Editing My Essay Example

Altering My Essay Example Altering My Essay †Essay Example In 300 words or less, depict why you have picked wellbeing sciences as a vocation and how you will add to the calling My enthusiasm to seek after a vocation in wellbeing science started since my youth days, practically all professions in the field of wellbeing science have consistently entranced me making it hard to pick one. The main experience I had with a wellbeing setting was in secondary school through a volunteer program, I was increasingly intrigued by word related/active recuperation. In school, I choose to take a word related treatment course that was being offered so as to familiarize myself with information about the calling to assist me with choosing which field of word related treatment I would have practical experience in. Because of my longing to turn into an extraordinary word related advisor, I chipped in at the Wake Forest Camp Rehab Center where I increased more information and involvement with word related treatment to assist me with pursueing a master’s qualification in word related treatment. My character as a charitable individual, which I acquired from my mom who has b een a medical caretaker for a long time, is an attractive characteristic in this calling and decides accomplishment of a profession in word related treatment. My craving to roll out an improvement in people’s life has been fuelled by my empathetic nature toward word related treatment patients who should be thought about with a great deal of patient and lowliness. For example, some word related specialists simply go through 15minutes with a patient then they are in a rush to release him (Kramer and Hinojosa 65). This isn't right for a word related specialist who is required to invest more energy with the patients particularly on the off chance that they had booked an arrangement or there is no line of different patients holding back to be dealt with, patients ought to be dealt with energetically to guarantee they are mollified with treatment subsequent to visiting a word related advisor. Works refered to Kramer, Paula, and Hinojosa, Jim. Edges of Reference for Pediatric Occupational Therapy. Philadelphia: Wolters Kluwer Health/Lippincott Williams and Wilkins, 2010. Print.

Ethical appraisal of a science research proposal Essay

Moral examination of a science inquire about proposition - Essay Example Blood tests will be gathered from the volunteers for lymphocyte readiness and DNA extraction purposes. By gathering blood tests from volunteers who are getting methadone substitution treatment, this investigation expects to decide the job of narcotic receptors (for example ?, ? furthermore, ? ) that adds to the system of resilience, sedate opposition, and defenselessness to the medication. This examination will profit legal toxicologists in empowering them offer an increasingly important understanding of a blood tranquilize fixation found in heroin misuse cases. This investigation will test the accompanying theory: (1) there is phenotypic between singular variety in the capacity of UK populace to keep up resistance to heroin; (2) that this variety is an outcome of hereditary polymorphism in narcotic receptors; and (3) that people with explicit genotypes have uplifted affectability to altering impacts of methadone substitution treatment. ... To survey the commitment of methadone substitution in the examples of narcotic receptor articulation, the analyst will re-measure the key receptor levels after the sixth seven day stretch of methadone substitution period. Beside recognizing volunteers with responsive receptor to methadone substitution treatment, this methodology will empower the analyst limit the potential jumbling impact of ongoing way of life on phenotypically â€Å"high† and â€Å"low† expressers. People with high or low degrees of receptors and those with responsive phenotype will be arranged under subgroups. In the end, lymphocytes taken from the volunteers will be changed utilizing Epstein Barr Virus (EBV) to deliver deified cell lines which will be use as a model framework in examining the medication quality associations that could adjust sedative receptor levels. Distinguishing proof, Discussion of Ethical Issues, and Control of Ethical Issues Respect for Human Rights Among the normal moral issu es that may happen when leading a logical based research study incorporates matters that are identified with the prosperity of someone else. As a typical guideline when leading the genuine research study, the scientist should regard the privileges of someone else by permitting them to settle on their own choice whether to partake in this investigation (Iltis, 2006, p. 126; Gregory, 2003, p. 41). In accordance with this, Israel and Hay (2006, p. 96) clarified that damage brought about by explore exercises is regularly â€Å"more liable to include mental trouble, distress, social detriment, intrusion of protection or encroachment of rights more than physical injury†. Iltis (2006, p. 139) expressed that â€Å"disrespect happens when scientists damage

New Student Photo Series 2010 Entry #18 COLUMBIA UNIVERSITY - SIPA Admissions Blog

New Student Photo Series 2010 â€" Entry #18 COLUMBIA UNIVERSITY - SIPA Admissions Blog New students click here for information on how to submit your own photos for posting on the blog. ____________________________ This set of photos comes from Andrea Bustard, an incoming MIA student. ___________________________ West Java, Indonesia. The newlywed, shown center, in a semi-traditional Batak wedding as guests take their last look before the couple leaves. The bride carries a live chicken and a basket of rice representing future prosperity. West Java, Indonesia. A young boy gets a chance to walk on water in the parking lot of a department store promotion. Astoria, Oregon. Passing through on a road trip to Seattle, I took this photo of a bridge that borders Oregon and Washington.

The Fetal Pig And Human Anatomy - 1664 Words

Hypothesis I believe if we observe a fetal pig specimen, it will serve as a very helpful comparative tool in learning human anatomy because much of the fetal pig’s organ systems are very similar in anatomy and physiology to that of the human, as the pig and human are both mammals. From the fetal pig, we can gain an understanding of organ size, the relation between organ systems and how they function together as a whole. Introduction Pigs are one of the most similar animals to humans, and can be analyzed to learn about the organ systems of the body. Both pigs and humans are mammals, omnivores, furless and featherless, and their fetuses receive nutrients from their mothers through the umbilical cord as they develop (Field). These†¦show more content†¦In the fetal pig, the heart was enclosed in a pericardial cavity, with the right and left lungs on each side of it (Freeman, et. al). The mediastinum, which includes the pericardium, the esophagus, the trachea, and other structures separates the thoracic cavity into right and left sides (Field, pg. 11). The muscular diaphragm separates the thoracic cavity from the abdominal pelvic cavity, where the digestive and urinary systems are located (Field p. 11). As we worked through the dissection we were able to observe each organ system individually and look deeper into all of the anatomical structures that play a role in its function. The purpose of the dissection was to develop a deeper understanding of how the anatomy and physiology of organ systems are influenced by each other. The dissection allows us to take the knowledge we’ve learned from the fetal pig and to apply it in the context of the human body, as a valuable learning experience. Materials and Procedures To observe the anatomy and physiology of the fetal pig through dissection, the procedures for Labs 22-26 of the Biology 1107 Principles of Biology Laboratory Manual, 2017 were followed directly. This includes all materials and steps included (Lombard, Terry, Malinoski, 2017, PagesShow MoreRelatedFetal Pig And The Human Being s Anatomy1225 Words   |  5 Pagesthat the fetal pig and the human being’s anatomy are extremely similar, with the exception of a few minor parts, the fetal pig will be a precise tool in learning about the anatomy of a human. Introduction In courses such as biology, anatomy, and physiology, learning the anatomy of a human is imperative to learning about its functions and processes. Due to a lack of money, resources, and access, UConn cannot provide the use of a human cadaver for educational purposes. Since we lack actual human specimensRead MoreFetal Pig Dissection Lab Report1735 Words   |  7 Pagesï » ¿Fetal Pig Dissection: Lab Report Friday, December 06, 2013 Saadaf Mohsin Gurjot Randhawa Manvir Benipal Mrs. J. Chohan SBI 3UO Introductory Dissecting animals helps students better understand the anatomy of, in this case, a fetal pig, and helps us prepare for what University has to offer, depending on what one will study. Purpose The purpose of the fetal pig dissection was to understand the scientific process of dissection and gain hands-on experience of the internalRead MoreFetal Pig Lab Report3026 Words   |  13 PagesThe fetal pig dissection was helpful for one to understand the body and all of the body’s functions. The procedures helped the students precisely do the dissection correctly. The questions that were assigned helped the students have a deeper understanding of the pig’s body. This dissection also helped the students become familiar with some of the organs in the body like the liver, heart, and intestines. All in all, this dissection was helpful in learning all about the body. During this lab, manyRead MoreMuscle Functions Of Muscle Function1698 Words   |  7 Pagesmajor of the pig and human are similar in that they both aid in rotating the upper limb medially and they both also have an attachment point at the sternum. The differences in these muscles, though, is that in humans the pectoralis major is superficial to the pectoralis minor, but in the pig the pectoralis major is only superior to the pectoralis minor. Also, the pectoralis major of the human allows for a greater range of motion of the upper limb than does the pectoralis major of the pig. The deltoidRead MoreBody Systems of Humans, Crayfish, Pigs, and Earthworms1598 Words   |  7 Pagesorganisms include humans, pigs, crayfish, and earthworms. From their mushy, gushy organs to their soft, gentle skin, you may think, â€Å"How are humans and pigs possibly alike? Or a crayfish and an earthworm?† In many ways they may not be, but in other ways, they are very much alike. The body systems t hat will be compared and contrasted of these organisms are the nervous, circulatory, reproductive, muscular, integumentary, digestive, excretory, and skeletal systems. The anatomy of a human is very complexRead MoreEssay on Virtual Lab861 Words   |  4 Pagesselection pressures are operative? Virtual Lab 7: Anatomy and Dissections A. Dissections 1. Earthworm A. Identify items 1 2 on the external dorsal (back side) surface of the worm. B. Identify items 3, 4, 5 on the external ventral (belly side) of surface of the worm. C. Identify item 2 in the image of the worm’s internal morphology w/o the digestive tract. D. Describe sexual reproduction in worms. 2. Fetal Pig A. Use the Anatomical References guide. To whatRead MoreBiol250 Lab Report Cardio Heart Essay1286 Words   |  6 Pagesthere any safety precautions you needed to follow? If so, what were they? The purpose of this exercise is to learn the anatomy and over all composition of how the heart works and the blood flows through the four chambers of the heart. Always follow the Labpaqs MSDS: Material Safety Data Sheet and do all dissection / use in well-ventilated area. Exercise 1: Microscopic Anatomy of Cardiac Muscle Observations Sketch and label your slide in the space provided. Include a description of the structuresRead MoreThe Muscular System Of The Human1851 Words   |  8 PagesIntroduction The muscular system of the human is a vital part in one’s everyday life. There are three types of muscles. Skeletal muscles help people carry out locomotor skills like walking and skipping as well as skills related to sports like kicking a soccer ball. Smooth muscles are located in the digestive, excretory, respiratory, reproductive, and other body systems. The purpose of smooth muscles is to contract and move food or carry blood through the body. The cardiac muscle is responsible forRead MoreThe Importance Of A Certified Nurse Midwife And An Obstetrician1424 Words   |  6 Pagessmear was not discovered until 1923 by a man named Georgios Nicholas Papanikolaou, M.D., Ph.D. He had initially taken in a study of cell changes throughout the course of a menstrual cycle. He had first noticed the changes in guinea pigs, and when he started his human study, it happened that one of his subjects was suffering from uterine cancer. The cancerous cells were plainly observed under a micro scope, so by 1960 the American Medical Association began recommending annual Pap smears for women.

Essay about Religion and Gay Rights - 1124 Words

Since the beginning of time there has been homosexuality and that has always led to a debate of opinions. But in the last 20 years this topic has jumped to the top of the religious/political controversy list. This topic is important to all Americans because so many different groups have a stakeholder position in this issue. Adoption agencies, health services, insurance companies and the wedding industry just to name a few. Many believe legalizing marriage for same-sex couples would not only change the meaning of marriage, but change society all together. On the matter of religion, homosexuality is a very sensitive topic and has been throughout history. Every religion has their own opinions and beliefs for homosexuality and†¦show more content†¦He says that fundamentalist and literalist fear that a different interpretation of the Bible than their interpretation will separate them from their values. That would bring to light that their views are not based on scripture l ike they try to convey, but are opinion-based. As Gomes says, â€Å"It is through the lens of their own prejudices and personal value that they â€Å"read† scripture.† He then goes into detail why religious fundamentalist is dangerous because it cannot accept ambiguity and diversity and that will ultimately lead to intolerance. It is also dangerous, Gomes points out, because it encourages ordinary good people to act upon fears rather than virtues. People may no fully understand homosexuality and instead of educating themselves that assume it is bad or â€Å"unnatural.† He sums up this article by giving his main point that people cannot use their religious right to take away the freedom of others (Gomes). The extreme opposite of Gomes’s liberal views would have to be the views of the Catholic Church, which is very conservative. The Catholic Church holds a significant stakeholder position because it is so large and holds a very high view of marriage a nd human sexuality. The Catholic Church believe that marriage and sex were made by God and given to mankind as a gift which why it should be so greatly respected. In this special report done is 2004, Catholic views on this topic are looked atShow MoreRelatedReligion And The Civil Rights Movement954 Words   |  4 Pagesstruggle to obtain gay and civil rights has been directly influenced by religion, either in a positive or negative way. More specifically, religion has served as a disadvantage to achieving gay rights and an advantage to those that participated in the civil rights movement. Contrary to the recent successes of the gay rights movement, there have been a lot of obstacles along the way and most of them have been due to religious beliefs and practices. Religion opposes gay rights, especially gay marriage onRead MoreThe Fight for Gay Rights Essay1515 Words   |  7 PagesThe Fight for Gay Rights Restrictions have been put in place on homosexuals’ basic human rights because of individuals’ opinions and lack of tolerance. America is a country where all people should have the same rights, regardless of sexual preference. Gay marriage is illegal in more than thirty states even yet today (ProQuest). Homosexual people have been struggling with their rights for over a hundred years now, but the issue still hasn’t been resolved. Gay marriage and rights didn’t become aRead MoreGay Marriage and the Constitution Essay1609 Words   |  7 PagesGay Marriage and the Constitution Amberlee Ozment Axia College of University of Phoenix Gay Marriage and the Constitution Is it okay to not believe in gay marriage, yet at the same time support the constitutional rights of life, liberty and pursuit of happiness for homosexual couples? Even though most churches beliefs conflict with marrying same-sex partners, government should not deny a persons right to their happiness; because any person, no matter race, color, sex, religion or sexualRead MoreArticle On Gay Marriage Rights1686 Words   |  7 PagesDaeja Nya Alicea English 101 10/25/16 Krietcsh Gay Marriage Rights Can you believe that in some parts of the world it is still illegal to be homosexual , or better yet to marry the person you love if they are the same sex as you? Many people use religion to try a stop gay marriage rights. But religion has nothing to do with the fact that it is every human being’s right to marry the person they love.Gay Marriage has always been around for example â€Å"Evidence exists that same-sex marriages wereRead MoreGay Marriage1280 Words   |  6 Pagesbut a booming revolution. These groups do not hide themselves in burrows, but flamboyantly celebrate their identities. The gays are now a people willing and ready to be heard. It has come to all of our attentions that in the light of marriage they have been depraved and deceived. Homosexuals cannot allow this persecution to continue, as they are constantly forfeited equal rights. The arguments are of lifestyle differences and the legalized discrimination of these people. It encompasses same-sex marriage Read MoreThe Issue Of Gay Marriage1191 Words   |  5 PagesProfessor Peter Lamar Introduction to Classics in Philosophy 6 November 2014 Gay Marriage Thomas Jefferson wrote about â€Å"unalienable rights† in The Declaration of Independence. What he meant was there are rights that are given to us as human beings and cannot be taken away by the government. â€Å"Life, Liberty and the Pursuit of Happiness† are among those rights that are being suppressed against same sex couples. Their right to pursue happiness with their significant other is taken from them by the stateRead More gay people Essay1223 Words   |  5 Pagespeople should have the right and the freedom like what straight people have in this world. I think this topic is very controversial because in the U.S. Most homosexual people especially males, get discriminated because of what they feel: having attractiveness to their same sex. Most people in the U.S. are str8 and most people think that being gay or lesbian is wrong and it is not right to show it off and be proud of it. Another point why this topic is very controversial is when gay people marry eachRead MoreThe Right For Same Sex Couples Should Be Protected Under The Constitution1041 Words   |  5 PagesIntroduction Since the beginning of the Obama administration, the Gay Rights Movement has been a prominent topic in America because of it’s many victories including Congress’ decision to expand the definition of hate crimes to include sexual orientation and the repeal of â€Å"Don’t Ask, Don’t Tell† in 2010. In 2014, the right for same-sex couples to marry became protected under the Constitution, which marked the achievement of the Gay Rights Movement most important goal (Berman, 2014). Still, due to theRead MoreEssay on Civil Rights Movement and Women ´s Right1013 Words   |  5 Pagesfought for rights and equal treatment. Some of those have impacted history. Women’s rights as well as the Civil rights movements have impacted history and society as a whole. Colored people are no longer suffering of racism. And women have gotten more rights, just like men. Even after all those years have passed, 1969-2000, new groups arise and are fighting for their own rights and equality. It shows how society keeps changing and the impact it had from the past. Lately, is the gays and lesbiansRead MoreLegalizing Gay Marriage Essay examples1290 Words   |  6 Pagesto find a legitimate reason as to why homosexuality is so wrong. With homosexual relationships, comes the question about homosexual marriage. Should gay marriage become legal in all fifty United States, or should it stay illegal in some states and remain legal in others? Most of society’s issues and cont roversies come forth when subjects like religion, the home life, and values are discussed. The real question is who is society to judge someone, who doesn’t care about society’s opinion and only wants

Theme Of Archetypes In Sir Gawain And The Green Knight

The archetypes that are prevalent in many different stories all have have common origin in Joseph Campbells Hero With a Thousand Faces. More specifically, in the medieval story, Sir Gawain and the Green Knight, there are distinct archetypes that are especially necessary to the theme of the story.An understanding of three key archetypes—the temptress the magic weapon, and the task—reveal the essence of Gawain’s role within the archetypal quest motif. To begin, the temptress archetype is an archetype that is characterized *where women,†become the symbols no longer of victory but of defeat† (Campbell 111).The temptress also serves as a distraction to the hero’s task and may even intentionally misguide the hero. As seen in Sir Gawain and the†¦show more content†¦Gawain first obtains the girdle from the host’s wife as something to remember. Gawain clearly feels uncomfortable about this, but does not bring it up to the host when he is supposed to exchange something in return for whatever the host caught during that day’s hunt. However, after the host’s wife telling him that the girdle will protect him from harm, the girdle now takes on the true role of a magic weapon. When Gawain meets with the green knight, he is unharmed, (with the exception of the cut on his neck). He believes that he was unharmed because of the green girdles magical powers. However, this is not the case. The green k night had no real intentions to hurt him, but Gawain obviously couldn’t have known this, so he credits his good luck to the green girdle. Only later does he recognize that the girdle is actually a symbol of his failures. He swears to wear it forever as a reminder of his lack of courage and honesty. When he returns home, the other knights start wearing green girdles as a symbol of their respect and admiration that they have for Gawain. In this way, the reader can clearly see the various different things the girdle symbolism. The girdle is probably one of the most important parts to the entire story since it is so multidimensional and provides insight into numerous situations Lastly, the actual task that Gawain had to complete was the entire meat of the story. When theShow MoreRelatedTheme Of Archetypes In Sir Gawain And The Green Knight864 Words   |  4 Pagesfollow Archetypes. The concept of Archetypes presents itself in Joseph Campbells’, Hero with a Thousand Faces. Campbell’s book goes the extra mile describing/explaining how Archetypes come into action throughout the journey of the hero detailing how â€Å"The archetypes to be discovered and assimilated are precisely those that have inspired, throughout the annals of human culture, the basic images of ritual, mythology, and vision†(Campbell 41). One story, in particular a poem, arises in Sir Gawain and theRead MoreExamples Of Archetypes In Sir Gawain And The Green Knight1223 Words   |  5 Pagesin today’s culture, we become more and more aware of the archetypes that surround us. Archetypes are the works of a typical character, situation, setting, or symbol that can be found in fantasy and reality. An example would be the renowned medieval story Sir Gawain and the Green Knight by Pearl Poet. The author permeates the story with situational, symbolic, and character archetypes that illustrate the profound life of Sir Gawain. Sir Gawain was apprehensive of his journey at first, but as time passesRead MoreArchetypal Conflicts In Sir Gawain And The Green Knight785 Words   |  4 Pagesmonomyth archetypes, it becomes apparent to one what common patterns are found when following along with the hero’s journey. In Sir Gawain and the Green Knight, readers follow Gawain on his quest to redeem the honor of his community. A number of archetypal situations occur to Sir Gawain and serve to promote Gawain’s conflicts, character, and theme development. Throughout Sir Gawain and the Green Knight, many conflicts rise to the surface as the medieval story, portraying a prideful knight and hisRead MoreSummary Of The Archetypal Roles In Sir Gawain And The Green Knight843 Words   |  4 PagesThroughout history, archetypes have become increasingly common. In the medieval, chivalrous, romance narrative poem Sir Gawain and the Green Knight, archetypes are heavily displayed, particularly in the character of the Green Knight- who holds several archetypal roles himself. The Green Knight performs the most crucial archetypal roles in the reading and he plays a pivotal part in perfecting of the hero’s--Gawain’s--moral development and revealing some significant changes that occur in the hero’sRead MoreThe Truth Behind the Knight: the Presence of Archetypes in Sir Gawain the Green Knight2908 Words   |  12 PagesThe Truth Behind the Knight: The Presence of Archetypes in Sir Gawain the Green Knight In the medieval story of Sir Gawain and the Green Knight, we are introduced to a young man, who, like many of young men, is trying to discover himself and travel through his rite of passage. He is trying to figure out who he is in life, and while in his journey, passes through many phases that mold him into one of the great Knights of the Round Table that old King Arthur wanted to serve with him. These phasesRead MoreComparing Beowulf And Sir Gawain And The Green Knight Essay1555 Words   |  7 PagesBeowulf and Sir Gawain and the Green Knight, both reflect attributes of loyalty, specifically the testing of one’s loyalty and the consequences of disloyalty, which reflect the behavior and values shared by the Anglo-Saxons and the people of the Late Medieval era. When analyzing loyalty in both of these works one will see that one’s own self-worth turns loyalty into selfishness to save oneself rather than risking one’s life for the sake of the community. Joseph Cam pbell outlined archetypes in his HeroRead MoreAn Assortment Of Heroism : Sir Gawain And The Green Knight1171 Words   |  5 PagesAn Assortment of Heroism Theme is essential to any great work of literature, and while the following are certainly very different tales, Sir Gawain and the Green Knight, Beowulf and The Dream of the Rood each have particularly strong themes of heroism, though, they each have their own distinct idea of what heroism is, their own flavor one might say. It is partly because of their strong themes and ideas that they are still well-known and read today. A story without a theme or real purpose has littleRead MoreBeowulf And Sir Gawain And The Green Knight Essay2373 Words   |  10 Pageshowever, there are certain archetypes that can be recognized in every work. Often a hero emerges from a literary piece and embarks on the quest of saving his or her jeopardized community. In addition, the courageous hero often becomes the symbolic figure by representing the esteemed cultural ideals of the community. Such is the case in the works Beowulf from the Anglo-Saxon period and Sir Gawain and the Green Knight from the Late Middle Ages. Both heroes Beowulf and Sir Gawain represent certain customsRead MoreComparing Beowulf And Sir Gawain And The Green Knight Essay1762 Words   |  8 Pages ultimately tying in with the theme of the work. Beowulf and Sir Gawain both exhibit what the Anglo-Saxons and the Middle-English viewed as both proper and improper conduct. What the reader encounters through these two characters, however, involves a paradigm shift between the two cultures, with values, fate and pride leading to demise , reflected in Beowulf contrasting with those, the knight’s code of honor and chivalry, expressed in Sir Gawain and the Green Knight. These dissimilar worldviews becomeRead More Paganism and Christianity’s Roles in Sir Gawain and the Green Knight2350 Words   |  10 PagesPaganism and Christianity’s Roles in Sir Gawain and the Green Knight Gawain’s belief by the end of â€Å"Sir Gawain and the Green Knight† is that he has failed—in honesty, fidelity, and faith. As a representative of an ideal Christian whose priority is to remain godly (and knightly), he sees the outcome of his quest quite differently than the Green Knight. The Green Knight also prizes honesty, though not always at the cost of life, a view not necessarily shared by Gawain. Strangely enough, King Arthur’s

Bootstrap CSS Framework

Question: Describe about the Bootstrap CSS Framework? Answer: The usability of web site will be worried with how intuitive and easy it will be for individuals to study to interact and use the website. It is the quality measure of the presence of Web sites, as apparent by users. Design of website is poor with small usability, on other hand, guide to impact negative financial. Accessible approaches to usability of Web site comprise parameters of tracking and measurement, like completion time and response time of task, and engineering of software advance that identify general guidelines as usability and general practices during development of software. Use of Awesome Font: Awesome Font provides you icons vector which is scalable that can immediately be customized drop the shadow, color, size, and something which can be done with CSS power. Advantage of the Use: In the collection which is single, Awesome Font isFewer compatibility anxieties due to Awesome Font dont need JavaScript.Simply style icon shadow, size, color, and anything which is probable with CSS.Awesome Font icons are the vectors, which signify they're beautiful on display of high-resolution.Scalable vector of graphics signify every icon which looks overwhelming at any size. Bootstrap Use Bootstrap is the framework of free front-end for easier and faster for development of web. Bootstrap comprises CSS and HTML based templates of design for buttons, forms, typography, modals, navigation, tables, image carousels and few others, as well as plugins of optional JavaScript. Bootstrap will tailor complete according to the condition of the project. Developers contain the aptitude to choose and pick the features which are required and tossed the rest. This is simply skillful using customized page ofBootstrap. Bootstrap Advantages: Easy to utilize:Anybody with immediately basic knowledge of CSS and HTML will establish using BootstrapResponsive features:CSS responsive Bootstrap's will adjusts to desktops, tablets and phones.Approach to Mobile-first:In Bootstrap 3, styles of mobile-first will be part of core framework.Browser compatibility:Bootstrap is friendly with all browsers which are modern (Internet Explorer, Firefox, Chrome, Opera and Safari) References: 6 Reasons to Choose the Bootstrap CSS Framework by Harish Chouhan (2013) https://www.ostraining.com/blog/coding/bootstrap/ A list of Font Awesome icons and their CSS content values by Tim Holt (2012) https://astronautweb.co/snippet/font-awesome/

About the Medical College Admissions Test (MCAT)

About the Medical College Admissions Test (MCAT) Medical schools take several factors into account when considering your application: your transcript, letters of recommendation, and of course, your medical college admissions test, or MCAT, score. What Is the MCAT? The MCAT is a standardized exam designed to measure your aptitude for a career in medicine. It provides medical schools an objective measure of your ability to process and analyze information and attempts to predict your future success in medical school. It also taps your critical thinking skills and problem-solving ability. While not the sole determining factor in acceptance decisions, it provides admissions officers with a basis of comparison for the thousands of applications they review. Who Administers the MCAT? The MCAT is administered by the Association of American Medical Colleges, a nonprofit organization composed of accredited U.S. and Canadian medical schools, major teaching hospitals and professional medical societies. The MCAT Consists of 4 Sections The latest version of the MCAT was rolled out in 2015. Its four sections are: Chemical and Physical Foundations of Biological SystemsCritical Analysis and Reasoning SkillsBiological and Biochemical Foundations of Living SystemsPsychological, Social and Biological Foundations of Behavior The critical analysis and reasoning section consists of 53 questions and is 90 minutes long. The other three sections each contain 59 questions that must be answered within 95 minutes per section. When to Take the MCAT The MCAT is administered multiple times between January and September. Take the exam the year before you intend to enroll in medical school (i.e., before you apply). If you think that you might take the MCAT more than once, make your first attempt in January, March, April or May so that you have enough time to get your scores, decide on whether to take it again, register for a seat and prepare. How to Register for the MCAT Seats fill quickly so register well ahead of deadlines. Information about the test, test  centers, and registration details can be found on the Medical College Admissions Test website. How the MCAT Is Scored Each MCAT section is scored individually. Multiple choice questions are scored right or wrong, with wrong answers worth the same as unanswered questions, so dont skip questions. Youll get a score for each of the four sections and then a total score. Section scores range from 118 to 132, and total scores from 472 to 528, with a score of 500 being the midpoint. When to Expect MCAT Scores Scores are released 30 to 35 days after the exam and available online. Your scores are automatically released to the ​American Medical College Application Service, a non-profit centralized application processing service.

What Does a Good Letter of Recommendation Look Like

What Does a Good Letter of Recommendation Look Like SAT / ACT Prep Online Guides and Tips Recommendation letters are given serious consideration by admissions officers. Considering college admissions get more and more competitive each year, recommendations can go a long way toward helping you get accepted (or, gulp, rejected). Most admissions committees seek a holistic view of the student. They want to know who you are, beyond the grades and test scores. A great recommendation letter both raves about your awesome qualities and opens a window into your personality and character. By knowing exactly why some recommendation letters are more powerful than others, you can figure out who you need to ask and what you need to do to get one. So what exactly makes some letters of rec more impressive than others? Let's take a closer look at the features of great recommendation letters and examples of each one. Your Letter Should Speak to Personal Qualities, as well as Academic Ability Whether your recommendation letter comes from a teacher, school counselor, or peer, it should speak to your personal qualities as well as your academic achievements. Admissions committees want to know more about you. They want to get a strong sense of who you are in terms of your personal strengths, personality, and interests. What motivates you? How do you communicate with your teachers and peers? How do you respond to challenges? What goals have you set for yourself, and what are you doing to work towards them? If this information sounds pretty personal, that's because it is. That's why you need to ask someone to recommend you who knows you well and can write a warm and insightful letter. You also shouldn't be afraid to tell your recommender what would go into your ideal letter. Would you like your English teacher to talk about your skill at writing and passion for poetry? Do you want your biology teacher to focus on your curiosity about the natural world? Let your recommender know what matters most to you. It will help her write her letter, and it will help you get a great reference to send to your colleges. Let's look at a few excerpts from strong recommendation letters that speak both to their students' intellectual capacity and personal strengths. This example is from an English teacher: From the first day of class, Mary impressed me with her ability to be articulate about difficult concepts and texts, her sensitivity to the nuances within literature, and her passion for reading, writing, and creative expression- both in and out of the classroom. She co-founded our school's literary club, where she publishes her poetry, something she hopes to continue in college and beyond. Mary's open and friendly nature has shone through in class, where she supports her peers and respects opinions even when they differ from her own. This letter begins to talk about Mary's intellectual insight, creativity, leadership, and respect for others. This next one is from a school counselor. Your school counselor may be in an especially good position to comment on what you bring to the school community and how you've grown over your time in high school (definitely a transformative four years). If there was a significant turning point, revelation, or challenge that affected you in the past few years, you should share it with your school counselor. When they talk about your capacity for growth, it also helps communicate to admissions officers a vision of what you'll accomplish in college and beyond. After exploring various electives in his first year of high school, Alvan discovered his great passion for photography. His work has been featured in school and community shows, and he volunteers at a local community organization teaching the basics of photography to children. While he started out high school a bit unsure of himself, Alvan has blossomed into a confident and self-directed individual with a strong voice that he expresses most powerfully through his art. Colleges want a student who will contribute to their community and achieve great things. That's why a strong letter will speak to your past achievement and how it predicts your future success. Some skills and qualities that especially impress admissions officer include strength of character, demonstrated leadership, and creativity.Your recommenders might talk about your honesty, integrity, courage, humor, thoughtfulness, maturity, cultural awareness, insight, or compassion for others. Your teachers may especially be able to discuss your skills of problem solving, analysis, foreign language, communication, or collaboration. This example focuses on Leila's maturity and cultural awareness. It's also made stronger by the fact that her recommender knows she's applying to study international relations. Leila has a maturity beyond her years, likely a consequence of her travels around the world. Having lived in Europe and South America before attending Lincoln High School, Leila shows an ease at adapting and making new friends. Her friendly nature, cultural awareness, and openness to other people and ways of life will serve her well in this exciting next chapter of her life. I'm looking forward to seeing all that she'll learn, contribute, and accomplish in her international relations program next year. Your letter is strongest if it comes from someone who knows you well and highlights your personal strengths. A letter that only lists out out grades, activities, and other facts and figures could be written by anyone with a copy of your resume. A personal letter shows that you've established good relationships with your teachers and will do the same on a college campus. Key Point Your recommendation letter should help admissions officers get to know you as a multi-dimensional person, even though they've never met you. It should speak to your personal qualities, as well as your academic ability. To get a personal recommendation letter, you should do two things. First, ask people who know you well. Second, tell your recommender what you'd like her to include in your letter and what values, goals, and experiences are most important to you. Just as you have to support your SAT or ACT essay with examples, your recommendation letter should give specific examples. Your recommender should describe an observation or interaction she had with you that illustrates something essential about your character. Let's take a look at what I mean when I say your recommendation letter can "show" and not just "tell." Your Letter Should Use Anecdotes and Examples Another reason it's a good idea to ask a recommender who knows you well is that she'll be able to give specific anecdotes and examples. If your letter is full of abstract statements, then it doesn't do much to paint a picture of you in the reader's mind. Your recommender should illustrate your strong points with meaningful stories. Consider these two examples: 1. Jen cares a great deal about other people. She's kind and a compassionate person. She's also a talented artist. Jen's caring nature and artistic talent are what make Jen special. 2.Jen combined two of her strongest assets - her artistic talent and deep empathy for others - to organize a coffeehouse style benefit. She coordinated with students and faculty to hold a night of student work and performances and raise money for a local homeless shelter. She even reached out to businesses in the community to donate food and equipment for the event. The intimate, inspiring event was a great success, and, thanks to Jen's vision and leadership, will be held again in the spring semester. Both examples seek to communicate the same personal qualities of Jen's: her artistic inclination and caring for others. But the first one gives no examples, and the reader doesn't know how the recommender knows this about Jenny or the extent to which it's true. She may care about others, but has that motivated her to act in some way that benefits those around her? The second example is specific, tells a story, and explains how Jen's values and interests manifest themselves in concrete action. Plus, it differentiates her from other students with a memorable and impressive story of her coffeehouse benefit. Don't worry if you're reading this and thinking, "But I've never set up a charity coffeehouse at my school." This is just one example. Even a small moment can take on great significanceand communicate something essential about your values and character. As I mentioned above, if you can think of any specific experiences or challenges that were meaningful or taught you something about yourself, you should talk about them with your recommender. If your recommender knows you well, then she should also have specific examples that she can incorporate into her letter. Key Point Your letter should use meaningful, vivid stories and examples to demonstrate your outstanding qualities. If you have ideas, share them with your recommender. Your recommender can also include her own stories that reveal who you are and what kind of person admissions officers can expect to show up at their college. You can have a lot of input and control over what goes into your letter. At the same time, it's up to your recommender to make sure her letter is well written and error-free. A great recommendation letter should be clear and articulate. Your Letter Should Use Powerful Language As with any piece of writing, word choice in your rec letter for college is very important. Hopefully your recommender writes a letter that's focused, clear, and use strong and accurate adjectives. Rather than calling you smart, your recommender might talk about your innovative approach to solving problems. Rather than calling you a hard worker, it might say you're diligent and resourceful. Some other strong wordsinsightful, analytical, curious, observant, mastery of specific subject area, creative, mature, flexible, generous, empathetic, leader, versatile, ethical, motivated, ambitious, and communicative. Words that are generic or cliche would weaken your letter, like "hard worker" who "goes above and beyond" and "always shoots for the stars." Your letter also shouldn't feature over the top enthusiasm, with words and phrases like "genius" or "superstar" with achievements "too amazing to be believed." Similarly, your letter shouldn't featureambiguous wording or phrases that could be confusing or interpreted in an unflattering way. If it says you're "fiercely independent," this could sound a little harsh, like you don't always work well with others. If your recommender says you "lead by example," she could, intentionally or not, be suggesting a lack of leadership positions in the school. Finally, if your recommender focuses on your "tremendous potential" and "room to grow," an admissions officers might read between the lines that your recommender isn't too impressed with your progress so far. While these phrases aren't a red flag per se, they should be balanced out with other strengths and positive comments. Sometimes your recommenders will show you their letters before sending them, so you can look them over and politely offer any suggestions for revision. Other times, your recommender will keep the letter confidential. In this case, the best thing you can do is ask a teacher who has a reputation for writing well and putting effort into her letters. If you hear someone uses a form letter for everyone and just plugs students' names in, then avoid that person at all costs! Practically speaking, English teachers often get slammed with recommendation letter requests in the fall of senior year, because they're generally good writers. If you'd benefit from a letter from your English teacher, make sure to ask her early and talk to her about your ideas for your letter. Key Point Ask a recommender who can write well and will put in the time and effort to craft a thoughtful, error-free letter. Ask your counselor for advice, and make your request early so your teacher's quota for rec requests doesn't fill up. If you're applying to a selective school, like in the Ivy League, another feature that can make your letter stand out is a statement of high ranking. On the flip side, a statement of average ranking could be a dealbreaker and would best be left out. Your Letter Should Rank You Highly, or Not At All If you're applying to a selective or Ivy League school like Harvard, a statement of high ranking could stand out and impress admissions officers. Here are a few examples. Carla is without a doubt the most talented and driven student I've ever had the pleasure of teaching in my fifteen years at Roosevelt High School. Pablo is one of the top three students I've had in my AP Calculus class in the ten years I've been teaching it. Due to her impressive determination, effort, and intellectual curiosity, Alexis has risen to the top of her class. Statements like these are especially impressive if your teacher or counselor has been at your school for many years. Your ranking could also get more specific, like saying you have a top "aptitude for scientific inquiry," "curiosity for solving problems," or "sophisticated analysis and understanding of literature." Conversely, if your recommender says you're "above average" or "satisfactory," it sounds lukewarm and won't add much to your application. For a top school, a mediocre ranking like this could even sink your application to the bottom of the pile. Key Point A statement of high ranking from an established teacher or counselor is one feature that could help make your recommendation letter great. Finally, your recommendation letter should come from a qualified person whose opinion admissions officers will take seriously. Schools have requirements for who your recommendation letters should be from. You also should know who to ask and who not to ask. Your Letter Should Come From the Right Person I mentioned a few times that your letters of recommendation should come from teachers or counselors who know the student well. Readers can pick up on this pretty easily, from the depth of insight provided and how personalized your letter is. They should also come from the right people. For instance, more selective schools ask for two teacher recommendations and one school counselor recommendation. Other schools just want one teacher rec and one counselor rec. Dartmouth and Davidson are unique in that they want a recommendation from a peer. Does that mean you should ask any teacher you've ever had in high school? Definitely not. Usually the best rec letters come from junior year teachers, because they had you in class recently and for a whole year. Another good teacher is one that had you for more than one class or advised you in an after-school club. A freshman or sophomore year teacher would probably not be recent enough. Your recommenders will state who they are and how they know you in their introductions. That way admissions officers know to give their opinion serious consideration. These introductions might like look this: As Jim's 11th grade AP Chemistry teacher and academic advisor, I'm honored to provide him with this letter of recommendation to Dartmouth College. I had the pleasure of having Caitlin in my 11th grade English class and current Creative Writing class. From the first day of class, she impressed me with her insightful comments and advanced writing skills. I'm certain that Caitlin will continue to excel academically and creatively in her future, and I highly recommend her for admission to your undergraduate program. If you feel that you don't have any teachers who know you well enough (maybe your school has a huge student to teacher ratio), you might send in a supplemental recommendation from a supervisor, coach, community member, or other person who knows you well and who admissions officers will view as an official, trustworthy, and informed source. Key Point The strongest recommendation letters for college usually come from your junior year teachers or teachers who have had you in several classes or clubs (and thereby gotten to know you in more than one context). Freshman and sophomore year teachers probably aren't recent enough, and senior year teachers may not have had you in class long enough to know you well. Given that you'll likely ask junior year teachers for recommendations, go into junior year with a proactive mindset. Participate in class, get to know your teachers, and be open about your future goals. As we draw to a close, let's review the most important features that make for a great recommendation letter for college and what you can do to get one (or three)! What Makes a Great Recommendation Letter? Your recommendation letter should come from a recent teacher or other source who knows you well. Your letter should highlight your most important personal and academic strengths, as well as support them with examples. Rather than repeating your resume, it should focus on just a few key aspects of who you are as a student and person. To ensure that you get a great letter of rec, there are a few things you can do. First, ask a teacher who supports you and knows you well. Second, don't be afraid to give them information, both in the form of a "brag sheet" full of your self-reflections and by explicitly telling them what you'd like your letter to include. This is especially effective if you're applying to a specific major, like English, and want your English teacher to talk about your insightful analyses of literature. As long as you're thoughtful about who you ask and give some serious thought as to what you'd like your ideal letter to include, then your efforts should pay off with an impressive and memorable recommendation letter for your college application. What's Next? Now that you know what makes for a great recommendation letter, what about the flip side? What features make for a bad letter of rec? Read all about bad recommendations here. Do counselor recs differ from teacher recs at all? Read about what counselors should include in their reference letters as they support their students on the path to college. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Childrens Rights in Education Essay Example | Topics and Well Written Essays - 2500 words

Childrens Rights in Education - Essay Example Children are a symbol of the continuity of society, and our hope and faith that the world goes on. Though parents and guardians are often seen as role models for children to emulate in society, as they grow up to the realities of the world around them, it is no less important to recognize that children too must have a right to voice their feelings about how they feel, what they want and what they do not prefer in regard to physical, emotional, psychological, educational and mental development. Organizations like the UNICEF, OHCHR and others have promoted the cause of children’s rights through programs like Right to Voice, the Junior 8 Summit, the Children’s Climate Forum and the Right to Know Initiative, covering everything from global climate change to knowledge about AIDS and how to prevent HIV infections. They believe that involving children in these initiatives will not only make them more aware of these important issues but in time turn them into emerging leaders a nd developers in society. Invariably, children’s right to voice will have a visible impact on their right to education and vice versa. Discussion What does the right to voice mean for children? How can we address the rights to voice of the child to be heard? These and related questions will form the basis for this essay. Our children are our leaders of tomorrow and listening to them and giving them a voice in decisions impacting the future of their society will certainly reap dividends by making them aware and more responsible about these issues. It is also important to fight for the rights of the child in closed societies where they are suppressed and controlled through age old hierarchical traditions. The UK and Northern Ireland ratified the United Nations Convention for the Rights of the Child on 16 December 1991. This document summarizes no less than 42 tenets that must be followed by every country accepting it; furthermore there is also a responsibility to educate school s, teachers, parents and guardians on these matters (OHCHR, 1990, 1). According to Article 2 of the UN Convention on the Rights of the Child, it is expected that: â€Å"The child, for the full and harmonious development of his or her personality, should grow up in a family environment, in an atmosphere of happiness, love and understanding. The child should be fully prepared to live an individual life in society in the spirit of peace, dignity, tolerance, freedom, equality and solidarity† (UN Convention on the Rights of the Child, 1990, 1). Unfortunately, due to various social evils prevalent across different parts of the world, there are organized efforts to exploit children in various ways, ranging from child labour to slavery to prostitution. Children’s Rights Laws have been created to deal with cases involving juvenile delinquency, ensuring due process for children involved in the criminal justice system, allocating appropriate representation and effective rehabilit ative services, providing for the care and protection for children under State care and ensuring proper health care advocacy and education for all children regardless of their origin, race, gender, disabilities or abilities. The aim of child rights in education and in the community is meant to ensure a hopeful existence free of violence, exploitation, poverty and neglect as experienced in many underdeveloped nations. It is clear that all children regardless of where they are born in the world have a need for and should be provided access to basic education, health services and support systems that nurture love, hope and encouragement by society. Undoubtedly all these things are required in order for them to experience childhood to the fullest and to eventually develop into

Appropriate Police Response Essay Example | Topics and Well Written Essays - 1000 words

Appropriate Police Response - Essay Example The essay "Appropriate Police Response" tackles and discusses some of the most pressing issues facing the police on any given day during their tour of duty. In addition to having one of the highest suicide rates of any profession, police force members face daily risks which put life and limb in danger. Three major factors in police response are communications, use of force and professional community relations. Communications aspect is a very critical component of any police response to calls for help in emergency situations. This is because the responders have to judge correctly the situation before going in, such as a hostage situation. The point is that a police officer has to read the situation correctly in terms of its riskiness, analyze the threats to the public and to the police officer himself without resorting to unnecessary force. If the situation is diffused peacefully, then so much the better. Another case is when an officer sees a teenager carrying a knife in a dark and deserted alley but who has failed to respond when told to stop and drop the knife. This situation calls for a quick but critical thinking by asking a few questions: is the teenager a mentally-challenged youth who did not understand what he was doing, is the youth hearing-impaired and did not hear the pol ice officer or is this a young man newly arrived in America and does not understand even a few simple, basic English words? If mishandled, this situation can escalate and perhaps even turn tragic if miscommunication occurs.

Are Juries the Most Appropriate Way of Deciding Guilt?

Are Juries the Most Appropriate Way of Deciding Guilt? Abigail Louise Lines   From a Psychological Perspective, Are Juries the Most Appropriate Way of Deciding a Persons Guilt? The judicial system within the United Kingdom has a perverse history, with its origins in the church influencing modern systems and the human rights we have within the court today (Brooks, 2004). Before criminal trial juries were an established concept in the United Kingdom, there were three ways in which the degree of a persons innocence was established: a Wager of Law, Trial by Battle and The Ordeals (Brooks, 2004). These tests primarily consisted of physical challenges in which God was believed to be the primary authority to pass judgement and decide a persons guilt; these trials disregarded human rights, often involved physical anguish and frequently resulted in the death of the accused (Brooks, 2004). It was not until 1219 that individuals accused of a crime were allowed to appeal to a jury, however, individuals who refused to appeal through a jury were subjected to Prison Forte et Dure, where the accused were physically and emotionally tried until they consented to this appeal procedure (Berger, 2011). Due to the influence of the church and the belief that God was involved in the decision of guilt, it was rare that jury members in the appeal procedure would have to justify their decisions and have their verdicts questioned (Berger, 2011). During the early 1300s jurors verdicts began to be doubted and those who served on a jury could be challenged as unfit, incompetent or corrupt; this later led to reforms as to who would be allowed to serve on a jury and an emphasis on mandatory guidelines to follow (Smith Wales, 2000). Modern criminal trials consist of 12-16 individuals selected at random from the electoral register to represent their peers; they discuss the factors influencing the case at hand to ultimately determine the level of guilt of the involved and to deliver an appropriate verdict (Smith Wales, 1999). Juror capabilities have been questioned in recent years due to a rising number of [G1]criticisms of competency, variances between the judges and jurys verdict, and the role of inadmissible evidence which is believed to influence jurors decisions (Smith Wales, 1999; Hans, 2008). To understand and assess whether juries are appropriate for deciding an individuals guilt, the current essay will explore psychological evidence and criticisms of the jury. It will critically evaluate factors involved in juror decision making and competency, recognising the role of current systems in place and how these systems may influence the reliability of jurors. Furthermore, it will investigate alternatives to juries, systems used in countries outside of the UK and improvements to be made to the modern jury.[G2][G3][G4][G5][G6] Juror decision making models have been a point of interest for those critiquing the jury system; several empirical studies have created and reviewed models of juror decision making to evaluate the strengths and weaknesses of having a jury (Pennington Hastie, 1981). Cognitive models of juror decision making are the more commonly accepted approaches, specifically that of the Story Model (Pennington Hastie, 1992). The Story Model assumes that jurors construct stories when deciding on a verdict; they will piece together known elements of the case, learn the appropriate verdicts for the individual and then make a decision based on the goodness of fit principle (Pennington Hastie, 1992). Although this structure recognises that individuals will use schemas to interpret the case at hand, it relies on this aspect heavily when individuals create the stories (Pennington Hastie, 1992). Due to the level of variance in individuals schemas, this may be a critique of using jurors in civil and cr iminal trials due to the differences in how they interpret events within the case; it makes it increasingly difficult to come to a unanimous decision, especially in complex cases wherein there are multiple aggravating and mitigating factors involved (Devine, Clayton, Dunford, Seying Pryce, 2001). The Story Model also takes into account the jurors previous knowledge of the legal system when applying their story to the verdict; this again uses real world knowledge court cases which may not derive from reliable sources, such as movies and television shows, which in turn may cause them to arrive at a disagreeable or incorrect verdict (Devine, Clayton, Dunford, Seying Pryce, 2001). Few meta-analyses have reviewed models of juror decision making, however, all have arrived at similar conclusions for improvements (Saks Marti, 1997; Devine, Clayton, Dunford, Seying Pryce, 2001). Variables such as knowledge of legal terms, clarification of verdict options, jury personality types, defendant criminal history and the strength of the evidence presented all affect jury decision outcomes[G7] in studies; without systematically controlling for these factors in studies, it is difficult to firmly accept the level at which jurors are a reliable means of assessing an individuals guilt (Devine, Clayton, Dunford, Seying Pryce, 2001). It is, however, possible to understand improvements to be made to the current jury system from the meta-analyses on decision making models; Saks and Marti (1997) explained that jurors express difficulty in understanding and applying instructions given by the judge. This thought to be due to the specific language used in legal settings, which indiv iduals without training may find difficult to understand; it has been suggested that instructions given by judges should be mediated for language which may confuse jurors and be re-written to allow for clarification (Saks Marti 1997; Hans, 2008). [G8][G9] Juror competency is currently monitored within the United Kingdom, through a comparison of verdicts, analysis of verdict patterns, a series of interviews or questionnaires and also through the use of mock jury studies (Hans, 2008). As previously mentioned, there are concerns that jurors may find it difficult within a court setting to understand the specific legal terminology used by judges, however, there is also evidence that jurors may express difficulty in understanding statistical and economic evidence; this is of particular concern during complex cases with industry specific language, wherein the jury may not be able to discuss the specific factors regarding the case as they are unable to fully comprehend it (ForsterLee, Horowitz, Bourgeois, 1993). There have been studies which disagree with this critique, as findings have shown that Judges and Jurors generally match in their verdicts in cases involving complex language (Eisenberg, Hannaford-Agor, Hans, Mott, Schwab Wells, 200 5). Further studies exploring individual versus group competence wield reassuring results for those in favour of the judicial system; one study exploring theorems of group confidence found that regardless of the overall individual competence, jury members in a larger group are less likely to make mistakes due to being able to deliberate on ideas (Grofman, Owen Feld, 1983). Along with larger group sizes increasing juror competence, several studies have found that note taking and engagement is the ideal way in which juror competence is enhanced; jurors that weigh in, take notes and assume an active role in deliberating the final verdict have been shown to have a higher level of engagement with the case, which leads to a higher level of competence (Heuer Penrod, 1994; Forsterlee Horowitz, 1997). Until 1967, the British court required juries to reach a unanimous verdict; modern UK courts judges will now accept a majority vote, however, in some states in the USA the unanimity rule is still applied (Sunstein, 2014). It is believed that forcing juries to reach unanimous verdicts decreases the chance that an innocent individual is convicted, and the guilty being acquitted, yet research argues that these errors may actually increase if individuals are forced to reach unanimity (Feddersen Pesendorfer, 1998). This is believed to be due to jurors attempting to apply strategic behaviour to their decision making while disregarding their intuition (Feddersen Pesendorfer, 1998). [G10] Further criticisms of the unanimity rule consider that forcing unanimous verdicts increases the time and costs of court trials, and also increases the chance of a retrial taking place (Neilson Winter, 2005; McCormick, 2012). While this supports the use of juries for deciding a persons guilt, there is conflicting research which suggests that allowing for a majority verdict may cause uncertainty in the final outcome; several studies have found that those forced to make unanimous decisions found greater satisfaction and confidence in their decisions, as they felt as though they had discussed evidence more thoroughly and delayed their voting (Diamond, Rose Murphy, 2012; Sunstein, 2014). Furthermore, OConnor (2003) argued that not having unanimity decreases confidence and reliability within the group if one juror disagrees; it is therefore contended that forcing a unanimous decision increases the principle that there is proof beyond reasonable doubt that the individual is guilty. [G11] The role of inadmissible evidence is also a concern within court cases within the United Kingdom due to the increased exposure of online materials which may sway jurors verdicts; inadmissible evidence not only includes pre-trial exposure, but also statements and information revealed in court (Lieberman Arndt, 2000). Certain safeguards are currently in place to ensure that inadmissible evidence does not affect jurors or their verdicts, such as continuance, a reliance on voir dire to remove biased jurors, deliberations, and admonitions (Lieberman Arndt, 2000). It is believed, however, that these precautions have little effect on juror prejudice and in some cases may backfire ([G12]Lieberman Sales, 1997; Lieberman Arndt, 2000; Steblay, Hosch, Culhane McWethy, 2006). This reluctance to ignore inadmissible evidence may be explained by several psychological theories such as Belief Perseverance, Hindsight Bias and Reactance Theory (Lieberman Arndt, 2000). Reactance Theory is the more commonly accepted theory behind this effect as it explains why there is a reluctance with certain forms of evidence; it occurs when individuals feel that their freedom is limited and therefore attempt to re-establish this autonomy and gain control (Torrance Brehm, 1968; Lieberman Arndt, 2000). Empirical research has been found to highlight the negative consequences of inadmissible evidence on jurors; jurors have been found to issue more guilty verdicts when strong inadmissible evidence is given, and the strength of this evidence also has the ability to influence the overall confidence in their verdict (Sue, Smith, Caldwell, 1973). Furthermore, one study conducted by Thompson, Fong and Rosenhan (1981) found that when given pro-acquittal inadmissible evidence, jurors are less likely to convict the defendant; this study also revealed that jurors were able to recognise that their decisions have been influenced by inadmissible evidence. This may be detrimental to the belief that juries are the most appropriate method of deciding an individuals guilt as it demonstrates the reluctance to follow instructions from members of authority; it further establishes that although jurors recognise that they are being influenced by inadmissible evidence, they will do little in terms of reco nsidering their final verdicts. In light of this research, several psychologists have recommended ways to lessen the impact of inadmissible evidence. One meta-analysis covering 48 studies and 8,474 participants has found that while judicial instructions do not lessen the influence of inadmissible evidence, if a rationale is given for disregarding the evidence, such as it having a negative effect on family members of those implicated, the overall influence of it is reduced (Steblay, Hosch, Culhane McWethy, 2006). Further recommendations include jurors repeatedly sworn in before deliberation begins; this allows for an emphasis on the importance of disregarding inadmissible evidence and motivation to follow the law (Lieberman Sales, 1997; Lieberman Arndt, 2000). Research regarding juror decision making has been applied to many stages in legal processes, with courts obtaining information frequently from social scientists to assist in legal battles; psychologists are commonly requested in court as expert witnesses, in cases such as eyewitness testimonies, to educate the jurors and ensure they competent when deliberating on the trial (Kassin, Ellsworth Smith, 1989; Pennington Hastie, 1990). Although the role of [G13]an expert witness calls for those of sound scientific and technical understanding to assist the jury, there are critics who argue that those who testify as an expert may hold biases; claims that researchers appearing in particularly violent or morally ambiguous cases, such as those involving rape or child molestation, may still hold personal values when issuing a statement, therefore when these personal values appear they may sway the jury in a certain direction (Loftus Monahan, 1980). In this case it is not the jurys responsibil ity to counteract this measure, however, the defence, [G14]prosecution, [G15]and judge must ensure that counterclaims are issued should bias remarks enter the court (Loftus Monahan, 1980). Nevertheless, this remains a criticism of the practicality of using juries when deciding an individuals guilt. [G16][G17] With these criticisms of the modern jury in mind, some researchers have explored alternatives to juries which include specially qualified jurors and the concept of a non-jury tribunal (Norris, 1993). There are currently few specifications when an individual is called to jury service, with exceptions including a history of mental health conditions, reduced English speaking or writing aptitude or those who have served a prison sentence in the last five years; due to the limited criteria, researchers have expressed concern that those presiding over important decisions may not possess the acumen to understand the ramifications of sentencing, therefore, minimal educational qualifications should be imposed (Norris, 1993). Norris (1993) has explained that it would be desirable that those serving on a jury hold specialist qualifications especially in complex cases, for example, a bachelors degree. [G18]Norris (1993) continues by explaining that if minimal educational qualifications are not e nough to ensure the competence of jurors, then expert non-jury tribunals may be of use in complex, industry-specific cases.   [G19][G20][G21][G22] Although juror incompetence is a concern, both of these suggestions appeal for educated jurors to be called more frequently into jury service, especially for more convoluted cases; criticisms of these improvements include the criterion in which we define a complex case, that jurors may no longer be considered peers but superiors, and that some industries are already limited in their personnel, therefore, frequently calling them to jury service may negatively affect their area of work (Hersch, 2003). Henkel (1976) explains that alternatives and improvements should be made, however, until these concerns are resolved smaller changes should be made to ensure the competence of jurors. There are several alternatives to juries which are currently used within other countries, such as the use of religious law which utilises divine doctrines to pass judgement, or a mixed system of civil and religious law which recognises cultural and lawful judgements, and full tribunals without the use of juries (Frase, 1990). Due to the mix of cultures in the United Kingdom, the reintroduction of religious law would not be advisable to improve the current judicial system. France officially abolished trial by jury in 1941 and now uses six lay judges, and three professional judges to preside over cases; in this system there are separate tribunals for how serious the offence is and the type of offence involved (Frase, 1990). While we may look to this structure to improve our own judicial system, one concern would be that they would not represent those from the community on trial, as they are more likely to come from a primarily middle class and legal background (Frase, 1990). To conclude, the criticisms offered in the current essay explain that the current judicial system is not without flaw. The structure currently used within the United Kingdom could make several improvements to increase the degree to which jurors make an appropriate decision, such as specialists which assist jurors in understanding the language used within the court system, the encouragement of note taking and taking an active role in deliberation, further precautions taken to lessen the impact of inadmissible evidence, and safeguards in place to ensure that prejudices from expert witnesses do not influence jurors in their verdicts. It is advised that policy makers take these issues into account when discussing the current regulations in place. Before we are able to implement improvements and look to other systems for advice, we must appreciate that the current judicial structure has been in the United Kingdom, and influenced other countries systems such as the United States, for a num ber of years. Although the current essay establishes that juries may not be the more appropriate method for deciding a persons guilt, until realistic alternatives are established and tested, juries will remain to be the only viable option within the United Kingdom.[G23] References Berger, B. (2011). Judges, Juries, and the History of Criminal Appeals. Law And History Review, 29(01), 297-302. doi: 10.1017/s073824801000129x. Devine, D., Clayton, L., Dunford, B., Seying, R., Pryce, J. (2001). Jury decision making: 45 years of empirical research on deliberating groups. Psychology, Public Policy, And Law, 7(3), 622-727. doi: 10.1037//1076-8971.7.3.622. Diamond, S., Murphy, B., Rose, M. (2012). The Kettleful of Law in Real Jury Deliberations: Successes and Failures. SSRN Electronic Journal, 106(4), 1537. doi: 10.2139/ssrn.1641552. Eisenberg, T., Hannaford-Agor, P., Hans, V., Waters, N., Munsterman, G., Schwab, S., Wells, M. (2005). Judge-Jury Agreement in Criminal Cases: A Partial Replication of Kalven and Zeisels The American Jury. Journal Of Empirical Legal Studies, 2(1), 171-207. doi: 10.1111/j.1740-1461.2005.00035.x. Feddersen, T. Pesendorfer, W. (1998). Convicting the Innocent: The Inferiority of Unanimous Jury Verdicts under Strategic Voting. American Political Science Review, 92(01), 23-35. doi: 10.2307/2585926. Forsterlee, L. Horowitz, I. (1997). Enhancing Juror Competence in a Complex Trial. Applied Cognitive Psychology, 11(4), 305-319. doi: 10.1002/(sici)1099-0720(199708)11:43.0.co;2-j. ForsterLee, L., Horowitz, I., Bourgeois, M. (1993). Juror Competence In Civil Trials: Effects Of Pre-instruction And Evidence Technicality. Journal Of Applied Psychology, 78(1), 14-21. doi: 10.1037//0021-9010.78.1.14. Frase, R. (1990). Comparative Criminal Justice as a Guide to American Law Reform: How Do the French Do It, How Can We Find out, and Why Should We Care? California Law Review, 78(3), 539. doi: 10.2307/3480841. Grofman, B., Owen, G., Feld, S. (1983). Thirteen Theorems In Search Of The Truth. Theory And Decision, 15(3), 261-278. Doi: 10.1007/bf00125672. Hans, V. (2008). Jury Systems Around the World. Annual Review Of Law And Social Science, 4(1), 275-297. doi: 10.1146/annurev.lawsocsci.4.110707.172319. Henkel, J. (1976). The Civil Jury-Modification Or Abolition. American Business Law Journal, 14(1), 97-109. doi: 10.1111/j.1744-1714.1976.tb00442.x. Hersch, J. (2003). Jury Demands and Trials. SSRN Electronic Journal, 447. doi: 10.2139/ssrn.487781. Heuer, L. Penrod, S. (1994). Juror Notetaking And Question Asking During Trials: A National Field Experiment. Law And Human Behavior, 18(2), 121-150. doi: 10.1007/bf01499012. Kassin, S., Ellsworth, P., Smith, V. (1989). The General Acceptance Of Psychological Research On Eyewitness Testimony: A Survey Of The Experts. American Psychologist, 44(8), 1089-1098. doi: 10.1037//0003-066x.44.8.1089. Lieberman, J. Arndt, J. (2000). Understanding The Limits Of Limiting Instructions: Social Psychological Explanations For The Failures Of Instructions To Disregard Pretrial Publicity And Other Inadmissible Evidence. Psychology, Public Policy, And Law, 6(3), 677-711. doi: 10.1037//1076-8971.6.3.677. Lieberman, J. Sales, B. (1997). What Social Science Teaches Us About The Jury Instruction Process? Psychology, Public Policy, And Law, 3(4), 589-644. doi: 10.1037//1076-8971.3.4.589. Loftus, E. Monahan, J. (1980). Trial By Data: Psychological Research As Legal Evidence. American Psychologist, 35(3), 270-283. doi: 10.1037//0003-066x.35.3.270. McCormick, R. (2012). The Unanimous State. The Journal Of The Rutgers University Libraries, 23(1). doi: 10.14713/jrul.v23i1.1384. Neilson, W. Winter, H. (2005). The Elimination of Hung Juries: Retrials and Nonunanimous Verdicts. International Review Of Law And Economics, 25(1), 1-19. doi: 10.1016/j.irle.2005.05.004. Norris, W. (1993). Relevant Conduct: Sentencing Hearings as a Substitute for Jury Trials. Federal Sentencing Reporter, 5(4), 193-194. doi: 10.2307/20639552. OConnor, S. (2003). William Howard Taft and the Importance of Unanimity. Journal Of Supreme Court History, 28(2), 157-164. doi: 10.1111/1540-5818.00061. Pennington, N. Hastie, R. (1981). Juror Decision-Making Models: The Generalization Gap. Psychological Bulletin, 89(2), 246-287. doi: 10.1037//0033-2909.89.2.246. Pennington, N. Hastie, R. (1990). Practical Implications of Psychological Research on Juror and Jury Decision Making. Personality And Social Psychology Bulletin, 16(1), 90-105. doi: 10.1177/0146167290161007. Pennington, N. Hastie, R. (1992). Explaining the evidence: Tests of the Story Model for juror decision making. Journal Of Personality And Social Psychology, 62(2), 189-206. doi: 10.1037/0022-3514.62.2.189. Saks, M. Marti, M. (1997). A Meta-Analysis Of The Effects Of Jury Size. Law And Human Behavior, 21(5), 451-467. doi: 10.1023/a:1024819605652. Salerno, J. Diamond, S. (2010). The Promise Of A Cognitive Perspective On Jury Deliberation. Psychonomic Bulletin Review, 17(2), 174-179. doi: 10.3758/pbr.17.2.174. Smith, G. Wales, C. (1999). The Theory and Practice of Citizens Juries. Policy Politics, 27(3), 295-308. doi: 10.1332/030557399782453118. Smith, G. Wales, C. (2000). Citizens Juries and Deliberative Democracy. Political Studies, 48(1), 51-65. doi: 10.1111/1467-9248.00250. Steblay, N., Hosch, H., Culhane, S., McWethy, A. (2006). The Impact on Juror Verdicts of Judicial Instruction to Disregard Inadmissible Evidence: A Meta-Analysis. Law And Human Behavior, 30(4), 469-492. doi: 10.1007/s10979-006-9039-7. Sue, S., Smith, R., Caldwell, C. (1973). Effects of Inadmissible Evidence on the Decisions of Simulated Jurors: A Moral Dilemma. Journal Of Applied Social Psychology, 3(4), 345-353. doi: /10.1111/j.1559-1816.1973.tb02401.x. Sunstein, C. (2014). Unanimity and Disagreement on the Supreme Court. SSRN Electronic Journal, 100, 769. doi: 10.2139/ssrn.2466057. Thompson, W., Fong, G., Rosenhan, D. (1981). Inadmissible Evidence And Juror Verdicts. Journal Of Personality And Social Psychology, 40(3), 453-463. doi: 10.1037//0022-3514.40.3.453. Torrance, E. Brehm, J. (1968). A Theory of Psychological Reactance. The American Journal Of Psychology, 81(1), 133. doi: 10.2307/1420824. 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Struggling Dreams Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Several poems attempt to address social and political issues. In several of Langston Hughes’s poems, he expresses sociopolitical protests. He portrayed people whose lives were impacted by racism and sexual conflicts, he wrote about southern violence, Harlem street life, poverty, prejudice, hunger, hopelessness. Hughes’s poem a â€Å"Dream Deferred† was published in 1951. The poem speculated about the consequences of white’s society’s withholding of equal opportunity. The title of Lorraine Hansberry’s play A Raison in the Sun was taken directly from Hughes’s poem. Hansberry’s parents were intellectuals and activists, and her father won an antisegregation case before the Illinois Supreme Court, upon which the events in A Raison in the Sun were loosely based. â€Å"Dream Deferred† is applied to several of the characters in Hansberry’s play.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Dream Deferred† was written during the Harlem Renaissance between the 1920s and 40s, after World War I. It was a time when African Americans began an intellectual movement. Harlem became the center of African American culture. Most African Americans began a movement to rethink their values and appreciation of their roots and Africa. Beneatha was a prime example of this from the play. She is very intellectually proud with everyone she comes into contact with; even her family. Her name Beneatha alone connotes the idea that everyone is â€Å"beneath† her. For instance, when she speaks to her moth...

MHR week asses

Knowledge is composed of which three interrelated types? Answer Declarative, practical, and strategic Declarative, practical, and skill Compilation, automatic, and strategic Declarative, procedural, and strategic None of the above 4 points Question 2 1. Which of the following is evidence supporting the assertion that companies are investing in more training? Answer Higher net sales per employee Higher gross profits per employee Higher ratios of market to book value 80th A & 3 All of the aboveQuestion 3 1. Learning Is defined as a temporary change in cognition that results from experience and may influence behavior. A relatively permanent change In understanding and thinking that results from experience and directly influences behavior. A relatively permanent change in understanding and thinking that models a temporary change In understanding and thinking. A relatively permanent change in cognition that results from self efficacy and 1 OFF Question 4 1. In the training process model, evaluation begins at which point?Answer During the design phase. During the implementation phase. During the analysis phase. During the development phase. Question 5 1. A reason there might be conflict among HARD and ODD professionals is that the ODD practitioner Answer has a more tactical approach. Tends to be seen as overly analytical. Deals with mostly middle management. 80th A & B. 80th A & C. Question 6 1. A mechanistic design is best applied in which of the following situations? Answer Non routine technologies Small businesses High volume assembly linesWhere there are not clear answers to many of the problems that arise 4 points Question 7 1. ODD interventions could be implemented more successfully if they included training where employees Answer developed a common knowledge and skill base in the area of the intervention. Understood group dynamics and became skilled at working within groups. Understood and became skilled at using a common problem solving model. Question 8 1. T he Authors use the acronym ASK to refer to what? Keep, simple, and attitude Knowledge, skills, and attitudesKnowledge, strategy, and aptitude Know, strategy, always Question 9 are the foundations for competencies. Tests SOAK'S Strengths Motivation Skill sets Question 10 1. Which best explains the strategic training alternative of the internal provider? All or most training developed in house, each phase handled by specialists, and needs developed from a decentralized HARD function All or most training purchased from outside sources, each phase handled by specialists, and needs developed from a centralized HARD function.

Cooperative Learning Tips and Techniques

Cooperative learning is a teaching strategy classroom teachers use to help their students process information more quickly by having them work in small groups to accomplish a common goal. Each member that is in the group is responsible for learning the information given, and also for helping their fellow group members learn the information as well. How Does It Work? In order for Cooperative learning groups to be successful, the teacher and students must all play their part. The teachers role is to play the part as facilitator and observer, while the students must work together to complete the task. Use the following guidelines to achieve Cooperative learning success: Arrange students heterogeneously in groups as few as two and no more than six.Assign each member of the group a specific role: recorder, observer, bookkeeper, researcher, timekeeper, etc.Monitor each groups progress and teach skills necessary for task completion.Evaluate each group based upon how well they worked together and completed the task. Classroom Management Tips Noise Control: Use the talking chips strategy to control noise. Whenever a student needs to speak in the group they must place their chip in the middle of the table.Getting Students Attention: Have a signal to get students attention. For example, clap two times, raise your hand, ring a bell, etc.Answering Questions: Create a policy where if a group member has a question they must ask the group first before asking the teacher.Use a Timer: Give students a predetermined time for completing the task. Use a timer or stopwatch.Model Instruction: Before handing out the assignment model the instruction of the task and make sure every student understands what is expected. Common Techniques Here are six common cooperative learning techniques to try in your classroom. Jig-Saw: Students are grouped into five or six and each group member is assigned a specific task then must come back to their group and teach them what they learned.Think-Pair-Share: Each member in a group thinks about a question they have from what they just learned, then they pair-up with a member in the group to discuss their responses. Finally they share what they learned with the rest of the class or group.Round Robin: Students are placed into a group of four to six people. Then one person is assigned to be the recorder of the group. Next, the group is assigned a question that has multiple answers to it. Each student goes around the table and answers the question while the recorder writes down their answers.Numbered Heads: Each group member is given a number (1, 2, 3, 4, etc). The teacher then asks the class a question and each group must come together to find an answer. After the time is up the teacher calls a number and only the student with that number may answer the question .  Team-Pair-Solo: Students work together in a group to solve a problem. Next they work with a partner to solve a problem, and finally, they work by themselves to solve a problem. This strategy uses the theory that students can solve more problems with help then they can alone. Students then progress to the point that they can solve the problem on their own only after first being in a team and then paired with a partner.Three-Step Review: The teacher predetermines groups before a lesson. Then, as the lesson progresses, the teacher stops and gives groups three minutes to review what was taught and ask each other any questions they may have.