Media Awareness Essays - Child Abuse, Crimes, Family Therapy

Media Awareness The case that I decided to focus on is an older abuse case, but it has recently been resolved in the courts. It is a child abuse case involving James and Bonnie Zeleski. They were both charged with abusing their infant daughter. The child was brought to the hospital with a fracture in each leg, a fracture in each arm, a thigh fracture, three broken ribs, a ripped esophagus, pneumonia, malnourished and several other cuts and bruises. The girl was transferred to an Omaha hospital. The father, James, was charged on June 3, 1998 with Class 4 Felony Child Abuse. His wife, Bonnie, was later charged and convicted of a Class 3 Felony. James was sentenced to three years probation and six months in jail. His wife was sentenced to 15 to 18 months in prison. I think that this case was fairly portrayed by the media. I know at the time, there were several letters to the editor and opinion printed on the subject, but the Grand Island Independent seemed to be fair and stick to the facts. It was a horrible crime and I think they did a good job being unbiased. I think that it is a good idea to publicize crimes like this. From my other studies, I have learned that the informal sanctions, public humiliation and shame, are far more effective than the formal sanctions in preventing crime. When people who are having a hard time dealing with being a parent see something like this in the media, they may stop to think about their actions. A good idea would be to run several articles on where parents can go to for help. The combination of the two, may help prevent this from happening to another child. As a mother I have a definite interest in this crime. I cannot even begin to understand how anyone could do something like that to someone so helpless. I am also interested in this case from the legal perspective and how the case was resolved in the court system. I personally think that the sentencing was very lenient. I think this is a good activity. I studied journalism for a while and I am very aware of how the media can distort a situation. I think as a human service worker it is very important to know what is going on and how the situations are being resolved. Anytime situations like this can be brought to public attention I think it can help. Just getting one person to think about their actions possibly save the life of a child. Bibliography Grand Island Independent, Wednesday, June 3, 1998 Grand Island Independent, Thursday, June 4, 1998 Grand Island Independent, Saturday, January 9, 1998 Grand Island Independent, Thursday, February 18, 1998

Public Schools Where 75% of Students Score 10-15 on ACT

Public Schools Where 75% of Students Score 10-15 on ACT When youre considering to which public college or university to apply, sometimes its helpful to browse through schools who have students scoring similarly on the ACT as you did. If your ACT scores are completely lower or higher than 75% of the students who were accepted to a particular school, perhaps youd be better off searching for a school where students are more in your range, although exceptions are certainly made all the time. This is a list of colleges and universities where 75% of the accepted students scored above or at a 10 – 15 composite score on the ACT. What does this mean? The following public schools are accepting students who are scoring well below the national average on the ACT, which is a 21. If you have scored between a 10 – 15 on the ACT, then all is not lost! Perhaps one of these public universities would be a good fit! Please keep in mind that this list is for the composite ACT score – youll see ACT scores a bit lower or higher on particular sections (English, Mathematics, Reading, Science Reasoning), but the composite scores are always between 10 – 15. Remember that the 25th percentile score reflects what 75% of students have earned who were admitted. The 75th percentile score reflects what 25% of students have earned who were admitted. Typically, youll see higher scores in the latter category. More ACT Score Information How to Understand Score PercentilesWhats a Good ACT Score?Average National ACT ScoresACT Scoring 101: Scaled Vs. RawI Think I Got a Bad ACT Score - Now What? Public Universities Where 75% of Students Score a 10 15 on the ACT 1. Abraham Baldwin Agricultural College Tifton, GeorgiaWebsite: abac.edu ACT Composite: 25th Percentile: 1375th Percentile: 17 2. Alabama State University Montgomery, Alabama Website: www.alasu.edu ACT Composite: 25th Percentile: 1575th Percentile: 19 3. California State University Dominguez Hills Carson, CaliforniaWebsite: csudh.edu ACT Composite: 25th Percentile: 1575th Percentile: 19 4. California State University Los Angeles Los Angeles, California Website: calstatela.edu ACT Composite: 25th Percentile: 1575th Percentile: 20 5. Central State University Wilberforce, OhioWebsite: centralstate.edu ACT Composite: 25th Percentile: 1475th Percentile: 18 6. Fayetteville State University Fayetteville, North CarolinaWebsite: uncfsu.edu ACT Composite: 25th Percentile: 1575th Percentile: 19 7. Grambling State University Grambling, LouisianaWebsite: gram.edu ACT Composite: 25th Percentile: 1475th Percentile: 19 8. Kentucky State University Frankfort, KentuckyWebsite: kysu.edu ACT Composite: 25th Percentile: 1575th Percentile: 19 9. Lyndon State College Lyndonville, VermontWebsite: lyndonstate.edu ACT Composite: 25th Percentile: 1575th Percentile: 22 10. Mississippi Valley State University Itta Benna, MississippiWebsite: mvsu.edu ACT Composite: 25th Percentile: 1575th Percentile: 19 11. New Jersey City University Jersey City, New JerseyWebsite: njcu.edu ACT Composite: 25th Percentile: 1575th Percentile: 17 12. North Carolina Central University Durham, North CarolinaWebsite: nccu.edu ACT Composite: 25th Percentile: 1575th Percentile: 19 13. Pennsylvania State University Dubois Dubois, PennsylvaniaWebsite: www.dubois.psu.edu ACT Composite: 25th Percentile: 1475th Percentile: 22 14. Prairie View A M University Prairie View, TexasWebsite: pvamu.edu ACT Composite: 25th Percentile: 1575th Percentile: 19 15. South Carolina State University Orangeburg, South CarolinaWebsite: scsu.edu ACT Composite: 25th Percentile: 1575th Percentile: 18 16. Southwest Tennessee Community College Mephis, TennesseeWebsite: southwest.tn.edu ACT Composite: 25th Percentile: 1475th Percentile: 18 17. Sul Ross State University Alpine, TexasWebsite: sulross.edu ACT Composite: 25th Percentile: 1575th Percentile: 21 18. Texas Southern University Houston, TexasWebsite: tsu.edu ACT Composite: 25th Percentile: 1575th Percentile: 19 19. University of Arkansas at Pine Bluff Pine Bluff, ArkansasWebsite: uapb.edu ACT Composite: 25th Percentile: 1475th Percentile: 19 20. University of Main at Machias Machias, MaineWebsite: umm.maine.edu ACT Composite: 25th Percentile: 1575th Percentile: 25 21. University of South Carolina - Lancaster Lancaster, South CarolinaWebsite: usclancaster.sc.edu ACT Composite: 25th Percentile: 1575th Percentile: 20 22. University of South Carolina - Salkehatchie Allendale, South CarolinaWebsite: uscsalkehatchie.sc.edu ACT Composite: 25th Percentile: 1475th Percentile: 19 23. University of South Carolina - Union Union, South CarolinaWebsite: uscunion.sc.edu ACT Composite: 25th Percentile: 1375th Percentile: 17 24. University of the Virgin Islands Charlotte Amalie, Virgin IslandsWebsite: uvi.edu ACT Composite: 25th Percentile: 1375th Percentile: 17

Lesson Plan - Differences Between Past and Present

Lesson Plan - Differences Between Past and Present Getting students to talk about the differences between the past and present is a great way to get students using a variety of tenses and cementing their understanding of the differences and time relationships between the past simple, present perfect (continuous), and present simple tenses. This exercise is quite easy for students to understand and helps to get students thinking in the right direction before beginning the task. Lesson Plan Aim: Conversation lesson focusing on the use of the past simple, present perfect, and present simple tensesActivity: Drawing diagrams as a support for conversation in pairsLevel: Intermediate to advanced Outline: Give students the example above or draw a similar example on the board.Read through the example sentences showing the relationship between the two circles (life then and life now).Ask students why you used the various tenses (i.e. past simple, present perfect (continuous), and present simple (continuous).Have students draw two circles. Each circle should have me at the center with a universe of friends, hobbies, relationships, etc. surrounding. One circle is drawn for the past and one drawn for life now.Students break up into pairs and explain their diagrams to each other.Walk around the room and listen to the discussions, take notes on the most common mistakes made.As a follow-up, go through the most common mistakes made by the students to focus on the problems they are still having with certain tenses (i.e. using the present perfect instead of past simple for definite past). Life Then - Life Now Look at the two circles describing life then and life now. Read the sentences below describing how the persons life has changed. For example: In 1994, I lived in New York.Since then, I have moved to Livorno where I have been living for the past five years.In 1994, I had been married to Barbara for four years. Since then, we have had our daughter Katherine. Katherine is three years old.Barbara and I have been married for ten years.I used to play squash twice a week when I lived in New York.Now I play tennis twice a week. I have been playing tennis for over a year.My best friends were Marek and Franco in New York. Now my best friend is Corrado.I loved going to the opera in New York. Now, I love going to museums around Tuscany.I worked at the New York Association for New Americans for two years in New York.Now I work at the British School. I have been working there for over four years. Draw two circles of your own. One describing life a few years ago and one describing life now. Once you have finished, find a partner and describe how your life has changed over the past few years.

Unit2 Essay Example | Topics and Well Written Essays - 500 words

Unit2 - Essay Example Therefore, there arises the question of whether sentencing the child molester to life imprisonment is enough or if death penalty should be imposed. Punishment cannot ever be measured and given to meet the crime accurately. So, it becomes difficult to decide which punishment is to be awarded for a crime. Another fact is that no punishment can undo the physical or mental trauma meted out to the victim through a crime. Punishment is given so that the crime may not be repeated and the criminal be shown the right path of life while he is imprisoned. Even so, criminals who have served their tenure in jail, when they come out, begin the same old cycle of committing crimes, child molesting in this case. They can never be stopped. The only way, then, left is to award them the death penalty. But it is out of the league of anyone to understand whether a person who committed the crime once will again do so or not. Thus, by giving death penalty, the society is eliminating that person’s chances to become good. There is a possibility in death penalties that a person who earnestly wants to mend his ways may get executed. Throughout the clip, the terms â€Å"death penalty† and â€Å"child molester† have been repeated. This repetition lays a strong emphasis on the topic. The rhetoric strongly strikes home the significance of the issue under debate. It is true that the child molester kills even the child’s soul and he or she suffers throughout his or her life for the wrong that has been done. It becomes a black mark the child and affects him or her physically, mentally as well as emotionally. Towards the end, the anchor adds a comment, â€Å"Coming back we are talking weather worries of Doctor Whitman.† This seems totally out of place as all along the serious topic of child molestation and its effect on the survivors as well as the punishment for the molesters was being discussed. But then

Strategic Management and Strategic Competitiveness Research Paper

Strategic Management and Strategic Competitiveness - Research Paper Example The manufacturing plant is located in Richmond; in the Virginia State. This is the biggest plant ever built in the tobacco industry. Marlboro is well known for its adverts by use of the Marlboro man (Erin & Jack, 2003). Impact of Globalization and Technological Changes on Marlboro Globalization in this scenario is the process of improving the interactivity of the social, political interdependence, cultural, financial economic and incorporation of markets that are triggered by development of technologies in the communication and transport sector at the same time liberalizing trade. Globalization together with unparalleled change in technology has led to a weakening of the borders from the States control (Michael, Duane & Robert, 2008). There is an increase in the volume of cigar and money at an alarming rate which kills the tobacco industry. Fake tobacco products are smuggled into the State by organized criminals. There are various networks of companies, people and groups who evade ta xes and royalties to bring in fake cigarettes which look similar to the genuine products. As a result they trade like any other company’s products hence killing the revenue collected by the company. The products sold by these smugglers cost much lower than the genuine products. With globalization and technological change the products can be designed in away, that one cannot differentiate them genuine products. The taxes can be avoided easily with fake documentation which can pass for the real documents. Application of the industrial organization model and resource based model by Marlboro firm to earn above average returns can be done in various ways. First, with the application of the industrial organization model, Marlboro firm can make use of alliances with other cigarettes manufactures to form an association like a cartel. Since the organized cooperate more with other close competitors in the tobacco industry, this will reduce the probability of the collaboration to lift t he revenues of the firm. Moreover, the firm can also make good use of its resource based model by differentiating their products and making it known to the customers about the genuine products and how to separate from the fake products. All it takes are the internal resources by the company to implement strategies that can easily reduce cases of smuggling. In addition, the government regulatory controls can be partnered with, by the company by having agents or inspectors who are able to draw a clear line between fake and genuine products. There are various procedures that can be taken by Marlboro firm in reducing the negative impact of globalization and technological improvement to increase returns on their products. First and foremost, analyzing the external environment is very crucial in identifying the potential threats and how to override them. Second, the firm must distribute its products by reliable distributors who are not likely to imitate or sell the products to competitors for imitation (Erin & Jack, 2003). Third, every firm has its own strength and opportunities, Marlboro can make good use of its lifetime existence in the market to identify tactics that are appropriate in attracting in good returns. This can be done by employing skilled labor from technological sector to help in branding their products in a manner that competitors cannot copy them. The Effect of Marlboro’s Vision and Mission Statement on Their Success The main aim a mission statement is to draw to attention

Feminism in Christina Rossettis Goblin Market Essay -- Feminism Femin

Feminism in Christina Rossetti's Goblin Market  Ã‚   The Victorian period marked the first traces of progress in the feminist movement, and poet Christina Rossetti embraced the advancement as her own long-established principles slowly became publicly acceptable. Her poem "Goblin Market" comments on the institutions in Victorian society that she and her feminist contemporaries wished to see altered, creating modern female heroines to carry out its messages. The goblins serve as malicious male figures to tempt the innocent heroines, sisters Laura and Lizzie, to corruption. According to the Victorian definition, a gentleman "never takes unfair advantage . . . or insinuates evil which he dare not say out," and possesses, among other qualities, the ability to avoid all suspicion and resentment (Landow 4). The goblins in Rossetti's poem succeed in contradicting every Victorian definition of a gentleman throughout the poem; the only male figures present, they represent the deleterious nature of men on the lives of women. In "Goblin Market," the mens' only beneficial purpose is "impregnation. Once both sisters have gone to the goblins and acquired the juices of their fruits, they have no further need of them" (Mermin 291). The poem begins with the goblins calling the sisters' attention to their delicious, exotic fruits, which represent the proverbial forbidden fruit--one taste leads to destruction. But the goblins depict their fruits as enticing. Rossetti uses rich imagery such as "Currants and gooseberries,/ Bright-fire-like barberries,/ Figs to fill your mouth,/ Citrons from the South,/ Sweet to tongue and sound to eye" (1) to stimulate the reader's senses, just as the goblins' calls provoke Laura and Lizzie. The goblins at... ...n 'Goblin Market.'" Victorian Poetry. Vol. 21, No. 2. Summer 1983. Phillips, W. Glasgow. "Theme in Christina Rossetti's 'Goblin Market'." The Victorian Web. 1992. URL: http://www.stg.brown.edu/projects/hypertext/landow/victorian/vn/victorov.html. Plowman, Melanie. "As A Poet Speaking from Within Female Limitations." The VictorianWeb.1990.URL: http://www.stg.brown.edu/projects/hypertext/landow/victorian/vn/victorov.html. Rossetti, Christina. "Goblin Market." Goblin Market and Other Poems. Ed. Candace Ward. New York: Dover Publications, 1994. 1-16. Weathers, Winston. "Christina Rossetti: The Sisterhood of Self." Victorian Poetry. Vol. 111, No. 2, 1965. Wohl, Anthony S. "The Supposed Excessive Sexuality of Lower Classes and Tribal Cultures." The Victorian Web. URL: http://www.stg.brown.edu/projects/hypertext/landow/victorian/vn/victorov.html.

My work2 Essay

INTERACTION WITH ENVIRONMENT The earliest civilizations formed on fertile river plains. These lands faced challenges, such as seasonal flooding and a limited growing area. Geography What rivers helped sustain the four river valley civilizations? POWER AND AUTHORITY Projects such as irrigation systems required leadership and laws—the beginnings of organized government. In some societies, priests controlled the first governments. In others, military leaders and kings ruled. Geography Look at the time line and the map. In which empire and river valley area was the first code of laws developed? SCIENCE AND TECHNOLOGY Early civilizations developed bronze tools, the wheel, the sail, the plow, writing, and mathematics. These innovations spread through trade, wars, and the movement of peoples. Geography Which river valley civilization was the most isolated? What factors contributed to that isolation? INTERNET RESOURCES †¢ Interactive Maps †¢ Interactive Visuals †¢ Interactive Primary Sources 26 Go to classzone.com for: †¢ Research Links †¢ Maps †¢ Internet Activities †¢ Test Practice †¢ Primary Sources †¢ Current Events †¢ Chapter Quiz 27 Why do communities need laws? The harvest has failed and, like many others, you have little to eat. There are animals in the temple, but they are protected by law. Your cousin decides to steal one of the pigs to feed his family. You believe that laws should not be broken and try to persuade him not to steal the pig. But he steals the pig and is caught. The law of the Babylonian Empire—Hammurabi’s Code—holds people responsible for their actions. Someone who steals from the temple must repay 30 times the cost of the stolen item. Because your cousin is unable to pay this fine, he is sentenced to death. You begin to wonder whether there are times when laws should be broken. 1 The Babylonian ruler Hammurabi, accompanied by his judges, sentences Mummar to death. 2 A scribe records the proceedings against Mummar. 3 Mummar pleads for mercy. EXAM I N I NG the  ISSU ES †¢ What should be the main purpose of laws: to promote good behavior or to punish bad behavior? †¢ Do all communities need a system of laws to guide them? Hold a class debate on these questions. As you prepare for the debate, think about what you have leaned about the changes that take place as civilizations grow and become more complex. As you read about the growth of civilization in this chapter, consider why societies developed systems of laws. 28 Chapter 2 1 City-States in Mesopotamia MAIN IDEA INTERACTION WITH ENVIRONMENT The earliest civilization in Asia arose in Mesopotamia and organized into city-states. WHY IT MATTERS NOW The development of this civilization reflects a settlement pattern that has occurred repeatedly throughout history. TERMS & NAMES †¢ Fertile Crescent †¢ Mesopotamia †¢ city-state †¢ dynasty †¢ cultural diffusion †¢ polytheism †¢ empire †¢ Hammurabi SETTING THE STAGE Two rivers flow from the mountains of what is now Turkey, down through Syria and Iraq, and finally to the Persian Gulf. Over six thousand years ago, the waters of these rivers provided the lifeblood that allowed the formation of farming settlements. These grew into villages and then cities. Geography of the Fertile Crescent TAKING NOTES A desert climate dominates the landscape between the Persian Gulf and the Mediterranean Sea in Southwest Asia. Yet within this dry region lies an arc of land that provided some of the best farming in Southwest Asia. The region’s curved shape and the richness of its land led scholars to call it the Fertile Crescent. It includes the lands facing the Mediterranean Sea and a plain that became known as Mesopotamia (MEHS†¢uh†¢puh†¢TAY†¢mee†¢uh). The word in Greek means â€Å"land between the rivers.† The rivers framing Mesopotamia are the Tigris (TY†¢grihs) and Euphrates (yoo†¢FRAY†¢teez). They flow southeastward to the Persian Gulf. (See the map on page 30.) The Tigris and Euphrates rivers flooded Mesopotamia at least once a year. As the floodwater receded, it left a thick bed of mud called silt. Farmers planted grain in this rich, new soil and irrigated the fields with river water. The results were large quantities of wheat and barley at harvest time. The surpluses from their harvests allowed villages to grow. Identifying Problems and Solutions Use a chart to identify Sumer’s environmental problems and their solutions. Problems Solutions Environmental Challenges People first began to settle and farm the flat, swampy lands in southern Mesopotamia before 4500 B.C. Around 3300 B.C., the people called the Sumerians, whom you read about in Chapter 1, arrived on the scene. Good soil was the advantage that attracted these settlers. However, there were three disadvantages to their new environment. †¢ Unpredictable flooding combined with a period of little or no rain. The land sometimes became almost a desert. †¢ With no natural barriers for protection, a Sumerian village was nearly defenseless. †¢ The natural resources of Sumer were limited. Building materials and other necessary items were scarce. Early River Valley Civilizations 29