Prisoners rights Research Paper Example | Topics and Well Written Essays - 250 words

Prisoners rights - Research Paper Example This is because of the harsh living conditions that prisoners are subjected to. However being a correctional facility, the system is meant to mould inmates to follow simple rules to fit in society again once they are released (Hudson, 2007). It is important to note that prisoners are entitled to limited rights in a jail setting since some of the civil rights are stripped at the time they are incarcerated. However as per the Eighth amendment of the Federal constitution, prisoners are protected from cruel and unusual punishment on the basis of race, sex or creed. They are entitled to affordable minimum standards of living and food to sustain an average person adequately. In this regard, the sandwich given for lunch by the government is a way of according prisoners affordable living standards (Pertersilia et al, 2012). The wearing of pink pants therefore does not in any way curtail the constitution rights of prisoners. It is prudent to appreciate the correctional facilities and the role they play in our society. It is important to note that other rights are strictly regulated by individual prison systems and therefore are not guaranteed. For example, visitations are not a personal right but nevertheless are allowed. Different state correctional facilities can adopt different measures for prisoners to be law abiding citizens again. This is acceptable as long as they are not overboard and infringe on prisoner

Digital Marketing Report( Gwynne's) Case Study Example | Topics and Well Written Essays - 1750 words

Digital Marketing Report( Gwynne's) - Case Study Example The key market that is served by the business is America. The business specifically targets Americans who live in NY, Colorado etc. There are several other online tutorials who teach Latin to students in the USA. Almost all of them are online based coaching classes who teach Latin based on teaching through SKYPE. The future direction for the business would be to advertise through online platforms such as face book and twitter and also contact the universities for conducting classes for the students of the universities. The current stakeholder’s in the organization’s marketing activities are the website of the company; you tube through which the company hosts the videos of classroom teaching to attract further students as customers. Other current stakeholders in the marketing activities of the organization are websites like Amazon through which the business markets textbooks written by the authors. In future the company intends to promote the business through social media websites and use them as marketing channels. Among the social media channels that the company wants to use in order to promote the business are Face book and Twitter. In future if the business goes big the company should hire more teachers, create a company promote online. The business may also provide free classes to the students so that they are attracted to undertake the full time courses. Amongst the existing channel mix for the business are the medium such as website of the company, and you tube. Most of the customers of the company connect with the company through the websites of the company. The website of the business also provides links about the videos dealing with classroom coaching by Mr. Gwynne. Other elements of the promotional mix that are used by the company to promote it are the newspaper in which the company advertises about itself. Amongst all the different marketing and channel mix that are used by the business to promote itself, the website

Prisoners rights Research Paper Example | Topics and Well Written Essays - 250 words

Prisoners rights - Research Paper Example This is because of the harsh living conditions that prisoners are subjected to. However being a correctional facility, the system is meant to mould inmates to follow simple rules to fit in society again once they are released (Hudson, 2007). It is important to note that prisoners are entitled to limited rights in a jail setting since some of the civil rights are stripped at the time they are incarcerated. However as per the Eighth amendment of the Federal constitution, prisoners are protected from cruel and unusual punishment on the basis of race, sex or creed. They are entitled to affordable minimum standards of living and food to sustain an average person adequately. In this regard, the sandwich given for lunch by the government is a way of according prisoners affordable living standards (Pertersilia et al, 2012). The wearing of pink pants therefore does not in any way curtail the constitution rights of prisoners. It is prudent to appreciate the correctional facilities and the role they play in our society. It is important to note that other rights are strictly regulated by individual prison systems and therefore are not guaranteed. For example, visitations are not a personal right but nevertheless are allowed. Different state correctional facilities can adopt different measures for prisoners to be law abiding citizens again. This is acceptable as long as they are not overboard and infringe on prisoner

Models of Supervision Essay Example for Free

Models of Supervision Essay Frameworks from various psycho-therapeutic orientations and professions can be integrated into this model’s broad context. Supervisee developmental stage (m. 4) is catered for as, with experience, progress from lower to higher levels is enabled, in response to their pressing concerns. Identification of supervisee strengths is facilitated, encouraging positive feedback and affirmation, conducive to the supervisee’s willingness to divulge both negative and positive aspects of their work and their commitment to continued development. Practice characteristics requiring attention are identified, thereby providing a focus for the supervisor’s interventions to encourage improvement and growth (m. 4). This guide is useful as it raises awareness of all pertinent levels. Other frameworks inherently place disproportionate emphases on certain modes with some completely ignored. This model promotes balanced supervision as each mode is weighted equally over time. The implied hierarchy relates to the supervisor’s responsibility to attend to all levels. The supervisee provides the client’s primary care, but protection of rights and well-being is ultimately the supervisor’s responsibility (Helsel, 2012). This hierarchical responsibility is explicit (Hawkins and Shohet, 2002). To ensure quality care, the supervisee (m. 4) acknowledges the importance of on-going enhancement of professional knowledge and competencies (Carroll Gilbert, 2011). Reviewing the supervisee’s application of theory, by exploring techniques utilised (m. 2), is one of the supervisor’s responsibilities to support the supervisee’s professional development ((Helsel, 2012). Obtaining consent and ensuring confidentiality of personal information (consent documents, case notes and recordings) is mandatory (Helsel, 2012). To ensure transparency, an awareness of how the process functions and informed consent is necessary (Helsel, 2012). With the assurance of confidentiality, trust and enhancement of both therapeutic relationships may follow. Within the broader work context (m. 7), it should also be established to whom the supervisor reports regarding the supervisee’s capabilities (Carroll Gilbert, 2011). Appropriate supervision documentation can facilitate professional growth and development of both supervisee and supervisor (Helsel, 2012). Aspects to be included are: client status and progress (m. 1), supervisee interventions (m. 2) and supervisor input and guidance (m. 5, 6). The focus on organisational requirements (m. 7) and potential legal demands is addressed. Maintaining professional boundaries to avoid dual-relationships, conflicts of interest and subsequent exploitation of client trust is mandatory (Nichols, 2011). Any relationship that diminishes the practitioner’s ability to remain objective, exercise good judgement and avoid bias is deemed inappropriate (Helsel, 2012). This is addressed in the organisational context (m. 7), with implications for the supervisee-client (m. 3) and supervisee-supervisor (m. 5) relationships. Axten (2012) portrays these relationships as covenantal which implies a fundamental pursuit of respectful and trusting beneficence. The obligation to ensure quality care has several implications. Firstly, practitioners should offer services within the boundaries of their competence (m. 4 6). If enhanced understanding of factors including cultural or socio-economic (m. 7) is required, additional training or supervision should be sought (m. 4 6) or appropriate referrals made (Nichols, 2011). If professional duties are impacted by personal issues, professional assistance may facilitate resolution or termination of services maybe necessary. This model explicitly and comprehensively highlights the ethical considerations of supervision. These can all be addressed within process-oriented supervision (PS) but the definitive guide that the 7-eyed model provides is absent. Essentially, PS focuses on raising the supervisee’s awareness of their experiences and conceptualisations of the client and their issues, which are used to promote new personal insights, which enhance therapeutic skills (Richardson Hands, 2012). A number of skills are used in this process. Initially, the supervisee’s awareness of the client’s process is raised to encourage exploration of identities and roles played by each and the skills involved. Richardson, 2012) Strategies, including role-playing the absent client, allow replication of a parallel process, which facilitates emergence of client-supervisee dynamics, which can be subsequently explored. The individual’s acknowledged identity, the primary process, is explored for both client and supervisee. Identifying which channels the supervisee predominantly uses provides additional clues, as stuckness is generally resolved in under-utilised channels (Goodbread, 1997). The identity distanced from the individual’s awareness is the secondary process and is separated from the primary by an edge (Diamond Jones, 2004). This interrupts the flow of therapy due to the tension between release and change and manifests as atypical reactions. Exploration of all these will enhance the supervisee’s awareness, allowing new insights to emerge, which can be utilised to inform therapeutic skill, with possible replication and flow-on effects for the client. The supervisor’s role is to establish a positive feedback loop, connecting and reinforcing these elements. Richardson and Hands (2012) summarise this as: â€Å"The use of process-oriented supervision skills highlights a holographic meta-analysis where the sum of the parts is not only greater than the whole, but the parts and the totality of the whole contribute to further replication in other levels and systems†. (P 179) In the PS session witnessed, from within the supervisee’s story, a parallel process emerged. The client’s softer, nicer and more vulnerable process contrasted with a secondary process of strength and dominance and was mirrored in the supervisee. The tension and discomfort that existed between these, the edge, constituted the focus that was brought to supervision. Replicating the parallel process, enabled clarification as the supervisee had initially struggled to define her issue. The raising of the supervisee’s awareness enabled new insights to be generated which were used to inform her future approach. The feedback loop with new found skills was established. The overall approach was highly valued by the supervisee. Additional resources and strengths were revealed despite the non-attendance to goaling, exceptions, and coping strategies. Freshly acquired insights were relevant to the supervisee, both personally and professionally which enhanced their integration. This denotes another key feature of PS, a departure from other models, as the boundary between professional supervision and personal therapy is considered impossible to define (Richardson Hands, 2002). The attraction of the seven-eyed model is its applicability across many psychotherapeutic traditions. Social constructionist approaches integrate easily as many of these skills were utilised in the observed session. These included externalising, identifying exceptions and resources, preferred future descriptions and outside witness. Goaling identified the impact of the supervisee’s workplace anxiety as the focus. Questions exploring the supervisee’s current experience and identity (m. 4) were used. As a domestic violence worker, she regularly works with severely distressed individuals and a possible parallel process with transference of emotions onto the supervisee may have occurred. The supervisee’s unconscious reactions, her counter-transference, were explored with the intention to enhance her ability to respond, instead of merely reacting. Landscapes of action and meaning questions were utilised here and throughout the session. The focus then shifted to the supervisee’s experience and conceptualisation of the client (m. 1). The therapeutic relationship between supervisee and client (m. 3) was investigated using various techniques including outside witness’ perspective. Approaches and strategies utilised (m. 2) and the client’s responses were explored. These were placed within the wider context of the supervisee’s work (m. 7), using preferred future questions. Mode 5, the supervisory relationship and the supervisor’s own process (m. ), weren’t’ definitively explored, which is understandable as this was an isolated session for academic purposes. The adaptability of the model was evident as the strength-based approach evoked the supervisee’s exceptions and resources. Flexibility allowed unequal attention across modes, which enhanced responsiveness to the superviseeâ €™s needs and collaboration. The opportunity to observe various supervision models has highlighted the importance of remaining open-minded and willing to experiment with alternative techniques and approaches. To best meet client needs through the supervisee, having a choice of strategies and flexibility in application, will enhance my ability to remain effective and responsive. The seven-eyed model, with its inherent emphasis on relational and systemic aspects, provides a valuable, adaptable scaffold, upon which my approach to supervision will be based. Techniques from many orientations can be incorporated to accommodate supervisee strengths and needs, to ensure supervision is not done to but with the supervisee, which benefits their professional development. Also, understanding of new information is enhanced when integrated with existing familiar competencies and knowledge (Friedman, 1997). The seven modes provide a broad range of issues, enabling their identification and subsequent address to enhance supervisee development. Modelling multiple-perspective approaches may encourage the supervisee to mirror this in therapy, which may transfer to the client. Viewing issues from alternative perspectives often delivers therapeutic benefits as stuckness may transform into resolution with an accompanying transfer of skills. This would be conducive to development of the supervisee’s capabilities of reflection and thereby enhance their practice. The seven-eyed model, incorporating narrative and solution-oriented approaches of social constructionism, will be central to my approach. However, despite identification of exceptions, strengths, resources and coping strategies, issue resolution on a deeper, perhaps more personal level may sometimes be sought by the supervisee. PS skills will be utilised for these interventions, for when supervisees struggle to delineate the problem’s essence and may also prove useful in divising complementary solutions. The approaches of other models encourage alternative conceptualisations of issues and may be utilised to generate the supervisee’s news of difference required and promote flexible cognition. The world’s leading athletes require commitment, flexibility and strength. To become a skilled supervisor, having an extensive, strong theoretical base and grasp of technique, combined with flexibility in applying both and remaining open-minded to alternative approaches, may facilitate this continuous process. Modelling this as supervisor, will hopefully transfer to the supervisee and also inform their practice.

The Spread Of Hellenism History Essay

The Spread Of Hellenism History Essay The Hellenistic Period dates between Alexander the Greats death, in 323 BC, to the Roman annexation of Egypt in 30 BC. At that time, Greek power and culture spread out to the world. Hellenism resulted from conquests by Alexander the Great. Between 334 BC and 323 BC, Alexander had managed to take over the entire Persian Empire and to bring down its ruler, King Darius III. Alexanders empire covered parts of Europe, Africa and Asia. It included Egypt, Assyria, Asia Minor, Mesopotamia, Levant, Persia, Media and parts of present day Pakistan and Afghanistan (Heckel, 2008). While Hellenism was the result of Alexanders conquests, it took off after his death in 323 BC. This paper discusses the beginnings and spread of Hellenism. Alexander was a son to Phillip II of Macedon. When his father died, Alexander battled with Greek city States against Macedon. He inherited his fathers role as supreme commander. After he had managed to consolidate Grecian City States, he re-launched the war his father had begun against Persia. Alexander and his forces easily moved across whatever was left in western Persia. He conquered all areas towards the east of the Euphrates. Darius gathered his troops in a final attempt to reclaim his empire, and the two met at the Gaugamela plain (Stoneman, 2004). Heckel (2008) narrates that after easily crossing both the Euphrates and Tigris rivers, Alexander came face to face with Darius troops. Their battle seemed to be almost a stalemate, but Darius had the advantage of numbers. When Alexander found a chance, they attacked Darius and he fled. Most Persians gave up and Darius was killed by his own men. Alexander then became the king of Macedonia, Persia and Greece. He was not satisfied and headed for India but his forces refused and he went back hoping to continue with his conquests later on, but he suffered from Malaria and died shortly thereafter. Alexanders commanders competed for control of the empire and eventually divided it into three parts; Greece/ Macedonia, Pergamum/Asia Minor, West Asia and Egypt. This marked the end of Alexanders Era and the beginning of the Hellenistic Age. In the Hellenistic times, the Macedonians did not only control the territory. They also initiated an active exportation of Greek culture. Greek literature, politics, art literature and law found their way into Asia, Africa and Europe. The exportation of culture in such a scale was a new phenomenon at the time. It led to a strong influence of Greek culture on others that later emerged in these areas. Greek culture had a role in shaping Islam, Christian, Roman and Jewish cultures. Throughout the new empire, Hellenization occurred. Where Greek art and architecture was introduced, the Greek way of life and language were also adopted. The influence covered a very large territory that extended from Greece to India then Mongolia and further to states beyond the Oecumenas frontiers (Spielvogel, 2007). According to Stoneman (2004), Greek culture and language spread as Alexanders armies progressed. The Romans on their part took up a considerable amount of Greek culture. They preserved and spread it to other areas of the world. When Rome fell, Greek culture was kept and revisited during the Byzantine Empire years. It was also spread into the Arab world and transmitted to the West during the Renaissance. Ancient Greece therefore impacted on a variety of subjects for instance scientific medicine, mathematics, literature, poetry, language and theater. Architecture, politics, history and philosophy in virtually every part of the world gained a Greek characteristic and names such as Hippocrates, Herodotus, Plato and Aristotle had new meaning. The new testament of the Christian bible was translated to Greek. Herodotus came to be considered as being the father of history. The concepts of democracy and philosophy were related to scholars such as Plato and scientific theory was linked to Gree k scholars. After Alexander died, the Hellenism era started fully. During the time, the known parts of the world accepted and adopted Grecian ideals and culture. Cities that were established by Alexander became the centers of trade, government and culture. Greeks introduced their theatres, temples and schools, as a result of which Greek culture was easily exported. In a way, much of the world embraced Greek culture and the Greek language took up a new international status. Arts and education were founded on classical Greek ideals. They were therefore characterized by ideas of figures such as Aristotle. With Hellenization, there was also a spiritual revolution and change in religious viewpoints. With time, there was a reduction in the influence of Greek gods. This was replaced by a strong influence from Eastern religion which led to the development of the cult of Isis (Spielvogel, 2007). Stoneman (2004) explains that while Alexanders empire had expanded fast, its demise was even faster. His death was untimely, leaving no arrangements for his succession. He therefore left the kingdom in turmoil. Hellenisms complete decline started as from 146 BC. In this year, Romans conquered a large part of mainland Greece. It took away the entire ancient Macedon and marked the beginning of the Roman Empire. By 30 BC, even the Egyptian side of the Hellenistic kingdom had been taken over by Rome. This marked the end of Hellenistic civilization. In conclusion, the death of Alexander the great marked a turning point in world civilization. His ambition for power led to the creation of a large empire that passed through three continents. As the conquests occurred, Greek culture was transmitted to the areas. After his death, the Hellenistic period started in earnest. Practically every aspect of Greek culture was exported and gained prominence in terms of influence. Subsequent historical periods were characterized by Greek aspects of culture, both in artifacts and intellectual contributions.

Plato’s Republic: Justice and Injustice in Thrasymachus Account Essay

Plato’s Republic: Justice and Injustice in Thrasymachus' Account ABSTRACT: This paper has a two-fold task. First, I show that there are three types of individuals associated with the Thrasymachean view of society: (a) the many, i.e., the ruled or those exploited individuals who are just and obey the laws of the society; (b) the tyrant or ruler who sets down laws in the society in order to exploit the many for personal advantage; (c) the "stronger" individual (kreittoon) or member of the society who is detached from the many and aspires to become the tyrant. Second, I argue that if Thrasymachus’s account of the perfectly unjust life of the tyrant is to be more than a theoretical ideal, then the stronger individual who aspires to the tyrant’s position would do well to lead a double life—namely, pursuing private injustice while maintaining the public ‘appearance’ of justice. My interpretation accords with that of Glaucon, noted at the beginning of Republic II. I want to extend Glaucon’s interpretation to inclu de the stronger individual as well. I argue that the standpoint of the stronger individual, as distinct from the standpoints of the tyrant and the many, shows Thrasymachus’s three statements regarding justice to be consistent with one another. I. In the beginning of Republic II, during a conversation with Socrates and Adeimantus about which individual is deemed happier, the one who is just or the one who is unjust, Glaucon states: For the extreme of injustice is to seem to be just when one is not. So the perfectly unjust man must be given the most perfect injustice, and nothing must be taken away; he must be allowed to do the greatest injustices while having provided himself with the greatest reputation for justice... ...ggestion commits him to the immoralist position and (quite unfortunately) to an inconsistent position overall. Cf.. "Thrasymachus and Justice: A Reply," p. 14; An Introduction to Plato's Republic, p. 42. In their commentary Cross and Woozley maintain that Thrasymachus’ position would have remained consistent had he accepted Cleitophon’s suggestion. As they see it, there would then be "no conflict between its being just to serve what the stronger (ruler) believes to be his interest and its being just to obey the ruler, for while a ruler may make a mistake as to what actually is his interest he will hardly make a mistake as to what he believes to be his interest; and if it is right for subjects to do what the ruler believes to be in his interest, it will not matter what the ruler is mistaken in believing so." Cf.. Plato’s Republic: A Philosophical Commentary, p. 46.

Coal Extraction and Black Lung :: Environment Energy Essays

Coal Extraction and Black Lung Coal is an indispensable fossil fuel that is very important to today’s society. With out coal, one would have to live without many of the luxuries we have today. There would be no lights to light a house, no movie cinemas, no electrical heaters, and no televisions or phones. â€Å"Coal has many important uses, but most significancy in electricity generation, steel and cement manufacture, and industrial process heating. Coal provides over 23% of global primary energy need and generates about 39% of the world’s electricity† (Source 1). Coal is also used as fuel for steam locomotives, to make synfuels, and in home heating. Some other miscellaneous items made by coal are insecticides, paint thinners, batteries, disinfectants, varnish and insulin. (Source 2) Coal, obviously, is very important to our society and we cannot do without it. The extraction of coal from the ground, however, can be a dangerous process that has serious health effects. The ways coal has been extracted from the ground has changed many times over time due to improved mining techniques and different geological formations. In the early history of mining a technique called bell pitting was used where the coal was â€Å"obtained by digging it from where it appears on the surface† . This method was replaced by more efficient methods. Today, â€Å"the three methods of extraction are open cast, drift and deep mine† (Source 3). These methods are not safe and many miners who work with these methods suffer many health problems. Coal miners suffer from many different health problems that are caused from mining. Among these diseases is the well known Black Lung. â€Å"Black Lung is a legal term describing man-made, occupational lung diseases that are contracted by prolonged breathing of coal mine dust. Call in miner’s asthma, silicosis, pneumonoultramicroscopicsilicovovanoconiosis, coal worker’s pneumoconiosis, or black lung–they are all dust diseases with the same symptoms† (Source 4). Black Lung usually effects workers who are over 50 and who have worked as a miner for most of their lives. The symptoms of black lung are coughing, spitting, and breathlessness. Another symptom is that the lung has black pigmentation on it. â€Å"In Severe cases, an enlargement and strain of the right side of the heart may occur. This is caused by chronic lung disease. The strain on the heart may eventually cause right side heart failure.