Candle Lab Report Essays

Candle Lab Report Essays Candle Lab Report Paper Candle Lab Report Paper Experimenting with a Candle Justin Nguyen Mrs. Howley 11/16/11 Mod F Purpose: the purpose is to learn how the process of a candle burning. The goals of this experiment are to practice in the art of observation, the art of questioning, and the development of a better understanding of this process. Hypothesis: through this experiment, we will learn how candle is working. Materials: * Candle * Note card * Matches or butane lighter * Aluminum foil * 1L beaker * Balance I. Candle Observation Procedure 1. Attached the candle to a note card by using melted wax. . Observe the candle carefully. Record as many observations as you can. 3. After that, light the candle. Observe the candle when it’s burning for at least 5 minutes. Record. 4. Blow the candle out. Observe the candle until no more changes are taking place. Observation before burning: + white +solid + the wick is black (got burned) +smell fresh Observation during burning: +fire +yellow on the very top of the wick, blue at the bottom + melting - clear liquid +hot Observation after burning: +liquid + the wick turns into dark black + burn’s smell Liquid turns solid after leaving it for a while Questions: * Why do candles had many kind of color? * How many colors does a candle have? * During burning why does the light have many different color? * After burning, the candles melted into a clear liquid, what is it? * What type of liquid is that? * Why does it turn solid after it gets cool? II. Experimenting with a Candle Experiment 1: Prediction: the wick will release when the candle is extinguished burn. Procedure: 1. Light the candle 2. Let it burns for about a minute 3. Light a match 4. Blow the candle out 5. Place the lit match about one inch above the wick in the path of the gas. Try again if there is nothing happened. If it does, see if the same thing happens if the lit math is held higher above the wick. Observation: the gas released is above the candle’s wick Question: why does the wick released gas? What makes it release gas Experiment 2: Prediction: the candle will turn off because there are no fuels. Procedure: 1. Cut a piece of aluminum foil into a square with 3cm sides. 2. Use a pen tip to make a hole in the center of the foil. Make the hole as same side as the wick. 3. Place the aluminum over the wick. 4. Light the wick and observe for several minutes. Observation: the light turns off. Question: what type of material does the aluminum foil that make the light turns of Experiment 3 Prediction: it will create fog Procedure: 1. Light the candle 2. Lift a clean, dry 1 liter beaker with both hands and place it inverted over the candle. 3. Lift the beaker off the candle and place upright on the lab bench. 4. Observe the beaker carefully. Observation: there is fog around the beaker. Question: is it because of the heat of the light released that make the beaker foggy. Experiment 4 Prediction: the light will turn off Procedure: 1. Light the candle 2. Lift a clean, dry 1 liter beaker with both hand, place it over the candle 3. Observe the beaker carefully. 4. Wait for the beaker to cool and then clean it. Observations: the light turns off while the beaker was place over the candle. Question: is it because of the oxygen that make the light turn of Experiment 5: Prediction: the candle will get shorter while it gets burn. Procedure: 1. Determine the mass of a candle and base. . Burn for 4 minutes. 3. Determine the mass of the candle and base again. Observations: * Before burning: 18,46 g * After burning: 17. 40 g Question: while burning the candle, why didn’t the light use the oxygen as a fuels instead of using the candle? Discussions: through this experiment, I have seen and learned a lot more about the candle that they makes liquid. The candle is effect by ma ny things around it. For example, in this experiment, without oxygen it can’t burn, or because of the aluminum foil that stop the light from getting the fuels to produce light. Conclusion: I was able to successfully complete all of the objectives of this lab. I was surprised by the fact that candles produce liquid when they burn. Since the liquid is used to put out fires I didn’t think it could be made by one! Also, I thought the jumping flame trick was amazing. It looks like magic but I know that it isn’t. The flame just burns the flammable gas from the candle and relights the wick. I certainly understand how a candle works a lot better than I did before doing this lab. Pre- activity Questions 1. Paraffin and a wick . Paraffin is purified from crude oil, and is a petroleum product. 3. The hydrogen and carbon composition of paraffin is the reason it is a hydrocarbon. 4. Hydrogen and carbon 5. You throw it into the trash can 6. Blow the candle off Post- activity Questions 1. The wax. As the light burns the wax was melting into water 2. Gas 3. It melted into water. By observation 4. To make light. You always start to burn the light from the wick of the candle. 5. Carbon turns into CO2 6. Hydrogen turns into water 7. Hydrocarbon fuel + O2 CO2 + H2O

Formas de probar que el matrimonio no es falso

Formas de probar que el matrimonio no es falso Es bien sabido que los ciudadanos americanos y los residentes permanentes legales pueden pedir por matrimonio los papeles de la green card para sus cà ³nyuges, tanto en el caso de matrimonios entre un varà ³n y una mujer como en el de entre personas del mismo sexo.   De hecho, el matrimonio es la forma ms frecuente para obtener la tarjeta de residencia (green card) y una de las ms rpidas. Precisamente porque esta forma de obtener la green card ofrece la ventaja de ser rpida y relativamente fcil, las autoridades de Inmigracià ³n estn atentas para intentar detectar los casos fraudulentos en los que el matrimonio  es por conveniencia. Y si se descubre, se impone un castigo. En este artà ­culo se informa de 12 documentos que pueden ser utilizados para despejar toda posible duda sobre el carcter verdadero del matrimonio. Adems, informacià ³n sobre cunto se est demorando en obtener estos papeles, cundo el matrimonio con ciudadano o con residente no es suficiente para obtener la green card y quà © se puede hacer si se es và ­ctima de un matrimonio de conveniencia. Documentos para probar que un matrimonio no es de conveniencia Acta de nacimiento de los hijos que los cà ³nyuges tienen en comà ºn. Si la esposa estuviese embarazada, un certificado mà ©dico en el que asà ­ se hace constar. Cartas o postales de familiares y amigos enviadas a la casa que comparten los esposos.Contrato de alquiler o lease de vivienda o hipoteca de compra, para demostrar que se vive en comà ºn o que se ha comprado propiedad conjuntamente.Contrato de jubilacià ³n, seguro mà ©dico o de vida a nombre de un esposo pero en el que el otro aparece como beneficiario.Extractos de cuentas bancarias que se tienen a nombre de los dos esposos.Extractos de tarjetas de crà ©dito de las que son titulares ambos cà ³nyuges. Fotos de los esposos de la boda, vacaciones, fiestas, etc. Es conveniente que en las fotos aparezcan, adems, amigos y familiares.Pertenencia a asociaciones de todo tipo en la que el marido y la mujer figuren conjuntamente. Recibos de viajes en avià ³n, hoteles, restaurantes, etc. que muestren que durante los meses que han estado separados (como novios o como esposos o en ambas situaciones) los cà ³nyuges se han visitado y han pasado tiempo juntos. Recibos de regalos, como el del anillo de compromiso o tà ­picos regalos de enamorados.Recibos de facturas de telà ©fono e incluso fotocopias de correos electrà ³nicos u otro tipo de comunicacià ³n (whatsapps, cartas, etc). Registracià ³n del auto mostrando que pertenece a los dos esposos. Cà ³mo entender esta lista Son sà ³lo ejemplos. No se necesita tener todo. Es ms, en ocasiones presentar prueba de todo lo mencionado puede levantar las sospechas del oficial consular o del de inmigracià ³n (depende del caso ser uno un otro). Ya que las personas que celebran matrimonios de conveniencia suelen precisamente seguir estas instrucciones al pie de la letra. Cada matrimonio es un mundo, y como tal, unos tendrn unas pruebas y otros otras. Lo importante de la lista es servir de parmetro, dar ideas, incluir algunas no especificadas y de las enumeradas las que de buena fe se ajusten a la realidad del matrimonio. Tambià ©n es conveniente, repasar las preguntas que pueden hacer las autoridades con ese mismo fin: quedarse convencidos de que el matrimonio es real. Cundo el matrimonio verdadero no es suficiente para obtener la green card Aunque en general la tramitacià ³n de una solicitud de la tarjeta de residencia por matrimonio no presenta mayores problemas, sà ­ que hay un asunto a tener en cuenta, porque si es el caso estamos antes un gran problema: el caso de los inmigrantes indocumentados. Aquà ­ hay que distinguir varios casos: 1.  Indocumentado que cruzà ³ ilegalmente la frontera y que se casa con ciudadano. NO puede ajustar su estatus y tendr que salir del paà ­s para completar el proceso. Al llegar a la entrevista en el consulado se le negar la visa de inmigrante para retornar por aplicacià ³n del castigo de los 3 y de los 10 aà ±os. Aunque en algunos casos posible pedir una waiver o perdà ³n, es un proceso que se demora y que en la realidad implica que los esposos van a estar separados por bastante tiempo. 2.  Indocumentado que se casa con ciudadano que ingresà ³ legalmente pero ahora est como indocumentado porque no salià ³ de Estados Unidos a tiempo. En este caso se puede ajustar el estatus.   3.  Indocumentado que se casa con residente. No puede ajustar su estatus y no importa si ingresà ³ ilegalmente no legalmente. Simplemente no es una opcià ³n con lo cual hay el problema de salir del paà ­s y si la estancia ilegal fue superior a los 180 dà ­a entonces aplicar el castigo de los 3 y de los 10 aà ±os. Todos los caso en los que hay una situacià ³n de ilegalidad de por medio hay que consultar con un abogado de migracià ³n reputado. Existen en casos muy especiales opciones como el Parole in Place si se est casado con un militar, reservista o veterano o el caso de la waiver provisional por dureza extrema, que permite viajar fuera de Estados Unidos para la entrevista en el consulado con la waiver en la mano, evitando asà ­ estancias grandes separados de la familia. Son todos casos delicados y antes de iniciar el papeleo hay que asesorarse. Por otro lado, incluso en los casos en los que se ingresa legalmente y no se produce situacià ³n de ilegalidad por quedarse ms tiempo que el permitido hay que tener en cuenta que casarse en Estados Unidos con visa de turista y luego intentar arreglar los papeles puede ser muy problemtico si no se respetan ciertas normas. Asimismo, tener en cuenta que adems de casarse y que el matrimonio sea verdadero, todavà ­a hay ms requisitos a cumplir, como que el patrocinador, es decir el cà ³nyuge estadounidense o residente, tenga ingresos suficientes o cuente con un co-patrocinador, ya que deber probarlo y asumir responsabilidades econà ³micas al firmar la declaracià ³n de sostenimiento, conocida en inglà ©s como affidavit of support.   Finalmente, hay ciertas situaciones que, si se dan, harn que todo la tramitacià ³n fracase. Son los casos en los que se niega la green card por razones que tienen que ver con el presente o el pasado de la persona a la que se pide. En algunos casos la negacià ³n ser definitiva, en otros temporal y en otros se puede intentar levantar el castigo mediante la solicitud de una waiver.   Quà © puede hacer una và ­ctima de un matrimonio de conveniencia Puede suceder que un ciudadano o un residente se casa por amor y posteriormente se da cuenta que se han casado con à ©l o con ella por interà ©s. En este caso, tiene varias opciones. La ms fcil es desistir mediante la cancelacià ³n de la peticià ³n, pero esto es posible sà ³lo dependiendo del momento en que se produzca. Y tambià ©n es posible denunciar la situacià ³n de un matrimonio de conveniencia  a las autoridades migratorias.   Por à ºltimo, el divorcio puede afectar - o no- a la persona que obtuvo su residencia por matrimonio. Por lo que este punto es conveniente tenerlo claro.   Quà © puede hacer un extranjero que se casa por amor pero es và ­ctima de una relacià ³n abusiva Puede darse la situacià ³n en la que es el residente o el ciudadano el que abusa de su cà ³nyuge extranjero amenazndole con parar la tramitacià ³n de los papeles.   Estas son situaciones para hablar inmediatamente con un abogado de inmigracià ³n y ahà ­ estudiar opciones como si serà ­a posible, por ejemplo, pedir con à ©xito la aplicacià ³n de VAWA o si el divorcio puede afectar a la obtencià ³n de papeles, como ya se seà ±alà ³ anteriormente. En todo caso estos son asuntos muy delicados en los que est el juego la situacià ³n migratoria y el poder permanecer legalmente en los Estados Unidos por lo que lo ms sensato y aconsejable para hacer es asesorarse con un abogado migratorio que ya haya ganado este tipo de casos. Opciones migratorias a pedir la green card por matrimonio Los ciudadanos americanos, y sà ³lo ellos, pueden pedir visas de novios para sus prometidos, cuando el fin es contraer matrimonio en Estados Unidos. Es decir, esa visa que se conoce como K-1 permite al novio extranjero ingresar al paà ­s, casarse y despuà ©s ya se solicita la green card mediante un ajuste de estatus. Asimismo, los ciudadanos   y sà ³lo ellos pueden solicitar una visa K-3 para traer a su cà ³nyuge extranjero a vivir a Estados Unidos. Una vez aquà ­, mediante un ajuste de estatus, obtendr la residencia permanente. Esta es una opcià ³n poco conocida y que sà ³lo debe utilizarse en lugar de pedir la green card en casos muy concretos. Uno de los ms comunes es cuando las demoras en la tramitacià ³n de la visa de inmigrante son muy largas, ms incluso que la de esta visa. Salvo esos casos muy concretos lo cierto es que no merece la pena y es mejor iniciar ya el proceso con una peticià ³n de visa de inmigrante.   Este es un artà ­culo informativo. No es asesorà ­a legal para ningà ºn caso concreto.

Chinese history and culture analysis Essay Example | Topics and Well Written Essays - 2000 words

Chinese history and culture analysis - Essay Example However, watching the movie, it is difficult to say if this fact destroyed him or helped him survive. The trouble is that in the conditions of so-called â€Å"cultural revolution† it was really impossible â€Å"to live†. It is essential to overview the historical facts in order to understand the plot of the movie. The Great Proletarian Cultural revolution in China represented a series of ideological and political campaigns of 1966—1976, which were organized and supervised by the chairman Mao Zedong. The main goal of Chairman Mao was to discredit and abolish political opposition and set up the regime of his own absolute power under the pretext of the possible â€Å"restoration of capitalism† in the Republic of China and â€Å"the struggle with internal and foreign revisionism†. According to the Chinese historians, the main reasons of â€Å"cultural revolution† were the following: 1) absolutization of the role of class struggle by Mao Zedong; 2 ) the cult of Mao Zedong’s personality that reached its peak in 1966—1976; 3) the struggle for the leadership in the party, active use of the mistaken views of Mao, the cult of his personality and his style by the heads of the Party in order to strengthen their power. â€Å"Cultural revolution† led to the wide-ranging repressions against intelligentsia, the destruction of Communist Party, social organizations, as well as to the great damage of culture and education, destruction of cultural monuments under the pretext of the struggle with the feudal principles and traditions, the changes in foreign policy, rapid expansion of the anti-Soviet ideology in the country. The system of state control was actually abolished. The law-enforcement and judicial system were inactive, thus hongweibing and zaofan, the groups or rather bands which were actually implementing the Cultural Revolution, were free to act in their own way. Certainly, this led to chaos. At the beginning hongweibing acted under the control of Mao and his people. There were many careerists among them and they managed to make a fast career. They were going ahead without remorse accusing their teachers in â€Å"counter-revolutionary revisionism† and their â€Å"comrade-in-arms† in the insufficient revolutionary character. Many of them grew up in unhappy families. Uneducated and cruel, they became the perfect tools in the hands of Mao. However, at the same time, among the strugglers there were many intellectuals. Later the Hongweibing were divided into two groups according to their origin. The first group included those who grew up in the families of intellectuals and the members of the Party and the second included the descendants of working class. There was an uncompromising struggle between the two groups. They followed the same rules, but interpreted them differently. After the confrontation of the two bands a murderer could say that it was â€Å"mutual assistanceâ₠¬ , a thief, who stolen bricks from the plant justified himself stating that â€Å"revolutionary class should reach its goals†. Mao’s control over the executors of Cultural Revolution was becoming weaker, but the main directions of the chaos development remained under his control. Mao had to interfere in the struggle when hongweibing became too cruel. Even in the small villages there was a war between â€Å"the North and the South of the village†

Community Policing Law Essay Example | Topics and Well Written Essays - 500 words

Community Policing Law - Essay Example Stories from Stockton, California, Madison, Washington and other places have been pregnant with dire predictions of rising crime and, concurrently, shrinking law enforcement budgets and manpower. One possible solution to these problems can be found in what is known as ‘community policing’. By no means a new concept, it is one which could improve a given community’s relationship with its local law enforcement agencies. Community policing is, in essence, a collaboration between the police and the community that identifies and solves community problems. With the police no longer the sole guardians of law and order, all members of the community become active allies in the effort to enhance the safety and quality of neighborhoods. Community policing has far-reaching implications. (Understanding 1994, vii) In the nineteenth century, the first modern police departments, first in the United Kingdom and then in the United States, were drawn from the ranks of the citizenry and had close ties with the geographic areas in which they worked and patrolled. By the beginning of the twentieth century this began to change. â€Å"Researchers have suggested that the reform era in government, which began in the early 1900’s, coupled with a nationwide move toward professionalization, resulted in the separation of the police from the community† (Understanding 1994, 5-6).

Research Design and Methodology Essay Example for Free

Research Design and Methodology Essay Method of Research This Study will use the Experimental method of research.The experimental method involves manipulating one variable to determine if changes in one variable cause changes in another variable. This method relies on controlled methods, random assignment and the manipulation of variables to test a hypothesis. The researchers decided to use experimental method because it is the most suited kind of method of research for our Investigatory Project which is involves creating a new product. Respondents of the study The respondents of our study are the 1st year students of Roosevelt College Rodriguez School Year 2012 – 2013. The researchers decided to use the 1st year students because they are the youngest among the high school students, proving that they are the ones that are most obedient and cooperative students. The researchers used 5 neighbor are chosen as respondens. Locale of the Study The study was conducted at the Roosevelt College Rodriguez, in the high school department. Roosevelt College Rodriguez is a private non-sectarian high school which is located at Manggahan, Rodriguez Rizal. It was established in 1962 and it is one of the branches of Roosevelt College System. It is a three-story building which has 53 well-ventilated and well-lighted rooms. Roosevelt College Rodriguez has facilities like elderly care rooms for the care giver course. It has also fine laboratories namely three computer laboratories, in which each has approximately 25 computer units. One highly maintained speech laboratory which contains 40 cubicles and one equipment and apparatus. The school has its own air conditioned resource learning center (library) with several books that can help the students in doing researches and home works. It has an audio visual room (AVR) to be used for meetings, small sized events and presentation of videos to the students. A function hall was built recently that serves as a venue for different events/programs, seminars conducted inside the campus for the whole year round. Roosevelt College Rodriguez also has facilities like a  canteen, covered walk, basketball court, herbal garden and a wide school ground that were highly maintained and can assure the security of the students. Being managed by our beloved directress, Mrs. Carmencita V. Alcantara, Roosevelt College Rodriguez has passed the PAASCU level 1 status accredited private school and is now undertaking and complementing requirements for the level 1 PAASCU accreditation. Research Instrument The research instrument that the researchers used is a questionnaire which was made by the researchers. The questionnaire consists of 5 different questions all concerning our product, the Spinanggay Cookies. The questionnaire will be answered by checking 1 of the boxes that corresponds to the following Excellent – 5, Very Satisfactory – 4, Satisfactory – 3, Failed – 2, Poor – 1. Procedure: 1. Preheat the oven to 375 °F/190 °C 2. In a medium bowl, combine flour, salt, and baking soda. To reduce lumpiness, sift through a sifter or sieve. Gently mix these together, then set the bowl aside. 3. In a large bowl, beat the butter and sugars together, then beat in eggs and vanilla. The coarseness of the sugar granules will help break the butter down, so be sure to do these first. Then add the eggs and vanilla and mix again until completely combined. 4. Slowly add the dry ingredients from the medium bowl to the wet ingredients in the large bowl, and then add spinanggay powder. Pour some of the dry ingredients, stir, and repeat until the dry and wet ingredients are totally combined. 5. Drop spoonful of cookie dough onto a pre-greased or a lined baking sheet. Leave at least an inch of space between the cookies because theyll spread out when they cook. You can usually fit 12 cookies on a full-sized cookie sheet at a time. 6. Bake for about 9 to 11 minutes. Remove the pan from the oven and let the cookies rest on the p an for 3-4 minutes. Seventh, using a spatula, lift cookies off and place onto wax paper or a cooling rack. Let cool for about 5 more minutes. Last, Eat when hot and steamy or cooled and slightly crisp. Experimental Design In gathering the data for our research, we conducted a survey on the 1st year students of Roosevelt College Rodriguez. The â€Å"table of random numbers† was used to identify the 30% of the 1st year students which was going to be our respondents. Before conducting the survey we passed a copy of our questionnaire to our teacher to validate the questionnaire. To conduct the survey we went to each section of the 1st year and handed out the questionnaires and a piece of the Spinanggay cookies. After answering the questionnaires, the questionnaires were returned to us for the tabulation of results to make a conclusion. Statistical Tools Weighted Mean We will use the weighted mean to rate and get the results of the questionnaire that will be given to our respondents and to make our study accurate. Table 1 represents the tally of the respondents’ answers together with the computed weighted mean and the verbal interpretation. Question 1, earned a weighted mean value of 3.00 interpreted as satisfactory. This suggests that the spinanggay cookies tastes good and the respondents liked the Spinanggay Cookies. Question 2, got a weighted mean value of 3.00 weighted mean value in table 1. It is interpreted as Very Satisfactory, showing that the respondents find it easy to observe the taste of the Malunggay and spinach while eating the cookies. Question 3, obtained a weighted mean value of 3.00, and interpreted as   Satisfactory. This shows that the respondents think that the Spinach and Malunggay tastes good when mixed together. Question 4, got a weighted mean value of 3.00, and interpreted as satisfactory,implicating that the respondents think that the Spinanggay Cookies is not too good but is good enough to sell in the market. Question 5, earned a weighted mean value of 3.00, and interpreted as Satisfactory,implicating that the Spinanggay Cookies may be as good as the commercially sold cookies.  Based on the table 1, the product is acceptable. The respondents particularly liked the taste of Spinaggay cookies. The taste of spinach and malunggay may be observed easily as it was the one with the highest weighted mean value, with 3.00 weighted mean. The lowest is 3.00 which correspond to number 4 asking if the product is ready to be sold in the market. It acquired the verbal interpretation of Satisfactory showing that the product is ready to be sold but may still be improved to increase sales if it is sold. 1. Does the Spinanggay cookies taste good? 2. Were you able to taste the spinach and Malunggay in the Spinanggay cookies? 3. Do you think that the Malunggay and Spinach in Spinanggay cookies complement each other? 4. Is the spinanggay cookies good enough to sell in the market? 5. Is the Spinanggay cookies comparable to commercially sold cookies?

Things Fall Apart Book Report- 11 Pages Long. I Got An A :: essays research papers

Things Fall Apart Book Report 1. Title of work: Things Fall Apart 2. Author and date written: Chinua Achebe, 1959  Ã‚  Ã‚  Ã‚  Ã‚   3. Country of author: Nigeria 4. Characters: Unoka – Okonkwo’s father, Unoka, was considered lazy and a failure. He never worked and always took from others. Okonkwo considered him a complete embarrassment and vowed never to be like his father. He had to hate what Unoka once loved, and never borrow money or stop working. Okonkwo - Okonkwo is a clan leader in Umuofia. He has a large family, yet is very stubborn and known for his violent personality. He became well known through all of the seven villages by throwing â€Å"The Cat† during a wrestling tournament. Ekwefi - Ekwefi is Okonkwo's second wife. She had nine children, but each of which died at a very young age. Enzinma is her only surviving child. She is a dedicated mother and a proper wife. Ezinma – Ezinma is open-minded and understanding. She is her father’s favorite child because of those reasons. He wishes that she would have been a boy, and keeps referring to that wish throughout the course of the novel. Ikemefuna – Even though Ikemefuna is seen as the perfect son and clansman, he is still sentenced to death by the Oracle. He is a hard-working, caring character. Nwoye – In the eyes of Okonkwo, his oldest son, Nwoye, is weak and lazy from an early age. He dislikes his father because he beats him so often to make him more masculine. After the death of Ikemefuna, Nwoye becomes very depressed and later converts to the Christian faith, which makes Okonkwo disown him. Obierika – He is a close and loyal friend to Okonkwo. He is always there for him, even when he is banished for seven years, Obierika still comes to visit Okonkwo and his family in the motherland. He also takes care of the yam distribution and it’s payment because Okonkwo is unable to do so. Chielo - Chielo is the oracle who speaks to the villages as the goddess Agbala. She is very fond of Ekwefi and Enzinma. Ogbuefi Ezeudu – He is the oldest man in the tribe. He was very successful and he had won three out of the four titles that you can take in the tribe. When his funeral came, they had a great warrior celebration in remembrance of him. Uchendu – Uchendu is Okonkwo’s uncle. He welcomes Okonkwo and his family with open arms when he goes to the motherland for his seven years of punishment.

Comparing the Effectiveness of Punishment versus Rehabilitation Essay

Comparing the Effectiveness of Punishment versus Rehabilitation AJS/502 Comparing the Effectiveness of Punishment versus Rehabilitation Two objectives in the criminal justice system are that of rehabilitation and punishment, and society reserves high expectations the system will live up to those expectations. Everyone in the criminal justice field and the public have ideas and opinions on what will work and what will not work when it comes time to punish or rehabilitate criminals, and there are pros and cons to this debate. The rehabilitation of prisoners is focused on reforming the offenders’ character to not reoffend and takes place both inside the prison and sometimes after the offender has been released. In the prisons offenders have the opportunity to reform themselves by participating in the programs such as drug abuse, anger management, other positive programs, and receiving an education. Once released help continues for the offenders by probation services, and other services to ease the transition into the community. Rehabilitation in pris ons had not been successful as expected due to overcrowding affecting the focus of rehabilitation for offenders. Crowded classrooms discourage offenders to attend, but is also an opportunity for offenders to carry out any violent acts toward other offenders. This also places instructors in danger, therefor rehabilitation classes are no longer provided. Another downfall for not having successful rehabilitation in prisons is longer sentences, lack of education, and offenders suffering from social skills or psychological problems. The idea that prisons are not intended to rehabilitate but rather only to punish criminals and to protect the public retain the support of society in some areas. Despite offenders having retained some rehabilitation in prison it is difficult for some offenders to continue their rehabilitation programs because of the attitudes of society. Although there are programs to help former inmates to reenter society, and to continue the rehabilitation programs, some former inmates choose not to continue those programs. Depending on the conditions of release, refusing to continue any rehabilitation may cause the offender to  reenter into the prison system. Upon release and depending on the conditions of release some offend ers need to maintain a job. Unfortunately, some employers are reluctant to hire convicted felons, which leave former inmates jobless and homeless leading to them to reoffend, and going back into prison. Robert Martinson, a New York sociologist along with his two colleagues, Dr. Doug Lipton and Ms. Judith Wilks reviewed rehabilitation evaluations and Martinson alone published the article. The article brought more questions than answers in prison reform. The name of the article was published in a journal: The Public Interest entitled â€Å"What Works? Questions and Answers About Prison Reform†. Martinson believed reform was not working, and suggested the education and the programs provided for prisoners were simply not good enough. He believed there were flaws in the rehabilitation or prisoners did not have the ability to be reformed. The article brought people to question what works therefore adopting the nickname to the article â€Å"What Works?†. Throughout the years Martinson would continue to write about recidivism and refute himself in saying yes rehabilitation does work. The article made such an impact the US Supreme Court upheld federal sentencing guidelines regarding rehabilitation at the sentencing phase in the Mistretta v. United States (Sarre, 2001). The result of Martinson’s articles brought about more debate and more research therefor concluding to meta-analysis of prisoner rehabilitation. Meta-anal ysis study other studies–in this case, studies that test the effectiveness of various programs of correctional treatment. Meta-analysis are coded in the way they are researched. For example, age, crime, punishment, education and several other tabs can be added depending on the research. Some scholars have found meta-analysis to be misused and not have accurate information. Although there are contradictions to mete-analysis, it helps in adding the correctional institutions in what works and what doesn’t work (Gendreau, Little, & Goggin, 1996). In other studies two recent articles: Kovandzic, Vieraitis, and Boots (2009) and Land, Teske, and Zheng (2009) show the impact of deterrence in the death penalty. Both articles conducted a study over 50 states on deterrence by the death penalty. The Kovandzic article (2009) found the death penalty does not deter murder and the Land et al article(2009) represents a small amount of deterrence does have an effect for a short time but then the deterrence declines (Land, Teske, & Zheng,  2012). If the death penalty does not have an effect on recidivism what will? Bible-based rehabilitation programs may have some success. In 2006 the Federal Bureau of Prisons announced to suspend religious-based programs oddly the announcement came a few weeks after Iowa discovered prison ministries were violating the Establishment Law of the United States of The Constitution. The Establishment Law simply states the institution shall not interfere with or discriminate against religion or religious beliefs. In January 2009, President Bush established the Faith-Based and Community Initiative shortly after the FBP removed it. The InnerChange Program in Iowa Newton Facility was also revoked in 2002 by Walter â€Å"Kip† Kautzky, he later reluc tantly reinstated the program due to budget cuts on paid programs. The Interchange Program and the Prison Fellowship Ministries offered 24 hour 7 treatment. Inmates were recruited by the InnerChange program and were encouraged to sign an agreement clause and were introduced to the InnerChange four phase programs. Phase one includes the educational, substance abuse programs and bible based programs. Phase two inmates are introduced to transitioning from prison life to life on the outside. Phase three and four include work-release programs and introduction to society such as finding housing and employment. Phase five inmates are taking religion and practice what they studied all year (Odle, 2006). The strikes law was studied extensively by several scholars to determine if in fact it was effective. In the 1990’s the three strikes law was implemented and designed to deter criminals from reoffending by imposing harsher sentences for those with prior convictions. Multiple studies were conducted through a time series design along with UCR data from over 100 cities from 1980 to 2000. Two findings were concluded: three strike laws were connected with the states implementing the three strike laws and those states did not witness any reduction in crime (Kovandzic, Sloan, & Vieraitis, 2004). In combating crime according to my findings, rehabilitation is just as much as effective as punishment. Martinson’s article and the meta-analysis research articles are not specific as to what really works. Programs like the InnerChange Program and the Prison Ministries could be slightly effective compared with the three-strike law and vice versa. The Bible based programs were removed then reinstated. This shows a some potential of success from the program although the studies show it do not reduce recidivism. The death penalty  showed as much deterrence as the other programs. Ultimately, if an individual is willing to do the crime then he is willing to do the crime. There is the key in itself, the willingness of the individual to not commit the offense. References Gendreau, P., Little, T., & Goggin, C. (1996). A meta-analysis of the predictors of adult offender recidivism: What works! Criminology, 34(4), 575-607. Retrieved from http://search.proquest.com/docview/220697595?accountid=35812 Kovandzic, T. V., Sloan, J. J., & Vieraitis, L. M. (2004). â€Å"STRIKING OUT† AS CRIME REDUCTION POLICY: THE IMPACT OF â€Å"THREE STRIKES† LAWS ON CRIME RATES IN U.S. CITIES. Justice Quarterly : JQ, 21(2), 207-239. Retrieved from http://search.proquest.com/docview/228164858?accountid=458 Land, K. C., Teske, R. C., & Zheng, H. (2012). The Differential Short-Term Impacts of Executions on Felony and Non-Felony Homicides. Criminology & Public Policy, 11(3), 541-543. doi:10.1111/j.1745-9133.2012.00834.x Odle, N. (2006). PRIVILEGE THROUGH PRAYER: EXAMINING BIBLE-BASED PRISON REHABILITATION PROGRAMS UNDER THE ESTABLISHMENT CLAUSE. Texas Journal on Civil Liberties & Civil Rights, 12(1), 277-311. Retrieved from http://search.proquest.com/docview/2079590 59?accountid=458 Sarre, R. (2001). Beyond ‘What Works?’ A 25-year Jubilee Restrospective of Robert Mortinson’s Famous Article. Australian & New Zealand Of Criminology (Australian Academic Press), 34(1), 1-5.

Regina Case

Regina Company Inc. was known as a complacent slow-growth company and was dominated by Hoover and Eureka within the floorcare industry. Donald Sheelen was a promising young individual when he was hired first as the head of the marketing division in Regina, and then became its president. Shortly after becoming company president, Sheelen set out to make Regina the industry’s number one company and repeatedly vowed to â€Å"bomb† Hoover, the number one firm in the industry at the time. Sheelen expanded Regina’s product line and started an aggressive advertisement campaign to promote Regina’s products over Hoover’s. His strategy paid off, as Regina’s profits grew substantially, and after Regina went public, its stock price soared by nearly 500 percent, making Sheelen and the company’s other principal stockholders millionaires many times over. However, it turned out that the impressive financial figures released by Regina after it went public were fabricated by Sheelen. Instead of a growth company with bright prospects, Regina was a dying company mired in mounting losses. † The major reason behind Regina’s financial difficulties was the poor quality of its new products, which resulted in a reported 50 percent customer return rates. After realizing that Regina was in a deep trouble, Sheelen, with the help of Regina CFO Vincent Golden, came up with several illicit accounting schemes to keep the company’s stock pric es at a high level. In addition to significantly understating customer product returns and company’s cost of goods, they recorded bogus sales to inflate sales revenues, and implemented a so-called â€Å"ship-in-place† booking scheme. After realizing that he could no longer conceal the company’s deteriorating condition, Sheelen decided to let the public know of the company’s dire financial condition. Although Sheelen and Golden initially blamed the computer system for errors, they later pleaded guilty to federal mail and security fraud charges in 1989. Sheelen served 1 year in prison in a halfway house, and paid a mere $25,000 in fines. One of the charges was that Sheelen and Golden had repeatedly and intentionally misled the company’s audit firm, Peat Marwick. In a sharp contrast to the Mattel case, SEC did not fault Peat Marwick for failing to uncover the massive fraud by Sheelen and Golden, although several articles in financial press did criticize the audit firm. It is interesting that while SEC heavily criticized Arthur Andersen for failing to uncover Mattel’s fraudulent activities, there was not apparently a similar scrutiny of Peat Marwick for failing to uncover the fraud in Regina. Based on this article, it seems that Peat Marwick simply trusted Golden’s assurance that no fraudulent transactions had been recorded in Regina’s accounting records, and that Peat Marwick was therefore not to be blamed for failing to uncover the fraud in Regina’s financials. Given that the fraud schemes in both Mattel and Regina were of very similar nature, one wonders why Peat Marwick was not scrutinized to the same degree as Arthur Andersen. There is definitely more to this story than what is told in this article.

Free Essays on Dow Corning Breast Implant Controversy

Dow Corning's full culpability in the silicone breast implant controversy is not widely known. For decades the company chose to keep secret a series of warning signals about silicone, and made misleading and false statements to the women who received implants. At the time, they did not realize that these secrets, misleading and false statements would rise up, years later, to haunt them. The original Dow Corning sales pitch, in a brochure entitled "Facts About Your New Look," promised a lifetime of safety and satisfaction. Silicone breast implants were advertised as benign and chemically inactive. (In fact, Dow Corning had no substantial evidence of safety, but had plenty of evidence that silicone implants were a high-risk product.) The beginning of the story goes back over 60 years! 1950's Silicone injections are banned in Japan because of dangerous side effects, including immunological problems. 1954A Dow Coming Chemical study finds that a chemical in silicone, called silica, has "quite a high order of toxicity," but this study is not released publicly. 1956 Again a Dow Corning Chemical study calls into question the safety of silicone, and again it is concealed from the public. Silicone fluid fed to laboratory dogs is found to migrate throughout their bodies and lodge in vital organs. 1960's California and Nevada pass laws against silicone injections, classifying them a criminal offence. 1961 As Dow Corning prepares to market the first silicone breast implants the company is advised by its own Center for Aid to Medical Research that silicone will bleed through a silicone bag and be absorbed into human tissue. Silicone leaking from implants can be equivalent to injections of silicone into the body. 1962 Alarmed about the health dangers posed by silicone, the FDA issues strict new regulations governing silicone injections. 1963 Dow Corning begins selling silicone breast implants under the... Free Essays on Dow Corning Breast Implant Controversy Free Essays on Dow Corning Breast Implant Controversy Dow Corning's full culpability in the silicone breast implant controversy is not widely known. For decades the company chose to keep secret a series of warning signals about silicone, and made misleading and false statements to the women who received implants. At the time, they did not realize that these secrets, misleading and false statements would rise up, years later, to haunt them. The original Dow Corning sales pitch, in a brochure entitled "Facts About Your New Look," promised a lifetime of safety and satisfaction. Silicone breast implants were advertised as benign and chemically inactive. (In fact, Dow Corning had no substantial evidence of safety, but had plenty of evidence that silicone implants were a high-risk product.) The beginning of the story goes back over 60 years! 1950's Silicone injections are banned in Japan because of dangerous side effects, including immunological problems. 1954A Dow Coming Chemical study finds that a chemical in silicone, called silica, has "quite a high order of toxicity," but this study is not released publicly. 1956 Again a Dow Corning Chemical study calls into question the safety of silicone, and again it is concealed from the public. Silicone fluid fed to laboratory dogs is found to migrate throughout their bodies and lodge in vital organs. 1960's California and Nevada pass laws against silicone injections, classifying them a criminal offence. 1961 As Dow Corning prepares to market the first silicone breast implants the company is advised by its own Center for Aid to Medical Research that silicone will bleed through a silicone bag and be absorbed into human tissue. Silicone leaking from implants can be equivalent to injections of silicone into the body. 1962 Alarmed about the health dangers posed by silicone, the FDA issues strict new regulations governing silicone injections. 1963 Dow Corning begins selling silicone breast implants under the...

Strategies to Handle a Disruptive Student

Strategies to Handle a Disruptive Student Teachers understand that the time they have with their students is limited. Good teachers maximize their instructional time and minimize distractions. They are experts at handling adversity. They deal with problems quickly and efficiently minimizing the disruptions.The most common distraction in a classroom is a disruptive student. This presents itself in many forms and a teacher must be adequately prepared to address every situation. They must react quickly and appropriately while maintaining the dignity of the student.Teachers should always have a plan or certain strategies they rely on to handle a disruptive student. It is important to realize that every situation will be different. A strategy that works well for one student may set another one off. Individualize the situation and make your decisions based on what you feel will minimize the distraction with that particular student the fastest. Prevention First Prevention is the best way to handle a disruptive student. The first few days of the school year are arguably the most important. They set the tone for the whole school year. Students are feeling out teachers. They will push to see exactly what they are allowed to get away with doing. It is important for teachers to establish those boundaries quickly. Doing so will help deter problems later on down the road. It is also important to start building rapport with your students immediately. Fostering a relationship based on trust with students can go a long way in disruption prevention simply out of mutual respect for one another. Stay Calm and Emotion Free A teacher should never yell at a student or tell a student to â€Å"shut up. While it may temporarily diffuse the situation, it will do more harm than good. Teachers must stay calm when addressing a disruptive student. In many cases, a student is trying to get the teacher to react foolishly. If you stay calm and keep your wits, it can diffuse the situation rather quickly. If you become combative and confrontational, it can escalate the situation making it a potentially dangerous situation. Getting emotional and taking it personally will only be detrimental and ultimately hurts your credibility as a teacher. Be Firm and Direct The worst thing a teacher can do is to ignore a situation that they hope will go away. Do not allow your students to get away with the little things. Immediately confront them about their behavior. Have them tell you what they are doing wrong, why it is a problem, and what the proper behavior is. Educate them on how their behavior impacts others. Students may resist structure early on, but they ultimately embrace it because they feel safe in a structured learning environment. Listen Carefully to Students Do not jump to conclusions. If a student has something to say, then listen to their side. Sometimes, there are things that led to the disruption that you may not have seen. Sometimes there are things going on outside of the classroom that led to the behavior. Sometimes their behavior may be a cry for help and listening to them may allow you to get them some help. Repeat their concerns to them so that they know you have been listening. It may not make a difference in how you handle the situation, but listening may build some trust or provide you with insights into other issues that are more important. Remove the Audience Never intentionally embarrass a student or call them out in front of their classmates. It will do more harm than it will good. Addressing a student individually in the hallway or after class will ultimately be more productive than addressing them in front of their peers. They will be more receptive to what you have to say. They are probably likely to be more open and honest with you. It is important to maintain the dignity of all of your students. No one wants to be called out in front of his or her peers. Doing so ultimately damages your credibility and undermines your authority as a teacher. Give Students Ownership Student ownership offers individual empowerment and potentially has the greatest impact on behavior change. It is easy for teachers to say it is my way or the highway, but allowing students to develop an autonomous plan for behavior correction may be more effective. Give them the opportunity for self-correction. Encourage them to establish individual goals, rewards for meeting those goals, and consequences when they do not. Have the student create and sign a contract detailing these things. Encourage the student to keep a copy in a place that they often see such as their locker, mirror, notebook, etc. Conduct a Parent Meeting Most parents expect their children to behave while they are at school. There are exceptions, but most will be cooperative and helpful in improving the situation. Teachers should have documentation detailing every issue and how it was addressed. You will likely see more positive results if you request that the student sit in on your meeting with their parents. This also prevents he/she said and the teacher said issues. Ask the parents for suggestions from their perspective on how to deal with these issues. They may be able to provide you with strategies that work for them at home. It is important to work together to create a potential solution. Create a Student Behavior Plan A student behavior plan is a written agreement between the student, their parents, and teachers. The plan outlines expected behaviors, provides incentives for behaving appropriately, and consequences for poor behavior. A behavior plan provides a direct plan of action for a teacher if the student continues to be disruptive. This contract should be specifically written to address the issues the teacher sees in class. The plan can also include outside resources for help such as counseling. The plan may be modified or revisited at any time. Get an Administrator Involved Good teachers are able to handle the majority of their own discipline issues. They rarely refer a student to an administrator. In some cases, it becomes a necessity. A student should be sent to the office when a teacher has exhausted every other avenue and/or a student has become such as distraction that it is detrimental to the learning environment. Sometimes, getting an administrator involved may be the only effective deterrent for poor student behavior.  They have a different set of options that may get a student’s attention and help correct the problem. Follow Up Following up can prevent recurrences in the future. If the student has corrected their behavior, then periodically tell them that you are proud of them. Encourage them to keep working hard. Even a little improvement should be recognized. If parents and administrators become involved then let them know how things are going from time to time as well. As a teacher, you are the one in the trenches seeing first hand what is going on. Providing positive updates and feedback can help ensure a good working relationship in the future.

Questions Assignment Example | Topics and Well Written Essays - 250 words - 26

Questions - Assignment Example tion or Nursing could use the Internet to search for jobs through online recruitment agencies and through the official websites of organizations where candidates intend to apply. Some organizations even encourage sending of resumes online to facilitate the job screening process. Only those applications who meet the qualifications of the organizations are called for interview and eventual placement. 2) Sometimes in technical writing, it is necessary to categorize or group elements into appropriate categories. There are three techniques for categorizing: classification, division, and partition. Please explain what each of these means and why it is advantageous. Classification means grouping elements according to similar characteristics. As emphasized, â€Å"classification is the act of locating a specimen of all the different kinds of objects that possess a given characteristic or characteristics† (Nikko par. 4). The advantage of using classification is to highlight the presentation of items into a more structured manner. It is also revealed that â€Å"classification answers the question: What are the main types or kinds of this group of things? Division answers the question: What are the parts or characteristics that make up this single thing?† (Duncan 1). Thus, the advantage of division is providing additional details on the things that were initially classified. Further, partition means â€Å"the act of dividing a unit into its components. The parts do not have necessarily had anything in common beyond the fact that they belong to the same unit† (Nikko par. 8). The technique of partition is beneficial in terms of pr oviding information on the parts of the object or item that was previously identified under the division