaviour- Principles, Methods and Interventions Date: 29/09/09 Lecture: 10am -1pm Nicola Carr Lecture: 2pm -4pm Nicola Carr Week 3 Assessment in criminal justice contexts Date: 06/10/09 Lecture: 10am 1pm Nicola Carr Tutorial: 09/09/09 (Group 1 (12-1) / Group 2 (1-2) Nicola Carr and Alan Harpur Week 4 The impact of offending working with victims of crime and Restorative Justice approaches Date: 13/10/09 Lecture: 10am to 1pm Nicola Carr Lecture: 2pm to 4pm (Victim Panel Susan Reid, Victim Support, Northern Ireland and Christine Hunter, PBNI Victims Unit) Week 5 Public Protection, Prisons and Resettlement Date: 20/10/09 Lecture: 10am to 1pm (PPNAI, Willie McAuley; John Warren, Extern) Tutorial: 23/09/09 (Group 1 (12-1) / Group 2 (1-2) Week 6: Working with young people in the criminal justice system balancing welfare and justice? Date: 27/10/09 Lecture: 10am to 1pm Nicola Carr Lecture: 2pm to 4pm (Kelvin Doherty, Youth Justice Agency) Course Reading Recommended Texts A further extensive list of recommended reading is provided for each week of the course based on subject area. Assessment Assessment of this module is through a written assignment which is due for submission: Monday 2nd November by 4pm. You are required to submit one printed copy to Reception in 6 College Park and one electronic copy via My Modules on Queens Online before 4.00pm on Tues 5th Jan. Please refer to the following link on the Schools web site for submission procedures http://www.qub.ac.uk/schools/SchoolofSociologySocialPolicySocialWork/ImportantNotice/#d.en.93464 Students must answer one of the essay questions below and the word count for this assignment is: 2500 Words +/- 10% Essay Questions Restorative Justice aims to address the consequences of offending for victims and offenders and communities in a meaningful way. Critically evaluate this statement with reference to practice in the Northern Ireland criminal justice system. Young people who are involved in offending should be treated as ‘children first. Discuss this statement with reference to policy and practice in working with young people in the criminal justice system. The history of probation is one of an increased emphasis on public protection. Discuss this statement with reference to probation practice in Northern Ireland. Assessment of the risk of re-offending and risk of harm should guide the nature of intervention with offenders. Critically evaluate this statement with reference to theory, policy and practice. GUIDELINES This assignment should be based on learning from your lectures, workshops and guided study / reading .You are encouraged to start researching and preparing at an early stage as the submission date is A discussion forum will also be established on queens on-line in order to assist you to share ideas with tutors and other students and to seek to share resources for the assignment. REFERENCING Your assignment must be supported with references from relevant readings and you must follow the referencing guidelines relating to books, journals and web based material provided in your course handbook. You are encouraged to read widely in preparing for your assignment, drawing on material from your reading list as well as other relevant material. You should also look at the general assessment guidelines in your assessment handbook for more general assignment writing skills. Essay guidance The best way to structure the answer to a question is to begin with a very brief analysis of what you interpret the question as being about, and then a road-map of how you propose to answer it. This focuses your mind on organising a clear, coherent structure for your answer. Be very careful to indicate as much as possible of what empirical or other evidence there is to support your points. It is not necessary to come to a definite conclusion on the question: uncertainty having weighed the arguments and evidence is almost always an acceptable position. What is essential, however, is that you have given sufficient weight to arguments contrary to your own, with reasons to back up your rejection. Frequently questions require you to present and assess a number of viewpoints, indicated by such instructions as discuss, assess, how far is the case that†¦ etc. But it is always essential to consider what alternative interpretations to your own argument there might be. Source: Oxford University Press (Online Resource Centre) Requirements for the Award of 10 Credit Points In order to be awarded 10 credit points towards the completion of the Bachelors Degree in Social Work students must: Complete and submit a written assignment and gain a mark of at least 40%. Attend at least 80% of all lectures; and Attend at least 80% of all workshops. Students who fail to attend for the required number of lectures and tutorials, or who miss particularly crucial elements of the module, may be required to undertake additional work in order to be awarded credit points. LATE SUBMISSION OF COURSEWORK The Universitys rule is that for work submitted after the deadline, 5 percentage points per working day are deducted from the received mark up to a maximum of five days. Thereafter, the work receives zero. Extensions to essay deadlines are covered by a formal University procedure and may be granted on grounds of ill health or personal circumstances. You need to submit a completed Exemption from Late Coursework Marks Penalty Form (available from the Office, 6 College Park and on the Schools Website www.qub.ac.uk/soc ) within three days of the essay deadline. The form should be accompanied by a medical certificate (NOT self-certification) and/or other written supporting evidence and should be taken to the module convenor, preferably during his/her office hours, who decides whether or not to agree to an extension. Lecture Outlines Week 1 Introduction to Social Work and Criminal Justice history, context and settings Date: 22/09/09 Lecture: 10 1pm This lecture will provide an introduction to the module by outlining the role of social work in the criminal justice context. The first lecture will cover the history of social work within the criminal justice context and will explore theoretical perspectives on the intersection of social work and the criminal justice system. Particular consideration will be given to the role of the social worker within the parameters of the ‘care or ‘control debate. Some of the key phases of social work intervention in the criminal justice system will be explored ranging from original social work role as a ‘court missionary through to the current drive towards interventions based on the assessment of risk and ‘evidence based practice. Tutorial 25/09/09 (Group 1 (12-1) / Group 2 (1-2) Following from the introductory lecture, this tutorial will focus on some of the key paradigm shifts that have influenced the role of social work within the criminal justice context. Students will be encouraged to critically explore the role of social work within this setting. Key Reading Social Work in the Criminal Justice System History, Context and Settings Audit Commission (1989) Promoting Value for Money in the Probation Service, London: HMSO Brownlee, I. (1998) Community Punishment. A Critical Introduction. Essex: Longman Criminology Series Burnett, R. Roberts, C. (Ed.) (2004) What Works in Probation and Youth Justice Cullompton: Willan Chapman, T. and Hough, M. (1998) Evidence Based Practice, London: HMIP Farrant, F. (2006) ‘Knowledge production and the punishment ethic: The demise of the probation service. Probation Journal, 53,4: 317-333 Fulton, B. Parkhill, T. (2009) Making the Difference: an oral history of probation in Northern Ireland. Belfast: PBNI. Available at: http://www.pbni.org.uk/archive/Publications/Other%20Publications/pbni%2025th%20book.pdf Gorman, K. (2001) ‘Cognitive behaviourism and the search for the Holy Grail: The quest for a universal means of managing offender risk. Probation Journal, 48, 3: 3-9 Kemshall, H. (2002) ‘Effective practice in probation: An example of ‘Advanced Liberal responsibilisation? Howard Journal of Criminal Justice, 41,1: 41-58 Lindsay, T. Quinn, K. (2001) ‘Fair Play in Northern Ireland: Towards Anti-Sectarian Practice. Probation Journal, 42, 2: 102-109 McKnight, J. (2009) ‘Speaking up for Probation Howard Journal of Criminal Justice, 48,4: 327-343 Mair, G. (Ed.) (2004) What Matters in Probation Cullompton: Willan Merrington, S. and Stanley, S. (2000) ‘Reflections: doubts about the what works initiative, Probation Journal, 47, 4: 272-275 Robinson, G. Raynor, P. (2006) ‘The future of rehabilitation: What role for the probation service? Probation Journal, 53,4: 334-346 Vanstone, M. (2004) ‘Mission control: The origins of a humanitarian service. Probation Journal, 51, 1: 34-47 Week 2 Working with offending behaviour- Principles, Methods and Interventions Date: 29/09/09 Lecture: 10am -1pm Nicola Carr Lecture: 2pm -4pm Nicola Carr These lectures will focus on the development and use of community penalties. Students will learn about the development of the ‘what works initiative and the drive towards effective, evidence-based practice. Key issues such as risk management and public protection will be explored and students will be encouraged to critically evaluate these developments. Key developments in working with offenders will be outlined including some of the most recent methods of intervention based on research evidence. Key Reading Working with offending behaviour- Principles, Methods and Interventions Andrews, D., Bonta, J. and Hoge, R. (1990a) ‘Classification for effective rehabilitation, Criminal Justice and Behaviour, 17 ,1: 19-52. Andrews, D. et al. (1990b) ‘Does correctional treatment work? Criminology, 28, 369-404 Ansbro, M. (2008) ‘Using attachment theory with offenders. Probation Journal, 55,3: 231-244 Bailie, R. (2006) ‘Women Offenders: The Development of a Policy and Strategy for Implementation by the Probation Board for Northern Ireland Irish Probation Journal, 3, 1:97-110 Batchelor, S. (2004) ‘Prove me the bam! Victimization and agency in the lives of young women who commit violent offences. Probation Journal, 52, 4: 358-375 Bhui, H.S. Buchanan, J. (2004) ‘What Works? and complex individuality. Probation Journal, 51,3: 195-196 Bottoms, A. and Williams, W. (1979) ‘A non-treatment paradigm for probation practice British Journal of Social Work, 9,2: 160-201 Burnett R Roberts C (2004) What Works in Probation and Youth Justice, Developing Evidence Based Practice. Cullompton: Willan Burnett, R. McNeill, F. (2005) ‘The place of the officer-offender relationship in assisting offenders to desist from crime. Probation Journal, 52,3: 221-242 Bushway, S.D.; Thornberry, T.P. Krohn, M.D. (2003) ‘Desistance as a developmental process: A comparison of static and dynamic approaches. Journal of Quantitative Criminology, 19, 2: 129-153 Cherry, S. (2005) Transforming Behaviour: Pro-social Modelling in Practice. Cullompton: Willan Dixon, L. Ray, L. (2007) ‘Current issues and developments in race hate crime Probation Journal, 54,2: 109-124 Farrall, S. Bowling, B. (1999) ‘Structuration, human development and desistance from crime. British Journal of Criminology 17, 2: 255-267 Farrall, S. (2002) Rethinking What Works with Offenders: Probation, Social Context and Desistance from Crime. Cullompton: Willan Healy, D. ODonnell, I. (2008) ‘Calling time on crime: Motivation, generativity and agency in Irish Probationers. Probation Journal, 55,1: 25-38 Jordan, R. OHare, G. (2007) ‘ The Probation Board for Northern Irelands Cognitive Self-Change Programme: An overview of the pilot programme in the community. Irish Probation Journal, 4,1: 125-136 Loughran, H. (2006) ‘A place for Motivational Interviewing in Probation? Irish Probation Journal, 3,1: 17-29 Martinson, R. (1974) ‘What works? Questions and answers about prison reform, ThePublic Interest, 10, 22-54 McCulloch, P. (2005) ‘Probation, social context and desistance: retracing the relationship. Probation Journal, 52,1: 8-22 McGuire, J. Priestly, P. (1995) ‘Reviewing â€Å"what works†: Past, present and future. In J. McGuire (Ed.) What Works in Reducing Re-offending. Sussex: Wiley McNeill, F. (2001) ‘Developing effectiveness: Frontline Perspectives, Social Work Education, 20,6: 671-678 McNeill, F. (2006) ‘A desistance paradigm for offender management Criminology and Criminal Justice, 6, 1: 39-62 McWilliams, W. (1987) ‘Probation, pragmatism and policy, Howard Journal of Criminal Justice, 26,2:97-121 Maruna, S. (2001) Making Good: How Ex-Convicts Reform and Rebuild their Lives. Washington D.C. : American Psychological Association Maruna, S.; Immarigeon, R. LeBel, T.P. (2004) ‘Ex-offender Reintegration: Theory and Practice In: S. Maruna and R. Immarigeon (eds.) After Crime and Punishment: Pathways to Offender Integration, Cullompton: Willan Miller, W. Rollnick, S. (2006) Motivational Interviewing, Gilford Press, New York Raynor, P. Vanstone, M. (1994) ‘Probation practice, effectiveness and the non-treatment paradigm, British Journal of Social Work, 24,4: 387-404 Rex, S. (1999) ‘Desistance from offending: Experiences of probation, Howard Journal of Criminal Justice, 38, 4: 366-383 Rex, S. Bottoms, A. (2003) ‘Evaluating the evaluators: Researching the accreditation of offender programmes. Probation Journal, 50,4: 359-368 Smith, D. (2004) ‘The uses and abuses of positivism, in G. Mair (Ed.) What Matters in Probation, Cullompton: Willan Vanstone, M. (2000) ‘Cognitive-behavioural work with offenders in the UK: a history of an influential endeavour, Howard Journal, 39,2: 171-183 Week 3 Assessment in criminal justice contexts Date: 06/10/09 Lecture: 10am 1pm Nicola Carr Assessing the risk of re-offending and the risk of harm is one of the core tasks of the social worker within the criminal justice system .This lecture will cover the background of assessment and some of the factors that impact on assessment. Particular attention will be paid to research evidence concerning, dynamic and static risk factors in relation to offending. In addition, attention will be paid to protective factors and research relating to desistance from crime. An overview will be provided of a range of risk assessment tools currently in use within the criminal justice system. Tutorial: 09/09/09(Group 1 (12-1) / Group 2 (1-2) Nicola Carr and Alan Harpur This tutorial will be in a workshop format and will focus on the use of risk assessment tools in relation to the assessment of the risk re-offending and risk of harm with the aim of planning interventions to address these areas. Assessment in criminal justice contexts Aye-Maung, N. Hammond, N. (2000) ‘Risk of re-offending and Needs Assessments: The Users Perspective. (Home Office Research Study 216). London: Home Office Best, P. (2007) ‘ The Assessment, Case Management and Evaluation System (ACE) in Northern Ireland. Irish Probation Journal, 4,1: 101-107 Kemshall, H. (1998) Risk in Probation Practice. Aldershot: Ashgate Kemshall, H. (2003) Understanding Risk in Criminal Justice. Berkshire: Open University Press Kemshall, H. (2008) Understanding the Management of High Risk Offenders. Berkshire: Open University Press Merrington, S. Skinns, J. (2002) ‘Using ACE to Profile Criminogenic Needs, Probation Studies Unit ACE Practitioner Bulletin No. 1, University of Oxford. Available at: http://www.crim.ox.ac.uk/publications/psubull1.pdf ODwyer, G. (2008) ‘A Risk Assessment and Risk Management Approach to Sexual Offending for the Probation Service. Irish Probation Journal, Vol. 5: 84-91 Robinson, G. (2002) ‘Exploring risk management in probation practice: contemporary developments in England and Wales. Punishment and Society, 4, 1: 5-25 Robinson, G. (2003) ‘Implementing OASys: lessons from research into LSI-R and ACE Probation Journal, 50, 1:30-40 Week 4 The impact of offending working with victims of crime and Restorative Justice approaches Date: 13/10/09 Lecture: 10am to 1pm Nicola Carr This lecture will address issues concerning the impact of crime, and will explore issues relating to victims of crime. The concept of the ‘victim of crime will be critically assessed with reference to a range of literature, and the victims role within the criminal justice system will be explored. The role of the Social Worker in working with victims of crime will also be analysed. The principles and practices of restorative justice approaches will be examined and explored specifically in relation to the Northern Ireland context. Lecture: 2pm to 4pm (Victim Panel Susan Reid, Victim Support, Northern Ireland and Christine Hunter, PBNI Victims Unit) The afternoon lecture will involve a panel presentation from representatives from two agencies working with victims of crime. The presenters will focus on particular issues and themes relating to their work and students will have an opportunity to discuss the issues raised. Victims and the Impact of Crime Hoyle, C. Zedner, L. (2007) ‘Victims, victimization and the criminal justice system. In M. Maguire; R. Morgan R. Reiner (Eds.) The Oxford Handbook of Criminology (Fourth Edition) Oxford: Oxford University Press Hunter, C. (2005) ‘The View of Victims of Crime on How the Probation Board for Northern Ireland Victim Information Scheme Might Operate Irish Probation Journal, 2,1: 43-47 Norton, S. (2007) ‘The place of victims in the Criminal Justice System. Irish Probation Journal, 4,1: 63-76 Williams, B. (2009) ‘Victims In: C. Hale; K, Hayward; A. Wahidin E. Wincup (Eds.) Criminology (Second Edition) Oxford: Oxford University Press Restorative Justice Braithwaite, J. (1989) Crime, Shame and Reintegration. Cambridge: Cambridge University Press. Campbell C, Devlin R, OMahony D, Doak J (2005) Evaluation of the Northern Ireland Youth conferencing Service NIO Research and Statistical Series: Report No 12 Daly, K. (2002) ‘Restorative Justice: The real story Punishment and Society, 4,1: 55-79 Daly, K. Stubbs, J. (2006) ‘Feminist engagement with restorative justice. Theoretical Criminology, 10, 1: 9-28 Gelsthorpe, L. Morris, A. (2002) ‘Restorative youth justice. The last vestiges of welfare? In: J. Muncie; G. Hughes E. McLaughlin (Eds.) Youth Justice Critical Readings. London: Sage Gray, P. (2005) ‘The politics of risk and young offenders experiences of social exclusion and restorative justice. British Journal of Criminology, 45,6: 938-957 Hamill, H. (2002) ‘Victims of paramilitary Punishment Attacks in Belfast. In C. Hoyle R. Young (Eds.) New Visions of Crime Victims, 49-70., Oxford: Hart Hoyle, C. (2002) ‘Securing restorative justice for the â€Å"Non-Participating† Victim. In: In C. Hoyle R. Young (Eds.) New Visions of Crime Victims, 97-132., Oxford: Hart McEvoy, K. Mika, H. (2002) ‘ Restorative Justice and the critique of informalism in Northern Ireland. British Journal of Criminology, 42, 3: 534-562 McLaughlin, E.; Fergusson, R.; Hughes, G. Westmarland, L. Restorative Justice: Critical Issues London, Sage Marshall, T. (1999) Restorative Justice: An Overview. London: Home Office. Available at: http://www.homeoffice.gov.uk/rds/pdfs/occ-resjus.pdf Morris, A. (2002) ‘Critiquing the critics: A brief response to critics of restorative justice. British Journal of Criminology, 42,3: 596-615 OMahony, D. Doak, J. ‘Restorative Justice- Is More Better? The Experience of Police-led Restorative Justice in Northern Ireland The Howard Journal of Criminal Justice, vol. 43, no. 5 Shapland, J.; Atkinson, A.; Atkinson, H.; Dignan, J.; Edwards, L; Hibbert, J. Howes, M.; Johnstone, J.; Robinson, G. Sorsby, A. (2008) Does restorative justice affect reconviction? The fourth report from the evaluation of three schemes. London: Ministry of Justice. Available at: http://www.justice.gov.uk/restorative-justice-report_06-08.pdf Zehr H Towes B (EDS) Critical Issues in Restorative Justice, Willan Publishing Week 5 Public Protection, Prisons and Resettlement Date: 20/10/09 Lecture: 10am to 1pm (Nicola Carr and Willie McAuley, PPNAI) Public protection has formed an important part of the work of criminal justice agencies in recent years. This lecture explores the ‘public protection discourse, and its practical implications in relation to new ‘public protection arrangements. The second part of this lecture will focus on the role of social work in relation to prisoners and their families and the role of resettlement. Tutorial: 23/09/09(Group 1 (12-1) / Group 2 (1-2) This tutorial will follow from this weeks lecture and address issues in relation to prisoners, the effects of imprisonment and resettlement. Public Protection, Prisons and Resettlement Burnett, R. Maruna, S. (2006) ‘The kindness of prisoners: Strengths-based resettlement in theory and action. Criminology and Criminal Justice, 6, 1: 83-106 Corcoran, M. (2007) ‘Normalisation and its discontents: Constructing the ‘irreconcilable female political prisoner in Northern Ireland. British Journal of Criminology, 47,3: 405-422 Her Majestys Inspectorates of Prison and Probation (2001) Through the Prison Gate: A Joint Thematic Review. London: Home Office. Available at: http://www.justice.gov.uk/inspectorates/hmi-prisons/docs/prison-gate-rps.pdf Kemshall, H. (1996) Reviewing Risk: A review of the research on the assessment and management of risk and dangerousness: Implications for policy and practice in the Probation Service. London: Home Office Kemshall, H. Maguire, M. (2001) ‘Public Protection, partnership and risk penality: The Multi-Agency risk management of sexual and violent offenders. Punishment and Society, 3,2: 237-264 Lewis, S.; Vennard, J.; Maguire, M.; Raynor, P.; Vanstone, M.; Raybould, S. Rix, A. (2003) The Resettlement of short-term prisoners: an evaluation of seven pathfinders. London: Home Office. Available at: http://www.homeoffice.gov.uk/rds/pdfs2/occ83pathfinders.pdf McEvoy, K.; Shirlow, P. McElrath, K. (2004) ‘Resistance, transition and exclusion: Politically motivated ex-prisoners and conflict transformation in Northern Ireland. Terrorism and Political Violence, 16, 3: 646-670 Maguire, M. Raynor, P. (2006) ‘How the resettlement of prisoners promotes desistance from crime: Or does it? Criminology and Criminal Justice, 6, 1:19-38 Maruna, S. Liebling, A. (2004) The Effects of Imprisonment. Cullompton: Willan Matthews, R. (2009) ‘Prisons in C. Hale; K, Hayward; A. Wahidin E. Wincup (Eds.) Criminology (Second Edition) Oxford: Oxford University Press Public Protection Arrangements Northern Ireland (PPANI) Guidance to Agencies. Belfast: Northern Ireland Office. Available at: http://www.publicprotectionni.com/ Scraton, P. Moore, L. (2004) The Hurt Inside. The Imprisonment of women and girls in Northern Ireland. Belfast: Northern Ireland Human Rights Commission. Available at: http://www.statewatch.org/news/2004/oct/the-hurt-inside-nihrc.pdf Scraton, P. Moore, L. (2005) ‘Degradation, harm and survival in a womens prison. Social Policy and Society, 5, 1: 67-7 Wahidin, A. (2009) ‘Ageing in prison: crime and the criminal justice system. In: C. Hale; K, Hayward; A. Wahidin E. Wincup (Eds.) Criminology (Second Edition) Oxford: Oxford University Press. Week 6: Working with young people in the criminal justice system balancing welfare and justice? Date: 27/10/09 Lecture: 10am to 1pm Nicola Carr Working with young people who are involved in the criminal justice system involves addressing the context of offending and the welfare needs of the young person. This lecture will cover the theories and practices that inform this work, with reference to research literature and the current system and policy context in Northern Ireland. Lecture: 2pm to 4pm (Kelvin Doherty, Youth Justice Agency) The afternoon lecture will be delivered by Kelvin Doherty, from the Youth Justice Agency, who will provide an overview of the youth conferencing service in Northern Ireland. The lecture will focus on the aims, rationale and operation of youth conferences through an interactive session. Working with Young People in the Criminal Justice System Campbell, C.; Devlin, R.; OMahony, D.; Doak, J.; Jackson, J.; Corrigan, T. McEvoy, K. (2006) Evaluation of the Northern Ireland Youth Conference Service. Belfast: Northern Ireland Office. Available: http://www.nio.gov.uk/evaluation_of_the_northern_ireland_youth_conference_service.pdf Ellison, G. (2001) Young People, Crime, Policing and Victimisation in Northern Ireland. Belfast: Institute of Criminology and Criminal Justice, Queens University. Available at: http://cain.ulst.ac.uk/issues/police/ellison00.htm Graham, J. Bowling, B. (1995) Young People and Crime (Home Office Research Study No. 145), London: Home Office Hamilton, J.; Radford, K. Jarman, N. (2003) Policing, Accountability and Young People. Belfast: Institute for Conflict Research. Available at: http://www.conflictresearch.org.uk/documents/policeyp.pdf Include Youth (2008) A Manifesto for Youth Justice in Northern Ireland. Belfast: Include Youth. Available at: http://www.includeyouth.org/fs/doc/Include-Youth-Manifesto-2008.pdf Leonard, M. (2004) Children in Interface Areas: Reflections from North Belfast. Belfast: Save the Children Muncie, J. (2004) Youth and Crime (Second Edition) London: Sage NICCY (2008) Children in Conflict with the Law and the Administration of Juvenile Justice. Belfast: NICCY. Available at: http://www.niccy.org/uploaded_docs/1_71784_NIC71784%20Childrens%20Rights%20Text%208.pdf

Primitive Beginnings in Herman Melvilles Moby Dick Essay -- Moby Dick

Primitive Beginnings in Herman Melville's Moby Dick      Ã‚  Ã‚   Among the numerous themes and ideas that author Herman Melville expresses in Moby Dick, one of the less examined is the superiority of the primitive man to the modern man. As an undertone running through the entire book, one can see in Moby Dick the same admiration of the "noble savage" that is so prevalent in Melville's earlier tales of the simple and idyllic life of the cannibals, even though the focus has been shifted to the dangers of seeing things from only one point of view and to the struggle between good and evil.    Before proceeding to a discussion of how Melville glorifies "primitive man" in Moby Dick, a working definition for the term must be agreed upon. In her illuminating essay, "The Concept of the Primitive," Ashley Montagu points out the fallacy of using the term "primitive" in a scientific context because it is so ambiguous and has so many different connotations attached to it. He shows that so-called "primitive" peoples are neither as undeveloped, uncivilized, or simple as the term implies. However, here I will use the term subjectively, with all its implications, because when Melville idolized primitive man, he did not have a specific, scientific definition in mind. He had an ideal, the ideal of man before the corrupting influences of civilization had taken their toll.    On one level of thought, Queequeg offers a prime example of the superiority of a truly "primitive" man. This "native of Kokovo" is the romanticized picture of the peoples Melville encountered in his sojourns on the tropical isles, whose innocence and virtue so impressed him. He displays his selflessness and strength when he dives after and rescu... ...their interference.    In Moby Dick, that feeling of reverence and admiration toward man's primitive beginnings is still there   in the noble persona of Queequeg, in the whalers and whaling that he glorifies to such an extent, and in the primeval ocean itself, which teaches its wisdom to Ishmael.    Works Cited and Consulted. Brodhead, Richard H. "Trying All Things: An Introduction to Moby-Dick. New Essays on Moby-Dick or, The Whale. ed. Richard H. Brodhead. Cambridge: Cambridge UP, 1986. Duban, James. Melville's Major Fiction: Politics, Theology, and Imagination. Dekalb: Northern Illinois UP, 1983. McIntosh, James. "The Mariner's Multiple Quest." New Essays on Moby-Dick or, the Whale. ed. Richard H. Brodhead. Cambridge: Cambridge UP, 1986. Melville, Herman. Moby-Dick. New York: Holt, Rinehart, and Winston, Inc., 1964.   

The Character of Casey in The Grapes of Wrath :: Grapes Wrath essays

The Character of Casey in The Grapes of Wrath John Steinbeck passionately describes a time of unfair poverty, unity, and the human spirit growth in the classic novel, The Grapes of Wrath. The novel tells of real, diverse characters that experience growth through turmoil and hardship. Jim Casy, a personal favorite character, is an ex-preacher that meets with a former worshiper, Tom Joad. Casy continues a relationship with Tom and the rest of the Joads as they embark on a journey to California with the hopes of prosperity. Casy represents how the many situations in life impact the ever-changing souls of human beings and the search within to discover one's true identity and beliefs. Casy, however, was much more complex than the average individual. His unprejudiced, unified, Christ-like existence twists and turns with every mental and extraneous disaccord. Jim Casy is an interesting, complicated man. He can be seen as a modern day Christ figure, except without the tending manifest belief in the Christian faith. The initials of his n ame, J.C., are the same as those of Jesus Christ. Just as Jesus was exalted by many for what he stood for and was supposed to be, Casy was hailed and respected by many for simply being a preacher. Casy and Jesus both saw a common goodness in the average man and saw every person as holy. Both Christ and Casy faced struggles between their ideals and the real world. Despite Casy's honesty, goodness, and loyalty to all men, he would not earn a meal or warm place to stay. Although Jesus had many followers, still others opposed his preaching until the very end.   These prophets attempted to disengage man from the cares of the world and create a high spiritualism that stemmed joy from misery. All the migrants found pleasures along their trips and kept their hope and spirit throughout the journey. Thanks to Jesus, the saddest, dullest existence has had its glimpse of Heaven. Casy once remarked, I gotta see them folks that's gone out on the road. I gotta feelin' I got to see them. They gon na need help no preachin' can give 'em. Hope of heaven when their lives ain't lived? Holy Sperit when their own sperit is downcast an' sad?" (page #)   Casy wished to reach out to others in spite of his own troubles. He wanted to give them sprit; hope and he wanted to rejuvenate their souls.

The History of Oppressed Puerto Rico :: Historical Spanish Essays

The History of Oppressed Puerto Rico Jesus Colon, in â€Å"How to Know the Puerto Ricans,† makes a statement that I believe explains and articulates the effect centuries of exploitation has had on Puerto Rico, and on the identity of Puerto Ricans. He writes, â€Å"So when you come to knock at the door of a Puerto Rican home you will be encountered by this feeling in the Puerto Rican-sometimes unconscious in himself-of having been taken for a ride for centuries.†(Santiago, 71) This assertion is appropriate and logical in the sense that Puerto Rico was invaded, ruled, and exploited by the Spaniards from 1508 until July 1898 when the Spanish flag was lowered and the United States began its invasion. With the exclusion of the aristocrats, who were either directly from Spain or criollos , there was complete oppression in Puerto Rico during the time it was a Spanish colony. The history of Puerto Rico under Spanish rule is useful in understanding the formation of Puerto Rican identity and in understanding some of the literature written by Puerto Ricans regarding issues of identity. The numerous historical, economical, social, and political circumstances of Puerto Rico as a colony has affected identity formation of its people. In 1508, Ponce de Leon led the arrival of Spanish into Puerto Rico. Between the years of 1511-1513, Taà ­nos fought against the Spaniards because they were taking away the Taà ­no culture. An outright rebellion with guerrilla warfare occurred in 1511 and then 1513-1514 experienced a lessening of this overt manner of rebellion and a conversion to more evasive and passive forms of resistance (Figueroa, Sept. 22). Among Puerto Ricans, especially the jibaros , there was a great amount of anti-state, anti-Spanish sentiment. However, the plebian peasantry (jibaros) erected a faà §ade that they were following Spanish authorities' orders, although in reality the peasants discounted and discredited the orders of the Spaniards (Figueroa, Sept. 22). By presenting this faà §ade, the authorities falsely believed that the peasantry was not going to cause problems and would be loyal to Spain and its delegates. From 1650 until 100 years later, â€Å"relative isolation from the international economy fostered the growth of an independent, racially mixed peasantry whose contact with the outside world was limited to occasional contraband trade with foreigners.†(Scarano, 4) Despite evidence that it would be unsuccessful, the Spanish government tried to create a plantation labor force from the peasantry. This would

Foundation and Empire 14. The Mutant

The â€Å"hangar† on Kalgan is an institution peculiar unto itself, born of the need for the disposition of the vast number of ships brought in by the visitors from abroad, and the simultaneous and consequent vast need for living accommodations for the same. The original bright one who had thought of the obvious solution had quickly become a millionaire. His heirs – by birth or finance – were easily among the richest on Kalgan. The â€Å"hangar† spreads fatly over square miles of territory, and â€Å"hangar† does not describe it at all sufficiently. It is essentially a hotel – for ships. The traveler pays in advance and his ship is awarded a berth from which it can take off into space at any desired moment. The visitor then lives in his ship as always. The ordinary hotel services such as the replacement of food and medical supplies at special rates, simple servicing of the ship itself, special intra-Kalgan transportation for a nominal sum are to be had, of course. As a result, the visitor combines hangar space and hotel bill into one, at a saving. The owners sell temporary use of ground space at ample profits. The government collects huge taxes. Everyone has fun. Nobody loses. Simple! The man who made his way down the shadow-borders of the wide corridors that connected the multitudinous wings of the â€Å"hangar† had in the past speculated on the novelty and usefulness of the system described above, but these were reflections for idle moments – distinctly unsuitable at present. The ships hulked in their height and breadth down the long lines of carefully aligned cells, and the man discarded line after line. He was an expert at what he was doing now and if his preliminary study of the hangar registry had failed to give specific information beyond the doubtful indication of a specific wing – one containing hundreds of ships – his specialized knowledge could winnow those hundreds into one. There was the ghost of a sigh in the silence, as the man stopped and faded down one of the lines; a crawling insect beneath the notice of the arrogant metal monsters that rested there. Here and there the sparkling of light from a porthole would indicate the presence of an early returner from the organized pleasures to simpler – or more private – pleasures of his own. The man halted, and would have smiled if he ever smiled. Certainly the convolutions of his brain performed the mental equivalent of a smile. The ship he stopped at was sleek and obviously fast. The peculiarity of its design was what he wanted. It was not a usual model – and these days most of the ships of this quadrant of the Galaxy either imitated Foundation design or were built by Foundation technicians. But this was special. This was a Foundation ship – if only because of the tiny bulges in the skin that were the nodes of the protective screen that only a Foundation ship could possess. There were other indications, too. The man felt no hesitation. The electronic barrier strung across the line of the ships as a concession to privacy on the part of the management was not at all important to him. It parted easily, and without activating the alarm, at the use of the very special neutralizing force he had at his disposal. So the first knowledge within the ship of the intruder without was the casual and almost friendly signal of the muted buzzer in the ship's living room that was the result of a palm placed over the little photocell just one side of the main air lock. And while that successful search went on, Toran and Bayta felt only the most precarious security within the steel walls of the Bayta. The Mule's clown who had reported that within his narrow compass of body he held the lordly name of Magnifico Giganticus, sat hunched over the table and gobbled at the food set before him. His sad, brown eyes lifted from his meat only to follow Bayta's movements in the combined kitchen and larder where he ate. â€Å"The thanks of a weak one are of but little value,† he muttered, â€Å"but you have them, for truly, in this past week, little but scraps have come my way – and for all my body is small, yet is my appetite unseemly great.† â€Å"Well, then, eat!† said Bayta, with a smile. â€Å"Don't waste your time on thanks. Isn't there a Central Galaxy proverb about gratitude that I once heard?† â€Å"Truly there is, my lady. For a wise man, I have been told, once said, ‘Gratitude is best and most effective when it does not evaporate itself in empty phrases.' But alas, my lady, I am but a mass of empty phrases, it would seem. When my empty phrases pleased the Mule, it brought me a court dress, and a grand name – for, see you, it was originally simply Bobo, one that pleases him not – and then when my empty phrases pleased him not, it would bring upon my poor bones beatings and whippings.† Toran entered from the pilot room, â€Å"Nothing to do now but wait, Bay. I hope the Mule is capable of understanding that a Foundation ship is Foundation territory.† Magnifico Giganticus, once Bobo, opened his eyes wide and exclaimed, â€Å"How great is the Foundation before which even the cruel servants of the Mule tremble.† â€Å"Have you heard of the Foundation, too?† asked Bayta, with a little smile. â€Å"And who has not?† Magnifico's voice was a mysterious whisper. â€Å"There are those who say it is a world of great magic, of fires that can consume planets, and secrets of mighty strength. They say that not the highest nobility of the Galaxy could achieve the honor and deference considered only the natural due of a simple man who could say ‘I am a citizen of the Foundation,' – were he only a salvage miner of space, or a nothing like myself.† Bayta said, â€Å"Now, Magnifico, you'll never finish if you make speeches. Here, I'll get you a little flavored milk. It's good.† She placed a pitcher of it upon the table and motioned Toran out of the room. â€Å"Torie, what are we going to do now – about him?† and she motioned towards the kitchen. â€Å"How do you mean?† â€Å"If the Mule comes, are we going to give him up?† â€Å"Well, what else, Bay?† He sounded harassed, and the gesture with which he shoved back the moist curl upon his forehead testified to that. He continued impatiently, â€Å"Before I came here I had a sort of vague idea that all we had to do was to ask for the Mule, and then get down to business – just business, you know, nothing definite.† â€Å"I know what you mean, Torie. I wasn't much hoping to see the Mule myself, but I did think we could pick up some firsthand knowledge of the mess, and then pass it over to people who know a little more about this interstellar intrigue. I'm no storybook spy.† â€Å"You're not behind me, Bay.† He folded his arms and frowned. â€Å"What a situation! You'd never know there was a person like the Mule, except for this last queer break. Do you suppose he'll come for his clown?† Bayta looked up at him. â€Å"I don't know that I want him to. I don't know what to say or do. Do you?† The inner buzzer sounded with its intermittent burring noise. Bayta's lips moved wordlessly, â€Å"The Mule!† Magnifico was in the doorway, eyes wide, his voice a whimper, â€Å"The Mule?† Toran murmured, â€Å"I've got to let them in.† A contact opened the air lock and the outer door closed behind the newcomer. The scanner showed only a single shadowed figure. â€Å"It's only one person,† said Toran, with open relief, and his voice was almost shaky as he bent toward the signal tube, â€Å"Who are you?† â€Å"You'd better let me in and find out, hadn't you?† The words came thinly out the receiver. â€Å"I'll inform you that this is a Foundation ship and consequently Foundation territory by international treaty.† â€Å"I know that.† â€Å"Come with your arms free, or I'll shoot. I'm well-armed.† â€Å"Done!† Toran opened the inner door and closed contact on his blast pistol, thumb hovering over the pressure point. There was the sound of footsteps and then the door swung open, and Magnifico cried out, â€Å"It's not the Mule. It's but a man.† The â€Å"man† bowed to the clown somberly, â€Å"Very accurate. I'm not the Mule.† He held his hands apart, â€Å"I'm not armed, and I come on a peaceful errand. You might relax and put the blast pistol away. Your hand isn't steady enough for my peace of mind.† â€Å"Who are you?† asked Toran, brusquely. â€Å"I might ask you that,† said the stranger, coolly, â€Å"since you're the one under false pretenses, not I.† â€Å"How so?† â€Å"You're the one who claims to be a Foundation citizen when there's not an authorized Trader on the planet.† â€Å"That's not so. How would you know?† â€Å"Because I am a Foundation citizen, and have my papers to prove it. Where are yours?† â€Å"I think you'd better get out.† â€Å"I think not. If you know anything about Foundation methods, and despite your imposture you might, you'd know that if I don't return alive to my ship at a specified time, there'll be a signal at the nearest Foundation headquarters so I doubt if your weapons will have much effect, practically speaking.† There was an irresolute silence and then Bayta said, calmly, â€Å"Put the blaster away, Toran, and take him at face value. He sounds like the real thing.† â€Å"Thank you,† said the stranger. Toran put his gun on the chair beside him, â€Å"Suppose you explain all this now.† The stranger remained standing. He was long of bone and large of limb. His face consisted of hard flat planes and it was somehow evident that he never smiled. But his eyes lacked hardness. He said, â€Å"News travels quickly, especially when it is apparently beyond belief. I don't suppose there's a person on Kalgan who doesn't know that the Mule's men were kicked in the teeth today by two tourists from the Foundation. I knew of the important details before evening, and, as I said, there are no Foundation tourists aside from myself on the planet. We know about those things.† â€Å"Who are the ‘we'?† â€Å"‘We' are – ‘we'! Myself for one! I knew you were at the Hangar – you had been overheard to say so. I had my ways of checking the registry, and my ways of finding the ship.† He turned to Bayta suddenly, â€Å"You're from the Foundation – by birth, aren't you?† â€Å"Am I?† â€Å"You're a member of the democratic opposition – they call it ‘the underground.' I don't remember your name, but I do the face. You got out only recently – and wouldn't have if you were more important.† Bayta shrugged, â€Å"You know a lot.† â€Å"I do. You escaped with a man. That one?† â€Å"Does it matter what I say?† â€Å"No. I merely want a thorough mutual understanding. I believe that the password during the week you left so hastily was ‘Seldon, Hardin, and Freedom.' Porfirat Hart was your section leader. â€Å" â€Å"Where'd you get that?† Bayta was suddenly fierce. â€Å"Did the police get him?† Toran held her back, but she shook herself loose and advanced. The man from the Foundation said quietly, â€Å"Nobody has him. It's just that the underground spreads widely and in queer places. I'm Captain Han Pritcher of Information, and I'm a section leader myself – never mind under what name.† He waited, then said, â€Å"No, you don't have to believe me. In our business it is better to overdo suspicion than the opposite. But I'd better get past the preliminaries.† â€Å"Yes,† said Toran, â€Å"suppose you do.† â€Å"May I sit down? Thanks.† Captain Pritcher swung a long leg across his knee and let an arm swing loose over the back of the chair. â€Å"I'll start out by saying that I don't know what all this is about – from your angle. You two aren't from the Foundation, but it's not a hard guess that you're from one of the independent Trading worlds. That doesn't bother me overmuch. But out of curiosity, what do you want with that fellow, that clown you snatched to safety? You're risking your life to hold on to him.† â€Å"I can't tell you that.† â€Å"Hm-m-m. Well, I didn't think you would. But if you're waiting for the Mule himself to come behind a fanfarade of horns, drums, and electric organs – relax! The Mule doesn't work that way.† â€Å"What?† It came from both Toran and Bayta, and in the comer where Magnifico lurked with ears almost visibly expanded, there was a sudden joyful start. â€Å"That's right. I've been trying to contact him myself, and doing a rather more thorough job of it than you two amateurs can. It won't work. The man makes no personal appearance, does not allow himself to be photographed or simulated, and is seen only by his most intimate associates.† â€Å"Is that supposed to explain your interest in us, captain?† questioned Toran. â€Å"No. That clown is the key. That clown is one of the very few that have seen him. I want him. He may be the proof I need – and I need something, Galaxy knows – to awaken the Foundation.† â€Å"It needs awakening?† broke in Bayta with sudden sharpness. â€Å"Against what? And in what role do you act as alarm, that of rebel democrat or of secret police and provocateur?† The captain's face set in its hard lines. â€Å"When the entire Foundation is threatened, Madame Revolutionary, both democrats and tyrants perish. Let us save the tyrants from a greater, that we may overthrow them in their turn.† â€Å"Who's the greater tyrant you speak of?† flared Bayta. â€Å"The Mule! I know a bit about him, enough to have been my death several times over already, if I had moved less nimbly. Send the clown out of the room. This will require privacy.† â€Å"Magnifico,† said Bayta, with a gesture, and the clown left without a sound. The captain's voice was grave and intense, and low enough so that Toran and Bayta drew close. He said, â€Å"The Mule is a shrewd operator – far too shrewd not to realize the advantage of the magnetism and glamour of personal leadership. If he gives that up, it's for a reason. That reason must be the fact that personal contact would reveal something that is of overwhelming importance not to reveal.† He waved aside questions, and continued more quickly, â€Å"I went back to his birthplace for this, and questioned people who for their knowledge will not live long. Few enough are still alive. They remember the baby born thirty years before – the death of his mother – his strange youth. The Mule is not a human being!† And his two listeners drew back in horror at the misty implications. Neither understood, fully or clearly, but the menace of the phrase was definite. The captain continued, â€Å"He is a mutant, and obviously from his subsequent career, a highly successful one. I don't know his powers or the exact extent to which he is what our thrillers would call a ‘superman,' but the rise from nothing to the conqueror of Kalgan's warlord in two years is revealing. You see, don't you, the danger? Can a genetic accident of unpredictable biological properties be taken into account in the Seldon plan?† Slowly, Bayta spoke, â€Å"I don't believe it. This is some sort of complicated trickery. Why didn't the Mule's men kill us when they could have, if he's a superman?† â€Å"I told you that I don't know the extent of his mutation. He may not be ready, yet, for the Foundation, and it would be a sign of the greatest wisdom to resist provocation until ready. Now let me speak to the clown.† The captain faced the trembling Magnifico, who obviously distrusted this huge, hard man who faced him. The captain began slowly, â€Å"Have you seen the Mule with your own eyes?† â€Å"I have but too well, respected sir. And felt the weight of his arm with my own body as well.† â€Å"I have no doubt of that. Can you describe him?† â€Å"It is frightening to recall him, respected sir. He is a man of mighty frame. Against him, even you would be but a spindling. His hair is of a burning crimson, and with all my strength and weight I could not pull down his arm, once extended – not a hair's thickness.† Magnifico's thinness seemed to collapse upon itself in a huddle of arms and legs. â€Å"Often, to amuse his generals or to amuse only himself, he would suspend me by one finger in my belt from a fearful height, while I chattered poetry. It was only after the twentieth verse that I was withdrawn, and each improvised and each a perfect rhyme, or else start over. He is a man of overpowering might, respected sir, and cruel in the use of his power – and his eyes, respected sir, no one sees.† â€Å"What? What's that last?† â€Å"He wears spectacles, respected sir, of a curious nature. It is said that they are opaque and that he sees by a powerful magic that far transcends human powers. I have heard,† and his voice was small and mysterious, â€Å"that to see his eyes is to see death; that he kills with his eyes, respected sir.† Magnifico's eyes wheeled quickly from one watching face to another. He quavered, â€Å"It is true. As I live, it is true. â€Å" Bayta drew a long breath, â€Å"Sounds like you're right, captain. Do you want to take over?† â€Å"Well, let's look at the situation. You don't owe anything here? The hangar's barrier above is free?† â€Å"I can leave any time.† â€Å"Then leave. The Mule may not wish to antagonize the Foundation, but he runs a frightful risk in letting Magnifico get away. It probably accounts for the hue and cry after the poor devil in the first place. So there may be ships waiting for you upstairs. If you're lost in space, who's to pin the crime?† â€Å"You're right,† agreed Toran, bleakly. â€Å"However, you've got a shield and you're probably speedier than anything they've got, so as soon as you're clear of the atmosphere make the circle in neutral to the other hemisphere, then just cut a track outwards at top acceleration.† â€Å"Yes,† said Bayta coldly, â€Å"and when we are back on the Foundation, what then, captain?† â€Å"Why, you are then co-operative citizens of Kalgan, are you not? I know nothing to the contrary, do I?† Nothing was said. Toran turned to the controls. There was an imperceptible lurch. It was when Toran had left Kalgan sufficiently far in the rear to attempt his first interstellar jump, that Captain Pritcher's face first creased slightly – for no ship of the Mule had in any way attempted to bar their leaving. â€Å"Looks like he's letting us carry off Magnifico,† said Toran. â€Å"Not so good for your story.† â€Å"Unless,† corrected the captain, â€Å"he wants us to carry him off, in which case it's not so good for the Foundation.† It was after the last jump, when within neutral-flight distance of the Foundation, that the first hyperwave news broadcast reached the ship. And there was one news item barely mentioned. It seemed that a warlord – unidentified by the bored speaker – had made representations to the Foundation concerning the forceful abduction of a member of his court. The announcer went on to the sports news. Captain Pritcher said icily, â€Å"He's one step ahead of us after all.† Thoughtfully, he added, â€Å"He's ready for the Foundation, and he uses this as an excuse for action. It makes things more difficult for us. We will have to act before we are really ready.†

Macbeth Literary Analysis

The Soliloquies of Macbeth Many times in a play, a character, usually alone on stage and pretending that the audience is not there, thinks out loud. This type of action is called a soliloquy: â€Å"An instance of talking to or conserving with oneself or of uttering one’s thoughts aloud without addressing any person† (Oxford English Dictionary).A remarkable author, William Shakespeare, uses the soliloquy technique in his famous playwright, The Tragedy of Macbeth. In this tragedy, many of Shakespeare’s soliloquies target around Macbeth, revealing important aspects about himself. The first soliloquy expresses Macbeth’s conscience, â€Å"indecision, and his fierce inner conflict† (Richard 383). He is dealing with the internal conflict of â€Å"pity and horror at killing the virtuous Duncan† (Jorgensen 8:90).In this soliloquy, Shakespeare defines Macbeth’s agonizing imagination: â€Å"Besides, this Duncan/ Hath born his faculties so meek, hath been/ So clear in his great office, that his virtues/ will plead like angels trumpet-tongued against/ The deep damnation of his taking-off;/ And pity, like a naked newborn babe,/ Striding the blast, or heaven’s cherubin horsed/ Upon the slightest couriers of the air,/ Shall blow the horrid deed in every eye,/ That tears shall drown the wind† (Shakespeare I:7:16-25).This best describes Macbeth as being directed into conflicts by prophesies of the three witches. Macbeth is a grief-stricken man with a wounded heart that is bleeding for someone else. The second soliloquy is found in the beginning of Act II, where Macbeth is seen alone with a â€Å"dagger† in his hand. Macbeth is giving into evil and the â€Å"terror in his soul and his inability to recover his lost innocence† (Richard 383) is revealed. He lets the illusion of the dagger affect him greatly by talking about satanic images of witchcraft.Shakespeare verbalizes the evil spirits as he goes on t o write: â€Å"†¦witchcraft celebrates/ Pale Hecate’s offerings, and withered murder,/ Alarmed by his sentinel, the wolf,/ Whose howl’s his watch, thus with his stealthy pace,/ With Tarquin’s ravishing strides, towards his design/ Moves like a ghost† (Shakespeare: II:2:51-56). Mabillard sums up the quoted soliloquy by documenting: â€Å"Hecate, the goddess of witchcraft and a strong presence in Macbeth, is preparing her acrificial victims, and Murder himself, called by his trustful watchman, the wolf, moves with the power and speed of evil king Tarquin near his prey† (Mabillard). The witchery turns Macbeth into an evil murderer. Lastly, there is another one of Shakespeare’s soliloquies that describes Macbeth. Jorgensen explains what is happening pertaining to this soliloquy: â€Å"Macbeth becomes king. But the ‘settled’ is deeply ironic, for he will be more driven in restless ecstasy to seek final security† (Jorgense n 8:91).This meditative kind of speech can be found in the beginning of Act III, where Macbeth specifies his own great loss: â€Å"For Banquo’s issue have I filed any mind;/ For them the gracious Duncan have I murdered;/ Put rancors in the vessel of my own peace/ Only for them, and mine eternal jewel/ Given to the common enemy of man,/ To make them kings, the seeds of Banquo kings! † (Shakespeare III:1:65-70). The killings lead Macbeth into â€Å"being accommodated to his murderous career† (Richard 383).Richard Sime also states that: â€Å"This suffering Macbeth is experiencing describes the person Macbeth has become† (Richard 383). At this point, the evil in Macbeth has definitely outweighed the good. Without Shakespeare’s choice of technique, the audience will not fully understand what Macbeth does to become who he is. The reader can see how Macbeth’s character changes throughout the period of time by seeing and hearing the feelings reveal ed by the use of soliloquies. Therefore, in Macbeth, â€Å"the inner spiritual catastrophe parallels the outer physical catastrophe† (Richard 383).

Public School System Essay

Abstract The public school system in America is a topic that is surrounded by great debate. There are many questions that surround this topic. The research question for this paper was, is the public school system failing to prepare our children for the future? And, what solutions are available if the system is failing? The methodology the researcher used in this paper was literature review, and he also conducted an interview with someone working in the field. In this paper the researcher explains how the public school system is failing to prepare our children for the future. The paper also explains how the teaching styles are out dated. The researcher also explains the solutions that are already in place and the possible solutions for the future. Introduction For several decades, the public school system has been a topic of great debate. There are many questions surrounding this topic, such as: Is the public schools system failing to prepare our children? Who should make the curriculum? Who should make the policies? And what role and say do the parents have in their children’s education? These are just a few examples of the questions that may come up with the topic of public education. This topic is important to me because of the diverse educational background I come from. I started out my educational experience in regular classes and then was moved to advanced classes and finally, after failing, I ended up at an alternative school. That is why I ask the question, is the public school system failing to prepare our children for the future, what are the problems, and if it is what is being done to fix it? Due to my educational background I do believe that the public school system is failing to prepare our children. I also believe there are many contributing factors, such as, the school staff, the government, the teachers union, and even the parents. I also believe that there are many ways to fix the system, like new union and staff rules, changing the curriculum, and involving more educators than politicians when forming policies. This topic is important for all children in the U.S. public school system, because if the system is successfully improved, their learning experience will be greatly enhanced. It will also benefit the teachers, because they will have the opportunity to truly serve the community rather than just going to work. This has become a very complex topic but after reading the research ahead you will see that the answer is relatively simple. Review of Literature There is an idea that our public schools are failing to prepare our children for the future. This future could be four year college, technical school or directly into the work place. It is the job of our public schools to prepare each student for all of these futures. However, it seems that the idea that their failing has become the reality and it is a concerning thought that America is producing children less prepared for the world than are other countries. The National Center for Education conducted a study in 1995 involving students from forty one countries. They tested skills in math and science for students in fourth, eighth, and twelfth grades. What they found at the fourth grade level was that the students were above the international average in mathematics and science. At the eighth grade level they found that the students scored below the international average in mathematics, but above the average in science. At the twelfth grade level they found that the students scored below the international average among the lowest of the participating nations. (Calsyn, Gonzales, & Frase, 1999) This seems to be the trend with our students in America. They tend to level off instead of advancing like students in other nations. Part of this problem is due to the teaching that the students receive. This is described in the 1995 study by the National Center for Education; â€Å"eighth grade U.S. mathematics teachers’ typical goal is to teach students how to do something, while Japanese teachers’ goal is to help students learn how to do something and also understand mathematical concepts so that they can solve future problems.† (Calsyn, Gonzales, & Frase, 1999) Some teaching was said to be boring and out dated. The students sometimes seem like drones listening to the person in the front of the room rather than grasping the whole idea. Mike O’Conner described in his interview. (O’Conner, 2012) The documentary Waiting for Superman also talked about the case of the bad teacher. Which, if your school has one, it was said that you would be stuck with it? This is mainly because of the union benefit called tenure that protects teachers from being dismissed for the wrong reasons, but also makes it very difficult and sometimes impossible to dismiss the bad teachers. (Guggenheim, 2010) Teachers are not the only problem and should not be the only source of blame. There are higher positions to the school system than just teachers such as principals, administrators, and city officials that all play a role in the failing system. The article Dependant teachers, Ineffective Principals, Failing Children describes the differences between having good administrators and bad. The article goes on to say that if a school has a good administrator they will attract good teachers. Then it talks about bad administrators and their need for power and control. This in turn will attract teachers who have dependency needs and do not tolerate independence. (Muschel, Fall 1979) In other words, if you have bad leaders you get bad followers. This article also describes how through the use of rules, regulations, paperwork, and language an administrator can control the staff. They do this to give themselves job satisfaction, but it ultimately stops the teachers from effectively engaging in the classroom. (Muschel, Fall 1979) The government officials also play a role in the way our schools’ lesson plans are laid out. The article Needed: Educational Philosophy as a guide for Decision Making in the Public Schools touches on this. (Klein, Spring 1977) The article talks about how the endeavors of our politicians change our schools curriculum. It also states that the direction our country is going in comparison with other nations changes our curriculum. One example of this is during our endeavors to beat Russia into space our children were required to learn complex and abstract science and math disciplines. (Klein, Spring 1977) Another example of the politics behind education is the No Child Left Behind act of 2002. This act by congress states that each state set up a standard that each student has to test at. It also gives the parents the right to pull a child out of a failing school and put them in a better one. In addition it holds the state accountable for its education. The article Conflicts over Directing the Education of Children: Who Controls, Parents or School Officials, talks about this act. It says that the schools are more accountable for a student’s yearly success. It also states that the schools need to use researched based methods of teaching. It also talks about how the act is somewhat of a control of parental rights; in the manner that it is up for the individual to seek education. Overall, it mainly talks about how the act should help improve students who are in economically disadvantaged areas, but does not touch on the failing children in the more economically fluent areas. (Russo, 2005) Mike O’Conner also talked about the No Child Left Behind act in his interview. He mainly said that it is a good idea, but it is about twenty years too late. He said this because of the times we are in. He also described how this is the technology and information age, it is time we start teaching in that capacity, rather than make provisions that still support our old system. (O’Conner, 2012) One other problem which was touched on by the film Changing Education Paradigms. This problem was the fact that children are medicated for ADHA too much and too quickly. It was described that children now are being bombarded by information from every technological device around them. This, in turn, distracts them from the information on the blackboard, which appears boring. To deal with this the students are medicated to calm them down and making them pay attention. It also showed that the prescriptions are given more frequently as you head east across the states. (Robinson, 2010) That is just some of the problems with public education today. There are many more like attendance issues, and the children’s home environment. These are just some of the main points surrounding our public schools problems. Now it is time to address some of the solutions to these problems. As the problem of the failing public education system grew so did the demand for a solution. Educators and others came up with one solution which has mixed reviews. This was the invention of the alternative, or charter schools. These schools are set up for the student to ultimately succeed in today’s curriculum, with more ease and confidence. The article An Oasis of Hope: the Power of Thinking Developmentally (McCarty & Quirk, 2003) talks about how the public schools have placed some children in low quality, control based programs which give them limited outcomes. It goes on to say that these children need to be put in alternative programs that follow positive guidelines. These guidelines should follow these principles: All children must have opportunities for success based on efforts which are celebrated by significant adults. All children need to be seen for their strengths. All children must have opportunities to develop qualities which follow a healthy developmental progression. All children have the right to live and learn in contexts relevant to their real lives and dreams. (p. 106) The article also describes how to use these principals in the framework for alternative schools for special needs children. (McCarty & Quirk, 2003) The idea of alternative and charter schools is in our own backyard of Milwaukee. â€Å"Wisconsin ranks among the leaders in education,† according to the article Alternative Education Programs in Milwaukee. (Howard, Summer 2003) The article states that, â€Å"in 1990 the state of Wisconsin legislated mandatory alternative education programs for children at risk of not graduating from high school.† Howard states that the legislation set parameters that qualify the children as at risk such as; one or more years behind their age group in the number of high school credits attained, habitual truants, adjudicated delinquents, and parents. (Howard, Summer 2003) The article also says that by August fifteenth of each year the schools must have a plan in place for each student who is at risk. It goes on to describe the classes as a fifteen to one student to teacher ratio, which allows personalized time with each student. (Howard, Summer 2003) Howard also talks about three different alternative schools which are Silverspring Neighborhood Academy, Shalom High School, and Cornerstone Achievement Center. Each school has a different approach to the alternative setting, but they all share equal success with their students, according to the article. (Howard, Summer 2003) The video documentary Waiting for Superman is a great example of the successes of charter schools. This documentary talks about several schools across the country. Most of these schools are in the larger cities, but some are in the suburbs. It talks about the great success stories that each school has where the public sector is failing. It also stated that the students graduating from the schools shown were adequately prepared for college. The film also showed the demand for the schools in the failing districts, because the students had to be placed in a lottery just to get in. According to the film, almost all the students who attended the charter schools were successful and most went on to college. Another way the school system can improve is by completely restructuring the way the children are taught. According to Mike O’Conner, in his interview, the schools were designed to educate children fifty years ago. He states that the schools need to â€Å"personalize learning† and base the education on â€Å"competency rather than credits.† One example of this would be not having â€Å"archaic technology bans such as cell phones and I Pads.† Also, with the competency rather than credit program, a child could start school and finish at their own pase, rather than six years of elementary, two years of middle school, and four years of high school. An example of that is two students start their freshman year; one student finishes school in three years, the other in five. Mike also says that part of the â€Å"solution is pacing, relevancy, and refocusing on creativity† which will help keep children involved and help them develop their passions. This is the focal points of what he is trying to do at his school. He also states that although these are great solutions, he does not see it at the state or national level yet. Additionally he thinks that if the school system does not act soon on these ideas, America’s dropout rate and failure rate will rise drastically. (O’Conner, 2012) Discussion As the research shows the public school system is failing to prepare our children. There are many contributing factors to this. The way I see it is there are too many people trying to be in charge. The schools are controlled by federal, state and local governments. First of all, none of these bodies are education experts. Second, each of these government bodies has their own interests in mind, not necessarily the well being of the children. Third, the three different bodies of government seldom see eye to eye with each other. This is why I think the state and local government need to step out completely in the areas of curriculum not in the areas of budgets. I think if this happened the school system will be on one united front, which would be a good start. They could make teaching a federal job then, and at that point they could abolish the teachers union, and the teachers could still get union like benefits. With this they could make the teaching jobs more performance based. This would also abolish the idea of bad teachers and administrators, because if they have bad performance they would no longer be working in that field. That is just part of the problem. The bigger problem at hand is our outdated curriculum and teaching style. I experienced this, my whole life in school, until my senior year of high school when I was placed in an alternative program. The idea of alternative and charter schools is great, because it gives children a chance, and it promotes competition with the public sector. I think the charter schools are on the right track, but if they do not keep continue with innovative ideas, they will be in the same situation as the public sector. I think the best way for all to benefit is to restructure the whole teaching curriculum and learning environment. I think we need to structure it as if our current time was 2025 and not 2012, because if we do that we will not be starting out dated from the get go. Conclusion Public education is an important role in our children’s lives. It is there to help them develop learning and life skills for the future, so that they may go on and play vital roles in society. It is unfortunate that the research shows that our current public school system is failing to prepare our children for the future. It also shows that there are many reasons for this such as, the government, the design of the curriculum and teaching styles, school staff, the parents, and, in some regard, the teachers union. There is hope however, the invention of the charter school is helping children graduate and preparing them for college. There are also some acts that the government has put in place to have some accountability for the children’s success. It is hopeful because there are others out there trying to reshape our whole education system to benefit today’s needs. Our current system is failing. We are behind in almost all subjects when compared to other nations. This is a scary thought when you think of a global economy. Our children are not as prepared as children in other countries to fulfill job needs on a global scale. This means that our children currently are less likely to have the skills to make the new inventions that will carry our nation into the future. This potential is that America, as a whole, will fall behind other nations in all aspects, and it could all be due to education. All of these are frightening thoughts and if we do not act quickly and make changes now it is only going to get harder. Education is one of the most important parts in building society. In our country we are provided the opportunity to have somewhat free public education. Our system seems to be failing; this failure provides a great opportunity. There are many ways to repair it and it is time that we stop crawling with the issue, and start making leaps and bounds. If we start working together we can rebuild the corner stone to a successful society, which is education. References Calsyn, C., Gonzales, P., & Frase, M. (1999). Highlights from TIMMS. Washington, D.C.: U.S. Department of Education. Guggenheim, D. (Director). (2010). Waiting for Superman [Motion Picture]. Howard, T. (Summer 2003). Alternative Education Programs Milwaukee. Reclaiming Children and Youth , 121-123. Klein, D. S. (Spring 1977). Needed: Educational Philosophy as a Guide for Decision-Makeing in the Public Schools. Education , 290-293. McCarty, B. C., & Quirk, C. A. (2003). An â€Å"Oasis OF Hope†: The Power of Thinking Developmentally. Reclaiming Children and Youth , 105-107. Muschel, I. (Fall 1979, Fall). Dependent Teachers, Ineffective Principals, Failing Children. Education , 06-12. O’Conner, M. (2012, February 2). A Principals Point of Veiw. (D. Miller, Interviewer) Robinson, K. (Director). (2010). Changing Education Paradigms [Motion Picture]. Russo, C. J. (2005). Conflicts over Directing the Education of Children: Who Controls, Parents or School Officials? The Journal of Education , 27-40.