Frederick Douglass :: essays research papers

Frederick Douglass once said, "there can be no freedom without education." I believe this statement is true. During slavery, slaves were kept illiterate so they would not rebel and become free. Many slaves were stripped from their families at an early age so they would have no sense of compassion towards family members. Some slaves escaped the brutal and harsh life of slavery, most who were uneducated. But can there be any real freedom without education? Freedom is something many slaves never had the opportunity to witness. They were simply uneducated, illiterate machines who did whatever they were told. But few fortunate slaves were given the gift to be educated by someone. One of these fortunate persons was named Frederick Douglass. Douglass was born a slave. He never had the chance of knowing his mother. As mentioned before, slaves were stripped from their families, leaving them no sense of compassion. In the book, The Narrative of the Life of Frederick Douglass, Douglass says, "Never having enjoyed, to any considerable extent, her soothing presence, her tender and watchful care, I received the tidings of her death with much of the same emotions I should have probably felt at the death of a stranger."(2) Douglass secretly met with his mother about 4 times during his whole life. He said he never really got to know her being he was only a child and the never had much of a conversation. These sorts of incidents happene d to slaves throughout America and permanently scarred most slaves and their families. Slave owners not only broke slave families up, but they also tried to keep all the slaves illiterate. In the book slave owners thought, "A nigger should know nothing but to obey his master-to do as he is told to do. Learning would spoil the best nigger in the world. If you teach a slave how to read, they would become unmangeable and have no value to his master." Masters thought that if a slave became literate then they would rebel and get other slaves to follow them. Also masters lied to slaves saying learning would do them no good, only harm them. They tried using that reverse psychology to make it seem like what they were doing was right.

History Of Oslo Essay

Oslo is Norway’s capital city. Oslo came from the Old Norse word â€Å"†¦os meaning mountain and lo meaning plain or river â€Å". In other words, Oslo can be described as a place beneath the mountains (â€Å"Oslo† 2006). People of German origin may have settled in the settlements along the Oslo Fjord who moved up to the north from mainland Europe (Zelko 63). The first evident settlement in Oslo was in the 8th century. (â€Å"Oslo† 2006). The first people of who inhabited Oslo lived in â€Å"humble wooden houses with turf roofs† that was surrounded with pens or sheds for goats, sheep and cows (â€Å"Oslo: City† 2006). Like all the other settlers of Norway, the people were grouped together in the form of a tribe and those who were landowners met with his other landed neighbors in a public assembly called Thing. Legislative assemblies were called Lagtings (Zelko 63). During the Viking age, AD800-1000 Oslo settlers grew rapidly as it had become the center for trade and shipbuilding activities and later it earned the name the† Viking Capital† (â€Å"Oslo† 2006). Viking means â€Å"a man from â€Å"Vik†, a huge bay between the Cape Lindesnes in Norway and the mouth of Gota River in Sweden (Britannica 1033). Norwegian Vikings, like other Vikings of Denmark and Sweden, were feared all over Europe as they had â€Å"superior ships and weapons as well developed military organization†. They were basically endowed with extraordinary hunger for adventure (Britannica 1034). Norwegian Vikings were known to be ruthless and brave fighters who killed their victims and greedily loots their conquered settlements and when they were done plundering destroyed the place with fire. They changed the face of Europe as they engaged in raiding and trade and then finally attracted by their conquered lands settled to live there. Their target places were mostly western European countries such as England, Scotland, and Iceland. Their active participation in trading had renewed the neglected European commerce of the middle Ages. Their contact with Western Europe was instrumental for their Christianization and eventually unification of Norway (Britannica 1033). In 885 the first Viking Monarch, Harold the Fair-haired united Norway (Halsey 239). During his reign the settlers of Norway, including Oslo, were commonly engaged in blood feuds, fightings that involve almost, if not all, disagreeing families. Even minor disputes can trigger the killing and maiming of both members of the quarreling families and if not settled can start an endless round of retaliation. The violence can be finally stopped when offending families pay the wronged families which they called â€Å"bot†. Sometimes family feuds were brought to the attention of the Lagtings who will decide the outcome of the disputes and impose penalties. The worst penalty they can give at that time was known as outlawry—a sentence that regarded the offender as if he died already. All his goods were taken away from him and he cannot exercise or claim any legal rights. In fact, anyone can kill him without facing the risk of penalty. These condemned people were left with no choice but to leave their homeland or live in the forest as an outlaw (Tseng 24). In 1050 Harald Hardrade or King Harald III officially founded Oslo and made it the center of southern Norway. This site was located at the eastern side of the harbor on the left bank of the small Akers River (Halsey 239). Harald died in 1066 and his death ended the Viking period as raidings stopped (â€Å"Norway† 2007). Oslo experienced a great era during the reign of Haakon V who was crowned in 1299. He decided to build the Akershus fortress in Olso to serve as his home with his wife Euphemia of Rugens, a Northern German princess (â€Å"Oslo† 2006). He made Oslo the capital of Norway replacing Bergen. This time Oslo and the rest of Norway enjoyed relative peace (â€Å"Norway† 2007). In 1318 Norway was united with the kingdom of Sweden when Duke Erik of Sweden married Princess Ingebjorg, daughter of Queen Euphemia and Hakon V Magnusson. The unification of both countries was officially signed in the Bishop’s castle; now presently know as Oslo Ladergard (â€Å"Oslo: City† 2006). The saddest event that occurred in the early history of Oslo was the Black Death that terrorized the world in 1349. It was estimated that half of Oslo’s population died during the time of the Black Death or â€Å"bubonic† plague. Bubonic plague was carried by fleas in rats from England (â€Å"Oslo† 2006). Because of the loss of its inhabitants and damage to agriculture Norway united together with Denmark and Sweden via the Union of Kalmar 1397(â€Å"Norway† 2007). During this time Copenhagen, instead of Oslo, was selected as the actual capital of Norway. Consequently Oslo lost it political importance and was only regarded as a provincial administrative center while the kings lived in Copenhagen and Stockholm from 1400-1500 (â€Å"Oslo: City† 2006). In 1523, however, Sweden dropped out of the union, and weaker Norway was left in the care of Danish Kings(â€Å"Norway† 2007). Part 2 Modern Era Reformation Period Like the rest of mainland Europe, Oslo was greatly affected by the Lutheran Protestant Reformation of 1537 when the German Monk Martin Luther questioned the laws of Roman Catholic Church and sought to reform the religious beliefs of the Europeans. Oslo citizens were engaged in religious conflicts(Thodock 2003). The catholic bishop of Oslo, Hans Rev was converted to Protestantism despite the reluctance of the citizens( â€Å"Oslo:City† 2006). Since Oslo had slightly lost its political and economic importance as a city at this time as it was being ruled by Denmark most of the buildings constructed there was only made of wood so that the city was easily destroyed by fire in 1624. King Christian IV of Denmark and Norway decided to move the town to the right bank of the Akers River and rebuild it near the Akershus Fortress. The city buildings were constructed in a Renaissance city style with rectangular blocks and renamed it Christiania (Halsey). Scientific Revolution The scientific revolution changed the world’s beliefs entirely, and Norway is in the heart of it Religious beliefs were proven to be wrong and questions were answered. Copernicus first with his opinion on the heliocentric theory, Galileo second with proof of Copernicus’ theory, and Newton third with the laws of gravity to explain how and why the planets revolved around the sun. Enlightenment During the 1700’s the Age of Reason or the Enlightenment flourished in Europe particularly to the Norwegian trading partners of Great Britain and Holland. In these places people were trying to improve their lives with the use of reason instead of following traditional religious or accepted beliefs. Contact with the â€Å"enlightened† British and Dutch affected the daily life of the inhabitants of Christiania. Norwegian traders brought home with them not only the prized cargoes of tobacco, coffee, tea and spices but also enlightened ideas. They constructed luxurious houses with magnificent gardens in accordance with the style western Europe (â€Å"Oslo: City† 2006). Napoleonic wars At first, Denmark and Norway attempted to remain neutral in the Napoleonic wars between France and England and their respective allies in 1805. However, England attacked the entire Danish fleet in 1807 as a result Denmark joined with France against Britain (Britannica 1034). Britain cut-off trading with Norway and set up a continental blockade against Denmark and Norway wherein British navy prevented the goods from both Norway and Denmark in reaching its trading partners . This action greatly affected the economy of Norway. The export of fish and timber from Christiania as well as the import of grain from Denmark were blocked. As a result, citizens of Christiania faced an economic crisis and suffered hunger. To end their trouble, Britain loosened up its blockade against Norway in 1810-13(â€Å"Oslo† 1991). In 1814 the king of Denmark was forced to give up Norway to Sweden in a Treaty of Kiel when Napoleon I was defeated (â€Å"Oslo† 2006). Eager to rebuild their government the Norwegian created its first constitution on May 17 the same year and Christiania became the capital city. In time, Christiania replaced its rival Bergen as Norway’s largest city. The people celebrated with joy as Christiania was expected to reclaim its old glory without giving much thought at first that they were still under the control of a foreigner, Sweden. As a capital city, Christiania once again becomes important politically and economically. For its newly acquired role, new monumental buildings were erected as a venue for important functions. . They were the Royal Palace, Bank of Norway and the stock exchange Oslo Bors. Later, most Christiania citizens joined with the rest of Norway in demanding for a complete control of their own affairs. They did not want to recognize the provisions of the Treaty of Kiel and instead preferred a Danish King to rule them. Because of the political unrest , Sweden was forced to make the Act of Union of 1815,that gave Norway the privilege of having its own army, navy and parliament(Storting) and was permitted to control their own internal affairs in exchange for their strict compliance to the Treaty of Kiel(â€Å"Oslo† 2006). Renaissance Period Because of their internal independence, Christiania’ economic and political power rose. By mid 1800’s, Christiania grew into a major administrative, economic and military center. The economic success brought about by the shipping and agricultural industry made Christiania a dominant economic city of Norway (World Book 1981). The site of rapid industrial revolution in Oslo started at the Aker River around 1840. The development of Industries relied in the electricity provided by this River. Old buildings along the River were demolished and replaced with concrete large textile industrial buildings . Because of the increased jobs offered by industries the population of Christiania increased as peasants and rural populace moved to the cities hoping find work. In the beginning of the Industrial Revolution Christiania’s industrial workers, like most of European industrial cities, lived in poverty since income was low. They mostly lived in crowded houses meant for workers in which sanitation was bad. As a result, sickness was common and spread easily. To augment family income, the children aged below ten were forced to work in the industries, an environment that was not conducive for their well-balanced growth. In fact, industries were noisy and dusty. They caused water and air pollution. Because of this, the health of the children suffered and their resistance to sickness decreased as they lacked the time to play and sleep. In fact, schoolwork was unavoidably neglected (â€Å"Off â€Å"2007). Revolutions of 1848 The political revolutions in Europe in 1848 had increased the desire of Norway to demand for independence from Sweden. In the late 1800’s popular Norwegian playwrights Henrik Ibsen and Bjornstjerne Bjorjornson staged a play in Christiania’s theater with a theme about political hypocrisy, rights of women and social problems. These plays helped Norwegians develop a sense of nationalism. In 1901 the city of Christiania was selected by the notable Swedish inventor, Alfred Nobel to be the site for the awarding of the most prestigious Noble Peace Prize (Lundestad 2001). By 1905 Sweden granted independence to Norway and Christiania at last was freed from foreign interference that began 1300’s (Halsey 240). Industrial Revolution World War One was inevitable due to industrialization and the desire each country had to become supreme. Firstly, relationships between the nations of the world were dramatically altered by the Industrial Revolution of the nineteenth century. Tensions between the industrial powers began to rise. The intensity between the industrial powers grew more and more as each country sought to expand its sphere of influence at the expense of others. Secondly, there was a growing desire by ethnic populations within the larger countries to become independent nations. Norway separated from Sweden and revolts occurred in colonies such as China, Zimbabwe, Namibia, and Ireland. War broke out in the Balkans in 1912 and again in 1913, as Bulgaria, Serbia, Macedonia, and Greece fought first the Ottoman Empire and then Austria-Hungary. Lastly, Colonies around the world were a valuable asset for supporting the host country’s economy. The great European powers needed raw materials and outlets for their goods. They wanted to expand into new colonies while still protecting the ones they already had. World War I The economy of Christiania steadily grew until before World War I. When the First World War broke out in 1914 Norway declared its neutrality. However, Christiania benefited economically from the war by carrying British cargoes inspite the loss of Norwegian lives and ships that were caught in the war (Compton 610). After the war Christiania settled back to its normal life. In 1924, Christiania was renamed back to Oslo (â€Å"Oslo: City† 2006). World War II. On April 9, 1940 Oslo was defeated by the Germans almost with only a slight resistance due the betrayal of Norwegian Officer and Fascist politician Vidkun Quisling who collaborated with the Nazis. As a result, the city was only slightly damaged during the war (Halsey 239). In 1942 Germany installed a puppet government in Norway under National Union leader Vidkun Quisling. However, the Norwegians resisted the Germans and its puppet regime. Oslo became a place of opposition strikes. Other citizens were secretly involved in the large-scale industrial sabotage and espionage on behalf of the allied powers. (â€Å"Oslo† 2006). During their occupation of the city the Nazis used Akershus as a prison and place of execution for those convicted of allied conspiracy and today it’s the site of Norway’s Resistance Museum, which provided a detailed account of German takeover and the Norwegian struggle against it (Thodock 2003). The German forces that overrun Norway surrendered in May 8, 1945 enabling the exiled King Hakon VII to return to Norway from London in June. Oslo then began to rebuild its ruin buildings while at the same time prosecuted â€Å"about 90,000 alleged cases of treason and defection†. Convicted traitors faced execution foremost of which was Vidkun Quisling (â€Å"Oslo† 2006). War had been going on for a very long time when it came to The Cold War, the postwar to World War II. After World War II, as the Cold War began two major alliances were created. Although, in World War I a systems of alliances did not work, the systems of alliances that formed after World War II were bigger and they weren’t buddy-buddy alliances. These two alliances were formed to bring peace throughout the world, to end The Cold War, and to prevent anymore future high scale wars. Toward the end of the war, hostility between Norwegians and the German occupying forces grew considerably stronger. A prime cause was the German withdrawal from all fronts. Retreating German units from the fronts in the north, the USSR and Finland, withdrew to Norwegian territory. In the autumn of 1944, the Red Army followed the Germans into Finnmark, where it liberated Kirkenes and the northeastern areas. As the occupying troops retreated, they ordered an evacuation of the entire Norwegian population in Finnmark and in Troms south to Lyngen. In Lyngen, three German army corps dug in. Then the entire region north of Lyngen was burned and destroyed. The destruction included 10,400 homes, bridges, power stations, factories, fishing vessels, telephone facilities and other types of infrastructure. The scorched earth area was much larger than all of Denmark. After the Soviet Red Army crossed into North Norway, a Norwegian military mission and a small number of Norwegian soldiers from Great Britain and Sweden followed. The Russians withdrew from Norway in September 1945, a few months after the German capitulation.

William James Consciousness And Perception And...

William James: Consciousness Introduction â€Å"Consciousness† is a term that most philosophers dwell on in a dogmatic state of mind. In philosophical minds â€Å"consciousness† covers what things are â€Å"like†, including visual experiences or pain. â€Å"Consciousness† in the eyes of other professions, such as Psychologist, is simply being aware of one’s surroundings while alert. The aspect of consciousness is a strong influence in Western Philosophy. Related to perception and conception of the world and explains how things came into existence, the term itself opens more doors than it closes, leaving those who study the topic contradicting their own impression. The psychological meaning, alone, will not be enough to explain such a broad term. Philosophical terminology offers a better understanding when consciousness is placed under a microscope. James America saw an absent of considerable philosophers, although one in particular became a familiar name in the history of Philosophy, and his name is William James. William James became known for his love in the Philosophy and Psychology fields of knowledge. Believed to be one of the great minds of his time James was grouped with the founders of pragmatism. Personally, James was uncommonly fragile toward psychological and bodily experiences, being somewhat of neurasthenic. He referred this to being a â€Å"horrible fear of my own existence.† James literature covered a plethora of topics, ranging from philosophy, psychology, anatomy andShow MoreRelatedThe Philosophical And Metaphysical Influences Surrounding The Foundation Of Consciousness1776 Words   |  8 Pages For over a 1000 years, the philosophical and metaphysical influences surrounding the foundation of consciousness have questioned its existence (Dennett, 1991). Just as the chameleon rapidly, changes the color of its skin to adapt to its environment, the theories regarding human consciousness, the mind and its relation to the body, have constantly been changing depending on the era (Stich Warfield, 2008). Some cultures, for instance, believe the mind is outside of the body, thus survived deathRead MoreThe development of the novel in the 20th century1416 Words   |  6 PagesOver the eighteen eighties there was a split in fiction. The first indication towards it was Henry James essay The Art of Fiction (1884), which referred to the novelists calling as a Sacred office. Besides, there appeared a stratification of fiction due to primary education for all. Parallel to this, novelists saw themselves apart from the public, as dedicated men. This new modern conception involved dignity and a sense of glory. Another change was from the three-volume novel to the one volumeRead MoreWilliam Woolf s The Lighthouse Virginia Essay889 Words   |  4 Pagesduring the world wars called modernism. Modernism lasted roughly from the 1910’s into the 1960’s. This period of writing focused more on the inner self than nature, like the Romantics before them had. Modernist writers were influenced by those who raised questions about the rationality of the human mind, such as Sigmund Freud. By analyzing the stream of consciousness technique and indirect interior monologue along with narrated time Woolf expresses the character’s inner mind and perception. StreamRead MoreObjectivity And The Phenomenological Reduction1250 Words   |  5 Pagesobjective/subjective opinion on which â€Å"objectivity† I think is more convincing. Objectivity to Husserl is what he considered the phenomenological reduction. â€Å"The aim of the initial ‘phenomenological’ reduction is to individuate correctly the domain of pure consciousness as the domain of meaning-constitution†(Moran 78). I’ll attempt to use logic as an example: the proper object of logic is to study the relationship between the contents of expressions and what is being expressed; Modus Ponens states that if pRead MoreCritically Assess Du Bois s Conception Of Double Consciousness1862 Words   |  8 PagesCritically assess Du Bois’s conception of double consciousness. Can double consciousness be dissolved and, if so, how? This essay will firstly outline exactly what the Du Boisian concept of double consciousness is, before critically assessing Du Bois’s thoughts and evaluate if his theory of double consciousness is something which can be dissolved. I will look at some objections to Du Bois’s double consciousness, paying particular attention to Reed’s complaints of historical contingency. It willRead MoreThe Most Difficult Part Of Any Story766 Words   |  4 Pagesthreshold of a better world, a world brighter and gentler than the one you know now. In our mind there exists great confusion respecting the meaning of such terms as God, divinity, and deity. We are even more confused and uncertain about the relationships of these personalities designated by these numerous appellations and the universes of time and space in which we live. As it is exceedingly difficult to present enlarged concepts and advanced truth to expand cosmic consciousness and enhance spiritualRead MoreThe Early D evelopment Of Human Consciousness1448 Words   |  6 PagesThe early development of human consciousness seems to have given humans a genetic predisposition to the belief in religion. During this early development many chemicals known as entheogens were used during religious sacraments and ceremonies, especially during times when religion was undergoing critical stages of development. Once early humans could communicate concepts effectively they utilized experiences derived from such substances in the integration of theological belief systems. DescribingRead MoreThe Dualists Essay1846 Words   |  8 Pagesbeen of interest to many recent scientists and philosophers alike is one that has been around since its conception by a famous mathematician and philosopher named Rene Descartes. This theory is called substance dualism; and accordingly, this theory tries to solve the mystery of how these two complex disparate entities can intermingle to create an interaction that has an effect on the material world. I hope to use the current, up-to-date research by philosophers and neuroscientists to help anchor myRead MoreFiction in Henry James Paste2797 Words   |  12 PagesFiction in Henry James`s â€Å"Paste† Table of Contents 1. Introduction 3 2. American Modernism 4 3. Henry James (1843-1916) 5 4. Paste 8 5. Fiction in Henry James 10 6. Paste analysis 12 6. Conclusion 14 7. Bibliography 15 1. Introduction In my term paper I will primarily discuss Henry James and his short story Paste. Firstly, I will focus on the time he wrote the story and than I will describe his life and his three major writing phrases. Next, I will go on with giving the most importantRead MoreAn Overview of Modern Philosophies of Education3464 Words   |  14 Pagesdaily. Sources for your educational philosophy are your life experiences, your values, the environment in which you live, interactions with others and awareness of philosophical approaches. Learning about the branches of philosophy, philosophical world views, and different educational philosophies and theories will help you to determine and shape your own educational philosophy, combined with these other aspects. When you examine a philosophy different from your own, it helps you to wrestle with

How To Use Cuando in Spanish

Cuando or its question form, cuà ¡ndo, is the Spanish word used most often for when. It can be used as an interrogative pronoun, subordinating conjunction, or preposition. Fortunately, its use is usually straightforward for Spanish students because as a pronoun or conjunction it is used in much the same way as the English word. Cuà ¡ndo in Questions In questions, cuà ¡ndo is always used with a verb in the indicative mood, the most common type. As in the final two examples, cuà ¡ndo can also be used in indirect questions.  ¿Cuà ¡ndo pasà ³ el cometa Halley por à ºltima vez? (When did Halleys comet last pass by?) ¿Cuà ¡ndo es Semana Santa en Espaà ±a este aà ±o? (When is Holy Week in Spain this year?) ¿Hasta cuà ¡ndo dura la ola de frà ­o? (How long will the cold wave last? Literally: Until when will the cold wave last?) ¿Cuà ¡ndo ganarà © la loterà ­a? (When will I win the lottery?)Quieren saber cuà ¡ndo voy a dar a luz. (They want  to know when Im going to give birth.)No entiendo cuà ¡ndo se usan las palabras por y para. (I dont understand when the words por and para are used.)No sabemos cuà ¡ndo aprendià ³ a atarse los zapatos. (We dont know when she learned to tie her shoes.) Note how cuà ¡ndo is spelled with an orthographic accent. The accent doesnt affect its pronunciation. Cuando as a Subordinator When cuando is used used to introduce a clause (a series of words that could be a sentence but form a longer phrase starting with cuando), either the indicative or subjunctive mood can be used in that clause. The choice of moods depends on whether the action of the verb has been completed. As a subordinating conjunction, cuando — usually translated as when or whenever — typically is followed by a verb in the indicative mood when that verb refers to something that has already occurred or is occurring in the present. The present includes referring to an event that has occurred and could continue to occur. Boldface verbs in these samples indicate the subordinate verb in the indicative mood: Recuerdo cuando llegaron mis padres. (I remember when my parents came.)La à ºltima vez fue cuando dos miembros del equipo fueron detenidos. (The last time was when two members of the team were arrested.)Ana cometià ³ dos errores cuando comprà ³ la bicicleta.  (Ana made two mistakes when she bought the bicycle.)No hay nada que hacer cuando la và ­ctima ya està ¡ muerta. (There is nothing to do when the victim is already dead.)Nadie me paga cuando estoy enfermo. (Nobody pays me when Im sick.)Come cuando tengas hambre, no sà ³lo cuando el reloj dice que es hora de comer. (Eat when you are hungry, not just when the clock says its time to eat.)Cuando vamos a la ciudad siempre es porque hay mil cosas que hacer allà ­. (When we go to the city it is always because there are a thousand  things to do there.) In contrast, the present-tense subjunctive mood typically follows cuando when verb referring to an action or state of being that has yet to occur. Note how use of the subjunctive isnt accompanied by a corresponding verb change in the English translation.  Boldfaced verbs here are in the subjunctive: Llegaremos cuando debamos y no antes. (We will arrive when we should and not before.)Mà ­rame a los ojos cuando hables.  (Look in my eyes when you speak.)Despià ©rtame cuando lleguen tus amigos. (Wake me up when your friends arrive.)Vamos a hacerlo cuando seamos capaces. (We are going to do it when we are capable.) ¿Quà © voy a hacer cuando està © viejo? (What am I going to do when I am old?)Cuando vayamos a la ciudad sea porque habrà ¡n mil cosas que hacer allà ­. (When we go to the city, it will be because there will be a thousand things to do there.) Cuando as a Preposition Although not particularly common, cuando also can be a preposition. In these instances, cuando means at the time of, although you may have to improvise with the translation rather than translating word for word. Voy a estar triste cuando insolvencia. (Ill be sad when an insolvency occurs.)No he pensado cà ³mo serà © cuando adulto. (I have not thought of how Ill be as an adult.)Apaga la llama cuando hervir. (Turn off the flame when boiling occurs.) Key Takeaways When cuà ¡ndo is used in a question to mean when, a written accent is used with the à ¡.Cuando (without a written accent) is frequently used to introduced a clause that can be in either the indicative or subjunctive mood.Unlike the English when, cuando is sometimes used as a preposition and cannot be translated directly.

Juvenile Crime Statistics Essay - 931 Words

Juvenile Crime Statistics William Scott Bennett CJA/374 September 24, 2012 LeDetra C. Jones Juvenile Arrests 2008 Data is collected by law enforcement agencies within the United States and submitted to the Federal Bureau of Investigations for tracking purposes. These numbers are used by analysts at the FBI to indicate trends in crime and to possibly develop alternative policing methods. A statistician can manipulate numbers to show what they feel is relevant, but aside from just being numbers in a spreadsheet it allows police forces to determine the trends within their respective communities. According to Puzzanchera (2009) â€Å"In 2008, law enforcement agencies in the United States made an estimated 2.11 million†¦show more content†¦As this figure shows that simple assault arrests are decreasing, it is still far higher than it should be. Implications for Females and Minorities Using the data provided by Puzzanchera (2009), it is obvious that female offenders are becoming more brazen in their ways. Whereas crime has been predominantly a male dominated venue, females are staking a claim to their rights to enter the world of crime. This change in roles is also noted in the adult arrest reports; female arrests have shown a slower decrease than male arrests. Minorities are also affected by the statistics of the Uniform Crime Report. When looking at minority arrests, the composition of the community really affects the numbers used. Overall in the United States the racial compositions for juveniles according to Puzzanchera (2009) showed that 78% of juveniles were white, 16% were black, 5% Asian, and only 1% Native American. These figures can be severely misleading in that Hispanic juveniles are classified as white for these studies. However, using these numbers and the reporting by agencies, violent crimes committed i n 2008 were done by 47% white youth, 52% black youth and a mere 1% were committed by Asian youth, leaving the last 1% to have been committed by native American youth. As a result, black youth are more likely to commit violent crimes and be entered into the juvenile justice system. Disparities between Females and Males for Violent Crime Distinguishing between male and femaleShow MoreRelatedJuvenile Crime Statistics677 Words   |  3 PagesAssignment; Juvenile Crime Statistics Paper CJA374 Juvenile Justice Systems and Processes Francisco Jorge Flores Sr. December 3rd, 2012 Mrs. Amy Gordon University of Phoenix Write a 700 to 1,050 word paper summarizing the key points of the â€Å"Juvenile Arrests 2008† article. Address the following; According to Puzzanchera (2009), on his Juvenile Arrests 2008, article published through the Juvenile Justice Bulletin from the Office of Juvenile Justice and Delinquency Prevention, juvenile arrestsRead MoreJuvenile Crime Statistics878 Words   |  4 PagesJUVENILE CRIME STATISTICS PAPER Juvenile Crime Statistics Paper CJA/374 September 19, 2012 The information in this article gives statistics of juvenile crime in America ranging from the late 1980’s to 2008. Its purpose is to take the information provided in these studies over the past 20 years or so to guide efforts and address the disparities among the youth to combat and prevent juvenile delinquency to better the lives of our children and for the future of our nationRead MoreCrime Statistics And Juvenile Crime951 Words   |  4 PagesJuvenile Crime Statistics The paper will focus and highlight some details of the statistics of juvenile crime statistics and juvenile crime itself. Is an aim to evaluate the reduction in national juvenile arrest, narcotics offenses, minor assaults, and the allegations regarding minor females, with the incousion of ethnic and racial classes. Additionally, data will be shown on the increase in arrest for minor females, the contrast in decrease for their male delinquent counterparts and voilent crimesRead MoreJuvenile Crime Statistics Paper765 Words   |  4 PagesJuvenile Crime Statistics Paper University of Phoenix CJA374 May 10, 2011 Juvenile Crime Statistics Paper This paper will address and summarize four different points from the juvenile arrests bulletin from 2001. Such points included in the summary are the overall decrease in juvenile arrests, the increase in drug offenses and simple assaults, implications for juvenile females and minorities, and last an assessment of the tracking of juvenile arrests as a method of measuring the amountRead MoreHarsher Penalties On The Crime Rate904 Words   |  4 Pagesand highest unemployment rates; and the lowest and highest crime rates. According to the Bureau of Labor Statistics the states with the lowest unemployment rates generally have the lowest crime rates (Bureau of Labor Statistics). One can argue harsher penalties would most likely deter criminals from committing crimes, but preventive measures are most efficient for decreasing the crime rate. The most efficient way to reduce the rising crime rate in the United States is to install more preventativeRead MoreJuvenile Crime and Justice1126 Wo rds   |  4 Pagesï » ¿ Juvenile Crime Justice Introduction Are crime rates for juveniles in the United States on the rise or are they falling? What kinds of crimes are juveniles typically arrested for? Are all the laws and policies with reference to juvenile justice seen as truly fair? Should a juvenile be locked up for life without the possibility of parole? What has the U.S. Supreme Court ruled as to locking juveniles up for life without the possibility of parole? These and other issues will be discussed inRead More Juvenile Crime Essay example975 Words   |  4 Pages Juvenile Crime Introduction nbsp;nbsp;nbsp;nbsp;nbsp;Every year, millions of juveniles are involved in criminal activities. According to statistics, as of 1999, the arrest rate for juvenile crime has dropped from its peak in the mid-1990’s. Statistics about juvenile crime have shown a steady increase of juvenile arrests from 1987 to 1994. Although overall crime rates have decreased since 1994, they are still above what they were in 1980. The following paragraphs and charts show the crime ratesRead MoreEssay about Not All Offenders Should be Labeled Juvenile Delinquents505 Words   |  3 PagesNot All Offenders Should be Labeled Juvenile Delinquents Juvenile delinquency is a critical concern to the general public. When adolescents commit crimes or are accused of an offense, they automatically become labeled criminals, delinquents, and deviants in the eyes of the courts, of the state, and of various people. However, is it fair to label them as such? When a status offense such as curfew, vandalism, or even disorderly conduct, is committedRead MoreThe Nature Of Youth Crime877 Words   |  4 PagesWhat is the nature of youth crime in Australia? Youth crime is the crime committed by juvenile offenders. It is the common issue in Australia. The age group between 14-19 years old is the popular group of youth crime. (News 2013) Different age groups commit different types of crimes. (The youth court 2009) Also, there are many kinds of crime and crime method in the society, such as, drug offences, robbery, burglary, assault and violent offenses. The group of people who crime together that is called criminalRead MoreEssay on Juvenile Justice1506 Words   |  7 PagesPortfolio on Juvenile Status Offenders A juvenile status offender is a youth charged with an offense that is not consider a crime if committed by an adult; this would include but not limited to running away from home, curfew violations, underage drinking, skipping school, or beyond a parents control. Status offenders are usually not incarcerated on their first offense, but violating a court order can find them as delinquent who can result in being place in a correction or detention facility.

Diasporic Article Critique Free Essays

We define Diaspora as a movement of any population with common ethnic identity from their settled territory to areas farther away. This is common to populations from countries which are experiencing poverty, economic unrest, and military problems, making it not very suitable for living. This is the situation discussed in the article by Mary Rogan, entitled Girl, Interrupted. We will write a custom essay sample on Diasporic Article Critique or any similar topic only for you Order Now She talks about the life and death of Aqsa Parvez, a Pakistani immigrant in Toronto, Canada. The article focused on the life of 16 year old Aqsa, who tried to blend in with the western culture of her new home (Rogan, 2008). The article initially recounts that events that happened the day Aqsa Parvez was murdered by her own father and brother because she allegedly disrespected their culture and religion. The article was nothing more than an account of the things that happened before and after the death. It tried to fit in the pieces that led to the death of the teenager, coupled with the statements given by two of her closest friends. If you look at the situation in a spectator’s perspective, you would see that it was nothing more but a case of domestic violence, with the father overly beating the child for not following his orders. However, if the case is viewed in a cultural or religious perspective, it would reveal a different story. Diaspora in the context of Aqsa Parvez’ situation would mean moving from her place of origin towards Ontario, while brining with her all her cultural and religious beliefs (Berns-McGown, 2008). She was a from a Muslim family, and devout one at that, which is why every aspect of their culture should be followed, and deviating from it would mean disrespect, and should be dealt with accordingly. Aqsa Pavrez is born and raised in the Islam culture, so she has to adopt in her life every teaching that the culture presented to her. The article Girl, Interrupted focused on one symbolism all throughout the article, and that is the wearing of a Hajib. Muslim women were regarded as the treasures of the religion, which is why they have to be covered all over, as much as possible, not revealing an inch of their naked skin. For those living in Muslim countries, women were clad in robes and cover their face, revealing only their eyes. But for the case of Aqsa Pavrez, she was only required by her parents to wear a Hajib, a cloth that would cover her head and hair. This situation is a manifestation of cultural diaspora, wherein Aqsa Pavrez and her family carries with them the religious and cultural beliefs and practice of their homeland. However, since Ontario is different from where they came from, they have to somehow adapt and adjust these practices to match the place. Aqsa Pavrez and other women from the same culture and religion were not anymore required to be clad in long robes just to cover every inch of their skin. They were instead required to wear lose shirts and large jeans, and to wear a Hajib to cover their head. For those who have strongly adhered to their cultural and religious practices, complying with these guidelines was easy. They are somehow able to fit in with the new environment, but are able to maintain and preserve with them the teachings of their culture and religion. But Aqsa Pavrez was different. According to the article, she did not despise wearing their traditional clothing, but instead, she wanted to wear it according to her choice. She wanted to have freedom in choosing what to wear, freedom of expressing herself, especially since she’s a teenager, with friends who are very much different from her. She somehow wanted to blend in, and the practices that she was accustomed to were hindering her from doing so. In a Diasporic perspective, we can say that indeed, there are people just like Aqsa Pavrez. They don’t hate the culture and religion they grew up with, but they also wanted to enjoy what other people are enjoying. The cultural practices that she was expected to follow were hindering her from doing the things she wanted, which is why most of the times, she broke the rule set by her father and older brother. In the context of Diaspora, the people who settle in foreign lands such as this were expected to alter the beliefs and practices that they have brought with them. They are in a different land, and not all of the cases that they grew up on would apply. If we are to judge the actions of Aqsa Pavrez, she was merely adapting to the new environment, and was trying to mix the culture that she grew up on, with that of the foreign land they have settled in (Sen, 2006). This action is very much expected, though there are some constraints that she has encountered. First of all, she was still in her youth, and she couldn’t possibly stand on her own feet considering her age. It was too early to become independent, so no matter what her desires are, it is impossible to put it into fruition. Her family, especially her father and brother, hindered her from doing so, primarily because they wanted her to retain the practices and beliefs that they grew up on. The sad thing though, for the case of Aqsa Pavrez is that she was not given the chance to grow up. She died before even reaching the point where she can decide on what she wants. The title could be wrong because girls like Aqsa would still need intervention. What could be more appropriate is that, it is a Life, Interrupted. How to cite Diasporic Article Critique, Papers

Work Integrated Learning in Business

Question: Should Work Integrated Learning be a Requirement of all Undergraduate Business Degrees? Answer: As per the authors, it has become a word of wisdom that completing a work placement as a component of the undergraduate degree brings positive benefits for employers along with graduates. This aspect is of much significance in the contemporary era where the focus is on the economic contribution made by education. The benefit can be considered to be two-fold. Firstly, there is a positive contribution made towards the development of generic employability skills. Secondly, placements are the ideal opportunity for graduate students to have a head start of their career. The data presented in the article were from two sources; qualitative data was received from a programme comprising of 25 interviews that were held between the years 2003 and 2004 with a cross-sectional sample of business and management graduates responding to the Class of 99 survey. Quantitative data was collected from the Class of 99 survey that surveyed graduates of all disciplines completing their undergraduate educatio n after the year 2003. From the findings of the data, it was indicated that the effect of work placement for management and business graduates were inconsistent, contributing to the higher achievement of employment on different measures. The pattern of the results indicated that the impact of work-integrated learning (WIL) depends on the kind of management and business degree. Though the results of the study clearly advocated the benefits of WIL, more is required to be understood regarding the characteristics of a perfect work placement that not only lays the provision for the development of personal attributes and skills but also helps in the demonstration of competencies. According to the authors, higher education stakeholders have shown a growing amount of concern regarding the learning and teaching performances as well as outcomes in business education. There is an emerging gap between the requirements of the industry and the graduate attributes that needs immediate attention. The reasons for such gap has been attributed to lack of generic skills and employment readiness. One suitable technique that can aid in bringing improvements in the development of the generic skills in students is work-integrated learning (WIL). The investment done on constructing WIL opportunities would bring significant benefits. The researchers developed a professional development program (PDP) that was integrated into a business degree program with the aim of helping students learn systematically. The PDP was implemented for 12 months. It was found that the students who had an active involvement in the PDP exhibited major gains in generic skills. They also were found to be better able to manage studies and personal lives. The research indicated that WIL enhances a students end outcome. The article highlighted that the effect of continuous and integrated orientation program with components of WIL can ideally be positive. A rich pool of evidence is in support of PDPs in professional context. WIL can help addressing challenges students face when they enter the industry. WIL is suitable for the demand for a good strength of employment-ready graduates. While it is apparent that WIL can bring about a number of benefits, it is to be explored whether the concerned stakeholders have the vision and commitment to utilise the potential it has. As opined by the author, Work-integrated learning (WIL) has received much attention for being an instrument that enhances professional practice and develops work-readiness in the newly graduates. It is considered to be the point of difference in fostering graduate employability by like communication, team work, problem solving and self-management. The paper investigated the role of WIL on undergraduate employability skills. Data was collected from 131 WIL students in an Australian university. For students of business studies, work placements were an elective component of the degree program. Arrangements were made for some form of placement for business students. It was found from the data that WIL was successful in making difference to the development of skills from university to any workplace. Findings from the study also highlighted the role of integrated and structured exposure to placement for nurturing and supporting professionalism in students. The areas that were impacted upon were time management, working autonomously, multi-tasking and motivation. Findings empirically were in support of the discussion on increased access to WIL opportunities that are approved by the University. Documented improvements in the students were in alignment with the existing literature, but there is still limited research in this particular area. More research in this area would be beneficial for an academic field as well as professional practitioners. The article had a limitation of not using certain variables that are to impact on outcomes at the time of WIL. Prior experience and student readiness may impact the extent of learning at the time of placement. The paper reported on a study of responses given by students towards work integrated learning (WIL) program for undergraduate business management students. The WIL was considered in the final semester of the educational course. The program was made to fit for large classes. It required the students to conduct interviews with businesses on behalf of government councils focusing on support for local business initiatives. The summative assessment encompassed small-group research reports for the councils on the basis of the interviews. The preparation of the students for the WIL was made to alleviate the inbuilt risks of WIL that are curriculum-based for large groups. The preparation included in-class activities and scaffolded formative written assignments in the compulsory classes. It briefed about the project requirement and they were given adequate information on skills and knowledge required for the project. The study drew upon the reflections of the students and the feedback provide d by them. The exploratory interrogation was successful in identifying three flashpoints in the experiences of students during WIL. These flashpoints were central to learning of the students. Through the flashpoints, students were able to learn effectively in different settings. The flashpoints can be considered for offering knowledge about the benefits of WIL programs. From the article, it was clear that WIL enables business students to become better critical thinkers and researchers. WIL needs to be included in the pedagogical approaches of engaged learning in business studies. References Fallon, Wayne. "Flashpoints in students' work-integrated learning in business: Implications for curriculum design."Employment Relations Record12, no. 1 (2012): 66. Freudenberg, Brett, Mark Brimble, and Craig Cameron. "WIL and generic skill development: The development of business students' generic skills through work-integrated learning." Asia-Pacific Journal of Cooperative Education 12, no. (2): 79-93. Jackson, Denise. "The contribution of work-integrated learning to undergraduate employability skill outcomes."Asia-Pacific Journal of Cooperative Education14, no. 2 (2013): 99-115. Wilton, Nick. "The impact of work placements on skills development and career outcomes for business and management graduates."Studies in Higher Education37, no. 5 (2012): 603-620.