British culture Case study Example | Topics and Well Written Essays - 1750 words

British culture - Case Study Example His younger sister is still in the university undertaking bachelor of Medicine. Callum is pursuing a bachelor’s degree in Neurosurgery. The interview was successful because Callum was cooperative and gave out all the information. I had to inform him first about the intention. I also assured him that the information will not be disclosed to anybody else. From the interview, I was able to get more information about the changing nature of masculinity, multiple identities, femininities, and cultural capital among British citizens. Gender identity is an aspect involved in the process of socializing and growth. There are some behaviors and activities associated with men and others women (Collins, 2009). In order to know Callum’s attitude towards masculinity, I had to ask him different questions regarding the differences in roles, cloths, behavior and talks between men and women. He claimed that he understood there some behaviors which he was not supposed to adopt, since they are made for women. He said that some dresses like pencils, hipster and cloths with multiple colors are made for women and he can not wear them. Further, he added that there are men suit and women suit and to be respected an individual should wear cloths in respect to gender. I had to ask him about the talks or the way in which men talk whether it is different from the women talk. He claimed that women are involved in gossips and he is not supposed to engage in gossips because they are made for women. He claimed that men talks are supposed to focus on life issues and not what other people do. He also claimed that men are not supposed to blink eyes or have facial movement while talking. He claimed that he can not talk the same way with women because that is lowering his dignity. In the society today, men who adopt the women’s way of life are not respected. He was more focused on the issue of masculinity because he also claimed that men should

Understand Inclusive Learning and Teaching in Lifelong Learning Essay Example for Free

Understand Inclusive Learning and Teaching in Lifelong Learning Essay 1.1 Summarise Learning and teaching strategies used in own specialism Within my own specialty field having a variety of teaching methods and strategies to potentiate learning is an absolute requirement. The field caters to people from all kinds of backgrounds and levels of education so it must be flexible and adaptable enough to appeal to its varied audience. It is usually taught following a mix of teaching methods that focus on different learning strategies, and can be identified as being an â€Å"Interactive Lecture† with some slight variations. It usually starts with a short lecture that lasts for approximately 15 minutes and usually contains a metaphor, as a way of introducing the subject and determining the boundaries by which the session is going to be ruled and also a list of natural examples, that is, situations or contexts where the particular topic being taught could be applied. Demonstrations follow so as to allow the students to familiarize themselves with the concepts to be studied in any given class, and also to give them the opportunity to see first hand what the topic being demonstrated means and gives them a rough idea of what steps are to follow. These demonstrations usually take only form 5 o 10 minutes and can be demonstrated by the teacher on a voluntary student or it can occur in the form of Video, where another teacher or practitioner of the craft demonstrates the topic of the class. Discussion between the students about what they have seen, is a very useful part of assimilating what has been observed in the demonstration and it is also a way to check and evaluate if the students have understood what was going on during the demonstration and check if they have been able to recognize the steps followed during the demonstration to achieve the end result. Getting the students to put into Practice their learning is another way to immediately test their understanding and capability at carrying out what was demonstrated during the demonstration. This can be replaced by a Small Group Task, or a group or individual project where the students can test their skills in carrying out parts of what the demonstration entailed in addition of providing further information and develop their interaction skills within a team. More small group discussions occurs after the students get to practice what they saw in the demonstration, where they get to comment and talk about difficulties, challenges and opinions in regards to how they found putting to practice and finally share their conclusions with the class. The teacher ends the class by a small lecture style talk where s/he summarizes the key points reached during the class, and gives closure to the subjects of the session. 1.2 Explain how approaches to learning and teaching in own specialism that are inclusive and meet the needs of learners A number of students that attend courses within my own field of specialism are blind, colour blind, dyslexic, or present some kind of â€Å"learning disabilities†. Something that is always taken into account, are the learning strategies of the students that participate in any given class, their particular learning needs and other requirements that might be needed to support them in their learning process, this information is discovered through an initial questionnaire at the start of the course. With activities that require interaction with colour or visual elements, the games/activities are adapted or modified in order to compensate for the barrier or disability/ies some particular students might present, by utilizing other senses as a way to replace the visual/colour component. Adapting other materials, activities and games, bringing in flexibility to the exercises is part of the process to teach in my own specialism that are inclusive and meet the needs of the learners. 2.1 Explain how to select resources that meet the need of learners Selecting the resources that meet the needs of the learners is a constant process of consistent evaluation and change. Some of the factors that can influence the teaching methods utilized in any given context are the level of knowledge and the level of commitment of the participants, which links with the level of responsibility they are able to cope with on their own, in addition to their preferred learning system/style, or any other physical, cultural, hearing, language or learning needs. Things such as the class environment and resource/teaching budget are also important; resources can be costly so establishing a sharing scheme or setting up small groups per resource can also be a good idea if it is not possible to find a suitable cheaper alternative. The characteristics of the room Hand-outs are one of the resources that can be provided in the form of notes, extra information, the student ´s can always look back and refer to, when their preferred learning strategies are visual. Worksheets, books, flipcharts, printed quizzes in addition to textbooks and journals are also wonderful ways to potentiate learning through the visual sense, Whiteboards, blackboards, PowerPoint presentations, digital cameras, software, YouTube, other hardware or equipment and Moodle are more interactive ways of learning and their effectiveness depends on the suitability of methods for promoting learning. Knowing enough about the possibilities available and having the skill to confidently utilize it for it to be effective is also important, in addition to the fact that a constant evaluation system should always be in place with the purpose of being able to make rapid changes whenever a teaching method does not have the results expected, and to find out what is effective and useful for any particular set of students. 2.2 Explain how to provide opportunities for learners to practise their literacy, language, numeracy and ICT It is possible in my field, (NLP, Presentation Skills and performance enhancement) to present students with opportunities that require them to practice their literacy, language, numeracy and ICT skills in a variety of ways. Students are usually required to prepare some class with some recommended reading books, journals or articles, (depending on the particular aims of the course), occasions where they are able to practice their literacy and language skills. As communication is a key element in my field, the necessity for them to develop excellent Language skills is key, as it also requires preparation, as elements of clear enunciation, focusing and the design of presentations are usually present in most of the courses within this field. Numeracy skills are in most cases inherent as activities have to be very well timed and managed, and participants usually apply them within their own contexts and backgrounds at the same time they apply the skills learned during my courses, therein, time management, organizational skills and also an adequate level of numeracy are required. Through the skills learned during the course, a higher level of focus can be dedicated to reaching high performance states which in case where a student might have difficulties with numeracy, if s/he so desires, s/he could have the choice to choose it s a context and create a correlation between a particular high performance state (different from their usual nervous/uncertain state) and numeracy. Students can develop or practice their ICT skills through the recommended online research and utilization of many online resources (forums, articles, blogs) that are available online for students, free of charge, in addition to having to prepare (in some courses), rough drafts for presentations to be handed in. 3.1 Explain ways to engage and motivate learners in an inclusive learning environment There are many ways to engage and motivate learners in an inclusive learning environment. First of all, as per the teaching and learning cycle, it is important to identify needs that could be fulfilled or covered in any particular way, for that it would be a requirement to have a target audience so as to be able to study, search and find what the potential target audience could want. Finding out what is of interest to them, so as to be able to develop an appropriate teaching strategy is crucial in order to engage and motivate learners, examples should be relevant to them. Ideally the competencies or skills to be taught could be taught through a utilization of content that is of interests them. We call â€Å"flora† many different types of flowers, they all have the same structure (form), a stem, a pistil, petals, pollen, etc.; but the shapes (content) they take are very different, a Lily looks very different from a Rose and from a Bird of Paradise, a Daffodil or a Cherry Blossom. In the same way, by keeping the intention (purpose/form) of an exercise the same and giving it a shape (content) that is of interest to the students, there is a higher possibility of getting the interest of the students, thus engaging them and motivating them to participate in the activity/ies planned for the session. Realizing, recognizing and acknowledging the differences between students, and respecting those differences, adjusting explanations, language and resources to include all participants is bound to also increase their engagement in the topic being covered. Acknowledging and recognizing the achievements of the students in the process of achieving the â€Å"big goals† and reminding them of the goals that are to be reached at the end of the course while involving them in the process of taking responsibility for their own goals and reasons for being in the course. Providing the students and participants with clear, specific and useful feedback that addresses specific areas or details that are lacking or would need further revision or study, with instructions of how to improve them or overcome them, is another responsibility of the teacher which potentially has great results in involving and engaging the participants of a course. 3.2 Explain ways to establish ground rules with learners to promote respect for others It is important for the facilitators of learning to establish an appropriate micro culture within the members of a class. The way students interact with their environment, with each other (psychological climate) and the interactions between students and teachers sometimes must be defined and agreed to since the start in order to avoid misunderstandings or problems due to â€Å"assuming† that a set of ground rules were â€Å"obvious† and â€Å"logical†. These sets of behavioural rules, determined in consensus by the class during a session dedicated specially to designing these rules could include punctuality, part of this can be represented by arriving to class on time, respecting time allocated for breaks, (coming back on time) and ending class at the finishing time, unless a special project or other activity is taking place which would take a few more minutes. Coming prepared to class is a very important ground rule, that would include bringing to class the materials (books, notes, pens, paper, etc) recommended by the teacher and having brought in homework, having studied or revised the learning materials in order to be a participative element in the class, by talking in turns, providing responses and sharing point of view in class. In the same topic, another ground rule to take into account in the subject of participating in class is to listen and respect the opinions and arguments of other classmates or teachers, even if those opinions differ from ones own, note that respecting does not mean â€Å"having to agree†, it simply means that the topic of disagreement or discordance is open for discussion, sometimes to be expanded on at a later time. Participation in class, or the voicing of opinions, questions or doubts is essential for ensuring the concepts covered in class are well understood, it is capital to note that there must be an element of trust and confidentiality within the group so as to be able to talk freely without fear or recrimination or judgement. If feedback is to be provided in any kind of occasions it must be done in a respectful manner, with appropriate language. Following upon the concept of respect, the respect for the study/learning time is essential and can be demonstrated by switching off (or putting on silent, all electronic equipment that is not needed during the class; that includes telephones, music players, iPads, tablets, computers, and all other electronic devises that could be a disturbance to the progression of the session. These rules are to be followed and reinforced within the group though the discussion and sharing these responsibilities, emphasizing how these ground rules are to help and support not only the teacher, but the students, in the learning process.

Postpartum Depression A Concept Analysis Health And Social Care Essay

Postpartum Depression A Concept Analysis Health And Social Care Essay Postpartum Depression is generally defined in the following context: Specifier of nonpsychotic major depression that has its onset within 4 weeks after delivery (Mehta and Sheth, 2006). In addition, the illness is often classified into the following categories: Baby blues, nonpsychotic depression, and puerperal psychosis (Mehta and Sheth, 2006). Therefore, the illness is complex in nature and is attributed to the emotions that are experienced after giving birth (Mehta and Sheth, 2006). It appears that there are no clear distinctions between first-time and experienced mothers facing postpartum depression, and that the state is potentially dependent upon hormonal imbalances (Mehta and Sheth, 2006). The state of postpartum depression is particularly difficult for its sufferers, as they are often unable to care for their newborn babies in the way that they desire, and this places a particularly difficult strain upon the family in these cases. The defining attributes of the illness are em otional in nature, and require further evaluation in order to establish a successful diagnosis and treatment strategy. For women facing the risk of postpartum depression, there are a number of common concerns that are well-defined and researched, including but not limited to stress, hormone imbalance, and alternative methods of conception. Therefore, those women facing postpartum depression often possess a number of risk factors that may be individual or combined. As a result, a diagnosis of this condition is often based upon several factors. However, these factors may also be attributed to other conditions and circumstances, so how they are identified and managed is of critical importance in addressing the condition directly. In general, A meta-analysis of numerous studies found the average prevalence rate of postpartum depression to be 13 %there is a three-fold increase in the risk of depression during the first months after delivery (Joesfsson, 2003, p. 14). Therefore, it is important to note that postpartum depression is a common condition that requires further evaluation and treatment. A case study is perhaps the most feasible opportunity to explore the variables involved in postpartum depression, as this will enable the evaluator to determine the extent to which the illness is based upon various factors, how it was derived, and how to best treat the condition effectively. Typically, a scale known as the Edinburgh Postnatal Depression Scale (EPDS) is widely used to identify the severity of postpartum depression episodes, as is useful in determining the course of treatment that will treat the condition without delay (Chokka, 2002). One case to consider is that of using the EPDS to screen patients for postpartum depression, and if the condition is identified, to determine its severity (Joesfsson, 2003). This scale is used to convey a greater understanding of the epidemiology of the illness, and its contributing factors in those that suffer its symptoms (Joesfsson, 2003). The case study under consideration examines women facing postpartum symptoms of depression at several intervals, and explores a number of variables that are relevant in describing the condition and its potential outcomes for female patients (Joesfsson, 2003). There were a number of statistical requirements under consideration, as well as an opportunity to explore the ethical nature of the study and how it might impact postpartum women in a personal manner: We questioned ourselves whether it would create increased anxiety to ask the eligible women personal questions about mental and physical health and later on about their childrens behavior. How ever, we concluded that the positive effects would outweigh the negative effects and that the attendance rate would reflect the womens opinions in this matter. Verbal and written information was given to all participants and it was made clear that participation was voluntary (Joesfsson, 2003, p. 33). From this perspective, it should be noted that the postpartum depression study served as a means of influencing the identification of risk factors, as well as the epidemiology behind such factors and subsequent treatment alternatives that would be useful in supporting patients of this nature (Joesfsson, 2003). In this manner, it was determined that the study was a safe and effective means of identifying various risk factors associated with postpartum depression. The study results indicate that the EPDS is a highly useful tool in order to support the findings associated with postpartum depression (Joesffson, 2003). One of the key factors in this study that is not found in many other studies is as follows: An advantage of this study is that all data were extracted from standardized medical records in which data were collected prior to knowledge of postpartum mood. This made it possible to minimize maternal recall bias. To our knowledge this is the only study that includes earlier medical, gynecologic and obstetric history (Joesffson, 2003, p. 37). Therefore, the study indicates that there are significant opportunities to explore postpartum depression by using the EPDS scale, and that the results from this scale will continue to provide clinicians with the tools that are necessary to improve diagnosis and treatment methods for postpartum depression and its many complexities (Joesffson, 2003). EPDS is also evaluated in a borderline case involving postpartum women from Chile, and it was determined that the scale is very useful in other settings as a screening and diagnostic tool (Jadresic et.al, 1995). Another borderline case involving subjects from Iran is also useful in determining the effectiveness of the EPDS tool (Montazeri et.al, 2007). A contrary case involves the detection of false negatives in using the EPDS, which is in stark contrast to many other cases that support the widespread use of this scale to identify postpartum depression (Guedeney et.al, 2000). A case invented for the research might demonstrate that EPDS is successful in diagnosing other types of depressive disorders or episodes that extend beyond postpartum depression. Finally, an illegitimate case involves an examination of symptoms that are depicted as postpartum depression with the EPDS, but are actually not related ( Jomeen and Martin, 2008). Based upon the model case, the antecedent is the series of unusual behaviors that are generally associated with postpartum depression, such a perceived detachment from the child, as well as emotions, such as uncontrollable crying and fits of anger. As a result of these behaviors, it is generally believed that women suffering from postpartum depression face considerable emotional and psychological consequences until they are diagnosed and are treated for their condition in a successful manner. In a related case study, EDHS is utilized in conjunction with the Patient Health Questionnaire (PHQ-9) in an effort to identify postpartum depression in a different light. In a general context, Routine depression screening has been recommended for all adults using tools, such as the Patient Health Questionnaire (PHQ-9), that have been validated in primary care practices (Yawn et.al, 2009, p. 483). From this perspective, it is known that postpartum depression is not commonly considered under this questionnaire, and requires further consideration as a potential tool for evaluation of this condition (Yawn et.al, 2009). The study considered both tools as an opportunity to identify postpartum depressive symptoms, and to also demonstrate that these studies might be useful together, while also recognizing the limitations of their use in conjunction with each other (Yawn et.al, 2009). These findings suggest that there are significant factors involved in identifying postpartum depression, par ticularly when a body of questions are asked of each study participant that might be uncomfortable to answer (Yawn et.al, 2009). Therefore, it is difficult to identify all of the possible implications of using both tools without further evaluation (Yawn et.al, 2009). Nonetheless, it is very important and relevant to consider how postpartum depression is diagnosed and treated under the most common conditions. Other studies also demonstrate that postpartum depression, when diagnosed by using the EPDS scale, is highly responsive to different forms of cognitive therapy, including individual and group counseling, amongst other methods (Moss et.al, 2009). However, studies do not go so far as to say that educational programs are a useful tool in supporting the prevention of postpartum depression, as this has yet to be identified as an effective alternative (Moss et.al, 2009). There continue to be critical factors that influence postpartum depression that have not been fully identified, and therefore, the EPDS is a very useful method of deciphering new problems and potential treatment solutions (Moss et.al, 2009). Based upon the indicators provided in the discussion and case studies thus far, there are a number of empirical referents to consider when addressing the scope of postpartum depression, and how it is dramatically influenced by various factors, including but not limited to risk factors, symptoms, diagnosis and treatment. It is clear that there are a number of common risk factors associated with postpartum depression that are common in many identified cases, including but not limited to prior depressive episodes, hormone imbalances, and other related factors. These factors are typical contributors to the condition, even though their severity varies from one case to another. Nonetheless, when considering postpartum depression, these are typical concerns that must be evaluated on a consistent basis. In one context, it is observed that postpartum depression may be associated with what is known as the relinquishment of motherhood, which is reflective of different circumstances, such as giving up a baby for adoption, as well as the challenges associated with postpartum depression (La Monica). In this context, Relinquishment is usually done with a great deal of conflict, especially if done under compulsion. Consequences of relinquishment are (1) the obvious loss of a child, (2) a resulting role change; she is no longer functioning as a mother, and (3) the inevitable grief process to follow (La Monica, p. 269). From this perspective, it is clear that postpartum depression also falls into this category, and possesses empirical consequences for a mother until a diagnosis and treatment plan is satisfied. It is important for a mother facing postpartum depression to consider how this might impact her child or children, and how to best approach the situation in a delicate yet assertive man ner. However, since the judgment of the mother is often poor as a result of her condition and she may be unable to think clearly, it is necessary to consider how the condition might be identified by a clinical professional, and thus treated accordingly. It is important for family members and clinicians to be involved as early as possible, so that the symptoms do not become so severe that irreversible consequences are inevitable, as occurs in some cases. In all cases of postpartum depression, it is critical to develop an understanding of the underlying factors, causes, and diagnosis methods that are most common, so that all possible ideas are explored without severe repercussions for patients. Therefore, it is expected that in all cases of postpartum depression, establishing a diagnosis using the EPDS and/or the PHQ are of critical relevance in order to determine the most feasible course of action for the patient in question. This is a general rule that applies to almost any diagnosis, and requires ongoing consideration in order to achieve the desired level of effectiveness. It is imperative that these methods are utilized consistently from one case to the next in order to establish effective patterns for treating postpartum depression and its underlying causes. In order to identify the various principles that are associated with a diagnosis of postpartum depression, it is necessary to develop a greater understanding of various risk factors that are associated with the illness and its outcomes for new and experienced mothers. It is evident that there are a variety of concerns that are associated with postpartum depression, and that these require further consideration and evaluation. Therefore, various research studies to date indicate that there are a number of relevant tools that are often utilized in order to understand the overall concepts associated with postpartum depression, and how to best diagnose and treat this complex psychological condition with physical undertones. The most common tools used to identify the condition are the EPDS and the PHQ, which are utilized to identify severity of the condition under different circumstances. Patients suffering from this illness must be cooperative and supportive in seeking a diagnosis and tre atment, even though this is often a very difficult concept to grasp. Therefore, it is important for clinicians to be heavily involved in this process, so that patients are provided with the best possible outcomes for their condition, regardless of its severity. This will provide the greatest level of support during diagnosis and treatment to improve the condition through regular treatment and ongoing intervention as necessary.

Sentence Structure :: essays research papers

Independent Clause (IC) An independent clause is a group of words that contains a subject and verb and expresses a complete thought. An independent clause is a sentence. Example: Jim studied in the Sweet Shop for his chemistry quiz. (IC) Dependent Clause (DC) A dependent clause is a group of words that contains a subject and verb but does not express a complete thought. A dependent clause cannot be a sentence. Often a dependent clause is marked by a dependent marker word. Example: When Jim studied in the Sweet Shop for his chemistry quiz . . . (DC) Dependent Marker Word (DM) A dependent marker word is a word added to the beginning of an independent clause that makes it into a dependent clause. Example: When Jim studied in the Sweet Shop for his chemistry quiz, it was very noisy. (DM) Some common dependent markers are: after, although, as, as if, because, before, even if, even though, if, in order to, since, though, unless, until, whatever, when, whenever, whether, and while. Connecting dependent and independent clauses There are two types of words that can be used as connectors at the beginning of an independent clause: coordinating conjunctions and independent marker words. 1. Coordinating Conjunction (CC) The seven coordinating conjunctions used as connecting words at the beginning of an independent clause are and, but, for, or, nor, so, and yet. When the second independent clause in a sentence begins with a coordinating conjunction, a comma is needed before the coordinating conjunction: Example: Jim studied in the Sweet Shop for his chemistry quiz, but it was hard to concentrate because of the noise. (CC) 2. Independent Marker Word (IM) An independent marker word is a connecting word used at the beginning of an independent clause. These words can always begin a sentence that can stand alone. When the second independent clause in a sentence has an independent marker word, a semicolon is needed before the independent marker word. Example: Jim studied in the Sweet Shop for his chemistry quiz; however, it was hard to concentrate because of the noise. (IM) Some common independent markers are: also, consequently, furthermore, however, moreover, nevertheless, and therefore. Proper Punctuation Methods This table gives some examples of ways to combine independent and dependent clauses and shows how to punctuate them properly. IC. IC.  Ã‚  Ã‚  Ã‚  Ã‚  I went to the store. I didn't buy any bread. IC; IC.  Ã‚  Ã‚  Ã‚  Ã‚  I went to the store; I didn't buy any bread. IC, CC IC.  Ã‚  Ã‚  Ã‚  Ã‚  I went to the store, but I didn't buy any bread.

Racism from past to present

Racism is the belief that a race is superior to all other races and has the right to manage all other races. This term emphasizes the superiority In terms of the biological differences, such as color and gender. In the history, although racism was used to organize daily life in clans, with Greeks it gained its negative meaning. With the Renaissance and the Reform, Europeans discovered new nations and places. However, according to Europeans' understanding, these new people can only be slaves. Therefore, racism has actually begun. The first modern fascist leader ofEuropean, Mussolini had a strong belief about being racist. He did not give right to live to any thought but his thought. He killed many people. In Dalton, Hitler was another fascist leader who murdered millions of people because of their races. Thus racism has become known. Basically, as both Connelly (2004, p. 72) and Shah (2010, Para. L) say that people have tendency to be superior to others. Shah adds that racism has been used as weapons. As it was in the past, racism still exists all over the world. Proponents of the idea that racism still exist claim that due to laws, racism Anton exist.They also mention that according to the universal Declaration of Human Rights, all humans are equal. They may have a point but laws cannot prevent racism and racists. Laws are valid only racists are caught. In the united States for example, although punishment is serious, racism exists in the aspect of black and white. Blacks have separate neighborhood from whites, they do not like whites' thoughts or they do not have a white person in their environment. The reason for this is that in the past, whites saw and used blacks as slaves. In today, there is not a comprehension about Ewing slave but whites still humiliates blacks.This causes white racism. Moreover, racists do not have to show how they believe or they do not have to discriminate. They can only have thoughts of being racist and laws cannot catch or prevent t his kind of thoughts. The reason why racism still exists is the human nature regarding inferior and superior. First, in the aspect of superior, they are naturally arrogant people. This class thinks that they are superior to everyone in everything. Therefore, they humiliate other races. Due to physical characteristic of other races, they make a trooper for specific races and they become prejudice.Europeans prejudice about Arabians can be given as an example. They think that Arabians are dirty and they smell bad. This situation causes racism today. Moreover, superior race thinks that they have the right to determine other races' rights, such as how they think, where they can live or whether they can live or not. Hitler for example, had a great power to take lives of Jewish people. Today, similarly to Hitter's reason, there is a problem called smuggling of people. Generally, people who are smuggled are from either Africa or Middle East, they were never European.Smuggling soul exists be cause superior races think that they can employ them illegally. Second, in aspect of inferior people, there is a fear of superior ones. Being a criminal race produces that kind of fear. As Russell (1 998, p. 124) mentions Willow's thesis about black crime causes white fear, white racism caused by Black and Latino men. If they did not have this high rate of crime, there would not be white fear. Furthermore, another kind of fear from superior happens as action and reaction. If Europeans are racists to Arabians, then stay away from Europeans because they feel inferior.Another reason why racism still exists is what happened in history. They may have not happened because of racism but they trigger racism today. First, events about economy have really changed the world. After the Reform and the Renaissance, colonialism came into the world. India was one of the countries colonized by England. As Marvin states, â€Å"At any rate, no serious effort has ever been made to colonize the country , and the English who go to India think only of acquiring the largest amount of money in the shortest possible time, and returning home to enjoy it in their beloved fatherland† (2006, p. ). Thus, today racism still exists between India and England. Second, political history caused racism today as well. In the history, states struggled for independence. In Ottoman Empire, for example, there were many nations who live peacefully. However, when the Ottoman Empire started to fall down, Armenian rebelled. They wanted to have their own country in the soil that they live in but it belonged to the Ottoman Empire. Because of this situation, Ottomans and Armenian had disagreement. Then that disagreement cause today the so-called Armenian genocide. Now, Turkey andArmenian are prejudiced to each other because of what happened in history. Bad treatment to Armenian or reverse produces racism in both countries. All in all, racism still exists in our world. People should remember that as worl d and politic changes, terms meanings will either be change or be broaden. While the term racism was used for people who support his race, then it is used for humiliation. In our world, it almost lost its meaning because today anything can be racism, such as prejudice or difference of thoughts among nations. Racism is not biological differences anymore.

Case Study: Out-Of-Town

This case study will examine four parts of out-of-town brown and the besieged probation supervisor. The first is what should Casey’s response be to the reporter concerning the agency’s recommendation. The second is if Casey elects to discuss her officer’s recommendation for some form of intermediate sanction, how can she justify such sanctions in general and in this case specifically. The third covers do you feel that the probation officer’s recommendation based on these facts is correct, why or why not.Lastly, which form of intermediate sanction would appear to hold the most promise for the offender in this case. Casey’s Response I would answer the phone and answer question with a brief conversation. I am standing by the decision the probation officer has recommended. The intermediate sanction is proper decision for a 23-year-old man who murdered his stepfather with a knife after suffering many years of physical and mental abuse. The young man had no prior record and had been an incest victim since he was 5 years old; he is considered an otherwise nonviolent person, a low recidivism risk.However, this call that I receiving from you, a well-known veteran local television anchor—a strong crusader in the local war against crime, is to deter me from agreeing with the probation officer. I know you know the young man will be sentenced tomorrow, but I want you to answer a few questions. Have you ever done something in your life where you could have been sent to prison? Don’t answer because I know the answer. Did this young man do something against society? Yes, he will and has payed for his crime. Intermediate sanctions are criminal sentences that fall between standard probation and incarceration.Intermediate sanctions can include house arrest, intensive probation, boot camps, electronic monitoring, and drug treatment programs. Intermediate sanctions serve a dual purpose in the criminal justice system. The reason I am agreeing with this sentence is because intermediate sanctions versus incarceration assist overcrowding and eases the burden from the prison system in the United States. I'd rather give him a chance than another prisoner who has killed several people for no apparent reason. The young man has been dealt horrible hand in life, and I think he can benefit from this sentencing.I think if this was your child, brother or even you would want a second chance. It is time for someone to help this man so he can become a productive citizen. The person without any sins shall cast the first stone. Society will get its justice, but a man will receive another chance at life. The agency has to make decisions that will be beneficial to society and the prison system. The sentence is not letting the young man go free, but he will sever in least restrictive setting to pay for his crime. Officer’s Recommendation And Such SanctionsThe 23 year-old-man who murdered his stepfather, after many years of s uffering mental and physical abuse, deserves an intermediate sanction. The probation officer has taken into account the entire situation to make this recommendation. The man’s several years of constant abuse, prior criminal record, and nonviolent characteristic outside of the incident are indications that the man may not react well to being in a prison. Intermediate sanctions are community-based corrections that are more restrictive than probation and less restrictive than prison (Potter, 2005).Intermediate sanctions are still effective because it incapacitates offenders enough to make committing new crimes extremely difficult, it is a deterrent to the desire to commit new crimes, and it protects the community (Peak, 2010). There are several options to employ to ensure the community is safe, and the offender is closely monitored. Intensive supervision, home confinement, electronic monitoring, and community correction centers are all different options that would be sufficient sanctions for the man and the community.There are several benefits to using some form of intermediate sanction for this case and future cases to come. Intermediate sanctions are cost-effective versus housing an inmate in prison or an institution (Potter, 2005). The offender has the ability to live in the community, contribute to the community, and receive support or treatment from treatment programs. By removing the prison facility from the equation, recidivism is reduced because offenders do not have to reintegrate back into society (Potter, 2005).Currently, this community is focused on the war on crime. The act that the 23 year-old-man committed is undoubtedly criminal. Furthermore, this department is committed to doing what is right. However, the 23 year-old-man is not the person to imprint retribution because he is also a victim. The intermediate sanction is not letting the man get off easy; he will still receive supervision and most importantly treatment. The man can make a pos itive impact on the community through community service and further supporting the war on crime.Probation Officer’s Recommendation I do not feel that the probation officer’s recommendation of â€Å"intermediate sanctions† is appropriate for the 23-year-old man. Although I do see that the young man was physically and mentally abused for years as he was also a victim of incest since he was five, he is still an adult. We also know â€Å"The young man had no prior record and had been an incest victim since he was 5 years old; he is considered an otherwise nonviolent person, a low recidivism risk† (Peak, 2010).I feel that the young man should receive jail time and not just intermediate sanctions. If he were a 13-year-old boy intermediate sanctions may be appropriate, but seeing that he is an adult I feel that jail time as well as intensive therapy and counseling is entirely necessary for him. The individual, although not stated, may definitely know the differe nce from what is right and wrong in life and he may have been able to at least get away from his father or notify the police of what his father has done to him and has been doing to him since he was a child.In some instances the individual may have been reliving the situations that his father had put him through and this may have triggered his response to kill his father; the crimes he committed are also violent in which I also believe intermediate sanctions is not appropriate for the young man. Knowing that the situation could have been handled a lot differently, the young man may not have killed his father and his father could have been the one incarcerated leaving the young man to seek therapy and counseling for his scarring of childhood.Since the young man was the victim to his father in previous and possibly current years, I feel that the individual should receive a sentence of voluntary manslaughter since he committed a crime without premeditation and leading to the murder he had a prior history of mitigating factors. â€Å"Mitigating factors show that the defendant poses less risk to society tha otherwise, so a lengthy sentence is unnecessary. Typical mitigating factors include the lack of a criminal history and the defendant’s acceptance of responsibility for the crime† (Thomson Reuters, 2013).While the individual receives his sentencing, it is vital that he also receives intensive therapy and counseling to help him cope with his actions as well as to cope with his prior history of being a victim. Having therapy and counseling can help the individual to adjust to his new environment and also be relieved mentally of being abused as a child physically and mentally as well as being a victim to a disgusting crime of incest as a child.It is sad to say that he went from being the victim to the murderer when things could have ended up differently for him and his now deceased father. Intermediate Sanction Intermediate sanctions focus primarily on nonviolent offenders, in order to reduce the costs of lengthy prison terms and to reduce the amount of individuals housed in prisons for minor offenses. In addition, some intermediate sanctions provide offenders with treatment options that the prison system is not capable of providing because of the current budget.In light of the recent increase in the prison population, certain alternative sentencing options currently exist in the criminal justice system. â€Å"Because many States are concerned about the fiscal ramifications of recent increases in sentence lengths for violent crimes, the combination of sentencing guidelines and intermediate sanctions has been seen as a cost-effective means to direct violent offenders to appropriate prison sentences and many nonviolent offenders to appropriate community sanctions† (Tonry, 1997, pg.7).In the case of the twenty-three year old man who murdered his stepfather, the intermediate sanctions alternative would normally not apply to su ch a case. In consideration of the current facts pertaining to budget issues within the criminal justice system, perhaps certain exceptions are of consideration in this case taking into account the offender’s previous record. The form of intermediate sanction that would hold the most promise for the offender in this case would be shock probation/parole.Since the offender has no previous record of any kind and considered a nonviolent person, based on his previous record, and is at a low risk for reoffending, and the individual does not pose an initial threat to his community. The â€Å"shock† probation form of intermediate sanctions provides the offender, in this case, with a brief exposure to prison life over a few months (which the offender in this case will not be comfortable with in relation to his non-existing criminal record). This sanction will allow the judge to reconsider initial sentencing and bring the offender before the judge to determine the outcome of the sentence.The overall concept of shock probation is to deter individuals from potential criminal behavior in the future, and provide the individual with a taste, so to speak, of what is in store for the offender if he decides to pursue a criminal life-style (Peak, 2010). Under the â€Å"shock† probation sanction, individuals’ need to obtain a sponsor within the community who will take responsibility for the offender’s actions, while communicating directly with the probation officer. Deming the applicant as a nonviolent person, the offender should have no problem obtaining a sponsor within the community.The selected sponsor is responsible for providing resources to the probation officer, such as providing transportation, compliance, and with legal standards, such as curfew and other restrictions, and to assist the individual with adequate shelter and maintain employment if necessary (Peak, 2010). Conclusion By understanding this case study it allowed for us to ex amine the four key parts around Casey’s response in relation to the Probation Supervisor. By evaluating all aspects of this case study we were able to identify with Casey’s point of view.When looking at any kind of response to the media, it shows you must be collective and precise in what you disclose. With the incorporation of the Probation Officer’s recommendation, intermediate sanctions are required in order for correct proceedings to be in effect. Fiscal ramifications often pose diminshing effects to the intermediate sanctions. Taking all these points of views into consideration, one will have more information to evaluate when determing interaction with the media and Probation Officers.

How To Write A Cause And Effect Essay Outline, with Examples

How To Write A Cause And Effect Essay Outline, with Examples Cause And Effect Essay Outline Good Example on What causes children to rebel against their parents? Bad Example on What causes children to rebel against their parents? Tips concerning introduction writing In the introduction section of the cause and effect essay, there is an emphasis on a scope with the aim of providing a proper background for the chosen subject matter. Consequently, the issues are set out in the introduction part of the essay. Depending on how one articulates the argument, the writer needs to identify the aim of the essay in the introduction section. Furthermore, in the introduction and conclusion synthesizing the information is crucial as this provides context to the readers who know what to expect as expounded in the body paragraphs. Since the introduction sets the tone for the other paragraphs it ought to be interesting rather than just relying on plain stating the topic sentence. Tips on thesis writing To write an effective thesis, writers ought to be concise and thorough and avoid being vague. Ideally, the thesis statement of the perfect cause and effect essay should appear in the last sentence of the introduction. The thesis focuses on the topic explored in the body and includes the causes and effects with focus on the relation between these. The main details of the thesis are contained in the body paragraphs. In the case when writer is using key terms in the paper, it is essential to define them, if there is an intention to use them to link the causes and effects. Tips on body paragraphs After the introduction, there are body paragraphs, which contain the main ideas and the supporting points or evidence. The body paragraphs are effective when there is an elaboration, while the writer may choose to use in each of the body paragraphs. There should be a seamless transition from one paragraph to the next to support the logical flow of ideas and link them. When the writer researches about the cause and effect essay, they are better placed to use textual evidence. The length of the body paragraphs depends on the length of the essay. Tips on conclusion writing When writing the conclusion the writer considers the important details and points explored in the previous section. Rather than merely summarizing the main points, you need to synthesize the information. The writer ought to leave an impression on the audience who relate to the written essay. At other times, the conclusion may include the way forward and provide the next steps, as the readers are challenged to look and read the essay more keenly and understand its contents and the usefulness of such an essay. Example of outline on a given topic â€Å"What causes children to rebel against their parents?† Rebellion refers to acts of open resistance, violence and resisting authority, while it is closely tied to disobedience, defiance and insubordination. The children are likely to rebel against their parents when seeking to exert their independence and at times provoking them. Poor communication Children need to be understood, and when there is an open communication they are more likely to listen to their parents. Children may also be resentful when they feel that they are not loved in an environment that impedes communication. Children communicate what they feel, think or need, and they may result to using force to get their way. Unmet needs Children have their needs that require to be met and parents should support, love and respect to make it easier for them to understand what their children need. Similar to the lack of communication, when there is no freedom to grow there are no opportunities to grow.   Harsh and demanding rules are counterproductive as children rebel to show their disapproval, while being permissive, may result in feelings of being neglected. Parents are inconsistent Rules are necessary for children, but when there is no relationship, love and warmth, the children face difficulties in understanding what is expected of them. When disciplining, the children consistency should be applied, and failure to do this results in children testing boundaries. The children may overexpress their emotions or remain aloof when dissatisfied that their needs are unmet. Another (bad) example of outline on a given topic â€Å"What causes children to rebel against their parents?† The cause and effect essay outline ought to highlight both the causes and effects with supporting evidence to support the main points. There are various reasons as to why children rebel. The following example of outline is not as effective as the previous one, and the essay outlining mainly focuses on the main ideas causing children rebelling with inadequate emphasis on the effects. Expressing anger Children also express their anger and aggression by rebelling, and the impulsive acts to rebel depends on the home environment, the parents’ behavior and even their personality. Communication Rebellion is reflected through attempts at communicating the childs thoughts, feelings and needs, and even when the children know what they want they rebel to draw attention as their way of communicating. Unmet needs Sometimes rebellious tendencies are beneficial in achieving some form of independence, and if the parents do understand their expectations to meet their needs. At other times, they’re alienated when they feel alienated and their needs are unmet. Parent inconsistent When the parents exhibit inconsistent behavior while disciplining and interacting with their children, there is a risk of the children testing out behavior to identify what standards are acceptable or understand the control that the parents exert.