26 Lists to Make That Will Help You Improve Your Quality of Life

26 Lists to Make That Will Help You Improve Your Quality of Life Lists make life more manageable. If you’re naturally organized, you likely already know the order and ease they can bring to the chaos we all face very day. If you’re not, and want to be, why not start jotting things down? Lists are  easy to make, easy to read, and make all the things things you want to remember more easier to manage. If you need to feel less overwhelmed, or just want to be more organized, here are 26 lists to make- some for work, some for fun, and some just to keep you sane.1. RecipesNo idea what to make for dinner this week? If you have a list of recipes you’ve been meaning to try, you’ll never be at a loss again.2. MoviesEvery get to your Netflix and completely blank on all those movies you’ve been meaning to see? Make a list! You’ll never have to have the â€Å"I don’t know, what do you want to watch?† conversation again.3. BooksSame goes for the bookstore. Never hit the beach unprepared again.4. TV ShowsS ame thing as Netflix! Keep up with all the shows your friends have been recommending.5. RestaurantsNeed to pick a place to meet a friend or date? Keep a list of new places you want to check out.6. TripsNext time you find yourself with some accumulated time off  and some excess cash, have a list ready of things you’d like to see around the world.7. Cities/Countries to VisitIf you don’t have a specific trip in mind, but might like to explore a new place on the globe, have a list!8. Things to Do  in Your HometownEver feel like you’re not making full use of where you are? Make a list of cool things to do where you live- and never spend another boring Saturday on your couch.9. PasswordsNo matter what site you’ve completely forgotten your account information for, you have a list for that.10. Daily To-DosNothing is more satisfying than crossing these puppies off as you go through your day.11. A â€Å"Done† ListMake a new list of all the things you did today as you do them. Then look back at the accumulated tasks completed and pat yourself on the back.12. A Bucket ListMake a list of all the things you want to do in your life, big and small. And start checking those things off!13. Short-Term GoalsThis should contain all the things you want to do this week/month/year.14. Long-Term GoalsSave those bigger things you want to do during the next 5-10 years for this list.15. Professional AccomplishmentsJot down everything awesome you do at work and every compliment you get. This one is great for a day when you’re feeling down- and even better for resume-writing time!16. Things You Want in Your Next JobKeep track of the things you notice that make you work your best and use that as your criteria on the job search.17. DIY ProjectsAll those things you’ve really been meaning to get done. Sweaters you’ve been meaning to knit.18. Home ImprovementLeaky faucet? Need a new rug? Write it down and hold yourself accountable.19. GroceriesNever be caught adrift in the aisles again. Keep a running list so you know you didn’t forget toilet paper on your weekly shop.20. DrugstoreSame idea. You need Q-tips but won’t be going to CVS for a few days? Write it down. Otherwise you could forget them every trip for months.21. Wardrobe WishesNeed a new coat for the coming winter? A cute swimsuit for a vacation? Keep track of that stuff and you’ll save money by shopping only for what you know you really want and need.22. Important DatesRemember your best friends’ anniversaries and birthdays and significant dates. Be thoughtful with the people you love most.23. Due DatesIf you’re forgetful, this is key to making sure you’re never caught without a project complete on time.24. Quotes Your LoveNext time you need inspiration, you can consult your list of quotations that really get you fired up.25.  Things to be Thankful ForRemind yourself how great your life is and how lucky you are . You’d be surprised at how positive this can be.26. Things That Make You HappyNever be bored or blue again. Give yourself a reason to smile. Or fake it ‘til you make it and it will get better soon.

Effective Reading Strategies For Textbooks

Effective Reading Strategies For Textbooks    Newsflash: Your teacher doesn’t care if you read the whole chapter. I know that this sounds like a lie that teachers use to make sure you fail in school and life in general, but I am not kidding. At all. In fact, if youre using effective reading strategies, youre not going to read every single word. You dont really have to. Do you know what your teacher wants, more than anything? For you to learn the material youre supposed to know, and if you use the following effective reading tips for textbooks, youll be sure to do that. Read to learn; dont just read to read. There is absolutely no guilt if you skip around as long as you understand what youre supposed to.   Effective Reading Strategies Involve Less Actual Reading The best way to spend your study hour when you get an assignment to read a chapter is to devote as little time as is humanly possible to actually putting your eyes across the words on the page and as much time as is humanly possible doing these things: Testing yourself on the contentOrganizing the contentReviewing the contentRelating new concepts in the book to ones you already knowIdentifying and memorizing technical terms, formulas, and vocabularyApplying the concepts in the textbook to real-world situations In other words, spend your time learning, not just hacking through the words on the page until they blur into a giant mass of indecipherable grayish figures. Effective Reading Strategies For Learning a Chapter As I said before, your teacher doesnt care if you read the whole chapter. He or she does care if you know the material. And you should, too. Heres how to minimize your reading and maximize your learning when you read a textbook. Just PEEK, ASK, ANSWER and QUIZ. Peek. Effective reading starts with dedicating the first part of your reading time to peeking through the chapter - look at chapter headings, view pictures, read the intro and conclusion, and browse through the study questions at the end. Get a feel for what you need to know.Ask Questions. On a sheet of paper, transform your chapter headings into questions, leaving spaces underneath. Change â€Å"Early Romantic Poets† into â€Å"Who were the Early Romantic Poets?† Change â€Å"The Lithograph† into â€Å"What THE HECK is The Lithograph?† And on and on. Do this for every heading and subheading. Seems like a waste of precious time. I assure you, it is not.Answer Questions. Read through the chapter to answer the questions you just created. Put the answers in your own words underneath the questions you’ve written on your paper. Paraphrasing what the book says is imperative because youll remember your own words much better than someone elses.Quiz. When yo u’ve found the answers to all of the questions, read back through your notes with the answers covered to see if you can answer the questions from memory. If not, reread your notes until you can. Effective Reading Summary If you practice these effective reading strategies, your test/quiz/and exam study time will decrease DRAMATICALLY because you will have learned the material as you go instead of cramming for your test right before exam time: Sample Reading Comprehension QuestionsLearn Those Facts With Mnemonic DevicesHow to Study For Any Test

Response Journal Essay Example | Topics and Well Written Essays - 250 words - 1

Response Journal - Essay Example The explosion also killed 11 people instantly leaving several others seriously injured and in addition to blackening the Gulf coast (Taylor par. 2). It is two years since the disaster occurred and its devastating effects are still being felt. Experts reveal that all oil, approximated at about five million barrels, leaked spreading from the coast of Mexico to Florida. Houston is arguably the place that felt most of impacts of the incident which affected mainly wildlife and the environment, thereby raising ethical issues (Taylor par. 4). The main ethical problems present in this situation were to do with the destruction of the environment and wildlife by humans in the Gulf of Mexico and its environs. For instance, environmentalists reveal that the spill interfered with aquatic life as several marine animals were killed as a result. The other ethical issue that arose is that BP and its subcontractors were only concerned with cost saving without adequately assessing the hazardous risks. This in itself becomes unethical issue since BP concentrated only on cost saving and failing to put measures in place to ensure that their drilling processes were safe. The BP oil spill is also seen as an ethical issue for the reason that the company failed to minimize the impacts of the disaster for all those who were affected. The spill interfered with businesses and coastal beaches that are dependent on fishing and tourism. Furthermore, the oil spill was not only a health concern for residents of Houston but also to coastal businesses that lost millions of dollars due to the disaster. Oil that spilled underwater also affected all the aquatic animals throughout the gulf raising ethical concerns (Taylor par.6). In conclusion, the BP oil spill problem seems to have been caused by negligence on the parts of engineering who were building the deep-water horizon. To solve this problem, BP should always adhere to ethical practice when handling

PHYSICAL PRIVACY Coursework Example | Topics and Well Written Essays - 750 words

PHYSICAL PRIVACY - Coursework Example Even after they signed an agreement with the league not to do such a thing. When a player is suspended for almost a whole season due to illegal drug use, that athlete becomes a liability for his team. It puts all of the achievements of the team, while he was playing with them, into question. Since baseball is a sport that relies heavily on marketing the team image and highlighting the achievements of their players in order to keep the publicity going during the season, the acts of Cabrerra and Colon only served to tarnish the team's reputation. In the case of Cabrerra, because his team managed to go all the way to winning the World Series without him, (Stark, 2012) his team somehow managed to turn his suspension into a good thing for their marketing strategy. The same cannot be said for Colon however, who many fans, coaches, and sports professionals view as having come past his prime already and can actually be retired already. (Zinser & Kovaleski, 2012). A player who uses performanc e enhancing drugs does so in order to improve his game. He becomes an athletic powerhouse capable of practically anything on that field when he plays. He displays uncanny strength, speed, and stamina. All of which bystanders tend to attribute to his unique athletic ability. His performance on the field dictates how the rest of the team is expected to perform as well. The minute a drug using player becomes the center of the universe for the team, the tendency of the rest of the players is to slack off. Knowing all too well that the star player can reverse any loss in points so that their team can certainly win every game. The drug use puts the team at a certain advantage whether they know it or not. Which is why players who use drugs should be dealt with swiftly and properly. Let the punishment fit the crime. If a team gets lucky, like the San Francisco Giants did after the suspension of Cabrerra, the team will go on to win the World Series without the offending player. Thus restorin g the good name of their ball club and reiterating that one does not need to use drugs in order to win at a game. It is my opinion that the 50 game suspension each for Melky Cabrerra and Bartolo Colon is a just punishment. A lengthy suspension such as that will allow the players the much needed opportunity to seek the proper medical attention that they need in order to detox and get back into the game, clean and at the peak of their natural ability to play the games. The game suspension after all did not make any difference for their teams. In the case of Cabrerra, his suspension seems to have even helped his team to a clean, untainted World Series victory, which is truly the only thing that any team owner asks of his players. (Baggarly, 2013) Since not all athletes can be expected to toe the line when it comes to performance enhancing drugs, Lance Armstrong being the biggest disappointment of them all, the question of athletes as role models for the future generation of sports play ers becomes a question. Knowing that these athletes may discreetly be using drugs is something that can have an adverse effect on a child who is building his own dreams of athletic success upon the work of his sports idol. The influence of a superstar athlete cannot be discounted in terms of influencing a young mind. The young fans of Cabrerra and Colon may have already been misled by their statements about drug use after their suspension as being a good thing. After all, if a big name athlete does

Definition of Communication Essay Example for Free

Definition of Communication Essay Introduction Whenever we interact with other people, intentional or unintentional, we communicate; because of its abstract nature, the concept of communication is difficult to define. If one remembers Communication Theory as a Field (Craig 1999), we gain insight into the scientific fields of communication, on how diverse the fields of study actually are. With such diversity among theorists’ approaches to communication, it is even harder to get a single definition standing, at least within academia. The devil is in the details; however some argue that it is rather impractical to study a subject that isn’t well defined. A First Look At Communication Theory (Griffin 2012) offers a working definition. (Griffin 2012:6) states â€Å"Communication is the relational process of creating and interpreting messages that elicit a response†. But does this definition of what communication is suffice in the light of what the different theorists argue it is? This will be the main focus of my paper. I find it most reasonable to approach this question with two communication theories with different fundamental approaches to communication. In order to cover both the interpretive and objective theoretical approach, I will discuss the definition in relation to Constructivism and Semiotics. The Definition The definition consists of five parts: messages, creation of Messages, interpretation of Messages, A Relational Process, and Messages that elicits a response (Griffin 2012:6-9). â€Å"Messages are the very core of communication study.† (Griffin 2012:6). The creation of messages is the implication that messages is usually not randomly generated (constructed, invented, planned, crafted, constituted, selected, or adopted (Griffin 2012:7)). A message does not hold a meaning in and of itself; e.g. there is a differentiation between the words and the meaning. Communication is considered a process, because it functions in a contextual sense. In addition, it is a relational phenomenon because it involves two or more participants and affects their connection. And lastly, if a message fails to initiate any reactions, it would be ironic to call it communication according to Griffin. Constructivism Constructivism approaches communication from the psychological perspective, focusing on cognitive competence in interpersonal communication (Griffin 2012:98). The level of interactional competence is determined by the sophistication of the actor’s social perception skills, and their ability to analyze the social situation (the cognitive complexity of an actor (Griffin 2012:99)). The cognitive complexity is reflected in the communication process through the effectiveness of person-centered messages. â€Å"†¦ the capacity to produce highly person-centered messages has been assessed by having participants generate messages in response to standard situations and then coding these messages within hierarchical schemes for the degree of person centeredness manifested. For example, messages seeking to persuade others have been coded for the extent to which the goals and desires of the target are taken into account.† (Brant R. Burleson, Scott E. Caplan 1998:II,B) In a constructivist view, the communication process is more goal-oriented than relational. Constructing the message in a communicational context is in and of itself an intention to get an anticipated or desired reaction. â€Å"The perception and processing of others intentional efforts to convey some internal statemay be viewed as a special case of social perception† (Brant R. Burleson, Scott E. Caplan 1998:II,C). The addressed uses a received message as input in the process of structuring their response. The effectiveness of a response is directly correlated to the message’s goal related structure, and the cognitive complexity and perception skills of both addresser and addressed. Semiology Semiotics is the study of signs; it involves the production and the analysis of socially attributed meaning to an object. The semiologist Roland Barthes focused his research on signs we use in communication (Griffin 2012:332). In Mythologies (Roland Barthes 2009) we see that Barthes’ perspective on communication is broader than the interpersonal level, focusing more on abstract connotations and mythical signs in a cultural context. He argues that reality is converted into speech through human history; therefore there are no eternal meanings (Roland Barthes 2009:132). Concordantly, the meaning of a sign can shift as time progresses, an original sign could become a denotation for something else through the semiotic process. The creation of meaning of signs is then not only an individual process; it is also a conjunction and ongoing process of communication and human history. Barthes offers a semantic explanation, in his example of wrestling, to the reactions of the audience towards the wrestlers (Roland Barthes 2009:11-12). Arguing that, with French wrestling, different connotations around the mythical sign of â€Å"justice† were at interplay. So in the process of interpretation; Meaning can be implicit. Unconsciously perceived as connotative factor(s) to what is consciously noticed, and then reacted upon. Directly applying the points of discussion Extending the commonalities and differences between the two theoretical views, with Griffin’s definition, some points are very clear. Both view messages as the core instrument in communication and see it as a process. Both agree that if no reaction is elicited in any way, then the function of the message initially failed. The circumstances thereof are different in each point of view. However the aspects of messages in each theoretical view are defined in such a fashion; without a response of any kind, it would be a contradiction to refer to them as such (If we, of course, interpret messages that elicit a response to include apathetic responses). On the points of objection, it seems mostly to be a case of â€Å"weighing the words†, when viewed by either theoretical lens. As an example: on the point of a relational process, constructivists might prefer â€Å"goal-oriented† rather than relational. Or from Barthes’ perspective, adding a concept of creating mea ning as a result of communication to the definition. Conclusion The outlined approaches in this paper of constructivism and semiotics, display clear differences in the assumptions, focus-points and explanations of communication. However their general outlook does not, in any significant way, object to Griffin’s working definition. I think this outcome qualifies the definition as sufficient, as a practical tool when studying communication. The evident boundary of my paper however, is the lack of other major theoretical lenses in the subject. Further work needs to be done in order to conduct a more unified definition. References Barthes, R. (2009). Mythologies. London: Vintage Classics. 3-14 and 131-144 Craig, R.T. (1999). Communication theory as a field. Communication Theory, 9, 119-161. Griffin, E. (2011). A First Look at Communication Theory. 8th edition. New York: McGraw Hill. J. C. McCroskey, J. A. Daly, M. M. Martin (Eds.). (1998). Communication and Personality: Trait Perspectives. Cresskill, NJ: Hampton, pp. 233-286, Website: Presshttp://www.ic.arizona.edu/ic/wrightr/const/bu98b.htm#II.B.%20CC%20and%20%E2%82%ACMessage%20Production%E2%82%AC

Hardware and Software Required for a System :: Papers

Hardware and Software Required for a System There are two main types of components required for a system to work. These are: v Hardware – The parts of a computer that you can see and you can handle; the exterior components of the computer. v Software – The actual programs that allow the hardware to do a useful job. Hardware The main components of an ICT system include the following: v Input devices – these enable the data to enter the system. This could be through keyboard, scanner, digital camera, etc. v Central Processing Unit (CPU) – the brain of the computer. This part of the hardware stores and processes data. It has three parts: ALU (arithmetic and logic unit; it performs all the arithmetic and logic operations), the control unit, and the memory. v Backing storage – consists of the disk drives, tape drives, RW-CD (read/write compact disk), RW-DVD (read/write digital versatile disk), etc. used to store data when the power is switched off. [IMAGE] Software Software is the general name for programs that can be run on computer hardware. There are two main categories of software: operating system software and applications software. Operating systems are programs that control the computer hardware directly. The operating system I am going to choose for the new system will be Windows XP. Applications software is used to perform a specific task. Applications software varies from word-processing packages used to write letter, prepare reports, etc. to specialist applications packages used only within one industry. The applications I will be choosing for the new system will be: v MS word – A word processing application. This will be used for word processing letters of confirmation, letters of payment, and mail merging letters. v MS access – A database application. This will be used for taking details such as personal information, booking details, and payment details. v MS excel – A spreadsheet application, this application can make

Growing Up in a Bilingual Family Essay

Abstract Some bicultural families have to deal with the decision of how, when, and if they should make their children be bilingual. They worry that if instead of helping their kids doing so, it may hurt them. Most people agree that in long terms, being bilingual is a great tool. Since most parents agree on that, not all agree on how early kids should be introduce to a second language. Should it be as soon as they are born, or first learn one language and then a second? Growing Up in a Bilingual Family Educators and psychologists will advice to introduce a second language when kids are under the age of 3. De Houwer, (1999) says â€Å"Brain imaging studies show that languages in bilingual infants are stored closer together in the brain than in later bilinguals. This means, learning another language after the age of 3 both takes greater effort and is treated differently by the brain compared to the child who acquires them simultaneously.† The earliest a child is exposed to a second language, the better. Contrary to what many parents think that their kids may get confused and end up not learning completely either language. For instance, there are cases of kids who were exposed to two languages and by the age of 6 they know very well both languages. And the people that learn a second language in an adult age, they are most likely to have an accent after several years of been speaking a foreigner language, and most likely they will have their accent for a lifetime. Although, researches show that â€Å"The main reason for dominance in one language is that the child has had greater exposure to it and needs it more to communicate with people in the immediate environment† (Grosjean, 1983, p.209), and it is not usual that kids are exposed to two languages equally. There is usually one dominant language or mother language, and the minority language. This is why the minority language, should be balance by reading, dancing with music that has lyrics of the weaker language, watching TV shows and specially talking; conversational experiences are the most valuable, easy tool parents can used. The case of Mia, who is two years old, and William, a 4 years old boy who are more exposed to English than Spanish, the parents try to reinforce the weaker language by teaching them songs in the minority language and  making up songs with stories that calls the kid’s attention. This method worked in many families, and the result is always positive. On e of the most common frustrations in bilingual families is when their kids start mixing up two languages. Children feel single out and this situation makes them feel uncomfortable, especially when there are people around who don’t understand what the child is saying, this will end frustrating the child and start to deny speaking in a language that is not common in their environment; â€Å"Parents, who naturally tend to interpret a mixed utterance as evidence of confusion when in fact the child is getting on with the task of building up two sets of patterns by making more and more subtle contrasts† (Harding-Esch, 2008, p.56-57). Kids are not conscientiously trying to mix up two languages, they do it because is natural, it is normal for a child to pick different words from each languages to express their feelings and thoughts. We, as a bilingual parents, should instead of focusing on the mistakes that our kids make, is praise their effort and enthusiasm on their ability to speak two different languages. There are many ways that we can help bilingual kids learn two or more lan guages, the most important probably is never give up and think that the kids are not understanding or listening to what we are saying. They have busy minds, and while we think they are not listening or watching us, they are. Parents should use any opportunity to talk to them especially on the minority language. Make them feel that they are not different than majority language speakers. Getting them spend as much time possible with other minority speaker children by arranging play dates. Also, the bilingual kids should visit the country where the minority language is spoken. Cunningham, (2002, p.117), in her book In Growing up with Two Languages says, â€Å"The potential, advantages of this are manifold: The children get to know monolingual speakers of their own age, they learn to use their weaker language in different situations, they learn about the culture of the country†. This will be a great boost for bilingual children, to be exposed to a total immersion to a different culture that they are not very use to. In chapter 14, Cognitive Functions, it is mentioned that â€Å"Early exposure to some language increases ability to learn another language later.† Also it is mentioned that children are better at pronunciation and grammar when they learn a second language early in age. There is not really disadvantage on learning a second language  at any age but it is better to take advantage of the ability kids have to grasp almost anything during their first stages of life. Conclusion There is not evidence of negative effects of y learning at early age two languages or more. Instead, there are many evidences that children growing up with two languages have advantage over the ones that are not. As Grosjean says, â€Å"researchers have found that bilingualism is, after all, a great asset to the child†, and he continues, â€Å"Especially, in intelligence and cognitive growth, researchers stress the assets of bilingualism†. There is nothing to loose getting our kids to learn two languages, all what it requires is our patience and consistency. References Cunningham, U. & Anderson, S. (2002). Growing up with two languages: A practical Guide. New York: Taylor and Francis Group. De Houwer, A. (1999). Two or more languages in Early Childhood. Retrieved from http://www.cal.org/resources/digest/earlychild.html Grosjean, F. (1992). Life with two languages. Massachusetts: Harvard University Press. Harding-Esch, E. & Riley, P. (2008). The bilingual family: A handbook for parents. New York: Cambridge University Press.

Parole and Probation Essay

â€Å"A term coined by John Augustus from the Latin term†probare†- to prove, to test; the origin for the Probation came from English Law in the Middle Ages. †(A Brief History of Probation) â€Å"In 1841He persuaded Boston Police Court to release an adult drunkard into his custody rather than send him to prison- the prevalent means dealing with law violations at that time. †(Meet John Augustus, 2007) He was successful in improving the drunkards’ condition. It wasn’t a task done without controversies. Other police, court clerks and turnkeys didn’t agree with what John Augustus was doing, because this was taking away their pay. They got paid for those that were incarcerated, not the ones John Augustus took in his custody. â€Å"In 1878 Massachusetts passed the first probation statute mandating an official State Probation System with salaried officers. Other states followed suit. †(Meet John Augustus, 2007) â€Å"On July 1, 1930 the Division of Parole was established in the Executive Department. †(History of Parole in New York State) This meant that the Department of Corrections would no longer make decisions on which parolees would be released from prison. This responsibility was given to the fulltime Board of Parole that had been established by the Executive Department. â€Å"In 1917 Division of Parole was consolidated with the Department of Corrections to form the Department of Corrections Services (DOCS). †(History of Parole in New York State) â€Å"The Sentencing Reform Act of 1998 referred to as Jenna’s Law added a new dimension to the Division through the elimination of discretionary release for all violent felony offenders while mandating court imposed periods of post release supervision of 1. to 5 years that the offender must serve after his period of incarceration imposed by the court. †(History of the Parole in New York State) Taken a closer look it seems that probation and parole are basically the same thing, its’ like they did the same work but only had different names. No, if you think of it that way you are wrong they are both in the same agency or department but they are not the same. There is a difference; â€Å"probation is part and parcel in the offenders initial sentence and parole comes much faster allowing the offender early release from prison sentence. (Findlaw, 2008) Probation is alternative used by the courts, instead of sending the offender to prison. The courts put restrictions and supervision; they go through sanctions depending on their offense. If they are drug addicts they put them through a rehabilitation program to help them get cleaned. They put them through school to learn a skill so they can find a job. If necessary they also go through anger management classes. There is a variety of sanctions available which the probation officers prepare for them to go through to better themselves and keep from falling in the same offense or any other one over and over. Parole helps the inmates to return to the community after serving part of their prison term. There is a very strict process through which they have to go through to be able to return to the community as a normal person and not as an outcast. There are many sanctions they have to go through to help them be prepared to return back to civilization and not return as a repeat offender. Probation and Parole officers have large caseloads, more than reasonably acceptable, but there’s nothing they can do about it. They do the best they can to help the offenders get ready and feel confident about themselves and their return to their communities. These officers are assigned to areas where they know the community and its resources. This way they are able to provide better help for the offenders. Some offenders have specialized cases and the Probation and Parole officers focus on these special areas; supervision is provided by Parole for domestic violence, sexual assault, violent youthful offenders and other types of offenders. More and more conservatives now favor the abolishing parole, sharply curtailing probation, imprisoning over adult felons for his or her entire term and warehousing juvenile offenders in adult jails. †(Dilulio Jr. , 1997) To abolish probation and parole is not a very good idea. It just needs work and money to be invested on it. They need to hire more officers for Probation and Parole to help alleviate the load they have now. By hiring more personnel, they can put the light cases to a team of officers; this can help the officers that have specialized cases, it will make the caseloads they have now lighter for them. This gives them more time to focus on the special needs of the offenders. Being able to spend more time to help the offenders get through and be able to understand what and why they are doing some of these sanctions and what benefits they will get out of them. Once they understand they will look forward to continuing and finishing these sanctions because it will make them a better person and feel a change in their lives. This will be a big help to the Probation and Parole officers; they will be able to rigorously enforce the sanctions the offenders go through, and be proud of them when they complete these sanctions and become better citizens. It will be even better when the officers see a year or two or three pass by and don’t see the offenders return. The main thing needed is for more money to be invested to Probation and Parole. There are many things that are being studied foe the betterment of Probation and Parole. Innovations† in probation on July 2007 â€Å"Assessing New York City’s automated Reporting System†; New York City Department of Probation has successfully used the Kiosk System to focus its’ resourced on probationers identified as high risk through increasingly reporting and lower caseloads by assigning larger number of low-risk to high case loads. †(Department of Probation, 2008) This is just one of the many innovations that will help Probation and I recommend it. Parole is a tougher cookie to bite, because some of the offenders just aren’t going through the programs that they need to go through. The Parole Officer often wastes their time going after the bad offenders to get them to follow their program. There is nothing they can do if they’re not willing to help themselves; they will eventually commit other crimes. For these offenders the â€Å"three strikes you’re out† law will work well. You give them three chances and they fail them then their â€Å"out†, in other words they go back to prison to finish their sentence and on top they will serve for the new crimes they have committed; and should have a no parole policy after the â€Å"three strikes you’re out† law. On the other hand there are those offenders that are putting all their efforts to stay off drugs, remain sober and get a job. These offenders are ignored and forgotten because they’re too busy chasing the bad non-compliant ones. If they pay more attention to the ones that are ignored they can make a big difference by letting everyone see that it can be done , they can be turned to a self-reliant person that can go back into the community without fear of being treated as an outcast. Martin Horn, formerly head of New York State’s Parole Authority and Commissioner of Prisons in Pennsylvania. † †Horns notion is to reinvent Parole on the basis of a â€Å"personal responsibility† model. Released personnel would be given the equivalent of a parole voucher. For a fixed time-say two years-hes can use the voucher to seek education, job training, drug treatment or other services from state selected providers. If he wants to help himself, he can, if not heâ€℠¢s on his own. Do a new crime during this period-bite the hand that is offering you a way to help yourself and you do the time for the crime, plus a year or two. †(Dilulio Jr, 1997) This is also a notion that Horn had and O believe the only way to see if it works is to put it to the test. It’s the only way to know if this reinvention to Parole will work to improve what is now available in Parole. Just like the Kiosk System seems to be working, now Philadelphia Probation wants New York City Probation to help them create a Kiosk-Based Automated System just like the one they have in New York City Probation. Reference http://www.nyc.gov/html/prob/home.html

Science and its Limits essays

Science and its Limits essays In Del Ratzschs Science It is safe to say that I am fairly unfamiliar with these issues that are being discussed. I am examinging this material for the first time. Therefore, I realize that I have been influenced by Ratzschs presuppositions and beliefs on the issues he discusses. However, coming from a Christian point and having some background on what the faith generally believes on some of these issues, for the most part his ideas seem rational and understandable. After his discussions on a subject, he raises questions and voices his opinion on that particular topic. The opinions and doubts he has on the subject were pretty convincing and I found myself taking his stance on most, if not all of the subjects at hand. This statement from Ratzsch seems to sum up of my view on the majority of the issues. It should be clear that what one believes concerning the integration of ones science and Christianity will be affected by ones conception of science (Ratzch 141). Regardless of what you believe or why you believe it, your religious believes and how they relate to science will without a doubt influence how we perceive science. The first discussion is on Baconianism which was developed by Francis Bacon (1561-1626). His view held that science began by collecting data in an objective form, which would be free of all prejudices on the issue at hand. This idea would include being free of any religious influences. The data tha...

Bernard Montgomery, World War II Field Marshal

Bernard Montgomery, World War II Field Marshal Bernard Montgomery (November 17, 1887–March 24, 1976) was a British soldier who rose through the ranks to become one of the most important military leaders of World War II. Known to be difficult to work with, Monty was nevertheless exceptionally popular with the British public. He was rewarded for his service with promotions to Field Marshal, Bridgadier General, and Viscount. Fast Facts: Bernard Montgomery Known For: Top military commander during World War IIAlso Known As: MontyBorn: November 17, 1887 in London, England Parents: The Reverend Henry Montgomery, Maud MontgomeryDied: March 24, 1976 in Hampshire, EnglandEducation: St. Paul’s School, London, and the Royal Military Academy (Sandhurst)Awards and Honors: Distinguished Service Order (after being wounded in WWI); after WWII, he received the Knight of the Garter and was created 1st Viscount Montgomery of Alamein in 1946Spouse: Elizabeth CarverChildren: John and Dick (stepsons) and DavidNotable Quote: Every soldier must know, before he goes into battle, how the little battle he is to fight fits into the larger picture, and how the success of his fighting will influence the battle as a whole. Early Life Born in Kennington, London in 1887, Bernard Montgomery was the son of Reverend Henry Montgomery and his wife Maud, and the grandson of noted colonial administrator Sir Robert Montgomery. One of nine children, Montgomery spent his early years at the familys ancestral home of New Park in Northern Ireland before his father was made Bishop of Tasmania in 1889. While living in the remote colony, he endured a harsh childhood that included beatings by his mother. Largely educated by tutors, Montgomery seldom saw his father, who frequently traveled due to his post. The family returned to Britain in 1901 when Henry Montgomery became secretary of the Society for the Propagation of the Gospel. Back in London, the younger Montgomery attended St. Pauls School before entering the Royal Military Academy at Sandhurst. While at the academy, he struggled with discipline issues and was nearly expelled for rowdiness. Graduating in 1908, he was commissioned as a second lieutenant and assigned to the 1st Battalion, Royal Warwickshire Regiment. World War I Sent to India, Montgomery was promoted to lieutenant in 1910. Back in Britain, he received an appointment as battalion adjutant at the Shorncliffe Army Camp in Kent. With the outbreak of World War I, Montgomery deployed to France with the British Expeditionary Force (BEF). Assigned to Lieutenant General Thomas Snows 4th Division, his regiment took part in the fighting at Le Cateau on August 26, 1914. Continuing to see action during the retreat from Mons, Montgomery was badly wounded during a counterattack near Mà ©teren on October 13, 1914. He was hit through the right lung by a sniper before another round struck him in the knee. Awarded the Distinguished Service Order, he was appointed as a brigade major in the 112th and 104th Brigades. Returning to France in early 1916, Montgomery served as a  staff officer with the 33rd Division during the Battle of Arras. The following year, he took part in the Battle of Passchendaele as a staff officer with IX Corps. During this time he became known as a meticulous planner who worked tirelessly to integrate the operations of the infantry, engineers, and artillery. As the war concluded in November 1918, Montgomery held the temporary rank of lieutenant colonel and was serving as chief of staff for the 47th Division. Interwar Years After commanding the 17th  (Service) Battalion of the Royal Fusiliers in the British Army of the Rhine during the occupation, Montgomery reverted to the rank of captain in November 1919. Seeking to attend the Staff College, he persuaded Field Marshal Sir William Robertson to approve his admission. Completing the course, he was again made a brigade major and assigned to the 17th Infantry Brigade in January 1921. Stationed in Ireland, he took part in counter-insurgency operations during the Irish War of Independence and advocated taking a hard line with the rebels. In 1927, Montgomery married Elizabeth Carver and the couple had a son, David, the following year. Moving through a variety of peacetime postings, he was promoted to lieutenant colonel in 1931 and rejoined the Royal Warwickshire Regiment for service in the Middle East and India. Returning home in 1937, he was given command of the 9th Infantry Brigade with the temporary rank of brigadier. A short time later, tragedy struck when Elizabeth died from septicemia following an amputation caused by an infected insect bite. Grief-stricken, Montgomery coped by withdrawing into his work. A year later, he organized a massive amphibious training exercise that was praised by his superiors, which led to his promotion to major general. Given command of the 8th Infantry Division in Palestine, he put down an Arab revolt in 1939 before being transferred to Britain to lead the 3rd Infantry Division. With the outbreak of World War II in September 1939, his division was deployed to France as part of the BEF. Fearing a disaster similar to 1914, he relentlessly trained his men in defensive maneuvers and fighting. In France Serving in General Alan Brookes II Corps, Montgomery earned his superiors praise. With the German invasion of the Low Countries, the 3rd Division performed well and, following the collapse of the Allied position, was evacuated through Dunkirk. During the final days of the campaign, Montgomery led II Corps as Brooke had been recalled to London. Arriving back in Britain, Montgomery became an outspoken critic of the BEFs high command and began a feud with the commander of Southern Command, Lieutenant General Sir Claude Auchinleck. Over the next year, he held several posts responsible for the defense of southeastern Britain. North Africa In August 1942, Montgomery, now a lieutenant general, was appointed to command the Eighth Army in Egypt following the death of Lieutenant-General William Gott. Serving under General Sir Harold Alexander, Montgomery took command on August 13 and began a rapid reorganization of his forces and worked to reinforce the defenses at El Alamein. Making numerous visits to the front lines, he diligently endeavored to raise morale. In addition, he sought to unite land, naval, and air units into an effective combined arms team. Anticipating that Field Marshal Erwin Rommel would attempt to turn his left flank, he strengthened this area and defeated the noted German commander at the Battle of Alam Halfa in early September. Under pressure to mount an offensive, Montgomery began extensive planning for striking at Rommel. Opening the Second Battle of El Alamein in late October, Montgomery shattered Rommels lines and sent him reeling east. Knighted and promoted to general for the victory, he maintained pressure on Axis forces and turned them out of successive defensive positions, including the Mareth Line in March 1943. Sicily and Italy With the defeat of Axis forces in North Africa, planning began for the Allied invasion of Sicily. Landing in July 1943 in conjunction with Lieutenant General George S. Pattons U.S. Seventh Army, Montgomerys Eighth Army came ashore near Syracuse. While the campaign was a success, Montgomerys boastful style ignited a rivalry with his flamboyant American counterpart. On September 3, the Eighth Army opened the campaign in Italy by landing in Calabria. Joined by Lieutenant General Mark Clarks U.S. Fifth Army, which landed at Salerno, Montgomery began a slow, grinding advance up the Italian peninsula. D-Day On December 23, 1943, Montgomery was ordered to Britain to take command of the 21st Army Group, which comprised all of the ground forces assigned to the invasion of Normandy. Playing a key role in the planning process for D-Day, he oversaw the Battle of Normandy after Allied forces began landing on June 6. During this period, he was criticized by Patton and General Omar Bradley for his initial inability to capture the city of Caen. Once taken, the city was used as the pivot point for the Allied breakout and crushing of German forces in the Falaise pocket. Push to Germany As most of the Allied troops in Western Europe rapidly became American, political forces prevented Montgomery from remaining Ground Forces Commander. This title was assumed by the Supreme Allied Commander, General Dwight Eisenhower, while Montgomery was permitted to retain the 21st Army Group. In compensation, Prime Minister Winston Churchill had Montgomery promoted to field marshal. In the weeks following Normandy, Montgomery succeeded in convincing Eisenhower to approve Operation Market-Garden, which called for a direct thrust toward the Rhine and Ruhr Valley utilizing large numbers of airborne troops. Uncharacteristically daring for Montgomery, the operation was also poorly planned, with key intelligence about the enemys strength overlooked. As a result, the operation was only partially successful and resulted in the destruction of the 1st British Airborne Division. In the wake of this effort, Montgomery was directed to clear the Scheldt so that the port of Antwerp could be opened to Allied shipping. On December 16, the Germans opened the Battle of the Bulge with a massive offensive. With German troops breaking through the American lines, Montgomery was ordered to take command of U.S. forces north of the penetration to stabilize the situation. He was effective in this role and was ordered to counterattack in conjunction with Pattons Third Army on January 1, with the goal of encircling the Germans. Not believing his men were ready, he delayed two days, which allowed many of the Germans to escape. Pressing on to the Rhine, his men crossed the river in March and helped encircle German forces in the Ruhr. Driving across northern Germany, Montgomery occupied Hamburg and Rostock before accepting a German surrender on May 4. Death After the war, Montgomery was made commander of the British occupation forces and served on the Allied Control Council. In 1946, he was elevated to Viscount Montgomery of Alamein for his accomplishments. Serving as Chief of the Imperial General Staff from 1946 to 1948, he struggled with the political aspects of the post. Beginning in 1951, he served as deputy commander of NATOs European forces and remained in that position until his retirement in 1958. Increasingly known for his outspoken views on a variety of topics, his postwar memoirs were severely critical of his contemporaries. Montgomery died on March 24, 1976, and was buried at Binsted.

Discussion Questions Essay Example | Topics and Well Written Essays - 750 words - 6

Discussion Questions - Essay Example (word count 105) Personality measurements can be used when an applicant is interested in employment. Tests have been developed that can determine certain factors of personality that are common for certain behaviors. As well, the ability to lead and make effective decisions can be made by the use of such tests. In the hiring practices in companies I have worked for these tests have been used. However, I have never seen an instance where the test actually excluded anyone from an interview or from being hired. It appears that these tests are given at the insistence of corporate, however there is no real substitute for human evaluation. (word count 104) Psychoanalytical theory uses the experiences of an individual to explain the development of abnormal behaviors. The way in which this has value is in understanding that not all behavior is derived from a physiological source, but can be developed from adverse experiences. When developing a clinical study about behavior, theories of origin can provide insight and dimension. However, psychoanalytical theory does not allow for the chemical imbalances that can influence psychological development. Using just this theory to analyze behavior is limiting and without the depth that influential physiological elements can provide within the context of developing a case study on an individual. (word count 102) Freud divided the personality into the Id, the Ego, and the Superego. The Id is the unconscious drive for basic needs in which pleasure is the driving motivation. The Ego is the conscious force that can temper the drives of the Id with reason and acknowledgement of consequences. The Superego creates a balance between the conscious and the unconscious, inhibiting drives that could be counterproductive. An understanding of this could allow for an employer to develop motivational strategies that