Evidence based practice with young people who sexually offend Essay

Evidence based practice with young people who sexually offend - Essay Example t for a crime, a mere intention is not enough, or even if there is a crime as well as an intention to it, it still does not fall under the category of crime if it hurts and offends someone in personal. (Danziger, pp. 34-37, 2002) Any wrongful act is a crime only when it is done with an intention as well as the act of wrongdoing affects the public. Such a definition was limited to only adult and grown-up members of the human society until few decades ago; however, a new term of juvenile or adolescent offenders came into being after a number of cases reported in which, youngsters below 18 years of age were involved in criminal activities, such as theft, burglary, rape, harassment, etc. In specific, when a juvenile in the age group of 13-17 commit any sexual offense, he/she is referred as adolescent sexual offender in the United Kingdom, and such is the case in a number of other countries around the globe. There can be innumerable reasons for sexual offenses flourishing in our society; however, experts have classified them into different broad umbrellas such as social circumstances, moral and ethical reasons, racial and lingual issue, environmental factors, religious differences, personality disorders, mental diseases, past experiences, family history and so on and so forth. (Bessant & Watts, pp. 33-41, 2007) Sometimes the reason is nothing but the personal choice of the criminal to adhere to sexual offenses. This paper deals with a thorough discussion of factors that are responsible for existence of such offensive activities in lives of youngsters. Crimes can be viewed as the result of adverse social circumstances. (Wolfgand & Johnston, pp. 56-63, 1962) Not every youngster chooses crime for his life’s long journey; however, sometimes, conditions are just too impossible to avoid for ordinary people, situations are inevitable to not to fall apart, not always the wrong doer is the criminal only, sometimes, it is the whole society to share the crime. Yes, crimes

Capital Punishment Essay -- essays research papers fc

Capital Punishment Murder, a common occurrence in American society, is thought of as a horrible, reprehensible atrocity. Why then, is it thought of differently when the state government arranges and executes a human being, the very definition of premeditated murder? Capital punishment has been reviewed and studied for many years, exposing several inequities and weaknesses, showing the need for the death penalty to be abolished. Upon examination, one finds capital punishment to be economically weak and deficient. A common misconception of the death penalty is that the cost to execute a convicted criminal is cheaper than to place a convict in prison for life without parole. Due to the United States judicial system, the process of appeals, which is inevitable with cases involving death as the sentence, incurs an extreme cost and is very time consuming. The cost of a capital trial and execution can be two to six times greater than the amount of money needed to house and feed a prisoner for life. "Studies show incarceration costs roughly $20,000 per inmate per year ($800,000 if a person lives 40 years in prison). Research also shows a death-penalty ease costs roughly $2 million per execution," (Kaplan 2). Capital punishment is extremely expensive and depletes state governments of money that could be used for a wide range of programs that are beneficial. As Belolyn Wiliams-Harold, an author for the jour nal Black Enterprise, writes that county governments are typically responsible for the costs of prosecution and the costs of the criminal trial, including attorney's fees, and salaries for the members of the courtroom. All this money is spent at the expense of the corrections department and crime prevention programs, which are already is strapped for cash (Williams-Harlod 1). These "financial constraints," such as capital punishment, do not promote a healthy, commercial society, but actually cost and harm the public. As well as being economically unsound, the death penalty is socially biased. A class system appears to be present in the United States of America this day in age, and the lower classes seem to almost be discriminated against by the higher classes. This is also true of capital punishment. Ed Bishop of the St. Louis Journalism Review , writes on how these members of a lower class can not escape the death penalty. At the height of the... ...l punishment as a just and morally sound method of justice. After all, "An eye for an eye" seemed to be a rationale that many embraced as fair. Now there is an era of closer examination of what is truly just and morally ethical, as well as economically sound. A consequence needs to be fair, humane, and effective. Does capital punishment meet these criteria? There are compelling reasons to change the system we have blindly acclaimed. Hopefully we are in the process of implementing a new way of dealing with an age-old dilemma. Works Cited Bishop, Ed. St. Louis Journalism Review, "Anti-death Penalty Stance." V29, March 1999. http://source.unco.edu/. Cummings, Ryan. The Economist, "Most Advanced Countries Have Abolished Capital Punishment." V351, May 15, 1999. http://source.unco.edu/. Kaplan, David A. Newsweek, "Capital Punishment." V129, June 16, 1997. http://source.unco.edu/. Kile, David. The Christian Century, "Death Penalty Doubts." V116, Feb. 24, 1999. http://source.unco.edu/. Williams-Harold, Belolyn. Black Enterprise, "Facts and Figures: a costly matter of life or death." V29, Sept. 1998. http://source.unco.edu/.

Western Education Romans

ED 6000 Philosophical Foundations in Education Beginning Questions ! ? ! ? ! ? ! ? ! ? 2-3 sentence responses foundation of your philosophy paper reflects your current stance/belief 30 minutes keep a copy for your final personal philosophy paper Scriptural Focus Deut. 6:1-9 Now this is the commandment, the statutes and the judgments which the LORD your God has commanded me to teach you, that you might do them in the land where you are going over to possess it, so that you and your son and your grandson might fear the LORD your God, to keep all His statutes and His commandments which I command you, all the days of your life, and that your days may be prolonged. Scriptural Focus Deut. 6:1-9 Israel, you should listen and be careful to do it, that it may be well with you and that you may multiply greatly, just as the LORD, the God of your fathers, has promised you, in a land flowing with milk and honey. Hear, O Israel! The LORD is our God, the LORD is one! Scriptural Focus Deut. 6:1-9 You shall love the LORD your God with all your heart and with all your soul and with all your might. These words, which I am commanding you today, shall be on your heart. You shall teach them diligently to your sons and shall talk of them when you sit in your house and when you walk by the way and when you lie down and when you rise up. Scriptural Focus Deut. 6:1-9 You shall bind them as a sign on your hand and they shall be as frontals on your forehead. You shall write them on the doorposts of your house and on your gates. A HISTORY OF WESTERN EDUCATION ! ? Big Ideas: ! ? ! ? ! ? What are the enduring principles that have stood the test of time? To what extent are the principles being applied in today s classrooms? List the big ideas that you have experienced in today s classrooms and or those that should, from your perspective, be a part of current educational practice. A HISTORY OF WESTERN EDUCATION ! ? Hebrews ! ? ! ? longest recorded western history teaching of religion and moral training A HISTORY OF WESTERN EDUCATION ! ? Greeks ! ? ! ? ! ? ! ? ! ? ! ? city-state civilization based on slavery achieve elegant leisure ignity of the citizen letters, music, gymnastics conscripted military service A HISTORY OF WESTERN EDUCATION Romans ! ? ! ? ! ? patricians, plebeians, freed men and slaves piety, courage, honesty, dignity, sobriety A HISTORY OF WESTERN EDUCATION ! ? Christian ! ? ! ? ! ? change of heart attain peace and growth in body, mind, and spirit underground schools ! ? A HISTORY OF WESTERN EDUCA TION Renaissance (New Birth) ! ? ! ? Seven Liberal arts ! ? trivium: grammar, rhetoric, and dialectic or logic ! ? quadrivium: arithmetic, geometry, astronomy, and music Renaissance Man da Vinci ! ? oastfulness, individualism and a resentment toward authority A HISTORY OF WESTERN EDUCATION Reformation (1500-1750) ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? educated class advocated reform Germany-moral indignation England-remove wealth from the church Geneva-strictly theologicals England became largely Protestant back to the basics grammar/spelling Inquisition court of heresy Heliocentrism (Copernicus) A HISTORY OF WESTERN EDUCATION ! ? Jan Amos Comenius (1592-1627) ! ? developmental stages ! ? infant, child, youth, adult ! ? Orbis Pictus 1653-54 – the first picture book for school children A HISTORY OF WESTERN EDUCATION ! ? The purpose of education is that which every gentleman desires for his sons, virtue, wisdom, breeding and learning. I place virtue as the first and most necessary. I put learning last, especially if I tell you I think it the least part. Some Thoughts Concerning Education, p. 147. John Locke (1632-1704) A HISTORY OF WESTERN EDUCATION John Locke (1632-1704) ! ? ! ? Tabula Rasa ! ? There would be no problem, †¦ if the human intellect were even, and like a fair sheet of paper with no writing on it. A HISTORY OF WESTERN EDUCATION United States Old Deluder Satan Act (Massachusetts 1647) ne chief project of the old deluder, Satan, to keep men from a knowledge of the Scriptures, as in former times by keeping them in an unknown tongue, so in these latter times by persuading from the use of tongues†¦ A HISTORY OF WESTERN EDUCATION †¦. it is therefore ordered, that every township in this jurisdiction, after the Lord hath increased their number t o fifty thousand, shall then forthwith appoint one within their town to teach all such children as shall resort to him, to write and read, whose wages shall be paid either by the parents or masters of such children, or by the inhabitants in general. A HISTORY OF WESTERN EDUCATION ! ? Enlightenment & Revolution (1750-1830 ! ? Jean-Jacques Rousseau (1712-78) ! ? Romanticism ! ? Emile ! ? On Education ! ? The Social Contract A HISTORY OF WESTERN EDUCATION ! ? Friedrich Froebel (1782-1852) ! ? ! ? The child will come to understand the world through creative play facilitated by the use of geometric objects (labeled by Froebel as gifts ) in which pure form is dominant. 1840 Pedagogics of the Kindergarten A HISTORY OF WESTERN EDUCATION ! ? Maria Montessori (1870-1952) ! ? 1896 University of Rome s first woman physician graduate ! 1912 Montessori Method: Scientific Pedagogy ! ? If one fails to learn, there is a natural punishment that takes place as a loss of the consciousness of our own power and greatness, which constitute the quality of manhood. A HISTORY OF WESTERN EDUCATION ! ? Maria Montessori (1870-1952) ! ? ! ? ! ? The classroom must be a prepared environment The classroom must always contain stimulating apparatus, objects, toys , and literature in order to capture the child s inner drives to be active. sensitive periods A HISTORY OF WESTERN EDUCATION ! ? John Dewey (1859-1952) ! ? ! ? ! ? ? psychologist, philosopher, educator, social critic and political activist Progressivism moral relativism applied evolutionary theory to ! ? biology ! ? geology ! ? anthropology A HISTORY OF WESTERN EDUCATION ! ? John Dewey (1859-1952) ! ? Morality is learned within a social context by observing appropriate rules, which emerge from shared experience. ! ? Values are defined through use of the scientific method as one selects a choice of action and how it will effect self, others, the community, and the environment. A HISTORY OF WESTERN EDUCATION Catholic Church (1929) ! ? Every method of education founded, wholly or in part, on the denial or forgetfulness of original sin and grace, and relying on the sole powers of human nature, is unsound†¦ A HISTORY OF WESTERN EDUCATION ! ? †¦Such, generally speaking, are those modern systems bearing various names which appeal to a pretended self-government and unrestrained freedom on the part of the child, and which diminish or even suppress the teacher s authority and action, attributing to the child an exclusive primacy of initiative, and an activity independent of any higher law, natural or divine, in the work of his education. Catholic Church (1929) A HISTORY OF WESTERN EDUCATION ! ? Scientific or Logical Positivism (1950-1967) ! ? ! ? ! ? purpose of education national development stand against the threat of communism ! ? U. S. Department of Education ! ? ! ? ! ? President Jackson signed legislation that created the first Department of Education in1867 (non-cabinet level) that lasted less than a year President Charter signed Public Law 96-88 The Department of Education Organization Act in 1979 Reagan established it as a cabinet-level agency in 1981 A HISTORY OF WESTERN EDUCATION ! ? Burrhus Frederic Skinner (1904-1990) ? ! ? ! ? operant behavior teaching machines Beyond Freedom and Dignity A HISTORY OF WESTERN EDUCATION ! ? Multiculturalism & Private Schools (1980-1990) ! ? Mortimer Adler (1982) ! ? ! ? ! ? The Paideia Proposal: An Educational Manifesto liberal, non-specialized education without electives or vocational classes three purposes ! ? ! ? ! ? use leisure time well earn their living ethically tea ch people to be responsible citizens in a democracy ! ? A Nation at Risk (1983) ! ? ! ? ! ? National Commission of Excellence in Education The Imperative For Educational Reform If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves†¦ A HISTORY OF WESTERN EDUCATION ! ? †¦We have even squandered the gains in student achievement made in the wake of the Sputnik challenge. Moreover, we have dismantled essential support systems which helped make those gains possible. We have, in effect, been committing an act of unthinking, unilateral educational disarmament. A Nation at Risk (1983) ! ? A Nation at Risk (1983) ? ! ? ! ? ! ? strengthen graduation requirements five new basics: English, mathematics, science, social studies, and computer science adopt higher and measurable standards for academic performance significantly increase time students spend engaged in learning Strengthen the teaching profession through higher standards for preparation and professional growth ! ? A HISTORY OF WEST ERN EDUCATION ! ? Standards (1998-present) ! ? ! ? ! ? ! ? Academic Content Standards for Students No Child Left Behind Academic Performance Indicator (API) scores National Board for Professional Teaching Standards

Equilibrium Constant - Chemistry Definitions

The equilibrium constant is the ratio of the equilibrium concentrations of the products raised to the power of their stoichiometric coefficients to the equilibrium concentrations of the reactants raised to the power of their stoichiometric coefficients.For a reversible reaction:aA bB → cC dDThe equilibrium constant, K, is equal to:K [C]c ·[D]d/[A]a ·[B]bwhere[A] equilibrium concentration of A[B] equilibrium concentration of B[C] equilibrium concentration of C[D] equilibrium concentration of D There are several different types of equilibrium constants. These including binding constants, association constants, dissocation constants, stability constants, and formation constants. Factors that may affect the equilibrium constant include temperature, ionic strength, and choice of solvent. Source Denbigh, K. (1981). Chapter 4. The Principles of Chemical Equilibrium (4th ed.). Cambridge: Cambridge University Press. ISBN 978-0-521-28150-8.