Death Penalty And Justice Essays - Capital Punishment, Penology

Death Penalty And Justice Looking out for the state of the public's satisfaction in the scheme of capital sentencing does not Constitute serving justice. Today's system of capital punishment is fought with inequalities and Injustices. The commonly offered arguments for the death penalty are filled with holes. It was a Deterrent. It removed killers. It was the ultimate punishment. It is biblical. It satisfied the public's need For retribution. It relieved the anguish of the victim's family. (Grisham 120) Realistically, imposing the Death penalty is expensive and time consuming. Retroactively, it has yet to be proven as a deterrent. Morally, it is a continuation of the cycle of violence and ?...degrades all who are involved in its Enforcement, as well as its victim. (Stewart 1) Perhaps the most frequent argument for capital punishment is that of deterrence. The prevailing Thought is that imposition of the death penalty will act to dissuade other criminals from committing Violent acts. Numerous studies have been created attempting to prove this belief; however, to the Evidence taken together makes it hard to be confident that capital punishment deters more than long Prison terms do. (Cavanagh 4) Going ever farther, Bryan Stevenson, the executive director of the Montgomery based Equal Justice Initiative, has stated that people are increasingly realizing that the More we resort to killing as a legitimate response to our frustration and anger with violence, the more Violent our society becomes. We could execute all three thousand people on death row, and most People would not feel any safer tomorrow. (Frame 51) In addition, with the growing humanitarianism Of modern society, the number of inmates actually put to death is substantially lower than 50 years Ago. This decline creates a situation in which the death penalty ceases to be a deterrent when the Populace begins to think that one can get away with a crime and go unpunished. Also, the less that the Death sentence is used; the more it becomes unusual, thus coming in conflict with the eighth Amendment. This is essentially a paradox, in which the less the death penalty is used, the less society Can legally use it. The end result is a punishment that ceases to deter any crime at all. The key part of the death penalty is that it involves death-something, which is rather permanent for Humans, due to the concept of mortality. This creates a major problem when there continue to be Many instances of innocent people being sentenced to death. (Tabak 38) In our legal system, there Exist numerous ways in which justice might be poorly served for a recipient of the death sentence. Foremost is in the handling of his own defense counsel. In the event that a defendant is without Counsel, a lawyer will be provided. Attorney's appointed to represent indigent capital defendants Frequently lack the qualities necessary to provide a competent defense and sometimes have exhibited Such poor character that they have subsequently been disbarred. (Tabak 37). With payment caps or Court determined sums of, for example, $5 an hour; there is not much incentive for a lawyer to spend A great deal of time was representing a capital defendant. When you compare this to the prosecution, Aided by the police, other law enforcement agencies, crime labs, state mental hospitals, various Other scientific resources, prosecutors experienced in successfully handling capital cases, Compulsory process, and grand juries (Tabak 37), the defense that the court appointed counsel can Offer is puny. If, in fact, a defendant has a valid case to offer, what chance has he to offer it and have It properly recognized. Furthermore, why should he be punished for a misjustice that was created by? The court itself when it appointed the incapable lawyer. Even if a defendant has proper legal counsel, There is still the matter of impartiality of judges. The Supreme Court has steadily reduced the Availability of habeas corpus review of capital convictions, placing its confidence in the notion that State judges, who take the same oath of office as federal judges to uphold the Constitution, can be Trusted to enforce it. (Bright 768) This makes for the biased trying of a defendant's appeals, given The overwhelming pressure on elected state judges to heed, and perhaps even lead to, the popular cries For the death of criminal defendants. (Bright 769) Thirty two of the states that impose the death Penalty also employ the popular election of judges, and several of these even have judges run with Party affiliations. This creates a deeply political justice system-the words alone are a paradox. Can

gender sexuality essays

gender sexuality essays A.) In the article, Human Sexuality: How do Men and Women differ? by Letitia Peplau discusses gender difference in four different aspects; sexual desire, sexuality and relationships, sexuality and aggression, and sexual plasticity. These differences affect mental states, and they define not only heterosexuals, but homosexuals, as well. The first difference mentioned between males and females is sexual desire. Peplau (2003) describes sexual desires as the subjective experience of being interested in sexual objects or activities or wishing to engage in sexual activities (p. 37). Men seem to exhibit a much higher sexual desire in their life-span, than women do. Men are also more stimulated sexually by visuals than women are. Many tensions about the frequency of sex arise between married couples. The husband is typically the one who demands sex more than the woman. Also, another indicator for men having a larger sexual desire is the fact men masturbate more frequently, and begin at an earlier age. The second difference mentioned between the sexes is sexuality and relationships. Women prefer to be sexual only in committed relationships, where as men seem to have a liking for casual, and premarital sex. To emphasize it more, women are more likely to fantasize about love and affection, where as men are more likely to fantasize about acts and sex organs. Commitment is the key for most women when it comes to sexuality and relationships, but for men it is more about sex. The third gender difference discussed concerns sexuality and aggression. Men tend to view themselves as characters of aggression and dominance when it comes to their sexual role. Women, however, do not exhibit the same traits. And because men possess these traits they are more likely to initiate an attempt for sex. The last gender difference covered is entitled sexual plasticity. Women are much more easily manipulated by soc ...

Human Resource Management Assignment Example | Topics and Well Written Essays - 3250 words

Human Resource Management - Assignment Example It is a function that pervades all the steps in the organizational ladder, forms a vital part of every other management functions and covers all the employees. The individual, team, psychological, emotional and social perspectives of human behavior are taken into account under HRM. This functional area tries to achieve a fit between the organizations and their employees. It has to balance of the goals of individual employees, teams, organization and its obligations to the society at large. Building up the employees into competent resources by improving their capabilities, upgrading their skills and enhancing their efficiency; while providing them with proper training and development opportunities is also the aim of HRM. It is an ongoing operation of understanding human relations and behavior, and applying them to the daily functioning of the organization. The fact that people are to be managed makes HRM more challenging and dynamic, as human behavior is unique and unpredictable at ti mes. The purposes served by HRM can be stated under two heads – the managerial functions and operational functions. Planning, Organising, Staffing, Directing and Controlling are the managerial functions, while procurement, development, compensation, integration and maintenance are the operational functions. Though the roles played by HRM in different organizations vary, the main actions performed under the function are: Human resource planning Job analysis and design Recruitment and selection Training and career development Compensation and benefits Motivation Maintenance Occupational health and safety 2. Strategic Human Resource Planning Human resource planning(HRP) is also known as manpower planning or employment planning. It is the primary task of HRM, as it involves assessments regarding the number and nature of employees that would be required to deal with the future level of operations of the organization. It involves forecasting the future human needs of the organizati on, in line with its future goals and projections. Decenzo and Robbins define human resource planning as the process by which an organization ensures that it has right number and kind of people, at the right place, at the right time, capable of effectively and efficiently completing those tasks that will help the organization achieve its overall objectives (Ashwathappa, 2007). Such a preparation enables the organization to change and adjust to the demands of the market. Thus, it is a mode of change management. It also helps in meeting the legal regulations set by the Government. 2.1. HRP & Organisational Strategy Organisational strategy gives a picture of what the organization aims to portray itself along the timeline. HRP is directly linked to the type of organization and its strategic choices. This is so because HRP has to essentially follow the overall organizational plan and direction. The personnel requirements for product-based organizations are different from those involved i n service. The planning for HR depends on whether the firm strategizes to acquire new organizations or simply add to its internal capacity. New personnel are to be recruited if additional capacity is planned. In case of acquisition, capacity addition comes along with personnel. So, the planning is different. Alternatively, if the organization intends to cut or decrease production, HRP has to include redundancy and redeployment plans. At the same time, if the market poses limitations or shortage of manpower, the organization has to withhold its expansion plans. The status accorded to HR in the

Intensive Writing - Relationship between two Articles Essay

Intensive Writing - Relationship between two Articles - Essay Example The relationship between these articles can be based on the used themes, opinions addressed and the type of society that was used in the context of the article. "Black like them" is written by Malcolm Gladwell and most of its characters are from New York and its neighborhoods. Joane Nagel, on the other hand, writes â€Å"Constructing Ethnicity Creating and Recreating Ethnic Identity and culture† and tries to explain how different ethnicities affect the choices made by individuals. The articles share several themes since they have the same historical backgrounds. They had been based on the American society during the war era. During his period, people from different parts of the world searched for ‘greener pastures hence increasing the rate of immigrants in the United States. This action brought up the issue of racism since people moved to America from different countries. From the article, "Black like them" the Malcolm uses different characters to show how racism is evident in the society. Moreover, neighborhoods have been divided along racist lines. These blocks include the whites, Blacks, Hispanics and those who were of mixed races. For example, the writer explains how a West Indian boss claims that Garden city; a middle-class neighborhood is not a place for black people. Racial discrimination is also evident in workplaces, where the Noel works in a firm with a white workmate who is paid more than him irrespective of the same qualifications and work di d. Socialists and researchers from known universities have come up numerous situations to have a better understanding of these societies. The boss was an Indian national who could not differentiate between the Black Americans and those from the Caribbean. Joane in her book "Constructing Ethnicity" relates ethnic identity and its role in racism. This is because racism has its roots in different ethnic groups.  

Doing Business in China Essay Example | Topics and Well Written Essays - 1500 words

Doing Business in China - Essay Example It is a challenge that every businessman should take if they want to succeed. This paper provides information on how to do business in China. Relying on current literature for ideas and examples, it gives recommendations on how to deal with the Chinese and establish business in China. According to Hamilton and Jhang (2012; p.4), â€Å"China is one of the most dynamic markets in the world in which change is the only constant.† By saying this, Hamilton and Jhan point out two things about China. The first one is dynamism, and the second is change. These two things suggest the main challenge in doing business in China. Dynamism is evident in the country’s culture, political makeup and religious beliefs while change is constant and rapid in its economy. Therefore, knowing aspects of dynamism and change will give businessmen an edge in their Chinese ventures. Culture Dynamism can be found in every aspect of the culture. Importantly, every foreign capitalist should be aware of the Chinese culture in order to act according to it. Otherwise one will lose all the chance to even start business in China. Culture is a very important aspect in doing business. There are practices that should be observed and non-observance would mean ignorance and lead to failure. The most important value that the Chinese has when doing business is guanxi. This term means goodwill. ... West (2007) claims that in doing business with the Chinese, especially with the northerners, one must exercise, â€Å"eat first, talk later.† This is the same throughout China but the southerners have become more Westernized in doing business, especially Shanghai people. Nevertheless, the culture of guanxi is respected throughout the Mainland. Establishing guanxi is like developing brotherhood in the West. Along with it is showing genuine sincerity with Chinese partners. According to Hamilton and Jhang (2012), genuine sincerity goes a long way in China but not all businessmen realize its importance. Non-Chinese people think of Chinese as corrupt, possibly because of the practice of guanxi but they should understand that guanxi is not similar to bribery. Many Chinese do not accept bribes for jobs they ought to do. For instance, one taxpayer gave a significant amount of money to a banker in gratitude for the fast transactions they had with the bank. When the banker saw it, he di d not feel the need for the gift and credited the amount to the company’s account. This act illustrates that bribery is not the way to do business in China. Similarly, foreign visitors are not obliged to give tips to the Chinese. Tips in hotels and restaurants are welcome but they are not expected. The Chinese people appreciate tips even in small amounts but they will do their job even without tips. Greeting them, exchanging stories and smiles are more valued, as it goes with business. One thing that is valued much in China is presence. According to Hamilton and Jhang (2012), visiting often will create goodwill among the Chinese. They cite that Hank Paulson, former CEO of Goldman Sachs, spent 70 visits in China, thus making him well-regarded in the country. Another man named Jim Rogers, an

The Role of lawyers in indias freedom struggle

The Role of lawyers in indias freedom struggle THE ROLE OF LAWYERS IN INDIAS FREEDOM STRUGGLE 1885 was a remarkable year in the history of India, a year which would determine the future of India, a new chapter in the freedom struggle started as a mass movement in 1857 by the ‘sepoy mutiny. With the joint efforts of A.O. Hume and W.C. Bonnerjee, the Indian National Congress was established. This brought the Indian intelligentsia into the main stream of the movement for freedom. This gave people a platform to discuss and share their grievances and in turn device a plan of action. This was the first time that Indians realized that violence was not the only means of fighting a battle and in the years to come ahimsa and satyagraha would become the two pillars on which the freedom struggle rests. How different would the history of India be, had the intelligentsia not taken over the freedom struggle. It was a war of independence from the shackles of enslavement of two centuries. It was a war of rights and liberties. It was a war for establishing ones independent identity. It was a war against injustice and inequality; against racialism and cruelty. The war against the British was not a war of arms but a war or strategy and mental strength. Most of all it was a war of ‘words. Who better to fight such a war but the magicians of words, those who have words for tool, just words to earn their livelihood lawyers. The Indian freedom struggle was won by the army of lawyers who used words for ammunition. Mahatma Gandhi was a lawyer so was Mohammad Ali Jinnah. Pt. Nehru was a lawyer and so were Sardar Wallab Bhai Patel and Dr. Rajendra Prasad. The list is never ending. So what was it that drew all these lawyers into the freedom struggle leaving behind a life of comforts and riches? The British valor could not have been matched by the Indians if they were to rebel and violently agitate. For every British man killed 10 Indians had to lay down their lives. India even in another century could not have gathered enough to make an army stronger than the British. The rich were too busy match fixing the future of India with the British and the poor were too poor to put together two square meals forget about a rebellion against the mighty British Empire. This was the time when the educated middle class came to the fore. It was these, educated men and women who decided to fight the empire for they needed to get jobs, they worried for the future of their children and the future of India, they needed to be independent, they were in contact with the west and they were the so called â€Å"enlightened† ones. These constituted lawyers, teachers, doctors, civil servants etc. Their only strength was their education and they decided to play a game of wits and not of weaponry to get Indians their long due freedom. They realized that what India needed was direction, an understanding of rights, unity, a new form of warfare, which was non violent, leaders and focus. Of this intelligentsia lawyers were the ones who led the struggle from the front, the reasons for this were many. First of all they were not government employees unlike the teachers, doctors and civil servants, so there was no obligation to follow directions from the government. Secondly, if lawyers could boycott courts, it would be a directly defying the British government and law and in turn it would directly imply that the rest of the population were not obliged to follow these laws. Thirdly, most of the lawyers had studied in England and they were aware of the English legal system and of the position people had in an independent nation. Also, they knew how to talk their way through to the English. They knew their weaknesses and strengths, and could successfully device a way to play the weaknesses of the British to their advantage. They were aware of the common law system keeping rights and duties on a pedestal and thus they used the cruelty and in humanity of the British in India to gain sympathy and in turn get the British in England to detest their own people and their conduct in India. Besides fighting cases in the law courts for the extremists who would regularly invite prosecution against themselves, most lawyers formed a group of moderate freedom fighters. They knew that India was not ready for immediate freedom and if India was to attain independence instantaneously, if would crumble without a strong center and there was no system and definitely no individual who could hold the country together. Since the lawyers had supreme understanding of the complicated and intricate laws that were being sent to India for the formation of government and for the administration of justice, they were best suited to discuss their implication and to repeal them as well as draw the English lawmakers to a point of making the law as pro Indians as possible. All these lawyers were of the view that an unjust law must be defied and repealed. Most of all, they advocated for social justice, equality and human rights. Soon, law courts became the preferred battlefield for Indians. Even an extremist revolutionary like Bhagat Singh took the help of a trial to send his message across. Infact, he deliberately invited a trial against him by throwing smoke bombs in the legislative assembly and surrendering himself to the police. The purpose that such court trials served was that they gave the freedom fighters an opportunity to come in contact with the media. The media would report the pleadings and comments in the local as well as the newspapers in England, this served a dual purpose the Indians got their leaders messages and the masses got provoked also, a sense of shame, regret and disapproval was spread amongst the British nationals in England. Though it is not preferred to earmark a single leader of the independence struggle but, if this was to be done, the name of Mohandas Karamchand Gandhi would top the list. A lawyer by profession studied in England and worked in South Africa. He was the first leader to fight the inhuman practice of apartheid in South Africa. On his return to India, he devised a practical approach. He first decided to tour through India and then come into the movement. This shows the typical trait of a lawyer, first put together the facts and investigation and then take up the case. Or differently put, when I dont know the laws of the land how do I fight a case? Then he took the movement head on. He advocated the disobedience of unjust laws, peaceful demonstrations, boycott of foreign goods and the peaceful picketing of shops selling foreign goods. His ideas eventually found shape in a non-cooperation launched later. His aim was to make the British administration come to a standstill, a point from which they would have to negotiate. He believed that a peaceful struggle was far more productive then a violent one. A peaceful struggle cannot be suppressed easily and is always sustainable in the long run. Mahatma Gandhi was able to take the freedom struggle to the masses and was a major advocate of social justice and unity amongst all sections of the Indian people. Finally talking of the biggest contribution of the British to India we cannot ignore the role played by the lawyer turned freedom fighters. Besides winning independence, these men extracted a lot from the British. Most important being: their administrative policy, their form of governance and their laws. Most of the English laws have formed the basis of our statute books and the parliamentary form of government was also due to the British influence. The Indian Penal Code, one of the most intricate and elaborate penal law books in the world can be considered a gift from the British. Talking of the form of government, the efforts of Nehru committee and Sapru committee on how to accommodate both the Hindu and Muslim representatives in the government posts was an effort worth applauding. Finally, on 15th August 1947, India won independence and at the same time India was divided and Pakistan was born. But, it was not over for the lawyers yet, on either sides. They still had to carry the two divided nations through the poisoning after effects of the partition. Pt. Jawaharlal Nehru became the first Prime Minister of independent India and across the border M.A Jinnah held the reins of Pakistan in his hands. Dr. Rajendra Prasad became the President of India and Dr. B. R Ambedkar headed the team of constitution makers. The most remarkable contribution of Sardar Vallabhbhai Patel at this time in history was undoubtedly his efforts of unifying India as India was divided amongst provinces and princely states. Also, he tried to break the communal barriers that the Indians had created amongst themselves. Besides the political responsibilities carried out by the lawyers, they had to carry out certain legal responsibilities as well. The first and foremost being, framing the constitution of India, followed by ascertaining the structure of the future legal system of the country. Also, partition brought with it many disputes over land, industry and property. These men were to take responsibility and carry out the necessary actions to make it peaceful. To conclude I would like to say that lawyers held an incomparable position in the freedom struggle and they were indispensable. They made a remarkable contribution to the pre independence Indian society the effects of which carried on even after independence. But, it seems to me that the new age lawyers are not as aware or socially responsible as those sixty years ago. We hardly see lawyers now a days who stand up for social causes, who are ready to dedicate their lives to the cause of social justice. The new age lawyers should take a leaf out of the history books and take inspiration from their predecessors and not restrict their ability to contribute. India needs leaders and men with foresight, lawyers who have in the past contributed so richly should continue with the same. As Jawaharlal Nehru said on 15th August, 1947 â€Å"Long years ago, we made a tryst with destiny and now the time comes when we shall redeem our pledge At the stroke of the midnight hour, when the world sleeps, India will awake to life and freedom.† It is the responsibility of the people of India today to keep the dream of Nehru from fading out.

B-2 bomber :: essays research papers

WHAT IS THE B-2 BOMBER?   Ã‚  Ã‚  Ã‚  Ã‚  Stealth Aircraft, military aircraft, fighters, and bombers designed to elude detection and tracking systems, such as radar and infrared monitoring. Stealth technology is used to mask unmanned objects such as cruise missiles. The United States is a world leader in developing and deploying stealth technology, although much about its program remains classified.   Ã‚  Ã‚  Ã‚  Ã‚  Stealth technology includes a variety of design features that affect an aircraft signal, also called its signature, on tracking systems. These features include an aircraft shape and the materials used to build it. For example, it is harder for a radar to detect an aircraft that has smooth and rounded curves. Special composite materials or coatings on the surface of an aircraft can absorb or deflect radar signals. Engines placed within the body of the aircraft and exhaust vents may be arranged to mask the heat coming from engines and help hide an aircraft from heat seeking sensors. Reducing the noise and vibrations produced by stealth aircraft may also minimize its acoustic signature. In addition, stealth aircraft are equipped with special electronics for suppressing or confusing enemy monitoring systems.   Ã‚  Ã‚  Ã‚  Ã‚  Since the use of radar during World War II (1939-1945), air forces worldwide have tried to develop methods of confusing radar or making it ineffective. Early attempts at this included the targeted aircraft attempting to electronically jam radar or to release metallic strips to produce false readings. However, in the 1950’s and 60’s, new electronic tracking methods and the new waves devised to confuse them kept pace with one another, prompting military engineers to look for ways to completely mask aircraft.   Ã‚  Ã‚  Ã‚  Ã‚  American aeronautical engineer Clarence L.

Critical reflection practice Essay

Introduction The area of critical reflection is generally understood to be a difficult and contested terrain, that appears to be attractive on paper but is complex to put into action. Educators say this is an important capability for students to develop as it contributes to greater depth of understanding and learning (Boud, Cohen, & Walker, 1993; Lay & McGuire, 2010; Moon, 2006; Wolf, 2010). The wide range of approaches to critical reflection suggests the focus of learning is placed on technique rather than the broader purpose and outcomes of critical reflection. Critical reflection should not be a prescriptive activity (Moon, 2006) but guidelines should enable the student to develop their own style. This paper begins a conversation on the challenging topic  of critical reflection in cooperative education. Defining Critical Reflection There appears to be lack of a clear understanding of critical reflection, as it is a contested term reflecting the ideology of the user. Depending on one’s perspective critical reflection can be understood to mean very different things (Boyd & Fales, 1983; Brookfield, 2009; Gardner, 2009; Harvey, Coulson, Mackaway, & WinchesterSeeto, 2010; Hatton & Smith, 1995; Smith, 2011; van Woerkom, 2010) and varies within individuals and contexts. Critical reflection is widely recognised as a key component in the learning processes of individuals and is advocated in many areas of professional practice (Brookfield, 2009; Jarvis, 2010; Leijen, Valtna, Leijen, & Pedaste, 2011), especially within programmes where there is rich learning possible through specific experiences (Harvey et al., 2010). The terms reflection, critical reflection, reflective practice, reflective thinking and reflexivity have similar meanings and application in educational literature, as well as, used interchangeably (Black & Plowright, 2010; Rogers, 2001). Authors consider that not all reflection is critical reflection and critical reflection maybe at higher, more complicated level that challenges the learner and the educator (Harvey et al., 2010; Hatton & Smith, 1994). Further unpacking is required to clearly identify the true nature of ‘critical’ reflection. Fook (2006) suggests work needs to be done from a â€Å"common basis of understanding† so the practice of critical reflection maybe refined and improved. Mezirow (1990) considers critical reflection as a precursor to transformative learning, which may lead to changes in personal understandings and potentially behaviour. Students can use critical reflection practices for engaging in metacognition (Eames & Coll, 2010). It is associated with a number of learning outcomes including improved thinking, learning and assessment of self and social systems (Smith, 2011). Dewey (1938) states that while we cannot learn or be taught to think, we do have to learn how to think well and especially to acquire the practice of reflection. To use knowledge critically we do not accept the situation at ‘face value’. This  requires the ability to look beneath the surface to see what may influence the situation, resulting in critical depth to understanding. In addition, the ability to examine the bigger picture and view the situation more holistically develops critical breadth. These enable us to develop a fuller understanding of experiences so we are better equipped to manage similar future situations (S. Thompson & Thompson, 2008). This ability to think critically is developed over time (Crowe & O’Malley, 2006) through guidance and support. Critical reflection is advocated in many areas of professional development and practice, including the all areas of health care education, teaching, management, and research, as it encourages practitioners to gain insight into their own professionalism through their experiences. These programmes generally require some form of fieldwork to be closely integrated with academic study. Consequently there is wide variation in the techniques and approaches used in the practice of critical reflection. Approaches may range from informal discussions to highly structured formats. Guidelines in the literature on how to determine, facilitate and assess critical reflection in practice appear to be limited (Leijen et al., 2011; Smith, 2011). Models of critical reflection This vast area in the literature, which explores models of critical reflection, lacks clarity. There seems to be similarities within and across the various applications from many fields or disciplines of education that may have little or no areas of overlap (Fook & Gardner 2007). Many models of reflection based on a philosophical approach, may be considered to assist students develop an understanding of critical reflection. These have been briefly outlined in table 1.0 to help visualize the relationship between the models and frameworks. The framework chosen to guide students’ reflections may be determined by the expectations of the learning outcomes. Some models of reflection may not encourage critical reflection. Models may guide the process of reflection but should not impose a prescription of what reflection is. It is not essential to follow a model and some practitioners choose not to. There is some criticism of models that reduce reflection to levels but this approach maybe useful for teaching what the focus of  reflection entails. The student may choose whether or not to adopt a model to frame their reflection as a temporary measure until confidence in the reflective activity is gained and understood. Table 1.0: Three models of critical reflection identifying two frameworks that provides guidance for reflecting within each model. Model of critical reflection Framework General comments Dewey’s model of reflective Knowledge can be constructed learning through active reflection on past and present experiences. Pragmatic approach. Gibb’s model A cyclic generic framework. A general and nonspecific approach to reflection. Novices may find it too vague requiring further guidance. Stephenson’s framework A detailed set of cue questions. Focuses on consequences of actions and examines practice knowledge. Habermas’s model of critical Based on 3 areas of knowledge: reflection technical, practical and emancipatory. Critical theory approach. Taylor’s framework Describes activities associated with 3 types of reflection: technical, practical and emancipatory. Highly structured. Kim’s framework Called critical reflective enquiry. Three phases of reflection: descriptive, reflective, critical/emancipatory. Processes and products applied to each phase. Kolb’s model of reflexive Attempts to integrate thinking and learning practice. Experiential learning approach. Borton’s framework Simplified model using 3 questions: What? So what? Now what? Very easy to remember. Rolfe’s framework Expanded Borton’s framework. Added questions to each step. Turned the last step back to form reflexive cycle. Generic, easily adapted to suit most situations. * Adapted from Rolfe et al (2011). Critical reflection in cooperative education According to Martin and Fleming (2010) cooperative education is more than work experience but a recognised pedagogical approach to learning. Critical reflection is an essential component of the pedagogy of cooperative education and other forms of work integrated learning. The process of critical reflection needs to be facilitated with structured strategies within the course that encourage engagement in reflection. It is important to create a culture where reflection is valued as a learning tool and it is safe to be honest. Practice and feedback on reflection throughout the program are important to enable the student to progress through their learning experience. Van Gyn (1996) suggests that reflective practice to enhance student-learning outcomes requires an organised partnership between the student, academic and industry supervisors. There is a widespread  assumption that reflection has positive outcomes for student learning. Cooperative education is student driven learning, which increases the need for the student to be self-motivated, proactive, organised and reflective. Critical reflection encourages students to be willing and able to question, explore and critique ways of behaving and thinking as they engage in workplace experiences (Higgins, 2011) and into the future. Consequently the student is better able to understand and gain insights into his/her skills, competencies and knowledge. The use of critical reflection in cooperative education increases the chances of the learning being relevant and meaningful to the student. Therefore the student’s engagement in reflection can assist them in making sense of themselves, their learning experience and preparation for the future. The importance of the social context (Fook, White & Gardner, 2006) of reflection should be considered, as personal reflection is part of the broader context of the organization culture and structure (Thompson & Pascal, 2012). The industry context is complex and may challenge other dimensions of reflection, such as emotional demands of the learning experience, power relationships and time constraints. The strategies that facilitate reflection should cater for the individual needs of the student, suit the learning environment and guide the development of students reflective skills (Martin & Fleming, 2010). Strategies may include learning contracts, reflective journals, progress reports, reports and oral presentations providing the student with many opportunities to practice critical reflection. Conclusion Critical reflection is used in education to encourage the integration of theory and practice while enhancing student learning and self-confidence. However, an extensive literature search on the role of reflection for learning through experience by Harvey et al (2010) concluded that the relationship between reflection and positive student learning outcomes was inconclusive. This suggests there is scope to explore the role of critical reflection in learning and the development of a theoretical basis in cooperative education. There is increasing interest in the concept of critical reflection (Boud & Walker, 1998) in work-integrated education and research (Brookfield, 2009). References Black, P. E., & Plowright, D. (2010). A multi-dimensional model of reflective learning for professional development. Reflective Practice, 11(2), 245-258. doi:10.1080/14623941003665810 Boud, D., Cohen, R., & Walker, D. (1993). Using experience for learning. Buckingham [England] ; Bristol, Pa.: Society for Research into Higher Education and Open University Press. Boud, D., & Walker, D. (1998). Promoting reflection in professional courses: The challenge of context. Studies in Higher Education, 23(2), 191. Boyd, E. M., & Fales, A. W. (1983). Reflective learning. Journal of Humanistic Psychology, 23(2), 99-117. Brookfield, S. (2009). The concept of critical reflection: promises and contradictions. European Journal of Social Work, 12(3), 293-304. Crowe, M., & O’Malley, J. (2006). Teaching critical reflection skills for advanced mental health nursing practice: a deconstructive-reconstructive approach [Article]. Journal of Advanced Nursing, 56(1), 79-87. doi:10.1111/j.1365-2648.2006.03982.x Dewey, J. (1938). Experience and education. New York: Touchstone. Eames, C., & Coll, R. K. (2010). Cooperative education: Integrating classroom and workplace learning. In S. Billett (Ed.), Learning through practice (pp. 180-196) Fook, J. (2006). Beyond reflective practice: reworking the â€Å"critical† in critical reflection. presented at the meeting of the Professional Lifelong Learning: Beyond Reflective Practice, Leeds. Fook, J., & Gardner, F. (2007). Practising critical reflection : a resource handbook. Maidenhead: Open University Press. Fook, J., White, S., & Gardner, F. (2006). Critical reflection: a review of contemporary literature and understandings. Critical reflection in health and social care, 3-20. Gardner, F. (2009). Affirming values: using critical reflection to explore meaning and professional practice [Article]. Reflective Practice, 10(2), 179-190. doi:10.1080/14623940902786198 Harvey, M., Coulson, D., Mackaway, J., & Winchester-Seeto, T. (2010). Aligning reflection in the cooperative education curriculum| Macquarie University ResearchOnline. Asia-Pacific Journal of Cooperative Education, 11(3), 137-152. Hatton, N., & Smith, D. (1994, July 3-6, 1994)). Facilitating Reflection: Issues and Research. presented at the meeting of the Conference of the Australian Teacher Education Association (24th), Brisbane, Queensland, Australia. Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49. Higgins, D. (2011). Why reflect? Recognising the link between learning and reflection. Reflective Practice, 12(5), 583-584. doi:10.1080/14623943.2011.606693 Jarvis, P. (2010). Adult education and lifelong learning : theory and practice (4th ed.). New York: Routledge. Larrivee, B. (2000). Transforming Teaching Practice: Becoming the critically reflective teacher. Reflective Practice, 1(3), 293-307. doi:10.1080/713693162 Lay, K., & McGuire, L. (2010). Building a Lens for Critical Reflection and Reflexivity in Social Work Education [Article]. Social Work Education, 29(5), 539-550. doi:10.1080/02615470903159125 Leijen, A., Valtna, K., Leijen, D. A. J., & Pedaste, M. (2011). How to determine the quality of students’s reflections? Studies in Higher Education, 1-15. doi:10.1080/03075079.2010.504814 Martin, A., & Fleming, J. (2010). Cooperative education in outdoor education. Australian Journal of Outdoor Education, 14(1), 41-48. Mezirow, J. (1990). How critical reflection triggers transformative learning. Fostering critical reflection in adulthood, 1-20. Moon, J. A. (2006). Learning journals : a handbook for reflective practice and professional development (2nd ed.). London ; New York: Routledge. Rogers, R. R. (2001). Reflection in higher education: A concept analysis. Innovative Higher Education, 26(1), 37-57. Rolfe, G., Freshwater, D., & Jasper, M. (2011). Critical reflection in practice (2nd ed.). Houndmills, Basingstoke, Hampshire ; New York, N.Y.: Palgrave. Smith, E. (2011). Teaching critical reflection. Teaching in Higher Education, 16(2), 211-223. Thompson, N., & Pascal, J. (2012). Developing critically reflective practice. Reflective Practice: International and Multidisciplinary Perspectives(iFirst Article), 1-15. doi:10.1080/14623943.2012.657795 Thompson, S., & Thompson, N. (2008). The critically reflective practitioner. Basingstoke [England] ; New York: Palgrave Macmillan. Van Gyn, G. H. (1996). Reflective Practice: The Needs of Professions and the Promise of Cooperative Education. Journal of Cooperative Education, 31(2-3), 103-131. van Woerkom, M. (2010). Critical Reflection as a Rationalistic Ideal. Adult Education Quarterly, 60(4), 339356. Wolf, K. (2010). Bridging the distance: the use of blogs as reflective learning tools for placement students. Higher Education Research & Development, 29(5), 589-602. Copyright  © 2012 Patricia Lucas The Author assign to the Australian Collaborative Education Network (ACEN Inc.) an educational non-profit institution, a nonexclusive licence to use this document for personal use and in courses of instruction, provided that the article is used in full and this copyright statement is reproduced. The author(s) also grant a nonexclusive licence to the Australian Collaborative Education Network to publish this document on the ACEN website and in other formats for the Proceedings ACEN National Conference Melbourne / Geelong 2012. Any other use is prohibited without the express permission of the author(s).

Verbs with Thou and Thee

Verbs with Thou and Thee Verbs with Thou and Thee Verbs with Thou and Thee By Maeve Maddox The pronouns thou and thee were replaced by you in standard English a very long time ago, but the old forms still hold interest for modern speakers. A DWT reader wrote to me recently about a pastor who encourages his parishioners to use the â€Å"thou† forms in prayer. Many Bible readers still prefer the King James translation with its thous and thees to more modern ones. Apart from a religious context, the old forms crop up in advertising and entertainment, often with the wrong verb forms, possibly for intended comic effect. For example, an insurance ad on television features an agent dressed in paper armor made from insurance policies. He exchanges a few words with another agent. Here are some of their attempts at what the ad writer characterizes as â€Å"broken Old English.† It’s not Old English, but it is very broken. I doth declare that thou have brought overmany discounts to thine customers! Thou cometh and we thy saveth! We doth offer so many discounts, we have some to spare. The second person singular forms fell out of standard use as Middle English passed into Early Modern English. Without going into too much detail, or trying to account for every variation, I’ll illustrate some of the uses of the forms thou, thee, thy, and thine. Thou art my friend. (subject) I love thee. (object) Is this thy dog? (possessive adjective) No, I thought it was thine. (possessive pronoun) Thine was also used as a possessive adjective in front of a noun beginning with a vowel: Is he thine enemy? Verbs used with the subject form thou usually ended in -st. For example, What dost thou still in bed, thou lazy lout Can I go out with my friends, Mother? No, thou canst not. The -th ending doesn’t go with thou or, as in the insurance ad, with we or any other pronoun. The -th ending signals third person: What doth he still in bed? He doth what he liketh best; he sleepeth. The use of thou still exist in some English dialects, although in altered forms, such as tha. The use of a second person singular in the â€Å"plain speech† of the Society of Friends (Quakers) continued into modern times. Among some Quakers, the archaic verb endings dropped away and the subject form thou was superseded by the object form thee, much as the object form you replaced the subject form ye in standard English. If you ever decide you want to use archaic pronouns and verb endings in an ad or a historical novel, you might want to review the forms. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:30 Synonyms for â€Å"Meeting†Comma Before ButShow, Don't Tell

Kennedy Assasination essays

Kennedy Assasination essays There is much evidence supporting the innocence of Lee Harvey Oswald involving the assassination of President John F. Kennedy. When one of the most beloved Presidents in United States history was assassinated, Americans were quick to point fingers. Within forty-five minutes of Kennedys assassination, Lee Harvey Oswald was arrested and within hours, he was charged with the murder of President Kennedy. According to the Warren Commission, the group that investigated Kennedys assassination, Oswald was the lone assassin. The commission stated that he shot a cheap rifle from the sixth floor of the Texas School Book Depository, the place of his employment. Three shots were fired, hitting three different people; John Conally, the governor of Texas; President Kennedy, and police officer James Tague. If Oswald had indeed shot this cheap rifle, there should have been a powder burn on his cheek. After Oswald was arrested, his cheek was examined, and no such burn was found. That alone should have supported his innocence. During the day of the assassination, there were two suspicious people at Dealeys Plaza, the area near the murder scene. Both men were standing on a curb, close to Kennedy when he was shot. One man was holding an umbrella, which was strange because it was a warm sunny day and no other bystander was holding one. The second man looked as if he was holding a radio. Both the Dallas Police and the Warren Commission failed to acknowledge these two men throughout the investigation. According to Ralph Schuster, the Zapruder film, clearly shows an open umbrella as the motorcade passed the Stemmons Freeway sign on Elm Street. In photographs taken minutes before and after the assassination, the Umbrella Man pumped his umbrella nearly two feet in the air and then lowered it again. While the Umbrella Man was pumping his umbrella, the man next to him began to raise his arms...

Philosophical, Medical and the Legal Aspects of Abortion Research Paper

Philosophical, Medical and the Legal Aspects of Abortion - Research Paper Example The definition of abortion as provided by US National Library Medicine is that â€Å"An abortion is a procedure to end a pregnancy. It uses medicine or surgery to remove the embryo or fetus and placenta from the uterus† (Anderson, 2003). Another definition of abortion is â€Å"Abortion is referred to as the process of terminating pregnancy at a stage before the fetus has attained the stage of viability† (Kapilasharmi, 2007). It is important to consider the philosophical interpretations of abortion along with the medical definitions. In a philosophical angle, it is the denial of the right to be born. The social acceptability of abortion has been argued upon with reference to its sociological and moral implications. These arguments are based on the moral philosophy questioning man’s right over another individual’s life. The general claim against abortion is that it is not very different from brutal murder. Interestingly, while in a murder, the victim receives the sentiments of the people whereas in abortion, the entire social mechanisms conspire for the process resultantly the murdered and the sentiments associated with it portrayed as a mere medical process. As per medical definitions, the fetus is a just a chunk of tissues, but for the ethically thinking society, the fetus is an important part of tomorrows world. The religious argument also supports this view as it believes that it’s only God who has right take a life (Anderson, 2003). The medical consequences and principles of abortion are also worth careful review.

Philosopy Term Paper Example | Topics and Well Written Essays - 750 words

Philosopy - Term Paper Example Therefore it can be a good thing to lie because by telling â€Å"white† lies we may have the intention of saving others from hurt feelings or we may prevent a crime. In such a case the underlying motivation of the lie is not selfishness, as the intention was to save another’s feelings. If no such underlying selfless motives are present, the outcome of the action can still be positive, as in the example given in this question. This would be an example of act utilitarianism whereby the result of the act is good and therefore the act must be deemed to be good, irrespective of the underlying motivation. Mill explains in â€Å"Utilitarianism† that â€Å"the Greatest Happiness Principle† holds that â€Å"actions are right in proportion as they tend to promote happiness, or wrong as they tend to produce the reverse of happiness†. Following that principle, Mill believes that there is no difference in the moral value of an act to help others, or whether the fact that they have been helped is a side effect of an egoistic, self-motivated action. The outcome is the increase of general happiness: a person’s life has been saved, and the person who saved the life has arrived at a financial gain. The act therefore must be deemed moral as it has increased general happiness. An instinctive reaction to this argument for me is that there is a moral obligation and duty to save a person’s life irrespective of any personal gain (Kant’s categorical imperative) and that therefore to save someone’s life purely for financial gain lessens the morality of the action. Still there is a certain compelling elegance in Mill’s argument that, if solely considering the outcome of an action and not the motive that triggered the action, then one is perfectly justified in saying that a person who is lacking ethically sound motivation for his actions is nevertheless still capable of acting in a moral and ethical way. 3.