Overcrowding In Our Jails and Prisons Today Essays - Criminal Law

Overcrowding In Our Jails and Prisons Today Cyceli Desargent Constitutional Law 10-31-12 I plan on discussing overcrowding in our jails and prisons today. We'll look at the two classes of criminal prisoners kept in our jails and prisons. In addition, I will examine the wide-ranging concepts that affect the numbers of criminal inmates in our jails and prisons. The United States incarcerates substantially more people than any other nation in the world. Actually, the Pew Center on the States reported in 2008 that one in every 100 adults in the U.S. now occupies our prison system. (http://www.pewstates.org/) Since we have been making an effort to ?imprison our way? out of crime for quite some time, federal and state prisons and county jails have become subjected to crisis levels of overpopulation. At the same time, operating funds have been rigorously restricted, as has financing to manufacture new facilities. Over the next couple of years, I expect the conditions will get even worse. At the core of the jail overcrowding problem is the mixture of increasing crime rates with an expanding countrywide population. Investigation points to the fact that when the national economy falloff, crime rates and the frequency of alcohol-related misconduct also increases. Coming from a criminal justice perspective, alcohol lawbreakers are overpowering our orderliness and causing cumbersome court dockets, troublesome caseloads, and filled to capacity jails and prisons. Statistics collected from courts shows that alcohol plays a substantial part as an influencing factor in the crimes that put a large number of people behind bars. Using imprisonment as a punishment for alcohol offenders is not only costly, but is insignificantly successful because it doesn?t help them concentrate on their core problem which is alcohol addiction. A lot of offenders ride out the time they were sentenced to but once they get out they return to their old surroundings with the same situations that caused them to drink in the first place. I believe a large portion of offender?s recidivate if their dependence problem has not been treated and settled. County jail and state prison overcrowding is a disturbing truth, and the courts of our state deal with it on a regular basis. Overcrowding may or may not affect the verdicts judges will make because it will vary from case to case and from one judge to another, but it definitely is a factor. There are many prisoners in local jails who have zilch to do with criminal court. I think judges should focus on those inmates who are in jail because of criminal charges. There are two types of inmates in our jails and prisons. 1. Those that have been charged with crimes and are awaiting trial. 2. Those that have been convicted of crimes and are serving out what they were sentenced to. There are numerous reasons/factors that affect the size of jail inhabitants. These basic concepts are fundamental principles of constitutional law. First and foremost, an offender accused of a crime is assumed to be not guilty of that crime, regardless of what anyone may think about his/her guilt until the he/she i s proven to be guilty. The second is the constitutional authority that while a defendant is waiting for his/her trial for that crime, the defendant is permitted judicious chance to be free pending trial. A judge then determines if the defendant qualifies for a bond. If so the defendant must pay the amount of money or put up property with the court in order to be released. The second category is those defendants who are serving sentences for their crimes. Offenders are given active jail time (behind bars) or some alternative to jail. The judge determines which of these two general categories of sentences to impose. A judge typically contemplates the primary goals of sentencing which are retribution, deterrence and rehabilitation. Retribution is also thought of as a Just Deserts. The defendant deserves to suffer this penance for what he/she did. Deterrence has two elements. 1. Specific deterrence, which makes that specific offender from perpetrating future crimes. 2. General deterrence shows a standard to others. The theory is that people will know what sentence was imposed with another defendant and will expectantly choose not to commit crimes. Rehabilitation comprises a wide

The Arms Race to Peace essays

The Arms Race to Peace essays The economic and technological changes that accompanied the Industrial Revolution fundamentally altered the nature of modern warfare. Unprecedented advances in machinery and mass production made the development and production of new weapons an inevitable component of the preparation for conflict. As industrialization spread across the globe, so too did the proliferation of weapons manufacturing. Indeed, these years of progress saw the advent of the modern arms race. For decades international relations scholars have engaged in theoretical discussions about the factors that contribute to arms races. Sides have been taken on this issue and whole schools of thought have developed. Some theories contend that arms races occur in a manner consistent with a spiral model. This philosophy contends that nations engage in vertical proliferation in response to such actions by their adversaries. Other scholars argue that the source of arms races can be found in domestic politics, tracing the motivation for weapons development to an embedded military-industrial complex or ideological stasis on the part of defense hawks (Kydd 2002). Inherent in many of these theories and beliefs is a position on the ultimate impact to these arms races. This paper will address the latter of these concerns, more specifically, whether or not arms races cause war. This paper will contend that arms races are not a cause of war. This is not to say that no arms race has ever contributed in any way to conflict. However, the historical record and the aforementioned scholarly theories about weapons buildups provide compelling evidence that arms races are not an innate component of conflict. This paper will begin by discussing several instances of arms racing which did not result in conflict. I will also discuss some of the prominent wars which some contend are the result of arms races and attempt to show that these examples are misgui...

Conjugation of the Spanish Verb Salir

Conjugation of the Spanish Verb Salir Salir, a common verb that typically means to leave, to exit or to depart, is irregular in ways that few verbs are. A -ga- or -dr- is inserted in some endings in ways that arent predictable. The only frequently used verb that is conjugated in the same way as salir is sobresalir, which usually means to stand out or to tower above. Two rare verbs, also based on salir, share the conjugation. They are resalir (an architectural term for emphasizing a feature in a building) and asalir (to leave for a meeting). Irregular forms aestabanre shown below in boldface. Translations are given as a guide and in real life may vary with context. Infinitive of Salir salir (to leave) Gerund of Salir saliendo (leaving) Participle of Salir salido (left) Present Indicative of Salir yo salgo, tà º sales, usted/à ©l/ella sale, nosotros/as salimos, vosotros/as salà ­s, ustedes/ellos/ellas salen (I leave, you leave, he leaves, etc.) Preterite of Salir yo salà ­, tà º saliste, usted/à ©l/ella salià ³, nosotros/as salimos, vosotros/as salisteis, ustedes/ellos/ellas salieron (I left, you left, she left, etc.) Imperfect Indicative of Salir yo salà ­a, tà º salà ­as, usted/à ©l/ella salà ­a, nosotros/as salà ­amos, vosotros/as salà ­ais, ustedes/ellos/ellas salà ­an (I used to leave, you used to leave, he used to leave, etc.) Future Indicative of Salir yo saldrà ©, tà º saldrs, usted/à ©l/ella saldr, nosotros/as saldremos, vosotros/as saldrà ©is, ustedes/ellos/ellas saldrn (I will leave, you will leave, he will leave, etc.) Conditional of Salir yo saldrà ­a, tà º saldrà ­as, usted/à ©l/ella saldrà ­a, nosotros/as saldrà ­amos, vosotros/as saldrà ­ais, ustedes/ellos/ellas saldrà ­an (I would leave, you would leave, she would leave, etc.) Present Subjunctive of Salir que yo salga, que tà º salgas, que usted/à ©l/ella salga, que nosotros/as salgamos, que vosotros/as salgis, que ustedes/ellos/ellas salgan (that I leave, that you leave, that she leave, etc.) Imperfect Subjunctive of Salir que yo saliera (saliese), que tà º salieras (salieses), que usted/à ©l/ella saliera (saliese), que nosotros/as salià ©ramos (salià ©semos), que vosotros/as salierais (salieseis), que ustedes/ellos/ellas salieran (saliesen) (that I left, that you left, that he left, etc.) Imperative of Salir sal (tà º), no salgas (tà º), salga (usted), salgamos (nosotros/as), salid (vosotros/as), no salgis (vosotros/as), salgan (ustedes) (leave, dont leave, leave, lets leave, etc.) Compound Tenses of Salir The perfect tenses are made by using the appropriate form of haber and the past participle, salido. The progressive tenses use estar with the gerund, saliendo. Sample Sentences Showing Conjugation of Salir Nadie los vio salir. (Nobody saw them leave. Infinitive.) Inglaterra ha salido de la institucià ³n europea, pero no ha salido de la economà ­a europea. (England has left the European institution, but it hasnt left the European economy. Present perfect.)  ¿Quià ©n dice que hemos salido de la crisis econà ³mica? (Who says that we are out of the economic crisis? Literally, who says that we have left the economic crisis? Present perfect.)   Las cosas se estaban saliendo de control. (Things were going out of control. Present progressive using the gerund.) A esa hora, en la costa oriental de Estados Unidos, la Luna estar ponià ©ndose y el Sol estar saliendo. (At that time on the east coast of the United States, the moon will be setting and the sun will be rising. Future progressive.) Salgo de mi trabajo a las tres de la maà ±ana. (I get off work at 3 a.m. Present indicative.) Los buses salen cada 20 minutos. (The buses leave every 20 minutes. Present indicative.) Todos los estudiantes salieron con lgrimas en los ojos. (All the students left with tears in their eyes. Preterite.) Podà ­as ver cà ³mo le salà ­a sangre de sus ojos. (You could see there was blood coming out of her eyes. Imperfect.) La verdad saldr a la luz. (The truth will come to light. Future.) No saldrà © si mi padre no quiere que salga. (I will not leave if my father doesnt want me to.  (Future,  present subjunctive.) Aunque hacer helados caseros no es excesivamente complicado, lo cierto es que se necesita un equipamiento bsico para que salgan lo ms deliciosos posible. (Although making home-made ice cream treats isnt especially complicated, it is certain that you need basic equipment so they turn out as delicious as possible. Present subjunctive.)  ¿Que pasarà ­a si la Tierra se saliera de su à ³rbita? (What would happen if the Earth left its orbit? Imperfect subjunctive.) Si salià ©semos a la calle a preguntar por la mejor serie de videojuegos de basket, probablemente 9 de cada 10 nos responderà ­an â€Å"NBA 2K†. (If we were to go out on the street to ask what is the best basketball game video series, probably nine out of 10 would respond with â€Å"NBA 2K.† Imperfect subjunctive.) S​al ahora de tu zona de confort. (Get out of your comfort zone now. Imperative.) No salgis de allà ­ hasta que encontremos lo que queremos saber. (Dont leave from there until we find out what we want to know. Negative imperative.)

Are Tax Cuts Promoting Economic Growth Essay Example | Topics and Well Written Essays - 500 words

Are Tax Cuts Promoting Economic Growth - Essay Example And the same thing can be seen happening with President Bush's 2003 tax cuts since 2003 annual GDP has increased by 4.3% as opposed to the 2.4% during the two years preceding. There can, however, be a downside to tax cuts. If the taxpayers save their increased income or buy outsourced commodities, the government may have to deal with balance of payments difficulties that could cause a deflationary effect leading to a "budgetary crisis with a painful readjustment to follow" (Wikipedia, 2006, n.p.). But how many people do you know bother to put their tax returns into savings or shop overseas Of course, you can buy almost anything from anywhere on the Internet, so the downside might be all too accessible these days. An alternative to cutting taxes is to increase minimum wage. Of course, that comes with its own share of downsides; mainly, the same downsides that tax cuts have. While researchers could find "no statistically significant relationship between minimum wage rate increases and business failures" (Rendell, 2006, n.p.), it is still no better than tax cuts and prone to the same downsides. So, when in doubt, cut taxes. Of course, doing both simultaneously could produce some interesting results.

Molecules and Processes of Life Activity 6 - Cellular Respiration and Lab Report

Molecules and Processes of Life Activity 6 - Cellular Respiration and the Effects of Pollutants on Its Rate - Lab Report Example The amount of gas emitted at the top of tube was observed to over 10 minutes so as to determine cellular respiration rate. The pollutants used included; vinegar, salt solution, isopropyl alcohol, baking soda, soap solution, and bleach solution. The result for yeast mixture was compared with the results for yeast-sugar mixture. The yeast-sugar mixture exhibited a faster cellular respiration rate. The outcomes of the pollutants had mixed results. Except baking soda, most of the pollutants utilized had a lower cellular respiration rate. According to Carpenter (2013), cellular respiration is a process in which chemical energy in the food is reaped and converted into energy that is utilized in carrying out the normal life process. Every organism requires cellular respiration for survival. This process happens in three distinct phases; glycolysis, Krebs cycle, and electron transport chain. Lippmann (2009) argues that during these cycles, oxygen and glucose in our body are turned into carbon dioxide, energy, and water. The first phase of cellular respiration is when one glucose molecule is split to produce two pyruvic acid molecules, a 3-carbon compound (Schapira, McQuaid & Froneman, 2011). This first phase is anaerobic, implying it does not need oxygen to occur. The remaining phases require oxygen. As such, the experiment was conducted within an oxygen zone and a considerable time frame to allow the three phases of cellular respiration to occur. To test our first hypothesis, the experimental design was such that yeast was mixed with water then poured into a test tube. A wider test tube was placed over the yeast test tube and flipped together over 10 minutes to observe the level of gas amounting in the wider tube. The amount of gas was recorded every minute in the10 minutes. The same was done to a yeast-water mixture but with granulated sugar added into

What Do Expect in English 101 Essay Example for Free

What Do Expect in English 101 Essay What are my expectations from this course? â€Å"Either write something worth reading or do something worth writing.† Benjamin Franklin. Reading is essential for everyday living, regardless of my insufficient skills. At the University of the Virgin Islands, English 101 class I’m determine to enhance my love for reading and build a stronger vocabulary foundation. I’ve never had a passion for reading. I was never surrounded by peers or family that influenced to me read. I always preferred to watch a movie filled with lies than read a book that would greatly impact my life. Now realizing how important reading is I’m stuck in the back playing catch up, which I highly dislike, especially as a freshman student. In English 101 I’m prepared to force myself to read, magazines, newspapers, novel and especially poems. I’ll love to understand when other say â€Å"I love reading because, allows me to go places Ive never been, experience new things, explore possibilities and learn something new.† I’m into fiction books I like knowing I can fly on the back of a dragon, turn my boyfriend into a toad, marry a prince, save a kingdom, cast a spell, swing a sword and talk to the gods. Just crazy things that never actually happens in reality. Loving reading makes everything possible, dreams come true, your imagination takes flight and your problems fade as you take on the problems of those you are reading about. To create a stabilize vocabulary foundation not only would I wait for my professor to assign work, I’ll try my best to take the responsibility of doing my own outside of class work. Gaining knowledge about words I’ll read words from the dictionary just like Malcolm X did. Previous I emphasized on my love for poetry never have I been capable to share my love because of my lack of words, but I’m already to make difference. Even though others may see it as a â€Å"dead and done† language, learning a bit of Latin would never hurt and I intend o n learning a bit of it. Also in this class I plan to familiarize myself with lots of familiarize magazines, books and puzzles to build my vocabulary. In conclusion, enhancing my passion for reading and building my vocabulary are my expectations in this class and my endeavor is to come climb to the top, I know my professor cannot do it alone, I have applied myself and I will succeed.

The Navajo Code Talkers Essays -- History Navajo Indians Language Essa

The Navajo Code Talkers During the Pacific portion of World War II, increasingly frequent instances of broken codes plagued the United States Marine Corps. Because the Japanese had become adept code breakers, at one point a code based on a mathematical algorithm could not be considered secure for more than 24 hours. Desperate for an answer to the apparent problem, the Marines decided to implement a non-mathematical code; they turned to Philip Johnston's concept of using a coded Navajo language for transmissions. Although this idea had been successfully implemented during World War I using the Choctaw Indian's language, history generally credits Philip Johnston for the idea to use Navajos to transmit code across enemy lines. Philip recognized that people brought up without hearing Navajo spoken had no chance at all to decipher this unwritten, strangely syntactical, and guttural language (Navajo). Fortunately, Johnston was capable of developing this idea because his missionary father had raised him on the Navajo reservation. As a child, Johnston learned the Navajo language as he grew up along side his many Navajo friends (Lagerquist 19). With this knowledge of the language, Johnston was able to expand upon the idea of Native Americans transmitting messages in their own language in order to fool enemies who were monitoring transmissions. Not only did the Code Talkers transmit messages in Navajo, but the messages were also spoken in a code that Navajos themselves could not understand (Paul 7). This code actually proved vital to the success of the Allied efforts in World War II. Because the Code Talkers performed their duty expertly and efficiently, the Marines could count on both the ... ...ation Fund: 1975. McColm, George. "An Ungrateful Nation." American History. May 12 1999. <http://www.binary.net/edjolie/02972_text.html> Nash, Gerald. The American West Transformed. Bloomington: Indiana UP, 1985. "Navajo Code Talkers in World War II." May 12 1999. <http://www.history.navy.mil/faqs/faq61-2.htm> Paul, Doris A. The Navajo Code Talkers. Pittsburgh: Dorrance Publishing Co. Inc., 1973. Sanchez, George. "The People" A Study of the Navajo. Lawrence: Haskell Institute Print Shop, 1948. Shaffer, Mark. "Navajos Fighting for War medals, Highest Honor for Code Talkers." The Arizona Republic. May 12 1999. <http://web.lexis-nexis.com/universe/> Department of the Interior. You asked about the Navajo! Lawrence: Haskell Institute, 1961. Indian Affairs Bureau. The Navajo. Report of J.A. Krug, Secretary of the Interior. 1948.

IQ tests and the IQ scores

Most IQ tests and the IQ scores that come from them are based on the belief that intelligence is an objective quality that can be measured and ranked along with other objective personal qualities such as height or weight. In reality, society's perception of individual intelligence is highly subjective and may be affected by culture, environment, and other factors. Traits that make a person look like a genius in one context may be of very little value in another context. Ways of thinking that are totally inappropriate in one setting may be very valuable in another. Gardner's theory of multiple intelligences recognizes that there are many different ways in which a person may demonstrate intelligence (Gardner, 1999).IQ tests that   are based on the theory of multiple intelligences do not simply measure how intelligent a person may be, but instead try to find out how a person is intelligent. It is important that parents, teachers, and psychologists recognize that there are many differe nt ways in which a person may demonstrate intelligence so they can help students reach their full potential. To encourage this, psychology should adopt a theory of multiple intelligences.Western culture places a high value on a student's ability to read and the ability to do math. Students who perform well in these areas are considered to be more intelligent than are students who have less developed verbal or mathematical skills. Traditional IQ scores also emphasize a person's verbal and mathematical skills. In fact, almost all of the tests that a student takes during his or her academic career will be affected by the student's ability to read.   Students who cannot read well are at a severe disadvantage when they take an IQ test or any other type of a test, even if the test is supposed to be measuring something other than the student's ability to read. Reading and math are important because our culture and the jobs that it has created are based on reading and math.However, in a c ulture that was based on hunting, the ability to read and do math would be much less important than the ability to hunt for food. A person in a hunting culture could have a very high verbal score, but he would still starve to death unless he could hunt. A person with a high mathematical aptitude but no social skills would not be very successful in a culture that placed a greater value on the individual's ability to get along with other people. Depending on how much value the culture placed on social skills and how little value the culture placed on math, this individual might not be able to find a job or do much of anything else unless he could develop some type of social skills.Gardner recognized that although reading and the ability to do math are important, they are not the only forms of intelligence that a person may possess. Gardner's theory of multiple intelligences is not designed to determine how intelligent a person might be, but in what ways a person is intelligent. Teache rs who believe in the theory of multiple intelligence would not be as interested in measuring how much the student knows as they would be in determining how the student has learned what he or she knows.While traditional IQ tests only recognize two types of intelligence, verbal and mathematical, Gardner identified eight types of intelligence. Gardner's list of intelligences includes the traditional verbal and mathematical intelligences and adds spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalist intelligence. Gardner also recognized that there may be other types of intelligence that have not yet been identified but that may be used by some people and in some cultures (Gardner, 1999, p. 47).People who value verbal skills, mathematical ability, and the ability to use traditional logic – in other words, people who place a high value on traditional IQ scores – may not agree with Gardner's theory of multiple intelligences. Critics of multiple intelligence theory may argue that it is wrong to call a student's athletic ability or musical talent a type of intelligence. These critics may say that the theory of multiple intelligence is just another way to help bad students to feel better about themselves.While people who do not believe in multiple intelligence theory may recognize that a student may have highly developed skills in areas like music or athletics, they would probably say that these other skills are somehow less important and less valuable than verbal and math skills, which are the only true measures of IQ.   This belief could create a problem in English classes and math classes, where the teachers tend to have high verbal skills and high math skills and are looking for the same types of intelligence in their students.Gardner also stated that intelligences could overlap one another. For example, a student might have high musical intelligence and a high verbal intelligence. This type of person might become a songwriter. Another student, like a basketball player who can instantly compute the exact trajectory that is needed to make a basket, might have high athletic intelligence and high math intelligence. Business executives or politicians might have high verbal scores along with high interpersonal or social skills. Gardner believed that people could have multiple intelligences that they could call on when necessary, depending on the situation.Gardner is not the only person to recognize that there are other types of intelligence besides verbal skill and mathematical ability. Daniel Goleman developed a theory of emotional intelligence, or EQ. Goleman originally claimed that EQ was more important than IQ. More recently, Goleman acknowledged that both EQ and IQ are important and that there may be some situations in which a person's verbal, math, and logic skills may be more valuable than the ability to read and understand emotions (Goleman, 2008).Goleman's recognition that EQ may not be as important as IQ in some situations does not take away from the credibility or the importance of EQ. He still emphasizes that EQ is important for jobs that require leadership skills and other social interactions. In fact, if Goleman had stubbornly insisted that EQ was the most important characteristic, then he would have been guilty of having the same attitude that the developers of the IQ test had when they insisted that there was only one way to measure human intelligence.By recognizing that EQ is only one of several factors that might contribute to a person's success, Goleman actually makes his theory more credible. The recognition that EQ and IQ often work together also confirms what Gardner's theory of multiple intelligences said about people drawing on the type of intelligence that was necessary for a specific situation.Abraham Maslow said, â€Å"When the only tool you have is a hammer, every problem begins to resemb le a nail† (â€Å"Maslow's Hammer†). For decades, the traditional IQ test of verbal and mathematical ability was the only tool that psychologists and teachers had to measure student intelligence. Consequently, IQ became strongly associated with verbal and mathematical ability. However, Gardner, Goleman, and everyday observations of how people think and learn prove that IQ is more than that.Teachers who recognize these multiple intelligences can do a better job of preparing lessons that are more consistent with how their students learn. At the same time, students who are able to identify how they learn and how they think can use that knowledge to learn new material in ways that they can remember and apply to other situations.Schools and teachers that insist that there is only one or two types of intelligence and that students who do not perform well in those areas must not be very intelligent will be less successful as they try to educate their students. It is possible, for example, that special education classes are not full of students who are disabled, but are instead full of students who have been mislabeled by a system that refuses to recognize other types of intelligence. That would be a tragedy. To prevent this type of mislabeling, psychology and education should adopt a theory of multiple intelligences.References Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Books. Retrieved April 22, 2008, from Questia database: http://www.questia.com/read/91465967Goleman, D. (2008). When Emotional Intelligence Does Not Matter More Than IQ. Emotional intelligence, Social and emotional learning. (March 24th, 2008). Retrieved April 22, 2008â€Å"Maslow's Hammer†. (2005). Online. Retrieved April 22, 2008, from http://www.abraham-maslow.com/m_motivation/Maslows_Hammer.asp

Psychology †Aggression Notes Essay

Evaluate explanations of institutional aggression (16 marks) Strengths In Irwin and Cressey (1962) study they don’t look at inmates having one value. They look at the subcultures within prison. This shows the nature of the inmates as well as how they were brought up and accept other values. This is also supported by Blomberg & Lucken (2000) study on inmates. However you could counter this point by saying its reductionist because it reduces down behaviour to measurable units. Weaknesses Clemmer (1940) or McKorkle and Korn (1954) tend to suggest than inmates imported â€Å"one holistic† criminal subculture into the institution. By taking this holistic approach they are ignoring the biological approach. The importation model fails to provide suggestions for how to manage aggressive prisoners. Suggesting that you can manage prisoners and go against their freewill. Though they may be aggressive it might be because of how they were nurtured. Delisi (2004), it is unethical to give away possible private records. This could be seen as a breach of data protection. This can be linked to Issue and Debates. Especially the ethics and the confidentiality. AO3 – 4 marks – how science works: Methodological issues (internal validity, ecological validity, population validity, reliability) Bias (cultural bias, gender bias) Debates (nature/nurture, free will/determinism, reductionism/holism) Approaches (psychodynamic, cognitive, evolutionary, biological, behavioural) ethics A good psychology essay†¦ Be Selective In the exam you will only have 30 minutes per essay so you won’t be able to write the same amount you do at home, therefore it is important to make a few points and evaluate them well (possibly by using opposing points) rather than make loads of points and rush the evaluation. You do not have to mention everything in the book in order to get a good mark, it’s all about quality, so just make sure that if you say something, and it is relevant and well said. Use Evidence If you make a point, it is useful to have evidence from studies/experiments to back it up. You don’t have to go crazy with the methodology of these studies (but a little won’t hurt) but the most important thing is to state how the research supports/ does not support the theory in question. It may feel like you’re stating the obvious, but this is what gains marks. Use Issues and Debates Determinism, Reductionism, Gender Bias (Alpha and Beta), Culture Bias, Socially Sensitive Research/Theory, Reliability and Validity, just to name a few! They aren’t too difficult to work into your essay, but it is important you explain what each one means and how it relates to the theory in question. You won’t gain many marks if you list them without explaining them thoroughly. Be Synoptic This is really important. Could an idea be better explained by another approach? Has research in this area lead to any practical applications? (Such as treatments for psychological disorders) This will show your understanding of psychology in greater detail, and how it is important in real life. Look at the Bigger Picture Does this theory/research raise or lower the reputation of psychology as a science? E.g.: does it rely on scientific testing or is it speculative? Have other studies produced similar findings or do other studies tend to contradict its findings? Don’t be completely negative! Make some positive evaluations too, and when you criticise studies, you can always suggest ways in which they could be improved. You are expected to show a holistic view of psychology, and that means appreciating that there are both strengths and weaknesses to studies and theories. Look at your watch Remember; you don’t have much time to write your essays in the real exam, so try to stick to 30 minutes per essay. You’ll lose more marks by spending too long on one essay and not enough on another, than by writing all essays, but leaving a few points out. When Revising†¦ I find writing detailed essay plans helps, including notes on how I would evaluate. These would be far easier to memorise than whole essays, although writing practice essays may be beneficial too as it gets you used to time conditions. If you feel yourself getting stressed, or you are having a mental block, take a break- it is a sign you’re working too hard! The best thing for this is to get a drink (definitely keep fluid levels up!) get a little bit of fresh air, and take some time to clear your mind. Even if it feels like your revision isn’t getting you anywhere, it will be, so don’t panic too much! Reality is a painful thing It’s more than likely that you won’t be able to remember every minute detail, or remember everything you want to say in the exam, but don’t let this worry you too much- just make sure the points you do make are really well explained.

voltaire essays

voltaire essays Francois Marie Arouet was born on November 21, 1694 in Paris. Voltaire was a nickname given to him and he became one of the greatest writers and philosophers b/c of his style, intelligence, and keen sense of justice. At the age of 16 he left school and made new friends. The Paris society enjoyed his company b/c of his cleverness, humor, and his ability to write verses. In 1717, Voltaire was arrested for writing a series of satirical verses ridiculing the French government, and was sent to the Bastille. He spent 11 months in prison and while he was there he wrote his first major play. Then Voltaire made the mistake of making fun of a powerful nobleman and he was given the choice of exile or imprisonment for a punishment. Voltaire chose exile and he moved to England. After his return to Paris he wrote a book about English customs and institution. The book was said to criticize the French government and he was forced to leave Paris again. He then moved to French-Swiss border where hr l ived until he died at he age of 83 in 1778. ...

Sacar el permiso de trabajo EAD en Estados Unidos

Sacar el permiso de trabajo EAD en Estados Unidos Una de las formas para trabajar legalmente en Estados Unidos es obteniendo un permiso de trabajo, conocido en inglà ©s por sus siglas EAD.   Hay una gran confusià ³n sobre los permisos de trabajo. Y es que estos sà ³lo se otorgan a las personas que se encuentran en situaciones migratorias muy especà ­ficas y que se detallan ms abajo. No se debe confundir, porque son cosas muy distintas, con las visas de trabajo, que dan derecho a trabajar sin dicho permiso de trabajo. Adems, tener en cuenta que por supuesto ni los ciudadanos americanos y los residentes permanentes legales necesitan un permiso de trabajo. La tarjeta de residencia brinda importantes derechos, entre ellos los de vivir y trabajar permanentemente en los Estados Unidos. En este artà ­culo se explica quià ©nes pueden solicitar e permiso de trabajo,  cà ³mo se tramita, cul es el costo, quà © hacer si la peticià ³n es rechazada  y cules son las opciones si no se puede aplicar por el permiso de trabajo. Quià ©nes pueden solicitar un permiso de trabajo EAD en Estados Unidos Refugiados polà ­ticos, sus cà ³nyuges y algunos hijos.Asilados, con estatus concedido o pendiente. Si bien en este caso lleva ms tiempo obtenerlo de lo que se cree debido a lo que se conoce como el Stop the watch. Este beneficio tambià ©n aplica a su cà ³nyuge.Ciudadanos de Micronesia, Palau o las Islas Marshall.Personas a las que se les concede una salida obligatoria diferida (DED, siglas en inglà ©s) Extranjeros con un Estatus Temporal de Proteccià ³n (TPS) o protegidos por NACARA (Ley de ajuste nicaragà ¼ense y de alivio centroamericano).Estudiantes con una visa F-1  que reà ºnen los requisitos.Estudiantes vocacionales con una visa M-1 que quieren adquirir conocimientos prcticos tras finalizar sus estudios.Los cà ³nyuges e hijos menores de las personas titulares con una visa de intercambio J-1, como por ejemplo, el caso de maestros o docentes.Los dependientes de titulares de visas G para trabajar en organizaciones internacionales ubicadas en Estados Unidos, o los depen dientes de un extranjero con un visado NATO o A-1/A-2 (oficiales de otro gobierno). Las personas con visas B-1 que son empleados domà ©sticos o personales de ciudadanos americanos o de extranjeros con visas no inmigrantes.El cà ³nyuge de una persona con una visa de inversor E-1/E-2.El esposo o la mujer del titular de una visa L-1 en caso de transfer internacional dentro de una misma compaà ±Ãƒ ­a.El prometido/a de un ciudadano americano y los hijos de aquà ©l que cuenten con una visa K-1 à ³ K-2.El cà ³nyuge de un estadounidense que tenga una visa K-3 y los hijos de à ©ste.Los extranjeros que han solicitado un ajuste de estatus.Solicitantes de una suspensià ³n de la deportacià ³n.Jà ³venes que se benefician de la Accià ³n Diferida (DACA, siglas en inglà ©s).Titulares de visas N-8/N-9 (padres o hijos de emigrantes especiales).Los extranjeros contra los que se ha dictado una orden final de deportacià ³n, siempre y cuando tengan un cà ³nyuge o hijos dependientes en los Estados Unidos y que dependan de sus ingresos y que se prevà © un tiempo largo hasta q ue se ejecuta la expulsià ³n.Los titulares de visas de la familia T ( và ­ctimas de trfico humano, tambià ©n conocido como trata de personas, explotacià ³n sexual y trabajo forzado y sus familiares inmediatos). Las và ­ctimas de violencia domà ©stica por VAWA.Los extranjeros con una visa U-1 (và ­ctimas de delitos violentos como violacià ³n, violencia domà ©stica o tortura) y sus familiares con visados del mismo grupo.Los muchachos abandonados o abusados que solicitan los beneficios del programa SIJ.Y a partir del 26 de mayo de 2015 las personas con una visa H-4 (esposos de extranjeros con una visa H-1B para profesionales) siempre y cuando està ©n en una de las dos categorà ­as siguientes Tener una peticià ³n I-140 aprobada, es decir, de solicitud de una green card.Que el esposo/a con la H-1B tenga un estatus de visa extendida ms all de los 6 aà ±os porque tiene una aplicacià ³n de green card pendiente. Cules son las opciones para trabajar en USA si no se puede solicitar un permiso de trabajo Las formas para trabajar legalmente son las siguientes: Tener la ciudadanà ­a americana. Estas son las 5 formas para obtenerla.Tener una residencia permanente (green card). Estas son 29 formas posibles para sacarla.Tener una visa de trabajo. Este es un listado de ms de 20.Tener una visa de intercambio J-1, como por ejemplo, para maestros, investigadores y profesores universitarios, au-pairs, etc.Las visas de inversià ³n E-1 y E-2. Una vez que se tiene un documento que permite trabajar legalmente en Estados Unidos, se puede buscar trabajo de diferentes formas, entre ellas a travà ©s de bases de datos. Aunque no es Estados Unidos, a veces puede ser una excelente opcià ³n considerar otros paà ­ses, como por ejemplo, Canad, particularmente en el caso de profesionalistas cuyas habilidades son buscadas en el paà ­s vecino.   Adems, tener en cuenta que en Canad, adems de la opcià ³n de emigrar siguiendo las reglas del gobierno canadiense, existe la posibilidad de hacerlo siguiendo las reglas de cada provincia. En particular, para las personas que hablan francà ©s nivel medio resultan muy interesantes las que ofrece Quebec. Documentacià ³n para solicitar un permiso de trabajo El formulario para la peticià ³n del permiso de trabajo es el I-765. Se puede presentar en forma de papel y tambià ©n electrà ³nicamente (comprobar que se califica para esto à ºltimo). Es muy importante entender que cada grupo de extranjeros debe presentar documentacià ³n diferente. Por ejemplo, no es lo mismo lo que debe enviar con la peticià ³n una persona con una visa U-1 que otra que ha solicitado asilo. Pero todos los solicitantes deben adjuntar con su peticià ³n, si es que à ©sta la envà ­an al USCIS: Una copia del I-94 o registro de entrada y salida, excepto los que solicitan bajo la categorà ­a de ajuste de estatus.Una copia por el derecho y el revà ©s de todos los permisos de trabajo que se hubieran tenido con anterioridad.Dos fotos idà ©nticas y a color estilo pasaporte tomadas en los 30 dà ­as anteriores al envà ­o de la solicitud. Arancel (cuota o tarifa) que pagar al USCIS Costo general La tarifa de presentacià ³n de la solicitud es de $410, excepto parta los jà ³venes que aplican por DACA que deben pagar adems otros $85 en concepto de pruebas biomà ©ticas. Es decir, para estos muchachos el costo total es de $495. Sin embargo, no tienen que abonar una cuota por solicitar el permiso de trabajo los solicitantes por primera vez bajo las siguientes categorà ­as: refugiados, asilados en determinadas categorà ­as, titulares de visas N-8/N-9, U-1 (và ­ctimas de violencia), T-1 (trfico de personas). Tampoco tienen que abonarlo los ciudadanos de Micronesia, Palau o las Islas Marshall, las personas dependientes de oficiales de gobiernos extranjeros o trabajadores de organizaciones internacionales ubicadas en Estados Unidos o de NATO. Tambià ©n estn excluidos de esta obligacià ³n las personas que solicitan por sà ­ mismas amparo en aplicacià ³n de VAWA por ser và ­ctimas de violencia domà ©stica o aquellos extranjeros a los que se les ha concedido una suspensià ³n de la deportacià ³n. Personas con dificultades econà ³micas que pueden estar exentos de pagar Adems, otras personas que deberà ­a pagarlo pero estn pasando por una à ©poca financiera difà ­cil podrà ­an, si cumplen con los requisitos, aplicar para no pagar la tarifa al USCIS. Quà © hacer si se retrasa en obtener respuesta ms all de lo que son plazos habituales En estos casos, consultar con un abogado para estudiar si procede demandar al USCIS mediante un writ of mandamus. Este artà ­culo es informativo. No es asesorà ­a legal.

Career Goals and Future Aspirations Essay Example | Topics and Well Written Essays - 250 words

Career Goals and Future Aspirations - Essay Example Econometrics and time series modules, Advanced Financial Models and Financial Reporting, Derivatives, Economic Foundations and Management Practice, among others. These course modules would assist in achieving one’s aims through the honing of skills in financial concepts, cognitive and analytical skills in evaluation of financial statements, developing in-depth understanding of trading, specifically buying and selling shares, bonds and assets for different investors, and in harnessing management skills including applications of planning, organizing, directing and controlling functions. Finally, I have plans to take examinations of the Charted Financial Analyst where Judge Business School’s curriculum has been acknowledged to incorporate a large part of CFA Level 1 curriculum that would be instrumental in progressing in my career path. Besides the expertise in the finance area, Judge Business School would appropriately provide an unparalleled platform to network with the right connections in the financial field, which would widen my professional experience and eventually accord a competitive advantage to practice my craft as an excellent financial trader on a global sphere.