Examples of Arrangement in Composition

In rhetoric and composition, arrangement refers to the parts of a speech or, more broadly, the structure of a text. Arrangement (also called disposition) is one of the five traditional canons or subdivisions of classical rhetorical training. Also known as  dispositio, taxis, and organization. In classical rhetoric, students were taught the parts of an oration. Though rhetoricians did not always agree on the number of parts, Cicero and Quintilian identified these six: the exordium, the narrative (or narration), the partition (or division), the confirmation, the refutation, and the peroration. Arrangement was known as taxis in Greek and dispositio in Latin. Examples and Observations Aristotle states that...the very nature of rhetoric requires at least four components: an exordium, or introduction (prooimion), an advanced thesis (prothesis), proofs (pisteis), and a conclusion (epilogos).(Richard Leo Enos, Traditional Arrangement. Encyclopedia of Rhetoric, 2001)In A Rhetoric of Motives (1950), Kenneth Burke summarized the classical position on arrangement as rhetorical form in the large involving the following: a progression of steps that begins with an exordium designed to secure the goodwill of ones audience, next states ones position, then points up the nature of the dispute, then builds up ones own case at length, then refutes the claims of the adversary, and in a final peroration expands and reinforces all points in ones favor while seeking to discredit whatever had favored the adversary. Declining Interest in Arrangement In the place of the old rhetorics formulaic arrangement, the new rhetoric [of the 18th century] advised an arrangement that reflected the flow of thought itself. By the nineteenth century, the classical rhetorical tradition was pretty much adrift—although Richard Whately made an heroic effort to salvage it. As writing pedagogy abandoned prescribed techniques for invention, arrangement, and style (memory and delivery were already sinking as writing displaced oral literacy), teachers increasingly focused on grammar and surface features. How the student was supposed to create an essay was a mystery—as all writing came to be seen as the result of inspiration. Teaching the structure of the classical oration certainly made little sense because the form of a piece of writing should be determined by the reality the writer aimed to convey, not some static pre-ordained formula.(Steven Lynn, Rhetoric and Composition: An Introduction. Cambridge University Press, 2010) Arrangement in Modern Media Modern mass media...present special complications to the study of arrangement because the sequencing of information and arguments, the order in which certain appeals reach an audience, is very difficult to predict...Saturation and sheer quantity of exposure to a message given in single bursts may count for more than the interrelationships of parts of a single message achieved by its carefully crafted arrangement.(Jeanne Fahnestock, Modern Arrangement. Encyclopedia of Rhetoric, 2001)

The Issue Of Genius And Madness - 3127 Words

The wethered issue of genius and madness has induced a long blank and a clinical hobby among researchers. Although amiableness has a different meaning than creativity when established in a social environment, it is difficult to imagine a non-creative genius (Fink et al 1-10). creativity of two oddities and the result is the key to pleasantness (Cropley 2-14). The thought of a relationship amid creativity and prosperity of mentally diseased has mostly been maintained with rare stories of incredible art use when involved people fought against the discouragement or liquor ill-use. Previous studies that focused primarily on schizophrenia and bipolar disorder have given some experimental evidence of the relationship between creativity and psychopathology. We recently found that, patients with schizophrenia or bipolar disorder and their non-analyzed relatives overrepresented in innovative professions (ie, logic professions and fiction) in contrast to occupations of control (Kyaga et al 373-79). This link was not found in people with unipolar grief. Although despite the fact that some studies tend to differentiate the psychopathology of schizophrenia and bipolar disorder in relation to creativity, there is some support for a connection. It have been researched that 294 technicians and scientists who were born in German nations between 1650 and 1900 (Baer 16-29) discovered a reasonable increase of smaller psychiatric exacerbations among specialists, although bipolar disorder hadShow MoreRelatedA Brilliant Madness about John Forbes Nash Essay1458 Words   |  6 Pagesillness or madness can be an escape also† (qtd. in â€Å"John Forbes Nash†). 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The house in which she is taken is dilapidated andRead MoreSchizophrenia And The Middle Of Creativity And Psychopathology2032 Words   |  9 PagesThe out-of-date issue of genius and madness has incited long standing open and clinical hobby among researchers. In spite of the fact that amiableness has different parts than creativity (e.g., insight) and is established in a social setting , it is hard to envision an uncreative genius. Creativity comprising of both oddities and effect is subsequently key for agreeableness (Cropley, 2010). 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Scatter Diagram Indicate About the Relationship Between the Two Varia

Question - (a) Provide a descriptive analysis of the two varaiables(e.g.,mean,standard deviation, minimum and maximum).(b). Develop a scatter diagram with retention rate as the independentvariable. What does the scatter diagram indicate about the relationship between the two variables?(c). Develop and estimate a regression equation that can be used to predict the graduation rate(%) given the retention rate(%). (d). State the estimated regressio equation and interpret the meaning of the slope coefficient.(e). Is there a statistically significant association between graduation rate (%) and retention rate (%). What is your conclusion?(f). Did the regression equation provide a good fit? Explain.(g). Suppose you were the president of South University. After reviewing the results, would you have any concerns about the performance of tour unicersity compared to other online universities?(h) Suppose you were the president of the University of Phoenix. After reviewing the reults, would you have any converns about the performance of your university compared to other online universities? Answer- Purpose Online schools or colleges are made to offer preparing to the understudies who can't be show physically in the standard setting, for instance, classroom. It has a state of a generous scale canny investment and open get to through or through web and other framework developments. Shortly a day this system of learning or guideline is extending. The wide use of machines and web has made the approach of learning or guideline through online school faster and less requesting. These are advancing a full instructive program as same as an average school, yet starting late there is disaffirm between online school and the customary school. The internet preparing database is an independent affiliation whose mission is to develop a complete summary guarantees online colleges (Drennan, 2002). The inspiration driving Maintenance rate is to screen or see in attracting and holding understudies for the universities. Support rate is found out by net pay of the school less benefits confined by Net Pay or Income. Advancement Rate is the rate of augmentation of the amount of understudies of the universities. Shortly I am going to research between the upkeep rate and advancement rate of the online colleges in USA. Background Recently understudies are picking online school as opposed to conventional school. So there is showing up a most noteworthy test in progressive training part has been late advancement of online universities. So we have to explore the improvement rate and upkeep rate of the online schools in USA. Technique or Method: For this investigation we are making mean, greatest, least and standard deviation of the retention rate and development rate of the online colleges or universities of USA. Furthermore we are additionally utilizing regression mathematical statement through graduation rate and retention rate (McCraw, 2012). After that we are ascertaining the relapse co proficient and measurably find the centrality between graduation rate and retention rate. Results: As indicated by the giving information set or exceed expectations gave, we effectively disks or figure the conclusions or yields. The results or the yields are measured by the assistance of some clear investigation like mean, standard deviation, least or minimum and maximum utilizing some product like Microsoft Office (MS- Excel). The giving information set of the compositions and also its retention rate and graduation rate are in rate is indicated in beneath by the assistance of table. College Retention Rate in percentage (%) Graduation Rate in percentage (%) Western International University 7 25 South University 51 25 University of Phoenix 4 28 American InterContinental University 29 32 Franklin University 33 33 Devry University 47 33 Tiffin University 63 34 Post University 45 36 Peirce College 60 36 Everest University 62 36 Upper Iowa University 67 36 Dickinson State University 65 37 Western Governors University 78 37 Kaplan University 75 38 Salem International University 54 39 Ashford University 45 41 ITT Technical Institute 38 44 Berkeley College 51 45 Grand Canyon University 69 46 Nova Southeastern University 60 47 Westwood College 37 48 Everglades University 63 50 Liberty University 73 51 LeTourneau University 78 52 Rasmussen College 48 53 Keiser University 95 55 Herzing College 68 56 National University 100 57 Florida National College 100 61 From the given data about the retention rate of online colleges or universities in USA we are going to make a disperse chart by accepting the maintenance rate and development rate as free variable. As indicated by the giving information set the maximum value, minimum value, standard deviation and mean are demonstrated in beneath by the assistance of the table. Minimum 4 25 Maximum 100 61 Mean 57.41379 41.75862 Standard Deviation 23.24023 9.865724 The above table is measured or tackling by the assistance of Microsoft Excel or MS- Excel and its valuable equation or formula. Where, mean estimation of the Retention Rate is equivalent to aggregate whole of the Retention Rate in rate (%) isolated by the aggregate no of online colleges like 57.414 and in addition mean estimation of the Graduation Rate is equivalent to aggregate entirety of the Graduation Rate in rate (%) separated by the aggregate no of online colleges like 41.759 Correspondingly, the standard deviation is measured by = (( (x-)^2)/(N-1)) or= (( (x-)^2)/(N-1)) Where, = the standard deviation x = each one estimation of the information set = the mean quality N = the quantity of qualities or size of the information set By the assistance of the above equation or formula we will effectively measured or ascertain the standard deviation of the retention rate is 23.2402 and in addition the standard deviation of graduation rate is 9.8657 Presently are making a disperse graph by taking under thought of development rate and retention rate of the colleges or universities of USA. From the disseminate outline or scatter diagram we can see that development rate and maintenance rate are entomb related. On the off chance that development rate will expand then maintenance rate will likewise build. The rate of both retention and development are upward climbing. The procedure of common minimum square is giving ensure that gauge the relapse line which is additionally the best fitting line, has been drawn from the given information (Kerrigan Snyder, 2013). Here in the above disperse outline the plot does not appear to lie near to the line. So we can say that the relapse line or the best fitting line will fit in extremely well. Presently we are making a rundown yield or outcomes of regression statistics by a presumption. SUMMARY OUTPUT Regression Statistics Multiple R 0.621627987 R Square 0.386421354 Adjusted R Square 0.362822175 Standard Error 17.1688846 Observations 28 Presently we are making an expected regression mathematical expression statement and deciphering the coefficient slant or slope. To do this we have expect the qualities. In the followings we have assess relapse and remaining. Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0% Intercept -0.427733114 15.09197951 -0.02834175 0.97760601 -31.44974098 30.59427475 -31.44974098 30.59427475 25 1.408074644 0.34797141 4.046523943 0.000414052 0.692809173 2.123340114 0.692809173 2.123340114 In the underneath table we are demonstrating the distinctive relapse and remaining of df, SS, MS, F and significance of F. we are additionally giving their aggregate. ANOVA df SS MS F Significance F Regression 1 4826.678724 4826.678724 16.37435602 0.000414052 Residual 26 7664.035561 294.7705985 Total 27 12490.71429 In the followings there is a diagram of coefficients, standard error, t-Stat, P-value, lower and upper rates in percentage. Coefficients Standard Error t Stat P-value Lower 95% Upper 95% Lower 95.0% Upper 95.0% Intercept -0.427733114 15.09197951 -0.02834175 0.97760601 -31.44974098 30.59427475 -31.44974098 30.59427475 25 1.408074644 0.34797141 4.046523943 0.000414052 0.692809173 2.123340114 0.692809173 2.123340114 In the accompanying we are demonstrating the perceptions, predication 7 and residual in the underneath table from 1-28 separate variables or factors. RESIDUAL OUTPUT Observation Predicted 7 Residuals 1 34.77413297 16.22586703 2 38.9983569 -34.9983569 3 44.63065548 -15.63065548 4 46.03873012 -13.03873012 5 46.03873012 0.961269879 6 47.44680476 15.55319524 7 50.26295405 -5.262954052 8 50.26295405 9.737045948 9 50.26295405 11.73704595 10 50.26295405 16.73704595 11 51.6710287 13.3289713 12 51.6710287 26.3289713 13 53.07910334 21.92089666 14 54.48717798 -0.487177983 15 57.30332727 -12.30332727 16 61.5275512 -23.5275512 17 62.93562584 -11.93562584 18 64.34370049 4.656299513 19 65.75177513 -5.751775131 20 67.15984977 -30.15984977 21 69.97599906 -6.975999061 22 71.3840737 1.615926295 23 72.79214835 5.207851652 24 74.20022299 -26.20022299 25 77.01637228 17.98362772 26 78.42444692 -10.42444692 27 79.83252157 20.16747843 28 85.46482014 14.53517986 Discussion: From the given information we have ascertained the regression mathematical statement. Interpretation or Translation of Coefficient as a change of rate of Y is set up of as a change in the restrictive mean of Y. There is no need of taking certainty interims for coefficients into records. When we assess or deciphered a regression coefficient effectively as a rate of progress of a restrictive mean which is as opposed to a change in given two variables. It is all that much essential to take into under thought the vulnerability in the estimation of the regression coefficient. According to this technique I have ascertained the relapse mathematical statement line. Which are y= 1.860x + 29.51 and y= 1.143x + 24.60. Then again I have taken a 95% certainty interim for the slant or slope. The rate of progress of the restrictive mean of Y concerning x is assessed to be somewhere around 1.860 and 1.143 is normally desirable over saying; the rate of progress of the contingent mean of Y regarding x is close around 2 or more. The understanding of the coefficient of which is not factually huge. This sort of translations is regularly made shockingly (Welfens and Walther-Klaus, 2007). On the off chance that the regression coefficient of t test is not measurably critical, this won't be the suitable to decipher or assess the coefficient. There is no factually huge direct which reliance of the mean of Y on x was recognized. In the interpretation or translation of coefficients in the numerous regressions with the same dialect or variable is fundamentally utilized as a part of single direct regression. As indicated by the giving information set or excel sheet the retention rate estimation of the South University is much higher than appreciation of the graduation rate esteem. The retention rate esteem in rate of the South University is 51% and the graduation rate estimation of the South University is just 25%. Consequently, the retention rate estimation of the South University is 26% more than the graduation rate esteem. This is demonstrated that the development of the college, which is additionally connected to the development of the university and also when the retention rate quality is expansion than the relapse rate estimation of the South University is likewise increment. We unmistakably said that the retention rate estimation of the South University is additionally specifically relative to the regression rate esteem. Henceforth the relapse comparison of the South University is great fit and also the development rate and the development of the South University is increment. Alo ng these lines, the quantities of the understudies are likewise increments and additionally the college is likewise offered some new stream or learning project for some new understudies (Levy, 2009). Subsequently it is obviously said that the retention rate esteem when increment than the plan of action is in benefit. As per the giving information set or excel sheet the maintenance rate estimation of the University of Phoenix is much lower than admiration of the graduation rate esteem. The retention rate esteem in rate of the University of Phoenix is just 04% and in addition the graduation rate estimation of the University of Phoenix is 28%. Accordingly, the graduation rate estimation of the University of Phoenix is 24% more than the retention rate esteem. The retention rate worth is demonstrated that the development of the college, which is likewise connected to the development of the university and also when the retention rate quality is expansion than the regression rate estimation of the University of Phoenix is additionally increment however in University of Phoenix the graduation rate quality is expansions and more than the retention rate esteem. Consequently the regression comparison of the University of Phoenix is bad fit and additionally the development rate and the development of the Uni versity of Phoenix is abatement. Hence, the quantities of the understudies are likewise diminishes and also the college is carried out not offered some new stream or learning system for some new understudies. Accordingly it is unmistakably said that the graduation rate esteem when increment than the plan of action is in misfortune. Recommendation or Suggestion: According to the above point by point investigation we will smoothly measure some unmistakable examination like mean, standard deviation, least and in addition most extreme qualities furthermore relapse estimations of some online universities, which are moreover discussed in above. The maintenance rate regard and the graduation rate estimation of the online schools are also given in rate (%). By the aid of the maintenance rate worth and graduation rate regard we will in like manner find or measures the backslide estimations of the online universities (Ryan and Others, 2010). The relapse estimations of the online schools are in like manner discusses in above. The relapse estimations of the online universities are moreover showed the improvement of the online schools like expansions of the understudies, growing the learning task and a couple of others, which is also identified with the net advantage of the universities or arrangement of activity. References Anderson, K., Cockburn, J. and Martin, W. (2009). Would freeing up world trade reduce poverty and inequality?. Adelaide: Centre for International Economic Studies. Canadian economy online. (2005). Choice Reviews Online, 42(12), pp.42Sup-0465-42Sup-0465. Canadian economy online. (2006). Choice Reviews Online, 43(12), pp.43Sup-0519-43Sup-0519. Drennan, M. (2002). The information economy and American cities. Baltimore: Johns Hopkins University Press. Kerrigan Snyder, B. (2013). The unemployed college graduate's survival guide. Avon, Mass.: Adams Media. Levy, B. (2009). Town born. Philadelphia: University of Pennsylvania Press. McCraw, T. (2012). The Founders and Finance. Cambridge, Mass.: Belknap Press of Harvard University Press. Miller, N. (2010). Botanical aspects of environment and economy at Gordion, Turkey. Philadelphia: University of Pennsylvania Museum of Archaeology and Anthropology. Quarter, J., Mook, L. and Ryan, S. (2010). Researching the social economy. Toronto [Ont.]: University of Toronto Press. The informal economy: underground economy, moonlighting, subcontracting, household economy, unorganized sector, barter, ghetto economy, second economy: a research guide. (1992). Choice Reviews Online, 29(07), pp.29-3647-29-3647. The new economy. (2003). Choice Reviews Online, 41(04), pp.41-2279-41-2279. Welfens, P. and Walther-Klaus, E. (2007). Digital excellence. Berlin: Springer.

Juvenile Delinquency Theories Essay Example

Juvenile Delinquency Theories Essay Through an understanding of causes of juvenile delinquency society may come to deal preventively with delinquency; certainly treatment of the offender needs to be based upon an understanding of the causal mechanisms that have produced him. In this paper well describe three theories of juvenile delinquency such as Social Learning Theory, General Strain Theory and Behavioral Theory and discuss appropriate preventive programs based upon these theories. In 1977 Albert Bandura, a Stanford University psychology professor, published Social Learning Theory, in which he postulated that human learning is a continuous reciprocal interaction of cognitive, behavioral, and environmental factors. Sometimes called observational learning, social learning theory focuses on behavior modeling, in which the child observes and then imitates the behavior of adults or other children around him or her (Wiesner, Capaldi, Patterson, 2003, p. 18). In his research on social learning theory, Bandura studied how violence portrayed in mass  media  can have a tremendously negative impact on the behavior of certain types of children watching violent  television shows. What he noted was that some children will observe and then imitate the behavior of the characters on the television screen. From these observations, we can conclude that juvenile delinquency is the result of imitation of aggressive actions. We will write a custom essay sample on Juvenile Delinquency Theories specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Juvenile Delinquency Theories specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Juvenile Delinquency Theories specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Bandura determined that certain types of children learn to perform violent and aggressive actions by observing and then modeling their behavior after what they have seen. He referred to this as direct learning through instantaneous matching of the observed behavior to the modeled behavior (Wiesner et al, 2003, p. 320). Therefore, social learning theory states that learning can occur through the simple process of observing and then imitating others activities. Merton (1957) formulated a social strain theory of criminal involvement (Broidy, 2001, p. 0). Merton proposed that a society instills in its citizenry aspirations for upward mobility and a desire for selected goals. However, when legitimate avenues to goal attainment are blocked, anomie or strain sets in, which in turn compels the individual to violate the law in order to attain these goals. Lower-class persons are viewed by Merton as more susceptible to the ravages of anomie because they are more regularly thwarted in their eff orts to participate in the economic rewards of the wider society (Broidy, 2001, p. 12). Merton assumed in his theorizing that humans are conforming organisms who only violate the law when the disjunction between goals and means becomes so great that the individual believes he or she can no longer pursue socially sanctioned goals via legitimate channels. Society and certain social variables are, according to strain theorists, responsible for the majority of crime being committed in the world today. According to Merton, a society that emphasizes goals over the means to obtain these goals, and that restricts access to opportunities for legitimate advancement, is establishing the conditions for anomie and future criminality. Strain theorists have long argued that once a person is removed from a situation of anomie or frustration, negative behavior will recede (Henry, Tolan, Gorman-Smith, 2001, p. 173). Agnews (1992) general strain theory offers a promising framework for understanding juvenile delinquency. A major type of strain, according to Agnews general strain theory, consists of experiencing unpleasant events or circumstances, including aversive situations at home, particularly arguments and violence (Broidy, 2001, p. 1). The theory proposes that adolescents are pressed into delinquency by negative emotional reactions that result from being situated in an aversive situation from which they cannot escape. This blockage frustrates the adolescent and may lead to desperate avoidance and/or anger-based delinquency (Broidy, 2001, p. 23). Behavioral theory was studied by J. Watson, I. Pavlov and B. F. Skinner. It describes the outcomes of the consequences of a certain behavior on occurrence of such behavior in the future. Operant conditioning  developed by Skinner is one of the learning methods according to which the likelihood of behavior is increased or decreased by the use of reinforcement or punishment. In case of positive reinforcement a certain behavior becomes stronger by the effect of experiencing some positive condition. In case of negative reinforcement a certain behavior becomes stronger by the outcome of stopping or staying away from some negative condition. In case of extinction a certain behavior is becomes weaker by the outcome of avoiding to experiencing some positive condition or stopping some negative condition. Negative and positive reinforcements and extinction strengthen certain kinds of behavior of individuals. Punishment is a big form of  operant conditioning  used all over the world. When people are punished, it is to decrease that certain behavior produced by the individual. Therefore, behavioral theory refers to conditioning which leads to different behavioral pattern of juvenile offenders. Preventive programs based on the social learning theory require placing an individual in favorable environment where he/she would be less tempted to imitate violent behavior. One of the examples of such environment is the social services of the church. The actual role of contemporary religion in delinquency prevention is not easy to evaluate. Its potential role is tremendous, but the fulfillment of that potential depends on the vitality of a religion in the lives of its professants. The formulation through religion of a standardized morality that is in conformity with the law (not all religious beliefs and practices in the United States are legal, of course, but the exceptions are in small minority faiths for the most part) establishes a system of social control norms that overlap substantive legal norms (Wiesner et al, 2003, p. 20). The social services of the church can do muchand some of them do-in providing more experimental, intensive, and therapeutic assistance to delinquents than public resources customarily are equipped to perform. Also, community behavior can influence behavior modeling of juvenile delinquents. Community organization and planning represent tremendously significant possibilities for the development of delinq uency-deterring measures. According to the General Strain Theory, the major causes of juvenile delinquency are aversive atmosphere at home and school. The emotional atmosphere, the hostilities, and the inadequacies expressed in the parent-child relationships do greater injury to the child than do physical hurts. From a preventive point of view, then, it seems clear that the greatest hope for discouraging delinquency must lie in efforts to improve the quality and harmony of the family system. Preventive programs based on the General Strain Theory refer to effective family social work: a field designed to strengthen family life through assisting individuals and family units and, so far as possible, to improve the community circumstances essential to wholesome family living. Private agencies, and governmental services (chiefly departments of public welfare) contribute to this work; many of them today, especially in moderate-sized cities, merge child-welfare services with their family case work for more completely integrated assistance (Asetline, Gore, Gordon, 2001, p. 257). Family counseling, which is carried on in large part by the old established social agencies but which is also coming to be practiced increasingly by individual practitioners and clinics, offers much promise and some dangers. In an area where the  divorce rates  alone are a sufficient indication of the widespread need for help, trained and specialized skills focused specifically on the medical, emotional, and broader psychological requirements of the family can help to resolve difficulties before they become too serious (Asetline, Gore, Gordon, 2001, p. 258). Provisions should be available in the community for the individual who feels the need for advice about his family relationships. Such facilities should be competent of course. Traditionally much of this advisory function, when performed at all (of course, many persons needing help have refrained from seeking it either out of pride or a lack of available and known resources), has been done informally by family physicians, attorneys, or friends. It hardly need be said that none of these roles, taken by itself, gives any assurance of qualification to deal with the often subtle, profound, and technical problems involved in family pathology. Today, though specialized skills for this work are being developed and counseling bureaus are being established. One of the commonest characteristics observed among delinquent children is the dislike of school and teachers. It would seem that any real solution to this problem lies not in penalty classes or special schools with long hours-or even incarceration but in such preventive measures as vigorously attempting to adapt the educational process to the needs and interests of children. The docile rote learner-so dear to the heart of the educator-and the non-aggressive but apathetic conformist, as well as the resistant problem child, could all profit by a vitalized education. If classroom organization, program of study, and teaching methods are planned to meet the interests and needs of children and adolescents at their level of development, with rich and varied opportunities for the expression of diverse abilities and sufficient elasticity to allow the individual some freedom in adaptation, there would be far less aversion and passive indifference to school (Houchins, Guin, Schroeder, 2001, p. 110). Again it should be noted that flexible programs and good teaching are largely a matter of adequate budgets and careful selection. Ideally every school system should have attached to it or continuously available to it the facilities of a psychiatric clinic or study home to which cases of juvenile delinquency might be referred for observation and assistance. If teachers can be trained sufficiently and selected as personalities sensitive to the needs of childhood, they should be able to refer a large proportion of unadjusted children for clinical assistance early and thus prevent the development of serious conduct problems and delinquency (Houchins et al, 2001, p. 08). For most instances of children with psychological or conduct problems, the school must continue to provide formal education to meet their particular needs as well as possible. Thus arises a perennial problem in pedagogical and administrative technique: Should problem children be segregated in separate classes and separate schools where groups of unadjusted and delinquent boys are massed together, or should they be brought as much as possible into co ntact with normal children in the regular schools? According to General Strain Theory, in cases where the problems of personality are serious enough and classroom environment becomes the source of frustration for children, children should be treated for their special requirements in groups established according to their needs. If these individuals are to be taught separately they need programs and teachers that are adapted to their peculiar needs. According to the Behavioral Theory, juvenile delinquency preventive programs should be based on positive and negative reinforcements. Some of the examples of preventive programs with the use of negative reinforcements are confinement, boot camps and waiver. Although not as restrictive as confinement in a secure facility, boot camps are known for their rigid militaristic style. Juvenile participants are commonly organized into platoons and required to wear uniforms and to participate in daily regimens of drill exercises and physical training. Daily routines may extend from 5:30 or 6:00 A. M. to lights out at 9:00 or 10:00 P. M (Fagan, Zimring, 2001, p. 88). This program is focused upon changing attitudes and behavior through discipline. Another popular program of achieving delinquency prevention or reduction has been waiver of juvenile offenders to adult court. By waiving juveniles to adult court, there is an increased chance that they will come into contact with adult felony offenders and, consequently, after this contact the juvenile should learn to be better. Unlike boot camps and waiver, mentor programs involve mostly positive reinforcements in changing juvenile behavior. Most programs involve volunteer staff who see themselves as giving something to or sharing something with the youths who are being mentored (Colvin, Cullen, Vander Ven, 2002, p. 20) Mentor programs are less costly than other approaches to delinquency prevention because often the mentors are volunteers who may or may not receive reimbursement for out-of-pocket expenses related to mentoring activities. As a juvenile justice strategy, mentoring is an opportunity to provide support where it is missing and to supplement it when it is weak. In conclusion, the contributing factors that make a child delinquent are numerous and varied; they are often complexly interwoven in a single case. One single theory cannot explain the complex of conditions and circumstances producing delinquency. Similarly, application of one single preventive program will not significantly reduce juvenile delinquency. Therefore, juvenile delinquency preventive programs should be based upon several theoretical approaches and developed for every particular case of juvenile delinquency.

College Essays (818 words) - Startup Cult, , Term Papers

College Why is it such a big deal to go right in to college! I understand, however I just don't know what I want to do yet. I know I want to do something that has to do with criminal justice. As in the FBI. I just think that would be so cool. It would make me happy and I'll get paid O.K. My plans were to graduate, then stay with my mom for a year and just work 2 jobs, maybe take a class at U.A.A. So, I can keep with the whole study thing. Oh, and I would go into the Air Guard also. They really help with collage. Then a friend and me would get an apartment and split the rent. I would then go to U.A.A for 2 years and after that I would transfer to the University of my Choice. I got all of these ideas from my sister. I look up to my sister a lot. I learn from her experiences. She never took her SAT's and she did really badly in high school. But, when she went to U.A.A she got really good grades then she transferred over to N.Y.U. It's the 3rd hardest college to get into for her field! So, ya know if she can do it so can I. My father on the other hand! He thinks I should go to Grays Harbor Community College. And if I do, then I can live with him and he will pay for my BOOKS! If you don't know, Grays Harbor is a really bad college, it is worse then U.A.A. Even if I wanted to go, my mom wouldn't let me! I mean come on; he will help me pay for my BOOKS that's a real help. I remember one day I was in the truck with my dad and we were talking about colleges and he said " you can't go to a good college like your sister, you just cant. You're not like her. And, I'm sure as hell I'm not going to pay that much!" I told him I don't expect him to pay for anything. My sister went through college with out her dad's help, so I can do it to. Every time I try and talk to him about the university that I'm interested in or when I tell him I want to be in the law or psychology field, he just changes the subject! He makes me so mad. Also, whenever I bring up any thing to do with collage he gives me this huge big guilt trip! Mom on the other hand, she gives me space to think of what I want. She is happy if I'm happy. I know I will go to collage no mater what. I know I might have to pay for college my self and that's fine by me! I don't need my dads help. My mom on the other hand, helped Eva as much as she could. Eva's school cost $34,000 a year and that's what my mom makes in a year. So you do the math. I learned from my sister! Loans, grants, scholarships, apply for ALL of them! Even the little scholarships. They ALL add up. My counselor makes me feel like I have to go strait into my university right after I graduate. She really wants me to take my SAT's. I guess I will, but if I do, then I'm going to take them as many times as I can. I want to be able to choose the best score and if there good enough then I will send them to colleges. My mom says I don't have to take them and that makes me feel a little better. I'm just really worried that I'm not going to do well. I like my SAT class. I really do. The part that I like the most is the tests that tell me what I would be good at. It reassures me. But that's all I really like about it. Other than that I feel like I'm being rushed. Like I need to be in a big hurry. I'm really in no rush to graduate. I know that sounds really weird but hay its a free education. I have been here since I was in 7th grade. I feel really comfterbal here! For a long time all I could think about was getting out of high school. Now all I think about are

Amir and Baba Essays

Amir and Baba Essays Amir and Baba Essay Amir and Baba Essay Amir and Babas relationship changes throughout the novel. The novel starts out with Amir doing whatever he could to win his fathers attention, which includes betraying his best friend, Hassan. He betrayed Hassan for his fathers full attention. He then earns it when Hassan and Ali move out and Baba and Amir move to America. Here are the examples. 1. Amir and Babas relationship is fake. Amir is pretending to be someone he is not by pretending to enjoy the soccer games Baba always takes him to see. 2. Amir and Babas relationship becomes real when Baba is diagnosed with cancer. Amir cares for him and stays with him until he dies. They become very close. 3. Amir and Baba are very alike. They both betrayed their best friends. Baba betrayed Ali by sleeping with his wife, and Amir betrayed Hassan by not standing up for him while getting assaulted. Then they both try to redeem themselves with doing other good deeds. Baba, running an orphanage, and Amir going back to Kabul to save Sohrab, Hassans son. I hope these work for you 🙂 ONE DECISION CHANGED EVERYTHING Too late we learn, a man must hold his friend unjudged, accepted, trusted to the end (John Boyle OReilly). Khaled Hosseini’s story of The Kite Runner showed a vast amount of love, trust, and betrayal towards two completely different people. Amir, the son of a wealthy and well-known man in the northern area of Kabul, develops a friendship with one of his servants named Hassan. As years progressed, Amir had a chance to save Hassan but the way he acted affected their lives which led them to follow two separate paths in life. Looking into his past, an aged and wise Amir struggled with the choices that he made as a young child that ultimately altered the friendship with Hassan. As young boys becoming adolescents, Amir and Hassan enjoyed doing everything together. However, Amir never considered Hassan and him friends. Amir felt this way because he knew that neither history nor religion changed who they were. In the end, Amir was a Pashtun and Hassan was a Hazara. But, they were kids; they fed from the same breast and they learned to crawl together. Nothing was going to change that either. Amir spent most of the first twelve years of his life with Hassan. They used to play hide-and-seek, cops and robbers, cowboys and Indians, and they loved insect torture (Hosseini 25). They took strolls together through the parks and saw many movies together. One of the most memorable times that Amir and Hassan shared together was underneath their pomegranate tree on top of a hill. They climbed the tree and Amir read many stories to Hassan. Hassan was uneducated and Amir made fun of him because he could not read. One summer day, Amir and Hassan took knives to the top of the hill and carved their names in the tree. It read, â€Å"Amir and Hassan, the sultans of Kabul†. No matter what would happen to these two in the future, this saying was permanent and the story of the lives of these two individuals never left this tree. Those words made it formal: the tree was theirs (Hosseini 27). Hassan was the one who helped Amir choose the path of his future career. Amir had taken advantage of the friendship between Hassan and him. He made fun of him whenever he had the chance, but Hassan never took it to heart and still perceived Amir as his best friend. One day while he read to Hassan, Amir made up the ending of the story and Hassan loved it. He said, â€Å"That was the best story you’ve read me in a long time† (Hosseini 30). That same night, he wrote his first story. In The Kite Runner, Hassan was both physically and mentally stronger than Amir. According to Baba, Amir’s father, there was something wrong with Amir since his birth. Amir never stood up for himself and he was different for the fact that he liked poetry, something that Baba believed was not normal for a young boy. One day while Hassan and Amir were walking towards their tree, they came upon Assef and his friends. Assef was the son of one of Baba’s friends, an airline pilot. He was known for his brass knuckles and wanted to start an argument with Hassan and Amir. Right before he was going to hurt them, Hassan grabbed his slingshot and aimed it right at Assef’s left eye. He let the boys go but said he was going to get revenge. This part of the story foreshadowed an event that occurred later in the story in which Amir and Hassan’s lives were changed forever. Throughout the entire story, Amir felt that Baba was not giving him the attention he needed. Anytime Amir wanted to be alone with his father, Baba asked Hassan to join him. Many examples were written in the book, but the general idea was that Amir was never left to be with his father alone. This presented another foreshadowing scene that was resolved at the end of the book. This was a large twist to the story that many people never saw coming. Kite flying was a major event that took place every year. The object of the game was to be the last kite flying in the air. After all the other kites were cut down, a person chased the kite to redeem their pride and glory. During the tournament, Amir cut down the last kite and Hassan ran to get the kite for Amir. Amir went looking for Hassan after he did not arrived home. This is when the devastating incident occurred that changed the friendship of Amir and Hassan. â€Å"I opened my mouth, almost said something. Almost. The rest of my life might have turned out differently if I had. But I did not. I just watched paralyzed† (Hosseini 73). Trying to find Hassan, Amir walked through the streets of his home town as he looked and asked others if they saw a Hazara running for/with a blue kite. All of a sudden, Amir heard voices and he found Hassan. Amir saw the blue kite behind the back of Hassan; he protected the kite from the one person that he hated the most. It was Assef. Hassan did not give up the kite and was given two options: He either gave the blue kite to Assef or expected something bad to happen to him. Hassan refused to give up the kite and was molested. Amir caught a glimpse of Hassan’s face and ran away. He betrayed the person that once stood up for him; the one person who was willing to do anything to be loyal to Amir. He was a coward. At that instant in time when Amir decided to run, life was no longer what it used to be. â€Å"I lifted Hassan’s mattress and planted my new watch and a handful of Afghani bills under it. I waited another thirty minutes. Then I knocked on Baba’s door and told what I hoped would be the last in a long line of shameful lies† (Hosseini 104). Amir could not stand living with Hassan any more. He tried to make it seem as if Hassan stole money from Amir. After Baba was notified about this incident, he made everyone sit in a room. Hassan took the blame for the stealing because he wanted to save Amir. Amir was surprised when Baba had forgiven Hassan for the stealing, but Asi told Baba that they could not stand living there anymore and they decided to leave. As Hassan and his father loaded their belongings into Baba’s vehicle, Amir realized that this was the last time he saw Hassan in person. Forever. Due to the war going on, Amir and Baba were forced to move to America. Here, Amir started a whole new life and began a family. Amir and his wife tried to have a child, but they were unlucky. Baba later died in the story and Amir had to live life on his own. He kept thinking back to the old times in Kabul where he grew up. However, no matter how hard Amir tried to forget about the rape of Hassan, the dreams kept coming. The phone call. Amir received a phone call from a past friend that wanted him to return to his home country. Amir did not want to leave his life in America, but he went anyway. After he arrived, Amir received the shocking news; from this moment on everything in his past now made sense! Rahim Khan, the friend of Amir who told him to come back to Pakistan, said that Hassan was not just their servant; Amir and Hassan were brothers. Asi, the man who raised Hassan, was sterile and Baba was his true father. The secret had been kept between Baba and Rahim Khan throughout the lives of Amir and Hassan. Amir was very upset and yelled, â€Å"I’m thirty eight years old and I’ve just found out my whole life is one big fucking lie! † (Hosseini 222). The main reason that Rahim Khan brought Amir back to Pakistan was not for the sake of telling him that Hassan was his brother. Amir found out that while he was living a life in America, Hassan started his own as well. They had a child named Sohrab; however, this child was now sought to be found because Hassan and his wife were killed during the war. In the end, Amir decided to stand up for himself and knew that he had to find this child. He was not going to be the same coward that was back as a child; those days were over. Amir had found Sohrab and took him back to America. As time progressed, Amir saw many similarities in Sohrab that he had once seen in Hassan. Through the long journey of finding and rescuing Sohrab, Amir finally began to see who he really was. There is a way to be good again (Hosseini 226). Rahim Khan was one of the few men that knew everything that occurred in Amir’s life. He knew about the raping. He knew that Amir had been a coward and ran away. He knew Amir was suffering and he wanted to relieve him of his guilt; the only way to do this was to have Amir come back to Pakistan and care for Hassan’s only child. After saving Sohrab, Amir no longer felt like a coward. Amir realized that the past could not be changed or altered to how he wanted his life to end up. He now understood his goal in life and that was to take care of Sohrab. He needed to repay Hassan back for all the good that he has done for him, even though he knew that nobody could live up to the loyalty and trust that Hassan gave him. Amir loved Hassan and wanted to repay him in as many ways as possible; he would have done anything for him if he was still alive today†¦a thousand times over.

Cause - Effect Assignment Essay Example | Topics and Well Written Essays - 1000 words

Cause - Effect Assignment - Essay Example However, when they become obsolete and are discarded inappropriately, the products release toxic substances into the environment- including air, water, and soil. Various computers parts have varying levels of toxic substances. For instance, an average computer screen contains five to eight pounds of lead accounting for around 40% of all lead in the US. Generally, these items form part of a larger category of wastes known as electronic waste, or e-waste. Electronic waste generally refers to carelessly discarded, excess, or broken electronic devices. This definition is vague and there is still debate as to whether items such as broken fridges and other household appliances should be included under e-wastes. However, the widely accepted definition includes wastes arising from computer hardware, old electronic devices such as phones (both fixed and mobile) and entertainment gadgets, television sets, computer monitors, refrigerators, and other electronic communication devices. Poor dispos al of e-wastes poses several risks to human health and degrades environmental quality as they contain noxious metallic elements known to cause serious health complications. When the wastes are buried in landfills, toxic constituents can infiltrate into water systems and the soil, and finally reach our bodies. Should we sacrifice ourselves for the sake of technology? There has been a growing call for industry players to effect proper disposal of e-wastes, or to find alternative uses of the wastes, such as recycling and separating the components of the electronic devices for use in various industrial processes. Causes of Increased Volumes of Computer Hardware Although toxins released by poorly discarded computer hardware affect every one of us, the majority is generated by electronic companies and repair shops that do not want to incur additional expenses in adopting sound waste management expenses. Critics also argue that recycling could unintentionally cause damage to the environmen t as it leads to accumulation of electronic materials that will eventually have to be discarded. They further argue that e-wastes do not constitute a significant portion of total wastes. Hence, diversion of more funds to implement waste management practices will only serve to benefit the companies and not the public (Hicks et al, 2005). Besides, recycling of computer hardware exposes workers to the heavy metals present in most of the equipment. This problem can worsen if workers do not wear protective gear. It is costly too since the percentage of the initial cost recovered after recycling can be as low as 1-5%. Using these arguments, companies and individuals have continued to dump computer hardware and other electronic wastes without regard to their long-term effects on the environment. This could subsequently result in the suffering of innocent individuals who have had no input in the disposal process. A second common source of waste computer hardware has been through dismantling shops. Although the recycling process is a noble idea, not computer parts are recycled. The non-recycled parts are poorly disposed leading to increased amounts of waste computer hardware in our town. The steady increase of these computer parts together with other obsolete electronic items could ultimately result into a steady increase in electronic wastes resulting to unmanageable levels. Long Term Effects of Computer Hardware in my Town Electronic wastes contain precious elements