Grahams Formula for Diffusion and Effusion

Grahams law expresses the relationship between the rate of effusion or diffusion of a gas and that gass molar mass. Diffusion describes the spreading of a gas throughout a volume or second gas and effusion describes the movement of a gas through a tiny hole into an open chamber. In 1829, Scottish chemist Thomas Graham determined through experimentation that a gass rate of effusion is inversely proportional to the square root of the gas particles density. In 1848, he showed that the rate of effusion of a gas is also inversely proportional to the square root of its molar mass. Grahams law also shows that the kinetic energies of gases are equal at the same temperature. Grahams Law Formula Grahams law states that the rate of diffusion or effusion of a gas is inversely proportional to the square root of its molar mass. See this law in equation form below. r ∠ 1/(M) ½ or r(M) ½ constant In these equations, r rate of diffusion or effusion and M molar mass. Generally, this law is used to compare the difference in diffusion and effusion rates between gases, often denoted as Gas A and Gas B.  It assumes that temperature and pressure are constant and equivalent between the two gases.  When Grahams law is used for such a comparison, the formula is written as follows: rGas A/rGas B (MGas B) ½/(MGas A) ½ Example Problems One application of Grahams law is to determine how quickly a gas will effuse in relation to another and quantify the difference in rate. For example, if you want to compare the effusion rates of hydrogen (H2) and oxygen gas (O2), you can use their molar masses (hydrogen 2 and oxygen 32) and relate them inversely. Equation for comparing effusion rates: rate H2/rate O2 321/2 / 21/2 161/2 / 11/2 4/1 This equation shows that hydrogen molecules effuse four times faster than oxygen molecules. Another type of Grahams law problem may ask you to find the molecular weight of a gas if you know its identity and the effusion ratio between two different gases. Equation for finding molecular weight: M2 M1Rate12 / Rate22 Uranium Enrichment Another practical application of Grahams law is uranium enrichment. Natural uranium consists of a mixture of isotopes with slightly different masses. In gaseous effusion, uranium ore is first made into uranium hexafluoride gas, then repeatedly effused through a porous substance. Through each effusion, the material passing through the pores becomes more concentrated in U-235 (the isotope used to generate nuclear energy) because this isotope diffuses at a faster rate than the heavier U-238.

Essay on Samoan Culture - 758 Words

Keenan Schwalger Mrs. Kay Berry English 1010 10/19/10 Samoan culture plays a large part in the lives of those with Samoan heritage. Samoan culture is kept strong in a Samoan house hold by keeping the culture alive. This is done by keeping family unity, the art of traditional tattooing, and eating traditional foods and cooking traditional ways. Family life in Samoan culture is huge. They value family very much. It is one of the most important parts of their life. They mostly live with their extended family all in one house in Samoa, or very near them here in the US. Traditionally the Grandmother and Grandfather will live with one their children and sometimes if needed, so will a couple of the Aunts and Uncles. The idea of sending a†¦show more content†¦Samoans believe the circular flying represents the cycles of life.† (Channell,18). In Samoa these tattoos are given to the chief of the family and he is the one who is fully tattooed. The tattooing is a very painful process and is done by taking pieces of sharpen bone and i nk and taping the tattoo in with a mallet. The tattoo designs are beautiful designs consisting of many geometric shapes put together in a way they flows. The tattoo is much respected. Once started, it must be completed or it will bring shame upon the young man, and his family. After it is completed, the young mans gains new status among his people. With the receiving of his tattoo, he has now taken on the responsibly of being a man, and also to be an example and leader of his family. In Samoa, eating is a large part of the traditional culture. Almost all Polynesians eat in family groups and often invite others to join in their large meals. They almost always cook more than is needed just in case someone drops in for dinner. A Sunday feast called toonoi is prepared in a large cooking pots big enough to feed almost an army. In Samoa, traditional meals are cooked in an umu, which is an in ground cooking pit. Food is cleaned, and traditionally wrapped in banana leaves and put on the top s of rocks that have been heated. The food is then covered by more leaves, and the entire oven steams together for several hours. HotShow MoreRelatedSamoan Tataus and My Culture1875 Words   |  8 Pagesits significance. Back in Samoa, a small little cultural country, traditional Samoan Tattoos are something that are considered sacred and have true meaning behind it. The artwork and designs go beyond being skin deep. In every Samoan tattoo, there are history and deep meanings behind each and every one. It takes a lot of hard work to earn in order in having the honors to receive the Samoan tattoo. 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The differences and similarities between the YanomamoRead MoreGrowing Up Samoan By Aotearoa New Zealand Essay1828 Wor ds   |  8 PagesGROWING UP SAMOAN, IN AOTEAROA NEW ZEALAND. IDENTITY. ADAPTATION. ACCULTURATION. The purpose of this essay is to describe the Samoan culture as an indigenous culture prior to contact with western civilisation. The changes that came with the advent of Christianity. Samoan migration to Aotearoa New Zealand particularly during the influx of sought after workers, from 1950s to1980s. The impact on Samoan families when employment was threatened by decreased workload and disgruntled New Zealanders.Read MoreComing of Age in Samoa1229 Words   |  5 Pages† Mead attempts to determine whether or not the experience of turbulence and difficulty during the time of puberty and adolescence was universal, based mostly on biological changes, or were those experiences mostly influenced by environment and culture. It is no surprise that adolescence would be a turbulent time due to the very nature of the biological changes that occur in a young person’s body. Between hormonal and physical changes, cognitive development coupled with sexual maturation it’sRead MoreLanguage : Language And Language991 Words   |  4 Pageshistory of HCE has inspiring accounts of resourcefulness, intellect, and competence that both reflect and sustain local Hawaii culture.† (Kanae, np) There is no other place in this world like Hawaii. There is a mixture of nationalities and languages that have made our islands the unique and special place it is. One of the most important components in a culture is language. Language is used to communicate daily among multiple ethnic groups. In Hawaii, many members of these ethnic groupsRead MoreThe Strengths And Weaknesses Of European Ethnography And / Or Science1283 Words   |  6 Pagesweaknesses of European ethnography and / or science in understanding the Pacific? The Pacific as we know today was not always as it was implied. There were a variety of perspectives of The Pacific. Whether it was perceptions of the people, the culture and their way of life, these perceptions eventually changed over time. Many westerners categorised the Pacific islands as a land of paradise which caused for the heavy sexualisation of the islands. Others observed the Pacific Islands as a place of

Franco Zeffilis Film Version of Romeo and Juliet Essay Example For Students

Franco Zeffilis Film Version of Romeo and Juliet Essay Franco Zeffilis Film Version of Romeo and JulietRomeo and Juliet is a play about two young adults that fall in love with eachother. The only thing that is holding these tow lovers back is the feudingbetween the two families. Was Franco Zeffilis film version of the play Romeo and Juliet an improvementover Shakespeares play? Yes, Franco Zeffellis film was an improvement overShakespeares play because he changed the dialogue a little, he made the locationbetter, and the Tybalt and Romeo duel was action packed. I really liked the real elaborate scenery in the movie. I liked all the nicelooking buildings. I also liked the scenery because it was real open and rightin the center of the city. Franco Zeffelli really added a lot to the great battle scene between Romeo andTybalt. In the actual play the fight sounded stupid and it seemed like itbarely lasted a minute. In the movie the fight scene was great because it was along fierce fight. Franco Zeffellis film was a great improvement over Shakespeares play. He madeit better by taking out some of the boring dialogue. He changed the sceneryaround a lot. The fight scene was a lot better also. Over all the film wastwice as good as the play.

The Life Of Charles Dickens Essays (1113 words) - Charles Dickens

The Life of Charles Dickens INTRODUCTION This report will talk about the life of a famous author, Charles Dickens. It will tell you about his early, middle, and later years of his life. It will also talk about one of his great works of literature. In conclusion, this report will show a comparison of his work to his life. EARLY LIFE Charles Dickens was born at Landport, in Portsea, on February 7, 1812. His father was a clerk in the Navy Pay-Office, and was temporarily on duty in the neighborhood when Charles was born. His name was John Dickens. He spent time in prison for debts. But, even when he was free he lacked the money to support his family. Then, when Charles was two they moved to London. 1 Just before he started to toddle, he stepped into the glare of footlights. He never stepped out of it until he died. He was a good man, as men go in the bewildering world of ours, brave, transparent, tender-hearted, and honorable. Dickens was always a little too irritable because he was a little too happy. Like the over-wrought child in society, he was splendidly sociable, and in and yet sometimes quarrelsome. In all the practical relations of his life he was what the child is at a party, genuinely delighted, delightful, affectionate and happy, and in some strange way fundamentally sad and dangerously close to tears. 2 At the age of 12 Charles worked in a London factory pasting labels on bottles of shoe polish. He held the job only for a few months, but the misery of the experience remain with him all his life. 3 Dickens attended school off and on until he was 15, and then left for good. He enjoyed reading and was especially fond of adventure stories, fairy tales, and novels. He was influenced by such earlier English writers as William Shakespeare, Tobias Smollet, and Henry Fielding. However, most of the knowledge he later used as an author came from his environment around him. 4 MIDDLE LIFE Dickens became a newspaper writer and reporter in the late 1820's. He specialized in covering debates in Parliament, and also wrote feature articles. His work as a reporter sharpened his naturally keen ear for conversation and helped develop his skill in portraying his characters speach realistically. It also increased his ability to observe and to write swiftly and clearly. Dickens' first book, Sketches by Boz (1836) consisted of articles he wrote for the Monthly Magazine and the London Evening Chronicles.5 On April 2, 1836 he married Catherine Hogarth. This was just a few days before the anoucement that on the 31st he would have his first work printed in The Posthumous Papers of the Pickwick Club. And this was the beginning of his career. 6 Then, at 24, Dickens became famous and was so until he died. He won his first literary fame with The Posthumous Papers of the Pickwick Club. Published in monthly parts in 1836 and 1837 the book describes the humorous adventure and misadventures of the English Countryside. After a slow start, The Pickwick Papers as the book was usually called gained a popularity seldom matched in the history of literature. 7 Then in 1837, Catherine's sister Mary, died. Because of her death Dickens' suffered a lot of grief. This led some scholars to believe that Dickens loved Mary more than Catherine. Catherine was a good woman but she lacked intelligence. Dickens and Catherine had 10 children. Then later in 1858, the couple seperated. 8 LATER LIFE His later years was basically consisting of two main additions to his previous activites. The first was a series of public readings and lectures which he began giving it systematically. And second, he was a successive editor. Dickens had been many things in his life; he was a reporter , an actor, a conjurer, a poet, a lecturer, and a editor and he enjoyed all of those things. 9 Dickens had a remarkable mental and physical energy. He recorded all his activites in thousands of letter, many of which made delightful readings. He spent much of his later life with crowded social friends from arts and literature. He also went to the theater as often as he could,

Revisions of Coopers Model Essay Example

Revisions of Coopers Model Essay Over the years, several revisions have been made to Coopers original model. These are; Cooper and Baglioni (1988), and Robertson, Cooper and Williams (1990). The home/work interface aspect of the model was originally part of the individual differences section, but in 1988, this was incorporated as a sixth source of stress. The reason behind this was the increasing recognition that demands and conflicts from work could act as potential sources of stress at home and could also be transferred and influence work-related well-being. Also, in 1990, Robertson et al introduced coping strategies into the model as another aspect of individual differences. Although there are several features of the work environment, which have been associated with stress, Cooper and Marshall (1976) developed one of the earliest classifications which is still widely used today (Newell 1995). Criticisms Claire Harris (1998) criticizes Coopers model as describing a model of organizational stress rather than occupational stress. She argued that it was vague in relation to particular types of job-related stress. This is evident from the sources of stress, with only those intrinsic to job being occupational stresses and the rest being generic to organizations rather than occupations. Several researchers including Cooper have noticed this problem and have used the measurement of stressors for the particular occupation under study. Cooper and Bramwell (1992) for example, assessed mental health satisfaction and sickness absence from looking at a group of managers and shop floor workers. We will write a custom essay sample on Revisions of Coopers Model specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Revisions of Coopers Model specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Revisions of Coopers Model specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Another criticism with this model is its simplistic left to right characterization of the stress process. In Lazarus Folkmans (1986) transactional model of stress, the extent to which a stressor in the environment results in strain outcomes depends on the interaction between the individual and their environment. The model also includes feedback loops which are not accounted for in Coopers model. Coopers model has also been criticized because it fails to show how individual differences relate to other parts of the model. Coopers model fails to account for organizational characteristics as moderators of the stressor strain relationship and does not indicate whether coping and personality have direct influences on stress outcomes or if they are combined to have an interactive influence. Although Cooper has incorporated individual differences in the model, further evidence is required to establish whether or not these differences have a direct effect or moderate strain outcomes. In addition to these criticisms, Coopers model does not account for other well known researched individual differences such as neuroticism (relating to well-being) and less researched factors such as extroversion and competence (Warr 1987). Conclusions Coopers 1986 model of work-related stress describes the main features of an individuals work and also of his/her home environment. He describes these in the Model of Stress at Work.  Although Coopers model is simplistic, it does give a general overview of how stress can influence an individuals relationships at work and at home.  It could be argued that Coopers model only concentrates on organizational stressors i.e. organizational structure, relationships at work, or career development. That being said, he mentions the feature of intrinsic to job, which is in fact related to occupational stress. Coopers model is still widely use today in the field of occupational psychology, but further revisions need to be made which describe the individuals coping strategies and personality, as they play a major role in the workplace with regards to a persons health. Further research also needs to be conducted on existing data and then it needs to be analysed directly with the H.S.E. References i)Brown et al 1999 Police Stress. ii)Claire Harris Msc Thesis (1998). iii)Daniels et al 2002 Stress Risk Report. iv)Jordan et al 2003 Practice stress in management. v)Parkes and Sparkes 1998 Organisational Stress Interventions.

Free Essays on Young Offenders Act

On April 1, 2003 the YCJA was created (Youth Criminal Justice Act) this act replaced the Young Offenders Act. The change in legislation is because the federal government is trying to reform the Canadian youth. Most of the young people that are imprisioned is because of the distruction of and/or in relation to propety. Only 20% of young people in custody in Canada have actually committed some sort of violent offence. The incarcertion rate for youth is higher then the rate for adults. Young people tend to get longer sentences then adults do. The YCJA includes among all of it's provisions a "declaration of principle " This declaration says that the victim should be treated with courtesy, respect and compassion they are also given an opportunity to participate and be heard. It also says that the criminal justice department system for young people should "emphasize fair accountability of young people depending with the dependancy of young persons and lower level of maturity." The YCJA trys to divert more and more young people away from youth court through the introduction to extrajudicial measures. The YCJA requires police officers to consider a few of the extrajudicial measures before starting any judicial proccedings, it is up to the police at first to decide what they think is in the best interest of the young offender in the case of a offence these extrajudicial measures include: taking no further action, warning the young offender; administering a caution; a referral that the young person joins a group or organization that may help in assisting the offender to not commit any more offences. But the YCJA still seeks to have the young people take responsibility for their offences. The offenders that admit to doing the crime are allocated a easier extrajudicial sanction. These sanctions may include any of the following; apologies to the victim; community service; or paying restitution if crime is property related. ... Free Essays on Young Offenders Act Free Essays on Young Offenders Act On April 1, 2003 the YCJA was created (Youth Criminal Justice Act) this act replaced the Young Offenders Act. The change in legislation is because the federal government is trying to reform the Canadian youth. Most of the young people that are imprisioned is because of the distruction of and/or in relation to propety. Only 20% of young people in custody in Canada have actually committed some sort of violent offence. The incarcertion rate for youth is higher then the rate for adults. Young people tend to get longer sentences then adults do. The YCJA includes among all of it's provisions a "declaration of principle " This declaration says that the victim should be treated with courtesy, respect and compassion they are also given an opportunity to participate and be heard. It also says that the criminal justice department system for young people should "emphasize fair accountability of young people depending with the dependancy of young persons and lower level of maturity." The YCJA trys to divert more and more young people away from youth court through the introduction to extrajudicial measures. The YCJA requires police officers to consider a few of the extrajudicial measures before starting any judicial proccedings, it is up to the police at first to decide what they think is in the best interest of the young offender in the case of a offence these extrajudicial measures include: taking no further action, warning the young offender; administering a caution; a referral that the young person joins a group or organization that may help in assisting the offender to not commit any more offences. But the YCJA still seeks to have the young people take responsibility for their offences. The offenders that admit to doing the crime are allocated a easier extrajudicial sanction. These sanctions may include any of the following; apologies to the victim; community service; or paying restitution if crime is property related. ... Free Essays on Young Offenders Act ABOUT THE YOA The Young Offenders Act was proclaimed into law in Canada on April 2, 1984. It replaced the Juvenile Delinquents Act, which had been in place for the previous 75 years. The YOA brought about significant changes from that previous legislation. Many were considered controversial right from the beginning and the critics started complaining even before it was officially proclaimed. One group thought that it was too harsh and created a new "Criminal Code for Kids". Others said it was too lenient and allowed young people to avoid responsibility for their actions. Little has changed in that regard, despite amendments to the YOA over the past 15 years. The criticism continues from both sides with many looking back to the time of the Juvenile Delinquents Act. In this web page, I propose to examine that earlier Act, and then go on to discuss various aspects of the YOA. Needless to say, emphasis will be placed on those areas that have generated criticism or controversy. Comments will also be m ade about the new Youth Criminal Justice Act, which was recently passed by the Canadian Parliament but has yet to be proclaimed in force. JUVENILE DELIQUENT’S ACT The JDA was a mixture of both criminal law and child welfare ("child protection" in some provinces) law. It was a reaction to the perceived harshness of earlier laws that treated children who broke the law just like adult offenders. During the 17th and 18th centuries, the fundamental aim in criminal jurisprudence was not reformation but punishment. This applied equally to children and there were numerous reported decisions about young children who were hanged. By the late 19th century, reformers, who were incensed by the harshness of this, clamored for change. They sought to protect and redeem those who they saw to be the victims of vicious environments, unfortunate heredity and cruel treatment at the hands of parents and employers. Juvenile court reform was only ...

Business Administration Essay Example | Topics and Well Written Essays - 2750 words

Business Administration - Essay Example The value of them is $87 million. The total assets of Apple Inc are $2404 million. The value of NY Fund is substantial when compared to individual investors and small when compared to institutional investors. The compensation regarding the legal suit will bring out a change in the earnings per share and may result in a slight fall in the share value of the company. This can be termed as minimum risk but the chance of decrease of the share price cannot be ruled out. This depends on market's interpretation of a particular practice. If it is removed from the economic reality or regulators try to take any action, there is a chance of losing profit on investing in Apple Inc. (Susan Mangiero, 2007)1 It can be termed that the Apple Inc is holding excessive cash than the requirements. This has been a strategic tool for the company to maintain liquidity or to save the depreciation of assets. This will not increase the earnings per share as the excessive cash is not invested and incurs zero income. The net income is $1,774 million at the end of march 2007 and the cash in hand for the company is more than $7 million. The cash generated by operational activities i8s only $2547 million. This indicates that the company is holding the cash from previous quarter and it is the cash is more than that required for investments. (Apple Inc, 2007) 2 The elements of marketing s... In the second week, the program integrates these core elements to create a cohesive marketing strategy within the context of an effective overall business strategy. In-depth knowledge of competitive dynamics and how to integrate marketing strategy into the overall business strategy Frameworks for analysing customer preferences and enhancing customer relationships Building and managing brand equity with effective market communication Marketing and innovation produce results; all the rest are costs. Marketing is the distinguishing, unique function of the business. The innovation of the company is regarding the products but not regarding the marketing. This may effect the profitability and earnings on share.3 Complex market, intense competition, expectant customers, and demanding shareholders require more intelligent marketing.4 In order to develop a well-informed decision making marketing, a variety of analytical and planning mechanisms are perquisite. and ORAC model: optimising, reasoning, analogising and creating 2.3 Misleading strong numbers: The computer hardware industry depends on US and non US consumer price competition. The slow down of commercial orders middled in the corporate sales and affected the apple inc. While the computer industry increased all over the world, it just increased by 3 percent in US. It is 17.6 percent in Asia pacific and 22.2 percent in Eastern Europe. The Apple Inc did not pierce into the markets that are fast growing like Asia pacific, Eastern Europe and Latin America. This resulted in the lack of growth of the business of the company and affected the profitability. This inability of the company can be termed as risk for investing in the company. The major rise in computer hardware demand was captured by

Beauty (Re)discovers the Male Body by Susan Bordo Essay

Beauty (Re)discovers the Male Body by Susan Bordo - Essay Example Technology has played a vital role in the evolution of advertisements, and television, radio, print media, LED screens etc are the most readily and widely accepted sources of advertisements. The studies conducted on consumer behavioral psychology have given marketers a boost in tackling their consumers. Basic human needs and desires can be a very effective accelerator for marketing since they grab attention more easily. The primary trends in advertisements that Bordo talks about in â€Å"Beauty (Re)discovers the male body† are of clothing and fashion. These two goods have found their most successful marketing approach which is to tell the consumer what is beautiful and what is not. The advertisements of these two products have primarily changed the perception of beauty and that can be observed in the recent years. The concept of masculinity has shifted in the recent years. Once the Marlboro described masculinity as tough, rough and calm in its advertisements, now masculinity i s more associated with the white collar look. The role of genders in advertisemnts has changed in a peculiar sense. The essence has been the same. The portrayal of men and women has been for the same purpose but it has changed its mode and approach. The aim has been to provide the consumer with a unique identity and for that the consumer can be convinced of what identity he/she wants. Self image has become increasingly important over the last two decades and this self image is primarily related to the appeal their appearances produce to other people. The desire to look like someone else and the desire to have someone else is in essence the reason for the war of the sexes. The video commercial of Calvin Klein underwear X can be an ideal depiction of objectification of men. The commercial stars four male models with seemingly perfect bodies; three of them white and one black. The commercial is in black and white and the models seem to be oiled up. Each guy addresses the viewers indivi dually in his underwear. Almost all the underwear that they are wearing highlights the outline of their penises. The commercial starts with one model calling the viewers. After the first model makes his statement, the camera shifts to the next model and after he makes his statement the camera shifts to the third models and this is how the advertisement continues showing all four models addressing the viewers in a cycle. All four male models are extremely confident and blunt. They convey confidence, through an image they portray, that anyone can succumb to their sexual appeal. The models have stiff but not exactly Schwarzenegger bodies. For convenience in visualizing the advertisement, the advertisement can be broken down into parts. In the first part of the commercial each model asks the viewers if they want to see his penis. Though the word â€Å"penis† itself is censored, the audience, as is evidently intended by the advertisement’s producers, can well make it out. I n the second part the models assert that the viewers want to see their penises. They are shown to be so good at reading the minds of people from their experience that they know for sure that the viewers want to see their penises. One of the models asks the viewers to look at his face not at his crotch. In the second part of the commercial one of the models makes a bargain for showing his penis. His statement sounds like â€Å"

The Mission - from Religious and Theological Perspective Essay

The Mission - from Religious and Theological Perspective - Essay Example Directed by Roland Joffe and written by Robert Bolt, the film won the Academy Award for Best cinematography. From the plot summary, it is obvious that film mainly focuses on the religion of Christianity. Throughout the film, various facets of Christianity are explored and that includes the role played by that religion during the colonization of territories by the European or Western colonial powers in early centuries, particularly the role played by the Christian missionaries in the ‘evolution’ of the native population. The film also focuses on the core Christian beliefs and teachings, and delves into how different sections of population interpret those beliefs and teachings. â€Å"If you are looking for a fascinating portrayal of historical Christian faith and missions during the centuries past, â€Å"The Mission† is it (though not a â€Å"Christian† production itself).† (Paul, n. d) In the film, the religion of Christianity plays a vital component. That is, The Mission features the series of struggles faced by Father Gabriel in his journey to preach Christianity to the indigenous people, gain their trust and evangelize them. During that journey, the concept of Christianity is clearly highlighted. â€Å"The film is set in the 1750s and involves the Jesuit Reductions, a program by which the European Catholic Church sought to Christianize and â€Å"civilize the indigenous native populations of South America.†(â€Å"The Mission – Summary†, n. d). The representation of Christianity in the film seems to be accurate, as it reflects the activities of the Christian missionaries and other groups to spread Christianity in many lands in the early centuries. That is, the movie mainly focuses on the group of Jesuit priests traveling to distant lands in an attempt to spread and reach the Word of God to the native population. In addition, in those early times, the Jesuit priests/missionaries use to live with the native population for many years, instead of having a temporary stay. In a way, they coexist with the local people, thereby understanding their culture, lifestyle, problems, etc. In the movie also, Father Gabriel along with Mendoza permanently live and carry out constructive work in the Guarani settlement. â€Å"This fact is consistent with historical missions created by Europeans in South America, where Jesuit priests would coexist with tribes such as the Guarani.† (Fritz, 2010). Hence, the representation of Christianity in the film can be considered accurate, and also as an effective means of revealing the holistic features of Christianity. In the film, the Jesuit priests’ attempts to evangelize the native South American population provide key perspectives about the expansion activities of Jesuit priests as well as the core values of Christianity. The key message delivered in the film is how the ‘education’ of the native people about the basic principles of Chr istianity can bring about certain constructive changes in their society. Thus, the film in a way conveys a positive message; as it makes the native people to understand and imbibe the vital components of Christianity namely love towards fellow men, compassion, peace, sacrifice, etc. Though the Guarani initially resist and oppose the preaching of the Father Gabriel, in the latter part of the film, they even go to the extent of dying for his cause. â€Å"This movie depicts the role of religion in the European

Political Representation in Everyday Life: Feminism

Political Representation in Everyday Life: Feminism Expanding upon Pitkins Concept of Representation in Everyday Life:  Feminist Politics and the Feminist Movement in United States History Background The notion of â€Å"political representation† is one that is misleadingly simple. In viewing this type of representation, it is clear that many people, including scholars, fail to come to an agreement as to a particular definition. Political representation seems to occur when political actors: speak, advocate, symbolize, and act on the behalf of others in the political arena, offering individuals a type of political assistance which they would otherwise lack.[1] However, much research notes that this understanding is not as straightforward as it may seem at first glance. Rather, it leaves the concept of political representation underspecified with â€Å"multiple dimensions competing† with on another.[2] In attempting to close the gap on this overarching definition, Hanna Pitkin offers a comprehensive discussion of the concept of political representation in her work: The Concept of Representation. Pitkin established four distinct theories of representation: formalistic representation, including authorization and accountability; symbolic representation; descriptive representation; and substantive representation. [3] One can begin to view real-life historical examples under the lens of Pitkins theory in order to see if these examples fit into Pitkins overall view. One example that seems to fit Pitkins theoretical model is that of feminism and the ongoing feminist political movement in the United States. But, in viewing Pitkins theories, it becomes clear that Pitkin is vague in certain areas. In viewing certain accounts by researchers on the topic of feminism, it appears that Pitkin doesnt bring her definitions together in the manner that is necessary. Rather, it appears that feminists who cite Pitkin in their assertions, find her to lack the real descriptive representation that feminism requires in the realm of U.S. politics. Political Representation in Everyday Life: Feminism Pitkins four types of representation, formalistic representation, including authorized, deals with a situation in which a representative is legally empowered to act for another. Symbolic representation, occurs when a leader stands for national ideas. Descriptive representation occurs in situations when the representative stands for a group by virtue of sharing similar characteristics such as race, sex ethnicity or residence. And, substantive representation takes place in situations when the representative seeks to advance a groups policy preferences and interests. [4] In understanding this theoretical basis in terms of the feminist movement throughout United States history, one can see that until fairly recently, â€Å"the assumed political actors, both represented and representative† were male.[5] And, at the core of feminism is the issue of representation itself. As seen in the aforementioned notion, feminism from an historical standpoint has always involved the â€Å"prope r representation of women,† and postmodernism itself tends to question this agenda, questioning â€Å"the very identity of womanhood itself† in its wake. [6] As such, the starting place for a discussion regarding feminist engagement within the realm of political representation can be dated back to Pitkins theories, as Celis and Childs claim that for Pitkin, the â€Å"crucial dividing line in forms of representation is the distinction between standing for and acting for representation. Pitkins argument is seen in feminist involvement in politics in the U.S., as only recently in U.S. history, have women been able to both stand for and act for themselves.† [7] Celis and Childs note: â€Å"Many feminist scholars emphasize a relationship, albeit half-fastened, between the descriptive and the substantive component of representation; being female – or standing for – is conceived as an enabling condition for the substantive representation of women – or acting for. Thus, the argument here is simple: women, when present in politics, are more likely to act for women than men. Crucially, though, this is not a guarantee that they will. Moreover, this relationship is underpinned not by sex, but by gender – womens shared experiences.†[8] As such, the idea of being a women equates to standing for women and more generally pushing for the representation of women within a larger group equates with acting for women, and this notion of the quest for extended feminism in the U.S. fits into the model that Pitkin has set forth in terms of representation. The Stanford Encyclopedia of Philosophy notes that for Pitkin, disagreements about representation can be â€Å"partially reconciled by clarifying which view of representation is being invoked (formalistic, descriptive, symbolic and substantive), as each view provides a clearly distinctive view for examining representation. [9] In citing Pitkins theories in the realm of feminism, i.e. establishing citizenship for women and giving women the vote, the public has sought to establish a means of political representation that allows the people to decide, by establishing â€Å"fair procedures for reconciling conflicts, which provides democratic citizens one way to settle conflicts and issues about the proper behavior of their representatives.†[10] The U.S., as a nation, fueled by the will of its citizens, advanced the feminist movement by allowing women to achieve a status equal to their male counterparts. In many ways, the feminist movement in the U.S. falls in line with Pitkins overarching theory, making it easy to understand and apply, thus allowing her theories to be utilized by people whom they govern – women in particular. And, in this capacity, the notion of â€Å"acting upon† comes directly into play when viewing the female population in the U.S. and their historical fight for equality. Pitkin notes that a representative democracy, which is used in the United States, is based upon the principle of elected officials representing a group of people, and the two models that are often used to describe representative democracy are the â€Å"trustee model† and the â€Å"delegate model,† which are both present in Pitkins democracy. [11] The trustee model allows representatives â€Å"greater autonomy,† permitting them to make the decisions â€Å"actually going against the interests of their constituents,† other than the delegate model, which â⠂¬Å"requires representatives act as a mouthpiece for the wishes of their constituency.†[12] And, as these two models clearly place contradictory demands upon elected officials and political representatives, the journey to change the way representatives act upon and for the substantive representation of women has been a rocky one. Additionally, there is much to learn from the example of feminism as it relates to Pitkins definition of political representation, especially in terms of what Pitkins definitions leave out. Pitkin argues that formalistic (emphasizing institutions that facilitate representation – namely the rules that govern how representatives make decisions on behalf of others) and substantive (which includes all of the ways in which representatives â€Å"act for† or on behalf of the represented) representation are the most significant types, believing that a representatives identity is only relevant when it is related to his or her actions, noting: â€Å"A representative must first of all be capable of effective action, otherwise he or she is no representative at all.†[13] However, Childs and Lovenduski note: â€Å"The relative importance, indeed the practical applications and interactions of two of Pitkin’s concepts of substantive and formalistic have come under close feminist scrutiny. There is relatively little feminist scholarship, theoretical or empirical, on authorized representation. Conceptual, and to a lesser extent, empirical research on symbolic representation is also somewhat limited. For Pitkin, symbols are often arbitrary with no resemblance to the represented. Assessing the adequacy of symbolic representation relies on whether the representative is believed in, a criterion Pitkin found wanting. For feminists the notion that women are symbolically represented when they believe they are, even if all the representatives are men, is intuitively unsatisfactory.†[14] Additionally, as the feminist movement â€Å"vehemently argues for the importance of adding the who to the liberal notion of democracy, often criticizing the how, many have sought to genderize Pitkins categories in an attempt to connect the who to the what to the how and the where or representation.†[15] As such, there is a myriad of research which seeks to stretch Pitkins theories in order to better define them in the realm of womens substantive representation and the enhancement of the feminist movement. As many of the definitions of â€Å"womens substantive representation† seem to revolve around being a â€Å"representative of women† as well as a pillar of â€Å"womens interests† or working â€Å"on behalf of women,† studies that use the term â€Å"womens substantive representation† often take as their point of departure, Pitkins concept of â€Å"representing as acting for . . . in the interest of.†[16] This concept was developed in Pitkins text as â€Å"one of four different concepts of representation,† but many argue today that Pitkin never fully explained how these four different views of representation fit together, and as such, the question has become â€Å"central to the study of gender and politics today.† [17] Conclusion As seen, while Hanna Pitkins concepts of representation are applicable in viewing the history of feminism and the rights of women in the United States, there are certain facets of these concepts which must be adjusted in order to define the representation of women in the most accurate way and make Pitkins assertions less vague. In viewing Pitkins theories in relation to feminism and the feminist movement within the United States, it becomes clear that Pitkin is vague in certain areas. In viewing the aforementioned accounts by researchers on the topic of feminism, it appears that Pitkin doesnt bring her definitions together in the manner that is necessary. Rather, it appears that feminists who cite Pitkin in their assertions, find her to lack the real descriptive representation that feminism requires in the realm of U.S. politics. The question that arises then is how Pitkins notion of representation can be adjusted in order to provide women with the descriptive representation necessary. As with any definition comes certain limitation and questions that surround the finite nature of a term. This is applicable in viewing Pitkins theories in relation to feminism. References Celis, Karen and Childs, Sarah. â€Å"The Descriptive and Substantive Representation of Women.† Parliamentary Affairs. Vol. 61. March 2008. 419-425. Childs, Sarah and Joni Lovenduski. â€Å"Political Representation.† 2012. In Waylen, Georgina, Celis, Karen, Kantola, Johanna and Weldon, Laurel (eds.) The Oxford Handbook of Gender and Politics. Oxford: Oxford University Press. Escobar-Lemmon, Maria and Michelle Taylor-Robinson. Representation: The Case of Women. New York, NY: Oxford University Press. 2014. Print. Lovenduski, Joni, ed. State feminism and political representation. Vol. 315(1). Cambridge: Cambridge University Press, 2005. Pitkin, Hanna. The Concept of Representation. Oakland, CA: University of California Press, 1972. Stanford Encyclopedia of Philosophy. â€Å"Political Representation.† Stanford University. January 2, 2006. Web. Retrieved from: http://plato.stanford.edu/entries/political-representation/#PitFouVieRep on 4 March 2015. Tisosky, Chelsea. â€Å"Is a Womans Place in the House? An Analysis of Shared Gender and Political Representation.† Cornell University Department of Policy Analysis and Management. May 7, 2014. 15. Web. Retrieved from: https://ecommons.library.cornell.edu/bitstream/ 1813/36336/2/tisosky_thesis.pdf on 4 March 2015. [1] Stanford Encyclopedia of Philosophy. â€Å"Political Representation.† Stanford University. January 2, 2006. Web. 1. [2] Ibid. at p. 1 [3] Pitkin, Hanna. The Concept of Representation. Oakland, CA: University of California Press, 1972. [4] Pitkin, Hanna. The Concept of Representation. Oakland, CA: University of California Press, 1972. [5] Childs, Sarah and Joni Lovenduski. â€Å"Political Representation.† 2012. Waylen, Georgina, Celis, Karen, Kantola, Johanna and Weldon, Laurel (eds.) The Oxford Handbook of Gender and Politics. Oxford: Oxford University Press. 2. [6] Lovenduski, Joni, ed. State feminism and political representation. Vol. 315. Cambridge: Cambridge University Press, 2005. [7] Celis, Karen and Childs, Sarah. â€Å"The Descriptive and Substantive Representation of Women.† Parliamentary Affairs. Vol. 61. March 2008. 419-425. [8] Celis, Karen and Childs, Sarah. â€Å"The Descriptive and Substantive Representation of Women.† Parliamentary Affairs. Vol. 61. March 2008. 419-425. [9] Stanford Encyclopedia of Philosophy. â€Å"Political Representation.† Stanford University. January 2, 2006. Web. 1. [10]Ibd. at p. 1 [11] Pitkin, Hanna. The Concept of Representation. Oakland, CA: University of California Press, 1972. 67. [12]Tisosky, Chelsea. â€Å"Is a Womans Place in the House? An Analysis of Shared Gender and Political Representation.† Cornell University Department of Policy Analysis and Management. May 7, 2014. 15. [13]Pitkin, Hanna. The Concept of Representation. Oakland, CA: University of California Press, 1972. 67. [14]Childs, Sarah and Joni Lovenduski. â€Å"Political Representation.† 2012. Waylen, Georgina, Celis, Karen, Kantola, Johanna and Weldon, Laurel (eds.) The Oxford Handbook of Gender and Politics. Oxford: Oxford University Press. 2. [15]Escobar-Lemmon, Maria and Michelle Taylor-Robinson. Representation: The Case of Women. New York, NY: Oxford University Press. 2014. Print. 62. [16]Ibid. at p. 62 [17]Ibid. at p. 62

Made Up Folk Tail :: essays research papers

Ezikeal Yoder was born in a basic Amish community some where in Pennsylvania with Amish parents that absolutely hated the Amish life style. In this town of quiltville Ezikeals parents Jacob and Olga treated him with very un-strict Amish rules they each had a little bit of different views for there son. Jacob wanted him to be live outside of the Amish community. Olga always wanted him to have a better education than work ethic. Both Jacob and Olga did agreed on wanting there son Ezikeal to make his own choices as he grew up. It was no secret to anyone in quiltville that the Yoder family disliked there lifestyle. They really couldn't leave this way of life though because Jacob and Olga knew they wouldn't make it very long in the age of all the new technology. Ezikeal's parents always used to tell little Ezikeal that "we don't want you spend your whole life exactly like an Amish, we want you to decide by your self as long as you follow the very basic ways of the Amish." As yo u can already tell ezikeal would never have a normal life with out much rejection. As Ezikeal grew older he was sent to public schools unlike the rest of the Amish children for the sake of ezikial's parents wanted to expose him to the outside world. The only reason the Yoder couple had the money to send there young son Ezikeal to public schools is because his mother is ranked the 6 th best quilt-maker in the world which makes them also the richest in quilttown. As guessed by Ezikeal's parents he went though school and was constantly made fun of with his full blown Amish beard at the age of five, he was constantly ripped on for always wearing black with a goofy hat. Going though elementary school and junior high Ezickial tried so hard to be normal like his parents wanted him to. Some where in Elementary school Ezikial deciding one day that he no longer wanted to devote his life to the bible and Amish farming life just like his parents. Ezikeal is now the age of 20 something and is a senior in High school still dressing and obeying the basic Amish ways. By this time Ezikeal has decided to completely leave the Amish community. The year is now 1993 and technology is completely changing America while the Amish, there still very bored. Made Up Folk Tail :: essays research papers Ezikeal Yoder was born in a basic Amish community some where in Pennsylvania with Amish parents that absolutely hated the Amish life style. In this town of quiltville Ezikeals parents Jacob and Olga treated him with very un-strict Amish rules they each had a little bit of different views for there son. Jacob wanted him to be live outside of the Amish community. Olga always wanted him to have a better education than work ethic. Both Jacob and Olga did agreed on wanting there son Ezikeal to make his own choices as he grew up. It was no secret to anyone in quiltville that the Yoder family disliked there lifestyle. They really couldn't leave this way of life though because Jacob and Olga knew they wouldn't make it very long in the age of all the new technology. Ezikeal's parents always used to tell little Ezikeal that "we don't want you spend your whole life exactly like an Amish, we want you to decide by your self as long as you follow the very basic ways of the Amish." As yo u can already tell ezikeal would never have a normal life with out much rejection. As Ezikeal grew older he was sent to public schools unlike the rest of the Amish children for the sake of ezikial's parents wanted to expose him to the outside world. The only reason the Yoder couple had the money to send there young son Ezikeal to public schools is because his mother is ranked the 6 th best quilt-maker in the world which makes them also the richest in quilttown. As guessed by Ezikeal's parents he went though school and was constantly made fun of with his full blown Amish beard at the age of five, he was constantly ripped on for always wearing black with a goofy hat. Going though elementary school and junior high Ezickial tried so hard to be normal like his parents wanted him to. Some where in Elementary school Ezikial deciding one day that he no longer wanted to devote his life to the bible and Amish farming life just like his parents. Ezikeal is now the age of 20 something and is a senior in High school still dressing and obeying the basic Amish ways. By this time Ezikeal has decided to completely leave the Amish community. The year is now 1993 and technology is completely changing America while the Amish, there still very bored.

Night World : The Chosen Chapter 5

Rashel froze. Her sword remained in the air, poised over the vampire's heart. â€Å"Well, what are you waiting for?† the vampire said. â€Å"Go on and do it.† Rashel didn't know what she was waiting for. The vampire was in a position to block her sword with his wooden handcuffs, but he didn't do any such thing. She could tell by his body language that he wasn't going to, either. Instead he just lay there, looking up at her with eyes that were as dark and empty as the depths of space. His hair was tousled on his forehead and his mouth was a bleak line. He didn't seem afraid. He just went on staring with those fathomless eyes. All right, Rashel thought. Do it. Even the leech is telling you to. Do it fast-now. But instead she found herself pivoting and stepping slowly away from him. â€Å"Sorry,† she said out loud. â€Å"I don't take orders from parasites.† She kept her sword at the ready in case he made any sudden moves. But all he did was glance down at the wooden handcuffs, wiggle his wrists in them, and then lie back. â€Å"I see,† he said with a strange smile. â€Å"So it's torture this time, right? Well, that should be amusing for you.† Stake him, dummy, came the little voice in Rashel's head. Don't talk to him. It's dangerous to get in a conversation with his kind. But she couldn't refocus herself. In a minute, she told the voice. First I have to get my own control back. She knelt in her ready-for-action crouch and picked up the flashlight, turning it full on his face. He blinked and looked away, squinting. There. Now she could see him, but he couldn't see her. Vampire eyes were hypersensitive to light. And even if he did manage to get a glimpse of her, she was wearing her scarf. She had all the advantages, and it made her feel more in command of the situation. â€Å"Why would you think we want to torture you?† she said. He smiled at the ceiling, not trying to look at her. â€Å"Because I'm still alive.† He raised the handcuffs. â€Å"And aren't these traditional? A few vampires from the south shore have turned up mutilated with stocks like these on. It seemed to have been done for fun.† Smile. Vicky's work, Rashel thought. She wished he would stop smiling. It was such a disturbing smile, beautiful and a little mad. â€Å"Unless,† the vampire was going on, â€Å"it's information you want.† Rashel snorted. â€Å"Would I be likely to get information from you if I did want it?† â€Å"Well.† Smile. â€Å"Not likely.† â€Å"I didn't think so,† Rashel said dryly. He laughed out loud. Oh, God, Rashel thought. Stake him. She didn't know what was wrong with her. Okay, he was charming-in a weird way. But she'd known other charming vampires-smooth, practiced flatterers who tried to sweet-talk or cajole their way out of being staked. Some had tried to seduce her. Almost all had tried mind control. It was only because Rashel had the will to resist telepathy that she was alive today. But this vampire wasn't doing any of the ordinary things-and when he laughed, it made Rashers heart thump oddly. His whole face changed when he laughed. A sort of light shone in it. Girl, you are in trouble. Kill him quick. â€Å"Look,† she said, and she was surprised to find her voice a little shaky. â€Å"This isn't personal. And you probably don't care, but I'm not the one who was going to torture you. This is business, and it's what I have to do.† She took a deep breath and reached for the sword by her knee. He turned his face to the light. He wasn't smiling now and there was no amusement in his voice when he said, â€Å"I understand. You've got†¦ honor.† Looking back at the ceiling, he added, â€Å"And you're right, this is the way it always has to end when our two races meet. It's kill or be killed. The law of nature.† He was speaking to her as one warrior to another. Suddenly Rashel felt something she'd never felt for a vampire before. Respect. A strange wish that they weren't on opposite sides in this war. A regret that they could never be anything but deadly enemies. He's somebody I could talk to, she thought. An odd loneliness had taken hold of her. She hadn't realized she cared about having anyone to talk to. She found herself saying awkwardly, â€Å"Is there anybody you want notified-afterward? I mean, do you have any family? I could make sure the news gets around, so they'd know what had happened to you.† She didn't expect him to actually give her any names. That would be crazy. In this game knowledge was power, with each side trying to find out who the players on the other side were. If you could identify someone as a vampire-or a vampire hunter-you knew who to kill. It was Batman and Catwoman all over. The important thing was to preserve your secret identity. But this vampire, who was obviously a lunatic, said thoughtfully, â€Å"Well, you could send a note to my adopted father. He's Hunter Redfern. Sorry I can't give you an address, but he should be somewhere down east.† Another smile. â€Å"I forgot to tell you my name. It's Quinn.† Rashel felt as if she'd been hit with an oak club. Quinn. One of the most dangerous vampires in all the Night World. Maybe the most dangerous of the made vampires, the ones who'd started out human. She knew him by reputation-every vampire hunter did. He was supposed to be a deadly fighter and a brilliant strategist; clever, resourceful†¦ and cold as ice. He despised humans, held them in utter contempt. He wanted the Night World to wipe them out, except for a few to be used for food. I was wrong, Rashel thought dazedly. I should have let Vicky torture him. I'm sure he deserves it, if any of them do. God only knows what he's done in his time. Quinn had turned his head toward her again, looking straight into the flashlight even though it must be hurting his eyes. â€Å"So you see, you'd better kill me fast,† he said in a voice soft as snow falling. â€Å"Because that's certainly what I'm going to do to you if I get loose.† Rashel gave a strained laugh. â€Å"Am I supposed to be scared?† â€Å"Only if you have the brains to know who I am.† Now he sounded tired and scornful. â€Å"Which obviously you don't.† â€Å"Well, let me see. I seem to remember something about the Redferns†¦. Aren't they the family who controls the vampire part of the Night World Council? The most important family of all the lamia, the born vampires. Descended directly from Maya, the legendary first vampire. And Hunter Redfern is their leader, the upholder of Night World law, the one who colonized America with vampires back in the sixteen hundreds. Tell me if I'm getting any of this wrong.† He gave her a cold glance. â€Å"You see, we have our sources. And I seem to remember them mentioning your name, too. You were made a vampire by Hunter†¦ and since his own children were all daughters, you're also his heir.† Quinn laughed sourly. â€Å"Yes, well, that's an on-again, off-again thing. You might say I have a love-hate relationship with the Redferns. We spend most of the time wishing each other at the bottom of the Atlantic.† â€Å"Teh, vampire family infighting,† Rashel said. â€Å"Why is it always so hard to get along with your folks?† Despite her light words, she had to focus to keep control of her breathing. It wasn't fear. She truly wasn't scared of him. It was something like confusion. Clearly, she should be killing him at this moment instead of chatting with him. She couldn't understand why she wasn't doing it. The only excuse she had was that it seemed to make him even more confused and angry than it did her. â€Å"I don't think you've heard enough about me,† he said, showing his teeth. â€Å"I'm your worst nightmare, human. I even shock other vampires. Like old Hunter†¦ he has certain ideas about propriety. How you kill, and who. If he knew some of the things I do, he'd fall down dead himself.† Good old Hunter, Rashel thought. The stiff moral patriarch of the Redfern clan, still caught up in the seventeenth century. He might be a vampire, but he was definitely a New Englander. â€Å"Maybe I should find a way to tell him,† she said whimsically. Quinn gave her another cold look, this time tempered with respect. â€Å"If I thought you could find him, I'd worry.† Rashel was suddenly struck by something. â€Å"You know, I don't think I've ever heard anyone say your first name. I mean, I presume you have one.† He blinked. Then, as if he were surprised himself, he said, â€Å"John.† â€Å"John Quinn. John.† â€Å"I didn't invite you to call me it.† â€Å"All right, whatever.† She said it absently, deep in thought. John Quinn. Such a normal name, a Boston name. The name of a real person. It made her think of him as a person, instead of as Quinn the dreadful. â€Å"Look,† Rashel said, and then she asked him something she'd never asked a Night Person before. She said, â€Å"Did you want Hunter Redfern to make you a vampire?† There was a long pause. Then Quinn said expressionlessly, â€Å"As a matter of fact, I wanted to kill him for it.† â€Å"I see.† I'd want to do the same, Rashel thought. She didn't mean to ask any more questions, but she found herself saying, â€Å"Then why did he do it? I mean, why pick you?† Another pause. Just when she was sure he wouldn't answer, he said, â€Å"I was-I wanted to marry one of his daughters. Her name was Dove.† â€Å"You wanted to marry a vampire?† â€Å"I didn't know she was a vampire!† This time Quinn's voice was quick and impatient. â€Å"Hunter Redfern was accepted in Charlestown. Granted, a few people said his wife had been a witch, but in those days people said that if you smiled in church.† â€Å"So he just lived there and nobody knew,† Rashel said. â€Å"Most people accepted him.† A faint mocking smile curved Quinn's lips. â€Å"My own father accepted him, and he was the minister.† Despite herself, Rashel was fascinated. â€Å"And you had to be a vampire to marry her? Dove, I mean.† â€Å"I didn't get to marry her,† Quinn said tonelessly. He seemed as surprised as she was that he was telling her these things. But he went on, seeming to speak almost to himself. â€Å"Hunter wanted me to marry one of his other daughters. I said I'd rather marry a pig. Garnet-that's the oldest-was about as interesting as a stick of wood. And Lily, the middle one, was evil. I could see that in her eyes. I only wanted Dove.† â€Å"And you told him that?† â€Å"Of course. He agreed to it finally-and then he told me his family's secret. Well.† Quinn laughed bitterly. â€Å"He didn't tell me, actually. It was more of a demonstration. When I woke up, I was dead and a vampire. It was quite an experience.† Rashel opened her mouth and then shut it again, trying to imagine the horror of it. Finally she just said, â€Å"I bet.† They sat for a moment in silence. Rashel had never felt so†¦ close to a vampire. Instead of disgust and hatred, she felt pity. â€Å"But what happened to Dove?† Quinn seemed to tense all over. â€Å"She died,† he said nastily. It was clear that his confidences were over. â€Å"How?† â€Å"None of your business!† Rashel tilted her head and looked at him soberly. â€Å"How, John Quinn? You know, there are some things you really ought to tell other people. It might help.† â€Å"I don't need a damn psychoanalyst,† he spat. He was furious now, and there was a dark light in his eyes that ought to have frightened Rashel. He looked as wild as she felt sometimes, when she didn't care who she hurt. She wasn't frightened. She was strangely calm, the kind of calm she felt when her breathing exercises made her feel one with the earth and absolutely sure of her path. â€Å"Look, Quinn-â€Å" â€Å"I really think you'd better kill me now,† he said tightly. â€Å"Unless you're too stupid or too scared. This wood won't hold forever, you know. And when I get out, I'm going to use that sword on you.† Startled, Rashel looked down at Vicky's handcuffs. They were bent. Not the oak, of course-it was the metal hinges that were coming apart. Soon he'd have enough room to slip them off. He was very strong, even for a vampire. And then, with the same odd calm, she realized what she was going to do. â€Å"Yes, that's a good idea,† she said. â€Å"Keep bending them. I can say that's how you got out.† â€Å"What are you talking about?† Rashel got up and searched for a steel knife to cut the cords on his feet. â€Å"I'm letting you go, John Quinn,† she said. He paused in his wrenching of the handcuffs. â€Å"You're insane,† he said, as if he'd just discovered this. â€Å"You may be right.† Rashel found the knife and slit through the bast cords. He gave the handcuffs a twist. â€Å"If,† he said deliberately, â€Å"you think that because I was a human once, I have any pity on them, you are very, very wrong. I hate humans more than I hate the Redferns.† â€Å"Why?† He bared his teeth. â€Å"No, thank you. I don't have to explain anything to you. Just take my word for it.† She believed him. He looked as angry and as dangerous as an animal in a trap. â€Å"All right,† she said, stepping back and putting her hand on the hilt of her bokken. â€Å"Take your best shot. But remember, I beat you once. I was the one who knocked you out.† He blinked. Then he shook his head in disbelief. â€Å"You little idiot,† he said. â€Å"I wasn't paying attention. I thought you were another of those jerks falling over their own feet. And I wasn't even fighting them seriously.† He sat up in one fluid motion that showed the strength he had, and the control of his own body. â€Å"You don't have a chance,† he said softly, turning those dark eyes on her. Now that he wasn't looking into the flashlight, his pupils were huge. â€Å"You're dead already.† Rashel had a sinking feeling that was telling her the same thing. â€Å"I'm faster than any human,† the soft voice went on. â€Å"I'm stronger than any human. I can see better in the dark. And I'm much, much nastier.† Panic exploded inside Rashel. All at once, she believed him absolutely. She couldn't seem to get her breath, and a void had opened in her stomach. She lost any vestige of her previous calm. He's right-you were an idiot, she told herself wildly. You had every chance to stop him and you blew it. And why? Because you were sorry for him? Sorry for a deranged monster who's going to tear you limb from limb now? Anyone as stupid as that deserves what they get. She felt as if she were falling, unable to get hold of anything†¦. And then suddenly she did seem to catch something. Something that she clung to desperately, trying to resist the fear that wanted to suck her into darkness. You couldn't have done anything else. It was the little voice in her mind, being helpful for once. And, strangely, Rashel knew it was true. She couldn't have killed him when he was tied up and helpless, not without becoming a monster herself. And after hearing his story, she couldn't have ignored the pity she felt. I'm probably going to die now, she thought. And I'm still scared. But I'd do it over again. It was right. She hung on to that as she let the last seconds tick away, the last window of opportunity to stake him while the cuffs still held. She knew they were ticking away, and she knew Quinn knew. â€Å"What a shame to rip your throat out,† he said. Rashel held her ground. Quinn gave the handcuffs a final wrench, and the metal hinges squealed. Then the stocks clattered onto the concrete and he stood up, free. Rashel couldn't see his face anymore; it was above the reach of the flashlight. â€Å"Well,† he said evenly. Rashel whispered, â€Å"Well.† They stood facing each other. Rashel was waiting for the tiny involuntary body movements that would give away which direction he was going to lunge. But he was more still than any enemy she'd ever seen. He kept his tension inside, ready to explode only when he directed it. His control seemed to be complete. He's got zanshin, she thought. â€Å"You're very good,† she said softly. â€Å"Thanks. So are you.† â€Å"Thanks.† â€Å"But it isn't going to matter in the end.† Rashel started to say, â€Å"We'll see†-and he lunged. She had an instant's warning. A barely perceptible movement of his leg told her he was going to spring to his right, her left. Her body reacted without her direction, moving smoothly†¦ and she didn't realize until she was doing it that she wasn't using the sword. She had stepped forward, inside his attack, and deflected it with a mirror palm block, striking the inner side of his arm with her left arm. Hitting the nerves to try and numb the limb. But not cutting him. She realized with a dizzy sense of horror that she didn't want to use the sword on him. â€Å"You are going to die, idiot,† he told her, and for an instant she wasn't sure if it was him saying it or the voice in her head. She tried to push him away. All she could think was that she needed time, time to get her survival reflexes back. She shoved at him–and then her bare hand brushed his, and something happened that was completely beyond her experience.

Free Essays on Convergence in Communications and Technology

Convergence in Communications and Technology The concept of a â€Å"global village† or a united community around the world has only in these last few years become a concept widely thought of. However, it seems that the idea of a large-scale sharing of information has long been developing, whether intended or not. The tools of communication have long served a single purpose, that of transmitting information from people to people. Direct communication was long ago realised with sign language and speech, but when people spread out, a kind indirect communication was needed. Thus we created (or rather, hired) the messenger. (Necessity is the mother of invention.) This evolved later into a postal service, connected around the world by a network of synchronised offices of a similar nature. For a long time, indirect communication was the only way to communicate over long distances. Once the telegraph came along, however, people were able to instantly communicate information over long distances. This evolved somewhat into the tel ephone, which spawned the radio and television. As these were developed, the efficiency and clarity of these transmissions improved, and this allowed the world to know what was happening anywhere else in the world at any given time. At this same time, programmable computers were finally coming to be used. Information was input to these machines and stored on tapes that could be put onto different computers to be run. This paralleled postal mail in a form of indirect communication. However, computers were also already based in intercommunication, because computers are systems of smaller functioning devices connected to perform a function or process. The evolution of computers’ communicating then evolved by extending direct connections between these large systems, sharing information. With the invention of the modem, computers could communicate piggybacking a system that people already used. As the modem developed, co... Free Essays on Convergence in Communications and Technology Free Essays on Convergence in Communications and Technology Convergence in Communications and Technology The concept of a â€Å"global village† or a united community around the world has only in these last few years become a concept widely thought of. However, it seems that the idea of a large-scale sharing of information has long been developing, whether intended or not. The tools of communication have long served a single purpose, that of transmitting information from people to people. Direct communication was long ago realised with sign language and speech, but when people spread out, a kind indirect communication was needed. Thus we created (or rather, hired) the messenger. (Necessity is the mother of invention.) This evolved later into a postal service, connected around the world by a network of synchronised offices of a similar nature. For a long time, indirect communication was the only way to communicate over long distances. Once the telegraph came along, however, people were able to instantly communicate information over long distances. This evolved somewhat into the tel ephone, which spawned the radio and television. As these were developed, the efficiency and clarity of these transmissions improved, and this allowed the world to know what was happening anywhere else in the world at any given time. At this same time, programmable computers were finally coming to be used. Information was input to these machines and stored on tapes that could be put onto different computers to be run. This paralleled postal mail in a form of indirect communication. However, computers were also already based in intercommunication, because computers are systems of smaller functioning devices connected to perform a function or process. The evolution of computers’ communicating then evolved by extending direct connections between these large systems, sharing information. With the invention of the modem, computers could communicate piggybacking a system that people already used. As the modem developed, co...

Generating Unique Random Numbers Using Java

Generating Unique Random Numbers Using Java When you generate random numbers its often the case that each generated number number must be unique. A good example is picking lottery numbers. Each number picked randomly from a range (e.g., 1 to 40) must be unique, otherwise, the lottery draw would be invalid. Using a Collection The easiest way to pick unique random numbers is to put the range of numbers into a collection called an ArrayList. If youve not come across an ArrayList before, its a way of storing a set of elements that dont have a fixed number. The elements are objects that can be added to or removed from the list. For example, lets make the lottery number picker. It needs to pick unique numbers from a range of 1 to 40. First, put the numbers into an ArrayList using the add() method. It takes the object to be added as a parameter: import java.util.ArrayList;public class Lottery { public static void main(String[] args) { //define ArrayList to hold Integer objects ArrayList numbers new ArrayList(); for(int i 0; i 40; i) { numbers.add(i1); } System.out.println(numbers); }} Note that we are using the Integer wrapper class for the element type so that the ArrayList contains objects and not primitive data types. The output shows the range of numbers from 1 to 40 in order: [1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40] Using the Collections Class A utility class called Collections offers different actions that can be performed on a collection like an ArrayList (e.g., search the elements, find the maximum or minimum element, reverse the order of elements, and so on). One of the actions it can perform is to shuffle the elements. The shuffle will randomly move each element to a different position in the list. It does this by using a Random object. This means its a deterministic randomness, but it will do in most situations. To shuffle the ArrayList, add the Collections import to the top of the program and then use the Shuffle static method. It takes the ArrayList to be shuffled as a parameter: import java.util.Collections;import java.util.ArrayList;public class Lottery {public static void main(String[] args) {//define ArrayList to hold Integer objectsArrayList numbers new ArrayList();for(int i 0; i 40; i){numbers.add(i1);}Collections.shuffle(numbers);System.out.println(numbers);}} Now the output will show the elements in the ArrayList in a random order: [24, 30, 20, 15, 25, 1, 8, 7, 37, 16, 21, 2, 12, 22, 34, 33, 14, 38, 39, 18, 36, 28, 17, 4, 32, 13, 40, 35, 6, 5, 11, 31, 26, 27, 23, 29, 19, 10, 3, 9] Picking the Unique Numbers To pick the unique random numbers simply read the ArrayList elements one by one by using the get() method. It takes the position of the element in the ArrayList as a parameter. For example, if the lottery program needs to pick six numbers from the range of 1 to 40: import java.util.Collections;import java.util.ArrayList;public class Lottery {public static void main(String[] args) {//define ArrayList to hold Integer objectsArrayList numbers new ArrayList();for(int i 0; i 40; i){numbers.add(i1);}Collections.shuffle(numbers);System.out.print(This weeks lottery numbers are: );for(int j 0; j 6; j){System.out.print(numbers.get(j) );}}} The output being: This weeks lottery numbers are: 6 38 7 36 1 18

Asperser Syndrome Essay Example | Topics and Well Written Essays - 2500 words

Asperser Syndrome - Essay Example Asperser Syndrome Understanding of students and pupils by particular teachers is equally significant in repairing relation and socialization of different learners. Aspergers Syndrome is one such disorder that calls for teacher’s attention in determining the appropriate methods of ensuring perfect service delivery to all students in a school set up. In the views of Donaldson, Asperger Syndrome is a serious disorder that interferes with the individuals’ socialization, communication and flexibility in behavioural and thinking that makes the victims process information in an awkward manner. Studying Asperger Syndrome in students enables the education officials to monitor and handle particular victims in a sensible manner with sole intents of motivating students to excel in studies. Studying Asperger Syndrome in students also enables teachers to encourage replenishment of communication skills of particular victims of AS. In order to achieve designed goals set by various education sectors in e nsuring that every youth obtain education in life, there are a number of policies, which every operation should roll when handling the Asperger Syndrome students. According to Madriaga et al (7), one of the policies set by the government extends to the higher education institutions given the responsibilities of enforcing the disability equality in various institutions. Creation of Disability Equality Duty has developed legal paths that can be followed by the higher education institutions protecting culture and encouraging diversity within various learning institutions.... It is important for teachers to get the necessary tools and equipments they need to enable them achieve exemplary practice in learning, teaching and carrying out assessment. This policy will ensure that teachers obtain deep and clear understanding of students with AS disorder and arrange for inclusion plan by allocating distinct time for teaching the AS students. Certain policies advocate for compulsory training of teachers on matters concerning AS since the formation of the Disability Discrimination Act. The policy further requires teachers to get trained on the other courses that relate to the safety measures of the AS students and environment in general. Coupled massive increase in population of the AS students joining higher education institutions, particular policy requires specific schools dealing with AS students to take responsibilities of transforming their specific environments into positive social arena. It is vital that governments allocate particular allowances for AS st udents who may intend to further their education into colleges and universities (Madriaga et al 7). The policy outlined also proposes that before AS students get admission into their respective higher education centres, they should get information on the contemporary allowance to assure them of their speciality in the society. These allowances will also encourage and motivate AS students who show exceptional determination and efforts to learn more. The policy further recommends that AS students should be accorded high attention in order to keep in line with the recurrent needs and supporting their creative thinking capabilities (Madriaga et al

The Chrysamthemums Essay Example | Topics and Well Written Essays - 250 words

The Chrysamthemums - Essay Example Flower and wire fence create a picture how her tender emotions are imprisoned. Through such enclosures, she watches the activities that are taking place in the society. Elisa has no conflict with her husband; everything apparently seems to go on well. Her dissatisfaction with her life has nothing to do with the attitudes of her husband and his disposition towards her. The story critically examines her psychology. The images of seasons, weather, plants and animals—all work as natures agents to provide support to the happiness of her life. When a bright and energetic woman has to fall in line to follow the routine procedures of married life, an unseen compulsion blocks her career goals and she turns cynical. Elisa makes desperate efforts to come to terms to find real happiness in life, but in vain. She thinks that she is going round and round in the same circle with no possibility of finding an opening. A powerful woman feels powerless for no apparent reasons, except that she is married. Steinbeck further writes, â€Å"She took off a glove and put her strong fingers down into the forest of new green chrysanthemum sprouts that were growing around the old roots. She spread the leaves and looked down among the close-growing stems. No aphids were there, no sow bugs or snails or cutworms. Her terrier fingers destroyed such pests before they could get started.†(p.375) This description indicates something profound about Elisas personality. She is cut out to accomplish the great, but she has to find satisfaction in activities like trimming the plants and dealing with the chrysanthemums. Being unable to find the perfect disciplines in her choices in life, she practices to adjust and carry on with the available discipline! In fine, the story "The Chrysanthemums" is steeped in symbolism to highlight the plight of an ambitious

Early Childhood Studies Essay Example | Topics and Well Written Essays - 3000 words

Early Childhood Studies - Essay Example However, research has shown that this does not have immediate effect on speech development in children hence they are not necessary though they are helpful. From the above argument, it has been suggested that language acquisition by children is promoted through speaking to children in special way. Mothers often speak in a slow way such that they carefully articulate basic vocabulary which is easier to understand by the children. Grady (2005) calls this motherese where the mother speaks in a slow way so the child can grasp the meaning of speech or the words uttered. To a greater extent, it can be noted that this aspect of speech development is very important given that it is commonly believed that the child adopts a language from the mother. This is the reason why the child’s first language is called the mother tongue in different social dispositions. Though this aspect of motherese is not necessary in speech development, it has been observed that it significantly contributes t o the development of speech in young children. In some cultures, adults do not simplify their language when they are talking to the children but these children still learn their language perfectly. There is a misconception among people that children require special instructions for them to learn a language. According to the author of the given article, children can still learn a language without special help from the parent but there is one external condition that has to exist in as far as language acquisition is concerned. The author argues that children need to hear sentences they can actually understand before they know a lot about the language they are... This paper approves that it can be argued that language is acquired given that in some instances, it may not be possible to create a formal learning environment for infants whose minds are still very young to be reasonable enough to learn a language at a faster rate. It is pretty difficult for a child to be taught to create a meaningful sentence at a tender age as this can be confusing. Children often construct meaningful sentences without using the same words from their parents which brings us to the conclusion that language acquisition is not an art of imitation. This report makes a conclusion that it can be observed that there are different misconceptions with regards to language acquisition and learning in children. Some scholars believe that language is acquired naturally while others believe that it is learnt from the people around. However, a closer analysis of different concepts proposed by different scholars show that there is no agreed way about how children learn a language. It can also be said that the external environment has a bearing on the way children learn or acquire their first language. The culture of a particular group has a strong influence on the way at which a child acquires a language. Normally, the behaviour of people is shaped by their cultural values as well as their language. It is also easier for the children to learn to construct meaningful sentences through the guidance of someone but this does not necessarily mean to say that they have to undergo a formal learning programme as this can be done subconsciously. Yo ung children are capable of learning from the social environment around them.

Existence of youth culture Essay Example for Free

Existence of youth culture Essay There is debate within the scientific community about whether or not youth culture exists. Some researchers argue that youths values and morals are not distinct from those of their parents, which means that youth culture is not a separate culture. Others note that we must be cautious about extrapolating a current effect to other periods of history. Just because we see the presence of what seems to be a youth culture today does not mean that this phenomenon extends to all generations of young people. Additionally, peer influence varies greatly between contexts and by sex, age, and social status, making a single youth culture difficult, if not impossible, to define. Others argue that there are definite elements of youth society that constitute culture, and that these elements differ from those of their parents culture. Janssen et al. have used the terror management theory (TMT) to argue for the existence of youth culture.[5] TMT is a psychological concept that hypothesizes that culture originates from an attempt to cope with the knowledge of their mortality. Society does this by adopting a worldview and developing self-esteem. Researchers test TMT by exposing people to reminders of their mortality. TMT is supported if being reminded of death causes people to cling more strongly to their worldview. Janssen et al. tested the following hypothesis: If youth culture serves to help adolescents deal with problems of vulnerability and finiteness, then reminders of mortality should lead to increased allegiance to cultural practices and beliefs of the youth. Their results supported their hypothesis and the results of previous studies, suggesting that youth culture is, in fact, a culture. Schwartz and Merten used the language of adolescents to argue for the presence of youth culture as distinct from the rest of society. Schwartz argued that high school students used their vocabulary to create meanings that are distinct to adolescents. Specifically, the adolescent status terminology (the words that adolescents use to describe hierarchical social statuses) contains qualities and attributes that are not present in adult  status judgments. According to Schwartz, this reflects a difference in social structures and the way that adults and teens experience social reality. This difference indicates cultural differences between adolescents and adults, which supports the presence of a separate youth culture.

A Comparison of Macbeth and Oedipus the King Essay -- compare contrast

A Comparison of Macbeth and Oedipus Rex  Ã‚   The objective of this essay is to compare the Shakespearian tragedy "Macbeth" to the Greek tragedy, "Oedipus Rex". Although the plays share similarities, it will be seen that the fall of Macbeth is very different from that of Oedipus. Macbeth's downfall is due to his own personal decisions while the downfall of Oedipus is due to fate and the will of the gods. In Greek tragedy plot was always emphasized over character; everyone wore masks. These masks would seem to mask a person's character. This would make the character seem more universal. The mask-wearing protagonist lacks individual personality and character. This makes catharsis more relevant because the protagonist is not as individual but more universal; they could be anyone. Macbeth is an individual person; he has no mask. This makes catharsis seem more irrelevant because Macbeth is more of on individual than Greek protagonists and therefore the audience doesn't feel that Macbeth is a representation of humanity and themselves. Instead they would set him apart as an individual person and therefore catharsis wouldn't apply as much. Greek tragedies all feature some kind of religious aspect. The gods bring about the protagonist's downfall in "Oedipus Rex". Yet Shakespeare's production of "Macbeth" is not religious. Macbeth isn't portrayed as being religious in any way. However, Oedipus strongly believed in the Greek gods and they carved out his fate as proclaimed by the oracle. The Greeks had no understanding of the way that the world works compared to what we, or even Shakespeare, now know. Volcanos were blamed on the gods because the Greek's didn't know the cause. We now have scientific explanations for volcanoes... ...of the effect of catharsis. When I read Oedipus Rex I didn't feel purged of my fears of existence because I don't believe that our lives are controlled by the will of fate. Catharsis is more relevant to the Ancient Greeks than to us because of the different belief system; we have one good, caring, all-powerful God and they have many gods who don't really care about the humans that much. I think that Shakespeare hasn't tried to apply catharsis to his tragedy as much as the Ancient Greeks did to their tragedies because he doesn't make the characters as universal as the Greeks but he gives them individualism by removing the masks and giving each character a personality. Works Cited: Shakespeare, William. â€Å"Macbeth.† The Complete Works of Shakespeare. Ed. David Bevington. New York: Longman, 1997. Sophocles. Oedipus Rex. New York: Dover Publications, Inc., 1991.

Classroom Observation Reflective Summary Essay

Throughout my class lectures and discussions in many of my classes, I recall one of my professors accenting the fact that teachers need to be flexible in their schedule and need to conform to the changes that are associated with the career. Upon hearing this, I didn’t accept this fact she was giving me and never associated the term, â€Å"teacher† and â€Å"flexible† together. Nevertheless, after my observations this semester in the classroom, I understand why you need to be flexible in the teaching profession. Every class I observed this semester was dissimilar from each other. Some class’s harbored students who comprehended the material better, were ethnically diverse, special education, motivated and lazy students. Each time I observed, there were particular occasions that I had anticipated to occur and other instances that I was astounded. I found it intriguing to see how the teacher responded when something in the classroom did not go as planned and t hen observe them trying to not let it affect their teaching plan for the day. After my observations, I am self-assured and avid that I want to become a teacher and will be a good one at that. As a teacher, I believe you need to set the tone of the classroom and let them know that you are in control. The medium or atmosphere of the classroom needs to be accepting and eager to learn. All of the classes that I observed had great classroom atmospheres. By saying â€Å"great classroom atmospheres†, I mean that most of the students were attentive to the teacher, eager to learn, asking questions and that no one person in the class was omitted from the class discussion or the learning of that particular day. Being the â€Å"student observer†, I was curious to see how the students would act toward me and treat me in their class. Infrequently, I caught a couple gawks during instruction from prying students. For the most part, I was much embraced in their classrooms, as they frequently asked me questions about their school work or of me in general. I remember my first observations, I was very nervous upon entering the classroom. After that day I always felt comfortable in the classroom. During my observations, I never saw the teacher leave any students out of the lecture that they taught to their students that day. I was very impressed to see that no students were neglected, but instead were incorporated into the learning plan for that day and got a chance to ask questions of the teacher to help further their learning. Throughout my  time in the classrooms with different teachers, I observed many different lessons that each teacher was teaching to the students. Some of the lessons included daily math skills, reading tasks, and working together at recess to rescue a dog. One of the most important aspects of being a teacher is having a good teacher-student interaction. All of the classes I observed had a good interaction between the students and teachers. As a future educator, I believe my biggest challenge will be trying to become flexible with my schedule and trying to motivate each student to learn and be active in class. Much of this depends on where I will be teaching, whether that is urban, rural, or city. I’ll address these challenges by becoming more organized and doing projects where participation is graded and required, so then each student will be learning and never feel left out. My strengths include being very determined, goal driven, hard working, learning, good people skills and motivating others. I will use these strengths to the best of my ability when I have my own class in the future. I want to continue with my teaching and learning process and obtain my teaching certificate in the near future. After observing this semester, I realized that I would like to work with 5th grade students because I think I would respond better to them. These observations were very interesting and helped me better appreciate the teaching profession.

Handling the Dilemma over Community vs Institutional Corrections Essay

It is the first day of break and Jimmy wants to have a good time with his friends. Long story short, Jimmy decided to drive home drunk and crashed into another car. The driver of the other car passed away.What kind of punishment should Jimmy receive? It seems fair for him to spend time in prison. Should he see probation after the jail time? How much? This scenario helps introduce the dilemma we have today as a society about institutional vs. community corrections. Punishment for crime has always been an issue for debate. With the growth of the American colonies, the colonists needed a system of punishment for lawbreakers. Many methods developed in Europe meant to bring shame to those offenders were adopted. Around this time, the world saw a change in punishment ideology; some began to stress that humans are not perfect and make mistakes. Thus, there should be more reform as well as punish. In 1682, William Penn made a push for change. He limited the death penalty to cases of murder only and called for fines and imprisonment for most offenses. This is widely considered the beginnings of the prison system in the U.S. He also helped start the creation of jails, like the High Street Jail. The first federal prisons were established in 1891. Before this date, prisons were organized by states and territories. The establishment of parole and probation, or community corrections, began in the 1870s. There has always been and most likely always will be a huge social dilemma on what types and to what extent punishment should be laid out. Both institutional and community corrections have their pros and cons. One thing is for certain, however, that we do need a mixture of both. The current prison system has a number of advantages. Incarceration keeps criminals away from the public theoretically making the public safer. Imprisonment also punishes the convicted criminal by taking away, in a sense, their life at least for a short period. This type of punishment should have the effect of deterring the offender from repeat crimes as well as others from committing crimes. Current prison systems are meant to be rehabilitative. Structure and discipline is provided by the prisons so as to educate and provide therapy for inmates. With the good also comes the bad. Housing a large population of criminals together can lead to networking and an anti-social encouragement to continue crime. Probably the biggest knock on imprisonment is that there is a huge cost associated with housing an inmate. The public and law-abiding citizens essentially pay for the living accommodations of a criminal. The financial toll hits those families directly associated with the criminal. It is harder for a family to get by if an income is removed. If a family ends up needing government aid, the public is again paying for that. It can also be said that prisons lack the necessary resources to properly rehabilitate and to address the issues of how they got to prison. One last disadvantage is that every prisoner is treated the same. A murderer would be treated the same as a thief. This may not necessarily be fair. Community-based corrections, on the other hand, also have a number of advantages. It is usually said that community corrections are practical and less expensive alternatives to imprisonment. Keeping an offender convicted of a minor crime in the community and out of a jail filled with hardened criminals would theoretically do a better job at rehabilitating the person and keep them functioning socially. Community corrections mainly offer the solution to the tendency of inmates to learn anti-social behaviors. Families will largely stay intact. Supervision and restrictions can help the person learn to be a more highly functioning member of society. Training programs and job placement work along these same lines. Community corrections may also have negative outcomes. For one, criminals will still be walking the streets. If an offender is set to live in a halfway house, the community around the house could become undesirable. Nearby residents may feel threatened. Community corrections are not totally free either. Systems like halfway houses do cost money, although the overall cost of community corrections is appealing in comparison to institutional corrections. Many believe that â€Å"prisonization is tantamount to socialization into a criminal culture. Therefore, being in a prison is thought equivalent to being in a school for crime (Tittle, 263).† Research has shown that inmates will often grow loyalty each other and can develop a hostility towards prison officials. The society in a prison is largely based on putting value in things not as valuable otherwise. The overall effect is not one conducive to rehabilitation into society. Some do say, however, that attitudes and behaviors such as this â€Å"become less salient as the time nears for return to the outside (Tittle, 264)† This ins ight can show how many might simply adapt to prison culture and can readjust once freed. Still, the risk of anti-socialization is there. The argument can be made that prisons are not the greatest device for rehabilitation but that community corrections are not currently adequate. A push for improvements is being made. Prohibitive costs of constructing and operating jails make it impossible to get out of this corrections crisis even if the public wants toughness on crime (Rosenthal, 1). Policymakers are making a push towards more effective transition and community supervision. One large problem with this changing corrections climate, is that rehabilitation is being overshadowed by protection of the public and promotion of justice (Rosenthal, 1). One last important point to make about a need for more effective community corrections is that there is an increase in the number of drug and alcohol abusers and prisons are not the best place for these offenders. Innovations have been made in community corrections such as intensive supervision probation/parole (ISP), home confinement with or without electronic monitoring, and residential options in community corrections. It is encouraging to see developments but the system in general is ineffective.†Unlike some countries, we have no national probation service to provide service uniformly across all parts of the country (Burrell, xv).† There are federal, state, county, and even municipal level providers. It is hard to be efficient and effective with such a non-standardized system. A Canadian study showed that â€Å"well-designed and well-implemented correctional treatment programs can produce significant reduction in recidivism (Burrell, xvii).† The overarching factor in the correctional dilemma is that we should attempt to do what is best for society. Justice does need to be served and prisons are a necessary evil, but not always best at rehabilitation. Without proper rehabilitation, we will see repeat offenders. Community corrections offer better opportunities at re-entry but, of course, this is not always feasible or fair. An often overlooked portion of this dilemma is the families. Not only will the criminal be a lost cause if rehabilitation is a failure but often the families may fall into a state of failure as well. A study shows that two thirds of family members of incarcerated persons see substantial financial decline, general health decline, and damage to relationships with children and other family members (Arditti, 199-200). This certainly is not beneficial for society. In my opinion, there is a trend to be seen in this correctional dilemma. This trend appears to be that the main issue is a lack of effectiveness in rehabilitation. It is also very clear that institutional corrections is not usually conducive to widespread rehabilitation. This lends the idea that community corrections and the community in general provide the real hope. We also now know that the community system is fragmented and decentralized and needs improvement. This is not to say that we need to completely stray away from prisons. Surely, that is out of the question. It is a necessary evil. To better society as a whole, community corrections need to be improved. I believe that we should move towards a system where only the most severe of offenders see true hard jail time. Further, a focus and monetary support should be put towards a unified community corrections system that is more apt at rehabilitating offenders. This is no small task. My opinions can be expounded upon as such: For all violent offenders and those committing crimes with wide-ranging effects should see times behind bars without question. Data shows that there are large numbers of non violent offenders behind bars. Being that it is extremely costly to house a prisoner it would be beneficial to attempt to cut down on non violent offenders behind bars. The push would then be to turn to more social and community based ways of punishment. It would seem that this would be more conducive of rehabilitation. This group of offenders having committed non violent crimes may have more hope of becoming productive members of society once again. There is a certain level of toleration to be had. We must understand that there will always be criminals and some will never be fixed. Further, any system will never work perfectly. In my opinion, though, it seems there needs to a slight shift in momentum towards community corrections for economic, societal, and rehabilitative reasons. Works Cited Arditti, Joyce A., Jennifer Lambert-Shute, and Karen Joest. â€Å"Saturday Morning at the Jail: Implications of Incarceration for Families and Children.† Family Relations 52.3 (2003): 195-204. JSTOR. Web. 26 Nov. 2012. This scholarly article was originally published in the journal, Family Relations. This article is meant to explore the implications of criminal sanction policies on the families of felony offenders. More specifically, the article focused on the social, health, and economic characteristics of parents and children to these offenders under incarceration. I found the article to be interesting and thorough overall, but much of it was more than what I needed for the purposes of this paper. Still, I found the article to be helpful in my research and proved to be useful for anecdotes. As such, this source was used mainly for supplemental information. Burrell, William D. â€Å"Community Corrections Management.† Civic Research Institute (n.d.): n. pag. JSTOR. Web. 26 Nov. 2012. This article is part of the Civic Research Institute. The article is intent on discussing the Community-Based Corrections System in general. The author takes the point of view that it is a decentralized and fragmented system. The article further discusses probation and parole along with developments in these areas. Finally, it explores the future of the system. I found the article to be helpful to my understanding of the community corrections system and to see where it might be heading. I used this article mainly for informational purposes and general understanding. Inciardi, James A. Criminal Justice. 8th ed. Orlando: Academic, 1984. Print. This source is the textbook for our Introduction to Criminal Justice course. It is meant to provide an overview of the structure, processes, and problems of the criminal justice system in the United States. The book provides lots of basic and some in depth information and accompanying support, data, and analysis. I find the book to be helpful and capable ox offering explanations easy to comprehend. I have used this book mainly as a guide and a source for general information on the topic and not for more in depth purposes. Rosenthal, C. S. â€Å"Opportunities in Community Corrections.† National Criminal Justice Reference Service. National Council on Crime and Delinquency, 1989. Web. 25 Nov. 2012. . This article published in the National Criminal Justice Reference Service is focused on why there would be community based corrections, what they are, how effective they have been, and what is the future looking like. Similar to another article I have cited, this scholarly journal article does a good job of painting the big picture of community corrections. I particularly liked how this article was thorough in starting off with the basics and going into developments and then finally int o some analysis. This proved to be a helpful article in the formation of my opinion. Tittle, Charles R. â€Å"Institutional Living and Rehabilitation.† Journal of Health & Social Behavior 13 (1972): 263-73. Web. 26 Nov. 2012. This source is an article published in the Journal of Health and Social Behavior on the topic of Institutional Corrections. The author of this article seeks to provide information and research on the extent to which incarceration is or can be rehabilitative. He finds and explains three characteristics thought to have anti-rehabilitative consequences. I found this journal article to be helpful at providing a detailed analysis of institutional corrections, both the presumed advantages and disadvantages. I used this mainly for more in depth conclusion drawing.