Child Abuse - 2036 Words

Name Professor Course Date Child Abuse Child abuse is any form of maltreatment to a child or children and could either be physical, emotional, or sexual. It can also be described as an act or failure to act by a parent or caretaker which results to harm of the child. There are four major forms of child abuse, Physical, abuse which is the infliction of serious injuries or actions that may lead to infliction of injuries or death. Sexual abuse is a situation where an adult engages in sex with a child. Emotional abuse, is the psychological torture of a child by an adult and child neglect, which is failure of a parent or caretaker to execute his or her†¦show more content†¦Child abuse is also associated with impaired brain development where in some cases it causes important parts of the brain to fail to form or grow. These alterations of the brain in turn have hindered language and academic abilities. Poor physical health is also a general char acteristic among many victims of child abuse. Behavioral consequences of child abuse are also evident in many victims where most of them end up being juvenile delinquencies and adult criminals on maturation (Bass, 331). Most of the victims also turn to alcohol and drug abuse as a way of easing their stress and end up being addicts of the same. Some scholars also argue that most victims of child abuse tend to carry on the abusive behavior and use it on their own children. This has been confirmed by a recent survey done that showed about 50% of parents who abused their children were also abused. Apart from these direct effects to the victim there are also other indirect effects which either affect the family involved, the community or the country at large. Some of these effects include breakage of family ties where the parents separate leaving the children in a dilemma (Bass, 207). Regular quarrels are also common inShow MoreRelatedChild Abuse1247 Words   |  5 PagesDiscipline, Chi ld Abuse? Many people have noticed that parents are starting to get more frustrated with with their lives and are taking it out on their children. Parents start to under think their actions and instead of disciplining their children, they are abusing their children. There are many precautions that should be taken when dealing with situations like these. Many experiments can be done in order to determine if abuse is taking place in the home. In order to determine child abuse, authoritiesRead MoreChild Abuse1545 Words   |  7 PagesRunning head: CHILD ABUSE Title- Child Abuse SENTENCE OUTLINE TOPIC: Child Abuse TOPIC SENTENCE: Child abuse is any act or inaction on the part of a parent or caregiver on a child 18 years and under. THESIS STATEMENT: The UK Guidance working together to safeguard children 2010, says that, child abuse constitutes of neglect, emotional, physical, and sexual abuse. SUB TOPICRead Morechild abuse1271 Words   |  6 Pages Child Abuse Research Paper Most parents and other caregivers do not intend to hurt their children, but abuse is defined by the effect on the child, not the motivation of the parents or caregiver.Tens of thousands of children each year are traumatized by physical, sexual, and emotional abusers or by caregivers who neglect them.Child abuse as common as it is shocking. Most of us can’t imagine what would make an adult use violence against a child, and the worse the behaviorRead MoreChild Abuse1921 Words   |  8 Pagesor Outside: How Safe is my Child? 23/1/13, ICG A very good morning to all of you and a warm welcome to this seminar on ‘At Home or Outside: How Safe is my Child?† Thank you for sparing your valuable time to be here to discuss and deliberate on an issue that is slowly making our society hollow and will cause a major collapse of all value systems if timely action is not taken. It can be very difficult to talk about child abuse or more specifically child sexual abuse, which we are discussing todayRead MoreChild Abuse And Domestic Abuse1636 Words   |  7 Pagesin life that while not yet adults they are not quite children either. A factor that creates violent and aggressive adolescents includes being exposed to child abuse and domestic abuse. Moylan, T. Herrenkohl, Sousa, Tajima, R. Herrenkohl, and Russo (2010) look at the relationship between those who were exposed to either child abuse, domestic abuse, or both and the outcome of aggressive adolescents. Families were first assessed when children were in preschool, eighteen months to six years old. The secondRead MoreChild Abuse And Child Maltreatment918 Words   |  4 PagesThere are many types and faces of child abuse and child maltreatment in the world today that go unknown. This leaves many of our children unprotected to physical, sexual or emotional abuse, and neglect by parents. The problem is how are dealing with the violence against children inside and outside the home and with their f amily. Physical, sexual, emotional abuse and neglect are types of abuse, which I and have a deep concern. Too many of our children today are been abused, neglected, and killedRead MoreThe Effects Of Abuse And Child Abuse2622 Words   |  11 PagesNassau, New York, homicide squad, after finding three young children dead in their bed after their mother had killed them. (Qtd. In Juettner 12). Abuse doesn’t just affect children, it affects adults too. While many cases of abuse are reported, there are still many that go unreported. Abuse and child abuse is not something to be taken lightly, even after the abuse has been stopped there are long lasting effects. Could you imagine being abused by someone you thought loved or cared about you? According toRead MoreHistory of Child Abuse1113 Words   |  5 PagesHistory of child abuse BSHS/408 February 15 2016 Chiffone N Shelton Abstract In order to discuss child abuse and neglect it is important to have a clear understanding of what child abuse and neglect is and the different form of child abuse. How the various types of child abuse and neglect are different from one another, ill-treatment of children comes in many forms, physical abuse, sexual abuse, emotional ill-treatment, and child neglect. Child neglect comes in many forms and occurs whenRead MoreThe Problem Of Child Abuse1055 Words   |  5 Pagesyounger ones is child abuse. â€Å"In 2009, the child protective services across the country received 3.3 million reports of child abuse. The farther the child protective services would investigate they discovered more than 700,000 children that had been abused or mistreated.† (Kauchak and Eggen 51) The U.S Congress in the Family Services Act of 1988 came up with a definition of all types of abuse. (Mufson and Kranz 26) There is neglect, emotional, sexua, and physical abuse. â€Å"Over than 78% of abuse vict ims sufferRead MoreChild Abuse Essay1749 Words   |  7 PagesLauren Arnold 3rd hour Mrs. Williams Effects of Abuse on Babies, Infants, and Toddlers Later in Life The causes of child abuse on infants, babies, and toddlers are catastrophic. There are several people who get abused from infancy to adultance. Each person who gets abused and survives the trauma is left with devastating memories. Many abused children come from homes that are disturbed, chaotic, and violent. (Markham). A child who has been abused is more likely to grow up into an angry teenager

Why I need a degree in Christian ministry Free Essays

I am a devoted Christian with a calling to serve human kind so as to convert as many people as possible to Christianity.   For me, nothing makes more sense that preaching the word of God.   Although I believe that Christianity is a matter of spirituality and the Holy Spirit is largely responsible for teaching Christians and especially preachers and ministers the word, I appreciate the role of studying the Christian ministry. We will write a custom essay sample on Why I need a degree in Christian ministry or any similar topic only for you Order Now With an increasingly elitist society, more people turning lukewarm to the word of God, with an increasingly rebellious youth and society, it is the high time that Christian ministers changed their approach in preaching and teaching the word of God so as to address the emerging situation. Preaching the word of God today is different from what it used to be in the past three decades or so. The preaching of the word of God requires a combination of spiritual knowledge and formal knowledge acquired through studies. A lot of contemporary issues affecting today’s churches such as high rate of divorce and infidelity even amongst Christians is a cause for worry.   Even amongst the top leadership of churches, Christian leaders are often differing in the open on some issue affecting the society something which is threatening to tear apart the church. There is a need for church leaders to be equipped with leadership skills; these are only attainable through further studies. An issue such as the accommodation of homosexuals in the church is an example of an emerging challenge for the church leadership.   To handle the fresh challenges, a quality education and training in the word of God is very important.   Leading the church today needs managerial qualities as much as the spiritual issues. Studying a degree in Christian ministry combines teachings of the bible with other contemporary issues such as leadership.   A degree in Christian ministry is ideal for a church minister in that, a sense of management skills as well as leadership skills has become a necessity in the management of modern institutions. For me a chance to pursue a degree in Christian ministry will grant me the opportunity to gain the management and leadership skills.   These management skills gained in education helps a lot in the management of churches; some of which are big enough and have congregations of tens of thousands with a network stretching many countries. I am already a Christian and I really need the training given the fact that I am planting a church in Haiti, a foreign country, with different culture from mine and under a totally different environment.   I need a combination of skills so as to be able to lead the new church into prosperity.    In preaching, it has become very important for the preachers to balance the sermons in order to meet the diverse needs of the congregation.   For instance, there could be some members of the congregation who are faced with parenting problems, others who are faced with financial challenges and others could be faced with marriage problems. The congregations look up to the ministers for hope, inspiration and for assurance.   To meet the needs such as those mentioned above, preachers must be competent in such matters.   This requires training and for me; the need for a degree in Christian ministry. Additionally, it has become very important for preachers to change the approach in missions.   For example, taking the example of nations where Christianity has not yet reached everybody or is faced with stiff opposition, there is a need for preachers to use the professional approach.   For instance, there are countries whereby a Christian teacher can not be allowed to preach. If one is trained and they have a degree, such a preacher can go into that country not necessarily as a preacher but an employee of non-profit making organizations. Once already in the areas where preaching is forbidden, it is very easy to preach in a work station.   Therefore a degree in the Christian ministry allows an individual to fit in many situations where the services of a minister are needed. A lot of scholarly materials have been discovered in the course of time which has served to fortify the belief and faith of Christians.   The best place to learn about historical discoveries on Christian issues is in the university. A degree in Christian ministry gives the student good background knowledge on topics surrounding the church, which become very useful in the conversion process whereby converts may question some teachings.   For preachers who have been through the university, they are better placed to solve such issues. Conclusion I am a devoted Christian, a Sunday school teacher and a traveling missionary with an aim of reaching the unreached and delivering the good news to those who have not has the wonderful opportunity. I really would love to pursue a degree in Christian ministry if I am granted the opportunity. References Barkley, Nella, and Sandburg, E. (1995).   Taking Charge of Your Career.   New York:   Workman How to cite Why I need a degree in Christian ministry, Papers

A Study of Maggi Brand Extension and Repositioning Essay Example For Students

A Study of Maggi Brand Extension and Repositioning Essay A STUDY OF MAGGI BRAND EXTENSION AND REPOSITIONING INTRODUCTION The report entitled â€Å"A study of Maggi Brand Repositioning and Extension† deals with the study of Maggi brand that was launched in India in the year 1983, by Nestle India Limited, which became synonymous with noodles. This research paper tries to find a solution to a real life problem of Maggi to launch its products as a Healthy Product. The introduction provides the company background, operational other important information provided by the company which would assist in taking the decision for the right brand extension strategy for Maggi. The industrial revolution in Switzerland in the late 1800s created factory jobs for women, who were therefore left with very little time to prepare meals. This wide spread problem grew to be an object of intense study by the Swiss Public Welfare Society. As a part of its activities, the Society asked Julius Maggi miller to create a vegetable food product that would be quick to prepare and easy to digest. Born on October 9, 1846 in Frauenfeld, Switzerland, Julius Michael Johannes Maggi was the oldest son of an immigrant from Italy who took Swiss citizenship. Julius Maggi became a miller and took on the reputation as an inventive and capable businessman. In 1863, Julius Maggi came up with a formula to bring added taste to meals. Soon after he was commissioned by the Swiss Public Welfare Society, he came up with two instant pea soups and a bean soup the first launch of the Maggi brand of instant foods in 1882 83. Towards the end of the century, Maggi Company was producing not just powdered soups, but bouillon cubes, sauces and other flavourings. The Maggi Company merged with Nestle in 1947. Today, Maggi is a leading culinary brand and part of the NESTLE family of fine foods and beverages. Under the Maggi brand, which is today known world wide for quality and innovation, Nestle offers a whole range of products, such as packaged soups, frozen meals, prepared sauces and flavourings Maggi Comes to India – teething troubles Maggi noodles was launched in India in the early1980s. Carlo M. Donati, the present Chairman and Managing Director of Nestle India Ltd, brought the instant noodle brand to India during his short stint here in the early eighties. At that time, there was no direct competition. The first competition came from the ready-to-eat snack segment which included snacks like samosas, biscuits or maybe peanuts, that were usually ‘the bought out’ type. The second competition came from the homemade snacks like pakoras or sandwiches. So there were no specific buy and make snack! Moreover both competitors had certain drawbacks in comparison. Snacks like samosas are usually bought out, and outside food is generally considered unhygienic and unhealthy. The other competitor, ‘homemade’ snacks overcame both these problems but had the disadvantage of extended preparation time at home. Maggi was positioned as the only hygienic home made snack! Despite this, Nestle faced difficulties with their sales after the initial phase. The reason being, the positioning of the product with the wrong target group. Nestle had positioned Maggi as a convenience food product aimed at the target group of working women who hardly found any time for cooking. Unfortunately this could not hold the product for very long. In the course of many market researches and surveys, the firm found that children were the biggest consumers of Maggi noodles. Quickly they repositioned it towards the kids segment with various tools of sales promotion like colour pencils, sketch pens, fun books, Maggi clubs which worked wonders for the brand

The Roman People Were A Overly Proud And Highly Religious People, Whos

The Roman people were a overly proud and highly religious people, whose sense of identity as romans came primarily from their accomplishments in war and their respect of their ancestors. By examining Livy's The Early History of Rome, we can identify these traits through roman patterns of behavior and the foundation myths that their nation is built upon. The romans repeatedly display not only an overdeveloped personal sense of pride, but an exceptional pride in their nation - taking precedence over even family loyalty. The first example of this Roman pride is seen in the very first foundation myth of Rome, the tale of Romulus and Remus. The second of the two versions of this story tells how after the auspices have indicated Romulus as the rightful leader of this new nation, "Remus, by way of jeering at his brother, jumped over the half-built walls of the new settlement, whereupon Romulus killed him in a fit of rage, adding the threat, ?So perish whoever else shall overleap my battlements( P.40 Livy) .'" Not only do we see a foreshadowing of Rome's violent nature in this tale, but it seems to indicate a strong belief in the superiority of this ( barely existant ) nation, one that necessitates a national pride of greater magnitude than the even the strength of the loyalty between brothers. This kind of loyalty to country, as displayed by the Rome's founder, certainly sets a precendent for later roman citizens. Not surprisingly then, we see this same kind of pride with similar consequences later on following a battle between Rome and the Albans. The victory had been decided, not by a full scale war, but by a contest between three men from each country ( two sets of three brothers ). This contest left Rome victorious and five people dead - only one roman brother stood living. The victor returned to rome carrying the ?triple spoils' and,"slung across [ his ] shoulders was a cloak, and [ his sister ] recognized it as the cloak she had made with her own hand for her lover. The sight overcame her : she loosened her hair and, in a voice choked with tears, called her dead lovers name. That his sister should dare to grieve at the very moment of his own triumph and in the midst of national rejoicing filled horatius with such uncontrollable rage that he drew his sword and stabbed her to the heart( Livy 62)." Again we see the word "rage" used to describe this similarly extreme exhibition of extreme national pride. Back in the foundation myth of Romulus and Remus, we see another aspect of Roman pride. There is some indication that, In Livy's time, there was some suspicion that Greek infulence in Rome was detrimental to Roman society. Livy seems to emphasize the absence of any kind of formal schooling ( which would have been greek ) in the adolescence of both Romulus and Remus ( P.38 Livy ) The idea that Romulus in particular, was a self-made man, shows that Rome owes nothing to previous and other nations like Greece and so the pride of such a great nation is all theirs. There is plenty of evidence that Rome was always a highly religious nation. From even as early as the founding of the nation we see their dependance on auguries of the gods to make important decisions - namely the choice between Romulus and Remus as their leader. " As the brothers were twins and all question of seniority was thereby precluded, they determined to ask the tutelary gods of the countryside to declare by augury which of them should govern the new town once it was founded, and give his name to it ( p.40 Livy )." More than any one other aspect of Roman behavior, I feel that recognition and respect of the ways of their ancestors as the ways of ?True' Romans was the most primary source from which Romans defined there identity. This respect stemmed from oral tradition and early historians works that have not survived to us, but which Livy owes his knowledge. From the respect of great deeds that made their cultural history so worth of pride, came their habits of

Cloning Should Be Permitted Essays - Molecular Biology, Cloning

Cloning Should Be Permitted Essays - Molecular Biology, Cloning Cloning Should Be Permitted Cloning Should Be Permitted Cloning has been a very controversial topic since it affects moral values of human beings and other living things alike. In February 1997, scientists announced the birth of the first cloned sheep, and this predicted the future of cloning possibilities. The scientists began extensive experiments on cloning and have cloned both plants and animals successfully. The next step was to clone actual human beings. Before the experiments could have been carried out, pressure from the society started build on the scientists. Governments began to introduce bans on cloning, because they felt cloning was not ethical and morally correct. Cloning has its cons but its pros seem to overcome them greatly. If cloning were allowed to be experimented, the scientists would find a way to clone body organs which were exactly the same of an individual body organ. This would be beneficial to a person who may have lost a body organ, such as a kidney, a liver and a lung. Scientists could clone a particular organ for the individual, which would work better than a transplant organ. Cloning would certainly expand the range of medicine greatly and enhance the possibilities of conquering disease, such as Parkinsons disease, cancer and other diseases that were considered incurable . Also, cloning could be used to increase the population of endangered species of animals and save them from extinction. It would help maintain a natural balance on the earth ,and life cycle could be continued. Cloning would certainly benefit couples who are infertile and want to have a child of their own, and therefore they could use cloning to produce a baby with their similar characteristics. In fact, they may be able to choose the characteristics of their child. Women who are single could have a child by using cloning. Another goal of cloning was it could help to improve the qualities of the crops for the agricultural industry. Some people would suggest that cloning is unnatural and not ethically correct. However, it is also unnatural and not ethically correct when you sick and take medicine. The whole of the modern medicine world is based on unnaturalness, so it seems cloning would be part of that modern medicine world. Some people also suggest that clones of human beings would behave in different ways than a normal human beings would. This is wrong. As the clones of human beings will have all the characteristics of a normal human being, they will behave like any other human beings would behave. In conclusion, I would like to say that cloning could be used in various ways to benefit the lives of humans. It is undeniable that cloning will play an important part in our lives. Therefor, the society and the government should accept this fact and permit the scientists to carry out more research to eliminate any risks associated with cloning.

The Molecular Formula for Water

The Molecular Formula for Water The molecular formula for water is H2O. One molecule of water consists of one oxygen atom covalently bonded to two hydrogen atoms. There are three isotopes of hydrogen. The usual chemical formula for water assumes the hydrogen atoms consist of the isotope protium (one proton, no neutrons). Heavy water is also possible, in which one or more of the atoms of hydrogen consist of deuterium (symbol D) or tritium (symbol T). Other forms of the chemical formula for water include  D2O, DHO, T2O, and THO. Its theoretically possible to form TDO, although such a molecule would be extremely rare. Although most people assume water is  H2O, only completely pure water lacks other elements and ions. Drinking water usually contains chlorine, silicates, magnesium, calcium, aluminum, sodium, and trace amounts of other ions and molecules. Also, water dissolves itself, forming its ions,  H and OH-. A sample of water contains the intact water molecule along with hydrogen cations and hydroxide anions.

A Successful Leader Essay Example | Topics and Well Written Essays - 2250 words

A Successful Leader - Essay Example Leadership is so important for the success of the organization because it also deals with the changes that an organization faces both with in the organization as well as in the external environment. In the present world of continuous change and constant innovation, the essence of proper leadership is felt like never before. The leader ideally, should not only plan and strategize to achieve the organizational objectives but also he should be the person, to whom his team would refer at any unforeseen happenings. The leader should be able to change the pre-determined path, if necessary, and still continue motivating his sub-ordinates and achieving the desired goal. As changes in the organizational environment as well as the external environment are taking place constantly, a leader should plan his strategies keeping the factor in to consideration. Defining leadership in the periphery of words has been a tough job even for the modern management thinkers as leadership is more about convincing others to do a certain thing in a certain way to achieve the desired output. Deborah Allen has defined leadership in the following words, â€Å"A leader is someone who can visualize a better world in the future and is able to convince others to join him/her on the journey† (Family and Community Medicine. n.d.) In the words of Majorie Bowman, â€Å"Leadership means making a difference, creating a positive change; providing the impetus that creates an atmosphere of change that improves the world, or at least the small part of the world around us and is characterized by sustained action over time.† From the definitions of the above it can be deciphered that leadership is all about motivating and convincing the group of subordinates (or followers, as the case may be) towards the achievement of the desired goals and objectives. It has been discussed earlier that

Domestication of Plants and Animals in Ethiopia Essay

Domestication of Plants and Animals in Ethiopia - Essay Example The area currently referred to as Ethiopia is believed to be among the earliest hosts of economically centered societies. The oldest evidence of hominids comes from this area, suggesting that the time was available to develop such systems. However, as history passed, people were amassing in Ethiopia in parallel to birthing civilizations elsewhere in the world. Consequently, the evolution of domesticating techniques does not have a clear starting point. In Ethiopia, and most other candidate areas for the "cradle of civilization", it is estimated that animals were domesticated first over a period that may range from near 10,000 BC to 3,000 BC. Plant cultivation of this form then became prominent in the period encompassing about 3,000 BC to 2,000 BC. Cattle were among the earliest domestic animals, due to their appeal as a source of meat. Goats provided milk, sheep gave wool, and stronger animals like donkeys and oxen provided transportation, as well as brute force. A wide variety of beasts would eventually be harnessed for human benefit, largely thanks to the presence of many local animal species (Milkias n.p.). The early use of animal labor and the subsequent emergence of domestication is theorized to have played a considerable role in the development of agricultural centers in Ethiopia and other early societies (such as those in the Fertile Crescent). Animals bred for the benefit of humans helped to produce the resource surpluses that drew most people to a limited number of areas, ultimately producing the framework of economies and civilization itself. If animals raised for humanity laid the foundation for social development, then plants, appropriately, allowed civilization to bloom. As early as the 30th century BC, plant domestication became an immediately dominant force in the propagation of Ethiopian communities. At least thirty-six different plant species became the first plants in the area to be grown under control for the traits that most benefit

Big City Description- Stone Cold Essay Example for Free

Big City Description- Stone Cold Essay I knew I shouldn’t have done this, not like this, not today†¦ Not any day. I can’t turn back now, it’s too late for that, and in fact it was too late 3 hours ago, sitting on the plane†¦ I stare out of the window trying to look at the New York streets, but the shapes are a meaningless blur. There’s hardly any green, I notice every colour of the rainbow, but no green. It’s nothing like home –Snap out of it- I tell myself sternly. I look at the hole that I dug in the tired upholstery of the worn seat, â€Å"That’ll be 24 dollars, doll,† the cabbie says, his tone of voice clearly implying that this wasn’t the first time he was trying to get through to me but his face is a mask of nonchalance and amusement, it’s like he has two personalities that are fighting to show in one way or another Stiffly and without looking him in the eyes, I put a $50 bill in his hand and leave, not waiting for change. The pungent smell of car fumes was unbearable; so was the amount of people. To be quite honest, the whole city came as a huge surprise, the images in books lied, or maybe they hadn’t and I made it out to be more perfect than it actually was†¦ Most people were thankfully keeping to themselves, though some were openly staring; their icy glares like knives on my back. Others were something I’d call rather eccentric, one woman with a homeless sign looked up and smiled, a toothless genuine smile, I would have given her money, if not for her eyes; they looked like grey polished stones, dead eyes in a live body –Don’t look into anybody’s eyes- I remind myself. Another man laughed at a joke that only he seemed to hear. Right then I realized I had stayed in this street for far too long†¦ As I walk I look up into the bruised sky, it’s dotted with greyish clouds; I have the sudden urge to clear them away to see nothing but the flares of the celestial sun casting a dreamy haze upon the sky, announcing the arrival of twilight. I can’t hear crickets- I didn’t expect to, though I guess it would be nice to think I was back –You don’t even have a home- I think bitterly. I hadn’t realized I walked this far but I find myself face to face with the Empire State Building†¦ My mind starts to wonder what it would be like to step out one of the highest windows, just floating, flying at peace like a weightless bird. The last seconds of my life, stretched to minutes, but then would one feeling be worth hitting the ground in the end? It’s not like I would mind dying, not now, with no family or a place I could call home without thinking twice about it. –Stop it right now! My inner voice tells me†¦. –Happiness lays somewhere in your future- it carries on, but I don’t listen, I have made up my mind, and there was only one road I could take now. I Cyan Kaylock, had a mission†¦ I had to prove them wrong.

Essay --

The Jamaica Observer is a news organisation and publication and is one of the major daily newspapers operating in Jamaica today, alongside its competitor the Jamaica Gleaner. The Observer was conceived by businessmen Gordon â€Å"Butch† Stewart and Delroy Lindsay and was developed with the aid of Trinidadian businessman and Trinidad Express owner Ken Gordon. The paper originally launched in March, 1993 as a weekly publication, with its issues being printed overseas in Miami, Florida and then delivered back to Jamaica to be sold. The Observer eventually moved to a daily format in December, 1994, and moved from its offices located at Fagan Avenue, St Andrew to a new compound on Beechwood Avenue in 2004. The paper’s founding editor, Desmond Allen, remains with the paper to this day as one of its three executive editors (according to the newspaper’s editorial information). Based on what was shared by executive editor Vernon Davidson during our visit to their headquarters, the editorial hierarchy of the Jamaica Observer seems to follow the typical order of a standard newspaper, with its three ...

The Silver Linings Playbook Chapter 14

I Can Share Raisin Bran On the drive home from Cliff's office I ask my mom if she thinks asking Tiffany on a date is the best way to get rid of her once and for all, and Mom says, â€Å"You shouldn't be trying to get rid of anyone. You need friends, Pat. Everyone does.† I don't say anything in response. I'm afraid Mom is rooting for me to fall in love with Tiffany, because whenever she calls Tiffany my â€Å"friend,† she says the word with a smile on her face and a hopeful look in her eye, which bothers me tremendously because Mom is the only person in my family who does not hate Nikki. Also, I know Mom looks out the window when I go on my runs, because she will tease me, saying â€Å"I see your friend showed up again† when I return from a jog. Mom pulls into the driveway, shuts off the car engine, and says, â€Å"I can loan you money should you ever want to take your friend to dinner,† and again, the way she says â€Å"friend† makes me feel tingly in a bad way. I say nothing in response, and my mother does the strangest thing – she giggles. I finish my weight training for the day and put on a trash bag, and as I begin stretching on the front lawn, I see that Tiffany is jogging up and down the length of my parents' block, waiting for me to begin running. I tell myself to ask her out to dinner so I can end this madness and get back to being alone on my runs, but instead I simply start running, and Tiffany follows. I go past the high school, down Collings Avenue to the Black Horse Pike, make a left and then another left into Oaklyn, run down Kendall Boulevard to the Oaklyn Public School, up past the Manor Bar to the White Horse Pike, make a right and then a left onto Cuthbert, and I run into Westmont. When I get to the Crystal Lake Diner, I turn and jog in place. Tiffany jogs in place and stares at her feet. â€Å"Hey,† I say to her. â€Å"You want to have dinner with me at this diner?† â€Å"Tonight?† she says without looking up at me. â€Å"Yeah.† â€Å"What time?† â€Å"We have to walk here because I'm not allowed to drive.† â€Å"What time?† â€Å"I'll be in front of your house at seven-thirty.† Next, the most amazing thing happens: Tiffany simply jogs away from me, and I cannot believe I finally got her to leave me alone. I am so happy I alter my route and run at least fifteen miles instead of ten, and when the sun sets, the clouds in the west are all lined with electricity, which I know is a good omen. At home, I tell my mother I need some money so I can take Tiffany out to dinner. My mother tries to hide her smile as she retrieves her purse from the kitchen table. â€Å"Where are you taking her?† â€Å"The Crystal Lake Diner.† â€Å"You shouldn't need more than forty dollars then, right?† â€Å"I guess.† â€Å"It'll be on the counter when you come down.† I shower, apply underarm deodorant, use my father's cologne, and put on my khakis and the dark green button-down shirt Mom bought me at the Gap just yesterday. For some reason, my mother is systematically buying an entire wardrobe for me – and every piece is from the Gap. When I go downstairs, my mom tells me I need to tuck in my shirt and wear a belt. â€Å"Why?† I ask, because I do not really care if I look respectable or not. I only want to get rid of Tiffany once and for all. But when Mom says, â€Å"Please,† I remember that I am trying to be kind instead of right – and I also owe Mom because she rescued me from the bad place – so I go upstairs and put on the brown leather belt she purchased for me earlier in the week. Mom comes into my room with a shoe box and says, â€Å"Put on some dress socks and try these on.† I open the box, and these swanky-looking brown leather loafers are inside. â€Å"Jake said these are what men your age wear casually,† Mom says. When I slip the loafers on and look in the mirror, I see how thin my waistline appears, and I think I look almost as swanky as my little brother. With forty bucks in my pocket, I walk across Knight's Park to Tiffany's parents' house. She is outside, waiting for me on the sidewalk, but I see her mother peeking out the window. Mrs. Webster ducks behind the blinds when we make eye contact. Tiffany does not say hello, but begins walking before I can stop. She is wearing a pink knee-length skirt and a black summer sweater. Her platform sandals make her look taller, and her hair is sort of puffed out around the ears, hanging down to her shoulders. Her eyeliner is a little heavy, and her lips are so pink, but I have to admit she looks great, which I tell her, saying, â€Å"Wow, you look really nice tonight.† â€Å"I like your shoes,† she says in response, and then we walk for thirty minutes without saying another word. We get a booth at the diner, and the server gives us glasses of water. Tiffany orders tea, and I say that water is fine for me. As I read the menu, I worry that I won't have enough money, which is silly, I know, because I have two twenties on me and most of the entrees are under ten bucks, but I do not know what Tiffany will order, and maybe she will want dessert, and then there's the tip. Nikki taught me to overtip; she says waitresses work too hard for such a little bit of money. Nikki knows this because she was a waitress all through college – when we were at La Salle – so I always overtip when I go out to eat now, just to make up for the times in the past when I fought with Nikki over a few dollars, saying fifteen percent was more than enough, because no one tipped me regardless of whether I did my job well or not. Now I am a believer in overtipping, because I am practicing being kind rather than right – and as I am reading the diner menu, I think, What if I do not have enough money left over for a generous tip? I am worrying about all of this so much that I must have missed Tiffany's order, because suddenly the waitress is saying, â€Å"Sir?† When I put my menu down, both Tiffany and the waitress are staring at me, as if they are concerned. So I say, â€Å"Raisin bran,† because I remember reading that cereal is only $2.25. â€Å"Milk?† â€Å"How much is milk?† â€Å"Seventy-five cents.† I figure I can afford it, so I say, â€Å"Please,† and then hand my menu back to the waitress. â€Å"That's it?† I nod, and the waitress sighs audibly before leaving us alone. â€Å"What did you order? I didn't catch it,† I say to Tiffany, trying to sound polite but secretly worrying that I will not have enough money left over for a good tip. â€Å"Just tea,† she says, and then we both look out the window at the cars in the parking lot. When the raisin bran comes, I open the little single-serving box and pour the cereal into the bowl the diner provides free of charge. The milk comes in a miniature pitcher; I pour it over the brown flakes and sugared raisins. I push the bowl to the middle of the table and ask Tiffany if she would like to help me eat the cereal. â€Å"Are you sure?† she says, and when I nod, she picks up her spoon and we eat. When we get the bill, it is for $4.59. I hand our waitress the two twenties, and the woman laughs, shakes her head, and says, â€Å"Change?† When I say, â€Å"No, thank you† – thinking Nikki would want me to overtip – the waitress says to Tiffany, â€Å"Honey, I had him all wrong. You two come back real soon. Okay?† And I can tell the woman is satisfied with her tip because she sort of skips her way to the register. Tiffany doesn't say anything on the walk home, so I don't either. When we get to her house, I tell her I had a great time. â€Å"Thanks,† I say, and then offer a handshake, just so Tiffany will not get the wrong idea. She looks at my hand and then up at me, but she doesn't shake. For a second I think she is going to start crying again, but instead she says, â€Å"Remember when I said you could fuck me?† I nod slowly because I wish I did not remember it so vividly. â€Å"I don't want you to fuck me, Pat. Okay?† â€Å"Okay,† I say. She walks around her parents' house, and then I am alone again. When I arrive home, my mom excitedly asks me what we had for dinner, and when I tell her raisin bran, she laughs and says, â€Å"Really, what did you have?† I ignore her, go to my room, and lock the door. Lying down on my bed, I pick up the picture of Nikki and tell her all about my date and how I gave the waitress a nice tip and how sad Tiffany seems and how much I can't wait for apart time to end so Nikki and I can share raisin bran at some diner and walk through the cool early September air – and then I am crying again. I bury my face and sob into my pillow so my parents will not hear.

A history of Latin America Essay

It was during the European colonial expansion that Brazil fell under Portugal as a colony. Colonization in Brazil spanned the period between 1500 to year 1815. Portugal was interested in Brazil for a number of reasons that included the hope of getting minerals, raw materials as well as slave trade and labor to among other interests. The colonization of Brazil had some effect on the native way of life, with most of these effects having had a lasting effect to date. It’s worth noting that from the history of Brazil, France also had an interest in Brazil but could not stand up to Portugal which had taken the control of this part of the world through the signing of a treaty. The Portugal king known as king Manuel 1 who was reigning then wanted the colony to be ruled under a system of 15 hereditary captaincies- a fit that failed to work due to large-scale failure. The system gave way to royal enterprise in 1549. The following essay describes the causes and the effects of the Portuguese colonialism in Brazil. Causes of colonialism There are a number of things that preceded the Portuguese entry into and colonization of Brazil. Following the signing of the treaty of Tordelsillas in the year 1494 that facilitated the division of the world between Spain and Portugal, all land falling to the east was taken up by Portugal while Spain took up the land on the western side. In the year 1500, a navigator, Captain Pedro Alvares Cabral in charge of a fleet of 13 ships trailing the route taken by Vasco da Gama to India, landed in Brazil. He possessed this land for king Manuel 1 as an overseas colonial land for Portugal. His possession of the land made it a colonial land for Portugal (Sweet 2007p233). The Portuguese expressed their interest in Brazil due to the presence of raw materials that proved to be valuable for Portugal. One of the raw materials that Portugal got from Brazil includes the Brazilwood tree from which dark wood and red dye could be extracted. The Brazilwood was readily available in the Brazilian rainforest where it grew naturally. The red dye was exported to Europe where it was useful in staining luxurious textile for trading. The dark wood was sought for commercial purposes as well- specifically for sale within the European markets. The Portugal colonial system was also interested in growing sugar cane from Brazil for use in making of wine and for exporting to Portugal. An interest in other agricultural products of the nature of cash crops also interested the Portugal royal government that was reigning under the king Manuel 1 to take up Brazil as a colony. The cash crops drawn from Brazil included cotton and tobacco. These two cash crops were exported to Europe for sale in the European market. Portugal was interested in Brazil due to the prospect of getting slaves for labor and trade. The plantations in Europe required free labor that slaves could provide. Portugal marked Brazil as a potential area where for getting slaves for their plantations in Europe or for trading them. Even though the Portugal authorities had managed to transact some of the slaves with a Brazilian origin, the coming of the Jesuits in Brazil greatly led to the fall of the trade since they were opposed to the trade. This forced the Portugal authorities to embark on importing slaves from West Africa. At the same time, labor was greatly needed in the sugar plantations in Brazil. The natives provided this labor in exchange of scissors, axes, mirrors and knives while some were captured and forced to provide the labor as slaves (Morris 2006p34). Another reason why Portuguese had an interest in Brazil was because they were hoping to get minerals that they could use for their industries in Portugal or sell them in the European market. Though initially no minerals were found, some deposits of gold and later diamonds were found in the 18th century in the interior of Brazil by the bandeirantes. The area where gold deposits were found is known as the Minas Gerais mines. Deposits of diamond were found in 1729 in a village known as the Tujico village- the present day Diamantina. The French had expressed an interest n the land of Brazil as it was attracted to the Brazilwood and the prospect of mining some minerals from the land. This forced Portuguese to take up the land for establishing colonial rule in it before the French powers could take it over. Even though Portuguese had already possessed the land of Brazil, the heavy presence of the French military along the cost of Brazil forced the Portuguese to set the colonial powers and use military power to evacuate the French from the Brazilian coast (Leftwich 1999p156). Effects of Portuguese colonialism in Brazil The presence of the Portuguese colonial power in Brazil affected a number of the native life of the people in Brazil. Colonialism led to the widespread and adoption of the catholic faith in worship. This was a result of the coming of the Jesuits, who were led by the first governor, Tome de Sousa. The Jesuits made a great representation of the religious enterprise, setting missions within Brazil and actively converting the natives into the catholic faith. Another consequence of the Portuguese colonial powers in Brazil is the death of a great number of people due to wars that pervaded the colony. The natives were opposed to the colonial powers and therefore staged resistances that led to the death of many natives. An example of the native revolts is the Guarani war of the year 1756 where the native were fighting the Portuguese authorities as a protest against slave trade. The native guaranis were assisted by the Jesuits who also opposed slave trade and labor (Chasteen 2001 p251). The colonial era in Brazil also played a great role in the proliferation of the people of the African origin in Brazil. Since Brazil drew a lot of slaves from the West African region to work within the plantations in Brazil, a very large number of Africans settled within the Brazilian land after the slave trade was abolished since they had no way of going back to Africa even when they were set free (Freyre 2008 p458). There was a proliferation of infectious diseases that were brought by the colonialist from Europe to Brazil. The natives had no natural immunity against these diseases and this led to the death of a great number of natives from these foreign diseases. The colonial powers also led to the embrace of the sugar cane growing in agricultural sector for export. Since sugar cane had such a high demand within the European market, the expansion of the sugar cane sector drew great profits. This sector however received a blow and fell once the Dutch and the French started cultivating and exporting sugarcane to the European market. Since Antilles- the area where Dutch and the French produced the sugar was much closer to Europe, the sugar prices fell drastically towards the end of the 17th century and the beginning of the 18th century during which time the sugar industry on Brazil fell. The colonial powers within Brazil also led to the founding of the Rio de Janeiro city in the year 1565 by the governor general Estacio de Sa’. He established Rio de Janeiro as the capital of Brazil in the year 1763 from Salvador. At the same time, a number of changes took place with the cities in Brazil. The estados – states- in Brazil had been divided and separated so that they were headed by the city council prior to the year 1763. The city councils were composed of top figures within the Brazilian land including the merchants, land owners and business men. Since Brazil was to big to be administered by the royal government, there arose a need to divide this area into smaller estates. The states of Brasil, Maranhao, and Grao-para were unified into Brazilian viceroyalty in the year 1763 and Rio de Janeiro was set as the capital of these cities. This helped to destroy the divisions that were created in the early days of the colonial invasion (Freyre 2008 p457). There was the creation of a number of towns in south Brazil. Some of the towns created include Colonia de Sacramento, Alores islands, and Porto Alegre among other towns. As essay shows, there are a number of major changes that took place with the expansion of the Portuguese power in Brazil. The native Brazilians abandoned their cultural way of life and adopted the life that the Portuguese were living in terms of dress code, food eaten, and the religion adopted (Keller 2006p517). Conclusion Expansion of the European powers into the rest of the world during the colonial era led to major changes and experiences into the areas that these countries set their colonial power. In the case of Brazil, changes that took place were experienced over the whole range of the living including their social living, political life and religion among other areas. The effect of the colonial powers is still felt in Brazil to the present day. References Chasteen J (2001) Born in blood and fire: a concise history of Latin America, Norton p251 Freyre G (2008) The masters and the slaves (Casa-grande & senzala) Brazilian civilization, University of Texas p457, 458 Keller (2006) Colonization study, founding of new societies. Ginn & Company p517 Leftwich A (1999) Redefining politics; populace, property, and power, Taylor & Francis p156 Morris H (2006) History of Colonialism from the Earliest Times Present Day, University of Michigan p34 Sweet W (2007) A history of Latin America. The Abingdon Press p233

Global Environments Essays - Stock Market, Corporate Finance

Global Environments Essays - Stock Market, Corporate Finance Global Environments ACC 300 May 4, 2015 Global Environments When researching a publicly traded corporation that has exhibited global business strategies one of the top performers in todays market includes Starbucks. Starbucks was founded in 1971 in the popular Pikes Place market in Seattle, Washington. A lot has changed since then with stores exceeding 20,500 worldwide. Starbucks had its first IPO offer in 1992 and has split into a two-for-one stock five times under the NASDAQ trading symbol SBUX. Incorporated in the State of Washington in 1985, Starbucks has now branched out to include Starbucks Coffee, Seattles Best Coffee, Teavana, Tazo,Evolution Fresh, La Boulange and Torrefazione Italia Coffee as part of their business portfolio. In showing the global corporation that Starbucks has become, the analysis of financial statements will provide additional information on debt securities and stock investments. The analysis will also show figures will provide information as to the investments of stocks and debt securities that Starbucks has invested in. In looking at the difference between equity and debt securities, Starbucks will have some risks and rewards of equity versus debt securities. Reporting on Financial Statements Debt Securities, according to Investopedia (2015), are Any debt instrument that can be bought or sold between two parties and has basic terms defined, such as notional amount (amount borrowed), interest rate and maturity/renewal date. Debt securities for corporations include government or corporate bonds, certificates of deposit, preferred stock, collateralized securities, and zero-coupon securities (Investopedia, 2015). Companies use debt securities to gain financing for expansion, operations, or for any other activity where the business needs access to cash. Starbucks has long-term and current debt listed on its balance sheet, which makes up its debt securities. The listed liabilities for Starbucks are being used for expansion into domestic and foreign markets, as while as acquisitions of other companies. Starbucks current liabilities for debt securities were $794,500,000 and its long-term liabilities for debt securities totaled $2,440,500,000. Starbuck Corporations stock and investments are reported on the companys Consolidated Balance Sheet. Short and long-term investments are listed under the asset section and Common Stock is listed under Shareholders equity. On the Consolidated Statement of Cash Flows, stock is listed under Investment Activity and Financing Activities, which include transactions such as proceeds from the issuance of common stock and repurchase of common stock. The Consolidated Statement of Equity also has Stock Detail included in it. Under Note 12: Employee Stock and Benefit Plans, there is a breakdown of employee stock, listed on the consolidated financials, as well as a table listing outstanding shares. Note 14: Earnings per share, gives additional information. The 8K form also includes additional Stock information. Debt Securities A corporation will invest heavily in stocks and debt securities to help them raise capital to reinvest into the company. A company will also invest to have easily available liquidate assets in case they need to cash out money to pay off debts (John, 2015). Some corporations like Starbucks will also invest in stocks and debt securities to have a steady income coming into the business in case if the companys usual business actives fall below expectation (John, 2015). Starbucks has made debt-based financing decisions before, where they have borrowed from its investors to fund the corporation (Starbuck, 2014). The most logical reason the Starbucks Corporation would raise capital by the sale of debt securities in long-term securities is to expand the corporation globally, provide dividend payments and share acquisitions (Starbucks, 2014). According to Kimmel, Weygandt, and Kieso (2011) when a corporation incorporates to sells stocks it is then easier to raise the funds it needs to be a gr owing successful corporation. John (2015) states, Major Corporation often invests heavily in the stock market, but stocks, bonds and other securities are also attractive investment options for small-business owners (para. 1). According to John, (2011) corporation that invest in stocks and securities can make money to help increase a companys net worth. When our team looked at Starbucks we saw the basis of what the business intel as well as potential investment opportunities that this organization has had in its past. Starbucks has the privilege of being in a very rare group of business in its industry that is well renowned in terms of what they service and the quality

Body Language and Facial Expression to Communicate

Body language and facial expressions All of us are trained in how to use this word. In other words, to communicate so that other people can understand. Usually, other people understand our meaning. In a conversation by telephone, it can communicate only by voice. In face-to-face conferences, some of the communication is done in a nonverbal way, often called body language or body movement. In some paragraphs, let's show you Body Language whether it is positive and negative, and why it is important to us. Successful communication has five aspects. Oral communication is the ability to speak clearly and concisely. Non verbal communication includes the ability to project positive body language and facial expressions. Hearing communication is the ability to listen to what others say and actually listen. Document communication is a technique used when writing text messages, reports, and other kinds of documents. Visual communication includes the ability to provide information using images a nd other visual aids. Nonverbal communication is a process of communicating by not transmitting or receiving word messages. This type of communication includes gesture, touch, body language, gesture, facial expression, and eye contact. Nonverbal communication also includes messages conveyed through important projects. For example, clothes and hairstyle are a type of nonverbal interaction that conveys information about individuals. As a general rule, nonverbal communication can be studied based on the place and situation of communication, the physical characteristics of the dialogue person, and the behavior of the dialogue person in the dialogue. Body language is a nonverbal communication that expresses or communicates information using physical behavior rather than words. Such behaviors include facial expression, body posture, gestures, movement of eyes, touch, use of space. Body language exists in animals and humans, but this article focuses on human language interpretation. It is also known as kinematics. Sign language is a complete language such as spoken language, can not confuse body language and sign language, because it has its own complicated grammar system and can display basic attributes existing in all languages. On the other hand, body language does not have a grammatical system, it does not have an absolute meaning corresponding to a specific movement, it needs to be interpreted extensively, so it is called language like sign language not. Body Language and Facial Expression to Communicate Body language and facial expressions All of us are trained in how to use this word. In other words, to communicate so that other people can understand. Usually, other people understand our meaning. In a conversation by telephone, it can communicate only by voice. In face-to-face conferences, some of the communication is done in a nonverbal way, often called body language or body movement. In some paragraphs, let's show you Body Language whether it is positive and negative, and why it is important to us. Successful communication has five aspects. Oral communication is the ability to speak clearly and concisely. Non verbal communication includes the ability to project positive body language and facial expressions. Hearing communication is the ability to listen to what others say and actually listen. Document communication is a technique used when writing text messages, reports, and other kinds of documents. Visual communication includes the ability to provide information using images a nd other visual aids. Nonverbal communication is a process of communicating by not transmitting or receiving word messages. This type of communication includes gesture, touch, body language, gesture, facial expression, and eye contact. Nonverbal communication also includes messages conveyed through important projects. For example, clothes and hairstyle are a type of nonverbal interaction that conveys information about individuals. As a general rule, nonverbal communication can be studied based on the place and situation of communication, the physical characteristics of the dialogue person, and the behavior of the dialogue person in the dialogue. Body language is a nonverbal communication that expresses or communicates information using physical behavior rather than words. Such behaviors include facial expression, body posture, gestures, movement of eyes, touch, use of space. Body language exists in animals and humans, but this article focuses on human language interpretation. It is also known as kinematics. Sign language is a complete language such as spoken language, can not confuse body language and sign language, because it has its own complicated grammar system and can display basic attributes existing in all languages. On the other hand, body language does not have a grammatical system, it does not have an absolute meaning corresponding to a specific movement, it needs to be interpreted extensively, so it is called language like sign language not.

Personal Reflection Essay Example | Topics and Well Written Essays - 1000 words

Personal Reflection - Essay Example I thought writing by explanation or simply retelling a certain story where the main idea comes from another author or perhaps another person’s idea would be a lot safer and easier as you would only have to expound on what an author’s line or idea meant and adding up a little commentary on yours which would not really welcome new thoughts that might not be accepted by your readers. In a way, writing this way would give you less need to think and just more of taking it from someone else’s point of view. However, through the whole course, I realized that writing made up of mostly explanations is something that people would probably think the same as already, which defeats that whole thrill of giving your readers something new and personal. We all know that we read books, journals, or blogs to be able to get something new or to feed any curious thought. Thus, I have learned to move forward by encroaching my writing with exploration which is the next level of writing I learned in the course. This is the fact that I would say I enjoyed a lot learning as a writer, as I would now feel braver to insert new thoughts, parallel or not to my readers’ thoughts, express myself even when it sometimes seems like no one will agree, and at the same time get excited with the fact that someone else is going to read something that comes from what I think. Indeed, writers need not be scared of one’s audience. After all, that is why there are different genres of books because of the different depth and trail of thoughts that are always welcome in writing. In the end, you would not have to blame yourself for giving your readers a lousy or totally strange read because they picked you and not vice versa. Realizing these, I had the guts to write not only based on the sources or principles given me to explain but moreover, explore in my writing like I would explore a new place or perhaps check out someone I am really interested in. Of course, though writi ng is really a very interesting thing to do, I would say that it also has challenges to give you as a writer. For me, one of the greatest challenges I faced in the whole course would be learning about analysis and synthesis and applying these two in my writing. This is because of the fact that both would require one to see beyond a certain topic, fact, or perhaps a thought and be able to unite it with one’s thoughts even when all the while there is not a thing you truly are interested with or hold true. Aside from that, I think that another strong challenge I faced would be having to write a beautiful piece that had to describe a great experience when all the while I was feeling a different mood, specifically sad and disinterested. I handled this challenge by changing the basis of everything I write from the goal of the task instead of my emotions. Although emotions play a big part in influencing the mood of one’s writing, it is important to go beyond emotions and go b eyond that by transcending oneself to the state of mind a certain topic would require you to have. Also, I learned that I should divert focusing on what I see to what people see. I veered away from using myself as the center point of my writing and put myself in the shoes of those people whose thoughts I have to analyze and interpret.  Ã‚  

Reflection on christianity Essay Example | Topics and Well Written Essays - 250 words

Reflection on christianity - Essay Example Loving the Lord God with all the heart, mind and soul is expounded in the law given to Moses where people are supposed to honor God first and foremost. Making graven images for people to worship is an act of dishonor to the God who made all things therefore, God commanded against it. Moreover, God teaches the people not to dishonor Him with their words but to praise Him with their lips instead and also to follow his footsteps, resting on the The second greatest commandment on the other hand encompasses the other commandments in the Law of Moses. It instructs the people how they are supposed to show their love and respect to each other by not murdering, slandering, nor committing adultery. The commandments do not just mention respecting people but it also tells them to regard what they own with respect by not coveting their neighbor’s house, wife, menservants and maidservants as well as his other belongings. Since undoubtedly, everyone would want to be loved, the second commandment simply says to love other people as one would love

The Baroque Era Term Paper Example | Topics and Well Written Essays - 500 words

The Baroque Era - Term Paper Example In comparison to the forms of music preceding the Baroque music, the Baroque music is more intense, ornate and texturized in a lavish manner. The melodic line of the Baroque music is immensely decorated and has a rich counterpoint. A myriad of traits define the music of the Baroque era that include but are not limited to the basso continuo’s use and a faith in the affections’ doctrine which enable the composers to incorporate their feelings and emotions into their work. One of the most distinguishing features of music in the Baroque era is the emphasis it places upon the pace, volume and texture of the music. These features were altogether non-existent in the conventional music from the late Renaissance. Moreover, the Baroque music replaced the austerity of the early Renaissance and the Medieval style with the color of the instrument and the use of voice. In the Baroque era, there was an abundance of the secular forms of music and their use was just as much as that of t he liturgical styles of music. Imitative polyphony was one characteristic that reflected in most of the preceding music eras as well as in the Baroque era. It was used in the musical lyrics. On the contrary, the homophonic style was gaining increased attention and use in the music of the Baroque era, unlike the preceding music eras. Along with the employment of the homophonic music in the Baroque era, several innovative types of polyphonic music were surfacing in this era as well. Composers in the Baroque era were of the opinion that the counterpoint’s art.

Robert Reich’s “Supercapitalism” Chapter 2 Analysis

Robert Reich’s â€Å"Supercapitalism† Chapter 2 Analysis Richard (Ben) Dowden Analysis of a chapter from Robert Reich’s â€Å"Supercapitalism† Outline of Reich, chapter 2 Argument outline of Reich, chapter 2 Overall argument Since the 1970’s competition between corporations grew as technology developed, American companies began to pursue profit to remain competitive resulting in supercapitalism triumphing over democratic capitalism. Reasons Globalisation, new production processes and deregulation increased competition giving consumers and investors more choices. Increase in investor culture drove companies to compete for shareholders (i.e. highest possible profits) regardless of their social responsibility. The decline in union membership as a result of pursuits in profit has led to the decline of power workers have over their employers, the corporations. Evidence for reason 1 In Section 2 (pp. 56-60), Reich describes how technology developed for use in the Cold War had influence over American business. He asserts the technology had three indirect outgrowths: globalisation, new production processes and deregulation (p.60). He argues that each of these outgrowths increased business competition giving concrete evidence for each in the following sections. Section 3 (pp. 60-63) argues that globalisation has reduced the cost of overseas trade creating opportunities for global supply chains. Reich states that the Vietnam War resulted in the growth of commercial, global logistics. Reich gives concrete evidence of how seven new containership companies entered the market in the year following the war and how industry grew at a high rate thereafter (p.61). Moreover, Reich argues this created the concept of global supply chains. Reich notes the great increase in American imports from American owned overseas factories between 1969 and 1983 (p.62). He then gives examples describing large companies’ global supply chains (p.62). Section 4 (pp.64-65) argues new production processes trumped the economies of scale used by the oligopolies resulting in a marketplace growing in complexity. Reich gives examples of how new production processes allows specialisation. He explains how standardised steel gave way to specialised galvanised steels designed for a niche market (p.64). Furthermore, a huge brand like Coca-Cola faced a variety of specialised drinks taking away Coca-Cola’s market share (p.65). In section 5 (pp.65-70) Reich argues that as businesses innovated, new profitable, yet restricted opportunities were discovered within regulated markets, companies lobbied for deregulation, driving competition. Reich states that in some cases, deregulation put companies out of business since they lost the cross-subsidies from other previously regulated, profitable companies. He gives evidence of the Bell System’s segmented telecommunication companies based in the country becoming unviable, opening business opportunities to smaller, extremely competitive companies (p. 68). Furthermore, trucking and airline deregulation led to added competition, particularly in freight (p.69). Evidence for reason 2 At the end of section 5 (pp.65-70) Reich quotes Edward E. Furash stating that due to the change in psyche in American’s management of wealth, the American financial system will shift towards competing for investors (p.70). Reich describes the financial deregulation of banking giving new opportunities to investors among others he gave evidence of stock broker, Merrill Lynch setting up mutual funds (p.67). Reich seems to contribute the increase in investment choice and effectiveness because of deregulation to savers becoming investors. Reich backs the claim with statistics at the start of section 6 (pp.70-75) citing the increase in percentage of households owning stock (pp.70-71). Reich goes on to say this also coincided with the bull market of 1980-2000 (p.71). His overall argument here is that companies had to compete for investors which meant maximising returns. Reich gives evidence of how profit margins rose from the beginning of the 1980 to 2000 at a high rate of change (pp.72-73). He also gives evidence of how the number of companies that ran at lower profit margins that were subjected to hostile takeovers increased by a factor of 11 from the 1970’s to the 80’s (pp.73-74). In Section 7 (pp.75-80), Reich begins by quoting the former CEO of Coca-Cola stating companies have the sole responsibility of generating returns for their investors (p.75). He continues to point out a CEO’s job security is increasingly attributed to the company’s stock price recommendation. 50% of CEOs’ company’s stock was downgraded in investment recommendation were fired in the following six months (p.76). Reich uses evidence of how 60% of senior executives in the Fortune 500 companies had been at their firm for fewer than six years (p.76). His argument is that CEO’s no longer have room to worry about the social consequences of their organisation. He uses the example of Malden Mills, a family-owned textiles company which ran at a loss manufacturing in New England. Their CEO did not want to close the factory since the local economy had high dependencies on it – he was eventually sacked by the company’s creditors (p.79). Evidence for reason 3 Section 8 (pp.80-86) focusses on the decline in union membership starting from the 1970’s. He cites evidence from the U.S. Bureau of Labor Statistics of how union membership rapidly declined beginning in the 1970’s (p.80). He explains this is a consequence of employers contesting unions, giving concrete evidence of this through the decrease of uncontested union elections (p.80). Reich also gives evidence of how the rate of illegal dismissals of union members rose through the 1970’s and into the 90’s (p.81). Reich’s explanation for corporations’ behaviour was related to cutting the costs of the payroll to remain competitive as consumers and investors looked for the cheapest deal. Reich gives concrete evidence of how the nonunionised sector of the American economy grew at a greater rate than the unionised sector (pp.82-83). This increase in opposition arising from nonunionised companies forced unionised corporations fight the unions to remain competitive. Reich uses evidence from a range of industries to describe this citing: the air travel industry (p.83), the ‘Big Three’ American car manufacturers (pp.83-85) and the construction industry (p.85). Reich goes on to explain how the public services sector was never unionised, consequently suffering low wages. Reich uses the evidence of how members of the public services industry went on strike responding to their wages being cut as anti-union Wal-Mart entered their industry (p.86). Reflection: How the chapter intersects with my life The chapter reaffirmed my own opinion that wealth distribution in developed nations, particularly America’s, is unequal. It shows that while deregulation may improve its GDP per capita, it doesn’t guarantee a higher quality of life. In fact, in more regulated economies like in Scandinavia, quality of life indicators are higher since wealth distribution is far more equal (Wilkinson Pickett, 2009). The chapter is interesting, considering the debate surrounding the deregulation of tertiary education in Australia. It does give universities ability to form an identity, which is a way of saying it encourages elitism. After all, a university’s ‘prestige’ is generally attributed to how well-endowed it is. But is it just the first step to university privatisation? Will universities eventually just pursue profit like companies? List of references Reich, R., 2008. Supercapitalism. New York: Alfred A. Knopf. Wilkinson, R. and Pickett, K., 2010. The spirit level. London: Penguin Books.

An Analysis of Ballad of the Harp-Weaver Essay -- Ballad Harp-Weaver E

An Analysis of Ballad of the Harp-Weaver Take just a second to read the first eight lines very carefully. Picture yourself as a small child being with your mother or father sitting on their lap as they hold you. It is a good feeling that brings warmth and security to any child or any adult needing to recapture the essence of their childhood. In the first four lines we are to understand that the boy's mother is trying to rub his skin to make him warm. That is what "chafe" means, to warm by rubbing. But how many times have you found yourself not quite sleepy enough to go to sleep and you ask your mother or father to read you a bedtime story? In this section we find the relationship between mother and son the very epitome of maternal union. Their bonding takes place in a form that most children can remember from the early part of their lives. The act of storytelling is a wonderful part of growing up. Before the invention of reading and writing, people struggled to survive against nature, animals and other humans. This poem is a good example of this basic need to survive by using whatever resources you have to keep alive. To survive, people developed skills that grew into cultural and educational patterns. This idea is present when we read the part about the severity of that winter and the mother and son burning up their furniture to stay warm. The boy's mother is teaching him that you can use the wood in the furniture to use in the fire. That is an important lesson that a parent can pass down in order to insure the survival of their offspring. It teaches a lesson that a child would not otherwise know and can be used again and again to help future generations. For a culture to continue into the future, peop... ... into their path of agony by letting us know it is Christmas. The boy cannot be soothed by his mother's singing and cries himself to sleep. This is so heart wrenching for any mother to have to endure. I believe this is the climax of the poem. The mother knows she can no longer go on with just rhymes and singing. In fact even her love cannot soothe her sons torment anymore. But we are left to wonder what it is she can do. She uses the only thing left, the harp. The boy talks about a light that falls on her, yet its source is unknown. Is it the light of God or divine intervention that is helping her to understand what she must do? Or is it just that light that appears in our heads out of nowhere when we have exhausted all our options? We begin to understand that the harp is her last resort. The poem makes no mention of her playing the harp before so why now?

Textbook Analysis

University of Latvia Faculty of Humanities Department of English Studies Textbook Analysis 3rd year, group B student Kristaps Briedis Riga 2013 Introduction The â€Å"Focus on Advanced English C. A. E. † is written by Sue O’Connell and first published in Pearson Education Limited at the Edinburgh Gate, Harlow in year 1999, and the edition at hand is the thirteenth impression printed in 2006. The textbook is oriented for students preparing for the Cambridge Certificate in Advanced English examination.Further, the analysis of syllabus will be based on the material given in the revised and updated edition of the â€Å"Advanced English C. A. E. † The whole text book consists of 240 pages. It includes fourteen units, which are divided according to different topics (e. g. Severe Weather, Time Eaters, Stress etc. ). Each unit of the â€Å"Advanced English C. A. E. † is devoted to the development of all language skills: reading, writing, listening, speaking. Moreo ver, there are grammar and vocabulary tasks in each unit. One unit from the â€Å"Advanced English C. A.E. † (Unit 12 â€Å"Living Dangerously†) was chosen for the analysis of the whole book, because each unit is devoted to the development of all language skills and thus, it is enough to analyze only one of them in order to understand how the whole book â€Å"works†. Reading Reading can be defined as the process of constructing meaning from written texts (Online 1). Thus, learning reading skills means understanding the text what one reads. But why do we need to understand what we read? According to Harmer (2001:200), there are two types of reasons for reading.The first is instrumental reason, which means that people read because it helps him/her to achieve particular goal (e. g. people read road signs in order to know where to go). The other type is called pleasurable. That means that the reason for reading some particular text is to get pleasure (e. g. reading illustrated cartoon). Thus, it does not matter what reason the student has, it is important for him/her to practice reading skills. Unit 12 of the â€Å"Advanced English C. A. E. † offers the students two reading exercises.The first text is the magazine article called â€Å"Living Dangerously. † It contains about 400 words and is divided into 8 paragraphs. There is a pre-reading exercise, which students should do before reading the main text. The pre-reading exercises motivate the students and encourage their involvement in the topic and theme of the text (Online 2). After doing a pre-reading and a while-reading activity, students are asked to fill the gaps in the article choosing the proper paragraph (from A-G) given after the text.In order to achieve a general understanding of a text, the students do extensive reading, which includes scanning (a quick reading, focusing on locating specific information) and skimming (a quick reading to know how the passage is organize d and to get an idea of the intention of the writer) (Online 3). Finally, the post-reading exercise is given to check how the students have understood the text and to develop their critical thinking. In this exercise the students are asked to find given expressions in the text and work out the meaning of them from the context (e. g. ested interest might mean a personal stake or involvement in an undertaking or situation). As the second task, a newspapers article â€Å"You are caught in a fire then what? † is given. It is about two times longer than previous article (about 800 words). Firstly, students are asked to scan the text (to read it quickly) in order to be able to answer some questions in pre-reading activity (e. g. Who devised the Survival Game and why? ). Then, students should read the article more carefully in order to do the following post-reading exercise. This type of exercise is different from the first one.In the second case students have to answer multiple cho ice questions. There are 6 questions with 4 answers in each. Some advantages of this type of exercises are the following: multiple choice exercises require less time than some written tasks, it is considered to be more objective than a usual written task, and â€Å"it will allow assessing one’s knowledge without taking into account all the irrelevant factors† (Online 4). Writing Writing is said to be a method of representing language in visual or tactile form (Online 5). And more important it is a skill of marking coherent words on paper and composing text (Online 6).There are many reasons why writing is important, for example, the ability to express one’s thoughts and ideas, communicative competence (letters), also it serves as a record, as in expressing one’s ideas for future references (Online 6). There are different types of writing – writing to inform, educational writing, writing to entertain, persuasive writing and motivational writing (Onli ne 7). To improve writing skills there are some essential instructions that need to be performed – research, think, organize, write, edit, revise, relax (Online 7).Two writing exercises are included into the unit 12 of the â€Å"Advanced English C. A. E. † The first exercise is writing an article (~250 words) about an interesting adventure. The textbook has a good approach to the writing tasks as it provides a ‘Task Checklist’, where there are several guideline questions concerning format and approach, content and organization, style and the target reader, for example, ‘Who are the magazine readers? ’ or ‘What language features are needed for this content? ’.Also the textbook provides a ‘Writing File’, where the features of different types of writing – formal and informal letters, articles, reports, reviews and so on – are shown. The second part of the exercise is the involvement of some structures in th e article in order to emphasize or add some dramatic effect, for example, writing sentences using inversion (a reversal of normal word order) or cleft structure (A construction in which some element in a sentence is moved from its normal position into a separate clause to give it greater emphasis) (Online 8).The second exercise on writing consists of writing a memo (~50 words) and a report (~200 words) about the security in collage. The essential part in this task is to use the information that is already given, but using one’s own words. The task also has a ‘Task Checklist’ with the guideline questions and indication to the ‘Writing File’ and also includes the explanation and tips on writing a memo. â€Å"Advanced English C. A. E. † aim is based on covering different types of writing.The Unit 12 included persuasive writing (writing a memo), which improves the skills of argumentation (Online 7), and informative writing (writing an article). Th e tasks are well organized and easy to understand, they provide comprehensible instructions and also some tips for writing the given type of the text. Additionally there is a supplement, where the features of the different types of texts are enclosed, so it is easy for a student to rapidly find the necessary information. Listening Listening is the ability to accurately receive messages in the communication process (Online 9).Listening is not an easy process because the listener should concentrate and understand everything what he/she hears on the spot. It is impossible for the listener to adjust the pace of speech, listen again or check an unknown word. In addition, listening is not the same as hearing as listening means paying attention to not only what is being told, but also to the manner how it is being told. According to the statistics, adults spend approximately 70% of time communicating, while approximately 45% of the time spent on communication is listening (Online 9).After a short explanation on what is listening and why it is so important in everyday communication, it is essential to look how listening is taught in schools. The textbook under analysis provides mostly two (in some units – one) listening tasks in each unit. According to Rost (2002), listening tasks can be divided into three phases: pre-listening, while-listening and post-listening. This division is not always present in the textbook because in quite many of the tasks pre-listening or post-listening is missing.Pre-listening and post-listening are very important because pre-listening is like a warm-up for while-reading as it ‘activates the background knowledge and  integrates  the directions of listening’ (Helgesen, 1998), while post-reading ‘allows the learner to build mental representations and develop shortterm second language memory, and increase motivation for listening a second time’ (Rost, 2002). The textbook presents such pre-reading tasks as questions on the theme and vocabulary related exercises. In Unit 12 two vocabulary related exercises are offered as lead-in tasks into the following istening tasks as well as into the whole unit and theme. All while-listening tasks are divided into four different types or parts (as they are called in the book). In parts 1 and 2 a monologue or sometimes a dialogue can be heard. The task type used in these parts is mostly filling in the gaps. The students are tested for ability of hearing specific information (or bottom-up listening), which, according to Helgesen (1998), is similar to scanning. He writes that listening to specific information is difficult as students ‘try to catch everything, often taking the time to mentally translate it into their mother tongue’ (Helgesen, 1998).A longer recording of a discussion or conversation can be heard in the part 3. The student’s ability of understanding the text as a whole (or top-down listening), including the gist and s pecific information, is tested in this part. The task types are filling in the gaps, sentence completion and four-option multiple choice questions. In part 4 five short extracts can be heard. Students are asked to identify the situation or topic, the manner and the attitude of speaking, the goal of the speaker or specific information. The task types are multiple matching or three-option multiple choice questions.The while-listening texts are in the form of formal and informal conversations, public announcements and private messages. The while-listening tasks in Unit 12 are of parts 1 and 3. Both exercises are filling in the gaps, and the recording can be heard twice in each of them. The few post-reading tasks are mostly questions on the theme, for example, the task in Unit 12 asks to imagine yourself in the situation connected with the previously heard text and discuss what you would do yourself, which is quite creative and interesting post-reading exercise.Most of the tasks are one -way as ‘all input comes from an outside source (like a videotape) to the learner’ not from outside, for example, a speaking partner (Rost, 2002). In addition, the listening sub-skills, such as skimming, scanning, note-taking, understanding attitudinal and conceptual meanings, understanding unfamiliar lexical items through context, understanding relationships within the sentence, also are taught in the textbook (Online 10). Speaking Speaking is  the delivery of language through the mouth (Online 11). Speaking skills enable learners to enter the community of the target language (Kramina, 2000: 86).This vocalized form of language usually requires at least one listener (of course, some people talk to themselves! ) – speech can flow naturally from one person to another in the form of dialogue, or it can also be planned and rehearsed, as in the delivery of a speech or presentation (Online 11). According to Kramina (2000), to act as a speaker participating in the com municative process, the learner must be able to carry out a sequence of skilled actions which comprise: cognitive, linguistic, and phonetic skills. There are speaking tasks throughout the textbook under analysis that help practice and enhance those skills.There are four parts to the speaking tasks in â€Å"Advanced English C. A. E. † each focusing on different speaking skills and sub-skills. Part 1 focuses on general social language – general social English and the ability to interact with other people in English. Part 2 focuses on transactional language – ability to give information clearly. Part 3 practices negotiation and collaboration skills, and Part 4 is designed to test the ability to report, explain, summarise and to develop a discussion naturally. Pictures and other visual prompts are used in Parts 2 and 3 to cue various tasks.Unit 12 of the textbook under analysis includes four speaking tasks – three of them concerning Parts 3 and 4, and one on Part 2. According to Kramina (2000) the development of communicative ability requires a range of suitable classroom activities that should provide learners with a degree of communicative urgency so that they have something interesting to say and a reason to communicate with their partners. Learners may be motivated to communicate by the enjoyment of playing a game, the challenge and satisfaction in solving a problem or completing a project.Tasks 1 through 3 focus specifically on problem solving. In task 1 the learners are faced with an unfinished statement and five possible variants to conclude it: the learners are to engage in a discussion and give well-founded answers to the follow-up questions. The correct answers can then be found on the answer page of the book. Task 2 consists of parts a and b. Part a is a work in pairs, where each of the participants are to imagine themselves in a particular problematic/ difficult situation and have to come up with a sound solution, or choose one from the already given visual prompts.In part b, the participants have to briefly explain to the rest of the class the decisions they came to with their partners, and say how far they agree or disagree with the opinions of others. Task 3 is a discussion of points concerning the topic of the unit. Several questions are given, designed to encourage the learners to use their existing knowledge on the subject, brainstorm for new solutions and express personal opinions. Next to these three tasks, tips are given on how to develop the discussions further by listening and responding to what your partner says and allowing the partner to comment on what you say.The last speaking exercise of the unit concentrates on both presenting information clearly and listening carefully to the information given by a partner. Students have to work in pairs and each gets a picture to look at – the pictures are of the same scene but there are several differences between them. First, Student A is t o describe the left-hand side of his picture in detail, while Student B listens carefully and notes any differences (without interrupting), and when A has finished, B should mentions any differences noticed.Then vice versa, Student B describes the right-hand side of the picture, while Student A studies for differences. When students are done with both parts of the task, they are to look at the two pictures together and compare their answers to the list given on a different page. This textbook is, however, lacking tasks that would help with the phonetic skills development, so it would be up to the teacher to help students learn the skills to articulate the utterance appropriately. (Kramina 2000: 65)Conclusions Although â€Å"Focus on Advanced English C. A. E. † is a textbook designed specifically as an integrated course for students preparing for the Cambridge Certificate in Advanced English examination, it covers all the essential language skills for foreign language learning and is suitable for English language acquisition, and is generally a good material for the preparation of several other English examinations, e. g. , the English examination of Secondary education in Latvia.The textbook offers 14 units covering a wide variety of stimulating topics, authentic reading texts from a range of sources, thorough practice of all language skills, a Grammar File with detailed information of all points covered in the units, and a Writing File with model text types and useful language, all coming from the experienced teacher, teacher trainer and examiner Sue O’Connell. References 1. Harmer J. (2001) English Language teaching. England: Pearson Education Ltd. 2. Helgesen, M. 1998) ESL Magazine. 1 (4): 24-25. Available from http://www. mgu. ac. jp/~ic/helgesen/marc. article2. htm [Accessed March 5, 2013]. 3. Rost, M. (2002) Listening Tasks and Language Acquisition. Available from http://jalt-publications. org/archive/proceedings/2002/018. pdf [Accessed Mar ch 5, 2013]. 4. Kramina, I. (2000) Linguo-didactic Theories Underlying Multi-purpose Language Acquisition. Riga: University of Latvia. Online Sources 1. Available from http://lrs. ed. uiuc. edu/students/jblanton/read/readingdef. tm [Accessed March 6, 2013]. 2. Available from http://tlc. cet. ac. il/ShowItem. aspx? ItemID=ccd2b528-84f5-4078-a76f-d6b1243f26e9&lang=EN [Accessed March 6, 2013]. 3. Available from http://fis. ucalgary. ca/Brian/611/readingtype. html [Accessed March 6, 2013]. 4. Available from http://www. multiplechoicequestionsservice. com/multiple-choice-questions-advantages/ [Accessed March 6, 2013]. 5. Available from: http://www. omniglot. com/writing/definition. htm [Accessed March 6, 2013].

Corrections Timeline

This essay is going to show the development with four eras of the correctional system. The four eras that will be discussed with be: 1800, 1960, 1980 and 2000. For each era we will go over the description of the holding or monitoring of the offenders, the treatment and punishment of the offenders and the influences of the particular era on today’s correctional system. The conclusion will discuss the most beneficial era to the correctional system, as well as, recommendations for ways in which the current correctional system could be improved upon. Penitentiary era 1800’s With the ideas of The Age of Enlightenment growing in popularity, a new concept of criminal punishment came into play; the penitentiary. The penitentiary first appeared in 1790 when the Philadelphia Walnut Street Jail was expanded to allow separate confinement of inmates. The western State Penitentiary was established in Pittsburgh, Pennsylvania in 1819, as well as the Auburn State Penitentiary in New York. The Auburn State Penitentiary was based on a congregate system. Seeks to redeem offenders through a well-ordered routine of the prison, implementing strict discipline, labor, obedience, and silence. The inmates were held in isolation at night but congregated in workshops during the day. They could not talk or look at each other while working or at meals. The work consisted of hard labor, such as the construction of roads or buildings. The inmates had to walk in unison, in a formation known as the lock step. The goal of The Auburn State Penitentiary was to redeem the offender through the well-organized practice of the prison (Clear, Cole, & Reisig, 2009). In 1821 after many years of lobbying from the Philadelphia Society for Alleviating the Miseries of Public Prisons, the Pennsylvania Legislature approves funding to build the Eastern State Penitentiary. The new prison will hold 250 inmates. In 1829 Masks are fabricated to keep the inmates from communicating during rare trips outside their cells. Cells are equipped with feed doors and individual exercise yards to prevent contact between inmates, and minimize contact between inmates and guards. In 1839, the County of Chester built its first off site jail at Market and New Street in West Chester, Pennsylvania. This structure subsequently underwent alteration and additions up until 1941. This Prison was modeled after the Walnut Street jails in Philadelphia the first County institution which was built in 1770. The only differences were the sanitary provisions, beds and heating for each cell. 1862 – A cabinet shop is opened in the prison. In the next ten years, the prison will add a shoe shop, a tailor shop, a wagon factory, and an expansion to the cabinet shop for other furniture and chairs. By 1878, the revenues will be sufficient to allow the prison to run without drawing appropriations from the state’s treasury. A knitting industry is added in 1893, a twine plant in 1912, a cannery in 1915, a license plate operation in 1917, a print shop in the early 1920s, and a laundry in 1940. The laundry, license plate, wood and metal furniture, printing and signage, silk-screening, and tailoring operations survive to this day at the prison. Community Era 1960’s to 1980. During this era there were lot of Development of behavioral techniques in 1930s and 1940s brought about concept of treatment in prisons. â€Å"Correctional Facilities. † Treatment based on â€Å"medical model. † Individual and group therapy programs evolved. Neurosurgery- Used to control aggressive behavior and destructive urges – frontal lobotomies were part of this approach. Sensory deprivation- Denial of stimulation by isolating prisoners in quiet, secluded environment. Aversion therapy- Drugs and/or electric shock used to teach prisoner to associate negative behavior with pain and displeasure. Today’s Prisons In today’s prisons Whites – 1229 incarcerated per 100,000 white males in their late 20’s. Blacks – 10,376 incarcerated per 100,000 black males in their late 20’s. the prisons today with the maximum system looks like the: high fences/walls of concrete barriers between living area and outer perimeter, electric perimeters, laser motion detectors, electronic and pneumatic locking systems, metal detectors, X-ray machines and television surveillance. Medium security prison, Similar in design to maximum security facilities, however, they allow prisoners more freedom. In them, prisoners can usually: associate with other prisoners, go to the prison yard, use exercise room/equipment, visit the library and take showers and use bathroom facilities with less supervision. Also in the medium security prison they usually have dormitory style housing. Cells and living quarters tend to have more windows. These facilities tend to have barbed wire fences instead of large stone walls. Last we have the minimum security prisons which: Housing tends to be dormitory style and prisoners usually have freedom of movement within the facility. Work is done under general supervision only. Guards are unarmed, and gun towers do not exist. Fences, if they exist, are low and sometimes unlocked. â€Å"Counts† are usually not taken. Prisoners are sometimes allowed to wear their own clothes. I believe that all the eras had a lot to do with how far we have come in the correctional system today. I would have to say that the way we are running the system today is the best we have had and we will continue to learn and over time will make the system better.