discussion question Essays

discussion question Essays discussion question Essay discussion question Essay Essay Topic: A Dolls House Discussion Montgomery, Kayla December 8th, 2013 Discussion Question #6 Interactionists argue that people learn their gender identities from everyday interactions and that the family is the primary source for gender socialization. Explain some of the ways that parents and siblings can teach gender. Some ways that parents and siblings can teach gender could be: buying girls barbie dolls. By buying daughters shows them feminine ways, some barbies even have body parts such as a chest. Barbie dolls also have hair to play in so the child can know that its for girls. Buying your sons toy trucks, hot wheels, and little plastic tools shows them masculine ways. Men drive fast cars, work on cars, and need tools to fix things. When I was younger my grandmother kept me in the kitchen, would always tell me that a man always loves a woman who can cook, but would always have my brother doing the yard work telling him women love hard a hard working man thats going to keep their house together. What is the hidden curriculum? What nonacademic functions does it fulfill? A hidden curriculum is a side effect of an education. For example eeping busy, cooperating, and completing work. The ways that hidden curriculum are nonacademic could definitely be waking up in the morning doing your daily routine. Brushing your teeth, washing your face, making your bed, and keeping your room clean. Others ways could be eating breakfast everyday at the same time, lunch at a certain hour, and dinner also. How do sociologists define religion? How is this different from a commonsense definition of religion? Sociologists define religion as an institutionalized system of symbols, beliefs, values, and practices by which a group of people participate and esponds to what they feel is sacred and that provides answers to questions of ultimate meaning. For example, I am christian. On Mondays, Wednesdays, and Sundays I sit in church with my family and other families to worship the Lord. We read scriptures, learn about it, and also get a message from the scripture. Comparing to reality, everyday life, and the people you deal with day in and day out. The difference between the sociologists definition of religion and the commonsense definition is commonsense definition is kind of like a label, youre either christian, catholic, Jahovah witness etc. discussion question By kaymontgomery20

How to Write a Science Fair Project Report

How to Write a Science Fair Project Report Writing a science fair project report may seem like a challenging task, but it is not as difficult as it first appears. This is a format that you may use to write a science project report. If your project included animals, humans, hazardous materials, or regulated substances, you can attach an appendix that describes any special activities your project required. Also, some reports may benefit from additional sections, such as abstracts and bibliographies. You may find it helpful to fill out the science fair lab report template to prepare your report. Important: Some science fairs have guidelines put forth by the science fair committee or an instructor. If your science fair has these guidelines, be sure to follow them. Title:  For a science fair, you probably want a catchy, clever title. Otherwise, try to make it an accurate description of the project. For example, I could entitle a project, Determining Minimum NaCl Concentration That Can Be Tasted in Water.  Avoid unnecessary words, while covering the essential purpose of the project. Whatever title you come up with, get it critiqued by friends, family, or teachers.Introduction and Purpose:  Sometimes this section is called background. Whatever its name, this section introduces the topic of the project, notes any information already available, explains why you are interested in the project, and states the purpose of the project. If you are going to state references in your report, this is where most of the citations are likely to be, with the actual references listed at the end of the entire report in the form of a bibliography or reference section.The Hypothesis or Question:  Explicitly state your hypothesis or question.Materials and Meth ods:  List the materials you used in your project and describe the procedure that you used to perform the project. If you have a photo or diagram of your project, this is a good place to include it. Data and Results:  Data and results are not the same things. Some reports will require that they be in separate sections, so make sure you understand the difference between the concepts. Data refers to the actual numbers or other information you obtained in your project. Data can be presented in tables or charts, if appropriate. The results section is where the data is manipulated or the hypothesis is tested. Sometimes this analysis will yield tables, graphs, or charts, too. For example, a table listing the minimum concentration of salt that I can taste in water, with each line in the table being a separate test or trial, would be data. If I average the data or perform a statistical test of a null hypothesis, the information would be the results of the project.Conclusion:  The conclusion focuses on the hypothesis or  question as it compares to the data and results. What was the answer to the question? Was the hypothesis supported (keep in mind a hypothesis cannot be proved, onl y disproved)? What did you find out from the experiment? Answer these questions first. Then, depending on your answers, you may wish to explain the ways in which the project might be improved or introduce new questions that have come up as a result of the project. This section is judged not only by what you were able to conclude  but also by your recognition of areas where you could not draw valid conclusions based on your data. Appearances Matter Neatness counts, spelling counts, grammar counts. Take the time to make the report look nice. Pay attention to margins, avoid fonts that are difficult to read or are too small or too large, use clean paper, and make print the report cleanly on as good a printer or copier as you can.

Skin Cancer Essay Example | Topics and Well Written Essays - 500 words

Skin Cancer - Essay Example This decease occurs more often in people with light colored skin who are exposed to the sun for significant periods of time. The occurrences are most likely in the skin that has the most sun exposure (e.g. hands, head, neck, face, arms, or exposed legs), but it can also occur on nearly any skin surface, so periodic self examination is critical for early detection (National Cancer Institute, 2008). Skin cancer concerns are being addressed by many agencies and community initiatives. One excellent example is represented by the Comprehensive Cancer Program in Columbus, Ohio. Healthy People 2010 Cancer-Related Objectives are targeted to reduce the overall cancer death rate from melanoma cancer by 7%, to 2.5 deaths in 1000 population (Healthy Ohioans, 2008). The achievement of this objective is contingent upon education and increased doctor visits for appropriate screening, Epidemiological trends or the incidence rate and subsequent control of this disease has decreased in recent years but has remained on the upswing worldwide, and specifically in Western countries. This is most likely due to the fact that the incidence and the death rate of persons that have cutaneous melanoma, has increased significantly in most fair-skinned populations throughout the world (British Journal of Dermatology, 2004).

Letter of complaint against manager Essay Example | Topics and Well Written Essays - 750 words

Letter of complaint against manager - Essay Example Based on stipulations presented by SEHA organization of medical practitioners, I do personally consider Dr. Amira amongst other doctors and administrators guilty of issues presented above. Firstly, I would like to concur with you on Dr. Amira situation who on several accounts have applied her position to influence activities at the work place. In this remark, I will establish in this letter that on 7th October, my client sent an email requesting for her annual review starting on November 5th, and 6th emphasizing on the urgency of her leave. However, in her letter, my client explains how her leave was neglected with the indirect command of Dr. Amira. According to Dr. Amira, leaves were not to be permitted. In this event, I would like to establish that my client was neglected, since a follow up 20th, Oct letter was put on oblivion by administrative assistants Ekhlas Ahmed. According to a letter written by Dr Amira on 3rd, November (two days before the official leave request day), it was categorical that Dr. Amira was adamant to issue a leave request to Dr. Fatima. The letter stated, and I quote â€Å"Unfortunately your request was submitted within a short notice and it has to be planned in advance, I have forward your request to HR and Health operation department for feedback†. For clarity, my client was given a leave of 32 days. For prudency, my client had submitted the request first 28 days in advance and second 40 days in advance; however, she could not access any of the two leaves because of bellicose action presented by Dr. Amira. On the account of SEHA Employees Handbook – Human Resources Policies commonly used by employees, it was imperative to consider that Dr. Amira had contravened basic ethics required by the codes. I would like to concur with you that, my client diligently abided by these rules. Code 3 in particular stipulates that Annual leave should be made 2 weeks prior upon the

Meaning of Life and Success Essay Example for Free

Meaning of Life and Success Essay Success is a person or thing that desired aims and achieves or attains fame or any form of accomplishment which will always make them proud or happy at the end of either the day, month or year. The word success was originated in the mid-16th century from a Latin word successus and a verb succedere meaning come close after. When I hear of the word success there are two things that come in mind, hard work and determination. Hard work is one of the main and most important building blocks in my success foundation. Working hard is one of the best and most accurate ways to think about being successful. Success cannot be earned unless you strive and work hard for it, because it is a word that comes with work and if work is not done then the meaning of the word can’t be accomplished. Like Einstein said â€Å"If A is a success in life then A equals x plus y plus z. work is x; y is play and z is keeping your mouth shut† for instance to me as an athlete working hard and in playing hard rather than running my mouth are the best way of being successful in game point stands in my career. Determination is a very critical and important aspect when it comes to success. To be determined to achieve any goals or aims is a very important choice of being successful. Bertrand 2 Determination can to be physically, spiritually and emotionally which all combines with hard work and if you combine both hard work and determination together you will always get a good result of success. Being successful in life can be one of the precious and happiest moments in life that can last for a long time if and only if you do what is expected of you to keep the success going on. Success can be advantageous in many ways; Accomplishing a goal, moving on to a new goal, brings happiness and fulfillment, set new and personal records, inspire, motivate and give you strengths to aim high and set bigger goals. But it’s not always everybody that’s successful that is happy or satisfied with their success. The isn’t that much difference being successful than being a failure, like the good old quote that say â€Å"the difference between a successful person and others is not a lack of strength not a lack of knowledge, but rather the a lack in will† this quote is very simple and well understood and the quote’s point is clearly pointed out, which state the main difference between a successful person and others which is the will to be the successful person that they are. To be successful person there should be some sought of guidelines to help you achieve or attain success. Thinking about success also brings about the thought or idea of failure â€Å"In order to success your desire for success should be greater rather than your fear of failure†. An important and inspiring quote as this from one of the favorite, idol and inspiring actor in the movie industry and in the society should and is been considered by a lot of fans to be very important in achieving success rather than having the fear of failure because his path of success has given or got him to where he is at the moment.

Seperate And Unequal, Frederic Essay examples -- essays research paper

Separate and unequal: Blacks and White women. Many may say that blacks and white women had more in common than people thought they did in the pre civil war era. A point worth arguing is that there are a few similarities and too many differences to list. No matter how you twist reality to make it seem the worst for women, they were at least treated as humans and not like barn animals. Before 1861, many white males valued their farm animals higher than their slaves. Although white women were not treated with the equality to white men that we see in the world today, they should not even be classified with blacks of the pre civil war era. Blacks and white women were treated in a common manor, because neither group was really free. Both had to listen to what the white males told them to do without haste or incompetence. At the time, it would be safe to say that America was for the white males. Because they were the only people who had any say in the rules that governed peoples lives. Even from day one, the Constitution of the United States of America contradicts the way that things were and the way they would continue for some time. The first amendment grants freedom of religion, speech, and assembly. It states â€Å" Congress shall pass no law respecting an establishment of religion, or prohibiting the free exercise, thereof; or abridging the freedom of speech†¦or the right of the people to assemble.† (Primis, 95). Even with this being law both blacks and white women were not allowed to choose what church to attend or allowed to voice their own opinions; both conditions violate the 1st amendment. The 9th amendment also states something contradictory to the way life actually was, it says: â€Å"The enumeration in the constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.† (Primis, 96) This means no person can deny any other person his or her rights given in the Constitution of the United States of America. Evidently the forefathers who founded our government did not consider white women or blacks to be members of our country. But each state sure decided to recognize them when it came time to decide the number of delegates that each state would have in congress. Although blacks only counted as 3/5 of a person they were being acknowledged as members of our society and were denying them their freedom given to them in th... ...south. They were free, except their ideas, thoughts and property became under their husbands control after marriage. According to feminist Sarah Grimke, a South Carolina Quaker, â€Å" the very being of a woman is like that of a slave, is absorbed in her master. All contracts made with her, like those made with slaves by their owners, are a mere nullity†(Primis, 141). She feels like a slave. Why? It is because her husband now owns what she used to before they wed. But how many white women were actually treated like slaves to say that the very being of a woman was like that of a slave? None, if any. What husband would make his wife eat dough out of ashes or sleep on the clay with only a blanket to cover her? To say that white women had even half of the injustices and struggles that blacks had would be unfair to the accomplishment achieved through their fight for equality. Although there are many arguments saying that blacks and women had more in common in the pre-civil war era than normally assumed, I think that there is more than enough evidence to state the opposite. Blacks had so many more injustices than women did and the similarities between the two groups are few and far between. Seperate And Unequal, Frederic Essay examples -- essays research paper Separate and unequal: Blacks and White women. Many may say that blacks and white women had more in common than people thought they did in the pre civil war era. A point worth arguing is that there are a few similarities and too many differences to list. No matter how you twist reality to make it seem the worst for women, they were at least treated as humans and not like barn animals. Before 1861, many white males valued their farm animals higher than their slaves. Although white women were not treated with the equality to white men that we see in the world today, they should not even be classified with blacks of the pre civil war era. Blacks and white women were treated in a common manor, because neither group was really free. Both had to listen to what the white males told them to do without haste or incompetence. At the time, it would be safe to say that America was for the white males. Because they were the only people who had any say in the rules that governed peoples lives. Even from day one, the Constitution of the United States of America contradicts the way that things were and the way they would continue for some time. The first amendment grants freedom of religion, speech, and assembly. It states â€Å" Congress shall pass no law respecting an establishment of religion, or prohibiting the free exercise, thereof; or abridging the freedom of speech†¦or the right of the people to assemble.† (Primis, 95). Even with this being law both blacks and white women were not allowed to choose what church to attend or allowed to voice their own opinions; both conditions violate the 1st amendment. The 9th amendment also states something contradictory to the way life actually was, it says: â€Å"The enumeration in the constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.† (Primis, 96) This means no person can deny any other person his or her rights given in the Constitution of the United States of America. Evidently the forefathers who founded our government did not consider white women or blacks to be members of our country. But each state sure decided to recognize them when it came time to decide the number of delegates that each state would have in congress. Although blacks only counted as 3/5 of a person they were being acknowledged as members of our society and were denying them their freedom given to them in th... ...south. They were free, except their ideas, thoughts and property became under their husbands control after marriage. According to feminist Sarah Grimke, a South Carolina Quaker, â€Å" the very being of a woman is like that of a slave, is absorbed in her master. All contracts made with her, like those made with slaves by their owners, are a mere nullity†(Primis, 141). She feels like a slave. Why? It is because her husband now owns what she used to before they wed. But how many white women were actually treated like slaves to say that the very being of a woman was like that of a slave? None, if any. What husband would make his wife eat dough out of ashes or sleep on the clay with only a blanket to cover her? To say that white women had even half of the injustices and struggles that blacks had would be unfair to the accomplishment achieved through their fight for equality. Although there are many arguments saying that blacks and women had more in common in the pre-civil war era than normally assumed, I think that there is more than enough evidence to state the opposite. Blacks had so many more injustices than women did and the similarities between the two groups are few and far between.

Revenge in Emily Bronte’s Wuthering Heights

Wuthering Heights – Revenge Emily Bronte, who never had the benefit of former schooling, wrote Wuthering Heights. Bronte has been declared as a â€Å"romantic rebel† because she ignored the repressive conventions of her day and made passion part of the novelistic tradition. Unlike stereotypical novels, Wuthering Heights has no true heroes or villains. The narration of the story is very unique and divergent because there are multiple narrators. Bronte’s character Lockwood is used to narrate the introductory and concluding sections of the novel whereas Nelly Dean narrates most of the storyline.It’s interesting that Nelly Dean is used because of her biased opinions. There are many major themes of the book, but revenge is the most imminent theme, the factor that leads the protagonists to their dismal fate. Bronte proves there is no peace in eternal vengeance, and in the end self-injury involved in serving revenge’s purposes will be more damaging than th e original wrong. Heathcliff never finds peace through his revenge. In fact, the only time he truly finds happiness is when he gives up his plan for retaliation.Austin O’Malley states   â€Å"Revenge is like biting a dog that bit you†Ã‚   (O’malley 1). O’Malley’s quote reflects Heathcliff’s immature need to propagate agony in those who have offended him. Heathcliff’s plan for revenge on Edgar and Catherine is to marry Isabella, who is ignorant of love and of men because she has never experienced either. He wants to hurt Edgar because of his marriage to Catherine, and he wants to get revenge on Catherine by making her jealous. Catherine’s death proves that this flawed plan of repayment helps nothing.Heathcliff, haunted by the ghost of Catherine because he is her â€Å"murderer,† still is motivated by the need for revenge and tries to get young Cathy away from Edgar by having her marry his son, Linton. Heathcliff never f inds peace until he gives up his plan for revenge just before he dies. When Heathcliff gives up his plan for revenge, he meets Catherine in death and truly becomes happy once more. Catherine’s revenge does not make things better for her. Her   revenge on Heathcliff by blaming him for her upcoming death does not meliorate her mind. Just before she dies, she ascribes Heathcliff for her â€Å"murder.   Ã‚   â€Å"You have killed me, and thriven on it, I think† (Bronte 158). Catherine resembles what Oliver Goldsmith said,   â€Å"When lovely woman stoops to folly, and finds too late that men betray, what charm can soothe her melancholy? What art can wash her guilt away? The only art her guilt to cover, To hide her shame from every eye, To give repentance to her lover, And wring his bosom, is–to die† (Oliver Goldsmith 1). Catherine’s death is caused by her lack of emotional control and her dual personalities. She and Heathcliff â€Å"are† each other (Bronte 80), but her wants of social status and popularity draw her toward Edgar (Bronte 78).She does not love Edgar, but her selfish material wants control her. Catherine’s revenge on Heathcliff does not assist her in finding happiness. She looks forward to dying and is   â€Å"wearying to escape into that glorious world† (Bronte 160). Her death is, however, miserable as she wanders around the earth as a waif for 20 years occasionally visiting Heathcliff and torturing him. Just as Heathcliff and Catherine’s revenge make them miserable, Hindley’s revenge on Heathcliff causes him to go bankrupt and eventually die.Hindley’s attempt to kill Heathcliff only hurts himself in the process;   it proves the point Isabella makes, â€Å"Treachery and violence are spears pointed at both ends; they wound those who resort to them worse than their enemies† (Bronte 177). The fact that Hindley is mistreated as a child reflects the built up ang er and resentment inside him and towards others. The hurt that Hindley feels is clearly understood, but sympathy for Hindley is only temporary because it is still his own fault for his predicaments.Hindley’s loss of Wuthering Heights to Heathcliff and his mysterious death reflect how revenge does not make anything better, only worse. Bronte corroborates that revenge is not only a harsh and rash way to live life, but is counter-productive and hurtful. Out of all of her major themes, revenge is the most imminent. The self-hurt involved with vengeance shows there are better ways to solve conflicts. Bronte sends a great message across by showing how negative revenge can be. There is no solution to obeying the spontaneous reaction of this negative reprisal. Revenge in Emily Bronte’s Wuthering Heights Wuthering Heights – Revenge Emily Bronte, who never had the benefit of former schooling, wrote Wuthering Heights. Bronte has been declared as a â€Å"romantic rebel† because she ignored the repressive conventions of her day and made passion part of the novelistic tradition. Unlike stereotypical novels, Wuthering Heights has no true heroes or villains. The narration of the story is very unique and divergent because there are multiple narrators. Bronte’s character Lockwood is used to narrate the introductory and concluding sections of the novel whereas Nelly Dean narrates most of the storyline.It’s interesting that Nelly Dean is used because of her biased opinions. There are many major themes of the book, but revenge is the most imminent theme, the factor that leads the protagonists to their dismal fate. Bronte proves there is no peace in eternal vengeance, and in the end self-injury involved in serving revenge’s purposes will be more damaging than th e original wrong. Heathcliff never finds peace through his revenge. In fact, the only time he truly finds happiness is when he gives up his plan for retaliation.Austin O’Malley states   â€Å"Revenge is like biting a dog that bit you†Ã‚   (O’malley 1). O’Malley’s quote reflects Heathcliff’s immature need to propagate agony in those who have offended him. Heathcliff’s plan for revenge on Edgar and Catherine is to marry Isabella, who is ignorant of love and of men because she has never experienced either. He wants to hurt Edgar because of his marriage to Catherine, and he wants to get revenge on Catherine by making her jealous. Catherine’s death proves that this flawed plan of repayment helps nothing.Heathcliff, haunted by the ghost of Catherine because he is her â€Å"murderer,† still is motivated by the need for revenge and tries to get young Cathy away from Edgar by having her marry his son, Linton. Heathcliff never f inds peace until he gives up his plan for revenge just before he dies. When Heathcliff gives up his plan for revenge, he meets Catherine in death and truly becomes happy once more. Catherine’s revenge does not make things better for her. Her   revenge on Heathcliff by blaming him for her upcoming death does not meliorate her mind. Just before she dies, she ascribes Heathcliff for her â€Å"murder.   Ã‚   â€Å"You have killed me, and thriven on it, I think† (Bronte 158). Catherine resembles what Oliver Goldsmith said,   â€Å"When lovely woman stoops to folly, and finds too late that men betray, what charm can soothe her melancholy? What art can wash her guilt away? The only art her guilt to cover, To hide her shame from every eye, To give repentance to her lover, And wring his bosom, is–to die† (Oliver Goldsmith 1). Catherine’s death is caused by her lack of emotional control and her dual personalities. She and Heathcliff â€Å"are† each other (Bronte 80), but her wants of social status and popularity draw her toward Edgar (Bronte 78).She does not love Edgar, but her selfish material wants control her. Catherine’s revenge on Heathcliff does not assist her in finding happiness. She looks forward to dying and is   â€Å"wearying to escape into that glorious world† (Bronte 160). Her death is, however, miserable as she wanders around the earth as a waif for 20 years occasionally visiting Heathcliff and torturing him. Just as Heathcliff and Catherine’s revenge make them miserable, Hindley’s revenge on Heathcliff causes him to go bankrupt and eventually die.Hindley’s attempt to kill Heathcliff only hurts himself in the process;   it proves the point Isabella makes, â€Å"Treachery and violence are spears pointed at both ends; they wound those who resort to them worse than their enemies† (Bronte 177). The fact that Hindley is mistreated as a child reflects the built up ang er and resentment inside him and towards others. The hurt that Hindley feels is clearly understood, but sympathy for Hindley is only temporary because it is still his own fault for his predicaments.Hindley’s loss of Wuthering Heights to Heathcliff and his mysterious death reflect how revenge does not make anything better, only worse. Bronte corroborates that revenge is not only a harsh and rash way to live life, but is counter-productive and hurtful. Out of all of her major themes, revenge is the most imminent. The self-hurt involved with vengeance shows there are better ways to solve conflicts. Bronte sends a great message across by showing how negative revenge can be. There is no solution to obeying the spontaneous reaction of this negative reprisal.

Money an Possesions

The Bible says a lot about money, wealth and riches. Jesus said, â€Å"It is easier for a camel to go through the eye of a needle than for a rich man to enter the kingdom of God. † (Mark 10:25). Jesus, already knows the human heart better than anyone . So many times, rich people make wealth their number one priority instead of God. They spend most of their time making wealth, and spending it. Money becomes their idol. God said in his commandment that their should be no other Gods before him and hey break that by idealizing money.We don't have enough faith to depend on God and know that he will gives us our desires of our hearts if we Just seek him and give him our all. Our culture wants to buy the new cars, new music players, new computers, new furniture, So we' are caught somewhere in between, not poor but far from rich. We see the importance that money brings to us. We have even seen rich people get treated with respect and we want a piece of that for ourselves. We have God, but we want more.Just like Adam and Eve, we desire to be bigger and better than we are. Satan lied to them then, and he's still lying to us today. We know we can't but certain things and we know that we can't afford vacations, UT the devil tells us we can and then we have to pay the consequences in the long run. As long as we have Jesus we are rich. We don't need all that big stuff. God knows what we need and what we don't need. There was this song; it was called â€Å"The world didn't give and the world can't take it away'.

Evidence Based Corrections essay

Evidence Based Corrections essay Evidence Based Corrections essay Evidence Based Corrections essayCommunity supervision can be viewed as an integral part of community based corrections since the instituting of probation more than 100 years ago. Evidence based principles in community based corrections are focused on promoting special programs that can help offenders to change their behavior, beliefs and values. According to Leanne Alarid and Rolando Carmen (2014),â€Å"most offenders can be effectively held accountable for their crimes at the same time that they fulfill legitimate living standards in the community† (p.1). Today many community corrections serve as to address a wide range of problems associated with offender accountability, offender risk/need reduction and safety issues. The strategies used to meet these needs include evidence-based practices, which mean that they require effective interventions for which â€Å"there is consistent and solid scientific evidence† (Alarid Carmen, 2014, p.1). According to researchers, more than a half million juveniles are under community supervision as a result of violent or delinquent behavior† (Borum, 2003, p.114), while the number of adult offenders under community supervision is larger. Researchers have found that treatment can reduce their risk of reoffending due to the application of effective interventions, focusing on criminogenic treatment targets and using the proper treatment strategies. To improve community based practices, it is necessary to conduct regular and developmentally informed risk an needs assessments using the proper assessment tools.The major goal of this paper is to analyze evidence based principles in community based corrections in the supervision of offenders. Special attention should be paid to the discussion about the case plan, targeting criminogenic needs through programming, and use of validated risk/needs assessment tools. It is necessary to consider using the â€Å"Eight Guiding Principles for Risk/Recidivism Reduction.†The case plan targeting criminogenic needs through programmingIn order to formulate effective case plan for offenders, it is very important to improve case management practices, which should be focused on the court requirements and the proper strategies to meet these requirements, involvement of relevant staff and services, identification of the level of agreement to achieve the established goals and improve the process of assessment and progress monitoring (Taxman Belenko, 2012).   Offenders require the individualized approach to providing community based practices because their risk levels are different. As a result, they may have different criminogenic needs. Special programs should be designed and implemented to addresses these needs (Borum, 2003; Singer et al, 2012).The term â€Å"criminogenic needs† can be defined as â€Å"attributes of offenders that are directly linked to criminal behavior† (Singer et al, 2012, p. 23). Criminogenic needs should be addressed by effective correctional treatment, which should be included in the development of a comprehensive case plan. In other words, if a treatment is not targeting criminological needs, it is considered to be counterproductive and ineffective. The case plan should target criminogenic needs through programming (Alarid Carmen, 2014).The National Institute of Corrections (NIC) has developed the proper strategies through the study of community corrections field. In 2004, the basic principles in evidence based practices were outlined to be use of corrections (DeLisi Conis, 2012). These eight guiding principles are considered to be effective in reducing offender risk and recidivism:First, assessment of actual risk/needs using the proper assessment tools or instruments (Taxman Belenko, 2012);Second, enhancement of intrinsic motivation in order to improve the outcomes of the selected interventions (Taxman Belenko, 2012);  Third, providing target interventions which should be based on:Risk Principle: selecting the proper supervision and treatment resources in order to address the needs of high risk offenders;Need Principle: the selected interventions should targeted to criminogenic needs;Responsivity Principle: it is required to be â€Å"responsive to temperament, learning style, motivation culture and gender when assigning programs† (Taxman Belenko, 2012, p. 47).Providing Dosage: it is necessary to â€Å"structure 40-70% of high risk offenders’ time for 3-9 months† (Taxman Belenko, 2012, p. 47);Providing Treatment Practices: it is necessarily to be focused on the integration of treatment into the full sentence requirements of offenders.Fourth, providing skill training with the directed practice through the application of the proper Cognitive Behavioral Treatment Methods;Fifth, increasing positive reinforcement;Sixth, engaging the ongoing support in natural communities;Seventh, providing the appropriate measurement feedback(Taxman Belenko, 201 2).For each of the above mentioned principles, specific procedures should be outlined and detailed practices should be described for effective implementation. According to researchers, these recommended principles for reducing offender risk and recidivism â€Å"recognize the difficulty and complexity of changing staff and agency culture and practice, and the multiple levels at which change may be needed† (Taxman Belenko, 2012, p. 47). It is necessary to pay due attention to offender level, agency level and system level. According to researchers, high risk offenders would benefit from cognitive behavioral programs, which help to meet the criminogentic needs like antisocial behavior and antisocial beliefs, problems with self- regulation and self-control, antisocial peers and personality traits. In general, implementing high quality case management plan requires the proper quality control practices, such as the appropriate administration of assessment tools, effective case plan ning practices, cognitive and behavioral programming, improved individual communication, and the use of risk reduction techniques (Taxman Belenko, 2012; Leukefeld et al., 2011).The use of validated risk and needs assessment toolsIt is necessary to use validated risks/needs assessment tools. Researchers believe that valid assessment of risk and needs helps to improve the efficiency of evidence based practices in community based corrections. It is crucial to provide the appropriate clinical information, which should be used in case planning (Alarid Carmen, 2014; Leukefeld et al., 2011). Although many researchers state that recent studies show considerable gaps in many community-based programs and practices and the use of the assessment tools that have been not validated, there are many positive outcomes that affect the quality of community based practices. The most popular tools include:The Risk and Need Responsivity Model is effectively used for offender assessment and service plan ning. This tool is based on personality and social psychology theory. This tool pays due attention to the assessment of individual characteristics of offenders that predict antisocial behavior, which leads to criminal activity (Leukefeld et al., 2011)Level of Supervision Inventory-R is an effective assessment tool that is used for classification and management of offenders in the community setting and in correctional institutions. The major goal of this tool is to be focused on theory (the R-N-R principles) in order to address the needs of offenders. This tool is comprised of several scales that help to measure different risk and needs areas: education opportunities, employment opportunities, criminal history, personal characteristics and attitudes, family conditions, accommodation quality, alcohol/drug abuse problems,   (Leukefeld et al., 2011).Wisconsin Risk/Needs Assessment Tool is one of the effective risk assessment tools, developed to meet the needs and requirements of commu nity based practitioners. This tool is based on the application of static risk factors, such as the age of an offender at his/her first conviction, the total number of supervision periods, the number of revocations, the number of changes in address information in the previous 12-24 months, etc. The information can be taken from the offenders’ investigation report (Leukefeld et al., 2011).According to researchers, â€Å"given that the purpose of a risk assessment instrument is to differentiate offenders by low, medium and high risk, a good assessment instrument can correctly do this significantly better than chance† (Alarid Carmen, 2014, p. 95). Well-developed case management systems help the staff members to provide effective supervision practices based on the proper risk and needs assessment tools.Conclusion  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Thus, it is necessary to conclude that community supervision is an integral part of community based corrections. It h as been found that offenders benefit from community supervision much more than from incarceration. There are eight guiding principles for reduction of offenders’ risk/recidivism, which include increasing positive reinforcement, effective skill training with directed practice, target interventions, enhancement of intrinsic motivation, risks and needs assessment, feedback measurement, measurement of relevant practices, and providing engaged support in community. When focusing on the assessment of risk and needs of offenders, the proper assessment tools should be selected to improve community based practices, including therapeutic treatment interventions.

Manot Cave - Early Modern Humans Out of Africa and Into the Levant

Manot Cave - Early Modern Humans Out of Africa and Into the Levant Manot Cave is an active karst cave with abundant speleothems, and, more to the point, evidence of multiple Middle and Upper Paleolithic occupations likely associated with both Neanderthals and  anatomically modern humans (abbreviated AMH). The cave is located in what is today Israel, some 40 kilometers (25 miles) northwest of the similarly dated Neanderthal site of Qafzeh Cave and about the same northeast of the four Neanderthal sites at Mount Carmel, and about 220 meters (656 feet) above sea level. The interior of the cave is an elongated main hall (80 m [262 ft] long, 10-25 m [30-80 ft] wide), and it has two lower chambers connected from the north and south. A skull cap (calvaria) from a hominin skull was found in the side chamber extending eastward from the northeastern wall of the main cave, covered by a thin calcite crust. The chamber is 7.7x4 m (25x13 ft) in floor area and 1-2.5 m (4-8 ft) high. The skullcap was resting on a flowstone ledge, without loose sediment nearby, and is not associated directly with any stratified archaeological layers found elsewhere in the cave. The calcitic crust directly covering the calvaria was direct-dated by Uranium-Thorium methods to 54,700 /- 5,500 years ago: researchers suggest that given the constant wetness of the cave today, the crust date likely approximates the true age of the skull. AMH is thought to have arrived in Europe ca. 45,000 years ago (bp). Chronology Excavations indicate the cave was intensively occupied during the Upper Paleolithic period, and, to a lesser extent, the Middle Paleolithic. Dates include both Accelerator Mass Spectrometer radiocarbon dates and Uranium-Thorium dates. Collapse of the cave, 30,000 years bpUpper Paleolithic (Areas C and E)  Levantine Aurignacian  (39,000-35,000 bp), carinated and nosed endscrapers on blades, bladelets and antler spear points, comparable to Hayonim Cave and Ksar Akil Rockshelter; Columbella rustica and Nassarius gibbosulus shells, some perforated, presumably for personal ornamentationAhmarian (46,000-42,000 bp): long, narrow blades with punctiform platforms, burins, endscrapers and el-Wad pointsTerminal Middle Paleolithic/Initial Upper Paleolithic (60,200-49,200 bp): blade cores, endscrapers, Levallois-like blades, similar to Ksar Akil, Ucagizli Cave, Boker TachitMiddle Paleolithic (Areas A, C, D): Levallois cores and flakes, some of which were found in the later assemblages Features of Manot Cave Features associated with the habitation of the cave include Area E, a thin living surface associated with the Upper Paleolithic component. Area E included charcoal remains, flint artifacts, animal bones and two combustion areas, one of which is a hearth with white calcified wood ash, surrounded by a layer of burnt clay. Artifacts in Area E included endscrapers, burins and Dufour bladelets. Area C is primarily an Early Upper Paleolithic occupation, with a scatter of Middle Paleolithic tools. Flint tools include Aurignacian-like blades and blade tools, el-Wad points, and antler points. Area C also included perforated shells and red ochre. A recent study of the lithics from Area C (Weiner et al) suggests that 19 of 20 examined artifacts were heat-treated, a characteristic of AMH first definitively used about 70,000 years ago in South Africa. The faunal record of the cave indicate the inhabitants were exploiting mountain gazelle and Mesopotamian fallow deer. See the Manot Cave project gallery page at Antiquity by Marder et al. for details and photographs of the artifacts and site features. Calvaria at Manot Cave A large intact portion of a human skull was recovered from Manot Cave, including of the uppermost part of the frontal bone, two nearly complete parietal bones and the occipital. The calvaria is relatively small and gracile, but is believed to be from an adult. Cranial capacity is estimated to be 1,100 milliliters, well within Anatomically Modern Human  (AMH) ranges. Indeed, most aspects of the skulls form fall within the range of modern humans, although others, including a coronal keel and an occipital bun, do not. Excavators Hershkovitz and colleagues argue that the skull cap contains a mosaic of archaic and modern traits like other hominins found across sub-Saharan Africa and the Levant as recently as 35,000 years ago. Given the date and formal aspects of the skull, Hershkovitz et al. argue that the Manot 1 individual likely was a member of a population that migrated  out of Africa  and established itself in the Levant during the late Middle Paleolithic or Middle-Upper Paleolithic interface. Thus, say the scholars, Manot 1 is either an early local Levantine Anatomically Modern Human, or it represents a hybrid between Neanderthals and early AMHs. In either case, suggest the scholars, the residents of Manot Cave did live in close proximity to Neanderthals, and thus the Manot skullcap may have been one of the first descendants of AMH populations to have interbred with Neanderthals prior to the migration into Europe. Archaeology Manot was found by construction workers in the early 21st century and excavated by an international team led by Tel Aviv University between 2010-2014. Sources This article is a part of the About.com guide to the Upper Paleolithic, and the Dictionary of Archaeology. Hershkovitz I, Marder O, Ayalon A, Bar-Matthews M, Yasur G, Boaretto E, Caracuta V, Alex B, Frumkin A, Goder-Goldberger M et al. 2015. Levantine cranium from Manot Cave (Israel) foreshadows the first European modern humans.Nature in press. doi: 10.1038/nature14134 Marder O, Alex B, Ayalon A, Bar-Matthews M, Bar-Oz G, Bar-Yosef Mayer DE, Berna F, Boaretto E, Caracuta V, Frumkin A et al. 2012. The Upper Palaeolithic of Manot Cave, Western Galilee, Israel: the 2011–12 excavations. Antiquity Project Gallery. Weiner S, Brumfeld V, Marder O, and Barzilai O. 2015. Heating of flint debitage from Upper Palaeolithic contexts at Manot Cave, Israel: changes in atomic organization due to heating using infrared spectroscopy. Journal of Archaeological Science 54:45-53. doi: 10.1016/j.jas.2014.11.02s wasahave come from

The Conservation of Non-Living Elements and Living Natural Resources Essay

The Conservation of Non-Living Elements and Living Natural Resources - Essay Example Albert Einstein is regarded as one of the greatest modern scientists. Albert EinsteinPredictably and prophetically remarked that the disappearance of honeybee for more than 5 years can pose threat to the survival of mankind. Every single living and non-living animal special plays a pivotal role in the production of vegetables and fruits that are consumed by human beings. An article outlined by Newsweek based on loss of bee and called it an urgent crisis. According to the United States Department of Agriculture, a survey has been done to provide vivid information about the adverse impact of the loss of honeybee. The loss of third of commercial bees has been the prime cause behind the introduction of the emergency plan. Over the last fifty years, the population of the honeybee has been lessening. The Department of Agriculture stated that honeybee helps to pollinate more than 80 percent of the flowering crops (McCarthy 90). Furthermore, this process of pollination leads to one-third of every food people eat. The loss could not only affect the dairy and beer industries but may threaten dietary fruits and vegetables such as broccoli, apples, cucumbers, asparagus, nuts and strawberries. The executive of the Consumer Wellness Center, Mike Adams stated that the loss of population of the human bee is one of the greatest fears to the future of the planet. The rapid upsurge of the population has been one of the pivotal reasons behind the loss of honeybees. The positive impact of honeybees towards mankind cannot be denied. But it is vital for the government to take necessary steps to mobilize the problem. According to the State Beekeepers Association of California, there is no danger of extinction of honeybee species. The extinction of these species would take hundreds of years.