Should the Sex Offender Registry be abolished Research Paper

Should the Sex Offender Registry be abolished - Research Paper Example This paper argues for the abolishment of the public sex offender registry by giving concrete reasons against having the practice retained. Reasons why the Public Sex Offender Registry should be abolished Harm to families. Proponents of the public sex offender registry argue that making sex offender information public reduces the rates of sexual offenses by repeat offenders and enable parents to protect their children (IDEA, 2009). However, public notification of sex offenders does not only affect the offenders, but their families as well. This is because despite the fact that states have the discretion to decide on the criteria for disclosing sex offender information, majority of the states implements them to the extreme. Sex offenders get imprisonment sentences and remain incarcerated for a significant amount of time, but their families get to suffer more humiliation, especially when details get disclosed to the entire public, such as being made available on the internet. Hodgson an d Kelley point out that â€Å"highly publicized case have demonstrated a severe and negative impact on the victim’s family and the offender’s family† (2002, p. 229). Cases of mistaken identities after release of offender information to the public have also been witnessed, and the persons incorrectly identified as sex offenders have undergone harassment and assault. Ex-offenders and their families suffer constant instability when their private information such as name, age, place of employment, address, and crime committed is made available to the public. This includes lack of proper employment and challenges accessing suitable housing.... This paper stresses that proponents of the public sex offender registry argue that making sex offender information public reduces the rates of sexual offenses by repeat offenders and enable parents to protect their children. However, public notification of sex offenders does not only affect the offenders, but their families as well. This is because despite the fact that states have the discretion to decide on the criteria for disclosing sex offender information, majority of the states implements them to the extreme. Sex offenders get imprisonment sentences and remain incarcerated for a significant amount of time, but their families get to suffer more humiliation, especially when details get disclosed to the entire public, such as being made available on the internet. The author talks that supporters of the preservation of the public sex offender registry and relevant acts argue that the registration is important in protecting them and their children. They however forget the tax burde n imposed on tax payers, who have to pay the salaries and fund all operations of the staff working in these units. The implementation of additional laws and regulations is also funded by taxpayers. This report makes a conclusion that there are better ways of handling sex offenders, rather than subjecting them and their families to excessive punishment, humiliation and harm, and violating their rights. The main aim of the justice system is reforming offenders and giving them a chance to live normal lives. The use of the public sex offender registry fails to do this.

Translation Studies Lecture Essay Example for Free

Translation Studies Lecture Essay Introduction: Translation and Translation Studies Translation and Translation Studies (Definition and a brief history of the discipline) Hermes the god of thieves and liars is also the god of translation. But he has so many other tasks as the god of roads, commerce, travel (these can be connected to translation) as well as arts, magic and crafts not talking about matrimonial matchmaking†¦ A translator has, at least, as many tasks and roles when translating that I hope to show you this term. As a translator, Hermes is a messenger from the gods to humans. As an interpreter who bridges the boundaries with strangers he is a hermeneus. So the word â€Å"hermeneutics† for the art of interpreting hidden meaning can also be traced back to his name. (By the way in Greek a lucky find was also a hermaion. ) What is translation? 1/ oral form is called interpreting or interpretation 2/ written form is called translation that has roughly 2 main categories from our point of view: (a) specialized translation (b) literary translation (Task: Look up the word in different dictionaries and see how different explanations work) e. g translation (an on-line dictionary; mind the phrase underlined: do you agree? ) – a written communication in a second language having the same meaning as the written communication in a first language – a uniform movement without rotation (see the meaning of Hungarian word ‘forditas’); [cf. ‘What’s in a Word? ’ my lecture of April 08, 2007 now an article in Faces of English soon in print] – the act of changing in form or shape or appearance; a photograph is a translation of a scene onto a two-dimensional surface etc. The most common explanation: translation is the expression in one language (target language TL) what has been expressed in the source language (SL) Meaning: †¢ the notion of movement btw. languages †¢ †¦of some kind of content and context †¢ †¦of obligation to find â€Å"equivalents† (expression commonly used in the 1960s and ‘70s; linguistic schools) which â€Å"preserve† features of the original Is total equivalence possible? There is no absolute synonymy btw. words in the same language; even less btw. different languages (one of the causes some say it is impossible to translate). – sg. ‘lost’ or ‘gained’ in the process – translators ‘betraying’ the author’s intentions (cf: Hermes; Italian proverb: traduttore traditore). ’translator is a traitor’ ‘a fordito ferdito’ (Kosztolanyi ABECE a forditasrol†¦. Gondolat, 1957) The term Translation has several meanings: Translation – the general subject field, the abstract concept encompassing the other two Translating – the process, the activity (our main interests during the term) A Translation – the product, the translated text, the target language text A theory of translation must explain both the process and the product. Previously it was rather the product theorists tried to analyse, later interest turned towards the process, and translation today is as much about the translation of cultural, political, and historical contexts and concepts as it is about language. (cf. The cultural turn of the 1990s! the emergence of a new discipline called Cultural Studies that uses translation moreover literary translation as its main field of comparative analysis; all these have generated the emergence of an independent discipline called Translation Studies. ) Cf. [translation turn in Cultural Studies; translating cultures is not â€Å"cultural translation†; see Rushdie= a translated man] (LITERARY) TRANSLATION v v Linguistics (applied linguistics) Literature (comparative literature) Both fields dealt with it marginally and created their own translation theories, explanations (by researchers in linguistics and in literature but not translators! ) First linguists: looking for basic similarities in languages – computers, machine translation They try to understand the mental process of translation: what happens in the ‘black box’ the mind of the translator. (Input and output) 1)Psychological studies: cognitive science (a) perception (b) information processing (encoding and decoding of messages) ( c )memory 2)Language (concerned with psychological a social aspects) (a)psycholinguistics – the process in the mind of the translator focus on decoding and encoding (b)sociolinguistics – place SLT and TLT in their cultural contexts focus on the participants (nature of the message; how codes are used etc) (results made possible to create computer programmes that work in the case of simple systems such as METEO: weather forecast uses a relatively small vocabulary cf. Lecture 3. ) All translation is communication (and all communication is translation) The basic scheme (monolingual): 1/ receive signals containing messages in a communicative system 2/ deconstruct. 3/ reconstruct (vertical transfer e. g. historical epochs; horizontal transfer: e. g. social classes)–(cf. readers’ interpretation of a text) The basic scheme ( BILINGUAL ) The translator is a communicator, â€Å"a mediating agent† btw. 2 different languages – 2 different monolingual language communities; decodes message transmitted in one lang. and re-encodes it in another. The main diff. lies in the encoding, re-encoding process: †¢ the message must be re-encoded into a different language †¢ the same message as received †¢ aimed at a group of receivers who are not the same as the original sender  Faced by a text we have to work out 1) the semantic sense of words, sentences †¦ 2) its communicative value 3) its place in time and space 4) information about the participants involved both in its production and reception There are 6 questions to consider: 1 WHAT? – message contained in the text 2 WHY? – intention of the sender (purpose of the text issued; underlying structure : informing; persuading, flattering etc. but text usually possess more than a single function – multiple function – task of the receiver to find primary intention, function 3 WHEN? – time of communication realized in the text (e. g.historical context; past, present, future†¦) 4 HOW? – a) manner of delivery (serious, ironic); tenor of discourse b) medium of communication (channels: verbal, writing†¦); mode of discourse 5 WHERE? – place of communication (physical location realized in text) 6 WHO? Participants involved in communication (sender –source language, receiver –target language (reveal characteristics of speaker/writer as individual) Lets see the a model of communication in the case of translation proper: 1 translator receives signal 1 containing message 2 recognizes code 1 3 decodes signal 1 source language 4 retrieves message  5 comprehends message - 6 translator selects code 2 target language 7 encodes message by means of code 2 8 selects channel 9 transmits signal 2 containing message (Bell: 19). As a result: there are 2 codes, 2 signals 2 texts –2 sets of content (more than 1 message) as there is no 100% equivalence – 2 kinds of explanation Translation process: transformation of SL text into TL text by means of processes, which take place within memory 1) analysis of SL text (language specific) into a non-lang. specific, universal semantic representation (cf.  metatext) 2) synthesis of it into another lang. specific (TL) text Theory won’t solve translators’ problems but helps when looking for solutions in particular cases. (more conscious ). What is the unit of translation? Word, phrase, sentence, paragraph –but one has to have the whole text (with its special qualities) in mind when trying to find solutions! What is translation studies? A new academic discipline that is a) multilingual, b) interdisciplinary James Holmes defined it as â€Å"the complex of problems clustered round the phenomenon of translating and translation. It is really the discipline of the 1990’s: 1)a number of specialized translating and interpreting courses (in the UK. at least 20 postgraduate courses in 2000) and even more BA course at departments of translation in a number of European and non-European countries. / A smaller number of schools specialized in literary translation (but nearly everywhere in Europe! ) 2) conferences and workshops (organized by universities and international societies e. g. EST) 3) journals Babel (NL), Meta (Ca), Target (Israel/Belgium)†¦ 4) Publisher specialized on TS: Multilingual Matters, John Benjamins, Rodopi, Routledge, St. Jerome.

Abraham Lincoln and Slavery Essay example -- Slavery Essays

Abraham Lincoln and Slavery Many Americans believe that Abraham Lincoln was the â€Å"Great Emancipator,† the sole individual who ended slavery, and the man who epitomizes freedom. In his brief presidential term, Lincoln dealt with an unstable nation, with the South seceding from the country and in brink of leaving permanently. The differing ideologies between the North and South about the economy and slavery quickly lead to civil war. It was now the duty of Lincoln to maintain the unity of the nation. Therefore, Lincoln is not the â€Å"Great Emancipator† because his primary goals throughout his presidency was always to maintain the unity of the nation and not achieve the emancipation of slaves. First of all, by looking at Lincoln’s road to the white house, one can see that Abraham Lincoln was a man undecided on the issue of slavery. He wisely used the issue of slavery to appeal to both the abolitionists and to Negrophobes, Northerners who were afraid of living side-by- side with Negroes and competing with them for jobs. For example, on July 10th of 1959, Lincoln gave a speech in Chicago, a primarily abolitionist town. Lincoln stated that inequality was unnecessary in this country. If all men were created equal then were should look past race, saying, â€Å"Let us discard all these things, and unite as one people throughout this land, until we shall once more stand up declaring that all men are created equal† (Hofstadter, pg. 148). On the other hand, Lincoln gave a speech in Charleston, on September 18, 1858, a primarily pro-slavery town and gave a totally contrary opinion. Lincoln stated that he is not, or has ever been, in favor of freeing slaves and giving them social equality. Lincoln stated... ... he gave conflicting beliefs about slavery to attain the necessary votes to elect him to office. Then, once the Civil War began, he was merely trying to preserve what was left of an unstable union. The true â€Å"Emancipators† of slavery lie in the grass roots people of that time, the abolitionists, Frederick Douglas, and the slaves themselves. The slaves earned their freedom. Lincoln was merely a man who let the events of his era determine his policy. â€Å"I claim not to have controlled events but confess plainly that events controlled me.† Bibliography: ï » ¿ Bibliography 1. John Majewski, History of the American Peoples: 1840-1920 (Dubuque: Kent/Hunt Publishing, 2001). 2. Richard Hofstadter, The American Political Tradition and the Men Who Made It (New York: Random House Publishing, 1973).

Folklore in Star Wars, Planet of the Apes, and Alice in Wonderland :: Movies Film TV Television Essays

Folklore in Star Wars, Planet of the Apes, and Alice in Wonderland Folklore in the movies usually focuses around a hero or heroine, that hero or heroine is in a situation that they have to overcome. The hero or heroine can come in many different forms; it could be a teenage boy a long time ago, in a galaxy far far away, or an over the hill astronaught lost in space, or a little girl who falls down a hole. I am going to show how three movies contain folklore, Star Wars IV: A New Hope, Planet of the Apes one, and Alice in Wonderland. But first I need to define what folklore in the movies is. Folklore in the movies has five main points which the hero or heroine goes through. The call to adventure: something has to happen to the hero or heroine in order to get them involved in some situation which concerns them greatly. Refusal of the call: the hero or heroine has to disobey something or someone. Supernatural aid: the hero or heroine gets help from an outside force, someone wiser than the hero or heroine, and someone who understands the situation better. The crossing of the first threshold: once involved with the situation before them, the hero or heroine has a conflict which causes them to get caught in the belly of the whale. The belly of the whale: the hero or heroine gets caught in some place, of which they try to escape. Star Wars is one of the best movies to use as an example for folklore in the movies. The call to adventure: fate would have it that R2D2 would land into the hands of Luke Skywalker. The only thing keeping Luke from joining the Rebel Alliance is his uncle Owen Lars, aunt Beru Lars, and the harvest; but when the empire comes looking for R2 they come to Luke's house and kill his aunt and uncle. Refusal of the call: at first Luke says no to Ben (Obi-Wan) Kenobi. Han Solo doesn't want to help the Rebel Alliance at first, but at the end he does and saves Luke's life. Supernatural aid: Obi Wan is the old man in Star Wars who understands the force and who teaches Luke the ways of the force. The crossing of the first threshold: when Alderaan gets blown up, the Millennium Falcon gets caught in the Death Star's tractor beam, leaving them stuck inside the largest, most deadly battle-station ever created.

Evidence of Neocolonialism in African Trade Relations Essay

Athow Brian and Robert G. Blanton present their study of African trade relations before and after European colonialism in â€Å"Colonial Style and Colonial Legacies: Trade Patterns in British and French Africa. † This study is quite important as it is an effort to scientifically assess the colonial trade legacy in a comparative manner. In fact, it is the only research of its kind analyzing trade relations of previously colonized states of Africa between 1938 and 1985. The authors’ goal is to discover whether neocolonialism continues to exist in the previously colonized African states with respect to trade relations. In other words, do the previously colonized African states continue to depend on the colonialists for trade? The underdevelopment of Africa is attributable to many factors, including the fact that it takes economically powerful governments with a strong sense of their goals to empower their people and develop nations. It is a well-known fact that the European colonialists had their own interests at heart. Their mercenary objectives could not accommodate the goal of developing Africa. African states that came to be ruled by Europeans were forced to produce agricultural goods as well as raw materials to meet European demands alone. The â€Å"traditional agricultural economies† of the colonized states of Africa were forced by French and British colonialists to start specializing in cash crops that were solely meant for export. Although the French and British colonialists came to hold significant political power over the African people, the local needs of the latter were utterly disregarded. No wonder, although Africa continues to appear lush green to the human eye, its people suffer from severe hunger. After all, their needs have been disregarded even after independence was attained from the European colonialists. As a matter of fact, the authors of â€Å"Colonial Style and Colonial Legacies† found that the African states that were previously colonized by the French continue to have France as their chief trading partner. Similarly, African states that were previously colonized by the British continue to trade with the British in addition to other states that had been colonized by the British. What is more, the trading style of the colonialists continues to be used by the African states that were colonized by the French and the British. French colonies of Africa were under a centralized rule. For this reason, they continue to consider France as their chief trading partner. British rule was decentralized to a large extent. Moreover, the British had already established trade relations between the African colonized states and other nations across the world that had been colonized by the British. These trading patterns continue to this day, which is the reason why the authors of â€Å"Colonial Style and Colonial Legacies† refer to neocolonialism in African trade relations. According to the authors, old habits die hard. Africa continues to suffer from severe poverty because its resources do not support the Africans. Rather, previously colonized African states continue to produce for the French and the British peoples. Africans are dependent on the moneys they receive for the goods they export to France and Britain, in addition to previously colonized British states in other parts of the world. Seeing that Africa appears to be on the losing side of this deal, the article, â€Å"Colonial Style and Colonial Legacies† calls for massive structural changes in the political and trade patterns applied in Africa today. It would take African governments to develop a strong sense of their goals to achieve economic independence for the Africans – this time having the interests of their own people at heart. Bibliography Brian, Athow, and Robert G. Blanton. â€Å"Colonial Style and Colonial Legacies: Trade Patterns in British and French Africa. † Journal of Third World Studies (Fall 2002). Available from http://findarticles. com/p/articles/mi_qa3821/is_200210/ai_n9134671. Internet; accessed 27 November 2008.

Classroom Management Critique Essays

Classroom Management Critique Essays Classroom Management Critique Essay Classroom Management Critique Essay Running head: Research Analysis and Article Critique Research Analysis and Article Critique Kellee Holland EDD/711 Student discipline and classroom management are among the highest concerns of teachers, administrators, and community members. Classroom management defeat is one of the most common reasons that teachers change professions. The School wide Positive Behavioral Support program is an approach that schools are implementing to prevent behavioral problems. About 7,500 schools across 40 states are now implementing variations of school wide PBS (Sugai, G. 008). The school wide Positive Behavioral Supports approach is a three tiered program implemented by schools to improve or prevent behavioral challenges. In the first tier, students are taught a social skills curriculum that is positive, formal, and in support of the academic school mission. This strategy is implemented in every aspect of the school community including areas outside of the classroom. Only about twenty to thirty percent of students will need a more intensified approach if the school does an excellent job with school wide social skills. These students typically have trouble socially, break rules, and have difficulty following directions. The second tier is a more intense approach and is usually used in a small group setting. The session includes social skill instruction, counseling, and conflict management. At the tier three level students receive individualized counseling. Prompting, positive reinforcement, and counseling are among the strategies used to improve behavior. Students move throughout the tiers based on their individual needs. The distinguishing factors of the tiers include size of grouping, frequency of interaction, and adult supervision. When it comes to discipline, schools should model positive behavior and spend less time reacting to negative behavior. For students who are academically and socially successful, the code of conduct provides boundaries for rule breaking behaviors. Tier two and tier three would be used for those students who are noncompliant and have trouble cooperating with adults. Positive Behavioral Support is implemented in schools by first establishing a leadership team. The school creates a mission statement by teaching students positive social skills, respect, responsibility and safety. Students will receive positive feedback for emulating positive behavior. Consequences are established in the form of a discipline handbook or code of conduct. Schools monitor the effect of this approach by keeping records of office referrals. A survey is given to the staff and students to determine how the school climate is perceived from various viewpoints. I have found this information to be very helpful. Many times as an educator, I have students who are defiant or insist on breaking school and classroom rules. Through productive research, I have found that these students need a modified approach. Intervention is often used for students who are struggling academically. After reading this article, I can begin implementing strategies and modeling specific behaviors that can ensure an increase in positive behavior in the classroom. Reference Sugai, George. Beyond the Discipline Handbook: How Schools Can Implement a Positive Approach to Managing Student Behavior | | . (2009). Education Digest: Essential Readings Quick Review, v75 n3 p37-41 Nov 2009 , 75(3), 37-41.

Unethical Ads Due to the Introduction of Reference Ads

Unethical Ads Due to the Introduction of Reference Ads Free Online Research Papers Introduction One of the most important contributors to the success of consumer products is advertisements and the perception that these ads create in people’s minds. People are exposed more to television ads and hence are more influenced by them. This influence is known and hence well taken advantage of by advertisers. They tend to drum a message into the consumer’s mind to manipulate their acceptance of the product. Study says that if a message is drummed into us enough, whether consciously or unconsciously, it is likely to have an effect (J.E.Gratz The Ethics of Sublimal Communication). Does this indicate that consumers remember every ad they see, or atleast the ones that have had an impact? Study also suggests that people tend to take ads personally and subconsciously rate them as good or bad on the basis of many parameters. Infact the public’s views towards advertisements are copiously negative (e.g., Bauer and Greyser 1968, Mittal 1994). Negative information is also more diagnostic than positive information, meaning the consumers put greater weight on it in their brand judgments (Ahluwalia, Burnkrant, and Unnava, 2001). This therefore says that consumers tend to remember the effect of a negative ad. On the other hand studies suggest that consumers have less retention power when it comes to advertisements. When there is time difference between two ads and the time interval in laced with other learning (other ads) then the consumer’s recollection of the first ad is inhibited (e.g., Raymond R Burke and Thomas Skrull Competitive Interference and Consumer Memory for advertising; Melton and Irwin, 1940). Is it therefore possible that the perception of an ad changes when the ad is compared with another ad, especially a ‘negative’ one? Does the introduction of a reference ad change the perception about an ad that was erstwhile perceived to be negative, into a lesser negative one, or, maybe even, positive? A reference ad can be defined as any ad in relation to which other ads are seen. (Contextual effects of reference pricing in retail advertising- Abhjit Biswas and Edward A Blair). This research has been conducted to understand the change in the perception of unethical ads because of an introduction of a reference point. A simple way of checking this is to note the initial perception of an unethical ad and then take a second rating of the same when shown against another unethical ad (determined by the ratings of the control group) and compare the two to see if there is any change. This will show very clearly that the perception about an ad changes when the reference point has been introduced. What also needs to be checked is if there is any other factor contributing to this change in perception. Factors such as gender, (Females perceptions of offensive advertising: The importance of Values, expectations and control – Timothy P Christy) etc. may influence the perception of an ad but not the change in perception. This has been taken into account by having equal representation in the sample at every level. If our hypothesis is proven right, then this study will enable ad-makers to understand how to position their ad along with those of their competitors’ or other products’, such that the perception of consumers towards their ad is more tolerant when compared with the competitor’s ad especially when the decision is based on towing the fine line between humour and vulgarity. Methodology The research started out with the selection of five unethical advertisements. They have been determined to be unethical based on a previous study conducted by Dwane Hal Dean in ‘After the Unethical Ad – A comparison of Advertiser Response Strategies’ ‘†¦There is a large body of literature on advertising ethics. Among other topics, papers have addressed the ethicality of political attack ads, the use of sexual appeals in print advertising, the use of fear appeals in advertising, lottery advertising, the use of questionable environmental claims to sell products, the use of reference prices in advertising, the uses of cookies and spamming in electronic media, advertising that targets children, advertising that stereotypes minorities and alcohol advertising that specifically targets low income minority populations.’ Hence we selected five advertisements depicting sexually explicit scenes, brand wars, over-hyping of the product, The ads also were: 1. Well known brands available in India too 2. Ads with unethical connotations; unethical per the standards defined in the research paper cited earlier 3. Brands that are relevant to our sample – youth 4. Brands that are leaders in their respective segments The sample size has been determined as follows: D =  ± 0.5, ï  ³ = 3.5, z = 1.96 (Confidence interval of 95%; Precision and reliability (acceptable confidence level) required: D =  ± 0.5) n = 190(approx) Determination of ï  ³ Estimating Variances for Rating Scales used in marketing research Source: â€Å"Sample Size Tables for Significance Tests,† Research on Research 45 (Chicago: Market Facts Inc. , undated) Number of Scale Points Typical Range of Variances 3 .67 4 1.0 5 1.8 6 2.5 7 3.5 8 4.0 9 5.0 10 6.0 The sample includes MBA students in the age group of 21 – 24 yrs Research Design This research involves testing the difference in scores when a respondent is shown the ad individually and in comparison with another. Hence we would need two groups, one experimental and one control. The research design being used is Posttest-Only Control Group Design EG: R X O1 CG: R X O2 The treatment effect is thus obtained by: TE = O1 – O2 Pretest The pretest was conducted on a sample of 50 students. Five groups of ten students were shown five ads determined unethical as per the research stated earlier. Ratings were on a semantic differential scale of 1 – 7 with 1 being Unethical and 7 being Ethical. In our differential scale, throughout the study, we have used 1 as Unethical and 7 as Ethical as this would eliminate the interviewer’s intention of wanting the scores to tend towards Unethical (if it is placed on the right side as against the general tendency to have a negative on the left side and a positive on the right). On the basis of this data the following scores were obtained: Advertisements Ratings (sum of ratings of each group) Fair and Lovely Pepsi Microsoft Levis Pepsi It is evident from this that Fair Lovely, Pepsi and Microsoft were voted as the three most unethical ads. Further study was done on the basis of these three ads. Control Group Three control groups with 20 students each were randomly selected and shown the three ads separately and asked to rate them on the semantic differential scale mentioned earlier. They were shown the ad in a closed room, with no other intervention. The ads were shown once and the respondents were asked to rate it. The mean score of the ratings given by each control group is as below: Control Group Advertisement Mean score 1. Microsoft 3.5 2. Pepsi 3.45 3. Fair Lovely 3.65 Experimental Group The experiment group consisted of 20 students each and six such experiments were conducted. Students shown two ads and their ratings for the same were noted on a single data sheet on the differential scale mentioned earlier. There was no break between the ads and the respondents did not rate each ad separately. They were specifically instructed to rate both the ads together after seeing both the ads. No other instructions were given to them. Here the first ad shown becomes the reference point for the second ad. The intent is to compare the scores of the second ad thus tested with the scores received for the same by its control group. The mean score of the new ratings thus developed is as below: Reference ad Second ad in the control group Microsoft Pepsi Fair Lovely Microsoft 4.35* 4.15 Pepsi 3.45 4 Fair Lovely 3.95 3.6 * Interpretation of score: The Microsoft ad got a mean score of 4.35 when it was shown after the Pepsi ad. The Pepsi ad is the reference point for the Microsoft ad. Analysis Our hypothesis is as follows: H0:  µ1 =  µ2 The means of both the samples (control group and experimental group) are the same. There has been no impact of the reference ad HA:  µ1 ≠   µ2 The means of both the samples are not equal. The reference ad has had an impact A simple comparison of means show the following information: Microsoft Ad: Case Processing Summary Cases Included Excluded Total N Percent N Percent N Percent cg_exp_microsoft * seen_notseen_refad_microsoft_group 60 100.0% 0 .0% 60 100.0% Report cg_exp_microsoft seen_notseen_refad_microsoft_group Mean N Std. Deviation not seen 3.50 20 1.469 seen pepsi 4.35 20 1.899 seen fair 4.35 20 1.496 Total 4.07 60 1.656 Pepsi Ad: Case Processing Summary Cases Included Excluded Total N Percent N Percent N Percent cg_exp_pepsi * seen_notseen_refad_pepsi_group 60 100.0% 0 .0% 60 100.0% Report cg_exp_pepsi seen_notseen_refad_pepsi_group Mean N Std. Deviation not seen 3.45 20 2.012 seen micro 3.45 20 1.849 seen fair 3.60 20 1.957 Total 3.50 60 1.909 Fair Lovely Ad: Case Processing Summary Cases Included Excluded Total N Percent N Percent N Percent cg_exp_fair * seen_notseen_refad_fair_group 60 100.0% 0 .0% 60 100.0% Report cg_exp_fair seen_notseen_refad_fair_group Mean N Std. Deviation not seen 3.65 20 1.981 seen pepsi 3.60 20 1.392 seen micro 3.95 20 1.731 Total 3.73 60 1.696 There is an apparent difference in the means of the scores of the control groups and the experimental groups. This could mean that the ethical perception of the ads in the minds of the consumers. However this does not prove that the change in perception has been due to the introduction of another unethical ad. There is no explanation of the relation with the reference ad. To understand this further we did an ANOVA. On conducting an ANOVA test these were the results obtained: Microsoft Ad: ANOVA cg_exp_microsoft Sum of Squares df Mean Square F Sig. Between Groups 9.633 2 4.817 1.805 .174 Within Groups 152.100 57 2.668 Total 161.733 59 Pepsi Ad: ANOVA cg_exp_pepsi Sum of Squares df Mean Square F Sig. Between Groups .300 2 .150 .040 .961 Within Groups 214.700 57 3.767 Total 215.000 59 Fair Lovely Ad: ANOVA cg_exp_fair Sum of Squares df Mean Square F Sig. Between Groups 1.433 2 .717 .243 .785 Within Groups 168.300 57 2.953 Total 169.733 59 Our significance level p is .05 and here in all the three cases, the significance is greater than p. Hence we will not reject H0 Therefore the conclusion is that there has been no impact of the reference ad on the perception of another ad. Conclusion Our study has proved that there is no relation between the perceptions of two ads on the consumer’s mind. The ethical perception of one ad does not alter the ethical perception of another ad which would have erstwhile been thought to be equally or more unethical. Our study said that Negative information is also more diagnostic than positive information, meaning the consumers put greater weight on it in their brand judgments (Ahluwalia, Burnkrant, and Unnava, 2001). Here it is apparent that an unethical ad is rated as negative by the consumer. They may even remember the ad, but the depiction of a more unethical ad does not make the former ad positive. The negative impact or perception of an ad remains. We attribute this lack of change in ethical perception of an ad even with the change in reference point to the fact that an unethical ad, no matter how slight or grave it is, is not compared to another one. Once the consumer/viewer mentally rates the ad as unethical, nothing can change his perception of the same. Hence it would be wiser for an ad-maker to refrain from offending the sentiments of his viewers, in the pretext of being humourous or different. This survey was conducted on the youth, who are generally perceived to be more tolerant or accepting towards ethical/unethical issues in ads. If their perception of an unethical ad remains unchanged by another ad then it strongly points out the fact that ethics or values that people hold dear cannot be manipulated by ad-makers or marketers. References J.E.Gratz The Ethics of Sublimal Communication Bauer and Greyser 1968, Mittal 1994 Ahluwalia, Burnkrant, and Unnava, 2001 Raymond R Burke and Thomas Skrull Competitive Interference and Consumer Memory for advertising Melton and Irwin, 1940 Contextual effects of reference pricing in retail advertising- Abhjit Biswas and Edward A Blair Ethics In Advertising Ideological Correlates Of Consumer Perceptions – Debbie Treise, Michael F Weigold, Jenneane Conna and Heather Garrison The Influence of Positive Moods on Brand extension Evaluations – Michael Barone, Paul W Miniard, Jean B Romeo An Examination of Consumer’s Perceptions of Purpose and Content of Corrective Advertising – George E Belch, Michael E Belch, Robert B. Settle and Lisa M D Lucchi Being ‘Effective’ in Branding?  ¬Ã¢â‚¬â€œ Adrian Zambardino, Ogilvy Advertising, UK and John Goodfellow, London Metropolitan University, UK Consumer Perceptions of Promotional Activity – Aradhna Krishna, Imran S Currim and Robert W Shoemaker The Influence and Context of College students’ Perceptions of Advertising Offensiveness – Timothy P Christy, University of Oregon, Eugene OR Eric Haley, University of Tennessee, Knoxville, TN Research Papers on Unethical Ads Due to the Introduction of Reference AdsResearch Process Part OneMarketing of Lifeboy Soap A Unilever ProductRelationship between Media Coverage and Social andAnalysis Of A Cosmetics AdvertisementMoral and Ethical Issues in Hiring New EmployeesIncorporating Risk and Uncertainty Factor in CapitalThe Relationship Between Delinquency and Drug UseEffects of Television Violence on ChildrenPETSTEL analysis of IndiaAnalysis of Ebay Expanding into Asia

Customizing the Spellchecker in Microsoft Word

Customizing the Spellchecker in Microsoft Word Customizing the Spellchecker in Microsoft Word The spellchecker in Microsoft Word is a useful tool (even if it can’t replace proofreading). However, to make the most of this tool, you may need to check its settings. And in this post, to help out, we’re looking at three ways of customizing the spellchecker in Microsoft Word: Setting the proofing language Adding and ignoring specific terms via the contextual menus Editing and creating custom dictionaries Read on to make sure that you can use the spellchecker to maximum effect. 1. Setting the Proofing Language The simplest way to customize the spellchecker in MS Word is to change the proofing language. If you are writing for a U.S. audience, for example, you will want to use American English. This will make sure the spellchecker looks for U.S. spellings (e.g., color instead of the U.K. English colour). To check the proofing language in Microsoft Word, all you need to do is: Select the text you want to spellcheck (use Ctrl + A to select all text) Look for the current language on the status bar The status bar in MS Word, including the proofing language. And if you need to change the language setting: Select the text you want to spellcheck Go to Review Language Proofing Language on the main ribbon (or Tools Language in Word for Mac) In the new window that opens, select the language required and click OK Selecting the proofing language. This will change the proofing language used for the selected text. 2. Adding and Ignoring Terms As well as changing the proofing language, you can add individual terms to the spellchecker dictionary. This is useful when Microsoft Word does not recognize a proper noun or a technical term, as the spellchecker will underline it in red even if it is spelled correctly. For instance, if we were writing about the philosopher Paul Ricoeur, we may need to use his surname a lot. And while Microsoft Word does recognize some famous or common names, it marks â€Å"Ricoeur† as an error. So if we want to use the spellchecker, we will need to fix this. To do so, we can right click the underlined term and select Add to Dictionary. It will then be added to the dictionary for all documents. Adding a term to the custom dictionary. If you don’t want to make a permanent change, you can tell the spellchecker to ignore words. For instance, you can click Ignore while running a spellcheck to overlook a single term. But you can also click Ignore All to stop the spellchecker from highlighting the term anywhere in the document. 3. Customizing the Spellchecker Finally, for complete control over the spellchecker, you can edit your dictionary. This â€Å"custom dictionary† includes any terms that you have selected via the Add to Dictionary option mentioned above. But you can also add and remove terms from the dictionary by: Going to File Options Proofing (or Preferences Spelling Grammar in Word for Mac if you are not using a Windows computer) Clicking Custom Dictionaries Selecting your custom dictionary (usually named CUSTOM.DIC) Clicking Edit Word List Adding or removing terms as required and clicking OK to confirm Editing the custom dictionary. You can also import and create custom dictionaries for particular documents by clicking New or Add in this menu. This can be useful when working to a specific style guide, allowing you to quickly import saved spellings.

Interpretation and Significance of Lao Tzu's Sayings Essay

Interpretation and Significance of Lao Tzu's Sayings - Essay Example Taoists have developed their principles through the processes of self- realization and self-invention based on a variety of philosophical and environmental contexts. Like other organized religion, Daoism has its own doctrines or scriptures for its followers. In their collaborate effort Yijie Tang, and TÊ »ang I-chieh have rightly put it: â€Å"The early form of Daoism (Taoism) held that its body of belief was made up of the tenet of â€Å"the ascent of the three in one â€Å"that is,† the unity of heaven, earth, and man for the attainment of the Great Peace; the blending of the essence, breath and shen to become a saint.† (Yijie Tang, and TÊ »ang I-chieh, 1991, 76 pp.). Daoism (Taoism) is familiar to the world through the famous books Chuang-Tzu and Tao Te Ching. Daoist sayings are more comprehensive, filled with metaphysical principles and these principles emphasis a formation of ‘oneness’ that follow the complex form of diverse world. The book had wide ly accepted as the great sayings of Lao Tzu. It has considered as the unique ideology in Chinese history. Lao Tzu explores his ideas through the help of rhyme and rhythm, paradox, analogy, and proportion. In his masterpiece Lao-Tzu remarks, every people have his/her own freewill and desires. The Chinese word Tao/ Dao means the way to the universe. When analyzing these sayings, one can understand that it is difficult to define these sayings appropriately. In the first part of this work, the author tries to give the foundation about the ideology Tao Te Ching. When analyzing the plight of modern man one can easily find that the sayings of Lao-Tzu have enough relevance. The temporariness of material things and pleasures have well expressed in the sayings of Lao Tzu. The followers of Lao-Tzu purport that the ultimate aim of life is to gain the ‘Great Peace’. One cannot attribute it a clear form or structure that it may appear in any name or material existence.

Prison system in America Essay Example | Topics and Well Written Essays - 1250 words

Prison system in America - Essay Example Arguments against imprisonment include the idea that prison is not being used as a last resort to deter criminal behavior, housing prisoners is expensive, imprisonment doesn’t deter crime and it is cruel and inhumane. Despite statistics that confirm these contentions, imprisonment has experienced a growing attraction as a political response to crime. An increased prison population and its inherent human and financial costs have little effect on the attitudes of some. Despite the obvious and extensive failures of our penitentiary system, more people are being sent to prison for more reasons primarily as a result of tougher sentencing laws specifically involving the ‘war on drugs.’ Over the past quarter century, the U.S. has added to its prison population and therefore to its social problems. Anyone who has seen a prison movie likely has witnessed the stereotypical ‘shower scene’ where gang members viciously attack a lone inmate. They put a knife tightl y against the victim’s throat and threaten to kill him if he puts up a fight. The lone inmate is then repeatedly raped by the gang and afterwards is too frightened to notify prison officials fearing retribution. This Hollywood recreation is not unlike the actual events taking place inside prison walls. Being brutally raped in prison is not simply a physical violation; it is an emotionally scarring event. According to the Human Rights Watch, this and other forms of gang-related violence occur regularly in prisons across the country. â€Å"Gang assaults are not uncommon, and victims may be left beaten, bloody and, in the most extreme cases, dead† (â€Å"No Escape†). However, violent and blatant rapes are but one type of sexual abuse many prisoners must endure. The most prevalent form of rape does not occur by means of violence nor have many of the victims been overtly threatened. Nevertheless, they engage in sex acts unwillingly because they do not believe they ha ve a choice. Prison is an intimidating place. Prisoners, especially those new to the system can be easily coerced into doing things such as allowing themselves to be raped or committing violent acts against others out of fear. This type of prison rape is easier to conceal than violent attacks and much easier for prison staff and the general public to ignore. â€Å"For some prisoners, the atmosphere of fear and intimidation is so overwhelming that they acquiesce in their sexual exploitation without putting up any obvious resistance† (â€Å"No Escape,† 2006). The intimidation begins early and forcefully. According to the account of a first-time offender arriving in prison, â€Å"as soon as I walked on the wing, the catcalls started.† According to another prisoner, â€Å"Most of prison is a mind game. People get taken advantage of when they’re green and don’t know what to expect† (â€Å"No Escape,† 2006). Prison is described by its detra ctors as inhumane, a brutalizing and damaging experience. The prevalent imprisonment trend invokes a high human cost to those who caused no harm to another individual or property. The war on drugs is policy based on morals, not on public health, and is taking a grave toll on the economics and civil liberties of our society. Crime is on the rise overcrowding the prison system while inner cities are becoming unlivable decreasing chances for the economic revival in those areas, all as a consequence of a misguided war on drugs to prevent the misuse of drugs. These governmental drug programs have had very little if any reduction in the use of drugs but a great many innocent victims have had their lives ruined. â€Å"

Synthesize the Peer Review Research Paper Example | Topics and Well Written Essays - 500 words

Synthesize the Peer Review - Research Paper Example To cater these mental issues many psychological clinics are found, in which special psychiatrists are there to help people come out of the mental issues using some special therapies and their own intelligence. However it is recommended by the author Lightner Witmer in his article that these psychiatrists should be given special trainings on psychology before dealing with the people who are going through a tough time especially in education. The psychological clinics were particularly built for the children who were suffering from mental problems which became hindrances in their educational careers but then they also proved to be prolific for the adults confronting the same situation. Moreover clinical psychology can also be pursued as a career, as teaching, research conducting and managing community programs. One of the processes used by psychiatrists to treat the patients of mental illness is might introspection. Introspection is a way through which a person can learn about his own ongoing mental activities, thoughts, beliefs and judgements. It helps people to find out the problem existing in their mind and then strive for the solution.

M- Assignment for Action Research Example | Topics and Well Written Essays - 1000 words

M- for Action Research - Assignment Example This is the same reasoning that can be applied in this case, It makes sense that data summaries can act as prompts for people to better retrieve in their minds and from the data what is valuable and useful about the data set. The text gives us a few guiding questions to be able to perform this exercise of data summaries creation properly, and to good and useful effect. One set of questions has to do with the context of the data collection. What is the reason and context for collecting the data? What is the rationale for the place and for the method of collecting data? Another set of questions relate to the data's importance. Why is the data important and what are the surprising aspects of the data? The third question set relates to the issues that the data impacts most. What new viewpoints, ideas and questions does the data spawn? What does the data say or not say about future courses of action, next steps, and future analyses to be made regarding the data? The idea is that in answer ing these questions, a person or group accessing the data in the future will be able to make sense of the data, which would not otherwise be possible if the data is just left hanging without these qualifying summaries. The summaries are useful in the current sense too, for me and my data collection exercise (Data Analysis, n.d., p. 168). II. Why I Chose M32 I chose this technique precisely for the way the summaries provide me with the context for my data collection, especially when I have to retrieve the data at some future time. It is human nature to forget sometimes the context and the reasons for collecting things in everyday life and even in the academic life. The artifacts of my teaching, for instance, can readily be buried by my daily cares, and just by the sheer volume of new inputs that I have to attend to in my daily life and in my daily experiences as a teacher. The summaries are a way for me to very easily catalog and to make sense of the data that I collect. This is simi lar to creating folders and folder labels for things like pictures, before they are stowed away in the filing cabinets, or in the picture galleries on Facebook for instance. The summaries provide me with likewise my understanding of the data in some way, and by creating the summaries just after I am able to finish the data collection, I am able to offer my fresh take and a fresh snapshot of the understanding of the data, the reason for the data collection exercise, the outstanding and surprising data points and analyses, and any other special circumstances that can guide me when recollecting about the process and the nature of the data later on. Hopefully, when the summaries are done right, with care to answer all of the guide questions that have been discussed in the text, the future analyses and uses of the data will likewise be done very well, lending themselves to distilling new insights, and lending themselves and the data to be used in the proper way. The context of the data c ollection, for instance, can inform future analyses and research about the right way to analyze and to make use of the data, and the limitations of the data collected by way of the limits of the data's applicability and the limits of the analyses that can be undertaken with the data as well (Data Analysis, n.d.. p. 168). III. How I Used M32 My primary mode of data collection is my daily interactions with my class

Human Sexuality Essay Example | Topics and Well Written Essays - 1750 words - 2

Human Sexuality - Essay Example The choice of the method of contraception is a personal decision based on individual preferences for convenience and comfort, medical histories and the risks and benefits and side effects associated with each method. This calls for the personal involvement of the sexually active males and females to take the appropriate decisions keeping in mind the above stated factors. Further considerations become imperative when the contraception methods are implemented or long term. The issues like whether a couple intends to have children in future are of prime importance before opting for any specific method. Almost all the birth control methods are reversible. With the discontinued usage of the birth control technique men and women will be fertile to their normalcy and will still be able to reproduce. However in the case of surgical methods it becomes comparatively difficult to reverse the situation back to normalcy; which means that once the surgery is carried out, there are less chances for that male or female to reproduce. It is generally believed that no birth control method is 100 percent effective in the prevention of pregnancy; however it is found that some methods are found more effective then the rest. The pregnancy rates for birth control methods are known as failure rates and are generally expressed in percentage that represents the number of pregnancies expected in a group of 100 fertile women using the sole method for a period of one year. Researchers use two basic types of pregnancy rates while describing the effectiveness of a birth control method. Method effectiveness, or perfect use, is the chance of becoming pregnant when a particular method is used correctly and consistently with each act of sexual intercourse.

M- Assignment for Action Research Example | Topics and Well Written Essays - 1000 words

M- for Action Research - Assignment Example This is the same reasoning that can be applied in this case, It makes sense that data summaries can act as prompts for people to better retrieve in their minds and from the data what is valuable and useful about the data set. The text gives us a few guiding questions to be able to perform this exercise of data summaries creation properly, and to good and useful effect. One set of questions has to do with the context of the data collection. What is the reason and context for collecting the data? What is the rationale for the place and for the method of collecting data? Another set of questions relate to the data's importance. Why is the data important and what are the surprising aspects of the data? The third question set relates to the issues that the data impacts most. What new viewpoints, ideas and questions does the data spawn? What does the data say or not say about future courses of action, next steps, and future analyses to be made regarding the data? The idea is that in answer ing these questions, a person or group accessing the data in the future will be able to make sense of the data, which would not otherwise be possible if the data is just left hanging without these qualifying summaries. The summaries are useful in the current sense too, for me and my data collection exercise (Data Analysis, n.d., p. 168). II. Why I Chose M32 I chose this technique precisely for the way the summaries provide me with the context for my data collection, especially when I have to retrieve the data at some future time. It is human nature to forget sometimes the context and the reasons for collecting things in everyday life and even in the academic life. The artifacts of my teaching, for instance, can readily be buried by my daily cares, and just by the sheer volume of new inputs that I have to attend to in my daily life and in my daily experiences as a teacher. The summaries are a way for me to very easily catalog and to make sense of the data that I collect. This is simi lar to creating folders and folder labels for things like pictures, before they are stowed away in the filing cabinets, or in the picture galleries on Facebook for instance. The summaries provide me with likewise my understanding of the data in some way, and by creating the summaries just after I am able to finish the data collection, I am able to offer my fresh take and a fresh snapshot of the understanding of the data, the reason for the data collection exercise, the outstanding and surprising data points and analyses, and any other special circumstances that can guide me when recollecting about the process and the nature of the data later on. Hopefully, when the summaries are done right, with care to answer all of the guide questions that have been discussed in the text, the future analyses and uses of the data will likewise be done very well, lending themselves to distilling new insights, and lending themselves and the data to be used in the proper way. The context of the data c ollection, for instance, can inform future analyses and research about the right way to analyze and to make use of the data, and the limitations of the data collected by way of the limits of the data's applicability and the limits of the analyses that can be undertaken with the data as well (Data Analysis, n.d.. p. 168). III. How I Used M32 My primary mode of data collection is my daily interactions with my class

Corporate social responsibility Dissertation Example | Topics and Well Written Essays - 16500 words

Corporate social responsibility - Dissertation Example Organisations have recognised the importance of generating various strategies by which they could profit from their operations. One of the business initiatives recognised as increasing the financial performance of a company is the use of corporate social responsibility. Briefly, corporate social responsibility (CSR) is defined as those methods by which an organisation minimizes its negative impacts on the environment and society. To ensure the maximization of benefits arising from CSR, it is important to give consideration to employees. Nevertheless, little research has been conducted with respect to the role of the employees in ensuring CSR. In this present study, the role of the employees has been validated. True enough, corporations have acknowledged their importance and it is in this regard that they have coming up with various initiatives to promote employee engagement. However, these strategies have not been employed in the branches of the companies outside their home country, in view of their desire to reduce operational costs. This study makes use of a qualitative design to explore the topic at hand. Chapter One: Introduction Background of the study The importance of the concept of corporate social responsibility (CSR) was first addressed during the Johannesburg World Summit on Sustainable Development in 2002 (Kotler and Lee, 2005). In highlighting its importance, many have argued that to ensure their efficiency companies nowadays must also be able to give consideration to social and environmental areas. Aside from this, they are likewise mandated to deliver the results of their achievements in honest and transparent ways (Werther and Chandler, 2010). Apparently, the participants of the said summit have recognised the fact that it is through the attainment of these purposes that the efficiency of the companies is guaranteed. The development of a framework was one of the most significant contributions of this particular summit (Kotler and Lee, 2005). In the said framework, two approaches were reflected: the advocacy as regards the adoption of regulatory frameworks that makes the concept of CSR mandatory based on the behaviour of the entrepreneur (OECD, 2001). This particular approach is popular amongst developing countries and the major non-governmental organisations that were present at the said summit. As was to be expected, there were others who rather objected thereto. The business organisations that also participated in the event, and thus contributed to the development of the said framework, mentioned that compliance with the principles of CSR must be voluntary and not mandatory (Banerjee, 2007; Werther and Chandler, 2010). They also recommended the need to develop broad agreements such as the initiative of the United Nations

How Effective Are Various Methods in Reducing Recidivism Essay Example for Free

How Effective Are Various Methods in Reducing Recidivism Essay Prison, non-custodial sentences and rehabilitation seem all failed in reducing recidivism; however, there is little and limited evidence to support non-custodial sentences, as well as some people think if rehabilitation could be implemented effectively, it would work. Although the advantage of prison is keeping our society from dangerous people, when it comes to reducing recidivism rate, the effect of prison is disappointing. The public usually think that imprisonment is safer for communities; however, it appears powerless to deter inmates from committing crime again. In the article, â€Å"Study shows building prisons did not prevent repeat crimes†, Fox Butterfield (2002) cites a large-scale study of recidivism from the Bureau of Justice Statistics, which investigated up to 272,111 former prisoners in 15 states during the first three years after being released. It found that 67% of inmates broke the law again in three years right after their release in 1994. It is surprised that it does not make any difference to recidivism rate which was studied in 1960’s, and it is even 5% higher than the study done in 1983. In addition, it indicated that the more rearrest records a criminal has, the higher recidivism rate he has. The inmates who have more than 15 prior arrests have 82. 1% of recidivism rate. Nevertheless, according to Emily Kingham’s article (2006), she believes that prison forces offenders to regret and reflect on their behaviour; as for the reason that criminals cannot reject the temptation of committing new crime is because of inadequate provided support. In spite of this, some experts have admitted that prison does not work in terms of reducing recidivism rate (Considering the alternatives 1978; Finckenauer 1988). Some limited evidence has shown that non-custodial sentences may decrease recidivism; regardless of some experts being sceptical about their desired achievements. On the one hand, alternative sentences can help government save money and alleviate over-cramped number of criminals in prison (Considering the alternatives 1978). On the other hand, Kingham(2006) points out that alternative sentences do nothing but return prisoners to their original circumstances, which result in unawareness of their crimes and the onsequences. One study indicated that through one of alternative sentences, intensive probation, recidivism rate is less than 20%; however, the evidence maybe weak as the study has not been completely put into practice (Considering the alternatives 1978). Furthermore, in the Minnesota, alternative sentences have been successfully adopted to keep criminal rate not increasing, but it may not be convinced because of the source not being confirmed (Considering the alternatives 1978) . While some people argue rehabilitation is also failed in reducing recidivism rate, some authors counter that if government could support rehabilitation, recidivism rate would decrease. According to the article, â€Å"Prison†, James O. Finckenauer (1988) cites some studies, which shows that even though the government has already provided with good rehabilitation programmes, they cannot achieve reformatory of inmates. On the other hand, this position is contested by Joan Petersilis (cited in Butterfield 2002), a professor of criminology at the University of California at Irvine and an expert on parole, who says that state governments spent such little money on rehabilitation programs that inmates do not receive sufficient help with drug addition, work skill and preparation for a new life, which may lead increasing recidivism rate. Butterfield (2002) further cites the statement by Mr. Travis, who also argues that criminals return to crime.

Why Do Nations Engage In Trade?

Why Do Nations Engage In Trade? Regional Economic Integration: Why is it happening? Why do nations engage in trade? Provide examples of the levels of economic integration. The reason why the Regional Economic Integration is happening because nowadays we have the open market in which every countries or state can have the free trade to others countries. This integration results from regional economic integration blocs in which member countries agree to eliminate tariffs and other restrictions on the cross-national flow of products, services, capital and in more advanced stages labor within the bloc (3). One of the most important things that lead to this integration is the globalization. It affects no on many types of life including the economy. So that, this is a significance to have the Economic integration in order to have the better economy in which the globalization is making its effects on. Nations engage in economic integration because each country cannot produce all the goods and services it needs. Therefore, countries produce what they are good at and have abundant supply of raw materials, and then they trade another country in exchange for something that they need. Some countries trade with other nations for particular goods and services because they either lack the technology to produce the goods themselves or the other countries can do it cheaper. One country may have the advance at producing high quality cabinets and entertainment stands for large screen televisions. Another country may have the resources for producing goods but they donà ¢Ã¢â€š ¬Ã¢â€ž ¢t have the technology. It would benefit both countries to trade with one another for their different but complementary goods and services. There are several levels of the regional economic integration which are the Free Trade Area, The Custom Union, The Common Market, and The Economic Union. The Free Trade Area is the least restrictive form of economic integration among countries. In a free trade area, all barriers to trade among member countries are removed. (1) Therefore, goods and services are freely traded among member countries in much the same way that they flow freely between, for example, Southeast Asia and America. There are no discriminatory taxes, quotas tariffs, or other trade barriers are allowed. Sometimes a free trade area is formed only for certain classes of goods and services. The most notable feature of a free trade area is that each member country is free to set any tariffs, quotas, or other restriction that it chooses for trade with countries outside the free trade area. European Free Trade Association (EFTA) and North American Free Trade Agreement (NAFTA) are one of the biggest free trade areas in the world. The customs union is one step further along the spectrum of economic integration. Like a free trade area, it eliminates trade barriers between member countries and adopts a common external trade policy (2) in goods and services among themselves. One of the biggest customs unions is the Andean Pact. It has Bolivia, Columbia, Ecuador, and Peru as its members. In addition, however, the customs union establishes a common trade policy with respect to nonmembers. Typically, this takes the form of a common external tariff, whereby imports from nonmembers are subject to the same tariff when sold to any member country. Tariff revenues are then shared among members according to a perspective formula. The common market has no barriers to trade among members and has a common external trade policy like the customs union. Additionally, the common market removes restrictions on the movement of the factors of production (labor, capital, and technology) across borders. (2) Thus, restrictions on immigration, emigration, and cross-border investment are abolished. When factors of production are freely mobile, then capital, labor, and technology may be employed in their most productive uses. An economic union has the free flow of products and factors of production between members, a common external trade policy, a common currency, a harmonized tax rate, and a common monetary and fiscal policy.(2) EU is the most important economic in the world in which almost European countries are the members. It has the great effect to the world economy. The creation of a true economic union requires integration of economic policies in addition to the free movement of goods, services, and factors of production across borders. Under an economic union, members would harmonize monetary policies, taxation, and government spending. In addition, a common currency would be used by all members. This could be accomplished by membersà ¢Ã¢â€š ¬Ã¢â€ž ¢ countries agreeing to a common currency or in effect, by a system of fixed exchange rates. Clearly, the formation of an economic union requires nations to surrender a large measure of their formation of an economic union requires nations to surrende r a large measure of their national sovereignty. Needless to say, the barriers to full economic union are quite strong. Our global political system is built on the autonomy and supreme power of the nation-state, and attempts to undermine the authority of the state will undoubtedly always encounter opposition. As a result, no true economic unions are in effect today. Montessori Education: Principles, Philosophy And Practice Montessori Education: Principles, Philosophy And Practice The Montessori Method developed initially at the first Casa dei Bambini that Montessori established in 1906 in San Lorenzo in Rome. As with modern Montessori education, the basic principles were straightforward. First, Montessori believed that children were innate knowledge seekers and that they taught themselves. As she expressed it, young learners were self-creating. Second, Montessori believed that, at each stage of development, education should include and evolve within prepared environments, environments that enabled children to take on accountability for their own learning as they engaged the processes relevant to becoming able and actu alized adults and citizens. More specifically, according to the American Montessori Society (AMS), Montessoris pedagogy stressed the following critical and structuring notions: à ¢Ã¢â€š ¬Ã‚ ¢ The aim of Montessori education is to foster competent, responsible, adaptive citizens who are lifelong learners and problem solvers; à ¢Ã¢â€š ¬Ã‚ ¢ Learning occurs in an inquiring, cooperative, nurturing atmosphere. Students increase their own knowledge through both self- and teacher-initiated experiences; à ¢Ã¢â€š ¬Ã‚ ¢ Learning takes place through the senses. Students learn by manipulating materials and interacting with others. These meaningful experiences are precursors to the abstract understanding of ideas; à ¢Ã¢â€š ¬Ã‚ ¢ The individual is considered as a whole. The physical, emotional, social, aesthetic, spiritual, and cognitive needs and interests are inseparable and equally important; [and] à ¢Ã¢â€š ¬Ã‚ ¢ Respect and caring attitudes for oneself, others, the environment, and all life are necessary. 5 Pedagogically, perhaps the most important, and most famous, emphases are Montessoris conceptualizations of the prepared environment and the developmental plane. According to the Association Montessori Internationale (AMI, founded by Montessori herself in 1929), the prepared environment of the Montessori classroom is one where children are free to respond to their natural tendency to work [and where their] innate passion[s] for learning [are] encouraged by giving them opportunities to engage in spontaneous, purposeful activities with the guidance of a trained adult. [Here, and t]hrough their work, the children develop concentration and joyful self-discipline.] Within a framework of order, [they] progress at their own pace and rhythm, according to their individual capabilities. 6 These are environments that allow [children] to take responsibility for their own education, giving them the opportunity to become human beings able to function independently and hence interdependently. 7 From this view, the prepared environment is one that can be designed to facilitate maximum independent learning and exploration by the child, one in which there is a variety of activity as well as a great deal of movement. In this situation, according to the Montessori approach, this necessary preparedness enables children [to] work on activities of their own choice at their own pace. Further, [t]hey [children] experience a blend of freedom and self-discipline in a place especially designed to meet their developmental needs. 8 The notion of prepared environment is related, moreover, to the manipulation of learning materials and to the understanding of normalization. From the Montessorian view, materials are to be accessible (e.g., placed on appropriately high or low shelves) and available for individual student choice, interest, and use. They are, to a large extent, fully the responsibility of students-regardless of age (e.g., students obtain, return, and maintain them). More pedagogically precise, these materials aim at inducing activity, isolating a particular learning quality (e.g., comparison and contrast, size, color, shape, etc.), and inducing self-correctivity (i.e., students can perceive errors relative to their learning via the materials and correct them without [or with minimal] adult intervention) and interrelationality (i.e., that the various materials [should] build one upon the others). 9 Normalization, for Montessori, meant not its typical (or normal) definition of conformity and what is normal but, instead, a developmental process, one inextricably tied to the appropriate preparation of the pedagogical environment. Montessori obs erved that children do best in schools (and education more broadly) given maximal freedom in an environment designed to meet their unique growth and personal and social needs. Through continued work with materials that held their interest, selected independently from within the prepared environment, Montessori noted that children eventually acquired an increased sense of satisfaction, self, and inner fulfillment. The course through which this evolution occurred defined for her the nature and significance of normalization. As she wrote in The Absorbent Mind: Only normalized children, aided by their environment, show in their subsequent development those wonderful powers that we describe: spontaneous discipline, continuous and happy work, social sentiments of help and sympathy for others à ¢Ã¢â€š ¬Ã‚ ¦ An interesting piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the childs energies and mental capacities, and leads him [or her] to self-mastery à ¢Ã¢â€š ¬Ã‚ ¦ One is tempted to say that the children are performing spiritual exercises, having found the path of self-perfectionment and of ascent to the inner heights of the soul. 10 As E. M. Standing, in Maria Montessori: Her Life and Work, defined the characteristics of normalization, they are: à ¢Ã¢â€š ¬Ã‚ ¢ Love of order à ¢Ã¢â€š ¬Ã‚ ¢ Love of work à ¢Ã¢â€š ¬Ã‚ ¢ Spontaneous concentration à ¢Ã¢â€š ¬Ã‚ ¢ Attachment to reality à ¢Ã¢â€š ¬Ã‚ ¢ Love of silence and of working alone à ¢Ã¢â€š ¬Ã‚ ¢ Sublimation of the possessive instinct à ¢Ã¢â€š ¬Ã‚ ¢ [The p]ower to act from real choice à ¢Ã¢â€š ¬Ã‚ ¢ Obedience à ¢Ã¢â€š ¬Ã‚ ¢ Independence and initiative à ¢Ã¢â€š ¬Ã‚ ¢ Spontaneous self-discipline à ¢Ã¢â€š ¬Ã‚ ¢ Joy As the North American Montessori Teachers Association (NAMTA) says, Montessori believed that these are the truly normal characteristics of childhood, which emerge when childrens developmental needs are met. 11 The idea of developmental plane designates the transitions that occur during the birth through adulthood evolution of human beings. According to AMI, the specific planes are: à ¢Ã¢â€š ¬Ã‚ ¢ Birth to age six: children are sensorial explorers, constructing their intellects by absorbing every aspect of their environment, their language[,] and their culture; à ¢Ã¢â€š ¬Ã‚ ¢ Age six to age twelve: children become conceptual explorers[; they] develop their powers of abstraction and imagination, and apply their knowledge to discover and expand their worlds further; à ¢Ã¢â€š ¬Ã‚ ¢ Age twelve to age eighteen: children become humanistic explorers, seeking to understand their place in society and their opportunity to contribute to it; à ¢Ã¢â€š ¬Ã‚ ¢ Age eighteen to age twenty-four: as young adults, [individuals] become specialized explorers, seeking a niche from which to contribute to universal dialogue. 12 More specifically, Montessori classrooms are divided into three-year groups, the purpose of which, according to Montessoris theories and observations, is to facilitate precisely and appropriately the continuum of growth and learning via human interaction and personal development and exploration, here both in terms of the individual and the social. 13 The multi-age divisions of the Montessori program are (1) parent-infant (ages 0-3), preschool (ages 3-6), lower and upper elementary (ages 6-9 and 9-12), and middle school (ages 12-14). Again, each presents its own precise purposes, materials, and activities and methodologies. 14 And yet Montessorian curriculum and instruction can be both complex and multiple, formal as well as unpredictable and less than rigid. Consider the following applied example. At the elementary level, the expectations of the learner and the appropriate pedagogical principles include: 1. Lesson repetition among students individually, that is after the initial presentation by the teacher, in order to concretize abstract concepts; 2. Cross-curriculum webbing; 3. The view that ability is individual-adults and children work to the potential of each person, not to the average; 4. Ever-deepening interest on the part of the learner; 5. The perspective that respect, freedom, and responsibility are interdependent. Our question, of course, is what these might mean in practice. Lesson repetition implies recurrence and redundancy-not in a negative way but as individually developed experiences in an effort to habitualize, routinize, and conceptualize key (especially unfamiliar) ideas, such as, perhaps, counting and various other mathematical notions. Webbing suggests that each new idea leads to-and connects with-others, whether presented earlier or presented later. The individual nature of ability, as opposed to the average level of students, indicates focusing on children moving forward according to their own singular lesson paces without unwarranted stigmatizations and without undue pressure to track. The idea of ever-increasing interest insinuates learners follow their own natural curiosities and inclinations (a la Kilpatrick?), particularly vis-à  -vis engaging the essential question of why? Lastly, regarding the case of the interconnectedness of ideas, such as respect, freedom, and responsibility, Montessori understandings suggest a relationship among values, culture, growth, success, and maturity, settings important, ultimately, to both liberal and conservative critics of contemporary American public schooling. DEFENDING PUBLIC SCHOOLS AND MONTESSORI EDUCATION According to NAMTA, well over 200 U.S. public schools are now Montessori-oriented, a number that continues to grow. 15 When viewed within the context of other contemporary public (though, granted, sometimes private as well) school reform trends (e.g., Waldorf education, charter schools, vouchers, public school choice), the commitment to Montessori public education seems to support at least two significant points. First, it represents, to some extent, the present dissatisfaction with traditional public schooling (or at least dominant images of it). Second, it supports the notion that another way-Montessori, Waldorf, and so on-might provide and prove to be a better way (especially within the contexts of the No Child Left Behind Act and standards-based educational reform). Fundamentally, Montessori education offers but one alternative to the criticisms leveled at public schools from critics both of the political and pedagogical left and the political and pedagogical right. The standard right-wing critique centers on the beliefs that schools today are failing because they (1) have standards that are too low, (2) replicate the worthless theories and perspectives of the liberal educational establishment, (3) maintain a monopoly, (4) focus on self-esteem (and the like) over content, (5) rely on progressive methods at the expense of direct instruction, (6) have privileged cultural relativism over traditional values and character, (7) have usurped the power and position of parents, and (8) misguidedly throw more money at schools even though this is neither (from this view) a solution to educational problems nor the answer to educational improvement. 16 The standard left-wing critique is that schools fail students because they (1) stifle freedom and creativity in favor of conformity and discipline, (2) are dominated by noneducators (e.g., corporations, politicians, managers, test companies), (3) are too centrally controlled, (4) focus too much on fact- based, standardized content, (5) are too traditional in terms of assessment and instructional methods, (6) hyperemphasize homogeneity at the expense of diversity and difference, (7) neglect neighborhoods and local communities, and (8) are underfunded. 17 Conceivably, of course, one could make a case in favor of the truth or utility of either or both of these critiques (although, indeed, we are more sympathetic to contemporary left-based criticisms). And, most likely, Montessori educators and other interested stakeholders probably possess and espouse a range of viewpoints relative to the overall effectiveness of traditional public schooling. Yet, what the Montessori approach does is co nnect with the concerns many (though not necessarily most) parents have (rightly or wrongly) that, at least broadly speaking, American public schools are failing or at least not up to snuff. While our own position is that this is not inevitably the case, 18 even so, Montessori education provides one appropriate and legitimate response to dominant modes of public schooling that can be consistent with a multitude of philosophical, pedagogical, political, and sociocultural goals. In fact, arguably, Montessorianism takes seriously the apprehensions of the entire spectrum of educational criticism (relative to official schooling). It emphasizes, for example, freedom, mastery, diversity, scientific research and methodologies, formal curriculum, individuality, fairness, planning, and hard work (among others)-each of which to some extent can meet the demands of both conservatives and liberals (if not others). That is not to say, of course, that the Montessori system is perfect-obviously, it is not. Yet, it does favorably compare with many aspects of more established modes of public education. According to NAMTA, the quintessential (and implicitly negative) characteristics of contemporary public school classrooms are their propensities toward: à ¢Ã¢â€š ¬Ã‚ ¢ Textbooks, pencil and paper, worksheets and dittos à ¢Ã¢â€š ¬Ã‚ ¢ Working and learning without emphasis on social development à ¢Ã¢â€š ¬Ã‚ ¢ Narrow, unit-driven curriculum à ¢Ã¢â€š ¬Ã‚ ¢ Individual subjects à ¢Ã¢â€š ¬Ã‚ ¢ Block time, period lessons à ¢Ã¢â€š ¬Ã‚ ¢ Single-graded classrooms à ¢Ã¢â€š ¬Ã‚ ¢ Students [who are] passive, quiet, in desks à ¢Ã¢â€š ¬Ã‚ ¢ Students [who] fit [the] mold of [their] school[s] à ¢Ã¢â€š ¬Ã‚ ¢ Students [who] leave for special help à ¢Ã¢â€š ¬Ã‚ ¢ Product-focused report cards 19 Although, to some, this version of traditional education might seem to describe perfectly only the conservative agenda, increasingly it can be seen to characterize what we have previously called the liberal-conservative consensus and to indicate the current will-to-standardize or the standardization imperative of both the liberal and conservative race to the middle of the road. 20 In contrast, NAMTA characterizes the Montessori approach as favoring: à ¢Ã¢â€š ¬Ã‚ ¢ Prepared kinesthetic materials with incorporated control of error [and] specially developed reference materials à ¢Ã¢â€š ¬Ã‚ ¢ Working and learning matched to the social development of the child à ¢Ã¢â€š ¬Ã‚ ¢ Unified, internationally developed curriculum à ¢Ã¢â€š ¬Ã‚ ¢ Integrated subjects and learning based on developmental psychology à ¢Ã¢â€š ¬Ã‚ ¢ Uninterrupted work cycles à ¢Ã¢â€š ¬Ã‚ ¢ Multi-age classrooms à ¢Ã¢â€š ¬Ã‚ ¢ [A setting in which students are] active [and] talking, with periods of spontaneous quiet [and] freedom to move à ¢Ã¢â€š ¬Ã‚ ¢ [A setting in which] school[s] meet the needs of students à ¢Ã¢â€š ¬Ã‚ ¢ [A setting in which special] help comes to students à ¢Ã¢â€š ¬Ã‚ ¢ Process-focused assessment, skills checklists, [and] mastery benchmarks 21 In effect, Montessori education provides parents and students an alternative option within the standard frameworks of public schooling. For those (generally liberal) critics who believe that traditional public education stifles freedom, individuality, and creativity, Montessori instruction offers spontaneity, choice, and creative student-centeredness. For those (generally conservative) critics who believe that public education has been dumbed down, is anti-knowledge, and is too touchy-feely, Montessori instruction offers hard work, discipline (in the most positive sense), and an emphasis on fundamental skills. CONCLUSIONS Montessori education in the public schools raises a number of questions, yet it implies, as well, a number of productive and pedagogically sound principles and practices. Some of the difficulties with the historical criticisms of the Montessori approach include such concerns as immutability versus evolution (i.e., the extent to which Montessori education changes or the extent to which it should or must change), truth or universality (i.e., the degree to which it implies a structure that can, or does, meet the needs of all individual students), and teacher education (i.e., the potential conflict between individual interpretation, creativity, and independence and individual teacher conformity and disciplinarity). At the extremes, these issues (rightly or wrongly, for good or bad) weigh heavily on the capacity of the Montessori approach to meet its educational agendas and its stated purposes. On the other hand, Montessori education represents a little known alternative to more traditional modes of public schooling; most members of the citizenry have no idea that such a state of affairs even exists. When most people think of public schools-their own, their childrens-they think of a homogeneous setting of traditionalism or of progressivism-either way, the same setup for everyone. Yet Montessori education demonstrates the diversity-often little understood, even unknown-that characterizes contemporary teaching and learning. This is most often, we think, quite a good thing. In any event, it presents the condition of effective methods regardless of ones political or pedagogical orientation-that is, whether one is conservative, liberal, reactionary, or radical. There is more going on, that is, than most people perceive. And, most profoundly, the Montessori effort-the movement-is on the ascendancy. In the end, with respect to public education, the Montessori philosophy and its attendant methodologies imply something new, ironically new given the long and successful history of Maria Montessoris efforts and influences. If nothing else, it remains, after all this time, an option worth exploring and taking seriously. It is a viewpoint that should be reconsidered, reckoned with, and continuously and rigorously pursued. It is, that is, not the same old thing.

Wakeboarding Essay -- essays research papers

Wakeboarding   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Have you ever been Wakeboarding? I have, my first time was last summer. My friend Matt asked me if I wanted to go wakeboarding with him and I said yes. I had never tried it before so of course I was nervous, but extremely excited at the same time. Matt said he would teach me, he had a lot of confidence in me that I would get the hang of it pretty fast. So I drove over to Matt’s house nervous with excitement, the boat sitting in his driveway latched to his step dads maroon Chevy Silverado. We all hopped in the truck and then we were off to Kitsap Lake.   Ã‚  Ã‚  Ã‚  Ã‚  We arrived at Kitsap Lake about noon or one and we loaded the boat into the water. We loaded all the towels, life vest, and of course the wakeboard into the boat. The weather wasn’t the best, it actually started to rain. Later into the afternoon it started to become sunny. Mike, Matt’s step dad, was trying to explain to me how to get up, and so was Matt. Then Matt decided to make it interesting with a bet. He said if I made it up on my third try he would give me $10. So Matt went first so I could see how it was done, Mike would kind of explain to me what Matt was doing, so I would know what to do when I got out there. Matt was really good, he totally knew what he was doing out there. I was actually kind of surprised. Then after Matt was out there for a while, it was finally my turn. I put the freezing cold life vest on, a...

Comparing My Dad and Me Essay -- Comparison Compare Contrast Essays

Comparing My Dad and Me In a world of over six billion people, what could be more boring than a bunch of look-alike clones? Everyone on this earth shares certain traits with others. Each person, though, shares more similarities with some people than with others. Strong similarities can be seen most frequently among family members, most likely because people in one family come from the same gene pool. My dad and I represent prime examples of people who share a lot in common. Regardless of how much we resemble each other, though, we are different people and always will be. Setting aside the physical differences between my dad and me – I am significantly taller but have a smaller build than he – quickly reveals our similarities. Though the majority of our shared traits come as a result of the fact that I received many of his genes, our most important similarity– our faith in and fervent love for our Lord and Savior Jesus Christ – does not exist in anyone’s genes. Rather, this comes exclusively from God. Every day my dad goes out and fixes garage doors. Working in people’s garages on a daily basis, he gets numerous opportunities to talk to people. Just about every day, my dad has a chance to share his faith with others. Not only does he deal honestly and fairly with his customers, he frequently talks to them about his belief in God and explains why Jesus died 2000 years ago – for them. Likewise, I often must defend my beliefs in school. In past English classes, we have had many debates on a great variety of moral issues and I have been able to give my stance on â€Å"the issues,† based on what the Bible, God’s Word, teaches. Hopefully, I will have additional opportunities in American Government class and possibly even in English.... ...I. He does not mind confronting people when they do something with which he does not agree. I have a more difficult time confronting people. When I do, so as not to anger them, I beat around the bush rather than telling them blatantly that they are wrong. While my dad and I are very similar even in such little things as our mannerisms, our similarities do not in any way, shape, or form make us the same person. No two people are the same, in spite of all their likenesses. If we were all exactly alike, what good would we be? If we all excelled in construction work and could build anything from a shed to a skyscraper, who would prepare food? If everyone cooked, who would treat the sick and injured? More fundamentally, who would make the equipment used for cooking? People identify us by who we are, by our differences – not by what we have in common with everyone else.

Adults with Mental Retardation

Mental retardation is considered to be a condition where in the development of the brain is behind most of the people and disorderly, which also comes before the age of 18 that impairs the ability to learn adequate and relevant skills and knowledge (Ainsworth & Baker, 2004).In more simple terms, the condition of mental retardation is where a person’s mental capabilities are behind most people for the particular age group he/she belongs to (Patel, 2002). As these are life-long illnesses, these lasts up to the stage of people where they live as young and adults.Mental retardation is indeed a serious condition in which the people with such case are suffering from different difficulties. Normally, a person that is diagnosed with such case, is seem to be of a lower capability to developed mentally, learn and solve problems on their own.As such, mental retardation has within its scope the conditions wherein the person or individual with this diagnosis has a lower than average physic al capability.There are different types of mental retardation. First, clinical retardation is considered to be the type of mental retardation which is a result of a particular medical cause (Shepherd, 1982). It can be detected early and that this is associated with insufficiencies in terms of â€Å"neurological, metabolic, or physiological† (Shepherd, 1982, p. 174). The intelligence quotient of the individuals suffering from this is commonly lesser than 50 (Shepherd, 1982).Second, there is also a form of mental retardation that is referred to as social cultural retardation that is milder and usually involves people who have intelligence quotient that ranges from 55 to 69 (Shepherd, 1982). There are several differences that are noticed from that of the first and this classification especially in terms of the degree to which they are disadvantaged (Shepherd, 1982).Needs of Adults with Mental RetardationWith the several types of mental retardation and the broad range of illnesse s associated with it, there are also different needs that are realized in light of these illnesses (Drew & Hardman, 2000).There are several general needs that are required by the adults with mental retardation and while it can be seen that most people also have the same type of need, there are specific types of special attention that are required in light of the disabilities that they have.First, there are residential services that are given to the young and old adults who are suffering from mental retardation (Hersen & Van Hasselt, 1998; Fluharty, 1988; Melillo & Houde, 2005).It is realized that these adults require more time and a form of special medical attention that could not be given at home, there are shelters which provide for services for a fee.There are changing patterns of familial relationships and set-ups especially with the greater demands such as the need of people to earn a greater rate of income. Likewise, lesser time is spent at home with more people being required to take additional hours at work to finish certain tasks and responsibilities.Second, this particular group of people should have access to information (Walling & Irwin, 1995). The situation of these people is that their mental conditions are retarded or are impaired but it has to be realized that it is not totally absent.While it may take them time for them to learn and acquire the necessary skills, knowledge, and abilities, patience would lead them to reach the normal condition where they are able to live a life that is near normal. Their state of mental retardation should not be the cause of them being deprived for information services. Rather, they should be the ones who are given a privilege and consideration for such to enable them to accomplish and live the life they are expected to live.Third, there is a need for their mental health to be constantly monitored and given ample medications for individuals suffering from mental health conditions have a greater likelihood of acq uiring mental problems (Thyer & Wodarski, 2007).In cases where it is applicable, regular monitoring with a doctor is needed to ensure that the condition of the person is maintained to a healthy level and the risk of acquiring mental problems are kept at bay. It is proven that prevention is definitely better than cure and this holds true for mental health.Fourth, the government should be able to provide a subsidy for the young and old adults in terms of their basic and medical needs. There are several programs that intend to provide for care with regard to the mental health of patients and it would be helpful if there are specific health advocacies which are intended mainly for the young and old adults and their needs.This step would take a considerable amount of public lobbying especially for the funds that are required for it. Relevant studies and public policy analysis would have to be made for them with experts on the said field converging together with other authorities in order to come up with a comprehensive and implementable plan for the people with regard to their mental health and other needs.With regard to their basic needs, identification and provision of such would also have to go through the same process in lieu of a stakeholder analysis.Lastly, people with mental retardation also need a greater social sphere where they could interact and learn (Luchterhand & Murphy, 1998). They should not be deprived of the right to have social development and should not be isolated from other people simply because of the condition that they have. In fact, the social surrounding that is built for them would greatly help as they cope with the difficulties that they have to face.Community InvolvementThe primary factor in reaping community involvement is that of a heightened awareness in terms of the real setting that people with mental health retardation have to live in. There are several stereotypes that should be cleared and these include â€Å"lack of inhibitio ns and moral sense, rigidity, and attention seeking† (as cited in Wiener & Dulcan, 2004, p. 238).Members of the community should be involved with programs that are intended to uplift the self-esteem and the living condition of young and old adults with mental retardation.This should require them to deal from the first stage, which is the identification of the problems or the planning stage until the time where these programs are implemented. The members of the community could serve as volunteers and friends of young and old adults with mental retardation, which also broadens the social sphere of both groups (Switzky, Hickson, & Schalock, 2006).Constant evaluation through the help of key persons in the community is also necessary to oversee the different problems and achievements that would serve as the constant motivating factor for the members of the initiative.ReferencesAinsworth, P. & Baker, P. (2004). Understanding mental retardation: A resource for parents, caregivers, an d counselors. USA: University Press of Mississippi.Drew, C. & Hardman, M. (2000). Mental retardation: A life cycle approach. Upper Saddle River, NJ: Merrill Prentice Hall.Fluharty, S. (1988). International review of research in mental retardation. Vol. 20. San Diego, CA: Academic Press.Luchterhand, C. & Murphy, N. (1998). Helping adults with mental retardation grieve a death loss. NY: Brunner-Routledge.Melillo, K. & Houde, S. (2005). Geropsychiatric and mental health nursing. Sadbury, MA: Jones and Bartlett Publishers.Patel, V. (2002). Where there is no psychiatrist: A mental health care manual. London: Royal College of Psychiatrists.Shepherd, M. (1982). Handbook of psychiatry. Cambridge: Cambridge University Press.Switzky, H., Hickson, L., Schalock, R. (2006). Mental retardation, personality, and motivational systems: Mental retardation, personality, and motivational systems. San Diego, CA: Academic Press.Thyer, B. & Wodarski, J. (2007). Social work in mental health: An evidence-ba sed approach. NJ: John Wiley & Sons.Walling, L. & Irwin, M. (1995). Information services for people with developmental disabilities: The library manager’s handbook. Westport, CT: Greenwood Press.Wiener, J. & Dulcan, M. (2004). Textbook of child and adolescent psychiatry. 3rd ed. USA: American Psychiatric Publishing.