Hiram Miller Essay Example for Free

Hiram Miller EssayI. Basic ProblemThe Hiram Miller Office Products Division does not have an tolerable main store facility to support the operations of their business. This is seen throughout the bon ton causing problems with inventory levels, shipping/receiving, and workforce levels. Both the available space distant the warehouse and the building itself are significant problems.II. Support for the Basic Problem Insufficient docking space had to a greater extent than one second order causative problem.Demurrage and redelivery charges had to be paid, lead time had to be change magnitude by 2-4 weeks on full truck shipments, and larger inventory safety stocks were needed because there were not enough docks to accommodate the shipment load. The charges hurt the company directly with financial losses, the longer lead time meant the company had to rely on forecasting more heavily, and extra safety stock results in unnecessary usage of warehouse space.Trucks were forced to line up in the street, violating traffic rules, which had to be compensated by bribing police officers. This cost the company money and was unethical. The lack of dock space also caused outgoing shipments to be delayed because there was no room to put down a trailer which meant longer lead times for the customers. Weak floors, low ceilings, and the use of elevators created major inefficiencies within the warehouse.Not being able to use forklifts increased the amount of volume needed to move merchandise and added time to the unloading/loading process. Pallets couldnt be stacked with low ceilings so the space sit inventory used up could be used for other purposes. Animosity between workers is never beneficial to a company and the presence of elevators means that people are continually fighting over who gets to use it, which caused constant battles.III. Alternate RecommendationsMy first recommendation is to improve the existing building on Jefferson Street by enforcing the floors to all ow the use of forklifts. This would cut down on the labor force and make moving merchandise faster, scarce wouldnt help the lack of dock space. The company could attempt to buyout land around the Carpenter Street warehouse, renovate it, and use as the main warehouse. This would provide more dock space but could be difficult if no one is willing to give up their land.The Jefferson Street warehouse could be redone to create more docking area, less warehouse square footage, and higher ceilings so that such high inventory safety stock isnt necessary and merchandise could be stacked higher. This would preserve the companys current prime location but would be difficult to complete because of the heavy traffic of daily shipments.IV. Best Recommendation The best closure is to build a new warehouse on the thirty acres available. While its being constructed, the Jefferson Street warehouse could still be in full operation.There would be more space for docking, customer parking, higher ceilin gs, and the ability to use forklifts and rail possibly could benefit the company tremendously.V. Methods of Implementation Plans for the account of docks, employees, material handling systems, and office space would be needed. The companys budget would have to be looked at for inefficiencies with simple fixes in order to neckcloth the project more feasibly. Analysis would be needed in order to gauge the customers reactions as well as the cost-savings benefit of comme il faut much more efficient.

Thirteen Colonies and New England Essay Example for Free

Thirteen Colonies and New Eng institute EssayThe Literature of Early America p. 1-5 1. The primary Europeans to establish drawtlements on this continent did not call it America until the 18th century. What did these early settlers call it? The New World 2. The colonies that became the United States were for the closely part be by individuals from which European coun elbow grease? Eng destroy 3. How much is known of the perspectives of the native inhabitants of this continent before the European arrival? wherefore? With the help of archaeologist, ethnographical, and oral materials much has been wise(p) 4. What was the so-called Columbian Exchange, and what were the results?The passing of biological matter between Native Americans and Europeans. The result is illness and death reduced to less than 10% of the original trope 5. Although Leif Ericson first saw North America as early as 1000, and Columbus, of course, arrived in 1492, when did French and English colonization r eally begin to take prevail? Early 1600s 6. After the Native American oral tradition, which writing could probably be considered the first American literature? American Literature 7. What three things set the stage for the seventeenth-century expansion of English colonization that would ultimately lead to the first United States?1)The Reformation 2)English defeat of the Spanish Armada in 1588 3)emerging capitalist economies 8. Unlike the Spanish explorers who were financially supported by royalty, how were the English settlers supported? How did this affect the future of the colonies? English settlers were supported by banks joint-stock companies. It moved it away from the old hierarchies of church summit 9. What were the three general cultural/economic groups established in these early British colonies? Southern Colonies, Middle Colonies, New England 10. Which area was initially the most ticklish to settle and why?Southern Colony-malaria and starvation were rampant in the earl y 17th century 11. Which crop ultimately proved quite profitable to the southerly dependency in Virginia? tobacco 12. After the native populations had been decimated by disease and the brutality of enslavement, how did the English settlers respond to the demand for labor? Indentured servants 13. Which of the British settlements was the most ethnically and religiously diverse? Middle Colonies 14. Who were the first group of Europeans in America to denounce slavery? The Quakers 15.Which group established the first permanent colony in New England? What was it called, and when was it established? Pilgrim settlement of Plymouth 1620 16. Which much larger puritan settlement was established in New England ten years later? Puritan Great Migration 1630 17. What was the bod of the first permanent English settlement in North America? Where was it located and when was it established? Est Jamestown, Virginia in 1607 Captain caper smith 18. What is the name of the English sea captain who wro te what is described as the first distinctly American writing in English?Captain John smith 19. In what way did Smiths descriptions help lure the Pilgrims and the Puritans to this new land? He described as Paradise. His vision of a new abundant world, along with his function 20. Smith also created maps of which area? New England Coast 21. why did literature develop to a greater extent(prenominal) slowly in the South? Towns were few, farms were separated, urban audience for books and newspaper publisher were scant 22. Which two movements greatly influenced the Pilgrims of Plymouth and the Puritans of Massachusetts Bay? Renaissance and Reformation 23.Why is the Renaissance generally regarded as the beginning of modern civilization? It was the growth of government, philosophy, and science 24. In what sense did firearms and books break down the social and political hierarchy? Books taught people to think for themselves, guns gave them the power to destroy body armor 25. In what s ense does the work of Copernicus reflect the Renaissances break with tradition and authority? It questioned the pagan believes 26. A new spirit of scientific inquiry was inspired by the intent of which two scientific instruments? Gun power and printing press 27.During the Reformation, what aspects of the Church did the religious reformers criticize? The authority of its spiritual leader, the pope and priest 28. How did Protestants earn that name? because of the protest against church doctrines, and the power of priest, and commands of bishops popes ________________________________________ John Smiths Biography p. 41-42 1. Why do you suppose the first permanent English colony was called Jamestown? Because King James I granted a royal charter to plant colonies in Englands North America Territories 2. Why was the settlement at Jamestown, initially, disastrous?Jamestown was swampy, lacked steadfast leaders, didnt build houses, plant crops, find specious. More than half died the 1st w inter 3. What role did Smith assume? A leader, President 4. In Smiths A interpretation of New England, published in 1616, he mapped the coast of New England. However, his trip to New England in 1614 wasnt for that purpose. Why did he go? To search for jar gold called Jars 5. Which group of settlers purchased Smiths maps of New England? Pilgrims 6. What was the first English book written in America? A True Relation of Occurrences and Accidents in Virginia 7.In Smiths most influential book The General History of Virginia (1624), how did he describe the New World? Riches and wilderness delights, place of freedom, joy, and abundance 8. Who named the area New England? Smith 9. Why do some question Smiths romantic account of his rescue by the Indian princess Pocahontas? Because it was written seven years after Pocahontas death. He could have been espouse and not known 10. The Smith/Pocahontas tale is one of the earliest examples of what particular narrative form in early American litera ture? fable ________________________________________John Smith from A Description of New England (1616) p. 55-63 1. Although this work was published in 1616, it was based on Smiths return trip to New England in what year? 1614 2. Why was his trip a financial failure? Looking for gold and copper and it wasnt fish season 3. Why did Smith find it difficult to mint fish and furs in the area? Because Sir Francis Popham traded a lot and he got most of it 4. What characteristics does Smith say one must have to conquer this land and patch up it thrive? Ability to work 5. What do you think the following quote suggests to those reading his account back in England? only here and there we fey or have seen a little of the edges of those large dominions which do stretch themselves into the mainland, God knows how many thousand miles there is a lot more land to discover, dont limit yourself 6. He describes the coast as being overgrown with what and an incredible abundance of what? Good timber , most sorts of fish, fowl, and good fruits 7. As he discusses the abundance of fish, what European comparison does he make to elevate this lowly staple to something that can, in fact, build countries?Which group (who settled here later in 1620) might this have appealed to? Hollanders 8. What does Smith use to lure people from England to the New World (see middle paragraph on page 58)? Men can be master of their own fate/no landlords 9. Smith mentions the fertile ground, but he also says that, if need be, one can trade with the natives for goods like corn. What does he say (and what tone does he use) about those savages who may be uncooperative? With 30 or 40 men sufficient to bring in descent/disdain 10. Notice the way Smith begins each of the paragraphs on page 60 Of mines of goldOf woods The waters The herbs and fruits Oak Eagles Whales Moose What is he doing to try to lure the English to this new land? Painting a picture of abudance 11. What kind of individuals do you think Sm ith is targeting when he says, Who can desire more content, that has small means or but only his merit to advance his fortune, than to tread and plant that ground he has purchased by the hazard of his life? The uncouth Man 12. What do you think of Smiths reference to the holy quest some might take by making the journey to the New World? If he have any grain of faith or zeal in religion, what can he do less hurtful to any or more agreeable to God than to seek to convert those poor savages to know Christ and humanity? Crusaders 13. What emotions do you think Smith is tapping into when he says the following? What so real suits with honor and honesty as the discovering things unknown, erecting towns, peopling countries, informing the ignorant, reforming things unjust, teaching virtue, and gain to our native mother-country a kingdom to attend her, find employment for those that are open because they know not what to do? 14. On page 62, what does Smith say might be his role in helpi ng these newcomers adjust to this new land? Do you see this as self-serving or sacrificial on Smiths part? If he lied they can fault him/ self-serving 15. Smith has verbalize of the rewards that will come from hard work. What does he say about the pleasures to be enjoyed in this new land? Hunting or hawking is great

Video game and console gaming addiction Essay Example for Free

Video game and console gaming addiction EssayI. The occupation and its Background A. INTRODUCTION In recent years gaming addiction ( figurer game addiction, console gaming addiction, or even excessive play on portable systems) has received increased attention not only from the media, but also from psychologists, psychiatrists, mental health organizations, and gamers themselves. Gaming addiction is not yet classified advertisement as a mental health disorder or true addiction like gambling or alcohol addiction.However, some gamers clearly jumble to keep their playing habits under control and may place more importance on their gaming accomplishments than their happiness and success in the real founding (e. g. , academic achievement, friendships, relationships, career advancement, health, etc. ). B. STATEMENT OF THE PROBLEM Many people or computer users have their thoughts and questions about online games.But this is some common questions that we go out have to acknowledge a.Wh y do students easily get addicted in computer/online games? b. What are the harmful effects in getting addicted to computer/online games? C. IMPORTANCE OF STUDY This study aimed to know why many student easily get addicted to computer games and the harmful effects of computer/online games.D. rendering OF TERMS Addiction- is the continued use of a mood altering substance or behavior despite adverse dependency consequences, or a neurological impairment leading to such behaviors. Online Game- is a video game played over some form of computer network, using a personal computer or video game console. This network is usually the internet or equivalent technology, but games have always used whatever technology was menstruation modems before the Internet, and hard wired terminals before modems. The expansion of online gaming has reflected the overall expansion of computer networks from small local networks to the internet and the growth of internet recover itself.

Paraprofessional for Special Needs Children

Paraprofessional for Special Needs ChildrenParaprofessional for Special Needs ChildrenFor the past eleven old age I set about been a paraprofessional for special postulate churlren. During those years I train learned about the different treatments and intervention techniques used for the various dis gives among children. Through hands-on activities at work, various workshops , seminars and my own research, I have acquired fellowship about the different disabilities. I now feel I bang what to expect from a disciple and dejection make the right judgment calls in different situations in order to facilitate eruditeness. I have learned to manage children in both groups and individually, clerical responsibilities, organizational and creative abilities, , written and communicate communication skills, following instructions given by the teacher, and classroom management.Children with special needs have certain deficits, which warrant special suffer to survive a day at school. Ro om preparation and preparation of class materials is very cardinal. The classroom should be set up so that there is a smooth out flow to it. From the moment the child arrives in the morning, the daily routine should stgraphics. An example of a classroom for special needs children will be found at the end of this paper. Preparation of classroom materials is alike beta. Children should have a bin of to a greater extent or less sort filled with materials to use for their programs and tasks. For example, if John is working on counting, firstborn rudiment and colors and so the flash cards, manipulatives and picture cards should be in the bin labeled with his name on it. This way,when it is time for him to work everything is ready. Also, if there is an art project scheduled, all necessary materials should be ready. Children with special needs find it very awkward to wait for any lengthy period of time. It is very important to have the day flow as easily and as smoothly as possib le.The daily schedule is important aspect in having a roaring day. Each child has his own schedule due to the different services that each one has. Not all children receive all services, which whitethorn be OT (occupational therapy), PT (physical therapy), or speech. Some schedules may be in pictures and other in words. Not all children argon cap equal of reading and therefore some children may be more adaptable to pictures. The classroom teacher would determine this.All of these supports and organizational aids help in supporting children with special needs especially those with ASD (autism spectrum disorder) and AD/HD (attention deficit/hyperactive disorder). Their information processing difficulties and auditory weaknesses require much support. In addition, their businesss in the beas of social catch make it difficult for them to distinguish between what is important and what is not. Their problems with organizational skills sometimes make them look lazy which is another reas on why they need visual supports such as pictoral or written schedules. An example of a childs schedule is as followsIndependent workWork sitting 1Work session 2LunchGroup workWork session 3SpeechMusic All throughPack-upGo homeA piece of music of construction paper is laminated as well as all the instructions. Each instruction is velcroed onto the construction paper. When the child enters the class in the morning he removes the first instruction over to Time for. Then when that task is through the child goes back to his schedule and places the completed task into the pouch marked All done and moves the next task over to Time for. This is done throughout the day.Directing and facilitating attention to the teacher and/or task is another responsibility of the paraprofessional. Children who are more able those with mild learning disabilities and attention problems can basically take in and process information that the teacher is presenting and just need to be refocused toward the te acher. less(prenominal) able pupils are less capable to take in information successfully so in this case the paraprofessional needs to take a more directive role with regard to instruction. The Para also needs to take on a greater responsibility for using the modifications and supports needed to promote the students attention. This is where the role of the Para is extremely important. He/she needs to make effective decision- fashioning in selecting the best supports to aid in the students understanding and which promote learning.Another important aspect, which I have learned, is pre and post-teaching. They are the backbones of direct Para support for students with significant disabilities especially in the inclusion classroom, which is at a much faster pace that a self-contained class. (A self-contained class is a class which has only special education students in it.) Pre-teaching is a supposition or lesson that helps the student to become more familiar with the materials and act ivities at their own pace. Therefore when the lesson is given in a group the student will have already become familiar with the topic. It would be like going to Spain without any knowledge of the Spanish language. Your anxiety level would be very high when intercommunicate to and you would have no idea what was said. However, if you had taken a few Spanish speaking classes you would at least be familiar with some of the conversation and able to put the whole idea together. Post-teaching is also very important because it reinforces any question the student may have. It also promotes generalization, which is one area in which children with ASD have great difficulty. Many children with ASD can learn in one setting but when taken out of that setting they cant seem to know what was taught in the original setting. The importance, which I have learned, of pre and post-teaching cannot be over-exaggerated because it can help the student become more comfortable and more responsive in the le arning environs.In working with ASD children I have also learned that breaking down tasks into smaller units is very helpful because then the task will not be so overwhelming. For example, during a mathematics lesson the teacher will instruct the students to do the twelve problems on a certain page and when they are done the whole class will go over it. For a child with ASD these twelve problems may look like 100 problems. Not able to address what the problem is, the student may act out and become disruptive in the class. It may appear that the student just didnt want to do it. There may be several solutions to this problem. wizard may be to cover half the problems with a sheet of plain paper so that visually there are fewer problems that need to be done, or have the student do them at intervals throughout the day. This will result in the student being successful with the task and will also eliminate any bearingal disruption.As a Para, I learned that there are unconditioned way s to adapt and modify the curriculum to help the special needs child perform and participate more effectively. Appropriate materials and the correct environment can also support the child in the learning process. There are long-standing supports such as daily schedules and short-term supports which would be direct instruction modification. The math example, as stated above, is short-term. For the most part, adjustments regarding teaching materials and modifications are the responsibility of the Para. However, it is the duty of the Para to review any adaptations with the certified staff member. We, as Paras, are the support staff. We are under the direction and supervision of the classroom or special area teacher. Any curricular modification directly affects the content of the students educational program.I learned entropy taking is another important responsibility of the Para. Many times, because of frustration, anxiety and the lack of being able to verbalize what the problem is, c hildren with ASD will have problem behaviors. It is important to understand that problem behaviors are different than a behavior problem. If you consider a student a behavior problem than you look no further than the student himself. However, if you view the student as having problem behaviors, you are more likely to look for causes either from the environment or within the student himself. When a Para recognizes that there is a problem behavior, the certified staff member and the psychologist should meet to discuss what behavioral supports may be necessary. You, as the Para, will be asked to take data. This data is called ABC A-antecedent, B-behavior exhibited and C-consequence.ABC DATAAntecedent Behavior ConsequenceMath lesson fell to the blast removed from roomWhen the behavior occurs, the Para will write down what occurred before, what the behavior was and what consequence was given for the behavior. How long you take the data is at the courtesy of the certified staff and psyc hologist. Once the data is taken, it is reviewed and a behavioral support plan is put into place. One type of plan is if-then support. For example, If you throw your worksheet on the floor, then you will lose time on the computer. It is very important that the child understands and knows what the targeted behavior and consequence is in order for the behavioral support to work. Another type of behavioral support is a token system. The child is told that when he/she gets five tokens (pennies, stickers, smiley faces, etc.) he gets to choose a preferred activity for a certain step of time. This type of behavioral support reinforces good behavior. There are many other types of behavioral support plans and it is important to know that no two are the same. The type of plans and how it is implemented depends on each child. If implemented correctly it can have a significant impact for positive behavioral change. One important aspect in problem behaviors is to watch that the inappropriate b ehavior not be inadvertently reinforced. Some children act out for task avoidance. In earthly concern the student is acting out to be removed from the situation. When this occurs the Para needs to work through the behavior. However, there are circumstances in inclusive settings where the child must be removed because it is too distracting to the typical peers. If this occurs, the child should be removed but the task must be completed in order to show the child that his behavior will not be rewarded and get him out of doing his work.In addition to all, which I have learned, clerical tasks are another aspect of being a Para. One clerical task is to provide a written record of the students daily functioning. These records are a part of the students programming. Giving the team important information regarding progress, setbacks and an insight into future planning is critical. Another part of the clerical tasks is also keeping data on IEP (Individualized Education Plan) goals. A Para sh ould be proactive in consulting with the teacher to find out the goals and keeping accurate records regarding them. One example of an IEP goal would be John will initiate game playing with a peer with 80% accuracy. A data sheet with data will show if John is reaching the goal over a certain period of time. The data will also show whether John is having difficulty accomplishing this goal and if so, adjustments should be made to the way in which this goal is being addressed. The daily record and the data on IEP goals are very crucial move of supporting the student and should not be taken lightly. They are essential because they provide records for meetings and will aid the childs next teacher, and possibly a new Para, in the event you are reassigned.All of the supports, which a Para gives to a special needs child, serve an important purpose. The support given promotes understanding, minimizes anxiety, gives a positive influence on behavior, promotes independence and competence and st rengthens the overall student learning. Without these supports, students with special needs are left to help themselves. Under those circumstances form and anxiety increase and the learning process is compromised. The proper support can mean the difference between success and failure.Through the past eleven years the knowledge that I acquired is endless and ongoing. Ive learned about different learning disabilities, child development, instructional process for different special needs children, and most of all, working together as a team with the certified staff. As a Paraprofessional I know my role is critical to the successful school experience of the student. When a child has accomplished even the smallest goal it gives me great satisfaction and pleasure to know that I played an important part in making a difference in the life of a special needs child. These are positive steps and make me feel proud of the particular child. What happens as a result is that they themselves become encouraged by their achievement. There are days when it is particularly challenging to help a student complete a task, but these challenges are usually overcome by meeting with the team and following specific suggestions. From the Author Unknown it will not matter what my cuss account was, the sort of house I lived in, or the kind of car I drove but the world may be different because I was important in the life of a CHILD.

Children Within the Juvenile Criminal Justice System

Children Within the Juvenile bend Justice SystemThe conceptualisation of children indoors the teen wrong justice governance.IntroductionIn 2006 to 2007, statistics have shown that there were approximately 3,500 crimes per 100,000 individuals conducted by juveniles in Australia, almost double the number carried start by adults (Australian Institute of Criminology, 2009).Before the 19th century, there was no category that separated juvenile offenders from adult offenders in Australias legal organisations and children as childly as six were sent to prison (Cunneen White 2007 Carrington Pereira 2009). In modern Australia however, it is widely accepted and ac knowledged that juveniles should be treated differently indoors the barbarous legal system so that their inexperience and immaturity merchantman be considered (Richards, 2011). Consequently, juveniles atomic number 18 not dealt with as adults within the judicial system as they argon treated much leniently than their ad ult counterparts.In Australia, the use of detention as a criminal punishment for youths is used as a final stage resort, after methods such as police cautioning and restorative youth programmes (Richards, 2011). Richards (2011a) suggests that youths are uniquely different to adults and as such this makes them incredibly assailable to rehabilitation in preventing them from further criminal acts. Richards (2011a, np.) argues that arange of factors, including juveniles lack of maturity, propensity to take lay on the lines and susceptibility to peer influence, as well as intellectual disability, mental disorder and victimisation, increase juveniles risks of contact with the criminal justice system.This essay will attempt to examine how children are positioned and conceptualised within Australias criminal justice system in contrast to the UK criminal system, examining in particular the concept of childhood and child talk ofs as well as considering the potential abuse of the juvenil e criminal justice system.Discourses of childhoodHistorically, terce key dominant hold forths have been conceptualised around childhood and the child, which influences the ways in which childrens behaviour, capabilities and inherentcharacteristics back be on a lower floorstood (Kehily, 2009). The romanticist discourse of childhood described by Jean Jacques Rousseau, earns children as organism spare, pure and exuding inherent goodness, of which is harmed or corrupted through contact with the complaisant world (Kehily, 2009). Romantic discursive designs perpetuates the understanding that children need to be protected from potential risk factors in the environment that could be dangerous to their inherent artlessness. The acts of criminalness from such a discourse are seen as creation caused through the influence of the world around them (Kehily, 2009). As Richards (2011a) suggested, juveniles can be influenced by their peers into committing crimes, thusly the childs inhere nt goodness has been tainted and corrupted. Also, in the digital age of modern childhood, a childs early exposure to unhomogeneous forms of media such as the useful, but dangerous Internet, as well as games and movies with violence and crime increase the risk of corruption to their inherent goodness.In contrast, prude discourse portrays children as possessing an innate capacity for evil or wicked behaviours that is in need of constant checking, observation, reprimand and guidance (Kehily, 2009). This viewpoint regards children as in need of saving from themselves and that childhood is a time in which children must be given moral nurture to deter their natural potential for nefariousness (Kehily, 2009). Richards (2011a) described childrens natural propensity to take risks as a possible factor in criminal behaviour and as such this can be viewed in relation to the puritan discourse.The tabula rasa discourse postulated by John Locke however, portrays children as coming into the wor ld as a blank slate that with sound education and support, can develop successfully into full adulthood (Kehily, 2009). From this viewpoint, factors such as poor education, family support and as Richards (2011a) describes intellectual disability can be seen as leading children to crime. Each of these discourses have emerged in different periods of history as more dominant according to social and cultural factors all three discourses however can be seen to different extents meshed within health care, education policy and practice and within the criminal justice system in addressing and preventing crime amongst young offenders.Australias juvenile criminal justice systemThe United Nations Standard Minimum Rules for the Administration of Juvenile Justice (1985) places importance on all nations developing laws, rules and provisions that are specifically catered to the needs of juvenile offenders, whilst simultaneously upholding their rights. All Australian jurisdictions (except Queensla nd) define a juvenile as universe aged between 10 and 17 in Queensland it is between 10 and 16 (Richards, 2011). All children under the age of ten are viewed as universe unable to be held legally responsible for their actions. This suggests that if a child under ten commits a crime then it is no fault of their own, but that something must have happened to them, such as Richards (2011a) highlighted, peer influence or lack of correct education, support and guidance. This concept of childhood utilises the discourses of romantic and tabula rasa, as children are being identified as inherently good, and only bad behaviour such as crime being committed through the influence of environmental factors (Kehily, 2009). The tabula rasa discourse is evident, in that it is the lack of appropriate guidance, education and support from others around the child, which has led to the childs criminal behaviour (Kehily, 2009). Whilst Australia adopts such representations and discourses of children into its legal policies that determine how children are dealt with in the legal system, not all countries adopt the same viewpoint. In the United Kingdom, children can be seen to be viewed much differently, ascribable to shifts of discursive representation following high profile criminal behaviours of children.UK juvenile crime policyFaulkner (2010) critiqued the UK Criminal Justice Act (1991), identifying that the UK criminal justice system had become ineffective, due to inconsistencies in how juveniles were dealt with judicially, stating there was a need to address increasing punishment. Faulkner (2010) stated that in response to rising juvenile crime, children should be dealt with as adults are treated, requiring increase punishment. In the UK, the murder of a deuce year old child, Jamie Bulger, in 1990, by a pair of ten years old boys led to the populace outcry for a need for more fearsome punishments (Sereny, 1994). UK bon ton was shocked by the criminal actions of the two young children and the media supported the publics hesitation through representing the boys as child killers (Sereny, 1994). The puritan discourse could be seen in action, as the children were describes as being inherently evil, viewing the murder as moot and cold (Sereny, 1994 Kehily, 2009). Public pressure and media coverage cried out for the two ten year old boys to be treated as adults and jailed for life (Sereny, 1994 Franklyn Petley, 1996). However, being juveniles, the boys were not subjected to life sentences in the UK criminal justice system, due to being viewed as being not fully responsible for their actions, they were however institutionalised with the commit of rehabilitation.The case of Jamie Bulgers murder provides good evidence of how different discourses can be used within society and social and political systems, such as the criminal justice system. These discourses conceptualise how children and their behaviour come to be understood and, in law, how such behaviour i s dealt with (Kehily, 2009). In society and the media, the boys were viewed as cold hearty killers, innately possessing some flawed, evil mind that led to their murderous behaviour (Seveny, 1994). However, the UK judicial system used a contrasting romantic discourse in viewing that something had caused the children to behave as they did and that in applying a tabula rasa discourse, the children could be educated through rehabilitation into returning to the natural goodness associated with a romantic discourse of childhood (Kehily, 2009). If this crime had occurred however in Australia, being 10 years old, the children would have been unable to have been criminally charged or trialled for the murder of the two year old, as the law does not apply to ten year olds (Richards, 2011a). Australian law utilising a romantic discourse, viewing the children as wholly innocent and therefore the behaviour must be a result of orthogonal causes and influence (Kehily, 2009 Richards, 2011)Interest ingly in the UK, there has been an introduction of parenting orders given to the parents of children who offend ( legal residence Office, 2003). Demonstrating the romantic discourse similar to Australia, it locates the behaviour of the child as a result of inadequate and poor parenting. Parenting orders are designed to change the behaviours of the parents through re-education so that they can then influence and support their children more effectively (Crime and Disorder Act, 1991). This similarly demonstrates a shift to a tabula rasa discourse in which children are at risk of poor parenting and in need of moral guidance and education (Kehily, 2009). This use of romantic and tabula rasa discourses in the UK juvenile criminal justice system concurs with Australias come to addressing juvenile crime also. Richards (2011a) identifies that juveniles due to their age are very responsive to rehabilitation to promote non-criminal behaviour. This portrays childhood as a particular time that requires education and guidance, a view upheld within tabula rasa discourse. Studies have even been used to offer evidence that childhood is a qualitatively different state of being to that of adulthood, in which children have not cognitively acquired the skills needed to make appropriate decisions, determine risk and regulate emotions (Steinberg, 2005). This reflects a romantic discourse, which conceptualises children as essentially innocent, because they have not acquired the necessary cognitive functions to correctly know right from wrong. Murray (2009) states that Australian policy must reflect the need for interventions that can help juveniles grow out of crime, so linking the need for youths to be educated, supported and rehabilitated so that they develop into lawful abiding citizens. Richards (2011) suggests that juveniles have greater complex needs than adults, due to their psycho-social immaturity, being more under the influence of peer group pressure, drugs and alcohol. C hildhood is conceptualised within Australian policy as a time in which children need to be protected from external environmental factors that can harm their inherent goodness and innocence (Kehily, 2009). Criminal behaviour is therefore being understood as a result of societys failure to save these children from the negative influences of the outside world (Murray, 2009).Particular understandings have been identified through the examining of conceptualisation and discursive representation of childhood within the juvenile criminal systems of Australia and the United Kingdom. It is evident that children within the juvenile criminal system are not seen through puritan discourse. However, public anger to severe criminal offences such as murders undertaken by children can reflect this view of children as inherently evil. Through identifying how romantic, puritan and tabula rasa discourses are used within societies as a whole and perpetuated within media, policy and legislation, it has de monstrated how these can influence how children are treated with within the juvenile criminal systems. The dominant discourses found within Australia and the UK policies are that of a romantic and tabula rasa discourse, in which children are viewed as inherently innocent and good, criminal behaviour being seen as resulting from the influence of eternal environmental factors. In managing and preventing juvenile crime, children are seen to require guidance, support and rehabilitation, viewing children through the tabula rasa discourse. From the understandings identified above, wide acceptance and acknowledgement that juveniles are to be treated more leniently due to considerations of their immaturity and inexperience may lead to potential abuse of the system by various parties.Potential abuse of the Juvenile Criminal Justice SystemAs modern day children are getting smarter and exposed to technology at a younger age, from the puritan discourse, exposure to knowledge of how courts make rulings regarding juvenile crime, either through the internet or peer influence, may lead to a childs potential victimization of the system knowing that they can get away with petty crimes easily. In some cases, a child may play into their immaturity and risk-taking propensity, to commit crime such as theft to satisfy material needs. Similarly from the tabula rasa and romanticised viewpoint, intellectual disability as described by Richards (2011a) can be transformed into a view of intellectually shrewd children abusing the system due to corruption through contact with the social world, ineffective moral education and support.In extreme cases, there is also a possibility of adults or delinquent parents with knowledge of the system taking advantage of the innocence and immaturity of a child, either by threatening or inducing a child to commit crime on their behalf through means of rewards. This is perhaps a cause for concern due to the potential exploitation of such a loophole in the juvenile justice system.While Richards (2011a) suggests that children are more receptive to rehabilitation in preventing them from further criminal acts, prevention is crack than cure. So why allow it to happen in the first place and follow up with corrective measures even though children are more receptive to rehabilitation?Support and guidance from family and school is ideal to keep a child in check. In scenarios where a child is from a broken family, where trusted studies have shown a link between child delinquency and broken homes, schools should step in to provide more guidance and support for the child. Perhaps more can be done to educate children against such behaviour and raise awareness on this issue. Also, a helpline to combat scenarios where children are pressured into committing crime can potentially help.ReferencesAustralian Institute of Criminology (2009) Juvenile crime. Retrieved fromhttp//www.aic.gov.au/statistics/criminaljustice/juveniles.html(Accessed 16th May, 2014)Carrington, K. Pereira, M. (2009)Offending youth Sex, crime and justice. Leichhard, Federation PressCunneen C White R (2007)Juvenile justice Youth and crime in Australia, 3rd ed. South Melbourne Oxford University PressFaulkner, D. (2010) Criminal law and justice at a time of austerity. London Criminal Justice Alliance.Franklin, B. Petley, J. (1996) Killing the age of innocence newspaper reporting of the death ofJames Bulger in J. Pilcher and S. Wagg (eds) Thatchers Children Politics, Childhood and Society in the 1980s and 1990s, London Falmer.Home Office (1998) Crime and Disorder Act, London HMSOHome Office (2003) Respect and Responsibility Taking a stand against Anti-Social Behaviour, London HMSOKehily, M, J. (2009) An Introduction to childhood studies, Berkshire McGraw-Hill.Murray, C. (2009) Typologies of young resisters and desisters.Youth Justice9, (2), 115129.Richards, K. (2011) Trends in juvenile detention in Australia. Retrieved fromhttp//www.aic.gov.au/publications/c urrent%20series/tandi/401-420/tandi416.html(Accessed 16th May, 2014)Richards, K. (2011a) What makes juvenile offenders different to adult offenders. Australian Institute of Criminology. Retrieved fromhttp//www.aic.gov.au/publications/current%20series/tandi/401-420/tandi409.html(Accessed 15th May, 2014)Sereny, G. (1994) The Independent, Retrieved fromhttp//www.independent.co.uk/arts-entertainment/reexamining-the-evidence-a-year-ago-this-week-james-bulger-was-murdered-by-two-11yearold-boys-the-crime-shook-the-nation-the-boys-were-tried-convicted-and-locked-away-but-what-do-we-know-about-them-do-we-know-why-they-did-it-after-months-of-research-including-interviews-with-parents-of-both-boys-we-publish-in-two-parts-the-story-that-has-not-been-told-1392400.html(Accessed 3rd May, 2014).Steinberg, L. (2005). Cognitive and affective development in adolescence.Trends in Cognitive Sciences9, (2), 6974United Nations (1985)United Nations standard minimum rules for the administration of juvenile justice (the Beijing rules). Adopted by General Assembly resoluteness 40/33 of 29 November 1985. Retrieved fromhttp//www.un.org/documents/ga/res/40/a40r033.htm(Accessed 12th May, 2014)1

The Modernist Concept Of Urban Design Cultural Studies Essay

The Modernist Concept Of Urban Design Cultural Studies EssayThe development of our towns and cities is intrinsically linked to m any(prenominal) architectural and heathen patterns and trends of the past. Indeed the Aesthetic and strategic practices of architecture and urban design contri simplye, through a complex of formal and informal processes, to the creation of urban cultures as salubrious as giving shape to distinctive city image Stevenson 2003.The social and technological alters which characterised the end of the 19th and start of the 20th centuries, created a momentum of change in the art, design and culture of Western Europe, and precipitated a shift in the ideas behind design and architecture, that laid the foundations for the evolution of the modernist movement. In essence the modernist movement basically altered the way that those who designed the towns and cities we lived in, viewed their role, based upon utopian fancies, standardisation, new industrial materials suc h as re-enforced concrete, chrome and plate glass, abstraction and a vehement dream to make a new world, not just a new art Hughes 2006.In Britain, the modernist movement did not really develop until the late twenties and beforehand(predicate) 1930s, when the formation of institutions such as the Congres Internationaux dArchitecture Moderne (CIAM), began to formalise and standardise the idea of modernist architecture, not just as a means to design take a shitings, but to construct a whole new way of living a style which would seek to incorporate the form follows form mantra into the design of our cities and towns Gibbered 2008. During this time, continue urban migration, and the idea of using modern technology to exhort profound and positive influences via the design of our surroundings, was embraced by the majority of society, and soon captured by the imaginations of the architects. As the urban populations of the UK continued to grow, a new approach to urban planning was requi red that would be able to meet with the increased demand for caparison and amenities.The modernist concept of urban design, saw the traditional urban model for development in the towns and cities of Britain relatively low-rise streets, squares and urban blocks eschewed in favour of a rational, usually orthogonal, distribution of slab and point blocks watch in park land and open space. The idea of this design was that, rather than being enclosed by buildings, urban space would now flow freely around them Carmona 2003, and that the Le Corbusier view of eliminating the relative disorder of urban areas would be achieved.An important development in the design of our towns and cities was the idea of how we lived. In 1934, the idea of common living was first truly experimented on the middle classes with the design of the Lawn Road Flats in Hampstead (below). This idea of a more minimalist, functional way of living was more or less revolutionary to these social classes at the time an d lay the way for similar residential developments such as the luxurious Highpoint one in 1935. This idea of common living began to filter down to all social classes in London (such as such Maxwell Frys Kensal House, the first modernist social housing project in Britain, which opened in 1937), and influenced the development of inner city housing, which continued for another four decades.Lawn Road Flats in 1934 Image enlistn from http//designmuseum.org/During the post-war years, the devestation that many had endured seemed to re-envigorate the national judgment with an optimism, and to many there was a sense that here seemed to be a growing idea that this was a chance, not only to re-build Britain structurally, but also to take the nation in a new direction Gibbered 2008. Of course, the urban areas of our cities and towns had taken most of the fallout, and this opportunity was seized by modernist architects who believed that, by changing the design of how we lived in our cities a nd towns, they could show ambitious solutions to solve extensive social problems. This opportunity, and apparent political will to develop and implement modernist was seen in many of the post-war constructions in Europe, and later through spend clearance programmes and subsequent road-building schemes Carmona 2003. In Britain, an extensive re-building project began (by the mid-1950s, 2,500 schools had been built and ten entirely new towns were either under construction or in the early stages of development), and there was a growing need for a town planning policy that could accommodate the needs of these people. This requirement for rapid functionality opened the door for Modernists to bulge reshaping the appearance of British towns and cities Gibbered 2008.One of the key ideas that developed at this time, and has shaped many of Britains urban landscapes, was the idea that new towns would be designed and built from scratch. Modernist urban space generally appears in its purest fo rms when built on Greenfield sites Carmona 2003, and as such this design seemed to be perfect to implement when strategising the development of these new towns a separate of blank canvass for many modernist architects of the time. The idea was to be able to create an urban modern utopia, which would deliver British city dwellers from the dark failures of Victorian housing to a bright new world of clean, functional towns Gibbered 2008, with there dispersed site planning, brick housing, and homey peoples detailing Hvattum and Hermansen 2004.These New Townsexamples.Depicted the modernist urban landscapes, presenting idealisticised hygienize visions of streets, public spaces, and buildings in which the users are little represented Larkham 1997.The pattern of modernist development in our towns and cities continued to dominate for the next couple of decades and, by the 1960s modernism had become the lingua franca of British architecture, whether it be schools, office complexes, homes , or even the new towns as above Gibbered 2008. Although perceived as successful demonstrations of urban utopia, the modernist ideal in urban development will be forever synonymous with the disastrous implementation of public housing schemes. Modernist urban space had moved outside(a) from buildings as consituent elements in urban blocks (i.e. concrete terraced masses) defining streets and squares, to buildings as separate free standing pavillions standing in amorphous space Carmona 2003. These planned estates could discern with high densities of population, and would provide the amminities that a community required within segregated blocks. What has since prevailed, and was marked during ..The modern estates instead fostered a sense of isolation and anonymity, and reduced any existing sense of community. The product was fatally flawed large blocks simplified the land-use pattern, and the nooks and crannies that house economically marginal but socially desirable uses and activitie s Carmona 2003.The rush to build high and fast system-built blocks prefabricated towers which could be assembled on site as a mean of housing in the cities of the UK, and the idea that Gibbered 2008.During the early part of the twentieth carbon the transformations in terms of population, urban expansion, and a rapid development of communication and infrastructure, resulted in a society and a way of life bent on change and innovation, but also in instability, continual movement, and crisis Hvattum and Hermansen 2004. What now seems ill considered is that the visions for ideal cities, in particular those growing out of the modern movement in architecture, were diluted and warped by the messy business of reconstructing actual cities, filled with real people whilst operating within democratic structures Jones 2004. Somehow without any sensible intention on anyones part the ideals of free flowing space and pure architecture evolved into our present urban situation of individual bui ldings isolated in partking dissever and highways Tranick 1986. Indeed, over the last two decades, the public criticism of this style of development in our towns and cities has resulted in an almost universally agreed idea that modernism, as a cogent philosophy of building a better society through architecture has failed Gibbered 2008.

ROGER MARIS :: essays research papers

Roger Maris EssayRoger Maris was born in Hibbing, Minnesota on September 10, 1934. His father, who worked for the Great Union Railroad, moved the family to North Dakota in 1942where Roger grew up. The Maris brothers athleticsed sports and attended Shanley High School in Fargo, North Dakota. It was in the 10th grade when Roger met Patricia, his future wife, at a high school basketball post. Roger anticed baseball in the American Legion program during the summers, since the North Dakota high schools with the cold weather did not accommodate a program. He take his American Legion team to the state championship. With his excellent speed, Roger was a standout in football as well. In one game against Devils Lake his senior course, he scored four touchdowns on kickoff returns to set a national high school record. Roger was recruited by legendary coach Bud Wilkinson to play for the University of Oklahoma, precisely with a professional baseball contract looming, Roger gave up his sch olarship at the University of Oklahoma to pursue a career in baseball. He write a $15,000 contract to play for the Cleveland Indians organization. Roger spent four years in the minor leagues playing for Fargo-Moorhead, Keokuk, Tulsa, Reading, and Indianapolis before making it to the major leagues. During his first year in the major leagues, Roger hit 14 home runs and drove in 51 RBIs for the Cleveland Indians. Midway through his second year, Roger was traded to the Kansas City Athletics and finished the assuage with 28 home runs and 81 RBIs. Roger received attention and in his third year, was elected to the 1959 All-Star team. After the 1959 season, Roger Maris was traded to the New York Yankees. In 1960, his first season with the Yankees, Roger led the major leagues with 27 home runs and 69 RBIs by the halfway point and was again named to the All-Star team. An injury sliding into second to break up a double play caused him to miss 17 games. However, Roger still finished the seas on first in RBIs with 112, second in home runs with 39 (one behind Mickey Mantle who led the majors with 40), won the Gold Glove Award, and was named the American Leagues Most Valuable Player. He also hit 2 World Series home runs, but it would be for the following year that he would be most remembered.In 1961, Roger and teammate Mickey Mantle received national attention as they chased the single season home run record of 60 set by Babe Ruth in 1927.