Com 220 Prison Overcrowding Harms Everyone

Prison Overcrowding Harms Everyone March 18, 2009 Com 220 Axia College of University of Phoenix Did you know that the USA with 5% of the world's population has 25% of its prisoners, making it the world's no#1 jailer? The most recent statistics from the Department of Justice states that 1 out of every 30 men between the ages of 20 and 34 has been jailed. Most likely, every person in the USA has either been incarcerated or knows someone who was. At the start of 2008, 2,319,258 adults were being held in prison or jail and this number keeps growing. Because of the immense population of inmates, most facilities are overcrowded. To make room for all these inmates, correction departments have resorted to housing prisoners in tents, hallways, and gymnasiums. Below is a picture from USA Today of inmates being housed in a gymnasium. Locking up so many people in these overcrowded conditions creates serious emotional, physical, and mental problems for inmates and causes prisons to be even more dangerous. Due to these conditions, the prisoner winds up worst upon release than when they came in. (Smolowe and Blackman 1994) In addition to the overcrowding problem, there is a huge financial strain to keep these facilities operating. To incarcerate only California’s prisoners, it costs more than $7. 6 million dollars a day. While funding for education and public assistance decreases, the prison budget maintains growth. One would think that for all the important resources we take money away from to invest in prisons, we would see some positive results, but unfortunately the USA has the highest crime rate in the world. Locking up so many people causes serious overcrowding problems making rehabilitation next to impossible. Overcrowded prisons harm the rest of the population by breaking apart families, spreading diseases, and wasting valuable resources on a system that is not reducing the crime rate. (Clark 1994) The overcrowded prisons have a negative and dangerous impact on its residents’ physical well-being. Deadly and infectious diseases like HIV, hepatitis, and tuberculoses commonly exist in America’s prisons. With very few doctors available, many prisoners are not even aware that they are infected and go untreated. Every year, more than 1. 5 million inmates are released back into the society, infected. Once released, they spread these deadly diseases to their families and communities. As long as prisons remain understaffed, inmates and the rest of society will suffer. (USA Today) Insufficient staffing makes it impossible for prisoners to go through a detailed screening process. The monitoring, screening, and managing of vulnerable or problematic inmates are rarely maintained. Many times dangerous and mentally ill prisoners, untreated and undiagnosed, are put into the main population where they have a negative effect on other inmates as well as themselves. Prisoners are no longer put into facilities that best match their needs; instead they are squeezed into whichever facility has room. This environment is conducive to violence. Many times prisoners are assaulted and even raped by others because staff is not readily available to control the situation. Besides an increased chance of being victimized, research has shown that understaffed jails have more suicides than ones that are properly proportioned. (Haney 3-4) Overcrowding has created a dangerous atmosphere that has forced staff to focus on keeping order rather than worrying about meeting prisoners’ basic needs. Overcrowding has caused many staff members to fear for their personal safety and to look at prisoners with disdain. They are equipped with many lethal and non-lethal weapons to keep them safe and in some jurisdictions rifles and shotguns are carried inside cell blocks. In California, armed guards are kept inside housing units and authorized to respond to inmate disturbances with lethal force. Even while theses inmates sleep, they are kept under gun surveillance. (Haney 11) Education and work programs conducive to rehabilitation are being done away with to pay for room for more prisoners. These programs are necessary because the majority of prisoners are illiterate. A study conducted back in 1992 concluded that about 70% of prisoners were functionally illiterate or illiterate. The Bureau of Justice reported that in the 1990’s, 40% of the prisoners had no job assignments at all, that 40% had menial prison duties like laundry, and only 7% were involved in some type of industry program. This means that little is being done to help prisoners make a smooth transition back into society. Once released, prisoners will have a record that any future job prospects will frown upon. Without any kind of job training it is unlikely that ex-convicts will ever get hired. Many times, released prisoners who are faced with this dilemma, go right back to prison because they resort back to the same illegal practices of receiving money that got them arrested in the first place. When programs are taken away, it tends to increases the violence and frustration amongst inmates. (Haney 5, 7-8) Many people find it hard to sympathize for inmates who are victims of violence, bad health care, or rape because the victims are criminals and many people believe they deserve to be punished. I have heard many people make light of the current prison conditions by telling jokes about Bubba violating men in the shower that drop the soap. What many people do not realize is that it is not just hard core rapists and murderers populating the prisons, in fact, about half of the prison population is serving time for non-violent crimes. Now-a-days one can be incarcerated for certain motor-vehicle infractions and there have been numerous occasions of innocent people being incarcerated. The following chart depicts the types of crimes prisoners were serving time for, according to the Bureau of Justice Statistics for 2005. USA Today NID) (Haney 4) Mandatory sentencing is a major contributing factor to the prison overcrowding problem and should be eliminated. Aaron Clarence is a perfect example of why mandatory sentencing should be done away with. Aaron was a 22 year-old college student when he was sentenced to life in prison without parole for a first-time nonviolent drug conviction. The local U. S. attorney charged Aaron with dealing crack cocaine, drugs that he never even touched. What did he do? He accepted $1,500 to introduce a couple of drug dealers and one of the dealers robbed the other. Aaron was pulled out of class months later and charged because one of the dealers claimed Aaron was a big-time drug dealer. No other evidence besides the testimony of the dealer, who benefitted by getting a reduced sentence for his testimony was given. Aaron is spending the rest of his life in prison. (Saunders 2004) The conservative approach to crime, investing in new prisons and jailing our way to a lower crime rate is not working. Now is the time that we realize that this approach is unaffordable and does not decrease the crime rate. Now is the time that different strategies to reduce over crowdedness are looked into. Barbara Flicker argues that a more thorough screening process to determine who to incarcerate or not, needs to be implemented at each stage. The prosecutor, judges, jail administrators, and probation officers should use other resources besides prisons like: unconditional release, third-party custody, a treatment center, bail, probation supervision, electronic surveillance, or work-release programs for non-violent and lesser crimes. Now is time that we stopped punishing all the different types of crimes that are out there by the same method. Many times drug offenders are locked up in the same facilities as pedophiles and are serving more time than them. (1990) (Smolowe and Blackman 1994) The current prison system is in desperate need of change. Prisons are supposed to be a deterrent to crime but this not the outcome. Now is the time that people realize that what goes on in prison affects everyone in society. About 95% of prisoners will be released back into society at one point. We need to ask ourselves, â€Å"Do we want these people released back into our communities without any kind of rehabilitation or worse off than they started out? Are people being sentenced to life for committing a misdemeanor fair? Is it right to deprive money from schools and the community to finance a system that does not work? † If your answer to these questions is no, then now is the time for action. Discussing the situation is the first step. Many people openly discuss the school system and other facilities that our tax dollars contribute to, and overlook the prison system which takes much more money to run. Many people are unaware of the overcrowded conditions or mandatory sentencing until someone they care about is affected. People need to be made aware in order for change to happen. Read about outrageous prison sentences like Aaron Clarence’s that have been handed out. Write to a local politician explaining concerns about the problems in our current prison system. If nothing is done, and this lock-them-up trend continues, half the adult population will experience the inside of a prison or jail. (Will 1998) Reference Page Clark, C. S. (1994, February 4). Prison Overcrowding. CQ Researcher, 4, 97-120. Retrieved March 6, 2009 From CQ Researcher Online Flicker, B. (1990 February). To Jail or Not to Jail. ABA Journal. Retrieved February 13, 2009. From Business Source Campus Database. Haney, Craig. Prison Overcrowding: Harmful Consequences and Dysfunctional Reactions. Retrieved February 13, 2009. From http://prisoncommission. org/statement/haney. craig. pdf. Rising prison problems begin to trickle into society. (nid) USA Today. Retrieved February 13, 2009. From Master FILE Premier Database Smolowe, J. , & Blackman, A. (1994 February 7)†¦and throw away the key. (cover story). Time. 143(6). 54. Retrieved February 13, 2009. From Master FILE Premier Database. Saunders, D. (2004 November 28) Free Clarence Aaron. The San Francisco Chronicle (CA) retrieved March 5, 2008 from http://www. ovember. org/Blakely/Saunders11-28- 04. html. Will G. (1998 July 20) A jail break for geriatrics. Newsweek p. 70. Retrieved February 13, 2009. From Master FILE Premier Database. Peer Review Checklist* What is the main point of this paper? | The main point of the paper is the overcrowding of the prison system. | What is the greatest strength of this paper? | The greatest strength of t his paper is all the information provided. The statistics give the reader a chance to actually absorb numbers. | What material does not seem to fit the main point of the paper or does not seem to be appropriate for the audience? I think that all the information fit well into the paper. The statistics were there to represent the prisoners; you provided detailed information on what all the overcrowding did to the staff and others in the prison. You showed cause and affect of what the overcrowding did to the prison system. | Has the author sufficiently addressed counterarguments? Explain your answer. | I think the author sufficiently addressed the counterarguments represented in the paper. I would of like to of seen if there was any suggestions to fixing the problem though. | Where should the author add more details or examples? Explain your answer. | Suggestions on what they could do to fix the problem. Also a few updated statistics. The statistic from 1992 is little old. I would of liked to know if the prisoners are more alliterate now or then. | Where is the writing unclear or vague? | I found the writing to be clear. I did not find it unclear or vague. | What is your favorite part of this piece of writing? | I enjoyed the whole paper. I did not find myself liking one part better than the other. I enjoyed the whole paper. | What other comments can you provide for the author? I found the paper extremely informative. There was a large amount of information that I was not aware of. I would have to suggest that some of the paragraphs like the opener seem to be really long and there is a lot of information in them. I think if you broke them into smaller paragraphs it would make the information stronger for the reader. | *Adapted from Reinking, J. A. , Hart, A. W. , & Von der Osten, R. (2003). Strategies for su ccessful writing: A rhetoric, research guide, reader, and handbook (6th ed. ). Boston: Prentice-Hall/Pearson Custom Publishing.

Analyzing Recreation & Leisure Essay

The therapeutic recreation process is a systematic method of planning and providing services for individuals with disabilities. The process is based on a systems theory approach. The system is designed for a guide for a well-defined, goal-oriented purpose to the activity or program being provided. It involves four phases: assessment, planning, implementation and evaluation. Use of the therapeutic recreation process is not dependent on location, but on systematic and consistent use of assessing, planning, implementing and evaluating services for people with disabilities. The process is applied in settings like hospitals, long-term facilities and useful in leisure education and recreation participation settings, like park and recreation agencies and schools. Delivering therapeutic recreation services in community setting has been successful when the therapeutic recreation process is applied. It is not the setting that determines the use of the therapeutic recreation process, but the needs of the clients. Using the therapeutic recreation process allows the therapeutic recreation specialist to individualize within recreation programs designed specifically for people with disabilities and to systematically develop support plans for inclusive recreation programs. The therapists conducts an assessment that identifies the client’s abilities and limitations by asking a series of questions related to social skills and observing their interactions with their peers. Information is gathered not only for the client, but also from family, caregiver, social worker, friends, and vocational counselor to provide thorough information prior to participation so that the client needs may be addressed. The purpose is to determine the needs of the individual in relation to the independent functioning in recreation settings. Materials include questions designed to determine an individual’s needs related to independent recreation participation. Read more:Â  Essay on Leisure and Recreation in Action Program descriptions clarify activity content, participation requirements, possible risks, and intended outcomes that aid in determining these needs. Thorough and accurate information about the individual is necessary, even when participation is self initiated and voluntary. Without accurate information the quality of an assessment is compromised. Programs and activities may be pre-planned; assessments enable the therapeutic recreation specialist to individualize interventions, accommodations, and teaching strategies within group activities. For example, the leisure education program in which the client is registered may have a group goal to improve socialization skills through participation in group activities, but the client will have a goal more specific to their needs, such as the client will use socially appropriate means to identify deficits in specific activity skill (i. e. sports), as well as general skill (i. e. social skills). In addition, assessments for an individual participating in a specialized recreation program may differ from an assessment used with someone who is interested in participating in an inclusive recreation program. Assessments applied to those participating in separate programs often ask for more detail about the person’s level of functioning that an assessment used to analyze participation in inclusive recreation would. A unique aspect of a community recreation assessment is that it can be a lifelong process. Unlike treatment settings, such as hospitals where a therapeutic recreation specialist may only work with and individual for a brief period of time, people with disabilities who participate in community recreation programs often remain involved in programs for many years. From the assessment of the client’s social skills, the therapist discovered that the client had trouble initiating and sustaining conversations. For example, the client would stand by themselves and watch their peers rather than joining in conversations. When the client’s peers would include them in conversations, the client would walk away. The therapeutic recreation specialist found that the client often feels like they do not know what to say to others. The planning phase of the therapeutic recreation process can guide a therapeutic recreation specialist in developing individualized goals and objective for the client and then select recreation activities to meet the goals and objectives. The planning component is helpful for identifying activities to meet goals and objectives that promote independent recreation functioning. Some activities have the potential for improvement of functioning (i. e. warm water aquatics) in treatment and rehabilitation settings. The therapist selects a twelve week leisure education program that includes social skills training components to meet the objectives outlined for the client. Leisure education focuses on the development and acquisition of leisure-related skills, attitudes, and knowledge so a person can express him/herself through leisure. Community recreation therapeutic recreation programs provide and ideal environment to apply leisure education goals by teaching how to access and utilize community recreation resources, as well as how to develop skills related to independent recreation functioning. The therapists forms goals, develops objectives, specifies activities (i. e. social skills) and determines a means of evaluation. According to Austin and Crawford (1996), the implementation phase of the therapeutic recreation process is the action phase and involves carrying-out the individual or group program plan. The therapeutic recreation specialist carries out the social skills and dance program, focusing on group and individual goals, For example, the group will be taught how to appropriately ask someone to dance and the client will be taught ways to initiate conversations with dance partner. The implementation phase involves coordinating and executing recreation activities proposed in the plan, as well as documenting information about the individual (i. e. his or her responses), the program (i. e. time of day, duration), and the activities (i. e. competitive vs.learning). Implementation of the individual plan in the recreation setting requires focusing to social (i. e. attitudinal), programmatic (i. e. adaptations), and environmental (i. e. accessibility) issues. For example, general recreation programs in which people with disabilities can be included may not be structured to accommodate people with a variety of disabilities. The therapists may implement numerous adaptations or accommodations according to the individual’s disability and have knowledge and skills to make these adaptations to facilitate participation. Other factors that could affect the implementation of the individual plan include inconsistent attendance of a participant with a disability, unanticipated facility/environmental issues, lack of support from family/caregivers, inconsistency of general recreation staff, and inappropriate program placement. The therapist conducts evaluations on the client’s skills at the end of the twelve week program by asking the same series of questions asked in the assessment phase and conducting an observation. The purpose of the evaluation phase is to assess the client’s response to the planned program and the plan’s effectiveness and determine whether revisions are necessary. While conduction the evaluation, the therapists can interview the participant, speak with family members or caregivers, review documentation, administer questionnaires, and observe the participant while engaged in the activity. Conducting a mid-term evaluation will aid in the clients process and help in necessary adjustments to a person’s program plan. Thorough and accurate documentation is a critical component of the evaluation process. An important concern with evaluative documentation in the settings is that the information is made available to others and is ultimately utilized. For example, at the conclusion of the leisure education program, the client may choose to enroll in a new program with different general or therapeutic recreation staff. Assessment and evaluation information should be passed on to the staff of the client’s new program to ensure continuity of goals and objectives. Applying the evaluation phase of the therapeutic recreation process in the therapeutic recreation settings can be advantageous in that information tracking can be done over a long period of time, enabling in-depth, longitudinal evaluations. However, a limitation of conducting the evaluation phase of the therapeutic recreation process I the settings is that pieces of information gathered at different points in time may become fragmented and not unified in one location. The therapist’s role is to compile the various evaluative elements into comprehensive evaluation document to be used across specialized and inclusive contests over time. RESOURCES Austin, D. R. , & Crawford, M. E. (1996). Therapeutic recreation: An introduction. (2nd ed. ). Boston: Allyn and Bacon. Howe-Murphy, R. , & Charboneau, B. (1987). Therapeutic recreation intervention: An ecological perspective. Englewood Cliffs, NJ: Prentice Hall, Inc. Sylvester, C. (Ed. ). (1996). Philosophy of therapeutic recreation: Issues and ideas. Volume II. Ashburn, VA: National Therapeutic Recreation Society Peterson, C. A. , & Gunn, S. L (1984). Therapeutic recreation program design: Principles and procedures. (2nd ed. ). Englewood Cliffs, NJ: Prentice Hall, Inc RECREATION EVALUATION RCSM 351 12/07/2010 PEGGY PEARSON.

Writing College Essay

Writing College Essay Writing College Essay The tutor may offer you several essay topics. Once the topic is chosen - you are ready for college essay writing.Prior towriting college essay, read the following helpful information. The first or introductory paragraph fulfills several functions: the initial sentence or sentences should lead the reader to the English essay topic by moving from more general statements on the overall subject matter to the actual focus of your college essay. A feasible strategy is to depart from what is commonly known to the reader and then highlight the new and particular aspects which the college essay will contribute to the current of research in the field. These original contributions are pointed out in the so-called thesis statement, which should be part of the introductory paragraph and serve as a first orientation on content, methodology, and structure of your college essay: Writing College Essay Tips One part of the thesis statement has to define the specific focus of the academic essay. It is crucial to narrow down the essay topic in a sensible and practicable way. Good English college essays are characterized by a clearly and convincingly focused topic. Furthermore, the introductory paragraph gives an idea of what aspects of the topic are presented and in what order. This "road map" makes the structure of college essay transparent and comprehensible from the very beginning and, thereby, provides the reader with a basic sense of orientation. Naturally, these individual parts of the thesis statement cannot always be presented separately, since they are often intricately inter-woven with each other. For example, the methodology may already be suggested by the English essay topic, while the road map and the theoretical approach might be interconnected. Therefore, it is be advisable to combine topic and approach, or methodology and road map. The choice of writing strategy is shaped by the individual essay writing skills and preferences. However, it is essential for all three aspects to be clearly stated. College Essay Help College essay writing is a complex work. It requires assiduity and attentiveness. You have to spend a lot of time in the college library looking for information.Sometimes ordering college essay online may help student to avoid the rush. gives you the chance to enjoy other activities while the college essay is written for you by professional writer. You are welcome to request unlimited number of revisions and claim free plagiarism report. In addition, our blog with numerous tips on writing essays is absolutely free! You will find a lot of pages on term paper, coursework, dissertation,and other types of academic writing. Popular posts: Thesis Writing Tips Cold War History Essay English Essay Writing Good Essay Topics World Hunger Essay

Environmental Education Standard - Conflict Essays - Free Essays

Environmental Education Standard - Conflict Essays - Free Essays Environmental Education Standard - Conflict The Key to Life or Death: An Environmental Education Standard Joe woke up one morning and looked out his window. What he saw startled him: a barren landscape, a desolate land for miles, and the absence of vegetation. He got up, rubbed his eyes, and thought what he witnessed was all part of a dream. Joe walked outside, only to be thrown back by the horrendous smell of toxic chemicals, heat generated from the greenhouse effect and gruesome after effects of acid rain. There are rusted and eroded cars lying around; millions of dead ants scour the baked topsoil. His final thought, before he radioactively melted, how did this all happen? Life on earth could possibly be like this if people do not change their ways in which they handle the environment. If people do not change their current treatment of the environment, a desolate uninhabitable earth will replace this pristine planet. The scientific facts are there to support that we have been destroying our environment, funding is out there to support groups to help the environment, and educational programs are in place to bring awareness. So why are humans still hurting the earth? One possibility is the teachers. It seems that the educators do not teach about conservation or how to save the environment. Their reasoning stems from the fact that the teaching materials are controversial and confusing. If it is not the teachers, then it must be the educational materials. In order to bring about changes to peoples treatment of the environment, universal standards in the curriculum and methodology of environmental education must be developed and implemented at the educational level. Governments throughout the globe fund projects to increase ecological awareness through environmental education; unfortunately, the education being taught is riddled with problems. The problem with people is that there is so much confusion and conflicting opinions about both environmental issues and environmentally responsible behavior (Smith-Se bato 33). The confusion arises because, on one hand, critics of environmental education say that people are being fed doomsday visions of the future and biased and incomplete scientific information about everything, while advocates have stated that the education that people receive are sensible and give a better understanding of human impacts on the environment (Schimdt 1828). These doomsday visions misinform people by telling them that one wrong action against the environment will lead to the earths destruction (Schimdt 1828). Granted that this information usually comes from extremist groups, it does lend to the clout in environmental education. The biased information stems from textbooks that make readers feel guilty about the way they live: In the United States, fuel is wasted and used carelessly. The United States has 6 percent of the worlds population but uses 35 percent of the energy available in the worldHeated pools and hot tubs are seen as necessities in some parts of the U nited States. This is not true for other countries. (Schimdt 1829)This is an example of bias in textbooks. From this, one gets the impression that U.S. citizens are the problem and if an American reader was to glance at this, he or she would feel guilty about the luxuries that he or she owns. The guilt factor, while it is one way for allowing people to realize that their actions and comforts are damaging the environment, also hinders progress and productivity. Critics say that education should not make people feel awful for their actions, but let them realize that they need to change their habits and treatment of the environment. Advocates would see the example as fact, and it should make people realize, specifically U.S. citizens, that their living habits are the only contributors to the deterioration of the environment. Change should come to the U.S. citizens, because it is proven that their actions hurt the environment. These two opposing sides provide a problem in environmental education because they are always arguing what should and should not be taught to people. The solution would be to organize the information in a complete, unquestionable manner, so that people will be aware of the environmental problem and stop their destructive actions. Once the education materials and practices are set in place, teaching it to

The Theresa Andrews Case

The Theresa Andrews Case In September 2000, Jon and Teresa Andrews were busy getting ready to enter into parenthood. The young couple was childhood sweethearts and had been married for four years when they decided to begin building a family. Who would know that a chance meeting with another pregnant woman, while in the baby department of a store, would result in murder, kidnapping, and suicide? Summer of 2000 Michelle Bica, 39, shared the good news about her pregnancy with friends and family. She and her husband Thomas prepared their Ravenna, Ohio home for the arrival of their new baby girl by installing baby monitors, setting up a nursery, and buying baby supplies. The couple was jubilant about the pregnancy, especially after the miscarriage Michelle had suffered the year before.  Michelle donned maternity clothing, showed friends the baby sonogram, attended birthing classes, and other than her due date which kept getting pushed forward, her pregnancy appeared to be progressing normally. A Chance Meeting? During a shopping trip to the baby department at Wal-Mart, the Bicas met Jon and Teresa Andrews, who were also expecting their first child. The couples chatted about the cost of baby supplies and discovered that they lived just four streets away from each other. They also talked about due dates, genders, and other normal baby talk. Days following that meeting Michelle announced that there had been a mistake with her sonogram and that her baby was actually a boy. Teresa Andrews Disappears On Sept. 27, Jon Andrews received a call at work from Teresa at around 9 a.m. She was trying to sell her jeep and a woman had called saying she was interested in buying it.  Jon cautioned her to be careful and throughout the day tried to reach her to see how she was and if she sold the jeep, but his calls went unanswered. When he returned home he discovered both Teresa and the jeep were gone although she had left behind her purse and cell phone. He knew then that something was wrong and feared that his wife was in danger. Four Streets Over On the same day, Thomas Bica also received a call at his job from his wife. It was great news. Michelle, in a series of dramatic events, had given birth to their new baby boy. She explained that her water broke and she was taken to a hospital in an ambulance, had given birth, but was sent home with the newborn because of a tuberculosis scare at the hospital. Family and friends were told the good news and over the next week people came by to see the Bicas new baby which they named Michael Thomas. Friends described Thomas as a classic new dad who was ecstatic about their new baby. Michelle, however, seemed distant and depressed. She talked about the news of the missing woman and said she was not going to display the new baby flag in the yard out of respect for the Andrewses. The Investigation The following week, investigators tried to piece together clues into Teresas disappearance. A break in the case came when they identified the woman through phone records who called Theresa about the car. The woman was Michelle Bica. During the first interview with detectives, Michelle appeared evasive and nervous when she told them about her activities on Sept. 27. When the FBI checked out her story they found that she had never been to the hospital and there was not a tuberculosis scare. Her story appeared to be a lie. On October 2, detectives returned to do a second interview with Michelle, but as they pulled into the driveway, she locked herself in a bedroom, put a gun into her mouth, and shot and killed herself. Thomas was found outside the locked bedroom door in tears. The body of Teresa Andrews was found in a shallow grave covered in gravel inside the Bicas garage. She had been shot in the back and her abdomen had been cut opened and her baby removed. Authorities took the newborn baby from the Bica home to the hospital. After several days of testing,  DNA results proved that the baby belonged to Jon Andrews. The Aftermath Thomas Bica told police he believed everything Michelle had told him about her pregnancy and the birth of their son. He was given 12 hours of polygraph examinations which he passed. This along with the results of the investigation convinced the authorities that Thomas was not involved in the crime. Oscar Gavin Andrews Jon Andrews was left to mourn the loss of his childhood sweetheart, wife, and mother of his child. He found some solace in the fact that the baby, renamed as Teresa had always wanted, Oscar Gavin Andrews, had miraculously survived the brutal attack.

Stop. Think. Action Essay Example | Topics and Well Written Essays - 750 words

Stop. Think. Action - Essay Example The study has been supported with the storyline and flowchart, all of which elucidate the tools and techniques I applied to overcome the situation in a creative way. Since I strongly believe in divergent thinking, because of its offering multidimensional alternative solutions of the challenges and problems (Hudson, 1967), I have described its application in my professional life as well as its outcomes in my personal career growth, which has been elaborated in the following lines. I had been appointed as a HR manager at a real estate corporate firm, which could not be regarded as an established organisation at the time of my getting recruited at there. Since the company offered commission-based employment to the professionals, almost 90% of the employees were commission-based sales personnel, who would obtain 30% of the business they had generated for the company. Hence, the company would pay more heed and respect to the personnel, who tend to bring business and finances through clients and customers. Despite the fact that the company had appointed me against the monthly salary, its financial condition appears to be stating that I would also have to carry out some business deals as a real estate agent to ensure my salary to be paid. One of the firm’s directors also indirectly hinted the same that generating payments for the salary-based employees could be challenging for the company. I had got that job after over five and half years of unemployment. Since I had very bitter experience of leading the life of a jobless person, I did not want to lose it at any cost. Besides, I was well aware of the reality that my survival depends upon getting involved into business generating activities. Consequently, I pounced into a divergent thinking plan to escape getting fired at the hands of the management. I developed my personal SWOT analysis, where I regarded my graduate degree in sociology as one of my most

Alternatives to formal compulsory schooling Essay

Alternatives to formal compulsory schooling - Essay Example As Illich claims, almost all high cost educational programs that launched in the US were failure. They could not make any notable improvement in the learning of the marginalized children. A comparison with their classmates who are from middle income families reveals that they have further fallen back. The reasons for the failure of such programs were that the allocated fund, though it seemed to be huge, was insufficient to improve the performance of children who outnumbered the amount. Moreover, the fund was not concentrated only on the poor children; the children from upper class also had a share from it. In order to make such programs a success, the fund must be directed to the beneficiary, allowing them to buy their share to be utilized at their will. In the words of the writer, neither in North America nor in Latin America the poor get equality from universal education. One of the basic objectives of universal education is to provide a child with his social responsibilities. Even after being educated, the mindset of the people is not changed, so, the legacy of compulsory education must be questioned and judged severely. Across the world, especially in the US, the school has an anti-educational effect on the society as the schools deviated from its basic cause for which they were set up. Nowadays, people regard education as very costly, very complex and an impossible affair due to the failures of the schools. The monopoly of imparting education is not bestowed only on schools, but schools discourage other institutions from assuming educational tasks. The Supreme Court Justice William Douglas opines that â€Å"the only way to establish an institution is to finance it† (Illich). This is true in the case of schools that only by channeling dollar away from the parents the schools admit students. In the US, the per capita rate for a school has increased in such a way that for the past couple of years the rate of increase was unbearable. This phenomenon is apparent among the private schools and only rich parents can afford private education for their children. Thus, compulsory welfare may lead to further impoverishment. Obligated schooling divided the society and graded it according to an education based caste system. Societies are considered as castes and distinction is made by the average years of schooling by the members. What is happening in the school is a person learns a given skill with the largest expenditure of public funds that too for the attainment of a diploma which has no relation to any useful skill or job. According to Illich, schools provide neither justice nor learning, because the educators are adamant on a package of instructions with certification. Schools provide links to one’s roles in the society, but fail to make them efficiently play their roles. Aside from this, schools hold back instructions to those students whose every step in learning suits formerly approved measures of social control. Pupils are not given adequate opportunity for enhancing their skills with the help of a right teacher who can highly motivate them without the constraints of curriculum. Skill learning for inventive and creative behavior must be promoted by institutional arrangement, though they are often opposed nature. Schools are performing badly because they fail to distinguish between learning and education. Schools confuse teaching with learning, education with grade advancement and fluency with the ability to speak