Drug offenders sdmitted to prison Essay Example for Free

Drug offenders sdmitted to prison Essay The single greatest force behind the growth of the U. S. prison system since the mid-1980s has been the national war on drugs. 45 Spearheaded by major federal drug policy initiatives that significantly increased penalties for drug offenses and markedly increased federal funds for state anti-drug efforts, federal and state measures to combat drugs have concentrated on criminal law enforcement rather than prevention and treatment. 46 An estimated 400,000 people almost one-quarter of the total incarcerated population in the U. S. are confined in local jails and state and federal prisons on drug charges. 47 Citing the extraordinary number of drug offenders in U. S. prisons, General Barry McCaffrey, has decried the creation of what he termed a drug gulag. 48 Policies adopted to battle the use and sale of drugs have led to marked increases in arrest rates, in the likelihood of going to prison, and in the length of sentences for drug offenders. Between 1980 and 1997, the number of annual drug arrests tripled to a high of 1,584,000. 49 The rate of drug arrests per 100,000 residents rose from 288 to 661. 50 The rate of commitment to state prison per drug arrest quintupled between 1980 and 1990, rising from 19 prison commitments per 1,000 arrests to 103 per 1,000. 51 The estimated time served by drug offenders in state prisons increased a full year between 1987 and 1996; federal drug sentences doubled. 52 As of 1997, there were an estimated 285,009 men and women in state and federal prisons on drug charges, a twelvefold increase since 1980. 53 Relative to the adult population, the rate of incarceration of drug offenders hasincreased almost tenfold, rising from less than 15 inmates per 100,000 adults to 148 per 100,000. 54 In 1980, drug offenders comprised only six percent of state prison populations. By 1998, they constituted 21 percent. In federal prisons, drug offenders now comprise 59 percent of all inmates, whereas they represented only a quarter of federal inmates in 1980. 55 Drug Offenders Admitted to Prison Between 1980 and 1998, the number of new admissions of drug offenders to state and federal prison soared, exceeding 1. 5 million in total (Figure 5). In recent years, about one hundred thousand drug offenders have been admitted to prison annually. Nationwide, 31 percent of all admissions to state prison in 1996 were drug offenders. Among the states, the proportion of drug offenders varied between a low of 10 percent in Maine to a high of 46. 6 percent in New Jersey and 44. 7 percent in New York (Figure 6). In three quarters of the states, more than one in five persons sent to prison was convicted of a drug offense. In contrast, violent offenders accounted nationwide for only 26. 8 percent of new state prison admissions. Rate of Admission of Drug Offenders There is a remarkable range in the extent to which states subject their populations to incarceration on drug charges (Table 8). The rates of admission of drug offenders to prison per 100,000 adult residents vary from a low of 6 per 100,000 in Maine to a high of 91 in California. The ten states that have the highest rates of drug offender admissions relative to population are: California, Illinois, Louisiana, Maryland, New Jersey, New York, Ohio, Pennsylvania, Virginia, and Washington. Nationwide, drug offenders are sent to prison at a rate, relative to population, that is 13 percent higher than the rate for violent offenders (Table 9). In one half of the states reporting to NCRP, the admission rates for drug offenders exceed those for persons convicted of violent crimes. Six states Arkansas, California, Illinois, New Jersey, New York, and Virginia send drug offenders to prison at rates that range from 50 to 100 percent higher than the rates for violent offenders. Drug Offending and Prison Admissions The broad range in admission rates for drug offenders across the country cannot be ascribed simply to variations in drug use and sales in different states. Table 10, covering twenty six states, presents federal estimates of the percentage of the population over 12 in those states who were current illicit drug users in 1991-1993. 56 Although some drug users may cross state lines to purchase drugs, we assume that relative rates of drug use in each state also roughly reflect relative amounts of drug sale activity. Comparing drug use rates with calculations of the rate relative to population at which drug offenders in those states were sent to prison reveals the lack of a consistent correlation between drug offending and the imprisonment of drug offenders. First, the percentage of the population that used drugs varied among states from 4. 1 to 8. 2 percent, compared to a range in drug offender admission rates that extended from 8 to 91. Second, the states with higher rates of drug use were not necessarily the states with higher drug offender admission rates. Oregon, for example, had the third highest percentage of drug use, yet it had one of the lowest rates of drug admissions. In contrast, California had both the highest rate of drug use and the highest rate of drug offender admissions. Third, lower drug use did not necessarily correlate with low drug offender admissions rates. The percentage of Illinois population that used drugs was quite low, yet the statehad the second highest rate of drug offender admissions. Similarly, Louisiana had a relatively low rate of drug use yet it had one of the highest rates of drug admissions. Obviously, no definitive conclusions can be drawn from a comparison of these two rather crude sets of figures. Nevertheless, the data suggest the explanation for the different rates at which people are sent to prison for drug offenses must lie in different penal policies and priorities among the states, including different law enforcement resources and strategies, prosecutorial charging preferences, and sentencing laws, as well as structural and demographic factors, e. g. , degrees of urbanization, rather than rates of drug offending. Drugs Involved In Offense The NCRP data does not permit reliable calculations about the extent to which different hard drugs (e. g. , cocaine, amphetamines, heroin) were involved in drug offenses. The data is somewhat better with regard to the identification of marijuana offenses, which were identified as the drug involved in 4. 3 percent of all drug admissions. 57 In nine states marijuana offenses accounted for more than ten percent of drug admissions: Alabama (16. 09), Iowa (17. 22), Kentucky (12. 4), Mississippi (14. 50), New Hampshire (28. 83), North Dakota (43. 02), South Carolina (11. 25), South Dakota (18. 3), and West Virginia (20. 63) (Table 11). Type of Drug Conduct People are sent to prison for both drug possession and sales-related conduct. In 1996, the simple possession of drugs (excluding possession with intent to sell) was the most serious conviction offense for 28 percent of all drug offenders admitted to state prison (Table 12). Fifty-six percent of drug offender admissions were for drug sales, and the rest for other drug-related offenses (e. g. , fraudulent prescriptions and unlawful possession of syringes). In nine states (Alabama, Colorado, Georgia, Minnesota, Mississippi, South Dakota, Texas, Utah, and Virginia) more than 50 percent of drug offenders sent to prison were convicted of simple possession.

Reflective Portfolio: Self-Evaluation Report

Reflective Portfolio: Self-Evaluation Report Executive summarize In this self evaluating report the main task is to evaluate the progress achieved during this term and to determinate in which skills I need to work the most to make an improvement. It is mainly base on my personal skills development and theories learned during the seminars and lectures, I will do an analysis of my strengths and weaknesses, for that I am doing a SWOT analysis, a future skills development program and how I am going to achieved it, As supporting evidence I am going to attach in-class works and exercises done through out the semester. Introduction During the term I have had the opportunity to improve and learned interpersonal skills that are essential for what managers are looking now days in graduate students. For this self analysis report I have chosen the skills that I think are the ones I have improve the most and the ones in which I need to work more, these are: Strengths; Good communication and writing skills and good group working skills Weaknesses; Bad time management and poor knowledge in the use of IT Opportunities; Improve my leadership skills in group works, my time management, career management and my IT knowledge Threats: Having difficulties with my communication or writing skills because English is my second language, have disagreements with group members Learning reflection throughout the term and skills performance Throughout the term and especially at this module I have been encouraged by my seminars leaders to improve my interpersonal skills by doing many different activities. I feel that the skills that I have improved the most are my communication, writing skills and my group working skills. Communication skills I believe this skill is one of the most important skills that a person need to have in todays employability market because this is the principal method we use to communicate with each other, Talking and Listening are consider as essential interpersonal skills that graduates should have according to QAA key skill list [2009]. I have improve this skill through out the term by doing presentations at the different course modules, for example the ICT presentation, where me and my partner were asked to advised a small company if it was convenient for them to put their business online and we had to give a formal presentation in front of the class, in other modules such as Theory and practice of business we are going to have a group presentation about our result on our fancy share portfolio and at Interpersonal skills for business module we had to do a group presentation about an activity that was called ISLAND ESCAPE: ISLAND SURVEY were we were asked to convinced the audience or ISLAND SURVIVERS that our island was the best choice for coming to live at. Writing skills This is another point in which I have improved since I started the term. The main reasons for my personal improvement I think are; the reports and course works I have had to write for the different modules, for example the Electronic portfolio, for interpersonal skills and innocent report for theory and practice for business, I have being able to achieve this with the recommendation given throughout the lectures and also with the information that is in the module book [Second edition, Chapter 9] where I could find: The four distinct stages for writing any type of report Types of report Terms of reference Researching and organizing the source material In this skill the main improvements I have made are; learning the difference types of data which are: Source material and Diagramming, according to Saunders et al. (2003), Source material is the data that you will use to support your key points and provide evidence to support your recommendations. And according to Buzan (1995), Diagramming is a useful technique for abstract the main themes from the detailed background information, and also how to do a correct reference and bibliography. Group working Throughout the term I have had the chance to improved my group-work skill at all the modules, this skill is now is being considered as one of the most important factors for business development, as ACAS, [April, 2003] has point out To remain competitive organizations need to make and optimum use of equipment and people if they are to thrive or even surviveIn general sense people talk of team work when they want to emphasize the virtues of co-operation and the need to make use of the various strengths of employees. This skill was mainly develop at this module throughout different activities for example, the ISLAND ESCAPE, and the BOARD GAME and the NASA exercise. At other modules we also had the opportunity to improve our group-work skills for example the theory and practice SHARE PORTFOLIO was done in groups of 5 to 6 people and all the group members had to decide how we were going to invest the money, in this activity many people had disagreements and some times it delay the entire group performance, one analysis we learned in the lecture and that is used to analyze the group behavior according to their results is the Interaction analysis it was develop from the work of Bales, [1950] and the principle of this analysis is to describe the group process and indications of factors influencing the process of it. The main thing that make all of us improved in our group work skill at this module was that we did not have the chance to choose our groups so for every different activity we had to work with different people and that make us have to take different roles at each group-activity, according to Belbin, [1981], Groups that are composed by entirely of cleaver people, or of people with similar personalities, display a number of negatives results and lack of creativity, in general group working make us improve our communication skill with other people because we had to expressed our ideas and also listen to others peoples ideas, some studies have demonstrate that there are five main types of communication networks between group members which are; Wheel, Circle, All-channel, Y and Chain, this researches was done by Bavelas, [1951] and studied by Leavitt. [1958]. Time management This skill is not one of the strongest skill that I have but I have being working on to improved it for example I did the time management action plan, were I was able to find were I loss most of my time and what unnecessary activities I did during the day, and since then I have being able to organize better my time and give it a better used, one positive thing I have manage to do is that throughout the semester I have not miss any death. IT skills For me this is one of the skills in which I need to work the most because in this century everybody needs to know how to used and work with IT, also a large amount of work places this days requires you have IT knowledge for qualifying for the job, also as Belbin, [1951] said in her theory about Team roles there are some roles that are different from the nine-roles key roles she that where needed in a team she called them Functional Roles because for these roles members are chosen for their experience and specialize knowledge, one example is IT knowledge. For improving on this skill I received lectures and seminars about the correct used of excel, power point and even word in the ICT module, also using blackboard and submitting works through it had make me feel more comfortable with the use of computer programs and electronic academic tools. Leadership skills During the activities that we did during the term we had the opportunity to developed our leadership skills when working in groups, as we learned at the lectures and seminars there are a lot of different types of leadership, according to the Managerial Grid Questionnaire that we did in at the seminar my leadership style is Team Leader, Black Mouton (1964). Being a leader for me is not only to make other people do what I said, is to earn their respect, in other words is that the people must accepted; the other persons ideas or what he is offering and voluntarily decided to follow him as his leader. According to the module book there are two different approaches for the study of leadership; one is the Descriptive approach and the second one Functional approach, [Module book, unknown author, page 251], the Descriptive approach focus on whether a leader is a special type of person or whether there is a most appropriate style for a leader to adopt and the Functional approach according to Bower and Seahores, (1966), Leadership is behavior that results in a difference in the behaviors of others. One theory that is being used for leadership training in the Industrial society, (Module book, page 252), is the Action-centred theory of leadership, John Adair [1984] It consists in three sets of interrelated needs, that increase the three functions a leader must have; The task related function The team related function The individually oriented function As a result it recognizes how these three areas affect each others in terms of group performance. In management most of the times leaders are not choose by the people it normally is someone that posses a higher rank in the organization, this is known as a Headship who is someone that has a formal authority over its subordinates, [Module book, page 254], according to Kotter, [1990], Is far more realistic to regard management and leadership as two complementary activities, each one having its own unique function. During the group activities we did during the term we were able to find that all of has different types of leaders each one with its own characteristic, positive and negative aspects, our leadership types are based on Lewin et al. [1939],study that divided them in three categories: Autocratic leader Democratic leader Laissez-faire leader Conclusion During my time at the University of Westminster I have had the chance to develop and improve my interpersonal skills, knowing that now days this skills are what employers are looking for when they are planning to hire someone makes me think about the importance of develop, learn and practice those skills more. Interpersonal skills are really useful not only for business practice bur also for every day activity. We do not realize how often we use these skills in our daily life and how helpful they can be if we applied them well, for example time management it would help us to improve it and decrease the amount of time we waste, another skill that is very necessary in any kind of situation is communication skill, because we are always needing to express our thought or ideas to other people and if we do not know how to expressed our self correctly, specially when you are giving a first impression to an audience or to a person you are not going to be able to delivered our message correctly and the receiver of our message will not be able to understand what we are trying to said. Other skills such as leadership and team working are essential when working as member of a group, because if you do not know how to manage different situation the final work result is going to be very poor, and also these skills are very important for employers because they want someone that is able to adapt in different groups and that is able to perform different roles in those groups. Specialized skills such as IT or essential skills such as writing skills are also very important, specialized skills gives you more opportunities when searching for a job and essential skills are important because those are the skills that managers are looking for in their future employees. Recommendations There are some skills that I have already mention before but I considered that I have the opportunity to work more on them and be able to improve these essential skills which are: Management As I already said time management and particularly punctuality is something I feel I need to improve because is one of the first impressions that you give to a person, as Goffman, [1959], said on in his self presentation theory, and particular on first impressions, The opening impression we give is not just and impression of what kind of person we are, it also conveys our definition of the situation Each individual entering a conversation projects by dress, manner, and opening remarks proposal for what the basis of the interaction shall be, for example arriving late for a business meeting will probably make you loose the job or at least loosing the appointment, for that I would have to focus more in the starting hour of the activity and planned better my time so in that way I will arrive on time, specially to my lectures and seminars. Planning my career path is another area in which I have to work because as I am not sure what I am going to do after I graduate, until now I have decided to do an internal transfer from business management to a combined degree of Economics and socio legal studies. I will manage to decide during the two years that I have left which path I am going to follow after getting my degree and where I will continue my studies. IT knowledge The best way to improved in this area is by taking modules that are related with it, for example next semester I am taking a module call essential data analysis and by doing home study and personal researches. For succeeding on my future plans development I not only have to improved the areas in which I have the opportunity to do it but also I need to pay attention to external factors that might delay my improvements, which could be: English as a second language As English is not my first language I think these might become a problem when writing reports or essays and when doing oral presentations it might not go along well because I might not know how to express some idea, but I think as I get more English practice this will not be a problem. Group disagreements When working on groups sometimes you might have the opportunity to work with people that you get along with but some other times you might find yourself in a group that does not work well together or everybody is trying to get individual recognition so at the end the result will be unsuccessful, I think the way to improve this is by focus on the work, and leave individual problems outside the group, also by to developing our own personal type of leadership according to the different theories we have learned is going to ne easier to everyone to adapt to different groups and become a member of it.

Design of Traffic Light System

Design of Traffic Light System Contents Task 1 Design Specification Design 1 Complete Block Diagram of the traffic light system State diagram Table Circuit simulation using Multisim software, Task 2 Timing Counter Task 3 Figure 13 (Main red and amber sub amber) Task 4 Remake design LIST IN Tab;e Table 1(State diagramme) Table 2(D type Flip Flop) Table 3(design cost) Table 4(compare table) List in Figure Figure 1: traffic lights system Figure 2(block diagrammed) Figure 3(Moore model) Figure 4 (main red and sub green for 10s) Figure 5 (Main amber and sub red and amber for 2s) Figure 6(main red and sub green for 10s) Figure 7 (Asynchronous counter for timing counter) Figure 8(The Design is 30s counter for main road in Asynchronous counter) Figure 9 (The Design is 20s counter for side road in Asynchronous counter) Figure 10 Main green and sub red Figure 11 (Main amber and sub red and amber) Figure 12 (Main red and sub green) Figure 13 (Main red and amber sub amber) Figure 14(remake design) Design Specification Design specification prepared for a single main and sub -road junction in rural area is given below The green light for the main road will be stay ON for 30s. The green light for the side road will be stay ON for 20s. The amber caution light will say ON for 5s between changes from green to red. Main road and side road timing countdown should display in a 7segment display. Sequence change of the traffic lights show in the Appendix I. The traffic light system for a single main road and sub road junction in a rural area. Complete Block Diagram of the traffic light system Figure 2(block diagrammed) The FSM description stands for Finite state machines. the Finite state machines are the most common controllers of machines. Its In the example Traffic light, the intersection of a main road with a side road is controlled by two traffic lights. FSM has three inputs (T1, T2 and T3) AND six outputs (Rm, Am, Gm, Rs, As and Gs) In here Rm is Red light for main road Am is Amber caution light for main road Gm is Green light for main road Rs is Red light for sub road As is Amber caution light for sub road Gs is green light for sub road T1 time is 30seconds T2 time is 20seconds T3 time is 5seconds Complete Moore model state diagram for traffic light system State diagram Table P.State N.State INPUT Outputs Gm Am Rm Gs As Rs 1 0 0 0 0 1 T1 0 1 0 0 1 1 T3 0 0 1 1 0 0 T2 0 1 1 0 1 0 T3 Table 1(State diagramme) State Assignment in Gray code Here using gray code for states State transection table Here using D type flip flops for design a circuit P.S Q1 Q0 N.S Q1+ Q0+ INPUT Gm Am Rm Gs As Rs 0 0 0 0 0 0 1 0 0 0 0 1 0 1 T1 0 1 0 1 0 1 0 1 0 1 0 0 1 1 1 1 T3 1 1 1 1 1 1 1 1 0 0 1 1 0 0 1 0 T2 1 0 1 0 1 0 1 0 0 1 1 0 1 0 0 0 T3 0 0 Table 2(D type Flip Flop) Simplified equations for the system. From Laws of Boolean Algebra ( The equations are, Circuit simulation using Multisim software, Figure 4 (main red and sub green for 10s) Figure 5 (Main amber and sub red and amber for 2s) Figure 6(main red and sub green for 10s) Timing Counter Figure 10 Main green and sub red Figure 11 (Main amber and sub red and amber) Figure 12 (Main red and sub green) Figure 13 (Main red and amber sub amber) Task 4 Item name quantity Price (Rs) 2 pin AND gate IC 5 120ÃÆ'-5=600 3 pin AND gate IC 2 120ÃÆ'-2=240 2 pin OR gate IC 1 40ÃÆ'-4=40 3 pin OR gate IC 1 40ÃÆ'-1=40 2 pin XOR gate IC 1 40ÃÆ'-1=40 Dual JK FF IC 10 100ÃÆ'-10=1000 Dual D FF IC 1 100ÃÆ'-1=100 DCD 7 Segment decoder IC 5 100ÃÆ'-5=500 7 Segment display 5 50ÃÆ'-5=250 NOT gate IC 2 40ÃÆ'-2=80 Red color LED 2 5ÃÆ'-2=10 Amber color LED 2 5ÃÆ'-2=10 Green color LED 2 5ÃÆ'-2=10 wires 20m 15ÃÆ'-20=300 Power adaptor 2 150ÃÆ'-2=300 Total 3420 Table 3(design cost) Remake design Figure 14(remake design) Compare the cost Item name Previous cost (Rs) New cost(Rs) 2 pin AND gate IC 1ÃÆ'-120 = 120 1ÃÆ'-120 = 120 3 pin AND gate IC 1ÃÆ'-120 = 120 0 XOR gate IC 1ÃÆ'- 40 = 40 0 D type FF IC 1ÃÆ'-100 = 100 1ÃÆ'-100 = 100 Decoder IC 0 1ÃÆ'-100 = 100 NOT gate IC 1ÃÆ'- 40 = 40 2ÃÆ'- 40 = 40 OR gate Ic 1ÃÆ'- 40 = 40 1ÃÆ'- 40 = 40 total 460 400 Table 4(compare table) In new design cost is less than old design Reference à ¯Ã†â€™Ã‹Å"à ¯Ã¢â€š ¬Ã‚  Mano M.M,Michael D.C. (2008).Digital Design.New Delhi:PHI. à ¯Ã†â€™Ã‹Å"à ¯Ã¢â€š ¬Ã‚  Floyd,L.(2011).Digital Fundamentals.10th ed.India:Pearson. p271- 287. à ¯Ã†â€™Ã‹Å"à ¯Ã¢â€š ¬Ã‚  http://www.topssrilanka.com/article24948-new-traffic-ligth-system-atbambalapitiya.html.Lasr à ¯Ã†â€™Ã‹Å"à ¯Ã¢â€š ¬Ã‚  http://www.sundayobserver.lk/2012/06/03/imp01.asp

Metapsychologism In The Philosophy Of Logic Essay -- Philosophy Philos

Metapsychologism In The Philosophy Of Logic ABSTRACT: The problem of psychologism in the philosophy of logic and the different solutions of this problem are considered. Both traditional psychologistic and antipsychologistic solutions are shown to be untenable and the need for a new solution is demonstrated. The original program of metapsychologism is advanced as a solution to the problem of psychologism based on deduction-search theory. Two formalized levels of a logical procedure are distinguished: 1) an object-level at which a notion of inference is formalized; 2) a metalevel at which principles of deduction-search are formalized, and a thesis of metapsychologism according to which metalevel processes are formulated. Metapsychologism lifts usual psychologist considerations one level up in the hierarchy of logical procedure, while a non-psychologist justification of logical relations is kept at the object-level. The application of the thesis of metapsychologism to different concrete logical procedures is considered. "In the old anti-psychologistic days ...". W. van O. Quine. "Epistemology Naturalized" The debate between psychologism and antipsychologism in the XXth century psychology of logic seemed to be solved ultimately in favor of antipsychologism. After G. Frege, E. Husserl, R. Carnap and J. Lukasiewicz it was almost generally recognized that the only true philosophy of symbolic logic is antipsychologism. Antipsychologism was considered as a thesis belonging to the body of symbolic logic itself. In this paper I try to re-examine relations between antipsychologism, psychologism and modern logic. The problem of psychologism The re-examination mentioned presupposes an analysis of notions of psychologism and a... ...ress, 1993. Vol. 1. P. 349-489. (4) S. Haack Philosophy of Logics. Cambridge: Cambridge University Press, 1978. (5) G. Frege Logik [1897] // Schriften zur Logik und Sprachphilosophie. Aus dem Nachlaß. Hamburg: Felix Meiner Verlag, 1990. S. 65. (6) J.A. Robinson, Logic: Form and Function. The Mechanisation of Deductive Reasoning. Edinburgh: Edinburg University Press, 1979. P.93. (7) Ibid. P.94. (8) E. Barth, E. Krabbe, From Axiom to Dialogue: A Philosophical Study of Logic and Argumentation. Berlin, 1982. P. 10-11. (9) Of course in practice we do not use such elaborate constructions. However, if we work with sequential systems, then the existence of an object level system and an opportunity for the translation of the results of a proof-search in sequential calculi into the proofs of a Hilbert type axiomatic or natural system are tacitly presupposed.

Racial Issues in The Runaway Slave and Life of a Slave Girl Essay

Racial Issues in The Runaway Slave and Life of a Slave Girl If you prick us, do we not bleed? -- Shylock, The Merchant of Venice Like Shylock in Shakespeare’s The Merchant of Venice, the black slave women are dehumanized by the other characters in Elizabeth Barrett Browning’s â€Å"The Runaway Slave at Pilgrim’s Point† and Harriet A. Jacobs’ Incidents in the Life of a Slave Girl Written by Herself. Sexually harassed by their white masters, these slave women are forbidden to express the human emotion of love. Pressured into a shamed motherhood, they cannot love their children in the same ways that a white mother can. Moreover, slave women are treated like chattels. The black women in Browning and Jacobs’ works are oppressed sexually, forced into unwanted motherhoods, and stripped of their identities. Yet, because they face these cruelties with courage and dignity, these black slaves emerge as heroines of their own fates. According to her white owners, a black woman in bondage not only has no rights to love, but is incapable of loving. In Browning’s â€Å"The Runaway Slave at Pilgrim’s Point†, the black narrator speaks of her love affair with a black man, but she is brief in its description because it is a forbidden act. The narrator remains anonymous throughout Browning’s poem, for to be named is to have power and to have an identity. She sings her lover’s name, showing that enslavement cannot prevent her from loving or from giving a fellow slave an identity. The narrator and her lover meet in secret, but their furtiveness is seen in a positive light since their commitment to love one another is strengthened by their piety: â€Å"We were two to love and two to pray† (86). Although they try to have faith in God, they are alienated... ...ving their children. Furthermore, they are able to find forgiveness in their hearts even though they have been stripped of their humanity. Like the alienated Shylock in Shakespeare’s play, Linda and the narrator in â€Å"The Runaway Slave† will bleed if they are pricked. Indeed, these slave women have bled, both physically and emotionally. These wounds can only heal when they begin to stand up for their rights as human beings, so that eventually they will â€Å"cease to be trampled under foot by [their] oppressors† (Jacobs, 177). WORKS CITED Browning, Elizabeth Barrett. â€Å"The Runaway Slave at Pilgrim’s Point†. 1850. Correspondence Course Notes: ENGL 205*S Selected Women Writers I, Spring-Summer 2003, pp. 51-58. Kingston, ON: Queen’s University, 2003. Jacobs, Harriet A. Incidents in the Life of a Slave Girl Written by Herself. London: Harvard University Press, 1987. Racial Issues in The Runaway Slave and Life of a Slave Girl Essay Racial Issues in The Runaway Slave and Life of a Slave Girl If you prick us, do we not bleed? -- Shylock, The Merchant of Venice Like Shylock in Shakespeare’s The Merchant of Venice, the black slave women are dehumanized by the other characters in Elizabeth Barrett Browning’s â€Å"The Runaway Slave at Pilgrim’s Point† and Harriet A. Jacobs’ Incidents in the Life of a Slave Girl Written by Herself. Sexually harassed by their white masters, these slave women are forbidden to express the human emotion of love. Pressured into a shamed motherhood, they cannot love their children in the same ways that a white mother can. Moreover, slave women are treated like chattels. The black women in Browning and Jacobs’ works are oppressed sexually, forced into unwanted motherhoods, and stripped of their identities. Yet, because they face these cruelties with courage and dignity, these black slaves emerge as heroines of their own fates. According to her white owners, a black woman in bondage not only has no rights to love, but is incapable of loving. In Browning’s â€Å"The Runaway Slave at Pilgrim’s Point†, the black narrator speaks of her love affair with a black man, but she is brief in its description because it is a forbidden act. The narrator remains anonymous throughout Browning’s poem, for to be named is to have power and to have an identity. She sings her lover’s name, showing that enslavement cannot prevent her from loving or from giving a fellow slave an identity. The narrator and her lover meet in secret, but their furtiveness is seen in a positive light since their commitment to love one another is strengthened by their piety: â€Å"We were two to love and two to pray† (86). Although they try to have faith in God, they are alienated... ...ving their children. Furthermore, they are able to find forgiveness in their hearts even though they have been stripped of their humanity. Like the alienated Shylock in Shakespeare’s play, Linda and the narrator in â€Å"The Runaway Slave† will bleed if they are pricked. Indeed, these slave women have bled, both physically and emotionally. These wounds can only heal when they begin to stand up for their rights as human beings, so that eventually they will â€Å"cease to be trampled under foot by [their] oppressors† (Jacobs, 177). WORKS CITED Browning, Elizabeth Barrett. â€Å"The Runaway Slave at Pilgrim’s Point†. 1850. Correspondence Course Notes: ENGL 205*S Selected Women Writers I, Spring-Summer 2003, pp. 51-58. Kingston, ON: Queen’s University, 2003. Jacobs, Harriet A. Incidents in the Life of a Slave Girl Written by Herself. London: Harvard University Press, 1987.

Serious Case Reviews in Childcare Sector

Unit 25Understand how to Safeguard the Wellbeing of Children and Young People Outcome 1. 4 Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice. Serious Case Reviews (SCR’s) are undertaken when a child dies (including death by suspected suicide), by a local authority (and more often than not by the Local Children’s Safeguarding Board) if abuse or neglect is known or suspected to be a factor in the death.SCR’s are not enquiries into how a child died or who was responsible; that is a matter for the Coroner's and Criminal Courts to determine. Instead the purpose of Serious Case Reviews is to: †¢ Establish whether there are lessons to be learned from the case about the way in which local professionals and organisations work together to safeguard and promote the welfare of children. †¢ Identify clearly what those lessons are, how they will be acted on and what is expected to change as a res ult. †¢ Improve inter-agency working and better safeguard and promote the welfare of children.Additionally, LSCB’s may decide to conduct a SCR whenever a child has been seriously harmed in any of the following situations and the case gives rise to concerns about the way in which local professionals and services worked together to safeguard and promote the welfare of children (including inter-agency and inter-disciplinary working). The two most popular deaths in recent years to be highlighted by the media which highlighted public concern about safeguarding concerns within the children are undoubtedly the deaths of Victoria Climbie and Peter Connelly (Baby P).In both of these cases there was public outrage, especially at the magnitude of Peter's injuries, and partly because Peter had lived in the London Borough of Haringey, North London, under the same child care authorities that had already failed ten years earlier in the case of Victoria Climbie. Her tragic circumstances had led to a public enquiry which resulted in measures being put in place in an effort to prevent similar cases happening. The child protection services of Haringey and other agencies were widely criticised following Baby P’s death.Following the conviction, three inquiries and a nationwide review of social service care were launched, and the Head of Children's Services at Haringey removed from post. Another nationwide review was conducted by Lord Laming into his own recommendations concerning Victoria Climbie's killing in 2000. The death was also the subject of debate in the House of Commons of the United Kingdom. The public’s viewpoint on the tragedy of Baby P was that it should never have happened as he was already known to social services and was seen as many as sixty times by social services, but still died horrifically at the hands of his carers.All of these incidents have resulted in a distinct lack of confidence in the work that social workers do and the childr en’s sector overall, and it will take a long time to rebuild that trust. The Baby P case in particular has damaged social work’s public image, led to fewer people entering the profession and made it harder to retain experienced staff. It is certainly the case that social work has a rather poor public image and that it seemingly can do no right whatever it does.At times, the profession is castigated for putting children at risk by failing to intervene early enough into family life, whilst on other occasions it is criticised for undermining parental authority by interfering too readily. Partnership working increased and tightened after the death of Victoria Climbie and included the implementation of the Children Act 2004 and the public enquiry into the circumstances surrounding her death. The inquiry, chaired by Lord Laming, found massive failings on the part of as many as twelve agencies with a role to play in protecting children.The findings led to recommendations for a radical reform of services, particularly in the areas of better joined up working and information sharing. Following this, several programmes and frameworks were later implemented into all establishments that worked with children, and these included â€Å"Every Child Matters† services, planned around children’s and young people’s needs and the improvement of the five key outcomes which contribute to their well-being: be healthy, stay safe, enjoy & achieve, make a positive contribution and achieve economic well-being.There was also the implementation of the Common Assessment Framework (CAF) system which enables multi agencies to access and add information about a child’s needs. The CAF is used at the earliest opportunity when it is highlighted that a baby, child or young person may need help in their lives in order to progress. It is used when there is concern about a child, or agencies have recognised a child has additional needs, that require further e xploration and a multi-agency response.The assessment provides further information and understanding of the child’s circumstances. Another more recently publicised incident, included the review into â€Å"Little Teds† nursery whereby a member of staff, Vanessa George abused toddlers at the nursery, photographed it and publicised it on the internet, showed a lack of staff supervision and training within the setting, which again caused public outrage.The serious case review for this incident report detailed a number of lessons learned, which included the danger of mobile phones within day care settings. As a result locally the use of mobile phones is now prohibited in any children’s centre within the Wakefield district, however it is recognised that this alone will not prevent abuse or transmission of images on the internet from taking place.Other lessons learned is that staff at Little Ted’s Nursery did not recognise the escalation of George's sexualised b ehaviour as a warning sign and there is an urgent need for staff working in early years settings to receive training to help recognise potential signs of abuse and become confident in responding to a fellow staff member's behaviour. As a result, training on â€Å"whistle blowing† and the need for policies and procedures to be in place has become a more urgent need in the childcare sector.Other recommendations set out by the Little Teds SCR include the need for The Early Years Foundation Stage to set out specific requirements for child protection training which considers sexual abuse and the recognition of abuse within the workplace; also the need for the Government to review and consider changing the status of day care settings operating as unincorporated bodies to ensure that governance and accountability arrangements are fit for purpose and are sufficiently clear to enable parents and professionals to raise concerns and challenge poor practice. Serious Case Reviews in Childcare Sector Unit 25Understand how to Safeguard the Wellbeing of Children and Young People Outcome 1. 4 Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice. Serious Case Reviews (SCR’s) are undertaken when a child dies (including death by suspected suicide), by a local authority (and more often than not by the Local Children’s Safeguarding Board) if abuse or neglect is known or suspected to be a factor in the death.SCR’s are not enquiries into how a child died or who was responsible; that is a matter for the Coroner's and Criminal Courts to determine. Instead the purpose of Serious Case Reviews is to: †¢ Establish whether there are lessons to be learned from the case about the way in which local professionals and organisations work together to safeguard and promote the welfare of children. †¢ Identify clearly what those lessons are, how they will be acted on and what is expected to change as a res ult. †¢ Improve inter-agency working and better safeguard and promote the welfare of children.Additionally, LSCB’s may decide to conduct a SCR whenever a child has been seriously harmed in any of the following situations and the case gives rise to concerns about the way in which local professionals and services worked together to safeguard and promote the welfare of children (including inter-agency and inter-disciplinary working). The two most popular deaths in recent years to be highlighted by the media which highlighted public concern about safeguarding concerns within the children are undoubtedly the deaths of Victoria Climbie and Peter Connelly (Baby P).In both of these cases there was public outrage, especially at the magnitude of Peter's injuries, and partly because Peter had lived in the London Borough of Haringey, North London, under the same child care authorities that had already failed ten years earlier in the case of Victoria Climbie. Her tragic circumstances had led to a public enquiry which resulted in measures being put in place in an effort to prevent similar cases happening. The child protection services of Haringey and other agencies were widely criticised following Baby P’s death.Following the conviction, three inquiries and a nationwide review of social service care were launched, and the Head of Children's Services at Haringey removed from post. Another nationwide review was conducted by Lord Laming into his own recommendations concerning Victoria Climbie's killing in 2000. The death was also the subject of debate in the House of Commons of the United Kingdom. The public’s viewpoint on the tragedy of Baby P was that it should never have happened as he was already known to social services and was seen as many as sixty times by social services, but still died horrifically at the hands of his carers.All of these incidents have resulted in a distinct lack of confidence in the work that social workers do and the childr en’s sector overall, and it will take a long time to rebuild that trust. The Baby P case in particular has damaged social work’s public image, led to fewer people entering the profession and made it harder to retain experienced staff. It is certainly the case that social work has a rather poor public image and that it seemingly can do no right whatever it does.At times, the profession is castigated for putting children at risk by failing to intervene early enough into family life, whilst on other occasions it is criticised for undermining parental authority by interfering too readily. Partnership working increased and tightened after the death of Victoria Climbie and included the implementation of the Children Act 2004 and the public enquiry into the circumstances surrounding her death. The inquiry, chaired by Lord Laming, found massive failings on the part of as many as twelve agencies with a role to play in protecting children.The findings led to recommendations for a radical reform of services, particularly in the areas of better joined up working and information sharing. Following this, several programmes and frameworks were later implemented into all establishments that worked with children, and these included â€Å"Every Child Matters† services, planned around children’s and young people’s needs and the improvement of the five key outcomes which contribute to their well-being: be healthy, stay safe, enjoy & achieve, make a positive contribution and achieve economic well-being.There was also the implementation of the Common Assessment Framework (CAF) system which enables multi agencies to access and add information about a child’s needs. The CAF is used at the earliest opportunity when it is highlighted that a baby, child or young person may need help in their lives in order to progress. It is used when there is concern about a child, or agencies have recognised a child has additional needs, that require further e xploration and a multi-agency response.The assessment provides further information and understanding of the child’s circumstances. Another more recently publicised incident, included the review into â€Å"Little Teds† nursery whereby a member of staff, Vanessa George abused toddlers at the nursery, photographed it and publicised it on the internet, showed a lack of staff supervision and training within the setting, which again caused public outrage.The serious case review for this incident report detailed a number of lessons learned, which included the danger of mobile phones within day care settings. As a result locally the use of mobile phones is now prohibited in any children’s centre within the Wakefield district, however it is recognised that this alone will not prevent abuse or transmission of images on the internet from taking place.Other lessons learned is that staff at Little Ted’s Nursery did not recognise the escalation of George's sexualised b ehaviour as a warning sign and there is an urgent need for staff working in early years settings to receive training to help recognise potential signs of abuse and become confident in responding to a fellow staff member's behaviour. As a result, training on â€Å"whistle blowing† and the need for policies and procedures to be in place has become a more urgent need in the childcare sector.Other recommendations set out by the Little Teds SCR include the need for The Early Years Foundation Stage to set out specific requirements for child protection training which considers sexual abuse and the recognition of abuse within the workplace; also the need for the Government to review and consider changing the status of day care settings operating as unincorporated bodies to ensure that governance and accountability arrangements are fit for purpose and are sufficiently clear to enable parents and professionals to raise concerns and challenge poor practice.

Methods of depreciation Essay

After completing the spreadsheet for Fan Company A, I suggest that the company use units of output for their method of depreciation. The reason why I choose units-of-production, which is also known as activity method, is due to the fact that is incorporates the straight-line method while figuring in the life expectancy in terms of numbers/time of operation for the asset (WileyPlus). For example why depreciate a piece of equipment the same amount every year if in that year it has been barley used compared to a year when it has been in constant use. Depreciating using units-of -production can in my opinion more accurately determine the life and value of the item in question. The reason why I do not suggest using straight-line method is because it measures age and doesn’t consider the amount of usage. I did read in the text of WileyPlus that most companies use the straight-line method because of its simplicity and is a constant dollar figure they can determine each year. Looking at double declining balance method it has the assets depreciating at an accelerated rate compared to the other methods. This method does not compute the deduction of salvage value in it. Even-though this method will have a greater result in depreciation expense each year the total depreciation over the lifespan of the asset will not be greater than the total depreciation. Furthermore, another method of accelerated depreciation is sum-of-the-years’-digits. This method takes the asset’s expected life and adds together the digits for each year. So if the asset was expected to last for five years, the sum of the years’ digits would be obtained by adding: 5 + 4 + 3 + 2 + 1 to get a total of 15. Each digit is then divided by this sum to determine the percentage by which the asset should be depreciated each year. Even-though this method takes into consideration the life of the asset it is to accelerated and can depreciate faster than needed while causing the asset to appear invaluable when in all actuality it is in good operating/functioning order. Works Citied Page WileyPlus, Kieso, Internediate, Accouting, 14th edition, 2000-2014, John Wiley & Sons, Inc.