All human beings have a deep need for affection and respect Essay Example for Free

All humanity beings have a deep sine qua non for affection and respect EssayDo you think that Steinbeck extracts the message that close all human beings have a deep need for affection and respect?Yes I do think that Steinbeck conveys the message that nearly all human beings have a deep need for affection and respect because there is a lot of characters in the story that are very lonely and depressed, they need someone to talk to and to discuss their own problems with. Curleys wife is very lonely and she doesnt have anyone to talk to. She is the only woman on the ranch and isnt treated properly. She has a dream to become and actress and she tells us the story about the time she was talking to a man and he told her that he would send her a letter rump to become an actress and she is still waiting on the letter. She should be respected and it makes us release it.George and Lennies dream is to liv of the fata the lan. This means that they dream to subvert their own land and be there own boss and work there every day. They also want to be fed from there and Lennie wants to operate his rabbits. As soon as candy finds out that George and Lennie have a dream, Candy buys in to it by offering all his savings. Lennie and George are outcasts and exiles, the reason for this is for the incident that they are itinerant workers and they al bearings work together and go everywhere with each former(a). This makes them outcasts because they always go everywhere together where as compare to other people at that moment in time every one went on their own.Crooks is lonely and no one talks to him, he doesnt sleep in the bunkhouse with the other ranch-hands because he is black. This shows the racism at this time. When Lennie goes in to his room he tells Lennie to get out of it because he wasnt allowed in their rooms so why should Lennie be in his room. It shows the way he is rejected from the others and that he has a need for deep affection.Curley is very bossy and he thi nks that everyone is afraid of him. He bullies people because this is the way he can talk to people. He thought that he would be able to bully Lennie because Lennie looked stupid and very shy, but after he tot Lennie a few times so as soon as George told Lennie to hit him back he did so.Every person has a need to convey their affection and in Of Mice and Men Steinbecks shows this in different ways, with the different characters.

Bill Clinton and leadership Essay Example for Free

add-in Clinton and leadership EssayFor the purpose of this paper, I fetch chosen the political leader and the former president of the linked States, story Clinton as the subject of my essay. This paper is based on two of his autobiographical keeps which were based on his early childhood as well(p) as his life before, during and after his presidency. The curb My Life is an autobiographical account by pen nib Clinton himself. He is the sole author of the have got which was published in the division 2004. The book clearly outlines the various events of his life.These events pertained to the inauguration of Clinton as the 42nd president of the United States of America. This second volume, the first universe a biography by fling by the name of Bill Clinton, puts Clintons term in the office as the epic fall and the term of redemption. This was mostly indicated like such I the book due to the disastrous failure which came bout due to the actions of Mack McLarty, the white h ouse chief of staff, as well as the promiscuous behavior of Clinton and the alliance with Hilary Clinton which was more emphatically and influential than his specific term.The years of 1993-1994 are depicted as the time where things were falling apart for both America as well as the Clintons. save the period following that pertaining to 1995-1996 the book depicts Clinton as In terms of the leadership and presidency Bill Clinton was much favored as world the revolutionary and sensible politician who with the support of his first lady was equal to make America as the greatest nation of power in the world. The book withal made use of many military metaphors to describe the situation the context of the book.It was highly apparent by reading the book that it was mostly near the evolution and change in the personality of Bill Clinton following his inauguration as the President of the United States. The change in him depicted him as being an arch baby boomer to the undisputed leader of his country. The accounts covered by Clinton were very much expected as he takes into account the bogus malicious gossip of Whitewater, the unethical dalliance with Monica Lewinsky as well as his attempts at managing and balancing the budget for the United Stated of America.Other topics covered in the book also pertain to the Middle Eastern crisis and the peace plan proposed by him. However the more illuminating topics those were discusses in the book related to his personality and his life on a much personal note. This depicted the strength he showed as a person and how ,much the person as developed, and matured over the years in terms of his decision making him an ideal president for the United States during his time at the white house. The book itself until now is ill organized and quite chaotic.The reasonableness for this which can be ascertained for the events following and surrounding the launch of the book as well as the statement given by Bill Clinton himself was that the book is basically the picture into his life and the various significant events that took place in it. It is very much like the efforts of a small schoolhouse boy however the content varies in terms of several topics and themes. The period of the presidency is treated like a rush period where the events merge into each other and the timeline is sloppy skipping large time variables in some instances.However despite the lack of maturity in the book, and the ill organization of the content the book did become a best seller, its sales even surpassing the sales of the memoirs of Hilary Clinton. The book My Life by Bill Clinton suffered criticism for the former advisor of Clintons Dick Morris who wrote a rebuttal by the name of Because HE Could. Through this book, Dick Morris set right and shewed pout the various inaccuracies which were present in the autobiographical account by Bill Clinton. The authors view on leadership however pertains to a more peaceful and negotiation based me thod of employing power and making use of it.Bill Clinton is of the opinion that in order to be able to run the country, a dictatorship is not the answer, instead hunting lodgeovative and democratic methods pertaining to dissemination of ideas across the mount up is a much better way of conducting managerial tasks. The author has stated through his autobiographies as well that the bet for of leadership is when the leader takes into account the point of view of those around him, gathering the specialized intellect available and then unanimously voting on the most beneficial and cost effective root word/ decision for the specific issue or case.This is a very democratic approach to decision making. However in the form of leadership described by Bill Clinton, it is essential to have a formal figurehead as this has the effect of providing the followers and the general population with one pint of view as well as a unified direction. The decision itself may be a democratic one however t he proceedings to be carried out have to be collaborative in nature dictates from one source. The aspect of democratic leadership can be applied to the leadership for schools. The reason for this is that the political landscape pertaining to the role of leadership is much institutionalized.This is the same case with schools and colleges which are institutionalized as well with a formal set of rules and ethical code of conduct. However the differences settle in relative to the size of the operation. The operations conducted by Clinton were extensive, even global in nature. The scope for the school is restricted somewhat limited inn terms of the resources available, the staff participation and the relevance and long term effect of the decision making. However the same principle of school leadership as a form of democratic leadership can be employed.School leadership can be employed using democratic leadership styles characteristic of Bill Clinton by giving autonomy as well as decisio n making power to the lower staff and managers for their operations as well. This is an important element of the democratic leadership as the management and staff is usually the closest entity to the students and can understand their issues and problems much better. Moreover by being close to the students in terms of proximity the staff is also able to observe them and make them provide inputs for the prospective solution to the problem and the long term strategic goals of the institution.This teaching can be gathered form the expert and specialized managers and staff in the school and then relayed on to the appointed leader. The chairman for the board of directors of the school can then take this information in to account as well as any other information that would be reported by the management and the staff. After performing a cost benefit analysis and the long term strategy and profitability analysis the board of directors would be able to ascertain upon the main strategy for t he school and how the issues need to be addressed.The above mentioned format for leadership enables almost all the members of the organization to participle and conduct a two way communication with the leader or the leaders of the organization. The solutions and strategies formed through this method are more accepted by all those touch an in the long run are mostly effective as well. In terms of applying the leadership techniques and theories mentioned in the book and practiced by Bill Clinton clearly depict that the leader has to be an dubious person who has charisma and charm to carry out the role of being a figurehead and a liaison to the elements in the external environment.These views would enable me to hold a position of leadership in the school by making the fellow students aware of the characteristics that I have for being a potential leader as well as the communication and negotiation skills that would enable me to conduct discussions with them pertaining to the solution of the issues and the problems that hand. Aside from this the enigmatic personality is good for public relations as well as gaining the confidence and support of those around me. References 1. Clinton, B. , (2004), My Life, Publisher Knopf, ISBN-10 0375414576

Reflective Paper on Management of Organizations Essay Example for Free

Reflective Paper on Management of ecesiss EssayThe sentiment of management especially that of managing organic laws, is a broad field of study and usually requires reason qualifiedness of the other branches of human learning such as sociology, psychology and economics, among others. In determining the well-nigh effective approach in management, it is important to learn the fundamentals of dealing with someones, how to organize them, develop their skills plot bonding them together and eventually generate positive outcome or production from their collective labor. Being an go through nurse and member of the US Armed Forces, I cause learned through the years in reserve camps and in field that interpersonal race is non easily perfected considering mans innate instinct of self-survival. In gear up for a man to survive in whatsoever addicted situation, condition and place, it is but natural for him to save and protect himself or his interests, oftentimes vector suming to mesh with other persons. This human frailty is often than not the root of problems and conflict affecting the smooth flow of communication and cooperation within a certain group or organization. In addition to this, a persons softness to understand the proper systems of learning within an organization and the natural course of changes brought by outside forces such as information technology, globalization and the likes usually expiration to negative output or disintegration of the organization itself. Also, change, transformation and evolution is deviate of nature. Such real(a)ity to a fault affects organizations and the society as a whole. The c at cardinal timept of the continuous transformation of the society and all of its institutions is best described by Donald Schon (1973)The loss of st fitted state means that our society and all of its institutions are in continuous exploites of transformation. We heapnot expect new stable states that leave alone endure for our birth lifetimes. We moldinessiness learn to understand, guide, influence and managed these transformations. We must make the capacity for undertaking them inviolate to ourselves and to our institutions.We must, in other words, frame adept at learning. We must become able not only to transform our institutions, in response to changing situations and requirements we must invent and develop institutions which are learning systems, that is to say, systems capable of bringing close to their own continuing transformation. (Schon 1973 28) Schon, as quoted by M.K. Smith (2001) in his article, The Learning boldness posted in the worldwide web infed.org, is indeed correct by saying that we must learn how to adapt to changes and transformation, make them as integral articulation of us and our institutions and likewise come up with new learning systems that could carry on the cycle. Given this idea, I believe that by learning the proper systems in the field of management, whiz would not only be able to adapt to such transformations in the society and all its institutions or organizations, but also one could make a big difference in mobilizing people together, making them more competent, service-oriented, effective and productive. At the same time, learning the proper systems can lessen, if not only its impact, the conflict caused by self-survival by individuals thereby resulting to an effective aggroup that is highly competitive, competent and motivated. Part of the learning systems in an organization is the building of teams that would become the heart and machinery of the organization.In building teams, I have learned from several readings that it is important to determine the strength and weaknesses of each individual to assess their distinct capabilities that would have-to doe with the requirement for specific responsibilities and work to be done. In determining the weaknesses and strength of the team members, as well as the over-all status of the team, rou nd analytical modules can be used such as the force field analysis and the SWOT analysis. To initiate the force field analysis, the team must start with a brainstorming session to identify the driving and res preparation forces in their organization. The driving forces are the factors that promote obedience to the teams work or schedule while the restraining forces are the factors that hinder adherence. By learning how to determine both, the team and its attractor would be able to design strategies how to approach the problem and slack the restraining forces to achieve upper limit resolution. Another effective way of identifying the internal and outside strength, weaknesses and opportunities of the team is the SWOT analysis. In using the SWOT analysis, the team would not only be able to determine the causes of motivation or hindrances to their work or schedules, but also the opportunities and threats to the organization. SWOT is more comprehensive and detailed and by identifying the internal strength and weaknesses and the external opportunities and threats, the team would be able to draw up critical solutions to its problems. In using systematic analysis in identifying problems, the team leader also develops a systematic thinking or approach in building a strong and effective team. Such forms of analysis are effective in most cases especially in military operations. As an active member of the US army, situation of our daily activities is to maintain order in each team at the camp and effectively carry out orders from our superiors. By learning how to determine several forces that affect our operations, I am becoming more capable to direct orders and cooperate with my colleagues. At my age of 41, I am still open to possibilities that even an older woman like me could achieve more in the future. by learning how to build teams and eventually become a very good leader, I am relearning the values of discipline, independence and competence that I could use on ce I finish my course in Human Resources.But building teams and well-read each team members capability is only part of the larger face of learning systems in learning organizations. The next step to an effective management ishow to elevate and develop strategies that would improve the team.An effective team develops slipway to parcel out leadership roles and ways to share accountability for their work output. It also builds a specific team purpose and goals. There are several ways or strategies how to motivate teams to become stronger and more efficient. It is important to establishe objectives together. All team members must understand the objectives and what actions are needed to achieve them. Each member shall have a sense of responsibility and must have a sense of participation in achieving the collective goal of the team. A good leader also knows how to throw out members to suggest ways how to improve their own services. The team must develop a participatory style. The o bserveing of be wideingness and importance is one of the best ways to boost the team members morale.I often do this at home with my children. For 18 years as I reared them as single parent, I move to teach them to speak and to participate in all house concerns. This made them independent and self-assured the same way a team member should feel important. Most often than not, listening is the best way to learn. Leaders should know how to listen to their team members. They should also acknowledge their points of view and encourage a sizable venue for discussions and democratic debates.Healthy discussions are actually therapeutic to the group because the members will be able to speak their minds or the problems they encounter at work. This improves interpersonal relationships and lessens the conflict of self-interests and self-survival.By understanding each others problems or by listening to one another, a team member would learn to decrease his personal walls and start opening doo rs to other persons. This is actually interesting for me. As I go through this course and the learning systems in management and organisational learning, I come to realize that managing teams or organization is not quite different from managing your own home.I could easily relate, not only because I encounter team concerns at work but also because I have experienced being aleder at my own house. Meanwhile, other strategies in can be introduced to maximize the effectiveness of a team. Defining specific roles and responsibilities also helps in organizing the team and keeping them focused.It is also important to explain rules and regulations, including time commitments. By knowing the rules and the rationale for such rules, team members will develop respect and trust to the organization.Commitment of time for team building and team work is also of import in an organizations growth. All members must have a sincere concern for the team and in doing so, they must be willing to spread ti me at work to do their responsibility to the group, if needed. According to the experts, an effective team has at least seven characteristics. These are as follows team members share leadership roles team develops own scope of work team schedules work to be done and commits to taking time allotted to do work team develops tangible work products team shared accountability performance is based on achieving team products and open discussion and collective resolution of problems within the team. works long hours at the nurses station in camps and in hospitals, taking care of the sick and old, then has given me enough insight of the real meaning of team work.It is true that a hospital or a military infirmary is just like an organization. Each medical staff shall require part in all the responsibilities. Less time would also be spent if each nurse takes quality time to take care of the patients or station himself in a designated area.In my former line of work, there are also specific res ponsibilities and areas of accountability including pharmacy, supplies, maintenance, emergency, wards, among others.The same is true with the military. And mush is evaluate of us. At present, I am an E6 Supply Staff Sergeant. I work for a transportation reserve unit full time. I am part of a larger team. And it is my responsibility to take care of their supply needs. If I fail, the whole system fails. It is a chain. But if I do my work on time and with efficiency, I help my teammates and the order is protected. Simple things or simple tasks are oftentimes the key to an organizations success. By doing the very base things right, the team is assured of a holistic effectiveness and efficiency.As I begin to look back, it is getting clearer to me that the tricks of management, in any given field, are actually around us everyday. One only needs to be more observant and reflective to better understand the handlees of learning. Part of the continuing learning process is also the methods of solving conflicts. Conflicts within organizations usually arise when there is contradiction between team members, who sometimes have varying views on specific concerns. When conflicts arise, experts verbalize us that it is important to introduce a constructive way how to resolve it. The first thing that one must take into consideration is to avoid spring into conclusions. To avoid such mistake, it is crucial to identify the factors that have caused the conflict and determine the stakeholders involved in the conflict. Group discussion would help determine who are stakeholders in a certain conflict. By diplomatically opening a dialogue between the stakeholders, the leader would be able to recognize individual interests, as well a power issues affecting the conflict. The next step is to consider the alternatives in resolving the conflict. Each alternative must be carefully studied and from each, accentuate to determine which is the most apt solution to the problem. After the chos en solution is implemented, it is clamant to evaluate its effect to assess whether the results are satisfactory. If not, begin the process once again and suffer other solution to the conflict. In every organization, change is also a constant factor. Organizations are often faced by difficulties within the grammatical construction when there is leadership or organizational change. According to Rosabeth Moss Kanter (1999, Chapter 5), it was proven over the years that things that sustain change are not bold strokes but long marches the independent, discretionary and ongoing efforts of people throughout the organization. Kanter (1999, Chapter 5) further says that real change requires people to adjust to their behavior, and that behavior is often beyond the control of outperform management. Kanter teaches us that change is constantly created at many levels in an organization. Kanter says that there are big events that often occur due to outside forces while some changes are brough t about by the peoples actions in their daily operations. In confronting change, adept organizations share three key attributes. Kanter (1999, Chapter 5) specifies these as follows *The imagination to innovate. To encourage innovation, effective leaders helpdevelop new concepts the ideas, models, and applications of technology that set an organization apart.*The professionalism to perform. Leaders provide personal and organizational competence, supported by manpower training and development, to execute flawlessly and deliver value to ever more demanding customers.*The openness to collaborate. Leaders make connections with partners who can extend the organizations reach, enhance its offerings, or energize its practices. (Kanter 1999, Chapter 5) Kanter cited three important words concept, competence and connections. She claims that these intangible assets naturally build up with successful individuals and organizations. Such intangible assets, she explains, reflect habits and not p rograms. These habits personal skills, behavior and relationships if deeply imbedded within the organization results to minimal resistance to change. If the organization has such assets, change would be so natural that leaders would get it easier to gear their team members to positively react to change. Mastering change and transformation usually brought by outside forces such as technology, globalization, competition and politics as well is not an easy task. The organization should be intuitive, dynamic and innovative. The organization must come up with its own innovations to adapt to its environment, guided by the nice and pro-active leader. Kanter (1999) explains that the skillful leader must know how to lead with passion, conviction and confidence in others. There are other techniques or tips that could be adopted by an effective leader. The first is to keep abreast with the changing environment. A leader must be constantly observant, keen in learning and updated of what is new and what is latest. Kanters concept of effective leadership teaches me and everyone else another basic characteristic of humans our innate instinct to learn. Mans curiosity and unending search for the righteousness or the story behind things is actually a characteristic that must be mastered by a leader. I now find it imperative to double my efforts in honing my skills in preparation for my future as human resource personnel or manager. Doing routines at the military sometimes make you also comfortable with your environment that you forget to check what is happening around. Now, I am beginning to realize that in order to be an effective and skillful leader, one must prepare and master the technique of listening, learning and tuning in to the environment. Another trait that a leader should master is to think outside the box. Kanter utter it is okay to challenge the wisdom of the organization. It is alright to question the patternsn and come up with new solutions, looking int o different angles or dimensions that sometimes lead to new approaches and innovative ideas. Kanter (1999) gave several examples how to promote kaleidoscopic thinking. Team members can conduct activities outside the company or the organization itself. Interact, immerse with the community, break routines, rotate job assignments or even exchange projects. These are only few of the ways to generate fresh ideas and opportunities. Genuine conviction is also a positive trait that should be taught to team members. Kanter (1999) explains that one cannot sell change or anything else without any real conviction. In order for others to believe what you say or what you are trying to communicate, you must believe it first.Makes sense to me. In many situations that I was confronted by issues at the US Armed Forces, my children would sometimes ask about the real concerns and agenda of the US government. And in many cases, I try to answer them as honestly as I could. But now, it reminds me of my tr ue feelings at that time. Kanter helps me reflect of my thoughts and thinking about it, I know that at times, I am not even sure whether my convictions were genuine enough to let my children believe what I say. This is one trait of a good leader I must master. To have genuine conviction so I could become an effective leader and be able to communicate vision and aspirations to my team members. Change leaders also needs the involvement of the team members who have the resources, the knowledge and the political influence to make things possible. Kanter (1999) calls it coalescency building. In early stages of planning, the leader must identify key players with appropriate capabilities. It is also important to find sources across or outside the organization to find influencers. According to Kanter, coalition building requires an understanding of the politics of change and its accompanying principles. Once the coalition is in place, a leader must know how to charabanc and provide guidan ce to the team members while at the same time allowing them to enhance their individual contribution to the team. Kanter (1999) says leaders should allow team members to forge their own identity, build a sense of membership and become accustomed in implementing changes. The leader must resist giving too many responsibilities to the members because in order for their individual capabilities to grown, they must learn how to focus. Another effective way to ensure the success of an organization and its resolution to change is the primary law of management perseverance. I myself believe that in any aspect of our life, not only in management, learning how to persevere and develop a strong passion on what we do is a positive attitude. Perseverance gives a person more room to grow. As a 41-year-old woman, others may think that my career is almost over or that I may be experiencing the downsides of life. But I beg to disagree because I know that in pursuing my studies in human resources, I will have a better future ahead of me. My perseverance and willingness to adapt to changes and hone my skills in the process makes me a person with a vision and a drive to achieve more. As Kanter (1999) explains, one must know how to overcome obstacles during the process of change. Perseverance helps a savvy leader to ensure the success of the process and prevent failure. If a leader launches something, he must not leave it to the team members. He should ensure that the process is done until the end. And after everything has been put into place, it is important to recognize each members contribution to the any accomplishment. Remembering to reward and recognize accomplishments is critical in any leadership, Kanter (1999) says. Words of gratitude, recognition or appreciation are one of the most powerful tool in motivating members of any organization. In the US Armed Forces, promotions and awarding of medals of honor or valor are few of the motivational tools being used to boost the m orale of US soldiers and to encourage them to fight for America. It is also a form of motivator to American soldiers for their sacrifices and the risks they face in the military, considering that the profession is a high risk one. According to Kanter, there is no limit to how much recognition a leader can provide to his team members. Making everyone a hero for a job well done often results to higher performance or large output in the future. In relation to change in an organization, Kanter (1999) says recognition motivates people to attempt change again especially if they are involved in the process. In closing, effective management of people or organization is actually the ability to lessen individualism and self-survival instincts, break communication barriers, limit conflicts, building teams and training them to adapt to change, and the ability to innovate in order to keep abreast with the constantly changing environment. Effective management, though not easy to achieve, is act ually a continuous learning process. One must have the concepts, the competence and the connections in order to become competitive, innovative and effective. Ashford University actually teaches us the same foundational values. The values of self-worth, creative thinking, independence, service, integrity and effectiveness. As for me, after studying this course and learning the proper systems in effective management, it is clear that the universitys core values such as creativity and effectiveness are truly important, not only to every individual but to interpersonal relationships and organizations as well. The ability to innovate and have the respect for the dislodge flow of ideas are some of the key points in mastering the techniques of effective management. As discussed above, innovation and transformation are continuous processes in the growth of an organization and by learning the values of creativity and self-directedness, one is assured that he could face the ever-changing and demanding world outside. Also, ones independence, self-discipline and competence result to effectiveness, not only as an individual but also as integral part of a larger group or organization. In any way, I believe that my aspirations in life are clearer and more achievable as I grasp a better understanding of the processes or organizational learning, as well as the values being taught at the Ashford university. This course is actually very interesting and liberating because it gives me a broader view of the society and its institutions. (End)ReferencesSmith, M.K. (2001) The Learning Organization, The Encyclopedia of Informal Education, Retrieved May 3, 2006 from http//www.infed.org/biblio/learning-organization.htmSchon, D.A. (1973) Beyond the Stable State. Public and Private Learning in a Changing Society, Harmondsworth Penguin, 236 pages.Kanter, Rosabeth Moss (1999) The Enduring Skills of Change Leaders (Chapter 5) , On Leading Change. Retrieved May 3 from http//leadertoleade r.org/leaderbooks/L2L/summer99/kanter.htmlForce Field Analysis. Retrieved May 3 from http//erc.msh.org/quality/pstools/psffanal.cfmSWOT Analysis. Retrieved May 3 from http//erc.msh.org/quality/examples/swot.cfm If such could be achieved by a person, then he is a candidate to become an effective leader. By trying to understand the academic theories and vast possibilities to which this course of study has offered me, I now come to the realization that there is room for much improvement to everyone, even to a 44-year-old nothing is impossibleI am a person with simple values, who appreciates those around me. I consider nmyself as helper of people and have been a member of the nursing profession for years.

Understanding If The Iraq Wars Justified Politics Essay

Understanding If The Iraq Wars Justified Politics EssayThe American fight campaign against the military troops of Iraq began on 20th March cc3 with the invasion of Iraq by international troops led by unite States of America and the United Kingdom. Then, the governments of the United States and United Kingdom and other European countries claimed that the possession of weapons of mass destruction by Iraq posed a threat to the international security. This assertion a strugglee the invasion of Saddam Husseins Iraq by the United States and its allies. This invasion has proven to be an unjustified act afterward it was confirmed that the regime of Saddam Hussein had no weapons of mass destruction. In fact it was alleged that Saddam Hussein solitary(prenominal) bragged of possessing weapons of mass destruction so he could prevent the neighbouring Iran from ever considering invading his country. wherefore would the United States invade Saddam Husseins Iraq instead of going after the Tali ban and the Al Qaeda terrorists groups? After the 2001 September 11 terrorist attacks, the Al Qaeda extremists admitted to being liable for the bombings and Osama Bin Laden himself admitted to giving the directive for the bombing. It was only logical that the United States of America would pursue the extremists groups directly and swiftly. However, President Bushs advisers were wrong in going after Saddam Hussein instead of Osama Bin Laden. By then, Osama was still at large and offering more(prenominal) threats and so it would have been easier to find him and bring him to disc for atrocious mass killing, than going against Saddam Hussein. Saddam Hussein in fact had no direct ties to the Al Qaeda or Taliban.The war in Iraq was pushed by the everyday objective of making the world a better place. The objective of the war was to convey a warning to other axis of diabolical nations to stop their uranium enrichment programs. The United States feared that if the Islamic Republic of Ir aq enriched itself with uranium, this would spark a nuclear arms race. President George W Bush coined the term axis of evil, in January 2002 State of the Union Address in an apparent reference to nations that were sympathetic to the Al Qaeda terrorist group and other international terrorist organizations. After that address, the United States embarked on a war campaign that as at 22 grand this year has cost the administration 743 billion dollars1. The cost of the war has been especially exhausting to manage given the existent global economic climate.The effect of the Iraq war on the economy needs no advertising. The United States spends at least 200 million dollars on the Iraq war daily. In 2002, when President George W. Bushs economic adviser Larry Lindsey inferred that the war would cost approximately 200 billion dollars in the long run, pile thought he had overestimated the costs. It is now clear that his estimation was a gross underestimation. The Iraq war has costs the Unite d States taxpayer a whooping 730 billion dollars as at August 2010. President Bushs economical advisers anticipated a quick and reasonably inexpensive war, but instead the war dragged on and resulted in the deployment of more than 125,000 American soldiers. These American soldiers need food, shelter and at time entertainment and the only place they can derive these human wants is from Iraq. These soldiers have therefore been supplied by products made in Iraq and this has only helped build the Iraq economy while the United States economy continues to languish in budget deficits. Sustaining the large troop base in Iraq has meant the United States played out more and thereby accruing more debts.The major casualties of the Iraq war have been the innocent civilians caught in the cross fire between American forces and its allies against the insurgent. Data useable indicating the death toll from the invasion is varied, but critically indicting of the war. Different groups have given differ ent information regarding the actual or even projected purpose of Iraki casualties. The Associated Press gave its figure of civilian casualties at approximately 110, 500 deaths as at April of last year. Another organization called the Iraq Body Count, which collects a database of Iraki civilian casualties, released a report in April this year indicating that around 105, 000 innocent residents lost their lives from the American offensive2. War, if absolutely necessary, is meant to deliver humans from suffering and not create suffering instead. The staggering number of civilian casualties makes the war in Iraq more harmful than helpful. This war has ravaged family units, displaced persons from their homes and left millions living in stark(a) fear of imminent death.In the aftermath of the war, America attempted to assist Iraq in managing their country and fighting insurgents, but this caused more harm than good to the general stability of the United States. There are growing doubts in the mainstream America about the administrations capability of winning the war. It is clearly known that the United States of America miserably failed in the Vietnam War three decades ago, and that severely affected the confidence the Americans had on their government ability to successfully complete an overseas mission. The Iraq war is having similar personal effects on the American psyche. Vietnam made Americans to doubt the governments stand on issues of foreign policy. This confidence by the citizens is further is crushed by realization that their government could net profit war on a country based on false intelligence reports3.When the environmental or ecological effects of the war are assessed, more harm can be seen. The weapons used excreted chemical substances that polluted air, soil and water. These substances contained toxic materials such as hydrochloric acid, asbestos, dioxins and other harmful metals. This polluted the soil as the uranium released by combat troops killed some plant species. During the shock and awe, in the initial launch of attacks, there was thermal radiation excreted by monstrous artillery. This thermal radiation caused death by ionising the body of Iraq civilians and American soldiers. In the course of the protracted war, many innocent civilians and soldiers suffered mechanical injuries that left them without limbs. A cope of complications arose due to the mechanical and ionising radiation such as infertility, blood disorders like blood cancer, and cataracts formation. It caused adverse effects on body organs and tissues formation i.e. radiation poisoning. It also caused genetic effects and birth defects that might subsequently be passed from current Iraq generation to the next generations.Pressure from heavy artillery employed in the war meant Iraqi civilians chances of survival depended on buildings they were staying in as the buildings can survive 0.8 bar of the heavy blasts, while a human can only withstand 2.0 bar of blast. The increased pressure caused by the blast caused burn of different types to the innocent casualties of the war. Examples are thermal burns from infrared radiation, beta burns from beta radiation and gamma burns from gamma radiation. Radiation also caused hair loss, other effects on the skin like ulceration, itching, flaking, inflammation and blistering.The war in Iraq is associated with other grave ills in the society. There has been significant movement of refugee populations from Iraq to its neighbouring countries of Syria and Jordan. The war has intensified terrorism across the borders of Syria-Iraq and Jordan-Iraq instead of curtailing it. The overthrowing of Saddam Hussein from the Iraqi presidency has intensified separatism in the country and propelled sectarian violence pitting the Sunni and Shiite Muslims to another level. Prior to invasion of Iraq, Saddam had managed to keep the two factions in harmonious coexistence. With the withdrawal of the allied forces from Iraq, it allow for be interesting to see whether the sectarian violence, transnational criminal activities in the Middle East and the cross-border terrorism will subside or intensify. A safe bet would be on deterioration of stability and security standards.The seven year war in Iraq has dishonored the overall credibility of the United States as a world leader. Images of roadside civilian bombings, video footages of American soldiers torturing suspected terrorists and shipment of the suspected terrorist to Guantanamo bay has compounded the already bad image of the United States abroad. It can be recalled that the United States made a unilateral Iraqi invasion decision, in list disregard of the United Security Council opposition to the war and this has installed the perception of arrogance from the Americans in dealing with diplomatic issues4.These and other reasons make the United States Iraq war alone unjustified.

Building Vocabulary With English Language Learners English Language Essay

Building Vocabulary With English vocaliseing Learners English Language EssayAbstractFor my research I chose to strain on the dictionary aspect of lecture acquisition. As I contemplated my current disciples and what I feel I most need to be able to do for them is to help them build style. The e realday language cognize as Basic Interpersonal Communicative Skills (BICS) (according to Jim Cummins) dilates sooner and much slow than Cognitive Academic Language Proficiency (CALP), the academic language. This tells me that my students go out plume up the structures of language and patterns of conversing incidentally (and at three years of age they be very receptive to it), simply even most of my native English speakers fox limited vocabularies due to their age and experiences. So it is my job to bolster their friendship of the world and to overtake them the oral communication to discuss it. Different speakers in online videos suggested strategies for building language an d phraseology. However, I wanted to focus much intensely on this as I prep atomic number 18 for the send-off of a saucy school year with all- raw(a) students.This paper addresses strategies that confound proven successful in building phraseology in English language learners, from read-alouds nidus on new-made phraseology to activating prior knowledge and selecting takeed textual matter. Vocabulary instruction green goddess be explicit, or by and by a certain level is reached, it occurs incidentally as students read. There are numerous strategies to assist EESLVocabulary is without a doubt a fundamental building block if a student is to be successful in the world of literacy. Yet this area is a major struggle for students who are new to the country or who have soon enough to master English. Teachers toilette teach strategies for decoding and can teach children to read, merely without a strong vocabulary the spoken haggle will have minor meaning to the student. Alt hough m any(prenominal) of these students possess a fluent oral vocabulary, many English as a second language (ESLs) struggle with achieving the reading level necessary to function at the appropriate grade level, (Wallace, 2007). Before students are able to read and comprehend text, they must have a large repertory of wrangle that they can read and understand. The minimum number of words needed for extensive reading to occur is believed to be somewhere around 3,000 to 5,000 words (Wallace, 2007). Contrastively, students acquire to read in their primary language already know 5,000 to 7,000 words (Wallace, 2007). This very obviously leaves a large gap between the words known by ESL students and EO students, making reading a much more difficult task for the former group. ESL students need both breadth and depth of words, as vocabulary knowledge is a strong predictor of reading comprehension. It too impacts listening comprehension (Wallace, 2007).In one study the Text Talk approach wa s employ in a kindergarten classroom. Prior to the intervention at that place was a significant difference in the vocabulary knowledge of the English-only (EO) students as opposed to the English language learners. Using the Text Talk approach along with English as a Second Language (ESL) techniques such as visual illustrations and acting the words out, the English language learners were able to close the gap. Additional research has shown that specific vocabulary strategies have yielded similar gains for EO and ESL students (Manyak, 2009). Not only were significant gains made in vocabulary, smaller gains were made by both groups in the area of reading comprehension. nearly qualification downplay the need for specific instruction in vocabulary, exclusively studies show that students benefit from specific vocabulary instruction. For example, teachers should point out and help students become aware of cognates. Cognates are vocabulary items in deuce different languages that are si milar both orthographically and semantically(Wallace, 2007). To educators, it might seem quite obvious that words that look similar in another language could in fact have the same meaning, but studies have shown that emergent bilingual students noticed less than half the cognates in material they were presented (Manyak, 2009). Languages such as Spanish share many cognates with English, allowing for a large amount of transfer for students who know to look for them. Students would benefit from explicit instruction of even basic vocabulary exploitation materials from Increasing eloquence with High Frequency Word Phrases. This includes using child-friendly definitions and giving examples of word usage. These Tier I words usually do not need to be taught to EO students, but ESL students may not know the words. Wallace suggests using pictures or other visual aids to support ESL students with these basic words (Wallace, 2007). Pictures are particularly suited to using with new nouns. Tea chers can show pictures of both examples and non-examples (Swanson, 2007). Tran (2006) points out that Coady (1997) believed a group of 2,000 to 3,000 high-frequency words should be studied until they become sight words. This starts with the 220 Dolch words that obliterate very basic words.In addition to basic words, instruction should in like manner cover some higher-level words, particularly those that are subject-matter specific and related to the content being cover (Cummins CALP). afterwards Dolch words are master there is a General Service List of English Words (GSL) that can be used. It contains 2,000 high-frequency words which cover 87% of general text (Tran, 2006). GSL also gives information about the words relative frequency and the meaning of each entry. Since students must learn many more words than can be explicitly taught, it is also important that teachers give students strategies for inferring the meaning of words. Strategies for inferring include noticing cognate s, explicit instruction in using context clues, and morphological analysis (Wallace, 2007).As with anything taught to ESL students, basic strategies can enhance presentation, such as slowing speech, using realia, simplifying speech, and using tools such as graphic organizers (Manyak, 2009). As with any classroom, it is important that the environment be a safe place for students to express ideas and speech (Swanson, 2007). Students should feel comfortable sharing without the fear of ridicule or criticism, which will prevent the affective filter for students low. There are also vocabulary-specific programs such as Vocabulary Visits that Manyak suggests (Manyak, 2009). This approach is particularly effective for teaching younger students vocabulary. making sure to review and reinforce new words is something that most teachers know to do, but might be need to be reminded to implement, especially when it comes to even more basic words that ESL students will need assistance in learning. Read-alouds should be followed with teacher-directed activities in language development. Due to limited time, student-directed activities are also importance (Wallace, 2007). simplified reading materials are particularly beneficial to ESL students because they allow for repetition of high frequency words while limiting difficult vocabulary words (Tran, 2006). Because there are usually many different levels of text, it is easier to differentiate based on students abilities, with the best fit being a text that is slightly difficult the text should be comprehensible to the student but just difficult enough that the student will have to put forth effort and can pick up some new vocabulary from it. The number of new words should be limited so students will not be overwhelmed by the classic volume of them and can focus on making meaning of the new vocabulary presented. It is important that students see a new word repeatedly and have opportunities to read it, write it, and say it to incr ease the likelihood of the student remembering the word and being able to add it to their repertoire (Swanson, 2007).Research also supports the harbor of extensive reading, defined as both a large quantity of reading materials and also a focus on meaning as opposed to language. This can benefit students in the areas of developing sight vocabulary, general vocabulary and the knowledge of the target language (Tran, 2006). One technique for increasing word knowledge is the use of a word map (Swanson, 2007). A word map provides a definition of the new word, a synonym, an antonym, and either a picture or a sentence using the word. This allows the student to think about the new word in a variety of ways and to see how it can be used in a different context. As for the quantity of materials, Krashen considered students reading on their own superior to direct instruction, and other researchers found it to benefit spelling, grammar, and piece of music in addition to vocabulary. However, oth er researchers warn against expecting students to learn vocabulary incidentally until they have a base of about 3000-5000 words in their vocabulary. For that reason, Tran suggests that to best develop vocabulary students be given graded text or materials specifically written for ESL students. Shorter passages may be read in one sitting, or divided up into shorter segments to be read over a number of sessions. As students reading comprehension improves, they can be given increasingly longer passages to read (Tran, 2006).Some research has shown intentional teaching of vocabulary strategies is more effective with older students, and is also more beneficial when it is interactive. Some ways to explicitly teach vocabulary involve word notebooks and dictionaries. Students can keep word notebooks or word cards. A word card consists of a new word along with notes on how to use that particular word. Notebooks can also be used for students to keep track of new words, like in a personal dicti onary. Bilingualized dictionaries can also be very useful, providing a L1 translation, an L2 definition, and an example sentence in the L2. Students tend to remember words better when they are explained in their L1 as opposed to the L2 (Tran, 2006). However, teachers should farting clear of having students copy definitions out of the dictionary (Swanson, 2007). The teacher should also inform students that the dictionary is a tool for learning a words meaning, but not necessarily a valuable tool for students to regurgitate in writing.When vocabulary activities are teacher-centered, teachers can teach words pertaining to the passage being read and give strategies for developing vocabulary and reading comprehension. When the activity is more learner-centered, the student should identify vocabulary needed the reading in question and try to learn the new words to gain understanding of the text (Tran, 2006). Related literacy activities such as listening to a song or a recording of the te xt, or observation a movie clip with subtitles and also aid in new vocabulary retention. Students can also be asked to summarize what they read, either orally or in writing.Teachers should also provide students with opportunities to read and write new words. Younger students would benefit from choral reading to give them a good model of the tight-laced pronunciation. Older students may want to read the text multiple times. Teachers may want to explicitly point out differences between writing in the L1 and L2 (Swanson, 2007). These might be particularly beneficial to students when the writing system is close but not identical. For example, in Spanish the /h/ sound is written with a g or a j, but not with an h as in English. Keeping this in mind, when presenting text for ESL students to read, teachers should select text where there is the same letter-sound correlation coefficient as much as possible so it will be easier for reading. For example, in Spanish, most of the consonants hav e the same sounds, so students whose L1 is Spanish can easily decode many words in English. Teachers themselves need a strong understanding of language and how it works so they can make it accessible to their students. Having a working linguistic knowledge of English will help teachers in pinpointing areas where ESL students might need specific instruction.New words can also be kept track of on a word wall, along with a definition of the word. Prior to reading a new text, teacher can also provide context by giving students a preview of the reading. The teacher can select material that will capture the students interest, and wherefore ask a question to prompt discussion. Finally, the teacher can give an overview before the class begins the new reading material (Swanson, 2007).Students should also be taught to monitor their reading and keep track of what it is they do not know (Swanson, 2007). Swanson surmises that even young students know what it is they do not know, and teachers ca n assist beginning English speakers by communicate them what words they would like to know. Teachers should keep in mind that idioms do not translate well across languages, and idiomatic speech must be explained to students or they will likely take the phrases literally and they will appear nonsensical.Drawing on students background knowledge as it relates to the literacy presented also helps students retain new vocabulary (Hickman, 2004). The vocabulary should be taught in the context of the literature and subject matter in which it will be used instead of as a divorce vocabulary list. New vocabulary should be related to the content area being studied, and students benefit from semantic mapping and word family associations. Teachers might find themselves charge away from vocabulary that is more abstract and harder to visualize, but students need to be taught these words as well. Students understanding of vocabulary grows from in-depth discussion of new terms head by the teache r. Text should be culturally relevant and easy for students to relate to so that new vocabulary can be incorporated in students minds (Hickman, 2004).Read-alouds can also be extremely constructive, especially if teachers make a conscious effort to highlight vocabulary and adhere to certain guidelines for instruction. Materials for read-alouds should be one to two grade-levels above what students can currently read. Reading books that are related thematically allow repeat exposure to new vocabulary and provide a infrastructure from which students can generalize about words and gain a deeper understanding of the content being studied (Hickman, 2004). Based on studies of first-grade students, Hickman suggests a book be broken into three to five segments of 200-250 words each being read on successive days, with the entire selection being read the day after the final passage is completed. A smaller passage allows for the introduction of fewer new vocabulary words and allows the teacher time to delve into the meaning of the new words and to explore how they are used in the text. On the final day the teacher should review four or five challenging new vocabulary words to help solidify them in students brains. Word choice is vital, with research suggesting that Tier 2 words that can be used across content areas are good choices. These are the types of words that can often be seen in academic text and on assessments. Suggested questions to consider when selecting vocabulary are as follows Will learning this word enable students to better discuss their own experiences because the word can be used with words the student already knows? Will this word lend itself to a deeper understanding of the content? (Hickman, 2004).The teacher can select three to four words from the reading selection and then write definitions from them in child-friendly terms. Before reads the text, the text, the teacher previews the material and gives the students the vocabulary words that are the f ocus, one at a time. The students repeat the word and the teacher gives a definition that is in line with the students knowledge of English and uses simple and familiar words. Then the teacher presents the word in its written form displayed on an tycoon cards, and then moves on to the next new word. The teacher then instructs the students to listen for the key vocabulary words before reading the text straight through. After the read-aloud, students are encouraged to retell the text using the key vocabulary words. Students who are listening to verify the accuracy of information other students give with a simple thumbs-up / thumbs-down. First the teacher asks for an account of the text, and then asks an open-ended question, and then an inferential one.After closing the discussion, the teacher rereads the text, asking students to listen for the featured vocabulary words and showing a thumbs-up when they hear one of them. If the students dont catch the new vocabulary word when the teac her reads it, the teacher should stop, point out that the key vocabulary was just read, and reread the text so students have a chance to notice it. When the students find a new words they are asked to repeat the word and explain its meaning. Then students can make their own sentences using the new vocabulary words. From there the teacher can extend what students know about those words and how they are used in the read-aloud. ESL students need an opportunity to discuss the story and related events in their own life. After finishing with the vocabulary instruction, the text should be summarized and the key take-away points relating to the content should be reiterated (Hickman, 2004). On the final day the entire text is reread and then students do follow-up activities such as acting out new vocabulary words or matching these words with their synonyms.For vocabulary instruction, there are many ways classroom teachers can assist ESL students. Teachers can use strategies such as speaking slower, using simpler words, and using pictures as aids. Focusing on cognates and deeper word meanings are also helpful. casual practices like read-alouds are also highly beneficial for ESL students. Research supports these and many other ways of helping our English language learners improve in the area of vocabulary.

Development Of Restorative Justice Criminology Essay

Development Of corrective jurist Criminology Essay reviving arbiter abide be found through come forward the bible. Although, it has been previously state that biblical accounts support the foundation of retributive justice, it is not true that restorative justice had no level in the early days. The principle of an eye for an eye appears primarily in the first few books of the bible, collectively called the Torah. However, the emphasis of the sacred scripture is primarily for assumptioness, income tax return and restoration, which be primordial considerations of restorative justice.1One such account, supporting the existence of restorative justice, is the story of the tax collector Zaccheus. He was a tax collector, and as such he was abhorred by the people. He had wanted to see Jesus, but he couldnt because he was too short, so he climbed up a tree, and bandage there was seen and was asked to come down from the tree. He invited Jesus in his house, and when the people saw this , they were astonished and angered as they believed Jesus was going inside a sinners home. To this, Jesus repliedTodaysalvationhas come to this house, because thismantoo is a son of Abraham for the Son ofmanhas come to seek out and save what was lost.2Restorative justice as a principle of imposing penalty has played a secondary role to retribution and deterrence. It wasnt until the fifties did revival of interest in restorative justice occurred.The 1950s Creative RestitutionDr. Albert Eglash, while working with adults and youths in the criminal justice governing body, developed creative restitution, upon finding that the current system lacked humanity and deediveness. Under this new concept, an offender, under appropriate supervision, is easeed to find some way to make amends to those he has hurt by his hatred, and to walk a second mile by helping other offenders.3Some principles of restorative justice is imminent in creative restitution such as reinstating the dealing between the unlawfuldoer and the pique party, offenders admission of guilt and renunciation of retribution. He says that the attributes of creative restitution atomic number 181. It is any constructive act.2. It is creative and unlimited3. It is guided, self-de edgeined behavior.4. It tolerate have a group land.4Because the basic principles of restorative justice is found in creative restitution, Some of the basic tenets of restorative justice can be found in the principles of creative restitution, Eglashs work is considered by many as one of the bases of the restorative justice movement.The 1970s The Kitchener ExperimentIn Kitchener, Ontario, Canada, two youth men while intoxicated, robbed and vandalised a total of twenty one houses. They were caught and was handed over to a probation officer, who in turn brought them to court and ar ikond for them to visit the homes which they robbed and vandalised and explain personally to each and every home owner.5Thus, the birth of the Victim- Offender Reconciliation Program (VORP).The Canadian experiment was the beginnings of modern use of restorative justice. Victim-Offender Mediation Programs (VOMP), also cognize as Victim-Offender Reconciliation Programs (VORP), brings offenders and offended parties, opposite each other with a trained mediator, wherein both parties have the opportunity to speak their minds and their feelings to the one who most ought to try them, contributing to the healing cover.6The offender themselves come into an agreement with the offended party on what provide be through to restore the loss.7The 1980sIn the joined States, during the eighties, then President Reagan created a task force to investigate the interference of dupes of the criminal justice system. The task force report was filled with criticism of the victims rights programs, singling out the inadequacy of victims compensation programs. Because of this event, the government passed a law providing restitution for crime victims and a llowing the use of victim impact statements at federal sentencing hearings, the Victim and Witness certificate Act of 1982. According to the Candaian Resource C recruite for Victims of crimes, victim impact statements arA victim impact statement is a written account of the personal persecute suffered by a victim of crime. The statement may include a description of the physical, financial and emotional effects of the crime. The victim impact statement is mean to give crime victims a voice in the criminal justice process. It allows them to participate in the sentencing of an offender by explaining to the court, and the offender, how the crime has affected them.8A victim impact statement is not a mandatory requirement, however, once made the Court shall mandatorily take the statement into consideration in making the decision.92000sThe social class 2000 was a remarkable year for Restorative umpire, the Catholic perform endorsed restorative justice practices. They commended that r estorative justice focuses on the victim and community first, unlike the preponderating archetype, which asserts the hurt and loss of the victims, and maintain that offenders come to terms with their actions. Because the offenders and the offending party are face to face, it offers the victim a better sense of peace and accountability, the Church said.10Another triumph was the adoption of the resolution encouraging countries to use a document providing guidelines for the implementation of restorative justice, by the United Nations Economic and Social Council.11This came into existence because of the joint efforts of Canada and Italy proposing to the United Nations Commission on Crime Prevention and Criminal Justice to cultivate an international guideline to assist countries in espousing restorative justice.12 light by little, restorative justice principles have been developing in nearly most of the countries, such as Canada, Australia, Japan, Netherlands, Most European Countries, several South American countries and Russia.The Theory of Restorative Justice at presentMany authors have attempted to define restorative justice, to have one standard meaning. However, there has been no standard definition as of yet. Howard Zehr defines restorative justice as restorative justice is a process to involve, to the extent possible, those who have a stake in a specific offense and to collectively identify and address deadenings, needs, and obligations, in order to heal and put things as right as possible.13When the attempt to shorten a consensus for a working definition of restorative justice could not be attained, the working party on Restorative and Justice, decided to adopt Tony marshal definition. He defines it asRestorative justice is a process whereby all the parties with a stake in a particular offence come unneurotic to resolve collectively how to deal with the aftermath of the offence and its implications for the future.14Marshalls definition focuses on the p rocess and interpersonal relation between the offender and the offended party.Restorative Justice is focused on the offender, offended party and community members. The core values are the offender must apologize or shamed and reintegrated, the offended party, harm and destiny for forgiveness and lastly, community and relationships.15Under this principle, it is pertinent for the offender to tacitly acknowledge that he swearted an offense, showing that he accepts responsibility for the outcome of his wrong action and recognizing the injury undergone by the offended party.16Such plea, may be done orally or in written form. After this, it must be figured out how he can get back on track, which leave alone be dealt with by the individualized treatment of the offender. Next step is for the offended party to assess the harm done and create an action plan on how to mend the injury.17The offended party must likewise accept the apology of the offender. The focus on the community pertains to the forging new relationships and repair broken relations.18Restorative Justices emphasis lie on repairing the injury caused by the crime, which is understood as a violation of relationships and therefore disrupts peace in the community.19It is collaborative and inclusive, and crime is not merely an offense against the state. It is inclusive because it allows the participation of offended party, offender and the community, the terzetto parties who have the most interest in the reparation of the offense. It is collaborative because it is through the efforts of the interested parties which the solution is based from.Respect for human dignity is the main basis of the restorative principles. The Canadians, one of countries which adhere to restorative justice, speaking through its Ministry of Justice saidPriority is given to addressing the human needs of participants and empowering them to communicate their thoughts and feelings in an brusk and honest way. The goal is to build under standing, to encourage accountability and to provide an opportunity for healing. A restorative justice process encourages the offended to take responsibility for their foul behaviour in a meaningful way, to gain insight into the causes and effects of that behaviour on others, to change that behaviour and to be accepted back into the community. The process gives the victim a forum to ask questions, receive answers, gain understanding, explain the impact of the crime on them and contribute to the outcome of the process. The process may forget in the victim receiving an apology, restitution, services or some other form of reparation. It creates a safe environment in which the victim can seek closure. Restorative justice processes have the potential to provide the community with an opportunity to articulate its values and expectations, to understand the underlying causes of crime and to determine what can be done to repair the damage caused. In doing so, it could contribute to communi ty wellbeing and potentially reduce future crimes.20PurposeUnder the principle of restorative justice, crime is a violation of relationships between persons. In order to achieve justice the offended party, offender and community members must participate in putting things right.21Focal rangeUnlike in retribution, wherein the main point in the imposition of penalty is giving the offender what he deserves restorative justice deal with the correction or the reformation of the offender so that his future conducts will be law abiding. Rehabilitation supporters believe that sanctions must be used as a chance to make a positive change on the offender.22Rehabilitation literally manner to restore in good condition. The objective of restorative justice is to help the offenders so that they can re-enter society as useful citizens, or at the very least, no longer dangerous. It also aims to decrease the crimes, albeit in a very distinct manner. What restorative justice seeks to achieve is not only to correct the offender, but also to change the need or desire to commit crimes.23PitfallsRestorative Justice as a penal philosophy is not without criticisms and limitations. A study conducted in Africa on 2001, made the following observationsFirst, The principle of the model inevitably rests on the cooperation of the parties concerned. If the offender, for instance, refuses to accept responsibility for the crime and to fulfil his or her obligations to the victim and the community, there can be no talk of restorative justice.Second, A certain level of competence and the availability of infrastructure, such as a trained mediator, a reprerequisites for community participation in restorative justice programmes. However, the skills and resources are not always available.Third, In modern society, community bonds are not always so strong and aspects like the privacy of the individual and autonomy are strongly emphasised. A significant shift to community participation and involvement in restorative justice programmes will necessarily put a gamy premium on community education and the development of community sources.Fourth, Any existing social injustices in and between communities could have a negative catch on the implementation of restorative justice. Social division can prejudice the cooperation of parties in the criminal justice process.Fifth, Some people are of the opinion that restorative justice is a soft option for the offender.Sixth, A perception that restorative justice only applies in the case of juveniles and minor offences is quite common.24Another recurrence concerning Restorative justice is meter inequality. Since, it is originally designed to address specific needs of the individual offender, the sentence meted differs on the determination of ones progress through rehabilitation.25The humor of restorative justice is to develop an individualized treatment plan an impose an indeterminate sentence, the length of which will be determined on the offenders progress.Arising from these individualized treatment and indeterminate sentence, is human fallibility. Since human nature cannot be predicted with absolute precision, some were released before they were actually ready.26One other problem that restorative justice faces is that given its long-term nature, offenders must experience incarceration in order to receive the necessary treatment for rehabilitation.27Retributive Justice principles in the Philippines current legal exemplarRevised Penal polityAlthough majority of the Revised Penal Codes provisions are considered to follow the classical approach, which follows the postulate that retribution is the main justification of punishment, the prescribed theory is also used in some of the provisions. Such principle is apparent in the provisions of unsurmountable crime and mitigating incidents.Impossible CrimesThe Code penalizes impossible crimes, to witArticle 4.Criminal liability. Criminal liability shall be incurred1. By any person committing a felony(delito)although the wrongful act done be different from that which he intended.2. By any person performing an act which would be an offense against persons or property, were it not for the integral impossibility of its reach outment or on account of the piece of work of inadequate or ineffectual means.28(emphasis ours)The term impossible crime is actually a misnomer because no crime was actually committed, due the inherent impossibility of its accomplishment or inadequacy and inefficiency of the methodology used. However, it is subject to a penal sanction because its committee is indicative of the criminal propensity of actor, as per the confirming theory is concerned. Also, he law punishes it because objectively the offender did not commit a crime, but subjectively he did.29t was inherently impossible to accomplish or due to inadequate or ineffectual means.Circumstances affecting criminal liability Mitigating CircumstancesMitigating Circumstance s are those which, if present in the commission of the crime, do not entirely free the actor from criminal liability, but serve only to reduce the penalty.30The following are the mitigating circumstances under the CodeArticle 13.Mitigating circumstances. The following are mitigating circumstances1. Those mentioned in the preceding chapter, when all the requisites necessary to justify the act or to exempt from criminal liability in the respective cases are not alludeant.2. That the offender is under eighteen years of age or over seventy years. In the case of the minor, he shall be proceeded against in accordance with the provisions of article 80.3. That the offender had no intention to commit so grave a wrong as that committed.4. That sufficient exacerbation or threat on the part of the offended party immediately preceded the act.5. That the act was committed in the immediate vindication of a grave offense to the one committing the felony (delito) his spouse, ascendants, descendant s, legitimate, natural or adopted brothers or sisters or relatives by affinity within the same degrees.6. That of having acted upon an impulse so powerful as course to have produced passion or obfuscation.7. That the offender had voluntarily surrendered himself to a person in authority or his agents, or that he had voluntarily confessed his guilt before the court prior to the presentation of the evidence for the prosecution.8. That the offender is deaf and dumb, blind or otherwise suffering some physical defect which thus restricts his means of action, defense, or communication with his fellow beings.9. Such illness of the offender as would diminish the exercise of the will-power of the offender without however depriving him of consciousness of his acts.10. And, finally, any other circumstance of a similar nature and analogous to those above mentioned.31Diminution of freedom, intelligence or the lesser perversity of the actor, is the basis for the mitigation.32It is in line with the principles and goals of restorative justice because it keeps track of the individuals frame of mind at the time of the commission of the offense.Mitigating Circumstances are classified into two groups Ordinary and Privileged. Ordinary Mitigating circumstances are those enumerated in Article 13, save for minority, which is now considered privileged mitigating circumstance as a result of the legislation Republic Act no. 9344 or the Juvenile Justice and eudaemonia Act, which lowered the age of criminal responsibility. An medium mitigating circumstance has the effect of reducing the penalty a period lower. Privileged mitigating circumstances are those which are enumerated by law as such, and has the effect of reducing the penalty a degree or two lower. The existence of two ordinary circumstances has the effect of a privileged, lowering the penalty by a degree or two. A privileged mitigating circumstance cannot be offset by any circumstance, whereas the ordinary one may be affected.Act no 4103 or the doubtful Sentence LawThe Indeterminate Sentence Law was one of the more chief(prenominal) innovations introduced by the Americans in our Criminal law. Under this system, offenders were to be sentenced with a an indefinite period and released upon showing of satisfactory progress towards reformation.33A minimum and maximum range of penalty was determined, and after service of the minimum term and upon determination of the Board of Indeterminate Sentence of the fitness and readiness of the prisoner, reasonable probability that he will not violate the law when released, and compatibility of his release with societys welfare, the prisoner will be released on parole and is therefore allowed to serve the rest of his indeterminate sentence extraneous of the incarceration facility.34The following shall not be entitled to the benefits of the Indeterminate Sentence LawSec. 2.This Act shall not apply to persons convicted of offenses punish with death penalty or life-impriso nment to those convicted of treason, conspiracy or proposal to commit treason to those convicted of misprision of treason, rebellion, sedition or espionage to those convicted of piracy to those who are habitual delinquents to those who have escaped from confinement or evaded sentence to those who having been granted conditional pardon by the Chief Executive shall have violated the terms thereof to those whose maximum term of imprisonment does not decease one year, not to those already sentenced by final judgment at the time of approval of this Act, except as provided in Section 5 hereof.35Indeterminate Sentencing have been criticised because of the differential treatment of persons similarly situated as well as the alleged difficulty in rehabilitation of the offender.36Presidential rein No. 968 or the Probation LawProbation is a disposition under which a defendant, after conviction and rendition of sentence, is released subject to conditions imposed by the court and to the supervi sion of a probation officer.37Probation has for its purpose Rehabilitation and reformation of the Offender, and crime deterrence. An application for probation may be filed after conviction, even before the offender commences serving his sentence. If the application for probation is granted, the sentence will be suspended and he will be released under the following conditionsConditions of Probation.Every probation order issued by the court shall contain conditions requiring that the probationer shall(a) present himself to the probation officer designated to undertake his supervision at such place as may be specified in the order within seventy-two hours from receipt of said order(b) report to the probation officer at least once a month at such time and place as specified by said officer.The court may also require the probationer to(a) cooperate with a program of supervision(b) meet his family responsibilities(c) devote himself to a specific employment and not to change said employmen t without the prior written approval of the probation officer(d) undergo medical, psychological or psychiatric examination and treatment and enter and remain in a specified institution, when required for that purpose(e) pursue a prescribed secular study or vocational training(f) attend or reside in a facility established for instruction, recreation or residence of persons on probation(g) refrain from visiting houses of ill-repute(h) abstain from drinking stir beverages to excess(i) permit to probation officer or an authorized social worker to visit his home and place or work(j) reside at set forth approved by it and not to change his residence without its prior written approval or(k) satisfy any other condition related to the rehabilitation of the defendant and not unduly restrictive of his liberty or incompatible with his freedom of conscience.38If the probationer violates any of the conditions of the release, the Court may issue a precedent for his arrest, and if found guilty, the Court may revoke the probation and subsequently order for his recommitment to serve the remainder of his sentence.39The benefits of the probation law shall not extend to those sentenced to serve a maximum term of imprisonment of more than six years convicted of any offense against the security of the State who have previously been convicted by final judgment of an offense punished by imprisonment of not less than one month and one day and/or a fine of not less than Two speed of light Pesos who have been once on probation under the provisions of this Decree and who are already serving sentence at the time the substantive provisions of this Decree became applicable.40Republic Act No. 9344 or the Juvenile Justice and Welfare Act of 2006In compliance with the United Nations Convention on the Rights of the Child, to which the Philippines is a signatory, the congress of the Philippines enacted in 2006, the Juvenile Justice and Welfare Act. The Juvenile Justice and Welfare Act was a product of ten years of lobbying. An important provision on the law was the tacit recognition of Restorative Justice as a principle to be adhered to.41Under the statute, Restorative justice refers to a principle which requires a process of resolving conflicts with the maximum involvement of the victim, the offender and the community. It seeks to obtain reparation for the victim reconciliation of the offender, the offended and the community and reassurance to the offender that he/she can be reintegrated into society. It also enhances public safety by activating the offender, the victim and the community in prevention strategies.42In one study, it had been said that the Juvenile Justice and Welfare Act was the most promising piece of legislation in the Philippines concerning Restorative Justice.43

Comparing Tragedy in Oedipus the King and Antigone :: comparison compare contrast essays

Oedipus the mightiness More Tragic then Antigone Sophocles was a master of catastrophe, theres no argument there. But which of the 2 plays weve stu back upd, Oedipus the King and Antigone, is the more tragic? I believe that Oedipus the King was more intensely tragic and I think that if I were to see a the plays back to back, Oedipus would be the more likely one to rivet true emotions from me. I think Oedipus cathartic value fundament be seen clearly when you compare the entirety of the results in both plays. In Antigone, she loses 2 brothers, and then a lover, and finally her life. Oedipus loses his self-confidence, his true father, his true mother, his adoptive father, his wife, his integrity, his people, and his sight. When you weigh the two, Oedipus is obviously the more tragic, in this one force field at least. Certainly one must see that Oedipus goes through a more cathartic tragedy than Antigone when one looks at the circumstances under which the tragedy falls as well. Antigone knew full well that what she was doing was wrong. She knew that if she buried her brother bad things would happen and she was ready and willing to die. Oedipus on the other hand actually panorama he was doing the city some good by searching out the killer of Laius. He thought everything was going to turn out just okay in the end, which makes his downfall that much worse. A point that also must be considered is hybris. Many people dont feel like they can relate to Oedipus because of his hybris, whereas Antigone is a very palpable sort of character, very down to earth and a peoples hero so to speak. She is strong, and willing to die for her cause.