An analysis of Vitamins a short story by Raymond Carver Essay

An analysis of Vitamins a short story by Raymond Carver - Essay Example Patti attests to it herself on claiming that in early years of her youth, it is something she would not figure herself doing or one that occurs to be a last resort. While it generally sounds to be freaking a hell out of the female characters in Patti, Sheila, and Donna, the storyteller being the only guy among them exhibits the opposite or passive role in relation to the three. His function appears to serve a neutralizing effect in the middle where similarities reflect across the intertwined lives of the three women who have spanned control of themselves beyond his weak influence at providing comfort. As an irony in the theme, the vitamins sold by Patti, Sheila, Donna, and the hospital where he works are altogether symbolic of a prevention or cure to sickness however, as these characters remain attached to their conventional situation, the routine with vitamins and hospital augments the conflict and no resolution is found in the absence of external intervention or consideration of po ssible alternatives that would shift the level of personal undertaking for each. (2) Do the main characters' personalities, behavior and goals change during the story? If so, how? Significant change is not evident in the outlook and the way by which the narrator manages getting confronted by the challenges set by Patti. He briefly states in the beginning that Patti was first unemployed and by deciding to reverse this fate and give herself respect on working to sell vitamins makes positive hint or direction at progress from the initial condition as Patti even reaches the point of having people put under her supervision. This status, nevertheless, becomes unfulfilled since the state of economy and consumerism turns out not in favor of supplement acquisition, implying that in reality there exists a number of concerns far more worthy of savings and investment than vitamins are. In the manner R. Carver channels the thoughts and observations of the narrating main character, a reader can f eel a degree of needing to promote an element of transformation in his life as well as how this might impact that of Patti’s. As the story proceeds to gather the cast in a Christmas party to somewhat alleviate and enliven the dull, sickening mood with the bad economic trend of vitamin business, Sheila triggers rivalry with the male narrator yet escapes to make way for Donna in weaving new circumstances for Patti’s lover. A sense of seduction through Donna’s character takes the storyteller to an attempt at infidelity, leaving his fed-up partner to yield to a momentary space and grasp beyond the world with Patti in a newer dimension at Off-Broadway with Donna. Somehow, he develops another perspective in an appreciation of Khaki who seems to love his work as a bouncer, as opposed to Patti. Clearly, this event suggests that he is up for a change or for something to challenge his way out of the lifeless endeavor and depressed mode of living. At the instant Nelson com es over with Benny to lure Donna with money and gradually snatch here away from him, he allows a couple of moments to pass as if no real peril lurks. Here,

A key issue that was faced by the New Testament Church Essay Example for Free

A key issue that was faced by the New Testament Church Essay Examine a key issue that was faced by the New Testament Church (Prostitution). Could these arguments used in the first century be used by the Church of today for this problem? Prostitution is the performance of sexual acts solely for the purpose of material gain. Persons prostitute themselves when they grant favours to others in exchange for money, gifts or other payments and in so doing; use their bodies as commodities. In legal terms, the word prostitute refers only to those who engage overtly in such sexual-economic transactions, usually for a specific sum of money. Prostitutes may be of either sex, but throughout history, the majority have been women, reflecting both the traditional socio-economic dependence of women and the tendency to exploit female sexuality. Although prostitution has often been characterised as the worlds oldest profession, the concept of women as property, which prevailed in most centuries until the end of the nineteenth century, meant that the profits of the profession most often ended up in the hands of the men who controlled it. Men have traditionally been characterised as procurers and customers, but during the latter half of the twentieth century, they are increasingly being identified as prostitutes themselves, who generally serve male customers and sometimes impersonate women. The Torah (Law) had little to say on the subject of secular prostitution. It prohibited parents from dedicating their children as sacred prostitutes, but there is nothing to tell us whether its authors would have objected equally to the ideas of a master making his slave-woman a secular prostitute or even a father doing so with his daughter. There are two references to secular prostitution in the Old Testament, which offer any details as to how it was regarded. In both cases, an unmarried women is understood to have chosen this course of action on her own and thereby brought disgrace on her father. In one passage, a priests daughter who plays the harlot is condemned to be burned for having profaned her father (Leviticus 21:9). One may think that she is part of her fathers household, either as not yet married or as a divorced or widowed woman. Her activity threatens the state of purity vital to the household, since its food comes largely from the altar of the temple. In Deuteronomy (22:13-21) a man charges that his wife was not found to be a virgin on her wedding night. If this were true, she would be stoned for having played the harlot in her fathers house. In other words, she has engaged in sexual intercourse when she ought to have been guarding her virginity carefully in order to be a suitable bride. In the process, she has exposed her father to shame of having misrepresented her state in negotiating her marriage. It is not clear from the passage that she actually receives payment for her services; the point seems to be, rather, that she has deprived her father and her prospective husband of their rights in her. What was wrong with prostitution, from the perspective of ancient Israel, was not so much the giving or receiving of payment for sexual intercourse as it was the removal of sexual intercourse from the framework of property and hierarchy which normally contained it and ensured that it was placed at the service of the family. Such an interpretation is made explicit in a more extensive critique of prostitution found in Proverbs. After warning the reader against the wiles of the loose woman, the author contrasts the positive ideal of possessing a wife with a negative prospect of wasting ones resources on a courtesan (Proverbs 5:15-23). Having said that, one cannot treat wisdom literature as if it were the same genre as legislation. It is clear that Proverbs agrees with the Torah in understanding prostitution, as violation to Gods will, not merely as something to be avoided for prudential reasons. Still, the justification offered for the prohibition is intrusive as to the ethical framework in which the prohibition itself belonged. Prostitution was wrong because it stood outside the normal patriarchal system in which the male head of the household owned one or more women as sexual partners. As such, it threatened the interests of the family. The man might feel that he had received full value for his expense, but the family gained nothing at all from his patronising of the prostitute. His action, therefore was a betrayal of his responsibilities, since he existed not to gratify his own desires but to maintain and enhance the fortunes of his fathers house. What the Torah and Proverbs agree upon then is the condemnation of those who place personal gratification ahead of family duty. The Torah condemns the unmarried woman who prefers sexual pleasure above her obligations as a good daughter of the household who must preserve her marriageability, which is, indeed the familys investment in her. Proverbs condemns the man who spends family resources on private pleasure. He should marry a woman and be content with the sexual pleasure he receives from her. Proverbs was concerned to make the prostitute sound as unscrupulous and unattractive as possible. The Torah was speaking to the woman who was trying to behave as an unattached individual in pursuit of pleasure while still remaining under the protection of her father. According to the Torah, prostitution, though a slightly less serious crime than adultery, was wrong insofar as it represented the triumph of individual gratification over against the principle of subordination to the family. The matter of prostitution receives very little attention from the Gospel writers, but it appears in a significant pronouncement of Jesus. The tax collectors and the prostitutes, he said, were entering the Kingdom of God ahead of respectable religious leaders (chief priests and elders) because they believed the preaching of John the Baptist (Matt 21:23-32). Since John preached repentance (Matt 3:2) one may suspect that prostitutes ceased to be such when they came to believe the message. It proves difficult, however, to be certain. The tax collectors presumably did not cease to be tax collectors (In Luke 19:1-10, the tax collector Zacchaeus, upon his conversion, gave half of his property to the poor and made amends to those he has defrauded). A prostitute would have found it singularly difficult to emerge from her low place in the community. We know little about them in Jewish times. In the contemporary Gentile world, however, most of them were slaves, who could not legally abandon their status. Even free prostitutes, if poor, would have had only the most limited of options, since they would not have been acceptable as wives. Our own presuppositions, then, may perhaps dictate whether we think of these women as giving up prostitution or not. Luke 7:36-50 sees Jesus anointed by a public sinner. While she is not labelled as a prostitute, it is one conclusion that could be possibly said about her. Jesus accepts her intentions, contrasts them favourably with those of her host, the Pharisee, and finally says, Her sins, many as they are, are forgiven because she has loved much (7:47). This does not tell us what Jesus preferred prostitutes to do, but it does suggest that he did not make grace conditional on prostitutes escaping her place in society. The most significant thing is that Jesus held them up to the religious leadership as a model of repentance for them to follow, thus implying that the respectable are not unlike the prostitutes in respect to sin. Since Jesus held them up as a religious example, we may guess that although he took prostitution to be ethically wrong, he followed the example of Proverbs in appointing blame to the man who visited the prostitute more than to the prostitute herself. Paul has little to say about sexual ethics in his main doctrinal statement, the Epistle to the Romans, except the forceful identification of sexual immorality with humanities alienation from God (Romans 1:24-27). However, in his letters to the other churches he is forced to address the topic because of the behaviour of certain individuals in those churches, particularly at Corinth. The Christians at Corinth produced highly divergent interpretations of what the Gospel demanded in the way of sexual ethics, ranging from libertinism to a complete rejection of both marriage and sexual intercourse. It is probable that the libertine party at Corinth had adopted slogans such as All things are permitted and Food is for the belly and the belly for food (implying that sexual intercourse is as uncomplicated an expression of natural desire as eating is). Paul argues that the body of a Christian belongs to Christ. Therefore, all sexual expression, then, must take Christs ownership into account. Sex with a prostitute might seem to establish no relationship at all beyond the brief one required for the sanctification of desire. Paul claims that every sexual act between man and woman established a union of flesh, like that of marriage. In other words, the prostitute and the man, who has used her, actually belong to each other for the duration of their sexual intercourse, though not beyond. In Pauls own terminology, the relationship thus established is one body; but in the terminology of Genesis, it is a relationship of one flesh. Paul insisted that the man who had intercourse with the prostitute was not unchanged by that act. However, it was destructive of ones spirit; the relation to Christ and to God: Every sin that a person commits is outside the body, but the man who uses harlots is sinning against his own body. (1 Corinthians 18-20) It is evident that where Proverbs discourages a man from using prostitutes because he belonged to his family, Paul discouraged it because he belonged to God. The body, the person as a whole, is the spirits temple, into which other forms of worship must not be introduced. One might well ask, then, whether the implication of this line of reasoning is not, finally, to forbid sexual intercourse altogether.1 From whichever interpretation or opinion one adopts, as a Christian, or more to the point, as human beings, it should be understood that the use of prostitutes or the actual act of prostitution is both morally and ethically wrong. It is a sin against God, in that it undervalues the gift of love, through intercourse, given to us by God, and moreover, it shows a lack of respect for the body and minds of others. BIBLIOGRAPHY Cave, S The Christian Way, Nisbet and Company Limited, 1963 Countryman, L.W Dirt, Greed and Sex, Fortress Press, 1988 Hays, R.B The Moral Vision of the New Testament, Harper Collins Publishers, 1996 Manson, T.W Ethics and the Gospel, SCM Press Limited, 1960 1 Countryman, L Dirt, Greed and Sex p205

Arguments for and Against Juvenile Courts

Arguments for and Against Juvenile Courts Introduction In the United States we have two parallel systems that deal with individuals that commit crimes and or offenses against society. First we have the criminal justice system, a court which deals with adults who commit various crimes. Secondly, we have the juvenile justice system, a court designed especially for minors and is generally thought to help rehabilitate the offender. The salient difference between these two systems, as Mitcheal Ritter puts it, is the use of distinct terminology to refer to their similar procedures. State and federal legislatures intended this terminological variation to avoid stigmatizing children as criminals and to dissociate the juvenile system from the criminal justice system (Ritter 2010, 222). The major issue I intend to look at it is whether or not we should abolish the juvenile justice system. First, we will look at the position of keeping the current system, why it needs to stay in place, and why in the long run it is the most beneficial to the juvenile. Second, we will examine the research of Barry Feld, one of the most influential advocates on why it needs to be abolished because of the lack of constitutional rights that a juvenile does not receive while being tried under the Juvenile justice system. Thirdly, I will be looking at each partys positions and critiquing it to see it what the strong and weak points are. Finally, I will present my own opinion on whether to keep it, abolish it, or create a whole new system altogether. Presentation of Position A: Do Not Abolish the Juvenile System To try a juvenile in adult court is by no means the right decision. In this section we will look at evidence and arguments on why the juvenile justice system should not be abolished. Juveniles are different from adults and therefore should not be allowed to stand trial in the criminal justice system. Children are not well enough developed mentally, as compared to an adult, to be tried in the adult correctional system. This is why many people take the stance, no way should we get rid of the juvenile justice system. The director of the states (Washington) Bureau of Juvenile Detention Services is seeking to keep 16- and 17-year-old offenders out of the states criminal justice system (McNeil 2008). To lock up a child in an adult correction facility is by no means the right idea even if they are separate from the adults. If a juvenile commits an adult crime like robbery, theft or in most cases drug crimes, a quick fix is to incarcerate that individual in an adult prison to punish him and protect society. While this may work for adults, it is inappropriate for a youth. Advocates argue that we must keep the juvenile justice system because many studies also have found that significantly harsher punishments are meted out to juveniles in adult court when compared with juveniles in juvenile court, particularly for serious or violent offenses (Kurlycheck and Johnson 2010, 727). Sending a juvenile to adult court at such a young age can be problematic for the child, because the court wants to be strict with the child by showing them that their behavior will not be tolerated and because in adult court the child will miss out on educational and rehabilitative programs more readily available in juvenile detention facilities. Kurlycheck and Johnson argue that Juvenile courts are characterized by disposition optio ns that fundamentally differ from adult courts in their symbolic meaning, punitive and treatment alternatives, and punishment goals (2010). In a study in Pennsylvania, Kurlycheck and Johnson compared a sample of juveniles tried in juvenile court with juveniles who were transferred to adult court and showed that the adult courts were harsher on the juvenile: On average, their sentences were 80 percent more severe than for their young adult counterparts (Kurlycheck and Johnson 2010, 729). Juveniles should not be allowed to be tried in adult court because studies have shown that many juveniles function at levels similar to disabled adults who lack competence; not because of diagnosable mental health problems, but because of developmental immaturity (Katner 2006, 507). The theory that sentencing a youth to an adult prison will reduce recidivism and hope that the experience will scare him straight, is invalid. Research shows that experiences with adult jails and prisons show that those facilities may instill fear but are otherwise emotionally-and often physically-dangerous for youth (Butler 2011, 114). Finally, Frank Zimring argued that young law violators are less culpable, and thus deserve less punishment-no matter what kind of court might try and sentence them (Kurlycheck and Johnson 2010, 729). Kurlycheck and Johnson also confirm what Katner is saying by explaining that adolescents are at psychosocial disadvantages in terms of responsibility, peer influence, temperan ce, and perspective; they are less able to foresee future consequences of their actions (Kurlycheck and Johnson 2010, 729). Youths in the detention system have an average IQ of 85, as compared to the national average of 100, and about 60% in detention meet the criteria for at least one mental disorder (Butler 2011, 111). Research by Howard N. Snyder, Ph.D., director of Systems Research at the National Center of Juvenile Justice, shows that 68% of committed males were diagnosed with a mental health disorder, and research indicates that the percentage is greater for females in commitment facilities, 50% of committed males had a substance abuse diagnosis (Katner 2006, 509). If a youth has a mental illness then it is our responsibility to address those needs. A state has no right to refuse adjudicated juveniles. It is the juvenile justice systems legal and ethical responsibility to admit them, and make provisions for their safe and secure care and treatment (Smith 2012). The American Public Health Association found in their Cox proportional hazard study that better mental health services reduced the risk of initial and subsequent juvenile justice involvement by 31% (Foster, Qaseem, and Connor, 2004) and had stronger results with more serious offenders. Their findings said that improved mental health ser vices reduced the risk of juvenile justice involvement (Foster, Qaseem, and Connor, 2004). We must remember that the juvenile justice system is meant to reduce recidivism, help the individual with their struggles, and integrate them back into the community. When a juvenile offender is reintegrated into the community after a year being counseled, treated, and taught, the community is safer than it would be if that same delinquent youth were incarcerated for five years and released with no preparation to respect himself and society and to avoid repeating the same behavior. In Missouri, for example, only 8 percent of juvenile delinquents return to the justice system within three years; the national average is over 50 percent (House 2010). Decreasing recidivism has both immediate and long-term benefits. It has been estimated that juveniles who become adult offenders cost society between $1.5 and $1.8 million each (Macomber, Skiba, Blackmon, Esposito, Hart, Mambrino, Richie, Grigorenko 2010, 224). Therefore, successful education is one of the most important tools that a juvenil e can have while locked up. According to the Journal of Correctional Education, quality education and successful employment is viewed, unequivocally, as the most powerful tool in recidivism reduction, rehabilitation of juvenile delinquent [à ¢Ã¢â€š ¬Ã‚ ¦]into a socially productive, healthy, and happy adult (Macomber, Skiba, Blackmon, Esposito, Hart, Mambrino, Richie, Grigorenko 2010, 225). However, the article does note that the level of education that is delivered to juveniles while incarcerated is nationally recognized as being far from as effective as it should be. Society wants our youths to succeed, be successful, and be normal members of society. That is why many advocates believe in keeping them out of the criminal justice system because they want to help bring these individuals back into society. Advocates for this system believe that juvenile justice systems are the best because once a juvenile is locked up in an adult correctional system, that individual will have a criminal record that follows them for life, which would not be the case if they had been tried in family court (McNeil 2008). Once a child is labeled as a criminal in society (labeling theory,) not only will it be hard for him to apply for a job with his adult criminal record, he will also carry the label of criminal over his head while back in society. Presentation of Position B: Abolish the Juvenile System In this section we will be looking at why it is a good idea to abolish the juvenile justice system. Barry Feld is one of the major advocates for abolishing the juvenile justice system. He believes the system should be thrown out because juveniles are frequently not afforded their constitutional rights in juvenile court. Barry Feld, a law professor from the U of M and an expert on the juvenile justice system, says the juvenile justice system needs to be abolished. He claims that within the past three decades, judicial decisions, legislative amendments, and administrative changes have transformed the juvenile court from a nominally rehabilitative social welfare agency into a scaled-down, second-class criminal court for young people. These reforms have converted the historical ideal of the juvenile court as a social welfare institution into a penal system that provides young offenders with neither therapy nor justice (Feld 1997, 68). In light of these failures, Feld is proposing that the juvenile court be integrated into the traditional criminal court system. Feld talks about how the juvenile justice system lacks constitutional rights for youth offenders. Several important Supreme Court decisions help change and shape the criminalization of the juvenile court. In the case of In Re Winship,the court required states to prove juvenile delinquency by criminal laws standard of proof beyond a reasonable doubt (Feld 1997, 73). In the U.S. Supreme court case of In Re Gault, the court said that juveniles accused of crimes must be afforded many of the same rights that adults get. These rights would be the 5th amendment of right against self-incrimination, the 6th amendment right to confront witnesses, the right to timely notification of the charges and the right to be represented by an attorney. Even though the Supreme Court ruled this way, Feld says that lawyers seldom appeared in juvenile courts and when the juvenile was on trial the judges did not advise juveniles of their rights and did not appoint counsel (Feld and Schaefer 2010, 330). Feld ci tes two associations, the American Bar Association and American Children at risk, that reported that many youths in the juvenile justice system were not represented by counsel and of the lawyers who represented juvenile lacked adequate training and failed to provide competent representation (Feld and Schaefer 2010, 330). If this would happen in the criminal justice system, the case would risk dismissal or being overturned on appeal. Even if a juvenile does have a defense lawyer, many attorneys seldom if ever appeal the decision of the juvenile court judge. Judges are continuing to allow juvenile rights continue to be trampled upon by allowing juveniles to waive their right to an attorney without allowing them to consult with one of their parents or an attorney. Feld and Schaefer say that in most states, judges gauge juveniles waivers of rights by assessing whether they were knowing, intelligent, and voluntary under the totality of the circumstances test. They rejected special procedures for youths and endorsed the adult standard to evaluate juveniles waivers of Miranda rights. When a juvenile is arrested or brought into custody, he should not be allowed to talk to anyone unless his parent or lawyer is present. Feld wants both the criminal and juvenile system to be combined into one in hopes to reduce many constitutional violations, such as a juvenile waving his right to Miranda warnings. He says that many juveniles do not understand a Miranda warning or counsel advisory well enough to make a valid waiver (Feld and Schaefer 2010, 331). This is a major risk for first time offenders because they may not know what they are agreeing to. Juveniles who have gone through the system before may start to get a grasp on the concept of Miranda about as well as adults but substantial minorities of both groups failed to grasp at least some elements of the warning (Feld and Schaefer 2010, 331). To help reduce these constitutional violations, Feld believes that state courts should adopt sentencing guidelines for juveniles, which now exist only in adult courts (Furst 1991). Feld believes that many sentences are based on where the juvenile lived than the crime (Furst, 1991). In Felds study, urban criminals face stiffer penalty, he found that urban juveniles receive harsher sentences for the same crimes than their rural and suburban counterparts (Furst 1991). Felt said that urban courts detained youths that were charged with felonies around the time; rural counties detained them one-tenth of the time and suburban counties one-thirteenth (Furst 1991). Feld says that no reasons exist to believe that rural youths are more competent than urban juveniles to waive legal rights, but rural judges appoint attorneys far less often than do their more formal, urban counterparts (Feld and Schaefer 2010, 332). Feld says that juveniles are very immature and lack a lot of experience. They requ ire the assistance of counsel to understand legal proceedings, to prepare and present a defense, to negotiate guilty pleas, and to ensure fair adjudications (Feld and Schaefer 2010, 350). How is it fair that adults can have lawyers present at their trial and not juveniles? He says that increased efforts to have lawyers present at juveniles trials have remained the same. Feld says that with his data from 1994 and 1999 have predicted the outcome for youths to receive attorneys present at trial. The data is quite surprising that youths convicted of felony and status offenses show a decrease in odds of representation, whereas youths convicted of misdemeanor offenses show an increase in the odds of having an attorney (Feld and Schaefer 2010, 349). One of the most important rights we have in our judicial system is the right to a jury trial. However, Feld argues is that while the right to a jury trial is a crucial procedural safeguard when states punish offenders, the vast majority of jurisdictions uncritically follow McKeivers lead and deny juveniles access to juries (Feld 1997, 87). When judges and juries apply Winship, the reasonable doubt standard, differently, it allows them to convict youths more easily in juvenile court than in adult criminal court with the same evidence. Feld say that the constitution as well as state juvenile statutes allow delinquents to have formal trials with attorneys present. But in reality the actual quality of representation that the juvenile receives is far from optimum. One of his reasons for abolishing the juvenile justice system is because the criminalization of juvenile courts, most states provide neither special procedures to protect youths from their own immaturity nor the full panoply of adult procedural safeguards. Instead, states treat juveniles just like adult criminal defendants when treating them equally places youth at a practical disadvantage (Feld 1997, 87). Feld argues that some scholars believe that rehabilitative juvenile court or a juvenile version of a criminal court simply will not work as their supporters intend (Crawford 2001). Because of this, Felt proposes that an integrated criminal court would be a better solution. He believes this model is the best because society recognizes youths as being less mature and more susceptible to peer influence (Crawford 2001) so the court could offer what he calls youth discounts for sentencing. This would take into consideration the youths age and apply it towards his crime. In his model he is not talking about crime reduction, remove what he considers to be the drama of waivers to adult courts (Crawford 2001). Feld claims it will remove double talk and hypocrisy because justice officials claim rehabilitation as their goal when the reality of their actions is coercion and punishment (Crawford 2001). As long as the youth discount is integrated into the criminal court system, it can provide yout h offenders with better legal protection, ensure they are granted the same constitutional rights that adults get, and most importantly, that juveniles would receive humane consequences from judges. Feld agrees that youths do deserve shorter sentences compared to adults when being tried for comparable crimes. However, there does not need to be separate courts for this. Feld says that the juvenile court system will not survive because it represents a temporary way-station on the road to substantive and procedural convergence with the criminal court (Feld 1997, 132). For both of these court systems to work, Feld says there must be an integrated criminal justice that formally recognizes adolescent as a development continuum may effectively address many of the problems created by our binary conceptions of youth and social control (Feld 1997, 132). Critique of Positions Advocates for the juvenile justice system believe that juveniles should have their own court system. In order for the juveniles to be properly protected, educated and rehabilitated, there cannot be two systems. Many juveniles are not sufficiently mentally developed to stand trial in the adult court system. Recall that The American Public Health Association said that better mental health services reduced the risk of initial and subsequent juvenile justice involvement by 31% (Foster, Qaseem, and Connor, 2004). Once the juvenile entered the detention center and was given appropriate care and treatment, the risk of juvenile justice involvement in the future was reduced. Many advocates argue that we must keep the juvenile justice system because many studies à ¢Ã¢â€š ¬Ã‚ ¦ have found that significantly harsher punishments are meted out to juveniles in adult court when compared with juveniles in juvenile court, particularly for serious or violent offenses (Kurlycheck and Johnson 2010, 727). The study said that of the juveniles tried in adult court, about 80% received harsher punishments compared to their youth counterparts. In order for us to have fair trial systems we cannot try youth with the same standards of adult. Advocates also believe that a juvenile should not be locked up in any adult facility because it would set the child up for more harm from stronger and more powerful adults. Research has shown that experiences with adult jails and prisons show that those facilities may instill fear but are otherwise emotionally-and often physically-dangerous for youth (Butler 2011, 114). I do not see any advantage to put a juvenile in the same cell or facility of another adult. The juvenile justice system is meant to rehabilitate the offender, not make him worse. We want the child to come out better than when he went in. In the adult court the minor would leave with a criminal record which could negatively affect his chances at getting a job once released. In juvenile court their record is usually protected. I do agree with what Feld says about having a juvenile be granted his constitutional right to an attorney, jury trial and correct understanding to Miranda warnings. He makes a big case about how juveniles are rarely granted these rights. I strongly agree with Felds statement regarding this. Many of these youth are waving their right to an attorney without the knowledge of what the consequences might be. Because some judges are allowing this to happen in the juvenile court, Feld make a convincing argument for these youth to be tried in an adult court. This may prevent any further constitutional violations. If an adult was treated this way, the case would have a high probability of being thrown out. If a juvenile is not granted these rights, there is no way he can expect a fair trial. Feld is correct that courts need to follow In Re Winship and In Re Gault. These are the rights granted to the juvenile, for a judge not to follow them would be unprofessional and most of all unconstitutio nal. Feld says that the juvenile court system will not survive because it represents a temporary way-station on the road to substantive and procedural convergence with the criminal court (Feld 1997, 132). I do not agree with this at all. In the juvenile justice system is designed help rehabilitate the offender, if the system is to work correctly; it will not be a temporary way-station. I do recognize that there are some fall backs to the system, but it needs to be run correctly. The idea of youth discounts, if implemented correctly could work. However judges might over abuse their power towards the juvenile. These youth discounts would be totally up to the discretion of the judge. This could pose a problematic issue for the youth if the judge does not follow the guidelines of youth discounts. If judges cannot follow constitutional guidelines of Winship and Gaulti do not believe they would be able to follow a rule of youth discounts. Feld has a good idea behind his youth discounts, however I do not believe judges would follow these rules. His last argument is that youths do deserve shorter sentences compared to adults when being tried for comparable crimes. If the juvenile system is abolished this concept would have to be enforce. I still see it being problematic for the child to serve time in an adult facility. We want to rehabilitate the child, not solely focus on punishing him or her. There is no telling how this system would be implemented. A judge could use this power to unfairly sentence certain youth to longer sentences the he deems necessary. As I have stated earlier, juveniles have different maturity and educational levels compared to adults. That is why many of these youths still need to be tried in a system where a judge is specialized in juvenile crimes. Authors Position Now that we have had a chance to examine the arguments for and against abolishing the juvenile system, our issue is which side should we take and why? It is difficult to pick one side, and therefore I propose a hybrid version. Using strengths from both sides, I believe we can come to a conclusion that will be most beneficial for the juvenile, and our court system, and one that will meet constitutional standards. In order to accomplish all of this we will be looking at concepts, resources, and management. Applying all three of these criteria we will be able to see why the combination of them will result in the best outcome. We will be ending the juvenile system as it currently exists, but instead of getting rid of it all together, there will be some changes to the adult system to help incorporate these new guidelines. As I have stated multiple times above, our concept of the juvenile justice system is to rehabilitate the offender and get the child ready to be brought back into society again. If the juvenile justice is to work correctly it would give the juvenile the necessary skills to be brought back into society. Society accepts this concept because the juvenile is still young, and society is willing to give that individual another chance. Society believes this because the juvenile is put under the obligation to grow himself/herself to be fitted to the perceived values of the society. If this is done successfully, the concept of rehabilitation has worked successfully Currently the juvenile justice system needs to be combined with parts of the adult system to work effectively. Mainly, the concept of having a fair trial is something all adults get in adult court. The juvenile justice system offers the minor educational and mental help through trained and effective services; something that the adult court rarely offers. It has also been stated that the juvenile dentation centers are better at offering rehabilitate skills through classes such as anger management which is essential to any delinquent wanting to enter society again. If the juvenile was just thrown into an adult correction facility, there is a slim chance that he would have access to the proper education that he would need. It is unlikely that the adult system has classes targeted for their needs. As I have stated earlier from the research, juveniles are far less mental and educationally developed compared to adults, that is why a system to house juveniles is still the best system. The a dult system houses individuals from 18 on up. If the delinquent is rehabilitated in a facility with individuals his own age, this might provide a better learning environment. The adult system is more focused on punishing the individual for their crimes and second, to possibly rehabilitated the adult offender. In a juvenile dentation center, their main goal is to rehabilitate the offender, not solely punish them for their crimes. Therefore, the juvenile justice system must take into account the opportunity to grow as a good person without any kind of stigma attached. Part of their rehabilitative process might involve apologizing to the victim. This would result in no father threat to the victim, and help the offender to know the impact of his crime. The last concept is if the juvenile is to be properly rehabilitated he needs to be in a safe environment, one that is targeted for his age group and level of education. While in the detention center, he or she is given the chance to learn and be properly educated, a skill that he or she might not have received while in the outside world. Barry Feld makes a convincing argument for abolishing the juvenile justice system with his argument that it does not afford the juvenile his constitutional rights. He believes that in order to fix this issue, the juvenile justice system need to be abolished and merged with the adult system. We are using Felds idea to merge the system but not abolish the resources and many benefits that come with the juvenile justice system. We will be using not one system but a hybrid of both. We must think of it as a system that only exists on paper not in different court systems. To award trial by jury, Miranda warnings, and the right to counsel only to adults does not represent a fair and balanced justice system. Juveniles must have the same rights that adults are entitled to. If an adult was arrested, questioned by police, brought to court without legal representation and informed the judge of all these violations, the case and evidence would be thrown out. That is why when creating this hybrid system we are using Felds resource of the adult court to create a new justice system for juveniles to ensure they are awarded all the rights adults are. First and foremost, juveniles must be accorded their constitutional rights. Juveniles are by definition young, inexperienced, and not as mentally and emotionally developed as adults. Special protections must be given to them to insure that they are granted their rights. Judges are continuing to allow juveniles to waive their right to Miranda when many are not aware of what they are without a parent or legal advisor. Juveniles who have gone through the system before may start to get a grasp on the concept of Miranda about as well as adults but substantial minorities of both groups failed to grasp at least some elements of the warning (Feld and Schaefer 2010, 331). Even if a lawyer was appointed, they (the lawyer) seldom appeared in juvenile courts and when the juvenile was on trial the judges did not advise juveniles of their rights and did not appoint counsel (Feld and Schaefer 2010, 330). Feld makes a major point of In Re Winship and In Re Gault (discussed above) to prove that even though these are laws exists, many courts overlook or ignore them, ultimately denying juveniles their rights to a fair trial. Constitutional rights cannot be overlooked, which is why I believe Felds argument of abolishing the juvenile justice system as it stands has merit, and the advantages of the adult system must be incorporated, without the negative consequences to juveniles. I propose that no juvenile be allowed to waive his Miranda rights without first consulting with a court appointed attorney. I further propose that no juvenile be allowed to waive his right to attorney, as can be done in adult court. Every juvenile should be represented by an attorney throughout the case. I propose that the juvenile have the right to a trial by jury in all felony offenses. If the offense is a misdemeanor or gross misdemeanor, the juvenile would still be tried before the juvenile court judge. In both misdemeanor/gross misdemeanor and felony level offenses, however, the dispositional alternatives would be within the traditional juvenile court system. There would be no adult sentencing in any misdemeanor/gross misdemeanor offense, and no adult sentencing for felony level offenses without the juvenile being certified to stand trial as an adult. Without good dispositional alternatives, we will not be able to make our hybrid juvenile system work. I am using this hybrid system to represent all non-serious crimes. One of the most important systems that needs to be retained is the educational system. As discussed earlier, successful education is one of the most important tools that a juvenile can have while locked up. If this is eliminated any hope of rehabilitating the juvenile goes out the window. One of the main goals of the juvenile justice system if to reduce the recidivism rate and to rehabilitate the individual with the skills necessary to return them to society. This will require enhanced special education opportunities. Many of the juveniles who are incarcerated have an average IQ of 85, as compared to national average of 100. So, even if they did attend public school, one study put their literacy skills [à ¢Ã¢â€š ¬Ã‚ ¦] at least one standard deviation or two years behind (Macomber, Skiba, Blackmon, Esposito, Hart, Mam brino, Richie, Grigorenko 2010, 225) their school mates in the same grade. To make sure this educational program will work, part of what I am proposing is that the court must require these individuals to participate. Math and reading are generally key important educational programs, but the detention facility also needs to offer other programs such as anger management, developing social skill, and educational classes on a variety of areas that the juvenile might lack. If the juvenile does not agree to these terms and conditions, they will be tried in adult court and sentenced to the adult correctional facility. It is not just education that many of these juveniles lack. Some 68% of committed males were diagnosed with some kind of mental health disorder, along with 50% of committed males having a substance abuse diagnosis. If these juveniles were put into the adult program, these issues might not ever be recognized or if they were, risk a high chance of never being treated. We need to provide adequate psychological support services to those who need them. If a youth has a mental illness then it is our responsibility to address those needs. A state has no right to refuse adjudicated juveniles. It is the juvenile justice systems legal and ethical responsibility to admit them, and make provisions for their safe and secure care and treatment (Smith 2012). If these mental issues are treated right now versus in the future, it very well might drastically reduce the recidivism rate. It has been estimated that juveniles who become adult offenders cost society between $1.5 and $1.8 million each (Macom ber, Skiba, Blackmon, Esposito, Hart, Mambrino, Richie, Grigorenko 2010, 224). This will ultimately be a substantial saving to the taxpayers, free up the jail for serious offenders, and get juveniles the help that many of them desperately need. One of the

Disadvantages Of Social Networking

Disadvantages Of Social Networking In the class, Personal and Professional Development 2 there are 13 students. We all just do some debate preparation. Firstly, we just started to divided into 2 group such as opposing argument and supporting argument. Each group consisted of 6 individuals whereby one becomes event coordinator. Secondly, we are in the groups just to support and given some ideas and collecting some information. The whole groups are very clear what to do for debate. Then, we decide to do some research regarding for debate topic. Furthermore, our groups are used primary, secondary and tertiary research methods in collecting the information and also used some college library books to get more information. After that, we are still not enough sources to continue our debate. As solution the whole groups move to internet. We just find some relate articles to gather more information about our topic. As well we collect all the information then we moves to lecture part. In this part, lecture gives some comment and instructor the way how to conduct the debate. Moreover, lecture given some guideline how to conduct the debate Argument and lecture comment In these part, we all ready for the argument. After few minutes our lecture gives instruction to event coordinator to start with the introduction. Event coordinator starts with the introduction that chosen topic was social networking and its advantages and disadvantages. It give a definition to the topic was the social networking now days there was some good and bad activity go on so here there was two groups, opposition group and supporting group. The first speaker opposing that by means of social networking may influence security issues for individuals who are user of this networking. The user is liable to be victimising in cheat issues, their accounts hacked by third party, and be victim of cyber bullying. From the second speaker of opposition group was arguing that surf during social networking frequently may guide to informal relationship. This relationship may source problem in our personal life and it involve the relationship through our partner whereby causes dislike within a relationship. From third speaker, that was I as supporting member that argue regarding telling to the point of view in the organisation whereby using social networking in the organisation may reason the workers not focus on their daily task and it may not complete the task because of spending more time in social networking. It also brings difficulty to be lower the productivity of works in the organisations and affects the production of the organisation. Fourth speaker was argue about ethical issues linked to the topic of this debate whereby addictive on social networking may show the way to unethical issue and moral value such as upload pornographic pictures, orally sexual harassment, cyber bullying and etc lead the user lose their moral value. Fifth speaker emphasise on the fake business advertisements on the social networking. The speaker argue that the social networking used as stage to advertise fake advertisement to promote their product and service which may lead to bad advertise. The other sides argument From these side the first points that they argue was chatting via social networks able to expand new relationship, its stage to make new friend from other country, retain existing relations like family members, close friends etc. Futhermore, social networks also lower stage of online business that can maximise of profits, exchange information from other side of country, advantage to education level and last of all related to job opportunity where the user upload the resumes. To support their points, supporting team did not there any kind of evidence like showing materials but most of proposition group member share their real life experiences to argue their points. Overall, their arguments very good, they engaged with information related to issue of debates. Most of them enjoyed the debates by arguing their possess point of view related to the debate issue. There are few members was not have of confident to communicate their points of argument on the issues and speak very softly tends not clear about the points that we listen as opposition group. From the both sides, they had done the debate with their own satisfaction because there was no loser or winner. The both sides have they own good points. From the opposition group are formally very good with point because they have shared they life exeperience related to the issues in order to make our point very strong. In conclusion, I have learned that we should have the confident through express our point toward the argument and it also need to done some research related on topic before we presented. E -Journals Task 1 personal statement I am a person self-motivated and hardworking. I can handle various tasks at once. I also am willing to learn new tasks and try something different. I am an outgoing person. I am very active and capable to change with new situation. I like sports which have mind using sports such as football, badminton and moreover because it will help on our thinking power. Key Skill Personal skills Professional skills Hard working Self motivation Highly motivated Communication skills Responsible Patience Dependable Effective problem solver 3.0 Personal Skills I am very hardworking person because I done some research before the discussion session in the class, it also I am highly motivated by my lecture when class going on. It also my responsible to take over my team member and all depend on our self before the discussion. 4.0 Professional Skills I have the ability in management because I can complete my task without any instruction.It also me help in communication skills to develop and be patience when customer asking something. I am an effective problem solver because I have my own idea to solve it. Task 2 Critical thinking Critical thinking is method of thinking in the way about any subject, content, or problem. It also which the way thinker improves the quality of his or her thinking by expertly taking charge of the structures inborn in thinking and impressive thinker standards in the lead them. Arguments are on the whole, which communicate the main idea of the paragraph. Scholarly argument is an argument obtainable by both sides with objectives and decided. Moreover there are two common types of argument such as descriptive and critical argument. Descriptive arguments are straightforward with no supporting reasons and critical arguments are exact with supporting reasons. As I am a manager critical thinking and scholarly argument can be roles because I can critically enables analysis and also have the ability to build logical decision on critical thinking. Scholarly arguments be able to be complete by myself when I am a manager when I am performance my reports and presentation. Furthermore, it also benefits me in the future. Task 3 Critical reading Critical reading means designed to help you to understand and take on this active reading process more successfully so that you can become a better critical reader. It also to know the goal of finding a better understanding of a material and to focus on analyzing and evaluating when we are reading as we progress. The purpose of reading is more on learning that particular topic to understand and it also have clear evidence when we done reading with the message that author delivered. In the critical reading skills, there are two common types such as scanning and skimming. Skimming is a process that readers are looking over a text quickly to get a specific piece of information to find more about the book. Scanning is a process that looking over the text quickly to get a general idea of the content. The technique of reading such as survey, question, read, recall, and review. Note talking is the way of recording some relevant information when we are reading. As students, we should used these technique when our class lecture going on. Task 4 Structuring Structuring is an essentially the connection between ideas in particular argument and the pattern or the method they are being an accessible. Structuring be able to allow a researcher in the direction of identify whether the order of an idea is logical or is the next part of argument related or are there enough notice given. In the way of structuring to be logic the grouping of the ideas must be correct. in a order of ideas is also imperative. A researcher must arrange the point from the most imperative to the least imperative. The signpost is a process of representative a changes in ideas or argument. There are many types of signpost such as paragraph, sub title, sub heading, references and moreover because it could be easy to capture the message that delivered by author. There are also including some interesting words such as opposite words, concluding phrases and comma mastery which can be used as signpost. Signpost can also become failure when a researcher give a bad introduction, no capital letter spelling and grammatical error, and no space between a new paragraph. Task 5 Communicating effectively in teams. Communication means that people communicate to another one. It is also a way to deliver message or get feedback. Effective communication is not only concerning expressing our feelings or transmission our possess messages from corner to corner to the other party. Communication is never a one-sided event, because we also need to listen to what other party has to say. For example communication tools such as email, sending message service, phone calls, fax or etc. Effective communication will help more in group because we can share all the information and also easy to achieve our target with minimum time. From my side of view, communication with team are more effective because it will help in our class when the tutorial part going on. These time, normally we make small group and discuss about topic that given by lecture. It will help a lot because we share our point and our opinions to others and then easy to make a proper answer. Job Description In the Apple I Company, I was being offered as an Administrative Assistant. This company was organizing to setting up the event management company, whereby they made to manage everything from an event which planning to do finishing of the event. This event was concentrating such as birthday party, wedding, Indian traditional ceremonies and etc. I was undertakes the responsibility of setting up a company event as Administrative Assistant on the 1st October 2012 until 30th November 2012. During that time, I were about 3 wedding and 2 birthday partys which been successfully. About five events that I did was very accountable to book the venue, decoration parts and ordering parts. I was made a basically part in an event with a stress and tired with the conduct of event. As a new Administrative Assistant, I challenged to satisfy a few problems to manage that duty that I was held responsible for it. As new worker, I did get any of proper venues to book for the number of people in the event. In this situation, I focused that, there are different types of caterer for the food and the way of make the proper decoration as a team. I never am asked any seniors to help in the duty given to me with the given time frame. Lesson Learned As a student, I work without experience and I got the time to challenge how to justify the setting and ideally reading about it. In the working environment is totally different from what I listen in studies as a much more in the working environment. Firstly, I have knowledge as a worker in group, there must have good communication skills with our dependents and workers. Without making a good communication with a people, may have some problems to achieve its purposes. Secondly, must have a good team work amongst the dependents which is very capable as not everyone is perfect so we have to share their ideas to get information in every essential tool in a group. Thirdly, I was note that how to manage time well. The time management is very important things in whatever we do and as knowledge of work, without proper time management will be stuck and cannot be achieve the aims. Further, I may not have a working experience and knowledge to manage the event. But there is a question was asked that How to be an Administrative Assistant? What are the tasks of an Administrative Assistant? But now I can said that, I have a working experience and responsibility with all the job and I can make a job easier in anywhere I go. My Strength and Weakness In the first week I just start with a happy movement in the organization. In the organization everyone honored with my hard work and I feel like very important person in an organization. After that, I was feeling full of energy day-by-day for few weeks. Then, I started feeling kind of bored as I had to do the same work day in and day out. Furthermore, these organizations are mainly target on few tasks such as booking venue, ordering food and fixed the decoration. In these organizations, I might grow fed up of that work because every day might do same task. For me, I realized that this work may not suitable and I am encourage myself to work with multi-task opportunities in big organizations. It will help me to think and improving myself in additional knowledge in that organization as whole.

Torchwood, Egoism, and Utilitarianism Essays -- Literary Analysis

Torchwood’s third season â€Å"Children of Earth,† contains many momentous events which question human rationality, having good sagacity, judgment, and equanimity. Throughout these events two ethical philosophies unravel. The first philosophy, egoism, actions with solely one’s interests in mind, plays a major role in the season. Ethical egoists believe that one should look out for no one else but themselves, and a theory of psychological egoism states that whatever the reasoning is behind an action, the action is always an individual’s self-interest. The inconceivable enthralling events in the season are due to the 456’s yearning for ten percent of the children population. However, their request is not based upon a life-supporting necessity, but merely an egotistical longing for a pleasurable â€Å"high† the children supply them with. The second philosophy, utilitarianism, is based on Jeremy Bentham’s principle of utility, actions whi ch amplify happiness and diminish pain for the majority of people, play an essential role. To restrain the heinous act from occurring, Jack sacrifices his own grandson, Steven, to spare the lives of the other children on Earth. The 456 are at fault for the outlandish children-related incidences around the world. The children stop in mid-action and recite exact words at the same time for five consecutive days. These events are linked to a previous abduction by the 456 in 1965. The only two people conscious of the previous abduction are immortal Captain Jack, who was there during the abduction, and the Home Office Permanent Secretary John Frobisher. For most of the first episodes, Torchwood members, Jack, Ianto, and Gwen, know nothing of the situation, but are able to communicate with an insider, Lois Habiba, ... ...uction to Ethics, 6th Edition. McGraw-Hill Higher Education/CourseSmart, 2008. 170. Online book. Rosenstand, Nina. The Moral of the Story: An Introduction to Ethics, 6th Edition. McGraw-Hill Higher Education/CourseSmart, 2008. 165. Online book. Rosenstand, Nina. â€Å"Individual Ethical Egoism.† The Moral of the Story: An Introduction to Ethics, 6th Edition. McGraw-Hill Higher Education/CourseSmart, 2008. 183. Web source. Rosenstand, Nina. The Moral of the Story: An Introduction to Ethics, 6th Edition. McGraw-Hil Higher Education/CourseSmart, 2008. 225. Online book. Rosenstand, Nina. The Moral of the Story: An Introduction to Ethics, 6th Edition. McGraw-Hill Higher Education/CourseSmart, 2008. 229. Web source. Rosenstand, Nina. The Moral of the Story: An Introduction to Ethics, 6th Edition. McGraw-Hill Higher Education/CourseSmart, 2008. 241. Online book.

The Civil War Essay -- essays research papers

The Civil War During both the civil war and civil war reconstruction time periods, there were many changes going on in the Union. The Emancipation Proclamation, as well as legislation such as the thirteenth, fourteenth and fifteenth amendments, was causing a new awakening of democracy; while the renouncing of secession by the South marked a definite triumph for Nationalism. As well, the government was involved in altercations of its own. During reconstruction, the legislative and executive branches eventually came to blows over the use of power. The nation was being altered by forces which caused, and later repaired, a broken Union. The first of these "forces", was the expansion of democracy. As early as 1862, Lincoln was taking a major step in that direction. On September 22, Lincoln announced the freeing of all slaves in areas not in Union control. Although the proclamation did not free all slaves everywhere, it was the action that would push Congress to pass the thirteenth amendment in 1865. The amendment, ratified later in 1865, stated that "Neither slavery nor involuntary servitude . . . shall exist within the United States, or any place subject to their jurisdiction." It seemed democracy had triumphed by giving freedom to slaves, but the amendment was not complete. It only stopped slavery, and made no provisions for citizenship; therefore, blacks were still not considered United States citizens. The fourteenth amendment was the democratic expansion that fixed that problem. Originally passed to "put a number of matters beyond the control or discretion of the president," the ame ndment also made "All persons born or naturalized in the United States . . . citizens of the United States." It also provided that, "No State shall abridge the privileges or immunities of citizens of the United States." This not only gave new meaning to black men's freedom, but it also gave a new and broader meaning to citizenship. Those drafting the amendment hoped that the broadness of would cover "unanticipated abuses", yet, the general phrasing was only an advantage to abusers. There is no listing of the "privileges or immunities" offered to U.S. citizens. In fact, there is not even a clarification of what rights a "citizen" has. These generalities, and the abuses that went with them, prompted ... ...civil rights bill. The bill would have given blacks a considerable new amount of freedom from discriminatory southern actions. Johnson took his stand against the radical Republicans in congress when the fourteenth amendment was first passed. While Congress required ratification of the amendment as part of reconstruction, Johnson denounced the amendment and advised states not to ratify it. "the battle between the executive and legislative branches settled into a predictable rhythm: Congress would pass a bill, the president would veto it, Congress would override it." This "rhythm" continued until Johnson violated the Tenure of office act, which required senate approval to remove presidential cabinet members. Johnson violated the act by removing Secretary of War Edwin Stanton. The House of Representatives approved articles of impeachment and in May 1868, Johnson was impeached by the House. The senate, by one vote, did not remove him from the office of president. Neither side had won that battle for power; Johnson had lost his ability to be an effective president, yet it had been established that impeachment could not be used as a congressional political weapon.

Ict In Schools A Means For Transforming Teaching Education Essay

The application of Information and Communications Technology ( ICT ) in schools is perceived as a agency for transforming instruction and acquisition procedure, and has therefore been met with important enthusiasm. The underdeveloped universe besides perceives ICT as a tool that will advance socio-economic, political, and sustainable development and as portion of the nucleus of instruction, aboard reading, composing and numeracy. This perceptual experience is emphasized in schools in Ghana. Students and students can make their prep on the cyberspace, because such services and installations exist on the cyberspace. The cyberspace can besides ease high quality instruction in the schoolroom every bit good as enrich the learning accomplishments of instructors. Harmonizing to Griffiths ( 1999 ) , in most underdeveloped states, though information engineering has been introduced, it is non to the full incorporated. In Ghana, witting attempts are being made by authorities to distribute the usage of information engineering in all sectors. As a consequence, the authorities of Ghana has passed a policy ( ICT for Accelerated Development ) to defend the class in advancing information and communications engineering in Ghana. In the ICT for Accelerated Development Policy, it stated that â€Å" policy attempts shall be directed at utilizing ICTs to ease system of E-learning and E-education every bit good as life-long acquisition within the population at big † .1.2 Statement of the ProblemIn order to accomplish the aims of the new educational reform ( 2007 ) and ICT4AD policy of the state, coachs and pupils should be encouraged to develop involvement in the usage of ICT Tools such as Web Based Learning ( WBL ) Tools to heighten instruction and a cquisition of the class. This is premier exampled by the manner coachs and pupils of Konongo-Odumase Senior High School abandon the usage of WBL Tools. The coachs and pupils are supposed to take advantage of WBL Tools to heighten instruction and larning yet as it is now, they do n't. It is as a consequence of this job that, the research worker seeks to utilize the WBL tools to better instruction and acquisition.1.3 Purpose of the StudyThe chief intent of this survey is to better instruction and acquisition of ICT in Konongo-Odumase Senior High School. This intent is intended to be achieved by look intoing into the non use of WBL Tools. The information gathered will assist convey out intercessions that would better instruction and acquisition of ICT through the usage of WBL. Specifically, this survey is aimed at: Use appropriate methods to heighten pupils understanding during ICT lessons. Use immediate feedback to pupils to actuate them to analyze the topic. Monitoring pupil ‘s public presentation through WBL Tools. Keeping the involvement of both coachs and pupils in the instruction and larning procedure by utilizing an easy manner of accessing information.1.4 Research QuestionsHow will you utilize WBL to assist actuate pupils to go active in the survey of ICT? What method of learning will outdo aid to better instruction and acquisition? To what extent would the given of immediate feedback to pupils actuate them to analyze ICT? Is it utile for instructors to utilize WBL Tools to learn? How will the pupils develop involvement in the class?1.5 Significance of the StudyThe result of this survey would convey to bare the importance of WBL to schools and other affected establishments in general. It will assist make a more efficient mechanization for the modern-day coach to student instruction and acquisition procedure. It is hoped that this survey will convey to bare the demand for WBL Tools and sharing of resources with the schools with connectivity.1.6 Restriction of the StudyIn malice of all the attempts put into the survey by the research worker, the research was saddled with the following jobs, which were possible reverse that influenced the concluding consequence. Not all the questionnaires administered were responded and returned. Time restraints in footings of limited periods to subject the long essay and other immaterial factors facilitated the choosing of Konongo-Odumase Senior High School. Some respondent intentionally or out ignorance gave inaccurate responses. Some respondents were hard to be interviewed due to their heavy agendas therefore the figure interviewed was smaller than anticipated.1.7 Boundary line of the StudyAll pupils in all secondary schools in Ghana offer ICT as a topic. However, this survey is narrowed down in range to fiscal and clip restraints. It hence confined itself to merely first twelvemonth pupils and a few coachs.Chapter TwoLiterature ReviewDefinition of Web-Based DirectionKhan ( 1997 ) defines Web-Based Instruction ( WBI ) as: â€Å" †¦ a hypermedia-based instructional plan which utilizes the properties and resources of the World Wide Web to make a meaningful acquisition environment where acquisition is fostered and supported. † Relan and Gillami ( 1997a ) define WBI as: â€Å" †¦ the application of a repertory of cognitively oriented instructional schemes within a constructivist and collaborative acquisition environment, using the properties and resources of the World Wide Web. † Web-Based Instruction, besides called Web-Based Training, is defined by Clark ( 1996 ) as: â€Å" Individualized direction delivered over public or private computing machine webs and displayed by a Web browser. WBT is non downloaded CBT, but instead on-demand preparation stored in a waiter and accessed across a web. Web-based preparation can be updated really quickly, and entree to developing controlled by the preparation supplier. † Though the above definitions are non indistinguishable, there is a common subject, which is that WBI takes advantage of the Internet and World Wide Web to present information.Importance of Web-Based DirectionWBI, which is an emerging field in instruction, is however, a portion of the rapid growing that is the Internet. Reasons for the growing of WBI include: promotes growing of distance instruction economically ( dependable and cheap beginning ) as compared to computing machine based preparation, unrecorded broadcasts, picture tapes, and so on, ( Relan and Gillani, 1997b and Santi, 1997 ) , enables scholars who prefer or are required to larn outside traditional schoolrooms to go to categories at their places or offices, ( Bannan and Milheim, 1997 ) , and provides bringing medium, content supplier, and capable affair in one bundle, unlike other mediums, such as computing machine based preparation, that require a separate bringing mechanism ( McManus, 1996 ) . Nichols ( 1995 ) predicts that: â€Å" The possible benefit from explicating rating methodological analysiss for the Web [ for instructional stuffs ] depends on whether or non the Web will go a lasting medium or a passing craze? In fact, the Web will probably shortly go the most popular medium for the bringing of distance instruction type stuffs. † The development of information engineering has easy changed the manner people interact with computing machines. This alteration has besides reached the learning procedure: distance acquisition, where pupil and instructor are connected by engineering alternatively of a schoolroom, is going a feasible option to traditional instruction methods, and is poised for major growing over the following several old ages. However, understanding how to utilize the World Wide Web ( WWW ) to back up preparation and acquisition activities presents a significant challenge for the interior decorators and judges of this emerging engineering. Particularly they have to understand how communicating and interaction, two cardinal characteristics of the acquisition procedure, are changed by the computing machine engineering. Furthermore, they have to research the possibilities of successfully teaching via webs while turn outing the acquisition and cost effectivity of these advanced systems. Get downing from t he theoretical background presented in Chapter 2 and 3, we present a model for the development of web-based acquisition environments. These tools can be considered a peculiar signifier of interactive multimedia: computer-stored information, which is connected and retrieved via links. An interesting development of interactive multimedia analyzed by the text are shared interactive multimedias, new Internet tools in which different users, who are at the same time shoping the same web site, can pass on with each other. The usage of computing machine engineerings to heighten larning began in late '60s with the attempts of innovators such as Atkinson and Suppes [ 1, 2 ] . Since that clip the presence of computing machine engineering in schools has increased dramatically, and anticipations are that this tendency will go on to speed up. In peculiar, the visual aspect of Internet-based information and communicating engineerings is altering how preparation is being conducted in many colleges, universities and private companies. As noted by Federico [ 3 ] â€Å" we are in the thick of a paradigm displacement in instruction and preparation from schoolroom centric to web centric † ( p.653 ) . On one side the development of information engineering has easy changed the manner people interact with computing machines. Technological progresss have bit by bit shifted the focal point off from computing machines as such, and toward what people really do with them. The most apparent mark of this alteration has been the creative activity of wholly new synergistic communicating environments like Computer Mediated Communication and Computer Supported Collaborative Work made possible by the increasing power and flexibleness of today ‘s information engineering [ 4 ] . In fact non merely does the usage of the World Wide Web non vouch effectual larning [ 6 ] . Inappropriate utilizations of engineering may impede acquisition. For illustration, it is good known that pupils can blow a batch of clip surfing the Internet. The first studies of Web-based Learning appear in the early 1990s edifice on 30 old ages of computer-assisted direction. Advocates claimed computer-assisted direction is superior to text-based, talk, and traditional educational methods for grounds that include control by the scholar over content, clip, and topographic point of acquisition ; sweetening of acquisition, logical thinking, and efficiency ; and cost nest eggs. Many surveies that reported advantages contained methodological defects and reported advantages unrelated to computer-specific characteristics. Web-based acquisition ( WBL ) represents a farther development of computer-assisted direction. Technical advantages of WBL include cosmopolitan handiness, easiness in updating content, and hyperlink maps that permit cross-referencing to other resources. These proficient progresss, specifically hyperlink and seeking capablenesss, fit the constructivist larning theory, where scholars search out and make their ain cognition bases. However, as was apparent with computer-assisted direction, possible advantages may non interpret into important betterments in educational results. Web-based larning environments can function as motivational, instructional, mold, feedback, and appraisal tools. These environments besides can impact the cognitive and societal behaviours of pupils ( Mayer 2001 ; Wallace 2001 ) .What is web-based acquisition?Web-based acquisition encompasses all educational intercessions that make usage of the cyberspace ( or a local intranet ) . There are presently three wide categorizations or constellations within WBL: tutorials, on-line treatment groups, and practical schoolrooms. The differentiations between these constellations are frequently blurred, and in fact a given WBL intercession might utilize a combination of two or three, but the deductions for learning warrant a conceptual, albeit at times arbitrary, separation. On-line tutorials are similar to face-to-face talks. They by and large consist of information structured by the instructor in a manner that will ( hopefully ) facilitate acquisition. Tutorials are frequently enhanced by char acteristics such as multimedia ( sound, images, films, and lifes ) , links to online resources ( full-text diary articles or related web sites ) and other countries within the class, and self-assessment tools. Effective online tutorials frequently besides make usage of schoolroom instances. Online treatment is similar to the face-to-face little group session. As with any little group, there may be an component of didactic instruction from the teacher ( eg a brief tutorial ) but the bosom of the instruction lies in group treatment. Teachers take on the function of facilitators – specifying the range of the treatment, monitoring and steering the treatment as needed, and supplying or assisting pupils to happen extra resources. Communication among group members can be asynchronous ( hold between directing a message and having the response ) or synchronal ( unrecorded ) . Virtual schoolrooms are computer-based simulations of schoolroom brushs. It is besides deserving observing wha t WBL is non. The cyberspace has found many maps in ICT instruction in which the primary purpose is non an educational intercession designed for web-based bringing. These include archives of face-to-face talks ( eg Power- Point slides or videotaped talks ) and class course of study, on-line disposal of trials and class ratings, and administrative communications. While surely utile, these maps do non represent WBL.The Role of WBLTsWeb-based acquisition tools ( WBLTs ) , besides referred to as larning objects in the literature, are defined in this survey as â€Å" synergistic web-based tools that support larning by heightening, amplifying, and steering the cognitive procedures of scholars † ( Agostinho, Bennett, Lockyer, & A ; Harper, 2004 ; Butson, 2003 ; McGreal, 2004 ; Parrish, 2004 ; Wiley, et Al. 2004 ) . WBLTs offer two notable characteristics that can cut down the impact of possible obstructions instructors face when utilizing engineering. First, typical WBLTs are designed to concentrate on specific constructs, doing them easy to larn, easy to utilize, and more attractive to busy pedagogues who have small clip to larn more complex, advanced package bundles ( Gadanidis, Gadanidis, & A ; Schindler, 2003 ) . Ease of usage besides makes WBLTs more toothsome to instructors who are discerning about utilizing engineering ( Kay, Knaack, & A ; Muirhead, in imperativeness ) . Second, a broad scope of WBLTs exist including drill-and-practice appraisal tools ( Adams, Lubega, Walmsley, & A ; Williams, 2004 ) or tutorials ( Nurmi & A ; Jaakkola, 2006 ) , video instance surveies or supports ( Kenny, Andrews, Vignola, Schilz, & A ; Covert, 1999 ; MacDonald et al. , 2005 ) , general web-based multimedia resources ( Van Zele, Vandaele, Botteldooren, & A ; Lenaerts, 2003 ) , and selfcontained synergistic tools in a specific content country ( Bradley & A ; Boyle, 2004 ; Cochrane, 2005 ) . Furthermore, in contrast to other larning engineerings burdened with execution challenges and costs, WBLTs are readily accessible over the Internet and instructors need non worry about inordinate costs or non holding the latest version ( Wiley, 2000 ) . It is speculated that the wide choice of readily accessible WBLTs will do it easier for instructors to incorporate WBLTs into a schoolroom environment. In drumhead, barriers to utilizing engineering reported by instructors such as clip, limited accomplishment, fright of engineering, and limited entree to engineering are partly addressed by easy-to-use WBLTs that are readily accessible in a broad assortment of pedagogical formats.WBLT Research in Middle and Secondary School ClassroomsExisting WBLT or larning object research is limited to the sphere of higher instruction. Out of the 41 empirical surveies reviewed for this paper, 29 ( 70 % ) focussed on WBLT usage in higher instruction, whereas merely eight ( 20 % ) examined WBLT usage in center or secondary school schoolrooms ( Brush & A ; Saye, 2001 ; Ilomaki, Lakkala, & A ; Paavola, 2006 ; Kay & A ; Knaack, 2007a ; Kong & A ; Kwok, 2005 ; Liu & A ; Bera, 2005 ; Lopez-Morteo & A ; Lopez, 2007 ; McCormick & A ; Li, 2006 ; Nurmi & A ; Jaakkola, 2006 ) . Four surveies examined in-between school pupils ‘ usage of WBLTs. Kong & A ; Kwok ( 2005 ) looked at nine-year-old pupils ‘ independent usage of WBLTs for 15-20 hours while trying to larn about fractions. Students who used WBLTs significantly outperformed pupils who did non utilize WBLTs. Ilomaki et Al. ( 2006 ) examined 11 and 12 twelvemonth old pupils utilizing WBLTs to analyze eating wonts. Teachers and pupils did non measure the effectivity of the five hebdomad, WBLT unit, but the pedagogical schemes used by the teachers were described in item. Liu & A ; Bera ( 2005 ) examined in-between school pupils ‘ usage forms with regard to a scope of WBLTs. Eighty-two per centum of the pupils generated successful solutions utilizing WBLTs. Finally, Nurmi & A ; Jaakkola ( 2006 ) reported that synergistic, simulation-based WBLTs produced significantly better consequences than drill-and pattern WBLTs. Five surveies looked at the usage of WBLTs in the secondary school schoolroom. Brush & A ; Saye ( 2001 ) reported that pupils tended to look at superficial content in a WBLT when left to their ain devices and that more active counsel and construction was needed when utilizing information based WBLTs. Ilomaki et Al. ( 2006 ) explored the pedagogical affordances of WBLTs in three countries: nutrition, sense of the encephalon, and multiple intelligences. Kay & A ; Knaack ( 2007b ) used a comprehensive appraisal tool to measure the usage of WBLTs and found that overall utility, clear instructions, organized layout, and good theme/motivation were peculiarly of import to pupils. Lopez-Morteo & A ; Lopez ( 2007 ) reported that pupils perceived synergistic, recreationbased, collaborative WBLTs positively. Finally, McCormick & A ; Li ( 2006 ) completed an extended survey analyzing the attitudes of 770 secondary schools instructors from six different European states toward utilizing WBLTs from the CELEBRATE aggregation. Overall, 70 % of the instructors thought WBLTs were utile. Just over half the instructors felt WBLTs were good designed, although this was clearly dependent on the type of WBLT chosen. Over 50 % of instructors experient Internet jobs while utilizing WBLTs. In add-on, approximately 60 % of all teachers thought WBLTs improved their instruction and felt that pupils were more engaged. Overall, WBLT-use research is positive, albeit slightly ad hoc and inconsistent in informations aggregation schemes. Two surveies gathered user public presentation informations, ( Kong & A ; Kwok, 2005 ; Nurmi & A ; Jaakkola, 2006 ) , four surveies collected descriptive informations ( Brush & A ; Saye, 2001 ; Ilomaki et al. , 2006 ; Liu & A ; Bera, 2005 ; McCormick & A ; Li, 2006 ) , one survey implemented a formal study ( Kay & A ; Knaack, 2007a, 2007b ) , and one survey accumulated anecdotal studies ( Lopez-Morteo & A ; Lopez, 2007 ) . With the exclusion of McCormick and Li ‘s ( 2006 ) paper, all eight old surveies looked at pupil perceptual experiences entirely ; teacher feelings of how good the WBLTs worked were non examined.Feedback in web-based acquisition applicationsTesting and appraisal are widely used in web-based acquisition applications, and e-learning Systems. Computer-based testing has a figure of advantages, viz. : facilitation of informations analysis coevals of speedy or sometimes even immediate consequences decrease of clip for trials development addition in user motive in the instance of frequent measuring possibilities of proving at any clip entreaty to a great figure of users/respondents with a big assortment of penchants, features, instruction, ends, etc. By and large, there exist many types of jobs of proving and appraisal in web-based larning systems, including both more proficient 1s such as user individuality confirmation and security issues and more general facets such as personalisation and version of assessment procedure. Lack of interaction between pupils and instructors is one of the chief jobs in web-based acquisition applications ( Mory, 2003 ) . During the acquisition procedure a pupil performs a figure of actions where feedback is important, for illustration in appraisals or in feedback chiefly consists of information about the trials consequences presented to a user. In web-based larning systems feedback presented by computing machine is normally aimed to replace feedback given to the pupil by the instructor and to better pupil public presentation ( Mory, 2003 ) . The chief function of feedback in web-based systems is to inform and to actuate the user to increase his or her attempt and attending. In web-based larning systems feedback plays a important function in interaction. The feedback is particularly of import in proving and appraisal that is organised within the learning procedure. Harmonizing to Brusilovsky and Miller ( 1999 ) proving constituents are the best developed synergistic constituents in web-based instruction. However, we consider these constituents as being ill designed still. Most of the current testing constituents in e-learning and other web-based applications do non back up feedback version. They do non give information about the user ‘s public presentation in the most suited clip and signifier for him or her. In traditional distance acquisition ( external, but non computer-based acquisition ) feedback has been examined from a figure of different positions ( Hyland, 2001 ) . The surveies have shown that pupils particularly wanted elaborate feedback and remarks. The feedback was expected to supply positive remarks on strengths, non obscure generalizations. It is recommended that unfavorable judgment in feedback be constructive and that pupils should hold a opportunity to react to remarks ( Hyland, 2001 ) . Harmonizing to Mory ( 2003 ) the feedback mechanisms that are used by pupils have changed with the progresss and growing of web-based larning systems. The usage of student-centred and constructivist attack in larning system supposes the usage of learner-to-learner interaction and provides meaningful equal and teacher feedback ( Dabbagh,2002 ) . Harmonizing to Bischoff ( 2000 ) pupils need regular feedback in order to cognize how their public presentation was evaluated, how they could better it, and how their classs are calculated. The effectual elements of on-line learning include frequent and consistent online feedback, diplomatic online feedback, and appraising online feedback. Based on qualities of on-line feedback ( multidimensional, nonevaluative, supportive, pupil controlled, seasonably, and specific ) outlined by Schwartz and White ( 2000 ) and Mory ( 2003 ) has suggested that feedback in the web-based acquisition system should hold the undermentioned qualities: prompt, seasonably, and thorough online feedback ongoing formative feedback about on-line group treatments ongoing summational feedback about classs constructive, supportive, and substantial online feedback specific, nonsubjective, and single online feedback consistent online feedback. In web-based acquisition applications the chief maps of the testing constituent are to measure the users, to give the user information about his or her public presentation, to actuate the user, and to concentrate the user ‘s attending on farther interaction with the system. Feedback differs from rating, where the chief end is to rate and enter the consequence of the testing for the intent of measuring the user. There are several chief jobs with feedback in web-based applications. First of wholly, there is the job of feedback representation. It is widely argued in favor of expressed presentation of feedback, but there are excessively few thoughts about what should be included into feedback and what sort of construction it should hold. Naturally, the feedback should match to the undertakings and to the single features of the user. The effectivity of different types of feedback in web-based acquisition system has been by experimentation studied by Mandernach ( 2005 ) , who evaluated the educational impact of showing assorted degrees of computer-based, on-line feedback ( no-feedback, knowledge-of-response, knowledge-of-correct-response, topic-contingent, and response contingent ) . The consequences of this survey have shown that the type of computer-based feedback did non hold any influence on pupil acquisition, but at the same clip the pupils reported distinguishable penchants for knowledge-of-response and response-contingent computer-based feedback. This allowed to reason that the pupils prefer feedback that is direct and clearly addresses the rightness of their response. The other job of feedback is the clip of its presentation. The user could be provided either with immediate or with delayed feedback. Harmonizing to Mathan ( 2003 ) the job of feedback timing is of important importance for tutoring systems. H e argued about the tradeoff between the benefits of immediate and delayed feedback: while immediate feedback is more effectual, delayed feedback supports better transportation and keeping. The advantages and disadvantages of immediate and delayed feedback can alter with different larning ends and scenes. The of import inquiry of feedback is that it can pull attending off from the undertakings increasing the clip required to put to death them. Harmonizing to Oulasvirta and Saariluoma ( 2004 ) disrupting messages such as feedback in human-computer interaction influence the extent and type of mistakes in retrieving. We argue that the jobs of feedback discussed could be partly solved by version of feedback to the undertakings and to the features of an single user. Feedback version in web based applications can supply a user with feedback that is the most appropriate for his or her personal features, existent temper, behavior, and heed ( Choe et al. , 2004 ) .