An Analysis of Satrapi’s Persepolis Essay Example for Free

An Analysis of Satrapis Persepolis EssayPersepolis reads the Islamic Revolution in Iran through the decimal point of view of a child who questions the most fundamental practices and assumptions of Islam. Growing in a household that frowns upon the dictates of Islamic fundamentalism at a time when there is a growing presence of Islamic fundamentalists, the point of view in the brilliant book offers a different look into the local Islamic battlefront in Iran. Through that perspective, my correspondence is that the movement placed the people within the limits of a religious fence that does not give room for questions. Challenging the dictates of the Islamic psychiatric hospital is also keep in linen as a challenge to the religion itself, which in turn explains why those who openly opposed the movement were physically harmed by the advocates of the Islamic Revolution. My understanding of the impact of the Islamic Revolution in Iran is that it caused people like Marjane Satrapi s child character in Persepolis to develop an attitude that tries to resist the forces of the movement.At least(prenominal) in terms of forming a household behavior deviating from the principles put forward by the movement, the child is able to question her surroundings and find the answers to satisfy her intrust to be fully aw ar of what is happening around her. In general, I see the Islamic Revolution as a double-edged sword fleck it rebuilds and strengthens the piety of the Muslims to their religion and its edicts, it also threatens to lose the devotion of those who are against some of the principles advocated by the movement.Unfortunately, the movement creates a wide gap between those who are for the movement and those who are against it, dividing the believers into two extreme opposites which defeat the essence of religion. Some of the cultural and political issues raised by Satrapis narrative include the negative reply of Islam towards the occidental societies, the conflic t between fundamentalism and the changing tr dismisss in the modern world, and the issue of sacrificing or repressing individual liberty in exchange for following pie-eyed religious doctrines.In the narrative, the parents of the child try to expose their child to the Western culture right in the midst of the conflict in Iran. They gave her posters of Iron foremost and Kim Wilde and they drink wine in their home despite the position that their religion forbids them to do so. Her parents are Marxists and they try to teach her about the glaring evils of the Iranian regime. These things steer that Iran at that time was a country where there is no stability in terms of politics and culture.The fact that the Islamic fundamentalists at that time assay to repress those who were against their principles suggests the apparent conflict that creates the impression of turmoil. There was a struggle and it was one that was far from being over. The conflict between fundamentalism and the Weste rn world present in Iran is best seen in terms of the attempt of the Islamic fundamentalists to do the opposite of what most democratic Western societies practice.While most democratic Western societies encourage their citizens to practice social liberty and freedom of expression, Islamic Iran under the clutches of the fundamentalists are trying to veil their society, in a manner of speaking, from the beguile of the Western societies. In a way, the fundamentalists do not only discourage the Iranians from replicating the beliefs and practices of the Western societies they also give sanctions to those who attempt to become religious subversives.Satrapis graphic novel comments on those issues by presenting the conflicts in Iran from the life of a little girl who, despite being a child, sees her Iranian society as a crumbling society, whose principles do not promote the interests of the people but rather promote the interests of the religion. The strip also injects a bit of humor on th e issue, using words that invokes comedy along with the horror of some of the images in the strips.The use of humor indicates that the weight of the issues involved in the Islamic Revolution is so heavy that it leaves no space for the lighter side of life. Instead, the movement rejects all assumptions of gaiety in religion and culture simply because it sees those two things as entirely serious matters that await even the most harassing and physically daunting sanctions to those who stand against its way.Islamic fundamentalists are portrayed in the strip as extremely rampageous individuals who are more than than willing to inflict harm to their fellow Muslims if only to further the goals of the movement. They are portrayed in a negative light precisely because they are seen as agents of conservative religious principles that fail to recognize the worth of individuals. They oppose those who oppose them up to the point of assaulting them if only to silence their opposition or to put an end to those who confront the movement with questions and arguments.I think that the portrayal of the Islamic fundamentalists in the graphic novel is closer to the truth than one can begin to imagine. I think that it is also honest portrayal although I am somehow tempted to believe that some of the illustrations of the fundamentalists are not fair on their part. For one, it is a fact that violence has been a part of the Islamic fundamentalist movement in the past. In fact, religious jihad is an integral part of the Islamic faith, promoting violence for the physical body of Allah and so as to quash the presumed enemies of the religion.Violence in protests against the religion arises because of the intolerance of the fundamentalists towards those who oppose them. I understand that, perhaps, the graphic descriptions of the fundamentalists in the strips were only part of the observations of Satrapi in her life. However, I do think that there is a deep reason as to why these fundame ntalists act the way they do. I believe that their violent actions are results of their deep ties with their religion and these strong ties cannot be opposed or deposed by those who think otherwise.The nature of the antagonists in Satrapis graphic novel is fierce and violent whereas the nature of the antagonists in Lorrie Moores How to flex a Writer is one that adheres to convention. In a way, the antagonists in Persepolisthe Islamic fundamentalistsdo not permit departure from the status quo or from the tradition. Instead, these antagonists strongly advocate the practice of the old and traditional religious habits. They promote intolerance so that the challenges to their beliefs will not displace what they see as the proper way of living under Islamic tenets.On the other hand, the antagonists in Moores article exhibit conventional behaviors. They seek to tempt the protagonist to follow the accepted conventions of writing because they see the protagonists literary style as inappro priate and technically inefficient. In forcing the protagonist to trounce to the rules and convention instead of deviating from them, the antagonists limit the development of the protagonist as a writer who is not only unconventional but is also one who is a master of the freedom of expression.To a certain degree, the antagonists in Moores article and in Satrapis novel share the similar characters of intolerance and conservative attitude. They do not subscribe to the idea of changing the status quo or of allowing others to deviate from the convention because they do not find it suitable to what they are espousing.Works CitedMoore, Lorrie. How to Become a Writer. Self-Help. New York Knopf, 1985. Satrapi, Marjane. The Trip. Persepolis The Story of a Childhood. New York Pantheon, 2003.

Preference Share and Convertible Note Essay Example for Free

Preference Shargon and Convertible Note EssayThe issue to be considered here is if the legal form of a preference share or a convertible line of reasoning is paramount or more important than altogether other things? I do believe this statement is not appropriate and the substance of a preference share or a convertible note is more important than the legal form.BodyFrom the perspective of users, the apocalypse in financial statements is the most vital approach to provide information about the financial position, performance and changes in financial position of the reporting entity. As the equity and the liability always lead to different effects to the reporting entity, so the disclosure of the equity and the liability could lead to users different decisions. Therefore, when classifying the equity and the liability, the reporting entity should adhere to the principle of substance over form in AASB Framework para. 35. Based on the above statement, some analysis of this case ar e as follow1. As shown in AASB 132 para. AG25, preference shares, which are redeemable on a particular date or at the option of the holder, should be classified as liabilities rather than equity, and the reason is that the issuer has an obligation to transfer assets to the holder of the preference shares however, preference shares, which are redeemable at the option of the issuer, should be classified as equity rather than liabilities, since there has no obligations for the issuer to transfer assets to the shareholder. AASB 132 para. AG25 and AG26 also outline that, the classification for non- redeemable preference shares is based on the substance of the arrangement or the rights attach to the shares, rather than the legal form.2. As shown in Framework, the convertible notes would be classified as equity if conversion to equity is the probable outcome, while the convertible notes would be classified as liabilities if redemption at maturity is the probable outcome. Or as shown in A ASB 132 para. 29, convertible notes should be classified separately based on two components liabilities, since convertible notes are contractual arrangements to deliver cash or another(prenominal) financial asset and equity, since convertible notes are call options granting the holder the right, for a specified period of time, to convert it into a fixed number of ordinary shares of the entity. In addition, AASB 132 para. AG32 illustratethat n conversion of a convertible instrument at maturity, the entity derecognizes the liability component and recognizes it as equity, and the original equity component remains as equity.ConclusionBase on the above analysis, I do believe that this statement in this is not appropriate. Since when classified a preference share or a convertible note, according to AASB Framework and AASB standards, the substance over form.

Riding a Roller Coaster Essay Example for Free

Riding a Roller Coaster EssayA bun coaster wax contains many loops and twists peerless after another. At first glance, the ride looks terrifying. I never thought I would see myself ride one until one day my niece forced me to rush on one. She was only 13 years old at that time, and I was 20 years old. Being younger than me, I did not want to show her how scared I was, so I dropped my pride and rode it. After discovering the excitement of riding the roller coaster, I became addicted to it and kept riding it over and over again. During the holidays, my family and I went to Enchanted Kingdom in the Philippines.My little niece, Mai, wanted to ride the roller coaster called The Space Shuttle. Being the oldest, I had to watch her even though I was scared to ride it. While waiting in line for our turn, I noticed many people were anxious to get on, but for me I was nervous like a little boy. The sun was burning onto my skin and made me sweat more as the line grew shorter. I glance d up to the roller coaster, and I saw that it sped up a couple of quantify like a plane. At that point, I started to get butterflies in my stomach. By the time I was about to turn around, it was already too late.Its our turn, my niece yelled with excitement. I became quiet and gave my ticket stub to the person in hurry of the ride. We boarded and buckled ourselves in as tightly as we could. After buckling up, I told my niece that I was scared and I would be closing my eyes during the whole ride. She simply replied by saying, Dont close your eyes or itll be even scarier raise your hands up so itll be more fun The ride was about to start, and my legs were Tumaneng 2 shivering and my fingers could not keep still.There was a countdown board in front of us with lights that were red, yellow, and then honey oil. Once we hit the green light, the ride shot forward. I could not believe how fast the ride was going, and all the twist and turns lifted my stomach. I remembered what my niece s aid, and I followed her instructions. After the ride reached its fast-paced speed, it suddenly slowed down and in front of us was a hill, so we started to climb. I could hear the chain pulling up the cart, and everyone around me was smiling and having fun. I was already having fun from the beginning of the ride, and I wanted more.It was like a drug that I could not stop having. We reached the top when my niece yelled, This is what Ive been waiting for I put my hands up, and I could see how beautiful the amusement park was. Then, we descended and I screamed my lungs out. As we dropped, we went into a huge loop that made us go upside down. I could not have imagined how much fun I was having. I loved the adrenaline rush that was flowing through my body. This ride but made my blood pump faster than ever, and I wanted more. To my disappointment, the ride came to a halt because it was over.We unbuckled ourselves and started to walk down the stairs, with my legs still shivering, but not from in fear but from excitement. I loved the ride It was fast and had many different twists and turns. In that day alone, I rode the ride almost four times with Mai. Riding the Space Shuttle became my addiction. Each time I go back to the Philippines, I have to get onto that ride. My niece and I had a blast that day, and it is something that I cannot ever forget. The thrill of riding a roller coaster for the first time made me loves it forever.

Impact Of Assessment For Learning

Impact Of pass judgmentment For LearningThis paper considers the impact of Assessment for Learning on childrens surface in a special(a) strand of the Primary Maths Curriculum. It does so firstly through a review of the relevant literature, and then employs some empirical examples to illustrate how the cycle had helped to restore nurture points in a softenicular linguistic context. The specific strand under consideration is the solving of multi-step problems, and problems involving fractions, decimals and percentages choose and use appropriate calculation strategies at each(prenominal) stage, including calculator use. (DCFS 2009).Literature ReviewChanges in the professional framework for the teaching and judicial decision of Primary maths have been reflected in a constantly expanding literature. This is at one time so expansive, that it can only re completelyy be reviewed hither through some representative examples. There are two principal sub-genres which feature here spec ifically, these are formal publications, and range of commercially produced texts which may be characterised as critical, professional, or vocational self-help literature. It is also the case that some generic texts on the typeface of Primary Assessment for Learning may be pertinent here, although they do not relate specifically to mathematics.The official literature emphasises the holistic nature of judgment by asserting that assessment of childrens achievements and progress should be based on the expected information outcomes identified through the learning objectives. In mathematics, assessing childrens progress in a core strand of learning should be informed by the objectives in the strand. (DCFS 2009). The fruition of this process may be visualized in the indigence and empowerment of the assimilators themselves, supported by Constructive feedback that identifies how childrens work and responses have led to success this, it advises, should provide a shared sagaciousness o f the achievements on which to build to afford further progress. It helps children to see how the next steps take account of this success and are attainable. (DCFS 2009). There is a sense in which this acknowledges that Assessment for Learning has an importance, every property and above what is revealed in outcome-based results, i.e. those from standardised tests. In other words, the latter no pertinaciouser implies that it can stand as proxy for other kinds of learning. (Campbell et al. 2004 p.119)The commercially published literature is constantly being updated by texts which engage with official policy and curriculum changes, interpreting them for practitioners and parents. However, the majority of these, although they make some reference to assessment, do not do so in the hurt now prescribed by the DCFS, i.e., day-to-day and periodic assessment. This is possibly because these models have only been operating in the official discourse for a relatively short period. Overall, t his genre may itself be split into sub-groups, the most significant of which are the reflective or critical genre, and the vocational or self-help group. One of the most prolific authorities within this group is Sharon Clarke, whose Targeting Assessment in the Primary Classroom Strategies for Planning, Assessment, Pupil Feedback and Target Setting (1998), Unlocking pliant Assessment Practical Strategies for Enhancing Pupils Learning in the Primary Classroom, (2001), and Active Learning Through Formative Assessment (2008) straddle successive developments in the teaching and assessment of Primary mathematics. Also helpful in these areas is Hansens Primary mathematics Extending Knowledge in Practice (Achieving QTS Extending Knowledge in Practice) (2008), and David Clarkes Constructive Assessment in Mathematics Practical Steps for Classroom Teachers (Key Resources in Professional Development), (1999).As Shirley Clarke indicates, the sharing of a learning intention is to a greater exte nt(prenominal) complex than simply repeating what is in the teachers plan. In order for the learning intention to be shared effectively, it needs to be clear and unambiguous, so that the teacher can explain it in a way which makes sense. (2001 p.20) This may be taken as supportive of the official position it endorses the idea that planning should draw not only on the learning outcome, but also on the prior knowledge of the learners in question. If they are expected to objectively assess their admit progress, they must understand the frame of reference, and be able to envisage the learning outcome, even if they havent yet attained it. This idea is also implicit in the ideas of David Clarke as he points out, earlier approaches to assessment focused on measuring the extent to which students possess a set of tools andthe extent to which they can apply them. However, he further indicates that to be mathematically equipped, a student must also understand the nature of mathematical tool s and be able to select the tame tool for a given problem-solving situation. (1999 p.11) This perspective is also endorsed in the reflections of Hansen, who argues that, it is possible to help children to learn mathematical content through effectively integrating problem-solving, reasoning and communication into mathematics lessons. (Hansen 2008 p.5)Texts such as Gardners edited collection, , Assessment and Learning, (2006), Gipps and Murphys A Fair Test? Assessment, Achievement and Equity, (1994), and Tabers Classroom-based research and evidence-based exercise, (2007), go some way to bridging the gap between the official and the educational literature, specifically by facial expression at how policy and curriculum matters are linked by research and ideology. These are, however, not specifically devoted to Primary mathematics, and neither are they wholly judge of the orthodoxies which pervade the official literature. Gipps and Murphy make the point that evaluating assessment is n ot just a question of looking at the equity in the context of assessment but also within the curriculum, as the two are intimately related. (1994 p.3) As Taber points out, practitioners are at the end of a very long and often remote supply chain when it comes to weighing the evidence on what is best practice. As they put it, teachers are told what research has found out during their initial training, and are updatedthrough courses and staff development days, but largely through centralised official guidance. (2007 p.4) This is reinforced by commentators such as Rist, who argues that, We are surface past the time when it is possible to argue that good research will, because it is good, influence the policy process. (2002 p.1002).These are academic but not unimportant points in terms of the overall discussion, even if they are not particularly prominent in the day to day responsibilities of the class teacher. The point is that, as reflective practitioners, we might all benefit from s ome awareness of what shapes the frameworks which inform our approach to teaching and learning. With regard to the current Assessment for Learning conventions, the ideas in Assessment for Learning, Beyond the black calamity(Assessment Reform Group, 1999), are acknowledged by the QCA to have been constructive of the whole approach. (QCA 2003 p.1). As the latter state, The study posed three questions is there evidence that improving moldable assessment raises standards? is there evidence that there is room for improvement in the practice of assessment? and is there evidence about how to improve formative assessment? This research evidence pointed to an unqualified yes as the answer to each of these questions. (QCA 2003 p.1). These are important points, as the teaching, learning and assessment frameworks which de bonny contemporary practice are profoundly adaptive of them.Discussion/Example from Experience.A strand of the Primary curriculum where day to day and periodic assessment w as found to be particularly important in the overall Assessment for Learning approach, was securing number facts, relationships and calculating. The examples used here are from Year 6 block E, especially Ma2, compose and calculator methods, and Ma2, solving numerical problems from Unit One, and focused on dealing with errors and misconceptions. One context where assessment was found to be particularly relevant was in dealing with upper tame (i.e. Years 4, 5 and 6) learning of multiplication and division. The assessment process had to be multi-faceted, taking in all of the associated knowledge and skills, the errors and misconceptions which arose, and the pattern of questions to identify the origin of such problems. This may be illustrated by focusing on one example, taken from Year 6 Key Objective 2, Multiplying and dividing by powers of ten and the associative law, where commonly, the unprepared or confused learner Misuses half understood rules about multiplying and dividing by powers of ten and the associative law (2009). The important occasion about multiplication and division through successive addition or subtraction respectively, is that, once mastered, they can demonstrate to learners that the application of basic skills will change them to break down seemingly complex problems into a manageable format. Multiplying or dividing a three build number by a two digit number depends on the use of a number of skills knowledge of number facts, i.e. times tables, place value, to quickly assess the viability of an answer, and organisational skills, i.e. being able to apply the correct steps in the appropriate order. It may also be useful to augment these with calculator use, in order to verify answers.The important point here is that day to day and periodic assessment and reflective feedback from the learners themselves was indispensable in the planning, pitching and delivery of this input. The interdependence of each step in these calculations meant that the failure to operate one step, often resulted in the failure to complete the overall objective. For example, if times tables and multiplication by 10 and 100 were not securely in place, the learner would get bogged down in the arithmetic. Conversely, the securing of one of the incremental skills involved in these calculations was a positive factor in the learners overall approach i.e., if they k hot their times tables facts, place value, or multiplication by 10 and 100 were in place, it gave them a starting point from which to analyse errors or problems. For some learners, this had the generic effect of devising them realise that their long-term work in achieving these positions of strength had a positive outcome, rather than being an abstract, stand-alone process. This in turn made them more implicated in acquiring other general mathematics skills. Looking beyond specific mathematics skills, this may also have the propensity to develop the students own capacities for self-rea lisation and self-motivation. As the QCA points out, In many classrooms, pupils do not perceive the structure of the learning aims that give meaning to their work. Therefore they are unable to assess their own progress. (QCA 2003 p.3) Achievement in a multi-step process such as long multiplication or division might therefore enable them to lay out out where they are within the overall standards.However, it was only through a combination of day to day and periodic assessment that the practitioner could be sure-footed of planning effectively with regard to these tasks. There was no point in assembling sessions which relied on a range of skills when they were not secure, either in item-by-item learners, or sufficiently across the cohort as a whole. In mixed ability groups, this approach was obviously the key the necessary differentiation. The logical corollary to this is that straggling feedback from the learners themselves was also important in defining the next stage of planning, i.e. what worked, what didnt, who tried which method, were there any preferences etc. The appeal of this activity also lays in its fine balance of mental and pencil and paper methods, and the way in which estimation is the necessary accompaniment to concrete calculation. Overall, these experiences may be deemed supportive of the proposals of commentators such as Clarke and Hansen, (see above) in that they emphasize the need for the continuous reinforcement of planning with assessment.Summary, Analysis and Reflection Implications for Future Teaching.In summary, the conclusion of this paper is that two the literature and practicable experience discussed here are mutually supportive of the need for complimentary assessment and planning. Outcome orientated results can illustrate individual and whole school performance in certain contexts, but practitioners need to be aware of assessment in a holistic way, as a daily part of their approach to teaching and learning. As the QCA expresses it, Teachers are experiencing an increased sense that pupils are working with them rather than for them. For example, pupils are asking for more questions or examples to practice applying their understanding of a topic or to repeat homework or tests if they have not met the standard and the objectives that they and the teacher have set. (QCA 2009 p.48). Whilst this dynamic sounds very positive, practitioners have new and different responsibilities within it. In terms of assessment, these can be itemised in the following waysDay to day within this level of assessment, specific learning objectives should explicitly communicated, and augmented with both peer and self assessment as appropriate.Periodic ideally, this should assemble a broader overview of progress across the subject for both learner and teacher. It is also an opportunity to interweave the national standards in a sensitive way with classroom practice. The practitioner can use the insights gained from this process to infor m both long and medium term planning.Overall, it should be recognised that the ideal situation, i.e. of self-motivated, self-actuating learners, involved in their own self-assessment, is unlikely just to happen. Considered superficially, it might seem that the practitioners role in assessment has lessened, whilst the remainder has been taken up by the learners themselves. The reality is rather different pupils will only become adequate and effective assessors of their own progress if they are provided with the appropriate support and guidance. In a sense, this facilitating role is a much more challenging and subtle one than that implied in a more top-down, didactic model. Also, there are obvious problems in considering the learner as a passive or generalised aspect of this approach it is much more likely that there is a staggered and variegated uptake of the model, as different learners are engaged at their own pace and level. This in turn indicates that, as with all aspects of the curriculum, the social and emotional aspects of learning should be taken into consideration.

The Criminal Justice System And Mental Health Crisis Criminology Essay

The Criminal Justice System And Mental health Crisis Criminology EssayMental health wish in the United States today is at a crisis point. Nowhere is this crisis more evident than looking into the criminal justice trunk. Beginning in the 1970s, the Community Mental Health Act deinstitutionalized all confidence games of the asylum that were not a clear and present danger to themselves and society (Allen et. al, 2013, p. 390). Since then, the closing of 90% of state and community cordial health facilities has had an tremendous effect on an different institution the correctional facilities. The lour in the use of state rational institutions has resulted in the rationally disturbed organism cast into the streets, often resulting in enslavement for minor offenses much(prenominal) as trespassing, theft, indecent behavior or public intoxication. Their mental illness combined with drug horror which is quite common with street life, mickle however result in dangerous and destru ctive behavior. Since nigh states today do not get under ones skin the capacity to accommodate the mentally ill in a interference facility, they are sent to prison instead.In prison, they are treated with medication, examined by physicians, psychologists and counselors and see from their illness to an extent that they are able to be released to live a normal life. The reality is, however, the recidivism rate for the mentally ill is astounding. Within 18-months of their release, nearly two-thirds domiciliate find themselves back behind bars. With little to no assume system awaiting them in the free world, they often struggle to maintain a supply of their medication, think back to take any medication they give up, find housing or a job. They often become homeless and hang in taking their medication. . Their inpower to assimilate to freedom once again finds them decompensated, off their medication and back into the system to start the cycle over again being arrested either for minor or carmine crimes and their return to incarcerated life the only life that is able to run them with a routine of proper care. This creates a revolving door of treatment and rehabilitation followed by decompensation and incarceration for many of the mentally ill.The state of carbon monoxide gas is no exception to this scenario. In 2009, the National Alliance on Mental Illness (NAMI) gave Colorado an overall sign of C in their care provided to the mentally ill. The state authentic an F in Health Promotion Measurement, a B in Financing hollow out Treatment/Recovery Services, a C in Consumer Family Empowerment and a D in Community Integration Social Inclusion. Not surprisingly, the areas in neediness of the most improvement included workforce education, housing, jail excursion course of studys, availability of reentry programs, mental illness public education efforts and per capita mental health coquettes. The state received a grade of zero in many of these cate gories and fell well below the average U.S. score in others. On the other hand, the Colorado surgical incision of Corrections (DOC) Mental Health Unitprovides and manages cost effective mental health run to wrongdoers. Services are provided to diminish the risk to public and institutional safety, and maintain or improve offender level of placeing. The DOC provides a wide range of professional psychiatric, psychological, social work, and mental health treatment run to offenders incarcerated in the DOC. The DOC Mental Health Unit manages the mental health necessarily of the offender population from intake at the Denver Reception and symptomatic Center (DRDC), throughout their incarceration, and provides specialized transition services for targeted populations as they leave the facilities to parole, community corrections placements, or discharge. (DOC, 2012)The funds and care appropriated to the criminal justice system as opposed to the Division of Mental Health in Colorado for th e care of mental illness is a clear indication of the volume of inmates with mental illness that the correctional facilities receive. The criminalization of persons suffering from mental illness is a critical component of the escalating prison population who at one time would have been treated in mental hospitals, are displaced into correctional facilities (OKeefe Schnell, 2007 p.82). Data gathered by OKeefe and Schnell (2007) indicates that nearly 25% of U.S. inmates incarcerated in state facilities are mentally ill while the approximation of mental illness in the general populous broadsides for only 2.6% making it obvious that they are disproportionately represented in the criminal justice system.In the Unites States today, with mental health care in its current state, it is practically impossible to separate mental health care from the correctional system. An offenders prototypical experience within the correctional sytem, whether mentally ill or not, is usually with an arrest being made and sent to a locally operated jail. Thus, it is essential to provide training and appropriate training to those who serve the communities at the most provincial level to understand mental illness in an offender so that they may be directed to the proper institution for care. Public awareness and increased government recognition in recent years has seen the development of jail diversion programs to increase screening and treatment options at the local level. Additionally, mental health screening and treatment is now required to be provided as a payoff of policy so that psychotropic medications are prescribed and counseling is done by trained mental health providers in all Federal prisons and most State prisons and jail jurisdictions (Davis, Fallon, Vogel, Teachout, 2008, p.218). This seems to be a step in the right direction, however, while the program requires the availability of the service, access and quality of service or sooner the lack of, has rendered such prog rams to be ineffectiveand incompatible with healthful efforts (David et al., 2008, p. 218). One of the most important and difficult challenges faced by the correctional systems is identification of mental illness. Screening for mental health at the time of intake becomes a vital part of the process to determine whether an offender requires psychological treatment or to be places in a mental hospital, at least temporarily, rather than to be incarcerated. Offenders with a mental illness require treatments, medications, and social support needs that significantly differ from other, non-mentally ill offenders in order to assist them with the ability to cope with prison life. OKeefe and Schnells research provided that the strongest contributing factor to the identification of mental disorders is a charted history of mental illness. Offenders with a recorded treatment history saw a 91.7% detection rate of mental illness whereas only 32.5% were detected when treatment histories were unkno wn (2007, p. 84). The conventional challenges confronted by any incarcerated person with a mental health problem are inflated dramatically when focused on these offenders ability to function in a correctional setting. As stated, research has shown that, many of the mental health needs of offenders often go undetected and/or untreated in correctional settings. This has serious implications for the inmate, the individuals surrounding them in the institution (other inmates and staff alike), and the community at large, when the inmate is eventually returned to society (Olley, Nicholls Brink, 2009).Community based care is vital to the success and rehabilitation of mentally ill inmates that have been released. many a(prenominal) of these creator inmates have very little family, friends or community which will provide a support system during their transition from incarceration back into society. Those who are released into the custody of parole or probation often find success for the du ration of their hold fast at a half-way house or while probation officers are available to monitor their progress and figure they are taking their medications. Those who have completed their disapprobation and are simply released, or maxed out of the system, fare worse as they usually have no home, job, stability or support awaiting them to ease the transition. Without support incorporated with mental health care, substance abuse, employment, and other services, many people with mental illness end up being homeless, disconnected from community supports, and thereof more likely to . . . become involved with the criminal justice system (Davis et al, 2008, p. 219). According to John Suthers, the executive director of the Colorado Department of Corrections, only 5% of the prison population was chronically mentally ill. By 1999, the number had doubled and 95% of them would be returning to our communities, where theyll have very little support. Theyll probably stop taking their medica tion, and many of them become violent without it. Thatll force them back into the criminal justice system (Groom, 1999, p.115).Over the course of a decade beginning in 1995, the papa Department of Corrections has enhanced the continuity-of-care policies and procedures for inmates with mental illness and co- pass alongring disorders, and developed programs to assist inmates with reentry into the community ( fashion designer, 2005, p. 83). The Community Orientation and Reintegration program developed by the Pennsylvania DOC and described in Couturiers article (2005) is a two-phase program designed to enable inmates transition from the prison environment to their home community. The program provides an individualized schedule based on the inmates ability levels and progress level attained within the correctional facility. The first phase of the program as described by Couturier (2005) is completed in the prison during the several weeks prior to discharge and addresses the critical is sues of parole responsibilities such as employment preparation, vocational evaluation, personal finances, substance abuse education, Alcoholics Anonymous/Narcotics Anonymous meetings, housing, family and parenting, mental health, life skills, antisocial attitudes and community (give back) services (Couturier, 2005, p. 83). The second phase of the program prepares inmates to return to the community over a four- to six-week program individually designed to the best capabilities and interests of the offender. The Pennsylvania Board of Probation and Parole and DOC community corrections staff establish a release date for the inmate as to when he is able to leave from the community corrections center based upon his progress. If necessary, program procedures can be modified to meet the needs of an offender with special needs. This kind of program greatly benefits not only the inmate as his transition to the community is monitored and supported it is excessively beneficial to the community receiving the former inmate as their chances of assimilating to the community increase their potential threat to the community decreases.The Colorado Department of Corrections opened the San Carlos Correctional Facility in 1995 in response to the increasing number of mentally ill inmates that required special needs. The facility supports a capacity of 255 beds and is ran more as a curative community much like a rehabilitation center for addicts rather than a traditional lock-down prison and is able to provide specialized treatment, care, and programming to mental health special need male offenders in a Level V Correctional Facility.Prepare offenders for successful community re-entry or successful reintegration into Colorado Department of Corrections Facilities. Promote a positive work culture with innovative management practices in an ethical, professional, and responsible manner by empowering employees and promoting staff development (SCCF, 2012). Programs provided to prisoners a t the San Carlos facility in order to aid in transitioning to society include Adult Basic Education, Work Activity Center where offenders learn introductory skills such as sewing, using a time clock and responsible behavior in a work place, Mental Health classes in intellectual Your Mental Illness, Symptom/Medication Management, Institutional Coping Skills and Addiction Recovery Programs according to their website (SCCF, 2012). Once released, they are sent to a halfway house where the residents go forward an after-care program where they learn to live and work in the community (Groom, 1999, p. 119) as well as receive psychiatric care and access to their medications.Although protection of familiarity for those with a mental illness is essential, the rights of the inmates need to be balanced with the necessity of providing care to those whom are not able to understand how the administration of mental healthcare is beneficial to them, the inmate population and to the correctional staff. Some authorities haveasserted the benefits of providing mental health services to incompetent prisoners however, advocating involuntary treatment of individuals who decline to consent should be taken with caution, particularly in such a vulnerable population as inmates. It is advantageous for any civilized society to ensure adequate legal protection of the civil liberties of its marginalized citizens and that any such treatment is provided in compliance with applicable statute. The ethics and human rights requirements require careful supervise and such treatment must clearly be in the best interests of the inmate (Olley, Nicholls Brink, 2009, p. 829-830).Although there are numerous challenges to providing appropriate mental health services to inmates experiencing mental health problems, the moment of opportunity that is available when an individual with mental health needs is in correctional custody should not be ignored. Many individuals receive their first real, complete mental health evaluation upon entering the correctional system. Their and the attentive care that they receive can offer a therapeutic window which otherwise may not have been available to the offender at any other time in their life. Clinical and research experiences in jails and prisons have plunge that inmates frequently report that their admissions to corrections is the first time they have been asked about their psychiatric symptoms, their suicidal thoughts or behaviors, and their mental health needs, or had an opportunity to experience the relief brought about by antipsychotic or mood stabilizing medications (Olley, Nicholls Brink, 2009, p. 830).Prison is not an easy place to acclimate to. The function of a prison is to first and foremost provide safety and security to the community it serves not to provide mental health treatment. Prison life comes with a set of strict rules, regulations, orders and standards that must be maintained by every prisoner regardless of their men tal capacity to do so. Despite the provisions of medication, therapy, and other mental health services provided by the correctional system it is nevertheless true for those with suffering from a mental illness that prison life can aggravate aspects of the illness resulting in behavioral disruptions. Medications relieve many of the manifestations of mental illness that perpetuate behavioral infractions therefore, disruptive behaviors are most likely to occur when the inmate is not taking their medication. Many mentally ill inmates refuse to take medications, and when this occurs, prison staff typically cannot forcibly administer them without a court order. Noncompliance occurs because the inmates want to avoid unpleasant side cause or benefit from selling or bargaining medications for desired amenities (OKeefe Schnell, 2007). Detrimental effects of medication noncompliance are further agitated by environmental variables. The prison environment is comprised of many adverse condition s that negatively affect all prisoners, such as overcrowding, excessive noise and uncomfortable temperatures. Lack of autonomy, physical confinement, and humiliation can evoke fear and stress. The abrasive atmosphere in correctional facilities, when intensify by mental illness, can easily trigger behavioral infractions such as yelling and aggressive behavior toward other inmates and staff, which lead to punitive consequences. OKeefe and Schnell (2007) also site a study conducted in 2006 that further provided evidence of prison adjustment issues where 58% of offenders with a mental illness were charged with rule violations in comparison to only 43% of non-mentally ill offenders. Additionally, the offenders behavioral disturbances can sometimes agitate other inmates and result in aggression towards the individual causing the annoyance. Correspondingly, it was found that mentally ill offenders were twice as likely to sustain a fighting injury as their non-mentally ill counterparts (OKe efe Schnell, 2007 p.87). Noncompliance with the regulations of the facility result in disciplinary action which can extend the sentence of an inmate sometimes far beyond the recommended sentencing guidelines for the crime they committed. Carl McEachron, an inmate at the maximum security prison in Lucasville, Ohio featured in PBS Frontlines documentary The New Asylum, has been in prison for 16years on a three year sentence for burglary on account of the countless disciplinary actions (Navaski OConnor, 2005).

NIC: The Unsung Hero :: essays research papers fc

NIC The Unsung HeroThe Net sprain Interface Card, or NIC for short, is the most important peripheral when it nonpluss to operating on a network. Many people count the most important item in a network is the cabling, or maybe the network software, or even the computer or server being used. While each of these items is important they are worthless without a Network Interface Card, for successful network operation. The NIC has taken most of the legwork out of the way we do business. No more does Bob, in the Production Department, have to save a file on a floppy disk just to hand air it two floors up to Sue, in the Accounting Department. The NIC makes it possible to send the file across the network, saving precious production time, so Bob can work on other matters. The importance of the NIC can be described in terms of what it is, what types there are, and system compatibility. So, what is a NIC? Simply put it is the physical port between the computer and the network cable. The NIC performs many vital functions that are transparent to the user, in order to send and receive data. 1) It prepares data to be sent all over the network by converting the computer, parallel data into serial data. 2) It advertises its address to the rest of the network, to distinguish itself from other cards on the network. 3) It carries on an electronic dialog with the receiving NIC round such things as the maximum size of the data to be sent, the time intervals between data chunks, and how much data each card can ready before it overflows, to name a few (Microsoft 76). All NICs operate pretty much the same way, but it is important to know about the different types of NICs.NICs come in two basic varieties those designated for servers and those designated for desktops (Harvey 104). The application of the network being used will dictate what type of NIC to use. Server NICs generally come with onboard processors and memory. For a heavily trafficked server, multiple port cards allow f or additional connections to a server, saving expansion slot space (Harvey 105). The desktop NIC is more of a bare castanets type of card. It does not require an onboard processor and memory, unless it is for a user that moves a lot of data (i.

Understanding The Moon is Down :: Moon is Down Essays

War affects everyone involved - the conquerors and those being conquered.  War is a struggle that is internal and external.  Man can be a dedicated and devoted soldier for only so much at a time.  He then longs for laughter, music, girls, a good meal and more.  In The Moon is Down, the soldiers feel the motif to return home.  They begin to doubt what they argon doing and if they are being told the truth.  They become uneasy when the enemy doesnt blather to them.  The townspeoples hatred is growing. They remained indoors and stared from behind curtains while the patrol walked through the town.      Lieutenant Tonder was a romantic naive poet who felt the enemy should love him.  Steinbeck presented Tonder as a bitter poet who dreamed of perfect, ideal love of upgrade young men for poor girls (25).      When Lieutenant Tonder first arrived in town  he thought that it was a nice country with nice people.  Tonder says, There are some beautiful farms here.  If four or five of them were thrown to findher, it would be a nice place to settle, I think (34).  The war was not culture as quickly as Tonder expected.  The townspeople had become the silent enemies of the soldiers or the townspeople became silent waiting for revenge.  Now it was the conqueror was surrounded, the men of the battalion solely among silent enemies, and no man might relax his guard for even a moment (65).  The soldiers now have only each other to talk to and Tonder longed to go home. The men of the battalion came to detest the place they had conquered,...and gradually a little fear began to grow in the conquerors, a fear that it would never be over (65-66).  In war, as time goes on fear begins to settle on soldiers.  Thus it came about that the conquerors grew afraid of the conquered and their nerves wore thin and they shot at shadows in the night (66-67).  Tonder starts to doubt the honesty of his fellow Germans Tonder says, If anything happened- at home, I mean - do you think they would let us know...well, I would like to get out of this god-forsaken hole (70-71). Tonder felt at first that this town had nice, pleasant people but as time moved on, he changed his views.  These people  These slimy people  These cold people  They never look at you.