Nicholas Sparks

The book Dear John by Nicholas Sparks is about a man named John Tyree. He is 23 years old and in the Army. John's father has Asberger's syndrome and has a life passion of collecting coins. While he is home on leave he meets a girl named Savannah. Savannahis 21 years old and is a college student at the University of North Carolina. She is a volunteer for Habitat for Humanity. John and Savannah at Wilmington on the beach. Savannah was hanging out with some friends who also volunteer for Habitat for Humanity. Savannah's purse falls into the ocean and John dives in to save it.After John saves her purse they start talking and become friends. They start hanging out and eventually go out on a date. The relationship grows very fast since John has to return to Germany in a week. Savannah and John get to know each other and the two of them fall in love. They promise to wait for each other since John has one year of service in the Army left before being honorably discharged. September 11 happen s and John deciding to be a hero re-enlists for the Army. Savannah understands his motivation of heroism but sadly hurt, she continues to wait for John to be honorably discharged.While John is in the Army and stationed in Germany Savannah and John write letters to each other constantly. Every letter declaring their love for each other. Eventually John notices that their letters come less often and savannah becomes less intimate. Soon he gets the letter he has been dreading. The letter telling him that Savannah has fallen for someone else. John does not respond to Savannah's last letter but instead burns all of the letters from her that he had saved. He decides to put all his efforts into being a good soldier.John re-enlists for the Army again and stays away from his home for 3 more years. John's father gets sick and John goes home to see him. He tells his dad how much he means and how much John loves him. His father gets out of the hospital and goes home. John goes back to Germany f or a bit more time. Then his father dies. He goes home for his father's funeral and decides to look Savannah up. He finds out she got married to her long time friend, Tim after he was stricken with melanoma. John and Savannah become friends again while Tim is in the hospital. John figures out his true feelings for Savannah.He decides he wants her to be happy and that meant not breaking up her marriage. He donates money anonymously for treatment to save Tim's life. The book The Last Song by Nicholas Sparks is about a girl named Ronnie Miller. Ronnie is seventeen years old, a vegetarian, and an animal lover. who is sent by her mother to spend the summer after graduation with her ten-year-old brother, Jonah, visiting her father, Steve. Her father is a former Julliard professor. He divorced Ronnie's mother, Kim, three years earlier. He left New York City for his childhood home, Wrightsville Beach, North Carolina.Ever since he divorced her mom and moved away Ronnie has refused to talk to him or to play the piano, which was their shared passion and becomes a rebellious clubber. Jonah immediately bonds with Steve over a stained glass window that Steve has been recreating for the local church after the original burned down in a mysterious arson. Ronnie is hostile towards Steve. Ronnie asks Steve to Board up his Piano. Steve boards up his beloved piano and instead pursues his search for God's presence. He also begins writing a piano composition using a piano owned by the church. Eventually she begins to soften towards him.Steve shows Ronnie a Loggerhead Sea Turtle nest that Jonah found near their home. Ronnie vows to protect the endangered creatures. While watching over the turtle nest she meets an aquarium volunteer named Will. They soon fall in love and spend several beautiful weeks together. Will's mother and his ex-girlfriend attempt to drive Will and Ronnie apart. Will's best friend and beach volleyball partner, Scott is annoyed that Will is not practicing for the ir upcoming tournament. Marcus continues antagonizing Ronnie and blackmails Will with his knowledge of the secret that Scott was responsible for the church arson.Will and Ronnie also worry about the end of summer. At the end of summer Will is leaving for Vanderbilt University and Ronnie has a shoplifting trial. While dancing at Will's sister's wedding, Ronnie and Will begin to wander away to Will's boat for privacy. They are followed by Marcus. Marcus instigates Will into a fight which wrecks the wedding reception. Worried that the rich and powerful family will press charges, Marcus decides to raise money to leave town by putting on the most dangerous fire-juggling act the next day, the same day as Will's volleyball tournament.The act begins amazingly but Blaze misses a catch and her shirt catches fire. Her screams and the flames attract the attention of the volleyball tournament crowd, including Ronnie and Will. As they drive Blaze to the hospital, Marcus and his crew run away. Wil l goes to Bower's Point to seek revenge for Blaze and finds Marcus, Teddy, and Lance around a fire drinking beers. He fights with the three of them and right in the middle of beating up Marcus Ronnie stops Will, telling him Marcus isn't worth ruining his life over.Afterward, Scott accuses Will of ruining his life and Will walks out, telling Scott he needs to reveal the truth behind what he has done. Ronnie takes Steve to see them install the stained-glass window in the church when construction resumed because the Blakelees decide to anonymously fund the rebuilding of the church. Following Steve's funeral, Ronnie moves back to New York, auditions for Julliard. Then Will comes back and at moment they kiss. The story is about a guy name logan who finds a photo of a woman while serving a tour in iraq. This picture finds hime good luck so when he gets back home he decides to find her. ll he goes by is the name on the back that says â€Å"keep safe! E† The picture shows the girl wi th two other guys in a fair with a huge ferris wheel behind it. He sets forth trying to find this mystery woman. He trys to look her up in phone books and does research and narrows it down to North Carolina where he finally finds the woman. He travels with his dog Zeus ( i think german shepard) and like a bum he travels while traveling he runs into a cop named Keith who he later finds out is Elizabeth ( the girl hes been looking for's ex husband).Logan teaches Keith a lesson by slashing the police mans tires and I think trashing his camera which Logan caught Keith taking pictures of college co eds nearby at a party house. When Keith goes to talk to the teenagers or whatever logan exchanges a few words with Keith and wanders off and Keith senses that something wrong with this guy. Logan gives a fake name Thibault (actually his last name) to the Keith when he asks for his name so in the story Keith knows logan as Thibault. Keith is a police officer and his dad is like the chief sherri f in town.Logan finally finds where she works at a dog kennel and applies there for a job. At first they think hes kinda weird traveling for so long from far away just to get a fresh start and wants a job here but they soon find him loving and elizabeth soon falls in love with him. She has a son named Ben whos like a genius he must be like 8 or 9 years old and likes to play chess alot! Zeus loves to play with Ben and soon they're grow trust in Logan. Logan. Oh and elizabeths Nana works like day and night in the kennel too. Nana is always right and has a keen aura that she can sense people like if they're lying or nice and stuff like that.Soon Logan gets into their life and roads cross where Keith finds out this weirdo is dating his ex wife whom he still has feelings for or wants to bang.. lol. ( in the book he talks about how her body looks good and he would want a friend with benefit thing or something) and Keith finds the dirt on Logan and tells elizabeth about the photo he has of her and how hes hunted her down like some werido stalker. Elizabeth freaks out and tells Logan to get out of her life. Logan however had showed and given the photo to Ben a few chapters before this happend. He just tells ben to keep it and not tell anyone.Oh ben has this secret get away tree house he loves by the lake and goes there to think and play and stuff. Oh Keith is a fake name that Keith Clayton have given to Logan cause he thought he was shady and lied to him. Keith is Bens biological father and was never close to Ben because ben was smart and liked chess while keith always wanted a kid to play catch and football with, so whenever Ben would go to Keiths like every other weekend he would dread it and hate it and just read a book during the time he was there, keith would make him clean the house and stupid stuff like that.After when Elizabeth wants Logan out her life, Keith tries to swoop in and have a relationship with her and she refuses then Keith says that he'll try to g et full custody over ben if she doesn't date him. This only happens for a chapter then the last chapter Ben is missing and they know hes in the tree house its stormy and the tree house is poorly built and dangerous. In the end Keith dies drowning trying to save Ben. Logan and Elizabeth, Ben and Zeus live together happy in the end. I hope this helps and good luck on your test!Okay so I read this book like a couple months back but have it with me and I will try to make some highlights for you:The story is about a guy name logan who finds a photo of a woman while serving a tour in iraq. This picture finds hime good luck so when he gets back home he decides to find her. all he goes by is the name on the back that says â€Å"keep safe! E† The picture shows the girl with two other guys in a fair with a huge ferris wheel behind it. He sets forth trying to find this mystery woman. He trys to look her up in phone books and does research and narrows it down to North Carolina where he f inally finds the woman.He travels with his dog Zeus ( i think german shepard) and like a bum he travels while traveling he runs into a cop named Keith who he later finds out is Elizabeth ( the girl hes been looking for's ex husband). Logan teaches Keith a lesson by slashing the police mans tires and I think trashing his camera which Logan caught Keith taking pictures of college co eds nearby at a party house. When Keith goes to talk to the teenagers or whatever logan exchanges a few words with Keith and wanders off and Keith senses that something wrong with this guy.Logan gives a fake name Thibault (actually his last name) to the Keith when he asks for his name so in the story Keith knows logan as Thibault. Keith is a police officer and his dad is like the chief sherrif in town. Logan finally finds where she works at a dog kennel and applies there for a job. At first they think hes kinda weird traveling for so long from far away just to get a fresh start and wants a job here but the y soon find him loving and elizabeth soon falls in love with him.She has a son named Ben whos like a genius he must be like 8 or 9 years old and likes to play chess alot! Zeus loves to play with Ben and soon they're grow trust in Logan. Logan. Oh and elizabeths Nana works like day and night in the kennel too. Nana is always right and has a keen aura that she can sense people like if they're lying or nice and stuff like that. Soon Logan gets into their life and roads cross where Keith finds out this weirdo is dating his ex wife whom he still has feelings for or wants to bang.. lol. in the book he talks about how her body looks good and he would want a friend with benefit thing or something) and Keith finds the dirt on Logan and tells elizabeth about the photo he has of her and how hes hunted her down like some werido stalker. Elizabeth freaks out and tells Logan to get out of her life. Logan however had showed and given the photo to Ben a few chapters before this happend. He just tel ls ben to keep it and not tell anyone. Oh ben has this secret get away tree house he loves by the lake and goes there to think and play and stuff.Oh Keith is a fake name that Keith Clayton have given to Logan cause he thought he was shady and lied to him. Keith is Bens biological father and was never close to Ben because ben was smart and liked chess while keith always wanted a kid to play catch and football with, so whenever Ben would go to Keiths like every other weekend he would dread it and hate it and just read a book during the time he was there, keith would make him clean the house and stupid stuff like that. After when Elizabeth wants Logan out her life, Keith ries to swoop in and have a relationship with her and she refuses then Keith says that he'll try to get full custody over ben if she doesn't date him. This only happens for a chapter then the last chapter Ben is missing and they know hes in the tree house its stormy and the tree house is poorly built and dangerous. In the end Keith dies drowning trying to save Ben. Logan and Elizabeth, Ben and Zeus live together happy in the end. I hope this helps and good luck on your test! | |

Consorcio comes to America

The goal of Be American is the understanding of the reality of the immigrant life, which is filled with the difficulty of getting past the cultural barrier, and of getting acquainted with a new land's idea of ignorance and literacy. Consorcio has a big problem: he wants to become an American. He soon finds out that the times and events will not agree with him. Consorcio comes to America and soon realizes the hard work involved in getting a better life in America. Right away, the reader is greeted with the problem of Consorcio's illiteracy.The story starts immediately with â€Å"it was not Consorcio's fault†, referring to his inability no read or write English and his native dialect. Consorcio has to deal with his own ignorance, which showed in many little ways—he breaks plates because he only knew coconut shells and wooden utensils, sleeps on top of the sheets, does not want to eat bread and butter. Consorcio is typical of most immigrant peasants who came to America for a â€Å"better life†, knowing little but the provincial life full of farm work. Still, Consorcio is intent on becoming American, even buying books to hasten himself along his Americanization.But when he asks his cousin how long he would have to wait, Consorcio is unpleasantly surprised when he discovers from his cousin that he needs to wait five years to become American. A year later, when his cousin visits him, Consorcio no longer has his books. He has sold them because he is unable to read, with no way to learn. Consorcio is now working as a baker's assistant. Consorcio is still intent on becoming American, though. When his cousin suggests a free night school, he agrees to change his job so he can study.Two years later his cousin returns to find Consorcio gone, with an untraceable address. But soon Consorcio sends his cousin boxes of fruit and produce of the company he works for. Consorcio's and the cousin meet again after two years later, in Los Angeles. Consorcio is disa ppointed. He has no job, hasn't finished school, and has become aware that he could not obtain American citizenship. More than two years later the cousin starts to receive letters (Consorcio has finally become literate). Consorcio starts to see the resolution of his dream of Americanization in his literacy.Consorcio becomes American in a different way from what he has been desiring all the years of his stay in America. Consorcio begins a publication defending the rights of American and immigrant workers. Because of his activist literature, Consorcio experiences jail. Here we see that in spite of ongoing contradictions, Consorcio was, in a way, able to control his situation. For want of his American ideal, Consorcio fights with his words. He becomes American in this way, not officially, but in the American way of fighting for the ideal of liberty.This is what America is all about—at least this is what we understand from the cousin—and he did what so many before him did, and that is fight for justice, and equality. Then war comes, and Consorcio's â€Å"crusade† ends. Fifteen years after arriving on America, Consorcio dies. The (anti)climax comes with Consorcio's death. Before his death, as his cousin says, he has become American in his own right. Still, he never really experiences the â€Å"good life† promised by America, and dies with the embers of his dream.

General Education Essay

AUB is committed to offering its students a broad undergraduate liberal arts education that enables them to acquire the analytical skills and habits of life-long learning that they will need to compete successfully in the twenty-first century. The General Education distribution requirements are intended to expose students to a range of intellectual experiences during their time at AUB. We want to give our students the opportunity to make choices and to question and test what they believe are their career goals and their intellectual interests. In addition to courses in their academic majors and the opportunity to take minor concentrations in specific fields, all AUB students must take a minimum of 33-36 credits of general education requirements distributed in the following fields: †¢ †¢ †¢ †¢ †¢ †¢ 3-6 credits in English Communication Skills through English 204 (English 206 in FEA). 3 credits in Arabic Communication Skills (except those formally exempted) 6 credits in Natural Science. 12 credits in Humanities. 6 credits in Social Science. 3 credits in Quantitative Thought. We believe that a student who has chosen to follow a course of study at AUB leading to a degree in a professional field such as engineering should be exposed to the humanities and social sciences. By the same token, a student who plans to major in history should have the opportunity to take science courses and to work in a lab. While being exposed to various fields of knowledge, we also want our students to have the opportunity to experience different modes of learning (lectures, seminars, labs, and independent research projects). Different modes of analysis are designed to enhance students’ verbal and interactive skills (seminars), writing and analytic skills (research projects), and hands-on experimental skills (laboratories). These distribution requirements may be met by either required or elective courses. Humanities and Social Sciences courses are divided into two lists: List I and List II within each domain. Students are required to select their courses as follows: †¢ †¢ †¢ †¢ Two Humanities courses from Humanity List I. (FAS Students are required to select CVSP courses) Two Humanities courses from either Humanities lists I and II. One Social Science course from Social Sciences List I. One Social Science course from either Social Sciences lists. 1 In addition, No more than two courses from the student’s major may fulfill the Humanities requirement, no more than one course from the student’s major may fulfill the Social Science requirement, and no more than one course from the student’s major may fulfill the Natural Science requirement. Students who are exempted from Arabic are required to take a Humanity or a Language course instead, unless their Faculty requires otherwise. Students who cannot fulfill the Arabic Communications Skills requirement will be asked to sit for an Arabic Placement Test. According to the result, they may take ARAB201A in replacement to the Arabic Communications Skills requirement. FAS requires that a minimum of six credits in Humanities must be taken from CVSP courses 201-208. FAS Students must complete one course from each of the two CVSP sequences; that is, one course from Sequence I followed by one course from Sequence II. The list of approved General Education courses will be updated regularly on the Registrar’s Office website. Arabic Communication Skills Courses: ARAB 201A, ARAB 201B, ARAB211, ARAB212, ARAB 221, ARAB225, ARAB 227, ARAB 228, ARAB 229, ARAB230, ARAB 231, ARAB232, ARAB234, ARAB235, ARAB236, ARAB 237, ARAB238, ARAB 243, ARAB 245, ARAB 246, ARAB249, ARAB 251J, ARAB252C, ARAB290. English Communication Skills Courses ENGL 203, ENGL 204, ENGL 206, ENGL 208 Humanities List I: AMST : AMST 215, AMST 230, AMST 240, AMST 275L, AMST 275F, AMST 275M, AMST 275N, AMST 275O, AMST 275R, AMST 275S, AMST276J, AMST276K, AMST276L, AMST276M, AMST276P ARAB 201B, ARAB 230, ARAB 232, ARAB 233, ARAB 234, ARAB 235, ARAB 238, ARAB 239, ARAB 240, ARAB 243, ARAB 247, ARAB 251 ARCH 121, ARCH 122, ARCH 223, ARCH 224 AROL 201, AROL 212, AROL 214, AROL 217, AROL 219, AROL 222, AROL 225, AROL 226, AROL 231, AROL 235I, AROL 235J, AROL235K ARAB : ARCH : AROL : 2 CVSP Sequence I : CVSP 201, CVSP 202, CVSP 205,CVSP 207A, CVSP 207C, CVSP207E, CVSP 207H, CVSP 207R,CVSP207I, CVSP295L CVSP Sequence II: CVSP 203, CVSP 204, CVSP206, CVSP 208C, CVSP 208D, CVSP 208F, CVSP 208G, CVSP 208H, CVSP 208J, CVSP208K, CVSP208L CVSP: CVSP 212, CVSP 215, CVSP 216, CVSP 217, CVSP 250, CVSP251, CVSP295O ENGL: ENGL 201, ENGL 207, ENGL210, ENGL 216, ENGL 217, ENGL219, ENGL 221,ENGL 224, ENGL 225, ENGL226, ENGL 227, ENGL 236, ENGL240, ENGL 244D, ENGL 242 , ENGL 243, ENGL 244H, ENGL 244I, ENGL 246, ENGL 249, ENGL 251 FAAH: FAAH 227A, FAAH 227B, FAAH 227C,FAAH 228A, FAAH 229A, FAAH229B, FAAH 229C, FAAH229E , FAAH238, FAAH 232, FAAH 247, FAAH 265, FAAH/TH270 HIST: HIST 201, HIST202, HIST214, HIST 212, HIST 217, HIST 218, HIST 220, HIST220B, HIST 225, HIST 226, HIST 227, HIST 234, HIST 237, HIST 238, HIST 245, HIST 251, HIST 257, HIST 258AE, HIST 258AG, HIST258AH, HIST 258AI, HIST 258AJ, HIST 258AK, HIST 258B, HIST 259, HIST262 PHIL: PHIL 201, PHIL 205, PHIL 210, PHIL 213,PHIL214, PHIL217, PHIL 218, PHIL 222, PHIL 223, PHIL 230, PHIL 231, PHIL 232, PHIL 249, PHIL 252F, PHIL 256B. OTHERS: LDEM201, PSPA 210, SOAN207/ MCOM 202, MCOM280, SOAN225, SOAN 238A/ MCOM 291 List II: AMST : ARAB : AROL : ENGL: FAAH: HIST: PHIL: OTHERS: AMST240, AMST 276I, AMST276N AMST276O, AMST275P, AMST275T, AMST275U,AMST276Q ARAB 216,ARAB 231,ARAB 236,ARAB 246, ARAB290 AROL 211, AROL 213, AROL 215, AROL 216, AROL 223, AROL 224, AROL 235F, AROL 235L ENGL 205, ENGL 211, ENGL 212, ENGL 213, ENGL 214, ENGL 215, ENGL 218, ENGL 222, ENGL 223, ENGL 229, ENGL 233, ENGL 237, ENGL239, ENGL241, ENGL 244S, ENGL 248A, ENGL 250, ENGL 252 , ENGL 253. FAAH229D, FAAH 235, FAAH 240, FAAH 241, FAAH 244, FAAH 245,  FAAH 261, FAAH262, FAAH265. HIST258AD, HIST258AM, HIST 260,HIST261 PHIL 206, PHIL 209, PHIL216, PHIL 221, PHIL 251, PHIL251D, PHIL252G, PHIL256C, PHIL257B, PHIL 260, PHIL 260G, PHIL 260E, PHIL 260F, PHIL 262C, PHIL310, PHIL312/3 BUSS 215, EDUC 228, EDUC 229, EDUC 290C, ENGM504, LDEM260,MCOM204, PSPA 216, PSPA 217, SOAN215, SOAN217, SOAN243E. Social Sciences 3 List I: ECON: EDUC: PSPA: PSYC: SOAN: OTHERS: ECON 211, ECON 212, ECON 217 EDUC 215, EDUC 223,EDUC290K PSPA 202, PSPA212, PSPA218, PSPA222, PSPA 238 PSYC 202 SOAN 201, SOAN 203, SOAN 204/ MCOM 201, SOAN 205/ MCOM 203, SOAN 206/ MCOM 240, SOAN 210, SOAN213, SOAN221, SOAN 227,SOAN 228/ MCOM 220, SOAN 229/ MCOM 221, SOAN 230 MCOM 250, SOAN 231/ MCOM 251, SOAN 233/ MCOM 260, SOAN 236/ MCOM 241, MCOM242, MCOM252, SOAN 240, SOAN 241, SOAN 243/ MCOM 261, MCOM281, SOAN 290I, SOAN 290L ARCH 331, AGSC 212, AGSC 213, GRDS231, HBED/HPCH200, HBED/HPCH 201, MNGT 215, ENGL 230, ENGL235. List II: ECON: EDUC: PSPA: SOAN: OTHERS: ECON 203 EDUC 211, EDUC 218, EDUC 230 PSPA 201, PSPA 213, PSPA 221 SOAN 207/ MCOM 202, SOAN 232, SOAN 234/ MCOM 230, SOAN 235/ MCOM 231, SOAN 242, SOAN 245, SOAN 290/ MCOM 290. ENGL 247, HBED/HPCH 203, HMPD 204, HMPD 251. Natural Sciences BIOL: CHEM: GEOL: PHYS: OTHERS: BIOL 200, BIOL 201, BIOL 209, BIOL 210, BIOL 290EE CHEM 200, CHEM 201, CHEM 202, CHEM 204, CHEM 205, CHEM 207, CHEM 208, CHEM 209 GEOL 201, GEOL 205 PHYS 200, PHYS 204, PHYS 205, PHYS 210, PHYS  211, PHYS 212 ARCH151,AGSC203,AGSC204, AVSC 220, AVSC 224, AVSC281, BIOC 246, ENHL 220, LDEM 217, PHYL246. Quantitative Thought CMPS: MATH: OTHERS: CMPS 200, CMPS 206, CMPS 209 MATH 201, MATH 203, MATH 204, MATH 211, MATH 218 EECE 230, EPHD 203, EPHD 213, NURS 203, PHIL 211, PHIL220, STAT201, STAT210, EDUC271, PHIL256.

The tensions inherent in the public representation of complex issues Essay

The tensions inherent in the public representation of complex issues - Essay Example The newspapers, television channels and the internet were filled with various speculations about the incident. As usual the inefficiency of the government was criticized heavily. The lack of transparency in the Malaysian governments operation, their subdued efforts to keep the relatives of the missing informed and the lack of any guaranteed report about hijack or crash fueled the media wheels effortlessly. They represented the issue as if it was the sole mistake of the Malaysian government. The frustrated relatives of the missing people were shown mourning constantly in every TV channel. The issue was represented in such a way flight travel in South Asian countries is risky, as the governments there function passively and are non-transparent. The discretion of President Razak in handling the issue with the domestic means he had and his timely decision to use the help from Australia, a country quite near the crash site rather than the US situated on the other half of the world, went unmentioned in nearly all the reports. As John Berger (1972) mentions, "what the modern means of reproduction have done is to destroy the authority". The international media reproduction about a flight crash simply crushed the image of a well developed country into that of a poor backward country without any authorization of proof. The influences of such representation were so high, that even the stock market of the country underwent a great blow. The way the issue was represented in the international media was absolutely partial and judgmental. The media highly overshadowed the diplomatic efforts taken by the Malaysian government to search for the flight on a multinational level, highlighting its efforts to decline help from the US government. This led to the extent of the US President Obama reconsidering his trip to Malaysia due to security reasons. Several rumors about a couple of people travelling

Prepare a Business case in 2250 words for a proposed project for an Essay

Prepare a Business case in 2250 words for a proposed project for an organisation of your choice - Essay Example At this, ADB envisions to create or change most war torn countries in this region into developing nations while having citizens who enjoy quality life. There are 67 members around the globe, 48 from the region while the remaining 19 are from other parts of the world. The ADB raises its funds through issuing bonds in the world’s capital markets and effectively managing its members contribution and earnings from its lending system. As such, these sources have accounted for more than two thirds of ADB’s lending power (Vision and Mission, 2). With the growing interest and attention in global warming and other environmental issues, governments around the world with the help of financial institutions have set up numerous projects that would protect and preserve the various eco systems globally. In line with ADB’s goal, it has recently shown interest in protecting and preservation of the environment and its natural inhabitants, particularly in Qinling Mountains, China (Region and Countries, 2). According to Asian Development Bank (1), Qinling Mountain is biologically rich region in which most inhabitants are threatened, endangered animals while there are endemic plant species which could only be seen in the area that also imply preventive measures in order to protect them. The Shaanxi Qingling Biodiversity conversation and demonstration focuses on preventing the area from collapsing due to natural problems posed by global warming and human intervention (Environmental Conservation Beyond Borders, 4) With its natural gift of biodiversity, Qinling Mountain and its human habitants have long traded unequally. Along with it, the land surrounding the area have also been under heavy burden due to the people living in the region. At such, the ADB’s Biodiversity Conversation and Demonstration in the Qinling Mountain would cover most of the major environmental problems as

Contractual Agreement for an Architect in Canada Research Paper

Contractual Agreement for an Architect in Canada - Research Paper Example The general architect is entirely responsible for the construction in accordance with this kind of agreement and for every compensation made for the expenses and performance connected to the subcontractors. The advantages associated with kind of contractual arrangement include: A single prime deal is regularly simpler to manage since it has a centralized task for the architect and client. The transactions made by the client are transferred to one architect, reducing the possibility of confusion, unlike multiple prime contractors. Design plans for the construction are originally arranged by a planning expert. The client then selects one architect to perform the work, following a bidding procedure grounded on the design plans. This is the most widespread of architectural deal used in Canada. This is because another major advantage lays in the plans and requirements being prepared by design experts turning out to be part of the bidding credentials. This way, the client is bound to recei ve high quality outcomes of the construction from the contractors (Quatman and Dhar 342). ... 2. Design-build contractual agreement The Design-build agreement is an accord between a client and an architectural firm that offers design and building services (Hopper 134). An expansion of this kind of contract is a â€Å"turnkey† project where the contractor gets project funding, acquires land, offers blueprint and construction services, and delivers the final product to the client, available for occupancy. The advantages of using this kind of contractual agreement include: Saving time, an aspect of the sort of  contract an architect might go into when offering archetypal Design-Bid-Build services. Nevertheless, time is not considered a major factor in architecture in comparison with the expenses, construction and quality of the project. The association with a quick track program, able to eliminate the possibility of incorporated designs. The programs frequently imply that each period of the building phase is spent with the occupants to determine their requirements in th e new building (OAA 2011). When the designer operates for the builder, instead of working directly for the client, checks and balances existing in other techniques’ are mislaid. The architect and contractor’s engineer, otherwise known as the ‘clerk of the works’ in Canada, are normally depended upon to maintain the trend made by the construction. This approach of the contract assures that the builder sticks to the plans and regulations of the contract. Under such an observation, the client is guaranteed adherence and honor to the contract made with the construction organization (Quatman and Dhar 342). Certain disadvantages may arise from this kind of contractual agreement depending on the organization and builders the client has awarded. The demerits

Summary of Chapter 1_The End of Risk-Free Rate Assignment

Summary of Chapter 1_The End of Risk-Free Rate - Assignment Example This is because the bonds provide funds for healthcare, education, law enforcement as well as other public requirements. The most common theories associated to risk free rate and from which other valuations are derived include modern portfolio theory (MPT) and the capital asset pricing model (CAPM). Additionally, the risk free rate functions in rare occasions since the MPT maintains that there is only one risk-free rate, which is the risk-free rate asset that pays a low rate. The risk free rate is used by MPT to determine the optimum portfolio. At the basic level, risk is said to be the probability of outcomes or events and is divided into three main categories that include absolute, default and relative risk. There have been attempts to use alternatives to the risk-free rate such as the T-bill that remains the best option since it was the closest investment to a short-term riskless security. The main reason why the risk-free rate has changed is the catastrophic events happening in most developed countries’ economies that include credit market collapses, stock market collapses, and wars. The valuation level of the risk-free rate can be determined or judged through the Fisher equation. The idea that treasury bills have yielded zero or negative in certain periods indicates that there is no real risk-free rate. On the other hand, there have been increased debts in major governments and the development of other aspects such as debt mutualization. This is because of realization of too little growth versus intense debts. In some instances, the total debt has exceeded the total GDP. Without growth, fiscal consolidation proves futile. Fiscal measures should be permanent to help in reduction of debt. If austerity is followed, it could take approximately 10 years to realize results. Debt ratio might increase by attempting to reduce it through austerity, which adds risk premium to government bonds over time. The market demand for safe assets has

The Educational System Essay Example | Topics and Well Written Essays - 1000 words

The Educational System - Essay Example The employees as a result, are left to virtually fend for themselves. "General Rule: The State and its agencies, departments and political subdivisions are not liable for the tortuous conduct of their employees," (Evans p.3). The Individuals with Disabilities Education Act is described as, "a United States federal law that governs how states and public agencies provide early intervention, special education, and related services to children with disabilities. It addresses the educational needs of children with disabilities from birth to the age of 21.[1] ," Adding that, "The IDEA is considered to be a civil rights law. However, states are not required to participate. As an incentive and to assist states in complying with its requirements, IDEA makes funds available to states that adopt at least the minimum policies and procedures specified in the IDEA regarding the education of children with disabilities. Since its inception, all states have chosen to participate. The IDEA was formerly known as the Education for All Handicapped Children Act but has grown considerably since. IDEA became a federal standard by an act of Congressional adoption in 1975 but has been amended many times since. The IDEA was most r ecently amended in 2004, which was a significant update," ("Individuals" p.1). The following are brief examples of some of the litigation that has come from this law; Schaffer v. Weast: On November 14, 2005, the Supreme Court held in Schaffer v. Weast, 126 S.Ct. 528, that moving parties in a placement challenge hold the burden of persuasion. While this is an accord with the usual legal thinking, the moving party is almost always the parents of a child. Arlington v. Murphy: On June 26, 2006 the Supreme Court held in Arlington v. Murphy, 126 S.Ct. 2455, that prevailing parents may not recover expert witness fees as part of the costs under 20 U.S.C. 1415(i)(3)(B). ("Individuals" p.1). Such as with almost any other child, disciplinary action is a complex matter for any school official when it pertains to the students within their school system. For the discipline of a student that happens to have a disability, "Pursuant to IDEA, discipline of a child with a disability must take that disability into account. For example, if a child with Asperger syndrome is sensitive to loud noises, and if the child runs out of a room filled with loud noises, any discipline of that child for running out of the room must take into account the sensitivity and whether appropriate accommodations were in place. According to the United States Department of Education, for children with disabilities who have been suspended for 10 days total for each school year, including partial days, the local education agency (LEA) must hold a manifestation determination hearing within 10 school days of any decision to change the placement of a child with a

Organizational Culture Analysis Essay Example | Topics and Well Written Essays - 2750 words

Organizational Culture Analysis - Essay Example The essay "Organizational Culture Analysis" presents the analysis of the organizational culture as the defined whole set of values, personalities, norms, assumptions, behaviors, beliefs, ideas and tangible and intangible signs of the organization in its internal and external environments of business conduct. Such tangible and intangible artifacts include organizational goals such as mission and vision. Culture is a tool for the manager to inculcate a set of values, beliefs, and ideas in the employee whose vision is then transformed into that of the organization’s vision. According to Edgar Schein organizational culture is â€Å"A pattern of shared basic assumptions that the group learned as it solved its problems of external adaptation and internal integration, that has worked well enough to be considered valid and, therefore, to be taught to new members as the correct way you perceive, think, and feel in relation to those problems". Schein has provided one of the most thought-provoking definitions to organizational culture and goes on to claim that of all the attributes of the organization, culture is perhaps the most difficult to transform. He identifies three attributes in the organization culture. Next Geert Hofstede identified five dimensions as the basis for organizational culture. Hofstede actually preceded Schein the latter theory’s importance is much greater. It has been given the preference in this paper. A number of other scholars produced their theories on organizational culture too.

Pel Appliances Essay Example for Free

Pel Appliances Essay In 1986-87, the company started manufacturing of refrigerators in technical collaboration with M/s IAR-SILTAL of Italy. In 1987, PEL deep freezers were also introduced in technical collaboration with M/s Ariston of Italy. In 2006, the Company has started manufacturing of split type air conditioners of various capacities as the customer choice has shifted from window type to split type. The product has been well received in the market. This encourages the company to multiply its production in the coming year. Today, PEL has become a household name. Its products are not only in great demand in the local market but the Company has started exporting its appliances The company comprises of two divisions: * Appliances Division * Power Division Pak Elektron Limited (PEL) is the pioneer manufacturer of electrical goods in Pakistan. It was established in 1956 in technical collaboration with M/s AEG of Germany. In October 1978, the company was taken over by Saigol Group of Companies. Since its inception, the company has always been contributing owards the advancement and development of the engineering sector in Pakistan by introducing a range of quality electrical equipments and home appliances and by producing hundreds of engineers, skilled workers and technicians through its apprenticeship schemes and training programmes. The company comprises of two divisions: * Ever since their launch, PEL air conditioners have a leading position in the market. PEL air conditioners cooling performance has been tested and approved by Copeland and ITS USA. With the shift of users preference from window type to split type air conditioners, PEL has started manufacturing split type air conditioners. PEL Refrigerators The manufacturing of refrigerators started in 1986-87 in technical collaboration with M/s IAR-SILTAL of Italy. Like the air conditioner, PELs refrigerators are also in great demand. Today, PEL Crystal has 30% market share. Its cooling performance is tested and approved by Danfoss, Germany and its manufacturing facility is ISO 9002 certified by SGS Switzerland. PEL Deep Freezers PEL deep freezers were introduced in 1987 in technical collaboration with M/s Ariston of Italy. Because of durability and high quality, PEL deep freezers are the preferred choice of companies like Unilever. Power Division manufactures energy meters, transformers, switchgears, Kiosks, compact stations, shunt capacitor banks etc. All these electrical goods are manufactured under strict quality control and in accordance with international standards. PEL is one of the major electrical equipment suppliers to Water and Power Development Authority (WAPDA) and Karachi Electrical Supply Corporation (KESC), which are the largest power utilities in Pakistan. Over the years, PEL electrical equipment has been used in numerous power projects of national importance within Pakistan. PEL has the privilege of getting its equipment approved and certified by well-reputed international consultants such as: * Preece, Cardew and Rider, England Harza Engineering Company, USA * Snam Progeti, Italy * Societe Dumezm, France * Miner ;amp; Miner International Inc. USA * Ensa, France In spite of stiff competition from emerging local and multinational brands, PEL Groups appliances and electrical equipments have remained in the spotlight due to constant innovation. Strategic partnership with multinationals of repute have enabled the PEL G roup to incorporate new technologies into existing product ranges, thus giving the Pakistani market access to innovative, affordable and quality products. PEL was 16th Company in Pakistan which got ISO 9002 Certification in 1997, since then PEL Management is applying this International Standard Practices for Effectively Managing Quality of Products and Services that Company Offers. The International Standard Practices in PEL have been Upgraded as per the Revised   ISO 9001 Standards and its   Scope of Application   is expanding ever since and Top Management is Committed to make PEL a Total Quality Management (TQM) Company. In this Company Quality is the Subject of Management at all Levels.

Effects of Ethical Conflicts in Business

Effects of Ethical Conflicts in Business Ethical Relativism or Imperialism: The Effects of Ethical Conflicts on Top Manager Behavior under Host Country Context and International Joint Venture Performance. Defined by Shenkar Zeira (1987); Ren et.al (2009), international joint ventures (IJVs) are jointly owned organizational entities by two or more legally distinct organizations, in which the headquarters of at least one is located outside the country of operation of the entity. Alliance literature suggests that the ability to bridge cultural differences is often found important to the success of IJVs and the lack of such ability is a major contributor to failure (Yan Luo, 2016). Among various dimensions of cultural differences, cross-cultural ethical conflicts have a great influence when two firms from different countries manage an IJV together, because what is considered an unacceptable practice in a Western context because core principles would be violated, may be acceptable in another because those core principles would not be violated e.g. monetary gift giving (Irwin, 2012). So, how do top managers representing partners in an IJV reconcile these ethical conflicts under certain b oundary conditions, and how does this type of reconciliation influence strategic decision-making and eventually affect IJV performance? Prior research has shown that the cultural differences between alliance partners play a pivotal role in affecting alliance performance (Boyd Webb, 2008). Culture differences between joint venture partners have usually been considered a major factor that might influence venture failure or unsatisfactory performance (Cartwright Cooper, 1993). Among various forms of alliance, IJVs are particularly susceptible to damage by cultural differences because top managers representing different cultures must work in concert to achieve mutual goals in IJVs, and the strength and success of an IJV rest on the interactions of its people (Yan Luo, 2016). Previous research has focused on cultural differences in strategic alliance from national and organizational levels (Sirmon Lane, 2004). E.g. Homburg Pflesser (2000) argue that there are various dimensions to any alliance partners organizational culture including shared values, norms and artifacts. Besides looking at analyses of national and organization levels, a few research has explored how individual level factors affect IJV performance. For example, Leung et al., (2013) argue that top management trust influences IJV performance. Yet the impact of ethical conflicts at individual level under certain boundary conditions on IJV performance remains largely undeveloped.   Do top managers representing partners in IJVs show different patterns of behavior in different countries? How do ethical conflicts affect the decision-making behavior of top managers and in turn influence IJV performance? Considering the important managerial implications, the author addresses these questions by drawing on ethical relativism theory. According to conventional ethical relativism, what is right for you as an individual depends upon what your culture thinks is right for you (Beebe, 2003). Therefore, the author contends that among top managers who hold higher standards of ethics, ethical relat ivism will be triggered under lax host country regulations, which means the managers will compromise to fit in host business context which might facilitate IJV performance. Reversely, ethical imperialism will be triggered in response to more stringent host country regulations, which means the managers will maintain high standards of ethics to avoid breach of regulations which might damage IJV performance. In this article, I strive to explore the dynamic relationship of individual level reaction of decision-making, which is elicited by ethical conflicts under host country regulations and the impact on IJV performance. By providing theoretical and practical insights, I propose that the association between cross-cultural ethical conflicts and top manager ethical relativism/imperialism is moderated by host country regulations, and the reaction of top manager decision-making will in turn influence IJV performance. I test my hypotheses by conducting a survey on top managers and their direct staff working for IJVs, formed by Sino-US firms which operate either in China or in the U.S. The contribution of this research is twofold. First, the present research contributes to the knowledge of culture differences and alliance literature at the individual level by revealing that ethical conflicts affect top manager behavior in IJVs under certain boundary conditions. Second, the present research contributes to the managerial practices considering that ethical conflicts elicit the altering of strategic decision-making of IJV top managers towards ethical relativism or ethical imperialism contingent upon how lax or stringent host country regulations are. The managerial implications of the results will help top management team members better understand the impact of ethical conflicts and the possible options when forming and managing IJVs under certain business contexts. References       Boyd, D. E. and K. L. Webb (2008). Interorganizational ethical conflict within alliances: A conceptual framework and research propositions. Journal of Business-to-Business Marketing 15(1): 1-24. Cartwright, S. and C. L. Cooper (1993). The role of culture compatibility in successful organizational marriage. The Academy of Management Executive 7(2): 57-70. Homburg, C. and C. Pflesser (2000). A multiple-layer model of market-oriented organizational culture: Measurement issues and performance outcomes. Journal of marketing research 37(4): 449-462. Irwin, J. (2012). Doing business in China: An overview of ethical aspects. UK: Institute of Business Ethics. James R. Beebe. Ethical Relativism. University at Buffalo, Copyright 2003. Pothukuchi, V., et al. (2002). National and organizational culture differences and international joint venture performance. Journal of International Business Studies 33(2): 243-265. Ren, H., et al. (2009). Performance of international joint ventures: what factors really make a difference and how? Journal of Management 35(3): 805-832. Shenkar, O. and Y. Zeira (1987). International joint ventures: Implications for organisation development. Personnel Review 16(1): 30-37. Sirmon, D. G. and P. J. Lane (2004). A model of cultural differences and international alliance performance. Journal of International Business Studies 35(4): 306-319. Yan, A. and Y. Luo (2016). International joint ventures: Theory and practice, Routledge. Wai On, L., et al. (2013). Top management team trust, behavioral integration and the performance of international joint ventures. Journal of Asia Business Studies 7(2): 99-122.

Benefits of Maps in Geographical Analysis

Benefits of Maps in Geographical Analysis Maps are the most important and indispensable tool for geographers to use. They help people understand and explore â€Å"relationships† on our planet. A map shows a representation of various phenomenons over all the earth or of a specific area of the land, in a visual graphic format. The earliest maps were drawn on rock surfaces, clay tablets, metal plates, papyrus linen or constructed of sticks. Today maps are usually rendered on a flat surface such as paper or on a computer monitor. Maps are the most successful means of recording and communicating information about the location and spatial characteristics of the natural world and of different societies and cultures. Maps are not perfect, but as technology has improved, so have the quality and accuracy of maps. The science of map making is known as cartography. As maps are so commonly used to convey information, it is important to be able to read and interpret them correctly. Drawn to Scale A map is a reducer; it shrinks an area to a manageable size. The amount of reduction is known as the scale. In order for maps to be useful they are scaled down so that they are small enough to be handled by an individual and so that they fit on the available paper or screen. When scaling down a map, every part of the map is scaled by the same amount. This ensures that every object on the map is the same proportion as everything else on the map. As the earth is round and maps are flat it is impossible to create a map with a perfect scale, some parts of the map will be big and others small. The larger a territory represented by a map, the greater the distortion in the scale. The smaller the area the map represents, the more accurate it is. It is important that we recognise how to read, understand and utilize scale as we examine the different maps we encounter. The scale on the map is used to convert distances on the maps to distances in reality and the scale is depicted on the map as t hree common methods. They are referred to as the graphic (linear) method, the verbal (word) method and the fractional (ratio) method. The graphic method depicts scale using a line with separations marked by smaller interesting lines, similar to a ruler. One side of the scale represents the distance on the map, while the other side represents the true distance of objects in real life. By measuring the distance between two objects on a map and then referring to the graphic scale it is easy to calculate the actual distance between those same items. http://www.bxwa.com/fastbid/instructions_measure_sample.gif The verbal method simply uses words to describe the ratio between the map’s scale and the real world. Simply measure the distance on the map and then follow the verbal directions to calculate the actual distance. [â€Å"Once centimetre on the map equals one hundred and fifty meters on the ground†] The fractional method portrays the scale of a map using a representative fraction to describe the ratio between the map and the real world. http://www.edc.uri.edu/nrs/classes/nrs409509/Lectures/4MapBasics/scale_2quad.jpg 1:24 000, in this example, 1cm on the map represents 2,4km on the ground Large Scale VS Small Scale A map which depicts a relatively small area is referred to as a large scale map. The visual representation is shown in more detail. This is because the area of land being represented by the map has been scaled down less, in other words, the scale is larger. 1:10000 is a relatively large fraction. A map depicting a large area, such as an entire country, is considered a small scale map. In order to show the entire country, the map must be scaled down until it is much smaller. This map is less detailed as it shows a relatively vast area. 1:50000 is a small fraction. Large Scale Map VS Small Scale Map http://basementgeographer.com/wp-content/uploads/2010/12/mapscale.png Coordinate System Maps are very effective in conveying information about space and location. Relative location defines a place in relation to other places. It is a basic reference tool. It is part of your basic geographic knowledge and critical thinking. Directions such as south, west, next door or down the road are used. Absolute location is crucial for referencing maps and is also known as mathematical location. Coordinate systems are used where as grids consisting of horizontal (parallels of latitude) and vertical lines (meridians of longitude) covering the entire globe are used. The interceptions of these lines create addresses in a global coordinate system giving each location a specific, unique and mathematical placement. Longitude and Latitude Measuring latitude – the North Pole and the South Pole provide two natural reference points because they mark the opposite positions of the Earth’s axis. The equator, halfway between the poles, forms a circle that divides the planet into the Northern hemisphere and the Southern hemisphere. The equator is the reference line for measuring latitude in degrees north or south of the equator = 0’ latitude. From the equator, the angles and their arcs increase until we reach the North and South Pole at the maximum latitudes of 90’ North and 90’ South. Measuring longitude – to describe an east or west position, we need a starting line. Longitude lines run from pole to pole. The global position of the 0’ east-west line for longitude was established by international agreement. The longitude line passing through Greenwich, England (near London) was accepted as the prime meridian, known as the Greenwich Meridian. Grid referencing occurs when you use the lines of latitude and longitude to locate a place or an object. It is measured in degrees, minutes and seconds. When writing down the grid reference, remember to quote the latitude numbers first (numbers on the side of the map) and write South or North afterwards. These are the lines going across the map. Then quote the longitude (numbers from the bottom or top of the map) and write East or West afterwards. Always have 6 digits in your reference and any one digit number must then have a 0 written in front of it. Projecting Our Globe onto a Flat Surface Over the centuries, many different ways of representing the round earth on flat paper have been developed. Each of these methods is referred to as map projections. There are thousands of projections but no â€Å"single† or â€Å"correct† projection. Today it is still impossible to draw a flat map that is 100% accurate. This is due to the impossibility of recreating the surface of a round planet on a flat map. Distortions are common but there mathematical attempts to minimise the distortions. Distortion occurs in area, shape, scale, distance and direction. Map projections are an attempt to correct distortions. The types of projections are cylindrical, conical and planar (Mercator, Lamberts, Universal Transverse Mercator and the Gauss Conformal Projection). Cylindrical projection maps are the most common type of map that we see. The area close to the equator has very little distortion, however the closer to the poles that one travels, the more distorted the map becomes. http://ngwww.ucar.edu/conmaptutor/ezmap/ezmap.figure.id.3.gif Conical projection maps display a more accurate map then the cylindrical map. However, the further we travel down the map, the more distorted and less accurate the map becomes. http://oivdoc90.vsg3d.com/sites/default/files/imported/usersguide/images/UsersGuide-692.png Planar projection maps are not commonly used. http://octopus.gma.org/surfing/images/planar.gif There are many different types of interrupted projection maps. They depict the continents as accurately as possible by leaving out less important blank spaces of the map, such as the ocean. Properties of Map Projections Each of the map projections must consider shape, area, distance, size and direction when depicting the maps. The two most important factors that need to be considered is Shape Vs Size. The challenge is that the more accurate you depict the shape of objects, the less accurate the size of the objects will be and vice versa. Map projections are classified as follows: conformal and equivalent. Conformal maps portray shape accurately. This type of map has many negative aspects that it can get quiet distorted, especially towards both the top and bottom of the map. This creates problems with scale. Equivalent maps portray size accurately. These maps are very useful as no matter what part of the map we examine, the scale will remain accurate. Although the sizes of the objects are accurate their shapes may become distorted. By blending both conformality and equivalency map projections, we create a map that balances the distortion of both size and shape. By compromising these projections a hybrid map between conformal and equivalent is formed. The Key to Understanding Maps Maps can be drawn to represent a variety of information. Cartographic abstraction is when important details are chosen to convey the map’s information, while less relevant details are often not shown. This indicates that the map is not â€Å"complete† as details are simplified or omitted to keep the map legible. Geographic features shown on maps are represented by symbols such as: lines, shapes, colours, dots and units. This information might include things such as roads, churches, diggings and monuments. The objects on a map are represented using symbols. A symbol is a picture on the map that represents something in the real world. Understanding these symbols requires the use of a key/legend. It usually shows a small picture of each of the symbols used on the map, along with a written description of the meaning. http://holderbaum.educationextras.com/map%20key%20small.jpg Maps are important tools in geography and geography students must be able to identify and distinguish between different maps. Maps convey spatial information, through graphic symbols, â€Å"a language of location† that must be able to be read and understood to appreciate and comprehend the rich store of information maps display. Scale, coordinate systems, projections and symbolization are some of the main concepts of the â€Å"language† found on maps.

Cleisthenes Essay :: essays research papers fc

What reforms did Cleisthenes introduce and what were his likely motives for them. Cleisthenes, the son of Megakles, began work on the constitution of Attica (Athens). Unlike Solon, he left no writings to describe himself, so he remains a vague figure. Unlike Solon, Cleisthenes did not receive any clear directions on reform. His achievements were made through the assembly, the government body made up of all the citizens with the responsibility of passing laws. As the head of a rich and aristocratic clan, his main motives may have been to acquire political power for himself and his noble followers as well as a military purpose and democracy. Cleisthenes' methods allied him firmly with the ordinary citizen and took Attica a long step further on the road to democracy. Democracy was supposed to have begun in Attica after the last major faction fight of the 6th century B.C. This fight was between Isagoras and Cleisthenes. To ensure his position, Cleisthenes reformed the tribal system and introduced the council of five hundred. Again, he did not aim to introduce democracy; rather his aim was most likely to overcome his regional rival, Isagoras. His reforms that were placed in were that the country was divided into 10 new tribes, also know as plylae, on a regional basis, with sections of the 3 classes in each. Each tribe with 3 trittyes (one from the city (asty), one from the coast (paralia), and one from inland (mesogaia)) was composed of new units called demes. In the countryside these were villages, while in Attica itself they were divisions of the city. (Source: Bradley, 1998) Old clans and noble families now possessed far less political significance because they were now able to control only one-third of each tribe. Citizenship was now based on locality, with citizenship being granted to metics and other aliens resident in and around Attica. The tribes were roughly equal in number. They usually contributed soldiers for the army. Usually each tribe contributed a regiment of hoplites and a squadron of military. This action served to reinforce tribal loyalty. Commanding the army was the 10 strategoi, or referred to as generals. These 10 generals were, at first, under the control of the Polemarch but later were to become the chief magistrates. The boule was also enlarged to five hundred, 50 from each tribe, divided into 10 committees of 50, called prytanies. Each committee was in charge of administration and government for a month, so that more people were now directly involved in government. Cleisthenes Essay :: essays research papers fc What reforms did Cleisthenes introduce and what were his likely motives for them. Cleisthenes, the son of Megakles, began work on the constitution of Attica (Athens). Unlike Solon, he left no writings to describe himself, so he remains a vague figure. Unlike Solon, Cleisthenes did not receive any clear directions on reform. His achievements were made through the assembly, the government body made up of all the citizens with the responsibility of passing laws. As the head of a rich and aristocratic clan, his main motives may have been to acquire political power for himself and his noble followers as well as a military purpose and democracy. Cleisthenes' methods allied him firmly with the ordinary citizen and took Attica a long step further on the road to democracy. Democracy was supposed to have begun in Attica after the last major faction fight of the 6th century B.C. This fight was between Isagoras and Cleisthenes. To ensure his position, Cleisthenes reformed the tribal system and introduced the council of five hundred. Again, he did not aim to introduce democracy; rather his aim was most likely to overcome his regional rival, Isagoras. His reforms that were placed in were that the country was divided into 10 new tribes, also know as plylae, on a regional basis, with sections of the 3 classes in each. Each tribe with 3 trittyes (one from the city (asty), one from the coast (paralia), and one from inland (mesogaia)) was composed of new units called demes. In the countryside these were villages, while in Attica itself they were divisions of the city. (Source: Bradley, 1998) Old clans and noble families now possessed far less political significance because they were now able to control only one-third of each tribe. Citizenship was now based on locality, with citizenship being granted to metics and other aliens resident in and around Attica. The tribes were roughly equal in number. They usually contributed soldiers for the army. Usually each tribe contributed a regiment of hoplites and a squadron of military. This action served to reinforce tribal loyalty. Commanding the army was the 10 strategoi, or referred to as generals. These 10 generals were, at first, under the control of the Polemarch but later were to become the chief magistrates. The boule was also enlarged to five hundred, 50 from each tribe, divided into 10 committees of 50, called prytanies. Each committee was in charge of administration and government for a month, so that more people were now directly involved in government.

True Portrayal of Children in Lord of the Flies :: Lord of the Flies Essays

True Portrayal of Children in Lord of the Flies In the novel The Lord of the Flies, by William Golding, one can see how children react to certain situations. Children, when given the opportunity, would choose to play and have fun rather than to do boring, hard work. Also, when children have no other adults to look up to they turn to other children for leadership. Finally, children stray towards savagery when they are without adult authority. Therefore, Golding succeeds in effectively portraying the interests and attitudes of young children in this novel. When children are given the opportunity, they would rather envelop themselves in pleasure and play than in the stresses of work. The boys show enmity towards building the shelters, even though this work is important, to engage in trivial activities. Af ter one of the shelters collapses while only Simon and Ralph are building it, Ralph clamours, "All day I've been working with Simon. No one else. They're off bathing or eating, or playing." (55). Ralph and Simon, though only children, are more mature a nd adult like and stray to work on the shelters, while the other children aimlessly run off and play. The other boys avidly choose to play, eat, etc. than to continue to work with Ralph which is very boring and uninteresting. The boys act typically of m ost children their age by being more interested in having fun than working. Secondly, all the boys leave Ralph's hard-working group to join Jack's group who just want to have fun. The day after the death of Simon when Piggy ! and Ralph are bathing, Piggy points beyond the platform and says, "That's where they're gone. Jack's party. Just for some meat. And for hunting and for pretending to be a tribe and putting on war-paint."(163). Piggy realizes exactly why the boys have gone to Jack's, which would be for fun and excitement. The need to play and have fun in Jack's group, even though the boys risk the tribe's brutality and the chance of not being rescued, outweighs doing work with Ralph's group which increase their chance s of being rescued. Young children need to satisfy their amusement by playing games instead of doing work. In conclusion, children are more interested

Case Briefs

Case1 Plaintiff(14) VS Defendant(11) February 20th 1889 Fact: Two boys were in a same high school of the village of Waukesha. 11 years old boy kicked another 14 years old boy which caused the boy never recovered the use of his limb. The former was sued by the latter for $2800. Issue: whether a person who unintentionally hurt another person is liable for the harm through intentional harm. Holdings: the jury rendered a verdict for the plaintiff of $2800. Rationale: the touch was the exciting or remote cause of the destruction of the bone.The case was a case of torts and it related to the assult and battery which the defendant should pay money for the plaintiff. The defendant has no proof of any other hurt, and the medical testimony seems to have been agreed that this touch or kick was the exciting cause of the injury to the plaintiff. Case2 Plaintiff Ralph Edward DAVIS VS Defendant Walter Calvin WHITE ,Jr. September 10,1977 Facts : White had obtained a gun in anticipation of shooting T ipton in an argument ,but missed and shot Davis in the stomach who was washing cars in front of his mother’s house on Fairmont Avenue in Richmond ,Virginia.Issue: whether an action based upon a willful and malicious injury by the debtor to another person is nondischargeable in bankruptcy. Holdings: the debt resulting from that act is nondischargeable in bankruptcy. Rationale: Every person is liable for the direct ,natural and probable consequence of his acts, and that every one doing an unlawful act is responsible for all of the consequential results of that act. The evidence here clearly show that the shooting was a wrongful act intentionally done and Davis’s injuries resulted from that act.And the debts results from that act. If one intentionally commits an assault or battery at another and by mistake strikes a third person, he is guilty of an assault and battery of the third person. Case3 Plaintiff Dan R. CULLISON vs Defendant Ernest MEDLEY February 2,1986 Fact: Cul lison encountered 16-year-old Sandy in a Linton, Indiana, grocery store parking lot and invited her to his home. Sandy didn’t come alone ,instead father Ernest and other family members accompanied her. He was berated and felt threatened since then.Increase fear from that incident lead him to serious psychological problems and affect his normal life. Issue: were the actions of threatening sufficient for reasonable people to apply battery. Holdings: It is error for the trial court to enter summary judgment ,which means that the appellant will get another trial. Rationale: Ernest kept grabbing at the pistol as if he were going to take it out, which gives Cullison’s the apprehension of being shot or injured an assault constitutes a touching of the mind, if not of the body. The tort invades the plaintiff’s mental peace.Case4 Plaintiff John Robert DICKENS (31) vs Defendant Earl V. PURYEAR and Ann Brewer Puryear (18) April 2ed 1975 Fact: Dickens was beat into semi-cons ciousness and threatened to leave the state of North Carolina after lured into rural Johnston county by defendants, husband and wife . Ann Puryear and Earl Puryear appoint four men to inflict assault on him. Dickens then filed his complaint on 31 March 1978 for his physical injury and emotional distress. Issue: whether a threat or attempt to show violence constitutes assault.Holdings: plaintiff’s recovery for injuries ,mental or physical, caused by these actions would be barred by the one-year statute of limitations. Rationale: ordinarily mere words, unaccompanied by some act apparently intended to carry the threat into execution, do not put the other in apprehension of an imminent bodily contact ,and so cannot make the actor liable for an assault. Case 5 Plaintiff Eckert vs Long Island R. Co. November 26 1867 Fact: The deceased ,Henry Eckert, successfully saved a child near the main track but was stuck by the locomotive and received such injuries as to kill himself.Eckert ,t he wife ,acted as administratrix sued the Long Island R. Co. ,tending to prove that the cars were running improperly. Issue: whether a person who voluntarily place himself in danger to save a child is liable for negligence Holding: principles of law cannot yield to particular case, which means the intestate is liable for negligence. Rationale;as a reasonable prudent person who has the full knowledge and apprehension of the risk incurred ,the act of saving others ,which is not a duty imposed by law ,cannot relive him from negligence.The cars were being run at a very moderate speed, not over seven or eight miles per hour, that the signals required by law were given and that the child was not on the track over which the cars were passing, but on a side track near the main track. The company is not the insurer of ,or liable to those who ,of their own choice and with full notice, place themselves in the path of the train and are injured. Case 6 Plaintiff Cooley vs public Service Co. Nove mber 29. 1935Fact: During a heavy storm, several of the Public Service wires broke and fell to the ground and one of it which carried a voltage of about 1300 came into contact with the telephone messenger ,Cooley. The contact created violent agitation in the diaphragm of the receiver and a loud explosive noise. Cooley suffered from traumatic neurosis and loss of sensation on the left side. She claimed that it the defendant’s consequent duty to maintain such devices at cross-overs as would prevent falling wires from coming into contact with a telephone wire.Issue: whether the harm caused indirectly of the company is responsible for the negligence . Holding: a verdict should have been directed for the defendant. Judgment for the defendant. Rationale: To the extent that the duty to use care depends upon relationship the defendant's duty of care towards the plaintiff is obviously weaker than that towards the man in the street. The defendant's duty cannot, in the circumstances, be to both. If that were so, performance of one duty would mean nonperformance of the other There was no least evidence to show the plaintiff suffered an electric shock.There was evidence that baskets and similar devices were used by the Telephone Company, some years ago, for the protection of their wires at cross-overs. Case7 Plaintiff Andrews vs Defendant United Airlines. Inc. Fact: A briefcase fell from an airplane’s compartment injured Billie Jean Andrews seriously. No one knows what caused the briefcase to fall. She claimed that the airline didn’t prevent the foreseeable injury. Issue: whether safety measure is enough and the airline is responsible for the injury.Holding: summary judgment was reversed ,which means a new trial. Rationale: the United has failed to do all that human care ,vigilance, and foresight reasonablely can do under all the circumstances. Case8 Roberts v. Ring Facts: Ring was a 77 years old man driving south on a much traveled street in Owatonna , and he passed clear over a boy who ran into his way ,crossing the street to the west . Issue: An old man was not alert enough and failed to stop his car while he saw the boy, is that enough to raise an issue of his negligence.Whether a boy’s age should be taken into consideration when it comes to contributory negligence. Holdings: The old man is responsible for negligence. Rationale: the boys age should be taken into consideration . D failed to stop his car, the infirmities weighed against him. Care was required to avoid injuring other travelers. Case9 Daniels v. Evans Facts:19 years old Daniel was died in a collision of his motorcycle and Evans’ automobile at Lebanon on August 4. 1962. Issue: minor engaged in activities undertaken by adults, whether the standard of care to minors still prevails.Holdings: a minor operating a motor vehicle, whether an automobile or a motorcycle, must be judged by the same standard of care as an adult and the defendant’s objecti on to the Trial Court’s charge applying a different standard to the conduct of the plaintiff’s intestate was valid. Rationale: when a minor engages in such activities a s the operation of an automobile or similar power in driven device, he forfeits his rights to have the reasonableness of his conduct measured by a standard commensurate with his age and I thenceforth held to the standard as all other persons.All drivers must, and have the right to expect that others using the highways , regardless of their age and experience, will, obey the traffic laws and thus exercise the adult standard of ordinary care. One cannot know whether the operator of an approaching automobile is a minor or an adult ,and usually cannot protect himself against youthful imprudence even if warned. Case10 Wood v. Boynton and another. Facts: the plaintiff was the owner of a small stone ,which turn out to be a rough diamond and worth more than $700 ,but she tendered it to the defendants ,who are p artners in the jewelry business in December,1883 ignorantly for $1. 0. she asks to recover the possession of that uncut diamond of the alleged value of $1000. Issue: whether inadequacy of price by the mistake of the vendor can still entitle her to rescind the sale and so revest the title in her. Holdings: There is no ground for a rescission of a sale and the circuit court affirmed the judgment. Rationale: There is no evidence of fraud or warranty in that sale. It is her own mistake for selling it without further investigation about the intrinsic value. The facts known to both parties is on equal basis, and the buyer didn’t exert influence on her sale.Case11 Anderson v. Backlund Facts :in the written lease, a written lease defined the tenancy of the Defendant, who was a tenant on a 640-acre farm owned by the plaintiff. In an oral agreement, the defendant agreed to buy 100 head of cattle and bring upon the farm and consume good pasture thereon ,while he purchased 7 more ,and th e defendant’s promise on his side failed accordingly. The plaintiff want to recover the promissory note. Issue: whether the oral advice can constitute a contract. Holdings: The learned trial court right directing a verdict.The plaintiff’s counterclaim falls. Rationale: There is lack of mutual assent to the same proposition and the language is too indefinite and general as to the usual elements of a contract. The minds of the parties never net upon the essential terms. Case12 The superintendent and the trustees of public schools of the city of Trenton v. IRA Bennett and Aaron Carlisle Issue: The house falls down before its completion ,solely by reason of a latent defect in the soil, and not on account of faulty construction, whether the loss falls upon the builder or the owner of the land.Facts: The covenant of Everham and Hill was to build , erect, and complete the school-house upon the lot in question for the sum of $2610,the whole price was to be paid for the whole b uilding and the division was into installments to aid the completion of the work. But the house falls down before completion as a result of a latent defect in the soil. Holdings: it was overruled by the court, which means it is the defendants who need to shoulder the responsibility.Rationale: if a party enter into an absolute contract, without any qualification or exception, and receives from the party with whom he contracts the consideration of such engagement ,he must abide by the contract, and either do the act or pay the damages. He that agrees to do an act should do it, unless absolutely impossible. He must overcome all the difficulties and do everything necessary to erect and complete the building. The destruction of the incomplete building was neither caused by a sudden tornado nor a latent softness of the soil. It can be done.The defendants doesn’t do enough. ?&! , :What if the land belong to the government and both side are contractors? Can the contractor get the tot al sum of money? They cannot ,because they do not actually finish it . if so ,it is not equal, the defendant didn’t get all the consideration instead they should pay for the loss caused by nature. Isn’t it common sense to do some investigation on the soil before building? Case13 Vickery v, Ritchie Facts: Two parties acted honestly and in good faith of their contract to complete a building on a lot.However the discrepancy between two writings, $33721 on the plaintiff’s side and $23200 on the defendant’s side, invalidate their express contract. The plaintiff asked to recover a balance of $10467. 16. Issue: The architect make the fraud and lead to a mutual mistake on both sides and the failure of the contract, whether implied contract or compensation is liable when the supposed one failed Holding: the plaintiff is entitled to recover the fair value of his labor and materials. Rationale: The mutual mistake in this particular left them with no express contract by which their rights and liabilities could be determined.The law implies an obligation to pay for what has been done and furnished under such circumstances. When the whole contract will fail . the parties may have reasonable compensation for what they have done in reliance upon it ? &! they should cry on each others’ shoulder as they are both victims. I am satisfied with what the judge has done. But the architect shouldn’t escape. Case14 Hertzog V. Hertzog Facts: the son asserted that he remained in the employment of his father until he was about forty years old and they lived together the most of the time even after the son got married.The son also claims that he lent$500 of his wife’s money to his father. The son asked his father to pay. Issue: family association involved ,whether a contract of hiring applicable when it is evident but no evidence to define the work between father and son. Holdings: Judgment reversed and a new trial awarded. The plaintiff is not winning yet. Rationale: There was no express contract or sufficient proof to define hiring. ?&! : They should consider the situation. What if the son lives like parasites and annoys the parents a lot? What if the father is cruel and treated family members as slaves?Surely such kind of evidence could be found. When the father dies ,where is his heritage ? and if the son will hesitates that, why shall he complain? Case15 Cropsey v. Sweeney Facts: the plaintiff ,Eliza Ann Cropsey married James Ridgeway on the 25th of august,1821, remarried him in the year of 1825 after James got a divorce with his ex-wife whom he separated since 1815 and lived with him till 1847 when he passed away. At the first marriage, James was a carpenter and builder and worth about $1000. while ,at the time of his death ,it is more than$150000.Both of James descendants claimed the whole of his estate. Later, the plaintiff demanded judgment for $40000. However the defendant demurred that the complaint does not constitute any cause of action. The defendant appealed to the general term. Issue: whether she should be paid for the work she did if she is not a legal wife. Holdings: the order of the special term overruling the demurrer must be reversed and the plaintiff losses. Rationale: there is no express promise pretended in the complaint. The plaintiff was standing in the suppose relation of wife and the her marriage is not valid.Her own story of devoted faithful love and services as a wife and mother cannot permit us to say that she is legally entitled to receive pay for those services as a servant. Q&! stupid law.!!!! !!! How could they make such things happen and happen again? Isn’t there a policy to permit or prevent illegal marriage or make it legal ? The so called law cannot give her justice because it cannot get out of this dilemma—she is a wife, yes, but it is not legal, so she failed. She is servant ,no ,because she is a supposed wife, she failed the complaint again. The first marriage is done ,why she is still not an lawful wife?Rings, children ,can’t they served as evidence to constitute implied contract or something? Case16 Shaw v. Shaw and another. Facts: The plaintiff ,then Mrs, Moseley , accepted Percy John Shaw ‘s proposal and married him on December 10 ,1938. For 14 years they lived as husband and wife at Cannock, during which time the plaintiff advanced to Shaw in varying sums about 250pounds to buy stock, to assist him in acquiring land ,and to pay for agricultural machinery. When Percy died intestate , her distribution of assets was delayed because Percy ‘s lawful wife was still alive.In 1939 the plaintiff by her reply alleged fraud. Since the alleged promise was unenforceable ,she appealed. Issue: The promisor is not able to go through a lawful marriage and only he knows the fact, whether a breach of promise can apply. Holdings: she is entitled to get a fair sum of 1000pounds as damages. Rationale: The plaintiff d id not know that the defendant was married ,and did not know that his promise might be contrary to public policy. The promisor knew the facts but promised that he is a widower. In that marriage, the plaintiff used her savings for his affairs and served as a wife for 14 years.Q&! : How much would he pay a call girl for one night? How could a wife’s damages be valued? What is immoral or unlawful? Case17 Noble et al . v. Williams et al. Facts: the plaintiffs were hired to teach the public school in Jackson, ky ,for the fall term of 1908. The school failed to pay the rent and buy supplies. In order to conduct the teaching ,the teachers paid. They want to recover the rent. Issue: whether they voluntarily paid the rent which is not included in the teaching contract could still recover that money? Holdings: judgment affirmed ,the plaintiffs failRationale: the school abide by the teaching contract . The teachers voluntarily paid an obligationn which was not theirs . ?&! maybe the Jud gment is right. But it encourages people to mind their own businesses in the future. Case18 Sommers v. Putnam county board of education et al. Facts: Plaintiff ,father of 4 minor children of compulsory school age and taxpayer of Riley township ,Putnam county, Ohio filed a petition in the court of common pleas of Putnam county, praying for a money($397)judgment against the Putnam county board of education and the township board of education . he petition avers that ,by reason of the failure ,neglect, and refusal of said defendants in error, and each of them, to provide high school work within 4 miles of his residence, or to transport his 4 children to high school, or to provide and furnish board and lodging for his children ,the plaintiff was compelled to and did transport his 4 children to and from his residence to said high school for some days.Issue: whether the quasi contract apply and therefore is entitled to compensation when the parent perform an act of beneficial intervention in the discharge of the school boards legal obligation to provide transportation or access for children to high school ? Holding: the demurrer will be overruled and plaintiff is entitled to receive a money reimbursement. Rationale: in the syllabus,† if a board of education in a district fails to provide sufficient school privileges for all the youth of school age in the district ,a mandatory duty rests upon the county board of education to provide same access to children . As the performance of that duty by parent is beneficial to school boards who failed to do that ,the parent is entitled to compensation. The fact that ,at a little different stage in proceedings, mandamus would lie is no answer to the argument of the plaintiff here that, when he has expended money, time, and effort in performing a duty enjoined by statute upon the boards ,he can receive a money reimbursement.

Juvenile Justice: Incarceration vs. Intervention Essay

Abstract The national trend towards getting tough on juvenile crime by altering the juvenile justice system to more closely mirror the adult system was examined in order to determine whether secure confinement of juvenile offenders is as effective as community-based rehabilitative and treatment programs for these youth. Politicians and public perceptions have allowed the juvenile justice system to evolve from one of reform based thinking to one of punishment based thinking, placing more young offenders in secure facilities than ever before. The social repercussions of secure confinement of juveniles, without the use of proper rehabilitative tools, including education and life-building skills, are evident as youth are being ‘set aside’ rather than being encouraged to become productive members of their communities.  Not a day goes by where our national media doesn’t report on stories involving heinous and criminal acts committed by juveniles in the United States. Juvenile delinquency is a fact of life – ranging from minor status offenses to unimaginable acts of violence. When dealing with young offenders, there are always difficult decisions to make concerning appropriate punishments that take both public safety and the needs of the juvenile into account. In response to a recognizable increase in youth crime, getting tough on juvenile delinquency and holding young offenders more accountable has been the national trend in the past two decades  (Brinks, 2004). Many argue that removing juveniles from the environment in which their crimes were committed is the most successful deterrent of future negative behavior. But what does secure confinement provide these troubled juveniles aside from isolation from the negative influences they may be subjected to on the outside? Should young offenders be incarcerated for their crimes as they would be as adults, or is it possible to ‘rehabilitate’ a juvenile delinquent without the use of detent ion or incarceration? Of course, juvenile offenders must be held accountable for their offenses – it is an essential element in the natural process of learning and maturation. However, the immaturity that is seen in children and adolescents is an indicator that these behaviors will not be well deterred by harsh punitive action, but rather be better served by rehabilitative attempts. The fact that young offenders tend to outgrow their nonconformity is even more of a reason to believe that a castigatory approach to these juveniles will not be successful in reaching deterrent or rehabilitative goals (Young & Gainsborough, 2000). Because of these matters, community programs and intense intervention are more effective than secure confinement when it comes to juvenile delinquency rehabilitation. In order to explore the effectiveness of treatment and intervention versus incarceration of juveniles, it is helpful to look at the original intentions of the juvenile justice system and how the system has since evolved. The question of rehabilitation versus incarceration of juvenile delinquents came to a head in the late 1800s, resulting in the creation of the first juv enile court system in the United States. Prior to this time, institutionalized children were held along with adults, and no efforts were being made to teach them the necessary skills they required to make positive contributions to society. After centuries of treating very young children as property, and those over the age of five or six as simply little adults when it came to criminal misconduct, it was finally recognized, and widely accepted, that the developmental differences between juveniles and adults provided an increased opportunity for the successful rehabilitation of juveniles outside of secure confinement. The early years of the juvenile justice system focused on recovering the lives of the juvenile offenders before they were completely immersed in a life of criminal activity. The states took on the role of ‘parents’ or â€Å"parens patriae† (state as guardian) and undertook the  parenting responsibility until the juveniles showed improved behaviors, or became adults. Juveniles were no longer tried as adult offenders, and reform houses, rather than prisons, were used to emphasize behavior reform rather than punishment (Brinks, 2004). The juvenile justice system’s focus on reform continued throughout much of the 20th century. Changes began emerging in the juvenile court system in the mid 1900s. During this time, the main objective of juvenile justice remained focused on reformation rather than criminal punishment, however, principles which were not previously in place, were being established by the Supreme Court, requiring juvenile courts to guarantee specific constitutional protections to young offenders. These protections included the right to be represented by an attorney, the right against self-incrimination and the right to hear the testimony against them (Ramsey & Abrams, 2004, p. 42). Although these rights are in line with constitutional rights afforded adults, many within the juvenile justice system were concerned that the court’s reformative techniques would be lessened if the same constitutional rights were applied to children as to adults. Justice Potter Stewart expressed concern that the court’s decision would â€Å"convert a juvenile proceeding into a criminal prosecution† (â€Å"History of America’s,† 2008). While constitutional rights must now be afforded to everyone, this was the first of many changes which began to alter the historical intent of the juvenile justice system. Until 1980, other changes in the juvenile justice system seemed to consistently refer back to the main objective of its creation. The Juvenile Delinquency Prevention and Control Act of 1968 encouraged states to establish programs geared towards the prevention and rehabilitation of juvenile delinquency at the community level. These programs, once approved, were eligible to receive federal funding. The Juvenile Justice and Delinquency Prevention Act of 1974 built upon the 1968 act and increased nationwide rehabilitative efforts for juvenile offenders. If states wished to receive funding under this act, they were required to remove all juveniles within their jurisdictions from secure confinement facilities and separate them from convicted adults, building on the be lief of writer Morrison Swift who commented on jailing young offenders with adults, â€Å"young and impressionable offenders were being carried off to Rutland with more hardened men, there to receive an education in lawlessness from their experienced associates†Ã‚  (Swift, 1911). Despite these steps towards delinquency prevention, or perhaps because of them, public perception towards an increase in juvenile crime in the 1980s caused radically different changes to begin to take place within the juvenile justice system. In the past two decades, the U.S. has gravitated towards a â€Å"get tough† approach with juvenile delinquents. In the mid 1980s and early 1990s, the U.S. saw a steep rise in violent juvenile crime, a predictable increase in the juvenile population, and many high profile occurrences of youth crime such as public school shootings in Paducah, KY and Columbine High School in Littleton, CO. In 1996, Janet Reno, U.S. Attorney General stated, â€Å"no corner of America is safe from increasing levels of criminal violence, including violence committed by and against juveniles† (Zavlek, 2005). American’s feared that they were under assault by a generation of adolescent time-bombs and that â€Å"only the abandonment of soft education al and rehabilitative approaches, in favor of strict and unrelenting discipline – a zero tolerance approach† could effectively address the issues (Browne, 2003, p. 10). In reaction to these public fears, legislatures resolved to crack-down on juvenile crime, even though by the mid 1990s, juvenile arrest rates for violent offenses were as low as they had been 20 years earlier. State and local laws imposing harsher punishments on juvenile offenders were enacted, and in turn, more youth were brought into the court system for longer amounts of time (McCord, Widom & Crowell, 2001). This led to an extremely large population of young offenders being held, to this day, in secure confinement facilities. Secure juvenile detention facilities have become the most accepted form of punishment for youthful offenders. Although there was a 66% increase in the juvenile arrest rate during the late 1980s and early 1990s, from 139 arrests per 100,000 youth in 1986 to 231 arrests per 100,000 in 1993, there was an even larger, 74% increase in the number of youth confined in secure facilities during that same period. Furthermore, in 2001, when juvenile crime rates were comparable to the rates in 1980, the number of youth confined in secure juvenile or adult detention centers was more than double the number in 1980 – 51,000 on any given day in 1980, compared to 104,000 on an average day in 2001. Additionally, despite the dramatic decline in juvenile arrest rates since 1994, more than 44%, there has not been a parallel decline in youth confinement, which has stayed relatively constant  since 1995 (Sickmund, 2002). This increased reliance on secure detention accommodations brings with it several concerns regarding the present juvenile justice model of confinement. After looking at the apparent trends in the United States in regards to juvenile crime rates and a propensity towards harsher punishments despite a seeming decrease in juvenile delinquency, there are concerns which arise out of the adult adjudication and incarceration of our youth. Melissa Sickmund claims that one of the largest c oncerns about secure detention and confinement of juveniles is overcrowding of facilities. She estimates that 39% of juvenile detention facilities are housing more residents than they are meant to accommodate, creating dangerous situations for management, and hindering opportunities for treatment and rehabilitation (Sickmund, 2002). Overcrowding of facilities presents many challenges for administrators, potential rehabilitators, and the confined youth. Opportunities for educational development, such as obtaining a GED, for youth detained for extended periods of time, are extremely limited. Furthermore, mental health needs cannot be appropriately addressed. It is estimated that between 50 – 70% of juveniles who are incarcerated have diagnosable mental health issues and up to a quarter of those may be suicidal, but access to proper treatment is difficult in crowded facilities (Wasserman, Ko & McReynolds, 2004). In addition to the physical, educational and mental health needs of confined youth not being successfully met, unproven effectiveness of detention and confinement is another major concern. Recidivism rates are extremely high for youth confined in correctional units, such as training schools, where up to 70% of released youth are rearrested within one or two years after their release (Wiebush et al., 2005). Not only are there substantial concerns for the well-being of juveniles in secure facilities, the cost of operating and continuing to construct these facilities is extraordinary. In the year 2000 alone, at least $10-$15 billion was expended in the United States for juvenile justice, most of which went towards paying confinement expenses (Mendel, 2000). Rather than focus on treatment and teaching skills which will help these juveniles become productive members of society, these facilities create a considerable separation from family and community, succeeding only in isolating these youth and making community re-entry difficult (Wiebush et al., 2005). Because of these, and other, issues,  positive alternatives to incarceration for young offenders must be made availab le and used to the fullest extent possible. As is illustrated by the many concerns surrounding the secure confinement of juvenile offenders, its ineffectiveness is apparent, and there are much more advantageous and beneficial alternatives available to these youth. According to Rolf Loeber and David Farrington, secure confinement should be reserved only for those juveniles who are a likely threat to themselves or public safety, and even then, small, community based facilities are preferable. They contend that â€Å"The most effective strategy for treating and rehabilitating juvenile offenders and preventing recidivism is a comprehensive, community-based model that integrates prevention programming; a continuum of pretrial and sentencing placement options, services and sanctions; and aftercare programs† (Loeber & Farrington, 1998, p 333). Community-based curricula are affordable alternatives available to a large number of juvenile offenders, which are intended to decrease crowding, cut costs of maintaining juvenile detention centers, protect offenders from the negative attention of institutionalization, and help sustain positive relationships between the youth and their families and communities while discouraging association with youth who have similar, or more serious criminal histories. One community-based program which has proven to be very effective as an alternative to secure confinement for juveniles is home detention. Home detention requires the offender to remain at home either at all times, at all times when not in school or working, or at night. During home detention, supervisors, normally paraprofessional outreach workers, have much more frequent contact with the youth than traditional probation officers, but the juveniles are allowed to remain with family in their communities (Ball, Huff & Lilly, 1998, p. 158). High levels of success are reported with home detention programs. Studies conducted in California, Ohio and Alabama have reported an 89-97% success rate with their home detention programs, success being measured by recidivism rates, which were generally under 8%, compared to up to 70% for those youth being held in secure detention (Austin, Johnson & Weitzer, 2005). In addition to keeping children within their communities, community-based treatment and therapy has been pegged as one of the most effective treatments for juvenile delinquency. A goal of community-based treatment is to increase parental  authority and supervision as well as focus on any school, family or interpersonal needs or potential problems (Cullen & Gendreau, 2000). There are many successful intensive supervision programs (ISPs) of this type across the country. One such program is the San Francisco based Detention Diversion Advocacy Program (DDAP). Juveniles are referred to DDAP by parents, courts, probation officers or other community agencies. Upon referral to the program, DDAP identifies potential problems, and presents a rehabilitative plan to the court. Offenders live at home, and they and their families are provided with needed services by DDAP case workers. A 2007 study of DDAP found that the recidivism rate of juveniles in this program was less than half that of juve niles who were held in detention facilities for at least 3 days (24 percent versus 60 percent) (Sheldon, 2009). Many reasons were cited for DDAP’s success, including: smaller caseloads, freedom of the caseworkers from administrative limitations of the juvenile justice system, and the program’s emphasis on treatment and educational services along with precise goals to follow the youth’s progress (Sheldon, 2009). Similar programs are also in place for those youth who are unable to return to their homes or families for any reason. Treatment foster care programs are suitable alternative locations in the community for those children who may not be able to live at home. Treatment foster care programs are unlike traditional group homes or foster homes in that the foster care families are actively recruited and specially trained to care for only one youth at a time in their home. The training provided to the foster parents stresses behavior management methods in order to provide the youth in their care with structure and a corrective living environment. Even after training, daily support is provided by case managers through telephone calls and visits. Biological families are also provided family therapy services. Random evaluations of these programs have shown that recidivism rates are lower among these participants than in those in traditional group homes and secure facilities (Greenwood, 2008). Treatment foster care programs are another example of successful alternatives to juvenile detention. As has been shown in the above examples, the research that exists in regards to juvenile justice suggests that community-based alternatives to detention and s ecure confinement of juveniles are at least, and most times more, effective in reducing recidivism rates among young  offenders, while being significantly lower in cost to operate. Despite noticeable decreases in juvenile crime, many jurisdictions are still faced with the problems of overcrowding in their juvenile detention facilities. In addition to the many negative consequences surrounding overcrowding, such as the facility’s inability to maintain safety and security, most youth will simply not benefit from confinement without the use of evidence based programs (Greenwood, 2008). Effectively dealing with juvenile delinquency involves a myriad of issues ranging from the immaturity of young offenders to the changing trends of juvenile crime. When looking at the many possible outcomes of both incarceration and alternate forms of punishment, we should be able to draw a better conclusion about what types of punishments or treatments are most effective for this group of offend ers. As a community, we must focus on opportunities to mentor and grow the youth of today into productive contributors of tomorrow’s society. To achieve this, youthful offenders must be embraced, not forgotten. References Austin, J., Johnson, K. D., & Weitzer, R. U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention. 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