Research for the Environment Coursework Example | Topics and Well Written Essays - 250 words

Research for the Environment - Coursework Example Availability of these organisms out of disturbed areas is sources for the ecosystem’s decolonization. Animal behavior and migration helps in managing the ecosystem since the traits of the animals are distinct. Many wildlife species are threatened with extinction, with species disappearing faster than before. The biggest threat is habitat destruction and human greed. Wildlife maintains ecological nature balance and cycles. It has economic value as wild plants provide timber and paper (Carson, 2012). Wild animals produce ivory. A country’s wildlife is its cultural asset and tourist attraction. Pesticides kill bacteria, fungi and insects that destroy crops, are disease vectors, destroy property and cause disturbances. The greatest risk comes from the chemical pesticides. Pesticides may enter the body through skin, eyes or mouth. Farming companies make these pesticides no matter how inept they hurt the environment and the people around (Brian, 2012). Thus, it is advisable to use healthful methods to control pests such as use of organic

Violence of mass Media Essay Example for Free

Violence of mass Media Essay The research involves the study of possible relationships between violence and mass media. In the study, a sample frame was obtained in order to be tested utilizing four different tests, which validates and determines possible relationships between violence and media, media preferences and age violent behavior occurrence, empathy and gender variations, and time commitment against violence. The research results obtained show increasingly violent behavior among males than females. The commitment time of males manifesting violent behavior is higher as compared to females. Moreover, the preferences of these respondents that manifest such behavioral pattern are noted to generally prefer violent media forms, most prominently, television and movie showing violent acts. Violence of Mass Media: Introductory (MINI ESSAY) Most of the public concern and scientific study of the perceived violent reality of media centers around the effects of viewing televised violence. The effect that many think of first is modeling, when people imitate violent behavior that they see on television. The research on the different effects has been driven by diverse theoretical frameworks for example, studies of behavioral effects have most often been driven by social learning/cognitive theory, and studies of attitudinal effects often draw on behavioral imitation (Wells and Ernest, 1997 p. 227). The following section examines several different effects of media violence in turn and the evidence supporting each of them. Technological advances have dramatically increased the availability of violent entertainment. The introduction of television was critical, particularly in making violent entertainment more available to children. More recently, cable systems, videocassette recorders, and video games have increased exposure (Singer and Singer, 2001 p. 372). (Preiss, 2007 p. 153). The research approaches the study of media violence in this study by looking at the various effects of the violent view of the world presented in media. This study of the perceived reality of media violence focuses on the psychological processes involved and the weight of the evidence supporting the existence of those effects (Wells and Ernest, 1997 p. 229). Later in the study, the research looks at individual differences among those who are attracted to or repelled by media violence and longitudinal studies probing for long-term effects. Next, the study will look at one of the newest areas of concern, violent video games. Finally, the study addresses the question of what may be done to provide balance to this violent perceived reality and thus mitigate the negative effects of media violence. Violence of Mass Media Introduction Although humans have used violence in cautionary tales to teach the lessons of morality in almost every culture and historical era, the teaching has usually been closely tied to the tale. Active discussion of the moral points seems to be necessary for the lesson to â€Å"take. † Thus, many adults and children who watch cautionary violence television programs by themselves may fail to make the desired moral connection. Instead, they learn the lesson of ‘Instrumentality,† the lesson that violence can be used as an effective instrument to get something of value or to compel others to do one’s bidding (Wells and Ernest, 1997 p. 231). Perhaps literature has always been bloody, hut even the fastest and most dedicated reader cannot make it through a printed description of more than a few murders a day by reading Shakespeare, Mickey Spillane, and Norman Mailer. A look at 4 hours of prime-time television, or a couple of rental videotape movies can easily provide several times as many deaths, maiming, rapes, and beatings as could be encountered in the same amount of time spent reading periodicals and books. The amount of violence is not the only factor of importance in the impact of television and movie experience. These moving image media, with their close depictions of what individuals can see and hear, are much more engaging of our sensory attention than is the reading of abstract symbols on paper, which must be translated and reconstructed into an approximation of sensory experience. What the study must now examine is whether the large volume and sensory increase of 20th-Century media violence, especially movies and television, has actually caused people to do more violence than they otherwise may have done. Methodology Sample Frame The sample frame utilized in the study involves 150 respondents from elementary schools as well as daycare centers within the locale of midstream city. Based on the inclusion criteria, the elementary schools recruited possess a private orientation, with religious inclination to Catholicism as the basic moral ground, while the daycare center should be networked with private school. As with the gender division of the sample size, 82 boys and 68 girls from grades 4 and 5, with an average age of 9. 99 (s. d. =0. 74). In terms of the racial criteria of the samples involved, European American comprises 58% while African American is 24%, providing the picture of the community. Data Gathering Procedure In the data gathering procedures, the study utilized a form of four different questionnaires with order counterbalanced. The following details inquired through the questionnaires are the demographic information, which includes gender, age, grade and mother’s education, preferences on forms of media utilization, survey forms of real-life violence through Attitudes Towards Violence Scale: Child Version (ATVC), appraisal of the respondents’ characters towards violence through KID-screen for adolescent violence exposure (KID-SAVE); and lastly, the extent of the sample’s empathy through Children’s empathy questionnaire (CEQ). After which, the researchers obtain the favorite form categorization for television as to sports, fighting, destruction, real people, or no favorites. On the form of internet, the respondents are categorized according to their preferences, such as chat room, instant messages, video games, no favorite internet activities and no access to internet. Review of Related Literature Moat American families bought their first television set during the early to mid-1950s. As more and more homes had television sets and more and more people began to watch on a regular basis, scholars began to study this new phenomenon, and the first studies about television content were published (Head, 1954; Smythe, 1954; cited in Well and Ernest, 1997 p. 262). Moreover, the first congressional hearings about television, focusing particularly on television violence, were convened in 1954. Research on television content and its effects was particularly stimulated by the forces that affected the United States during the late 1960s, notably national turmoil, civil rights and the women’s movement. Two national commissions were appointed to uncover the dynamics of these Forces on society. In essence, the agendas of these commissions set the stage for early and ongoing research on media images. The national turmoil that rocked the country after the assassinations of Martin Luther King Jr. and Bobby Kennedy stimulated concern about violence in society and in the media. The National Commission on the Causes and Prevention of Violence (NCCPV) was appointed to examine violence in society, including violence on television, and commissioned one study to ascertain the amount of violence on television (Gerbner, 1969; cited in Preiss, 2007 p. 162). Continued national unrest, as well as concerns about television’s impact on Americans, further encouraged researchers to pursue this line of study. Financial assistance was also provided by increased government funding for research about television violence inn 1969, even before the report of the NCCPV released. Congress appropriated 1$ million and set up the Surgeon General’s Scientific Advisory Committee on Television and Social Behavior and this committee funded 23 projects, dealing primarily with violence on television and its effects (Gerbner, 1972; Surgeon Generals Scientific Advising Committee, 1972; cited in Wells and Ernest, 1997 p. 232). Although interest in television violence faded somewhat during the 1960s, congressional concern about media violence again increased during the 1990, culminating in the development of ratings for television programs and the V-chip technology. Concern with civil rights, during the late 1960s and early 1970s, contributed to the proliferation of studies on minority images. The Kerner Commission, appointed by President Johnson to investigate racial disturbances in many US. cities, charged this these disturbances could be traced, in part, to the U. S (Preiss, 2007 p. 158). There have been few investigations into the effects of print media violence. The most extensive investigation, 1w the Canadian Royal Commission on Violence in the Communications Industry† in 1977, reported details of the amount of violence in print media but made no contributions to our understanding of what violence-causing effects may stem from reading violent material (Royal Commission, 1977; cited in Preiss, 2007 p. 156). Most likely for reason’ previously discussed—less intensity and less of it—violence in books, newspapers and magazines has been of less concern to citizens. An exception was violence in comic books, which became a political issue in the United States in 1954. At the time, comic books were read avidly by many young boys. Today, they read comic books less and spend more time with television. Despite their name, comic books were largely not funny at all; they were violent and tended to emphasize the violent heroism of characters with whom the children could identify. However, many comic books glorified criminals and their brutality. Congressional hearings were held which, in turn, resulted in the comic hook industry adopting self-censorship of violence in a successful effort to head off passage of laws, which would have imposed government restrictions. The evidence that comic books actually did bring young readers to using violence and committing crimes was drawn from the collective experience of law enforcement officers and psychiatric workers (Berkowitz, 1973; cited in (Wells and Ernest, 1997 p. 233). In one such instance, teen-age boys in Boston doused with gasoline and set on fire a down-and-out, liquor-dazed man they found. There was no apparent motive other than to try out what they had seen on a television program (Singer and Singer, 2001 p. 370). Another example is the batch of imitative suicides that have occurred following television and theater showings of the movie The Deer Hunter, in which a scene occurs showing a man with a pistol playing—and losing—a game of Russian Roulette (Wells and Ernest, 1997 p. 232). According to Huesmann and Taylor (2006), media violence poses an eventual threat to the public social equilibrium significantly through the influence of violence and aggression. According to their study, fictional television and film violence contribute to both a short-term and a long-term increase in aggression and violence in young viewers. According to the research conducted by Browne and Hamilton-Giachritsis (2005), there has been frequent evidence that suggest the linkage of child violent behavioral acts, and the incidence and frequency of violent media exposure. Such media forms induce arousal, thought influence, and emotional deviations, which consequently increases the likelihood of aggression and fearful behavioral patterns, most especially in males (Preiss, 2007 p. 162). The presence of prosocial effects is undeniable. Very few people who enjoy television and movies containing violence feel that they are endangered by it, and appear most willing to take any risks. However, it would be incorrect to conclude that violence needs to be present in entertainment in order to be of interest to people. The television and film industry has merely used violent action as a reliable and inexpensive means of attracting a certain level of viewer interest in otherwise very repetitive stories (Singer and Singer, 2001 p. 368). Thus, â€Å"action† and production values† (which is to say, violent action), is regularly added to scripts to make them more attractive. Nevertheless, research on college students indicates that violence, itself, is not what they are interested in so much as in the quality of action and story associated with the violence (Preiss, 2007 p. 161). Unfortunately, media executives find it difficult to accommodate such interests. The high quality of writing needed to create stories, which can stand on their own without the addition of violence is very costly. There are only a limited number of writers, whose skill is great enough to provide consistently attractive nonviolent stories. Station and network program decision makers generally take what they consider to be the safe path of â€Å"plenty of action and production values† in order to assure that their programs will attract the teen-age and young adult audience members greatly desired by advertisers of consumer products (Wells and Ernest, 1997 p. 233). Berkowitz and his co-researchers have also established that the violence present in abundance in films such as Straw Dogs and Walking Tail especially influences viewers to act violently, for the film violence is presented as the solution to outrages perpetrated by others. Revenge and justification are extremely potent factors in determining whether violence will occur. If an aroused person who has freedom of action then encounters violence on a television screen, the violence may act as a potent cue to draw forth her own violence, to the degree that what is shown on screen resembles and pulls into memory previous occasions on which she used violence (U. S. Senate Committee on Commerce, 1972; cited in Singer and Singer, 2001 p. 368). Tannenbaum and Zillmann (1975; cited in Singer and Singer, 2001 p. 367) demonstrated how arousal may be reshaped, in a very dramatic way. After arousing college males by showing them very sexy pictures, they found that whether the men subsequently tried to accomplish sexual or violent behavior depended on the cues that were presented to them. In other words, a person may be aroused by something sexual, watch a murder on television, and become violent instead of erotic (Singer and Singer, 2001 p. 367). Thus, there is a potential link between sex and subsequent violence that may be activated by television and film violence cues. Findings After calculating the means and standard deviations of the results from KID-SAVE, ATVC and CEQ obtained form the samples, a series of t-tests was applied to scrutinize the gender variations on the Frequency and Impact Total scales of the KID-SAVE, the ATVC Total, and the CEQ Total. Such analysis revealed gender differences on the KID-SAVE Frequency Total scale, t(148) = 2. 71, p0. 01. Boys were reported to be in a higher stakes of violent behaviors, although no significant gender variations were found on the KID-SAVE Impact Total scale. On the other hand, the analysis on boys and girls’ ATVC and CEQ Total scales, t (148) = 2. 62, p0. 05, and t(148) = -3. 72, p0. 01, revealed significant differences; gender differences from these two tests indicate that boys have higher tendencies for violent behaviors, while girls have higher behavioral tendencies for empathy. Indices of multicollinearity were examined and no problems were identified. After which, regression analyses were initiated to determine the probabilities of real-life violence from the data of Total Frequency and Total Impact scales of the KIDSAVE, exposure to the four indicators of media violence (video game, television, movies, and Internet) and the total CEQ score. From the results of obtained, it revealed that individual variations increase the probabilities of negative impact from violent video games. Considering the latter conclusion, 17 girls playing violent games are reported to demonstrate frequent negative behavior. From the said respondents, the manifestation of negative behavior maybe more prominent due to norm violation present (Funk Buchman, 1996a). Considering other media forms presented to the respondents, the results show that movie violence is the most prominent influence. On the other hand, the manifestations of negative behavior have been linked to the increased time commitment and content of movie being watched (Anderson, Huston, Schmitt, Linebarger, Wright, 2001). Time reported may have influenced the failure to find a relationship between television violence exposure and the study variables. Considering the presented categories and gender differences, boys have been reported to devote 5. 6 hours of viewing per week, while girls reported 2. 8 hours weekly. Conclusion In the conclusion of the study, violent behaviors and utilization of mass media showing violent scenes possess a link that induces violent behavioral patterns among viewers. In terms of gender variations, males have been noted to demonstrate violent acts as compared to females. Moreover, males have noted to demonstrate increase time commitment to preferred violent movies, which are also the most preferred media forms, than with females. On the other hand, females are noted to be more emphatic as compared to males. Generally, the research has provided significant relationship between violence and mass media. References Anderson, D. R. , Huston, A. C. , Schmitt, K. L. , Linebarger, D. L. , Wright, J. C. (2001). Early childhood television viewing and adolescentbehavior. Monographs of the Society for Research in Child Development, 66 (1, Serial No. 264). Browne , P. D. , Hamilton-Giachritsis , C. (2005, February 19). The influence of violent media on children and adolescents: a public-health approach. The Lancet, 365, 702-710. Funk, J. B. (2004, January). Violence exposure in real-life, video games, television, movies, and the internet: is there desensitization?. Journal of Adolescence, 27, 23–39.

The Psychological Effects of War Exposed in The Sniper by Liam O’Flaher

The Psychological Effects of War Exposed in â€Å"The Sniper,† by Liam O’Flaherty War can destroy a man both in body and mind for the rest of his life. In â€Å"The Sniper,† Liam O’Flaherty suggests the horror of war not only by presenting its physical dangers, but also by showing its psychological effects. We are left to wonder which has the longer lasting effect—the visible physical scars or the ones on the inside?   Ã‚  Ã‚  Ã‚  Ã‚  In this story the author shows how location plays a big part in how physically dangerous a war is. Gunshots heard throughout the city are a sign of how close the fighting between the â€Å"Republicans and Free Staters†¦Ã¢â‚¬  is to innocent citizens (this is most often the case in civil war). The sniper’s positioning â€Å"on a rooftop near O’Connell Bridge† is very dangerous, for he can see everyone who enters the town, but they cannot see him. â€Å"†¦Machine guns and rifles†¦Ã¢â‚¬  are the weapons of choice in this story; very dangerous, for they are very strong guns that are â€Å"true† war weapons. As evidenced above, location plays a big part in how dangerous a war is.   Ã‚  Ã‚  Ã‚  Ã‚  Bullets, of course, are another big danger in war. The author shows with bullets how close you are to death in a war. In the event where the sniper lights his cigarette, he is twice almost killed with the â€Å"enemy† sniper’s bullets! The sniper’s own bullets are quite dangerous, too, as seen when he easily kills the tank commander and citizen woman informer. After shooting them, the â€Å"enemy† sniper sees him, and â€Å"His fore...

What is NSTP all about? Essay

The National Service Training Program was also known as â€Å"The National Service Training Program or (NSTP) for Tertiary Level Students, It invoked the constitutional provision regarding the â€Å"duty of the state to serve and protect its citizens,† Is to promote the role of the youth in nation-building. As such, it aims to encourage the youth to become civic and / or military leaders and volunteers whom could be called upon by the nation in cases their services are needed. Compared with the ROTC which specializes in military training, and the ROTC which granted three options for students yet was limited in implementation, the NSTP law ensured that the three components – Civic Welfare Service, Literacy Training Service, and Reserve Officers Training Corps – will be given the same and equal implementation in educational institutions. Moreover, it defined the different components, the duration of the training, â€Å" National Service Training Program (NSTP)† is a program aimed at enhancing civic consciousness and defense preparedness in the youth by developing the ethics of service and patriotism while undergoing training in any of its three (3) program components. Its various components are specially designed to enhance the youth’s active contribution to the general welfare. What is the significant of NSTP? There various benefits of the National Service Training Program. It builds a sense of patriotism to the individuals. You also learn teamwork and loyalty. And NSTP addresses the need for national program of youth development and mobilization for the task of nation building. In view of the said scheme and aims, the Program exists and operates in the context of education and national security systems, both of which are important parts of the larger system of national development and security policy. This potentially synergistic relationship between education and defense needs to be understood better, in view of the systematic link between national development and national security, a vital point relevant to enhanced national service training for the Filipino youth. Now that it is barely seven years of NSTP implementation and abolishing it in view of its perceived irrelevancy and mediocrity is not at all a solution. Assuming for the moment the possibility of the Program’s infirmities, prudence dictates that at the outset diagnostics are in order. To set aside misleading biases and false impressions of the program, this assessment study may serve as empirical evidence. What I have learned in NSTP?

Political leaders Essay

Must acknowledge the excessive and racially disproportionate incarceration of nonviolent drug offenders and grapple forthrightly with ways to eliminate it. The first step is to reevaluate the current strategies for fighting drugs. Policy makers in each state, as well as in the federal government, should reassess existing public policy approaches to drug use and sales to identify more equitable but still effective options. In particular, they should examine the costs and benefits of relying heavily on penal sanctions to addressdrug use and drug trafficking and should look closely at law enforcement strategies to identify ways to make them more racially equitable. We believe each state as well as the federal government should subject current and proposed drug policies to strict scrutiny and modify those that cause significant, unwarranted racial disparities. In addition, we believe the state and federal governments should: * Eliminate mandatory minimum sentencing laws that require prison sentences based on the quantity of the drug sold and the existence of a prior record. Offenders who differ in terms of conduct, danger to the community, culpability, and other ways relevant to the purposes of sentencing should not be treated identically. Judges should be able to exercise their informed judgment in crafting effective and proportionate sentences in each case. * Increase the availability and use of alternative sanctions for nonviolent drug offenders. Drug defendants convicted of nonviolent offenses should ordinarily not be given prison sentences, even if they are repeat offenders, unless they have caused or threatened specific, serious harm — for example, when drug sales are made to children — or if they have upper level roles in drug distribution organizations. * Increase the use of special drug courts in which addicted offenders are given the opportunity to complete court supervised substance abuse treatment instead of being sentenced to prison. * Increase the availability of substance abuse treatment and prevention outreach in the community as well as in jails and prisons. * Redirect law enforcement and prosecution resources to emphasize the arrest, prosecution, and incarceration of importers, manufacturers, and major distributors, e. g. , drug king pins, rather than low level offenders and street level retail dealers. * Eliminate different sentencing structures for powder cocaine and crack cocaine, drugs that are pharmacologically identical but marketed in a different form. Since more blacks are prosecuted for crack cocaine offenses and thus subjected to the higher penalties for crack offenses that exist in federal and some state laws, the crack-powder sentencing differential aggravates without adequate justification the racial disparities in imprisonment for drug offenses. * Eliminate racial profiling and require police to keep and make public statistics on the reason for all stops and searches and the race of the persons targeted. * Require police to keep and make public statistics on the race of arrested drug offenders and the location of the arrests. To facilitate more inter-state criminal justice analyses, the Bureau of Justice Statistics of the U. S. Department of Justice should annually compile and publish state-by-state statistics on the racial impact of the criminal justice system as it applies to drug offenders, including statistics on arrests, convictions, sentences, admissions to prison, and prison populations. II. THE EXTENT OF U. S. INCARCERATION In the year 2001, the total number of people in U. S. prisons and jails will surpass two million. 12 The state and federal prison population has quadrupled since 1980 and the rate of incarceration relative to the nation’s population has risen from 139 per 100,000 residents to 468. 13 If these incarceration rates persist, an estimated one in twenty of America’s children today will serve time in a state or federal prison during his or her lifetime. 14 There is a considerable range in prison incarceration rates among U. S. states (Table 1). Minnesota has the lowest rate, 121 prisoners per 100,000 residents, and Louisiana the highest, with a rate of 763. Seven of the ten states with the highest incarceration rates are in the South. 15 Almost every state has a prison incarceration rate that greatly exceeds those of other western democracies, in which between 35 and 145 residents per 100,000 are behind bars on an average day. 16 The District of Columbia, an entirely urban jurisdiction, has a rate of 1,600. 1 See Human Rights Watch, Cruel and Usual: Disproportionate Sentences for New York Drug Offenders (New York: Human Rights Watch, 1997). Thirty two states have mandatory minimum sentencing laws for drug offenses. Bureau of Justice Assistance, â€Å"National Assessment of Structured Sentencing† U. S. Department of Justice (February 1996). Mandatory sentences are not responsible for all excessive drug sentences. In Oklahoma, for example, a jury in 1997 gave a sentence of 93 years to Will Forster, an employed father of three with no prior criminal record who grew marijuana plants in his basement. 2 Michael Tonry, Malign Neglect: Race, Crime, and Punishment in America (New York: Oxford University Press, 1995); David Cole, No Equal Justice (New York:The New Press, 1999); David Musto, The American Disease: Origins of Narcotic Control (New Haven, CT: Yale University Press, 1973). 3 See, e. g. , Craig Reinarman and Harry G. Levine, â€Å"The Crack Attack, Politics and Media in the Crack Scare,† in Craig Reinarman and Harry G. Levine, Crack in America (Berkeley: University of California Press, 1997) .4 Barry R. McCaffrey â€Å"Race and Drugs: Perception and Reality, New Rules for Crack Versus Powder Cocaine,† Washington Times, October 5, 1997 citing results of a survey published in 1995: Burston, Jones, and Robert-Saunders, â€Å"Drug Use and African Americans: Myth Versus Reality† in the Journal of Alcohol and Drug Education. Ninety-five percent of respondents pictured a black drug user while only 5 percent imagined other racial groups. 5 According to the United States Sentencing Commission, 88. 3 percent of federal crack cocaine defendants were black. United States Sentencing Commission, Special Report to the Congress: Cocaine and Federal Sentencing Policy, 1995, Washington, D. C. , 1995, p. 156. The sentencing laws of at least ten states also treat crack cocaine offenses more harshly than powder. 6 See Human Rights Watch and The Sentencing Project â€Å"Losing the Vote: The Impact of Felony Disenfranchisement Law in the United States,† (New York: Washington, D. C. , 1998) 7 The requirement of proof of intent has been a formidable barrier for victims of discrimination in the criminal justice system seeking judicial relief. See, e. g. , â€Å"Developments in the Law: Race and the Criminal Process,† 101 Harvard Law Review 1520 (1988). 8 International Convention on the Elimination of All Forms of Racial Discrimination, Par. I, Article 1,3. In the Centre for Human Rights, Human Rights: A Compilation of International Instruments, Vol. , ST/HR/1/REV. 5 (New York: United Nations, 1994), p. 66. Also available at http://www. un. org/Depts/Treaty/. 9 See CERD, General Recommendation XIV(42) on article 1, paragraph 1, of the Convention, U. N. GAOR, 48th Sess. , Supp. No. 18, at 176, U. N. Doc. A/48/18(1993). See also, Theodor Meron, â€Å"The Meaning and Reach of the International Convention on the Elimination of All Forms of Racial Discrimination,† 79 The American Journal of International Law 283, 287-88 (1985). 10 Committee on the Elimination of Racial Discrimination, General Recommendation on Par. I, Article 1 of CERD. 11 See Todd R. Clear, â€Å"The Unintended Consequences of Incarceration,† (paper presented to the NIJ Workshop on Corrections Research, February 14-15, 1996). 12 Allen J. Beck, â€Å"Prison and Jail Inmates at Midyear 1999,† Bureau of Justice Statistics, U. S. Department of Justice (April 2000). 13 Ibid. ; Kathleen Maguire and Ann L. Pastore, eds. , 1998 Sourcebook of Criminal Justice Statistics, Bureau of Justice Statistics, U. S. Department of Justice (1999), Table 6. 36. 14 Thomas P. Bonczar and Allen J. Beck, â€Å"Lifetime Likelihood of Going to State or Federal Prison,† Bureau of Justice Statistics, U. S. Department of Justice (March 1997). 15 In each of the twenty years since 1978 for which data is available, the South has had significantly higher incarceration rates than any other region. See BJS, 1998 Sourcebook, Table 6. 37 . 16 The number of prisoners per 100,000 inhabitants varies worldwide from about 20 in Indonesia to about 685 in Russia. In Western Europe, the rate ranges between 35 in Cyprus and 145 in Portugal. Andre Kuhn, â€Å"Incarceration Rates Across the World,† Overcrowded Times, April 1999, p. 1. International rates of incarceration include prisoners awaiting sentences as well as all sentenced prisoners, whereas state prisons in the U. S. only confine convicted prisoners with sentences of more than one year. Therefore, the actual difference between foreign rates of incarceration and U. S. prison incarceration rates is even greater than suggested. http://www. hrw. org/reports/2000/usa/Rcedrg00-03. htm#P222_42059.

Free sample - Application Essay for the University of Connecticut.. translation missing

Application Essay for the University of Connecticut.. Application Essay for the University of Connecticut.Many students find it rather difficult to fit into new environments especially those different from the ones they were brought up in. For one to be an asset to any new society that he/she is introduced to, adapting to it comes in handy. Given my ability to blend well with strangers and new environments, I will settle down without any problems so that I can start making valuable contributions to the University of Connecticut community. I consider my communication skills a wonderful personality trump card because it enables me speak a common language with people from diverse backgrounds. The medical career will combine well with these personality traits because it basically entails interacting with people. My strong science background will go a long way in enabling me succeed in the profession. I derive pleasure from carrying out charity work. I intend to use this talent in helping members of the university community in any arena of l ife. I intend to use my ability to mobilize others around a particular course to rally my college mates around activities such as helping the less fortunate in the society with the few resources which will be at our disposal. Finally, am self motivated, an attribute that sees me undertake an activity for the enjoyment it provides, the learning it allows as well as the feelings of accomplishment it evokes. This will definitely ensure that I live up to what is expected of me in the new society without any supervision as well as any external rewards or reinforcements. Seldom do I get the driving force to pursue any activity from verbal praises or any other rewards and this is the reason why my motivation in every task hardly fades. This attribute is bound to see me undertake tasks which are time-limited, routine and unexciting, which other people may not enjoy in the new community. Intrinsic motivation enables people to make sustained progress toward significant goals, learn to take risks as well as explore and develop their potential to the fullest. In my view, this would be very good for the University of Connecticut community.

The Kiss by Gustav Klimt essays

The Kiss by Gustav Klimt essays In the art exhibition of 1908, there was a painting on display in a room reserved for Klimts pictures. This painting was entitled, Lovers by Klimt himself but is generally known today as The Kiss. Ludwig Hevesi, a critic of the time says, This Klimt hhall at the exhibition is the most remarkable assortment seen in Vienna since Markarts Dumba Room. A purely painterly painting (The Kiss), not possible before markart, a specific phenomena of color.....THe Modern Gallerys new lovers standin a sea of flowers, like Homers old Zeus on Mount Ida when hera embracd him once more and a carpet of flowers broke forht from the eart. And the lovers wear festive robes, just right for a festival of love. The whole world is festive again....The special Viennese modulation of feeling, newly arrived, is at long last to be recognized as the peoplpe begin to discover theres a place iin thier hearts for Klimt. Not long now and hell be our Klimt. Hevesi compared Klimt to Makart, Vienna had a new prince of painters. The Kiss did not presesnt society with a scandal, as so many of Klimts previous pictures had. On the contrary, the picture was recieved with enthusiasm frm the beginning, as is shown by how quickly it sold. It has remained one of Klimts most famous pieces of work, and has also become a symbol of the Vienna Jugendstil. The Kiss, at a glance represents happiness and love. Loked at more closely, with its precursors in mind, it reveals other components. In 1895, twelve years prior to the transitional phase in which he now was, Klimt had apinted the picture Love. In the earlier picture the lovers are shown in profile, the man holding the woman in his arms and bending his head towards hers. The light falls on the face of the woman, her eyes are closed, her head is tilted back and she loo ...