Top 5 Reasons to Attend Private High School

Top 5 Reasons to Attend Private High School Not every person thinks about going to tuition based school. In all actuality, the tuition based school versus government funded school banter is a well known one. You probably won't think tuition based school merits a second look,â especially if theâ public schools in your general vicinity are truly acceptable, the instructors are qualified, and the secondary school appears to get loads of graduates into great universities and colleges. Your state funded school may considerably offer a lot of extracurricular exercises and sports. Is non-public school extremely worth the additional cash? It's Cool to Be Smart In a tuition based school, its cool to be keen. A first class training is the reason you go to non-public school. In numerous government funded schools the children who need to learn and who are savvy are marked as geeks and become the objects of social mocking. At tuition based school, kids who exceed expectations scholastically will frequently find that the school they are going to will put forth a valiant effort to address their issues, with cutting edge courses, online school alternatives, and more.â Concentrate on Personal Development While the significant concentration at most private secondary schools is preparing your youngster for school, the understudies individual development and advancement go connected at the hip with that scholastic arrangement. That way, graduates rise up out of secondary school with both a degree (once in a while, two-if there is an IB program at the school you pick) and a more prominent comprehension of their motivation throughout everyday life and who they are as people. They are more ready for school, however for their professions and their lives as residents in our reality. Eminent Facilities Libraries, which are currently called media places, are a point of convergence of the veryâ best private high schoolsâ such as Andover, Exeter, St. Pauls and Hotchkiss. Cash has never been an article at those and comparable more established schools with regards to books and examination materials of each possible kind. Be that as it may, media orâ learning centersâ are additionally the focal points of pretty much every private secondary school, enormous or little. Tuition based schools likewise have top notch athletic offices. Manyâ schoolsâ offerâ horseback riding,â hockey, racquet sports, ball, football,â crew, swimming, lacrosse, field hockey, soccer, bows and arrows just as many different games. They additionally have the offices to house and bolster every one of these exercises. Other than proficient staff to deal with these athletic projects, tuition based schools expect their school personnel to mentor a group. Extracurricular activitiesâ are a significant piece of private secondary school programs also. Ensembles, symphonies, groups and show clubs can be found in many schools. Interest, while discretionary, is normal. Once more, theâ teachers guideâ or mentor extracurricular exercises as an aspect of their responsibilities necessities. Inâ tough monetary occasions, the first projects to be cut in quite a while are the additional items, for example, sports, expressions programs, and extracurricular exercises. Exceptionally Qualified Teachers Private secondary school teachersâ usually have aâ first degreeâ in their subject. A high rate (70-80%) will likewise have aâ masters degreeâ and/or a terminal degree. At the point when a tuition based school senior member of personnel and head of school enlist instructors, they search for ability in and enthusiasm for the subject a competitor will educate. At that point they survey how the educator really instructs. At long last, they look at the at least three references from the competitors past training occupations to guarantee that they are employing the best applicant. Non-public school teachersâ rarely need to stress over control. Understudies realize that on the off chance that they cause issues they will be managed quickly and without plan of action. An educator who doesnt must be a traffic cop can instruct. Little Classes One of the top reasons why manyâ parentsâ begin to consider aâ private high schoolâ is that the classes are little. The educator to understudy proportions are commonly 1:8, and class sizesâ are 10-15 understudies. For what reason are little class sizes and low understudy to instructor proportions significant? Since they imply that your kid won't lose all sense of direction in the mix. Your youngster will get the individual consideration the person in question needs and pines for. Most government funded schools have classes numbering 25 understudies or more, and instructors are not generally accessible for additional help outside of typical school day hours. At non-public schools, particularly live-in schools, the desire is that educators are all the more promptly open to understudies, regularly coming in right on time and remaining late to suit additional assistance meetings with gatherings or individual students.â Among different contemplations to consider as you research a non-public school instruction for your kid, one point to consider is thatâ most private high schoolsâ are fairlyâ small, normally 300-400 understudies. That is a lot littler than the ordinary open secondary school which will have 1,000 understudies or more. Its extremely hard to stow away or simply be a number in a private secondary school.

What is literature by Terry Eagleton Essay Example For Students

What is writing by Terry Eagleton Essay To characterize what writing is, Terry Eagleton utilizes different people groups definitions and assesses them against each other. He calls attention to explanations behind every definition to be very much established yet in addition features their shortcomings. Initially, in any case, he begins with the essential inquiry if writing must be anecdotal however right away presents us with the way that English writing consistently contains innovative composition as well as genuine composition. Moreover he clarifies the issue of writings being contrastingly seen in another period. At the point when a writer composes his content he may see it as genuine and afterward right around 4000 years after the fact individuals have changing assessments about that. Eagleton here takes the case of the creators of the Genesis and how they more likely than not accepted their story to be valid. So if writing doesn't need to be anecdotal how might one characterize it at that point. Presently Eagleton acquaints us with the hypothesis of the Russian formalists, an activist, questioning gathering of pundits as he depicts them, that considered writing to be a method of utilizing language not commonly however in outrageous and impossible to miss ways. We will compose a custom article on What is writing by Terry Eagleton explicitly for you for just $16.38 $13.9/page Request now Ordinary discourse is changed to something increasingly composed, progressively specific. For the formalists writing was not composed to pass on thoughts nor history but instead to just utilize the gadgets and structures that it brings to language. So Formalism is an investigation of writing however besides an investigation of semantics in light of the fact that not the scholarly substance but rather the artistic structure and methods were of crucial significance. As a result writing needs to separate our regular language and restore our programmed utilization. At that point, as it were, writing gives us additional opportunities of utilizing language. The issue Eagleton sees here is that there isn't just a single sort of standard language, in light of the fact that an educator from England doesn't talk in a similar way as a rancher in Texas. The English-talking network is too enormous to have an all inclusive regular language, anyway it isn't too large to have a general language for composing an affection letter, for instance. Composed language is the equivalent, however communicated in language contrasts on numerous levels. As a matter of fact the impression of composed language additionally varies in the various social orders of the English-talking network. Another factor in this can be time. What we think to be verse today may have been prosa 500 years prior. To truly comprehend a bit of composing, we need to know the conditions it was written in. Eagleton then reaches the resolution that the formalists were not so much set out to look through the meaning of writing yet rather artistic quality. The embodiment of that was the making bizarre of language. Formalism sees writing only as verse, however there is substantially more to it. And furthermore scholarly gadgets are utilized in numerous different structures than just verse. Indeed, even in structures that are regularly not viewed as writing, for example, promotions, you will discover scholarly gadgets, so the meaning of writing can't be simply founded on the hypothesis of the formalists. The following inquiry Eagleton pose to himself is whether writing must have a self-referential language and a functional reason. It appears he arrives at a comparable resolution as he did with the formalists which is calling attention to that creators probably won't have expected their work to be broke down for its style instead of the substance and that various social orders see the work in various manners. Nervertheless, he at that point causes another point by saying that writings to can become writing essentially on the grounds that individuals treat it like that, so it actually all relies upon how individuals relate themselves to the composition. Be that as it may, at that point he attracts correlations with Formalism again in light of the fact that similarly as each bit of composing can be viewed as verse, each bit of composing can likewise be viewed as non-pragmatical. .uf7e79e40cfe1fc9528f376d74a8f3fed , .uf7e79e40cfe1fc9528f376d74a8f3fed .postImageUrl , .uf7e79e40cfe1fc9528f376d74a8f3fed .focused content territory { min-stature: 80px; position: relative; } .uf7e79e40cfe1fc9528f376d74a8f3fed , .uf7e79e40cfe1fc9528f376d74a8f3fed:hover , .uf7e79e40cfe1fc9528f376d74a8f3fed:visited , .uf7e79e40cfe1fc9528f376d74a8f3fed:active { border:0!important; } .uf7e79e40cfe1fc9528f376d74a8f3fed .clearfix:after { content: ; show: table; clear: both; } .uf7e79e40cfe1fc9528f376d74a8f3fed { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; haziness: 1; change: obscurity 250ms; webkit-change: mistiness 250ms; foundation shading: #95A5A6; } .uf7e79e40cfe1fc9528f376d74a8f3fed:active , .uf7e79e40cfe1fc9528f376d74a8f3fed:hover { darkness: 1; change: murkiness 250ms; webkit-change: mistiness 250ms; foundation shading: #2C3E50; } .uf7e79e40cfe1fc9528f376d74a8f3fed .focused content region { width: 100%; position: relative ; } .uf7e79e40cfe1fc9528f376d74a8f3fed .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; content enrichment: underline; } .uf7e79e40cfe1fc9528f376d74a8f3fed .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .uf7e79e40cfe1fc9528f376d74a8f3fed .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; fringe range: 3px; box-shadow: none; text dimension: 14px; text style weight: intense; line-tallness: 26px; moz-outskirt sweep: 3px; content adjust: focus; content design: none; content shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: total; right: 0; top: 0; } .uf7e79e40cfe1fc9528f376d74a8f3fed:hover .ctaButton { foundation shading: #34495E!important; } .uf7e79e40cfe1fc9528f376d7 4a8f3fed .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .uf7e79e40cfe1fc9528f376d74a8f3fed-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .uf7e79e40cfe1fc9528f376d74a8f3fed:after { content: ; show: square; clear: both; } READ: The key highlights of gothic writing EssayMaybe writing simply must be perused and enjoyed by someone and afterward this someone identifies with it and qualities it exceptionally and afterward it is writing. Writing can likewise have the rules of being elegantly composed, yet who is the appointed authority of that. For what reason do we have an idea of what is acceptable writing and what is terrible And isn't awful writing still writing Judged writing at that point. doesn't need to be elegantly composed yet it must be the sort of writing that is decided to be fine. So as a result to that, the way toward choosing what is writing isn't a goal one, and in this manner anything can be called writing. Significant works of writing like Shakespeares can be decided as not being elegantly composed and afterward they would not be writing any longer. So the artistic standard we have today is made by individuals, that in their time made a decision about the bits of composing, as far as being elegantly composed thus they made them writing. In any case, if others would have been the appointed authorities, possibly we would not have the absolute most well known works of writing today. For instance, Shakespeare in his time was bolstered by Queen Elizabeth I and on the grounds that she considered him to be a decent dramatist her kin came to consider him to be a decent author thus his work became writing. A major piece of the scholarly group depends on works from times a distant memory and still we consider them to be writing since we can at present identify with them. Certain humanly feelings and observations may never change like the yearning for affection. Yet every age re-composes crafted by Homer or Shakespeare to make it similar to their own life. How Homer was comprehended in the Middle Ages is most likely extraordinary to how we decipher his work today. As indicated by Eagleton that is the motivation behind why the meaning of writing is so flimsy in such a case that we identify with Shakespeare in another manner than he proposed the crowd of his opportunity to do what guarantees us that in people in the future to come they will see it in one more manner and possibly they won't have the option to identify with it by any stretch of the imagination. Eagleton feels that the choice of a bit of composing being writing is made by esteem decisions in the general public. As he would see it nothing can be sans esteem since all individuals are affected by different things and along these lines are never precisely the same people thus there must be esteems yet additionally biases, etc. It is normal for an individual to pass judgment on another as much as it is normal for this individual to esteem judge the composition of Homer or Shakespeare. And yet the individual is impacted by the worth judgment of the entire society and subsequently there are very few individual qualities. The amount we are affected by the worth decisions of society shows an analysis by the Cambridge pundit I. A. Richards. He gave his understudies sonnets to assess without uncovering the creator or the title of the sonnets and the absolute most commended artists were condemned while not all that notable artists were exceptionally lauded. This shows how much our recognition changes when we realize that we are going to peruse a sonnet by a well known artist, we won't scrutinize it as effectively as we would condemn an obscure artist. In any case, what is significantly all the more fascinating to Eagleton is that Richards understudies all assessed the sonnets in a similar way with similar biases and similar discernments. Obviously that was on the grounds that his understudies were of similar sources and had similar trainings. They didn't just react to the sonnets in artistic manners yet in addition inwardly. Hence this is the last confirmation of how choosing what writing is, can just consistently be in an emotional way. In the long run, Terry Eagleton reaches the inference that the social gatherings that are in the main positions will characterize the worth decisions of each generat

FOREST ELEPHANT AND ITURI FOREST IN CONGO Essay

Timberland ELEPHANT AND ITURI FOREST IN CONGO - Essay Example Then again, the locals chase on the timberland elephants and perform different exercises to continue their life. There is a scarcely discernible difference of contrast between maintaining the regular parts of the woodland and satisfying the necessities of the considerable number of partners. An exploration including the points of view of the considerable number of partners included is required so as to set up that line of contrast. Foundation of Ituri The woodland got its name from the celebrated Ituri River. Limited to the limits of the Uganda fringes and the open locales of Savannah, Ituri backwoods alongside its waterways winds up on the banks of the Zaire River. The timberland is made out of uneven areas secured with thick vegetation and the normal height over the slopes is around 800 meters. The thick vegetation incorporates trees of hardwood type, dominatingly spread over a few sections of land of the land. The timberland is plenteous in its characteristic assets and hence give s tremendous chances to monetary misuses. (Ituri Forest, 2011) Stakeholders Mbutis The locals are the significant partners engaged with changing both monetary and ecological viewpoints of the woodland. The Mbutis, in the past known as the Pygmies, have supported their life in these thick woodlands for a few ages. In spite of the fact that, at present, their populace is remaining around a small 40000, they despite everything assume a significant job in deciding the use of this timberland region. The Mbutis essential method of resource has experienced chasing. In spite of the fact that, the thinking for their chasing campaigns have all been firmly associated with their affordable means, the present patterns of chasing by the Mbutis, doesn't limit to that reason alone. Other financial perspectives are brought into the image, raising various partners, inspired by different results of chasing. There is a wide market opened for exchanging timberland items particularly the meat of deer, mo nkeys and woods elephants. The contemporary patterns in exchange showcase recommend that there is a developing interest for the Antelope meat. Business associations and different business people are focusing on the high business esteem for Antelope meat and thus, independent of the deceptive states of the woods, they travel up right to trade flour, rice and other nourishment items with Mbuti for Antelope meat. Since business chasing gives them the important way to support a forager’s life, there chasing undertakings keep on developing in the Ituri woodland. Aside from this, they develop vegetation and concentrate minerals from the land and trade it for nourishment items. Be that as it may, the assets of minerals and trees have pulled in different partners to utilize these assets for business purposes. The spots once misused uniquely by these locals have become a hotspot for some. Subsequently, there protein supplier’s job that they have been seeking after for over 2000 years is decreasing quickly. Moved pioneers The misuse began in the 1940’s itself when the Belgians opened up the streets for simple vehicle and from that point forward, a few sections of land of land have been cleared out of trees for development and horticulture. One significant result on account of these conditions is the consumption of conventional exchange between the Mbutis and the

Uncommon Applications

Here's the skinny: applying to college is terrifying. You have to somehow sell yourself to people who have either never met you or barely know you – while appearing charming, eloquent, and not desperate. Your parents have one idea where they want you to go, your crazy aunt has another, your little brother doesn't want you to go at all, your friends have their own problems. Somewhere within this torrent of opinions and pressures is you, just trying to remember the appropriate place to use a semicolon in your college essay. Your head definitely isn't wrapped around the idea of leaving the bed you've slept in your whole life and changing the world as you've known it for at least the next four years, if not forever. At least that's where my head is right now. The dreaded college application process is not dreaded simply because it's the most difficult writing anyone has ever done. It's dreaded because you have to look at yourself on a page and see if what you have is enough. Were your grades not that great that one year and now you have to explain your massive mess-up? Welcome to my boat. Were your SAT/ACT scores an embarrassment? What about your extracurriculars – did you really leave your room that often? Right now, no one wants to. But here's the point. I'm throwing everything I have into a college application. My hopes, goals, fears, frustrations, everything. Then you click the Common Application and suddenly all emotions and memories you've ever possessed cascade from your brain and you stare at your computer screen like it's an alien about to eat your face off. As I'm looking at college acceptance rates, it makes me want to hide in my bed and just live with my parents and eat cookies all day. But deadlines are looming, and I have two options: to be the best applicant I can be, including flaws and screw-ups, or to actually live in my parents' house and eat cookies for the rest of my life. Though I love them, I wouldn't want to do that to the m or to me. The application may be called Common, but this process is anything but. Make sure you're not either.

An outline of the Community Service Order - Free Essay Example

Sample details Pages: 9 Words: 2817 Downloads: 1 Date added: 2017/06/26 Category Law Essay Type Argumentative essay Level High school Tags: Community Essay Did you like this example? 109528 Formerly known as a Community Service Order introduced by the Criminal Justice Act 1972, a community punishment order[1] is now regulated by the Powers of Criminal Courts Act of 2000. The aims of a community punishment order is solely to reform the offender whilst he/she remains in the community, allow an opportunity to reflect on the criminal act for which s/he has been sentenced, the order is a method of rehabilitation preventing the offender from falling into a life of criminal activity and is also reparative to the public (particularly the victim).[2] The order, defined by s.163 of the PCC (2000) requires the convicted offender to spend time on unpaid work for the benefit of the community for a period between 40 to 240 hours. The offender is supervised whilst undertaking this work by a member of the youth offending team, a social worker, or a member of the probation service. Don’t waste time! Our writers will create an original "An outline of the Community Service Order" essay for you Create order As outlined in s46 of the PCC(S) Act (2000), the minimum age for a young offender to be sentenced to a community punishment order is 16. It is an alternative to a custodial sentence for the juvenile who having committed the offence, and found guilty of it, would otherwise be sent to a young offenderà ¢Ã¢â€š ¬Ã¢â€ž ¢s institution. For those under the age of 18, the Youth Justice Board would be responsible for locating secure accommodation for the committed juvenile. The other criteria for this sentence is that the court is satisfied by pre-sentence reports of the offenderà ¢Ã¢â€š ¬Ã¢â€ž ¢s ability and suitability to carry out this form of punishment and also à ¢Ã¢â€š ¬Ã¢â‚¬Å" there is somewhere suitable and a type of unpaid work available for the punishment to be carried out.[3] The Youth Justice Board was created by the Government in the provisions set out in the Crime and Disorder Act of 1998. With no specific body responsible in dealing with juvenile crime, the Government set out to create a Youth Justice Board responsible for both the operation and the provision of youth justice services.[4] The Boardà ¢Ã¢â€š ¬Ã¢â€ž ¢s primary aim as set out in s.37(1) of the CDA was to à ¢Ã¢â€š ¬Ã…“..prevent offending by children and young personsà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ [5] When sentencing a young offender, consideration of the young personà ¢Ã¢â€š ¬Ã¢â€ž ¢s welfare needs (as outlined in s44 of the Children and Young Personà ¢Ã¢â€š ¬Ã¢â€ž ¢s Act 1933) will be paramount but other considerations such as protecting the public from further harm, reforming the offender from committing further acts of crime and allowing the public (including the victim) to have confidence in the criminal justice system will also be taken into account.[6] The youth court will not recommend a community punishment order unless it can be certain that this is the right path for the young offender to reintegrate himself into the community and is convinced that a custodi al sentence would only seek to destroy this reintegration. The court must also be sure that the young offender will be able to carry out the punishment of unpaid work, for it is not an easy option as commonly quoted by young people and the public itself. According to Cavadino and Dignan in 1997,[7] community punishment orders were used as an aid to reducing the prison population, and as discussed later, the very scope of community punishment has been reflected as being à ¢Ã¢â€š ¬Ã…“insufficiently punitiveà ¢Ã¢â€š ¬Ã‚ . [8] However, once the courts have sentenced the young person to a community punishment order, it is then up to the agencies responsible for the supervision of the young offender to be careful in ensuring that no conflicts of timing are made in respect of the personà ¢Ã¢â€š ¬Ã¢â€ž ¢s religious beliefs or any work/schooling schedule.[9] A convicted teenager may well view his sentence in this respect as being of relative ease to him, considering heavy demands of unpaid à ¢Ã¢â€š ¬Ã…“workà ¢Ã¢â€š ¬Ã‚  will not interfere with his à ¢Ã¢â€š ¬Ã…“hecticà ¢Ã¢â€š ¬Ã‚  scheduleà ¢Ã¢â€š ¬Ã‚ . Indeed, Davies et al in their 1996 text on Criminal Justice illustrated the contempt some magistrates demonstrated on the very à ¢Ã¢â€š ¬Ã…“punishmentà ¢Ã¢â€š ¬Ã‚  they had passed sentence on.[10] à ¢Ã¢â€š ¬Ã…“à ¢Ã¢â€š ¬Ã‚ ¦Ità ¢Ã¢â€š ¬Ã¢â€ž ¢s not structured enoughthey come and go as they pleaseà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚  à ¢Ã¢â€š ¬Ã…“They tend to lose credibility when we have breach hearingsà ¢Ã¢â€š ¬Ã‚ ¦you hear how the administrator has bent over backwards in accepting excuses (in not completing the work allocated to them)à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚  This view counters the very aim of community punishment orders, in that they are supposed to have a à ¢Ã¢â€š ¬Ã…“just desertsà ¢Ã¢â€š ¬Ã‚  tag attached to them when they are handed down, or to simplify, are meant to punish the offender for his criminal activity. However a young offender is to be punished for his criminal behaviour, the primary aim of the agencies involved has always been the welfare of that very individual, on account of his à ¢Ã¢â€š ¬Ã…“childà ¢Ã¢â€š ¬Ã‚  status. Society and the courts in modern times have recognised that the influences and actions a child participates in before adulthood will usually impress upon him through adult life, which is why the youth courts have to be careful in how they dispense justice upon a convicted young offender in relation to a community service sentence. It is the requirement of the Youth Justice Board and the associated Young Offenderà ¢Ã¢â€š ¬Ã¢â€ž ¢s Teams to prevent acts of crime before a child is immersed so deeply in criminal activity or an offence committed is so serious that it is only a matter of time before a youth court hearing is inevitable. Prosecution is viewed as a à ¢Ã¢â€š ¬Ã…“last resortà ¢Ã¢â€š ¬Ã‚  leaving many victims in despair as the youth continues t o offend depending on his attitude to the à ¢Ã¢â€š ¬Ã…“softly, softlyà ¢Ã¢â€š ¬Ã‚  method. This rehabilitative approach has often been seen as treating offenders with à ¢Ã¢â€š ¬Ã…“kid glovesà ¢Ã¢â€š ¬Ã‚  or condoning the anti-social behaviour of young offenders. Indeed, there are many steps to encounter before a juvenile may find himself in front of a youth court, including programmes such as mentoring, a parenting order where the offenderà ¢Ã¢â€š ¬Ã¢â€ž ¢s parents attend classes on how to improve their disciplinary skills and activities for young people (which have often been reported in the media as rewarding bad behaviour with free outings and holidays). According to the youth justice board[11], these preventative activities are to re-educate the young offender, to re-engage teenagers in their local community in regards to education, employment or training and to encourage them in developing their own role as an individual with understanding to their actions and behaviour. It is recognised in a survey conducted by MORI[12] that young offenders, who are low achievers academically or have been sidelined from the compulsory education system, are the group most at risk in their likelihood to commit crime. When conducting their survey, MORI discovered that peer pressure and committing crime because it was à ¢Ã¢â€š ¬Ã…“funà ¢Ã¢â€š ¬Ã‚  or because they were à ¢Ã¢â€š ¬Ã…“boredà ¢Ã¢â€š ¬Ã‚  were among the greatest reasons why the offender decided in their actions to illicit criminal activity.[13] So what are the alternatives available if the preventative actions should fail, and the offender before a youth court is deemed unsuitable for a community punishment order? Close in range to a punishment order is community rehabilitation and punishment orders whereby the offender is required to undertake the following: to be of good behaviour and lead an industrious lifeà ¢Ã¢â€š ¬Ã‚ ¦ to inform the supervisor of changes in address, or employment; and to comply with the supervisorà ¢Ã¢â€š ¬Ã¢â€ž ¢s orders for visits and in reporting to the officer when required. The above as outlined in Emmins on Criminal Procedure[14], are standard requirements of the offender, and are available for a period between six months to three years. It must be noted that these orders are only for à ¢Ã¢â€š ¬Ã…“matureà ¢Ã¢â€š ¬Ã‚  teenagers over the age of 16 years, where it is hoped they à ¢Ã¢â€š ¬Ã…“appreciateà ¢Ã¢â€š ¬Ã‚  the opportunity being given them as a chance of rehabilitation from a life of crime (with the possibility of a custodial sentence). In all essence though, this order is to be seen as a deterrent with a means of protecting the public from further harm by the convicted youth. Other community based punishments are available for the courtà ¢Ã¢â€š ¬Ã¢â€ž ¢s consideration, depending on the offenderà ¢Ã¢â€š ¬Ã¢â€ž ¢s suitability, and age, though they are not dependant on the element of unpaid work for the duration of the sentence. We will consider each of the following in turn. A curfew order is a requirement for the offender to rem ain in a specified place for a number of hours as agreed by the court. Usually in the form of an à ¢Ã¢â€š ¬Ã…“electronic tagà ¢Ã¢â€š ¬Ã‚  to ensure the offender complies, this order is regulated by the PCC (S) Act 2000, s.37 and is available in youth courts. It is often viewed as a restriction of liberty, regulating movements of the offender, though this type of punishment is not solely used for an offence which is normally punishable by imprisonment. The curfew order has a maximum duration of six months, and is extendable for a monitoring period of between two to twelve hours daily (half this if the offender is aged under 16). Theoretically, according to Stone in his sentencing text, this could add up to a punishment total of 2,184 hours, 9.1 times the length of a community punishment order.[15] Primarily used in youth courts, attendance centre orders has attracted little controversy since their inclusion as a community based punishment, originally under the Criminal Justic e Act, 1991.[16] It is not extensively used, as it has a limited age range, and little is required of the offender apart from attending a centre during his/her free leisure time, presumably to prevent them from being à ¢Ã¢â€š ¬Ã…“boredà ¢Ã¢â€š ¬Ã‚  and being pushed into further acts of criminal activity by their own mindset or peer pressure. The order can be made for a period from twelve up to a maximum of thirty-six hours for a youth between the ages of 16-20 years. Supervision orders introduced by the Children and Young Persons Act, 1969 is a flexible method of à ¢Ã¢â€š ¬Ã…“punishmentà ¢Ã¢â€š ¬Ã‚  and has a wider scope for pertaining to the complex needs of young offenders. Stone[17] argues that it is an appropriate sentence when the individual on the receiving end has complex needs and requires in-depth assessment. This may be more useful when there are à ¢Ã¢â€š ¬Ã…“reasonsà ¢Ã¢â€š ¬Ã‚  behind the criminal act, and the individual has behavioural problems that is not only limited to being subject to influence by their peers, or because they were à ¢Ã¢â€š ¬Ã…“inactive and boredà ¢Ã¢â€š ¬Ã‚ . However, the negative aspect to this sentence is that an individual cannot be changed à ¢Ã¢â€š ¬Ã…“overnightà ¢Ã¢â€š ¬Ã‚  when the supervision order is for a limited period of duration. Also, several agency initiatives, such as social workers, police and probation officers need to collaborate with each other to ensure the aims of the order are being met. With stretched resources; this is less likely to happen. Under s69(3) of the PCC(S)A 2000, a sentence can be passed in the form of an Action Plan, if the court is satisfied that this would be the appropriate means to rehabilitate and prevent the commission of further criminal acts by him/her. This is only available to offenders under the age of 18, and cannot be used in conjunction with any other community based sentence. Available for a limited period up to three months, the juvenile attend s meetings twice a week under the National Standards for Youth Justice guidelines. Under s 69(1)(b) of the 2000 Act, the offender is placed under the supervision of an appropriate officer, and must comply with that officerà ¢Ã¢â€š ¬Ã¢â€ž ¢s requests in order for the plan to be implemented to a successful conclusion. The action plan order has an element not attached to any other community based orders in that the offender must comply with the courtà ¢Ã¢â€š ¬Ã¢â€ž ¢s/officerà ¢Ã¢â€š ¬Ã¢â€ž ¢s demands that he/she stay away from a named area and arrangements for his/her education must also be satisfied, presumably that the offender maintains a good attendance record and behaves accordingly to that effect. Also the court has an option to fix a review hearing to check on the progress of the juvenile concerned. This shows that the courts may not always be convinced of the action planà ¢Ã¢â€š ¬Ã¢â€ž ¢s objectives if its officials require reassurance that the plan has rehabilitated the o ffender.[18] Fines are a means of monetary punishment to remind the offender that he has done wrong (R v Olliver, 1989)[19], though the negative aspect of this is that fines usually have to be à ¢Ã¢â€š ¬Ã…“chased upà ¢Ã¢â€š ¬Ã‚  through the court bailiffs if they are not paid, and if the offender is under 18, then the duty falls to the parent to pay, where in reality this is punishing the à ¢Ã¢â€š ¬Ã…“innocentà ¢Ã¢â€š ¬Ã‚  party who is not in the dock for the crime in the first place. With this wide variety of punishments available to the youth courts, their influence is likely to be affected by the pre-sentence report that is mandatory under the CJA 1991. Easton and Piper in their text, Sentencing and Punishment discovered that much depends on the structure and quality of the report being made to the presiding judge. Indeed, their view is that 40% of reports in high-custody areas were poor or unsatisfactory. So, what does this mean for the young offender who is in t he dock of a youth court, found guilty of a crime and about to be sentenced? The MORI report shows that in the recent year of 2004, a high number of young people committed another crime after being caught by the police for their previous offence.[20] When questioned by MORI what their attitude were to committing crime, 40% of those who took part in the survey stated their primary concern was their parentà ¢Ã¢â€š ¬Ã¢â€ž ¢s reaction, closely followed by the à ¢Ã¢â€š ¬Ã…“fearà ¢Ã¢â€š ¬Ã‚  of being arrested.[21] With community punishments often being viewed as à ¢Ã¢â€š ¬Ã…“softà ¢Ã¢â€š ¬Ã‚  and something to boast about between their friends as if it is a badge of respect that they have à ¢Ã¢â€š ¬Ã…“earnedà ¢Ã¢â€š ¬Ã‚ , or that they à ¢Ã¢â€š ¬Ã…“got off lightlyà ¢Ã¢â€š ¬Ã‚ , there is a real danger that instead of being seen as a second chance to turn their lives round, the community sentences carry little weight in the criminal justice system for juvenile offender s. Easton and Piper[22] point out that in the future, the Action Plan order will seek to encompass all the bewildering array of community punishments, will run for a period of 1-12 months with several interventions from a à ¢Ã¢â€š ¬Ã…“menuà ¢Ã¢â€š ¬Ã‚  which will include the options of mentoring, fines and reparation.[23] The way forward, according to the Home Office is the concentration on supervision orders, with the added combination of a reparation order as laid down in the Crime and Disorder Act, 1998. Implementing this in 2001, the Youth Justice Board developed an Intense Supervision and Surveillance Programme (ISSP), utilising electronic means and human resources to deal with any non-compliance issues. The effect of the order is to attain some form of educational achievements and for the offender to gain an understanding and remorse for his actions.[24] Easton and Piper illustrate the dangers of increasing restrictive regimes on young offenders where reliability is on the resources to implement these programmes. Without the resources, the reduction of juvenile crime remains to be seen. Not only that, but without a structured life and a lack of self-control due to parental irresponsibility,[25] juvenile crime may continue to be a common occurrence in todayà ¢Ã¢â€š ¬Ã¢â€ž ¢s society. Bibliography Books Cavadino P and Dignan J, 1997, The Penal System: An Introduction, 2nd edn. London: Sage Davies, Croall and Tyrer, 1998, Criminal Justice, 2nd edn, Pearson Ed: Essex Easton, S and Piper, C, 2005, Sentencing and Punishment, Oxford: OUP Hale et al, 2005, Criminology, Oxford: OUP Padfield, N, 2000, Text and Materials on the Criminal Justice Process, 2nd edn, London: Butterworths Sprack, J, 2002, Emmins on Criminal Procedure, 9th edn, Oxford: OUP Stone, N, 2001, A companion guide to sentencing, GB: Shaw and Sons Websites https://www.homeoffice.gov.uk https://www.opsi.gov.uk/acts/ https://www.youth-justice-board. gov.uk 1 Footnotes [1] Renamed to current name by: s41 of the CJCSA 2000 [2] pg.156, Stone.N, 2001, A companion guide to sentencing Part Two, GB: Shaw Sons [3] p.390-391, Sprack, J, 2002, Emmins on Criminal Procedure, 9th edn, Oxford: OUP [4] s44(1) and (5)(a) Crime and Disorder Act 1998 [5] https://www.opsi.gov.uk/acts/acts1998/98037f.htm#37 [6] Pg.353, Padfield N, 2000, Text and Materials on the Criminal Justice Process, 2nd edn. London: Butterworths [7] Cavadino P and Dignan J, 1997, The Penal System: An Introduction, 2nd edn. London: Sage [8] pg. 287, Davies, Croall and Tyrer, 1998, Criminal Justice, 2nd edn, Pearson Ed: Essex [9] as outlined in PCC(S) 2000, s.47(2) [10] pg. 94-5, Davies et al, 1996, Criminal Justice, London: Sage [11] https://www.youth-justice-board.gov.uk/YouthJusticeBoard/Prevention/PAYP/ [12] https://www.youth-justice-board.gov.uk/Publications/Downloads/YouthSurvey2004.pdf [13] pg.29, Circumstances of offending, ibid [14] pg. 389, Sprac k, J, 2002, Emmins on Criminal Procedure, OUP: Oxford [15] pg.171, Stone, N, 2001, A companion guide to sentencing : Part Two, GB: Shaw and Sons [16] Now regulated by the Powers of Criminal Courts (Sentencing) Act 2000, ss60-62 [17] 177, ibid [18] pg.186, Stone, N, 2001, A companion guide to sentencing : Part Two, GB: Shaw and Sons [19] R v Olliver (1989) 11 Cr App R(S) 10 [20]Table 3.4, pg.43, https://www.youthjusticeboard.gov.uk/Publications/Downloads/YouthSurvey2004.pdf 21Table 3.7,pg.46, https://www.youthjusticeboard.gov.uk/Publications/Downloads/YouthSurvey2004.pdf 22 paras 7 and 17, 2003, Home Office, Youth Justice à ¢Ã¢â€š ¬Ã¢â‚¬Å" Next Steps, London: Home Office [21]23 pg.254, Easton, S and Piper, C, 2005, Sentencing and Punishment, Oxford: OUP [22]24 ibid [23] [24] [25] Hale et al, 2005, Criminology, Oxford: OUP

Symptoms And Treatment Of Cancer - 1555 Words

Cancer is a disease that is caused when abnormal cells in the human body begin to divide uncontrollably. These abnormal, uncontrolled cells can then spread further into surrounding tissues, effectively harming them. Cancer is genetic, meaning there is a gene coded for this disease present that can be passed down through family. This does not mean, though, that one will be diagnosed with this disease if a family member had it and although it can be treated, cancer has the ability to return. When treating and examining this disease, stages and grading are taken into consideration. These stages go from 1 to 4. 1 being localised cancer (least dangerous) and 4 being largely expanded cancer (most dangerous). Today, more than 200 types of cancer are known to exist, and the one most commonly found in the U.S.A is skin cancer. In fact, it has been reported that 1 out of every 5 Americans will develop a form of skin cancer throughout their lifetime. Skin cancer, too, has many different types , and the most seen are: basal cell carcinoma, squamous cell carcinoma, and malignant melanoma -- which is more dangerous, but not as common as the other two. Basal Cell Carcinoma Basal cell carcinoma is also known as BCC and is the most common yet least risky type of skin cancer there is. This type of skin cancer gets its name from where it begins: the basal cells, which are in charge of producing new skin cells as the elder ones continue to die off. Even though BCC can happen to anyone, itShow MoreRelatedSymptoms And Treatment Of Cancer Treatments1664 Words   |  7 Pagesdealing with cancer treatments now, slight flaws in our practice after therapy have been present; in doing so, patients have experienced personal and emotional discomfort after therapy. Addressing these issues can become informal to patients, as technology have made it easier for our daily procedures to become convenient. 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Sakeena Essay Example For Students

Sakeena Essay Lakishmi: Good morning Sakeena Sakeena: Good morning sister Lakishmi: I dreamt last night of my brother Retik. I cannot stand that cruel decision of Khan, I have suffered a lot. I miss you my brother. (Lakishmi snobs/cries) Sakeena: I miss him too, we all do Lakishmi: Doesnt he have a heart. How did he leave him unburied in the desert? (Rises) Acha, I have made my decision. I will go burry him. My brother is not food for the vultures. Sakeena: Are you mad? You crazy fool! Khan will kill you. Lakishmi: Id do anything for Retik my brother, who wouldve done the same thing for me and you. Sakeena: You are not strong enough sister; youd be killed if you get caught. You know its forbidden, its against Khans law. Lakishmi: So, you will not join me in my mission? Sakeena: Its too dangerous. We would die, so why go kill our self. Thank God I still have my brain to think with. Of course I will not come and you must not go as well. Lakishmi: But Retik is our brother. Dont you want to burry him so he can go to heaven? Dont be selfish Sakeena. Sakeena: Lakishmi baby, you are my young sister and I should protect you. Lets just forget about this. Lakishmi: I will not forget about this. Instead, Ill go on my own, I dont even want to come, you traitor. Parados Chorus: On the dusty field waiting for the battle, the weather is filled with fear. Rahul: The scream of Retik arose, announcing war filling the environment with tension. Chorus: The swords were picked by passionate and brave soldiers ready to hit battlefield. Rahul: The sounds of the sword clashing between one another playing the notes of blood. The ground was an ocean of the brothers blood. Chorus: The morning announced victory for the people of Mumbai. Paen Rahul: God of many names Chorus: Please save Antigone and free Creon from the curse. Rahul: God of many names Chorus: A storm seems to be coming, please save us from all the misery that will be raining on us. Rahul: God of many names! Chorus: Open the skies of heaven and listen to our prayers. Dont ignore us Gods; we need you to accept all our prayers. Exodos Dave: No man can foretell his fate. Creon was the most victorious in all battles, and now fate has changed this. Everything is gone and all his lifes joy has failed. Rahul: What news have you got us Dave, speak. Dave: They are dead! Rahul: Dead, who is dead? Dave: Raj is dead. Rahul: Raj! Who killed him? Dave: His own hands did. He killed himself. Rahul: Did Maduri hear about this? Where we too loud? (Enter Maduri) Maduri: I have fainted in the morning after hearing bad news, but speak again tell me what happened. Dave: Lady Maduri, I will tell you everything I have seen, but you may not like it. Maduri: Tell me everything Dave: I went with Khan to bury Retik, but it was too late. His body was eaten by the dogs, so we took all thats left of his body and burned it. Maduri: May he rest in peace (prays for him) Dave: Then we went to the cave where Lakishmi was locked, and we found her dead, hanged by her own hands. Maduri: (Gasps) Dave: Raj was in the cave too. He put his arms around Lakishmi his bride and stabbed himself in front of Khan. Maduri: (Weeps and exits) Rahul: Poor Maduri is in shock for her sons death. Dave: I am worried about her, I will go see her. .uba40f8499c33d1c7c1b8474c67946f8c , .uba40f8499c33d1c7c1b8474c67946f8c .postImageUrl , .uba40f8499c33d1c7c1b8474c67946f8c .centered-text-area { min-height: 80px; position: relative; } .uba40f8499c33d1c7c1b8474c67946f8c , .uba40f8499c33d1c7c1b8474c67946f8c:hover , .uba40f8499c33d1c7c1b8474c67946f8c:visited , .uba40f8499c33d1c7c1b8474c67946f8c:active { border:0!important; } .uba40f8499c33d1c7c1b8474c67946f8c .clearfix:after { content: ""; display: table; clear: both; } .uba40f8499c33d1c7c1b8474c67946f8c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uba40f8499c33d1c7c1b8474c67946f8c:active , .uba40f8499c33d1c7c1b8474c67946f8c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uba40f8499c33d1c7c1b8474c67946f8c .centered-text-area { width: 100%; position: relative ; } .uba40f8499c33d1c7c1b8474c67946f8c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uba40f8499c33d1c7c1b8474c67946f8c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uba40f8499c33d1c7c1b8474c67946f8c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uba40f8499c33d1c7c1b8474c67946f8c:hover .ctaButton { background-color: #34495E!important; } .uba40f8499c33d1c7c1b8474c67946f8c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uba40f8499c33d1c7c1b8474c67946f8c .uba40f8499c33d1c7c1b8474c67946f8c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uba40f8499c33d1c7c1b8474c67946f8c:after { content: ""; display: block; clear: both; } READ: My version of An Inspector Calls Essay(Exit Dave to palace) (Enter Khan with Rajs body) Khan: Raj ooh Raj, why did you do this. Was I too harsh for locking up your fiancà ¯Ã‚ ¿Ã‚ ½? You are too young to die Raj, I blame myself for your death my son. You died because of my stubbornness. I didnt listen to you when you told me I was wrong. Rahul: you finally figured out you were wrong, now you get it? Khan: The truth is hard to bear. The Gods have punished me now and took away my son. (Enter Dave from palace) Dave: I have more mad news. Khan: What could be worse than my sons death? Dave: Your wife, Lady Maduri is dead. Khan: Oooh, my lovely wife. Why have you taken her away Gods? Dave: Maduri killed her self and her last words were for you Khan. She cursed you for being evil. Khan: Im surrounded by sorrows. Why is the world so harsh? Is there no pity for me? My wife and son are both dead. They were both angry from me. I caved Rajs fiancà ¯Ã‚ ¿Ã‚ ½ so he killed him self, and Maduri killed her self for the death of her son. Ooh cruel world, take me away. I want to die, someone kill me. (Weeps) I know that I am guilty. I am cursed. Let death come in. I want to die. I was so foolish. Rahul: (To audience) Happiness can never exist without wisdom. Proud men should learn to be wise.