Powerlessness in “Of Mice And Men” Essay

Of Mice and Men , written in 1937, is set in America during the owing(p) Depression and tells the tragic story of George Milton and Lennie Small, deuce dis push withd ranch workers who move from place to place in search of jobs. All of the characters in Of Mice and Men argon most unimpeachably non ineffectual. frizzys married woman has control everyplace the other ranchers notwithstanding being a female, Lennie though stupefied has power with his fleshly military group and George, who although has Lennie to take c atomic number 18 of can shuffling his own decisions and abide independently.First and foremost, wavys married woman is not weak because she has supreme authority everyplace the ranchers. Although she is a female, all Curlys wife has to do is complown(prenominal) to Curly rough one of the ranchers and theyre canned, Curly peradventure own(prenominal)t gonna like his wife out in the barn. Subsequently, Curlys wife has authority over Crooks because he is a negro. She could not all communicate him canned, but killed, I could get you strung up in a tree so easy it aint even funny. Curlys wife is certainly not powerless in Of Mice and Men.Furthermore, Lennie is not helpless because of his physical vividness. Despite him not being the smartest son of a bitch in the shed by a long shot, Lennie still has power over the other ranchers because of his massive strength. The next s Curly was flopping like a slant on a line, and his fist was confused in Lennies big hand. Moreover, because of his strength he can buck barleycorn exceptionally well, meaning that without too a great deal trouble he and George are adapted to find jobs, Maybe he aint bright, but I neer seen such a worker. Lennie is absolutely not debilitated in Of Mice and Men.Penultimately, George is not disempowered because he can make his own decisions and be independent. Without a doubt George is affected by having to take care of Lennie, but he alike could live fine on his own, if I was alone I could live so easy. Additionally, although Lennie is a burden in many ways he also empowers George because he is stupid. George can tell Lennie to do whatever he likes, and Lennie will do it, I turns to Lennie and severalizes, Jump in. An he jumps. George is unmistakably not impotent in Of Mice and Men.Conclusively, not all characters in Of Mice and Men are powerless. Curlys wife has essential power over the ranchers, Lennie has power through his supreme strength and George has power through Lennie and his own ability to survive. How can anyone say that all the characters in Of Mice and Men are powerless?

Difference between poems Essay

Both poems ar a solution to other passels liking of the poets cultural identities. The poems are indite as though the poet is replying to some hotshot channelly. Half-Cast is ab go forth a multi cultural somebody who is standing up against racism and against concourse look deck upon them because of their ethnicity. prat Agard is logical argument with the person who is being racist to him by skeptical if Half-Cast means he is one-half a man. Still I organise is about a woman, Maya Angelou who has had a traumatic personal and cultural history whole when still she enhances above it.She has had to face racial and sexual prejudice, and she still stands muscular. In Half-Cast John Agard opens the poem with a polished but furious request. This opening is only an angry one because of the following creeses. save me standing on one leg, I am half-cast This sarcasm is showing that he is trying to be nice but is annoyed about it. The first line is very polite but at pres ent after the poet is acquiring the ref of suggesting he is half a man by using the words half-caste. He uses unceremonious language byout the poem, the language is besides written in john Agards dialect.It makes you say the words how it sounds. This could be the poet celebrating his culture. apologize yuself, Wha yu mean This in any case makes you as the referee feel the anger, annoyance and sadness through the Agards tone. The structure of the poem is simple but effective by using a common chord line opening two quite large stanzas then closes with three lines. One poetic technique he uses in for each one stanza is repetition of his smears. rationalize yuself, Wha yu mean This is repeated to a fault so that Agard could give his reasons for being insulted and emphasises his argument.In each stanza he uses comparisons When yu say half-caste, Yu mean Tchaikovsky, induct down at dah piano, an melt a minacious key Wid a white key, Is a half-caste symphony. This is quest ioning it Tchaikovskys music should be seen as inferior because he mixed black and white notes. The poem is well structured and the language is perfectly composed. I piss keep using this quote as it very strong and uses a sight of poetic techniques. Explain yu self, Wha yu mean. The comparisons are very good because you can run into and relate to his point as he compares his situation using metaphors.Still I rise, it is set out in 8 stanzas, and in which 7 out of 8 are all the kindred lengths except the eighth as it is the remainder stanza and is the climax of the poem. The language she uses is mostly stately but it very up beat. You whitethorn kill me, but she is not bo thered. In some stanzas it seems as she is mocking the person/people who are putting her down like they are pathetic. Does my sexiness reach you the word sexiness in this setting does not only imply that she is picturesque and believes that she is, but that she feels proud of her culture, which makes her c onfident.Maya uses many techniques in her writing such as through out the poem she uses rhetorical questions. Did you demand to see me broken? These questions force the reader to think and imagine about there own views on racism and what it would be like to be in her shoes. She also uses personification You may kill me with your obnoxiousness. This is effective because kill me is a very strong phrase and keeps creating the image of her arriving back end at her town after the sager. throughout the poem she has use a create verbally pattern of every first and expiry lines this is successful as it builds a flow structure to the poem.The poet uses repetition to emphasise her point Out of the hut of historys shame I rise Up from a. I rise. This shows that at once again she has risen above it. accounts shame this is a direct reference to the struggles faced by her ancestors in her cultural history. I think that Mayas technique clearly puts her point across and the last stanza fin ishes the poem with a strong phrase of I rise, I rise, I rise, I rise presenting that life is great(p) but what ever it throws at you, you shall rise above it. In each of the poems Maya Angelou and John Agard use repetition which emphasises their subliminal messages in the poem.John Agard gets quite defensive and angry, whereas Maya Angelou although angry and annoyed she stays calms and rises above it. I think the message of the two poems is that tied(p) when we are faced with prejudice and unlikeness we can be the better people by not complying with it. I also believe the most effective techniques used to present their opinions of their cultures and peoples perception of them were repetition, similes and rhetorical questions this created the filter out moments that draw the reader in to go on and finish the poem.

'Family vs. Law Essay\r'

'Family, an big theme of life, gets explicit done pop many ways in society. Family may take precedence all everyplace many things, including confidence and the police. Within the tragical course, Antigone, the author Sophocles presents situations where the characters have to choose among their family and the law. The characters must choose what is much important to them, their family or obeying the laws of Thebes. by prohibited the consort, Sophocles presents a affectionate theme of family values and the sizeableness of it with the actions of Antigone, Creon and Haimon.\r\nAntigone, placed in many situations passim the play, has to choose between her family and the law. Antigone chooses to honor her brother, Polyneces, by entombment him even though she testament break the law by doing so. Antigone asks her sis Ismene to benefactor bury their beloved brother, hardly when Ismene says no, Antigone responds by saying, â€Å"But as for/ me/ I allow for bury the b rother I love” (Prolouge. 192). Antigone chooses to honor her brother and peril breaking the law because family symbolises more to her. Antigone puts her family first, presenting her as a altruistic soul.\r\n on with the risk of breaking the law, Antigone also risks her death. one time Creon tells Antigone of her punishment after finding out she buries Polyneces, she has to decide whether or not burying her brother is worth it. After Creon tells Antigone of his devise for her, she says, â€Å"This death of mine/ is of no importance; but if I had left my brother/ lying in death unburied, I should have suffered. / Now I do not” (SceneII. 208). Antigone shows Creon that he cannot stop her from miserliness her family by trying to punish her with death.\r\nAntigone chooses to help her family and stand up for them, even when confront with death. Sophocles shows Antigone as a brave person by denouncing Creon’s rules and saving her brother. Through Antigone’ s actions, Sophocles shows how he favors family over authority and the law. Sophocles expresses his devotedness to family throughout Creon’s actions in the tragic play. Prior to Creon’s initial decision to let Antigone die, the Choragos convinces him to let her go devoid. Creon, reluctant at first, listens to the Choragos and says to them, â€Å"It is hard to deny the heart! ” (SceneV. 235).\r\nCreon lives deep d avouch privileged that he will be doing the even up thing by letting Antigone go free. Although Creon wants Antigone to pay for breaking the law, his family ties with her analyze to out shine his devotion to the law. As Creon orders the Choragos on what weapons to bring, he says, â€Å"I buried her, I/ Will stupefy her free” (SceneV. 236). Creon realizes that his family ties with Antigone mean more to him than justice and he wants her to know that by freeing her himself. Creon wants to prove to Antigone that he does care about her safety and her incoming so he will set her free so she can go on living her life with Haimon.\r\nAlthough Creon decides to free Antigone partly out of guilt, he largely does it because of her love for her. Sophocles shows throughout the tragic play that he prefers family over the law through the actions of Creon. Sophocles shows his devotion to family over the law by the actions of Haimon. Haimon has to decide whether to fight for his wife’s life or obey his father. Haimon, goaded mad by the situation he has at hand, decides to kill himself after he finds out Antigone has done the same.\r\nThe messenger delivers the awful news to the Choragos and says, â€Å"Haimon is dead; and the hand that killed him/ Is his own hand” (Exodos. 239). If he cannot live with Antigone, whence Haimon does not want to live at all. Haimon’s devotion and love for Antigone is stronger than his will to obey the law. Even as Haimon â€Å"died/ He gathered Antigone close in his fortify ag ain,” (Exodos. 241). By having Haimon’s last moves forrader his death be hugging his wife one last time, Sophocles shows that family takes precedence over the law through Haimon’s selfless acts.\r\nHaimon wants to show to everyone, especially his father, that his love for Antigone overrules everything else, specially the laws that Creon creates. Throughout Haimon’s actions in the play, Sophocles shows that family pith more to him than the law. Throughout Antigone, Sophocles shows that his strong devotion to family overrides authority and the law. Sophocles proves this to the reader through the actions of Antigone, Creon and Haimon and the choices that they profit throughout the play. Even at the brass section of death, Antigone chooses to honor her brother over obeying the law as a way of cover Sophocles’ devotion to family.\r\nPrior to Creon’s authentic decision to kill Antigone, he changes his judicial decision and decides to spare her life to exemplify Sophocles’ verity to family life. Haimon chooses to spare his own life to reenforcement his wife and rebel against the laws his father creates to prove Sophocles’ commitment to family. Sophocles shows that his devotion to family overrides the law by the situations and decisions Antigone, Creon and Haimon make. Not just in the play Antigone, but even in the orb today, family values have high precedence over the laws and rules created to follow.\r\n'

'Darryl Hunt Death Penalty\r'

'My view upon expiry penalty before watching the painting about Darryl hunt’s case, was powerfully against it. I truly believe that we work no say in who is to enlist somebody’s life. Who are we to square up who lives or dies? There is no ensample that we can place on someone’s life, to determine their existence in this world. Life is a precious gift, no matter how cruel the crime may be that the person being impeach of committing the crime. I potently believe that incarceration for the reminder of their life is in my view, the close to extreme decision as a society to make in determine an individuals future.\r\nAfter reviewing the Darryl ply Case, I strongly believe that the justice organisation went amiss(p) when it came to Darryl Hunt’s Case. From the start, the justice system faltered in back offing up the gist of â€Å" each(prenominal) men are created equal. ” Darryl Hunt was tried as a â€Å" pitch-dark Man” with an all white jury. He was not looked upon as a valet that stood before the jury who was being accuse of a crime that he pleads his innocence. He was judged as a black homophile that must be a cruel because of his ethnicity and his innocence that he pleaded was nothing exclusively a lie to their ears.\r\nHe was judged exclusively on the color of his skin, racism took oer the minds of they juries an the charges they found him guilty on. It was honestly all down hill from the start. Multiple denies on appeals that Darryl filed, so far after DNA nosology had proven that Darryl Hunt did not delegacy the crime that he was being held accountable for, The justice system turned away an failed to even allow the thought that this piece of music is innocent and should be free even cross their mind. After the Man ultimately was caught who confessed to the crime that Darryl hunt was being criminate of, Darryl was released to freedom, hat should have been given back to him from the beginning of the racial, judgmental, ignorant minded individuals who took bug out in taking away 20 years of this innocent mans life. I disembodied spirit the death penalty should be abolished. As a Society, we are constantly changing, and re-defining the in force(p) an wrongs that we hold ourselves too. Who are we to take a life from someone, no matter the crime. accept that playing â€Å"God” can be justified by society, is just as ignorant as having hope in the justice system will be perfect one day.\r\n'

'Slavery And Plantation In Trinidad And Tobago History Essay\r'

' gyves and Plantations have always been linked, driven by scotch aims ( Williams 1994 ) , from the earliest period of sugar welt cultivation in the Caribbean. Despite the complexity of the even upts and fortunes that created this relationship, sugar growing and break ones backry both(prenominal) were dining during the comparatively peace competent-bodied former(a) roughlytime(a) ages of the eighteenth century. The European pauperization for sugar had been increasing, and Eng vote allow bulge step to the fore ‘s sugar demands conduct the battalion. The British islands desire T & A ; T were a mono-crop society, with a few(prenominal) colonists tour anything notwithstanding sugar prepare overThe Business of SlaveryThe triangular Trade is a term unremarkably utilize in treatments of the buckle down trade. Slaves would be brought from Africa to the woodlets, which would direct sugar and opposite topical anaesthetic goods to Europe, who would in tur n send goods to Africa. The goods unremarkably sent to Africa were guns and other manufactured points because at that place was no industry in Africa. In the West Indian islands like T & A ; T, nevertheless, the merchandising of strivers was an of import dower of the economic remains. The demand for to a greater extent slaves was ever greater than the market could supply, and the West Indian companies were opened up in the 1700s to right(prenominal) trade to assist supply scanty slaves to get dressedtlements that produced sugar. The G anyic encouraged this trade on their islands by relieving slaves from most import and trade revenue enhancements.Life on PlantationsWorking Conditionss: Slave dig up in Plantations\r\n‘aˆ¦the toughest sequence, a season of labor from dawn to twilight, bare love joints and calves stung by cowitch, knotted musculuss gelded by cane foliages that cut like consecutive razors, dor supplys split unfastened by the whipaˆ¦ ‘\r\nThe woodlet land consisted of cane- bowls, provision evidences, whole toneland and grazing land. Each orchard possessor preferred to h grey-haired to a greater extent than twain hundred solid grounds of cane land. Provision evidences were used by the slaves to cultivate nail down harvests, plantains and veggies for nutrient. The forest provided timber and firewood and the grazing land was used for croping cowss ( jitney 1965 ) . The cane Fieldss had either freshly set canes or ratoons. The ratoons were parvenue shoots turning from old cane roots which were left in the land afterwardsward a old harvest of cane was harvested. Norm altogethery a ratoon firmament was less productive. A usual sugar res publica had factory edifices such(prenominal) as the factory, boiling raise and curing house. Around these mill edifices at that place were other little edifices and sheds in which, bleaksmiths, wheelers, carpenters, Masons, Coopers and other mechanic sla ves worked. thither would similarly be a little â€Å" infirmary ” for ill slaves, and a little â€Å" gaol ” which kept slaves who were beingness punished. There were storage suites for tools and supplies and sheds which sheltered promote animal(prenominal) or stored cane meth or bagasse which was used as raise. non far from the mill edifices were little houses in which the European directors and supervisors lived. They were by and large superintendents, book-keepers, versatile craftsmen and strikeice staff. In the biggest house lived the estate possessor. The slave quarters were somewhat space hit from the places of the directors.\r\nA work 24 hours consisted of 15-16 hours a two dozen hours, during harvest sentence and, could travel on during crop and move for 16-18 per week 7 yearss a hebdomad and harmonizing to Stampp ( 1956 ) the slaves were stipulation the beneathtaking to fix the land for seting. Their normal on the job twenty- quaternary ho urs began before dawn and ended after sunset. They cleared the grass and shrubs by weeding and burn ( nippers between the ages of six and ten capability be active as pee bearers while kids between the ages of 10 and 12 were organized into packs and set to weeding ) . Cane holes were take away and into these cane tops were planted. As the cane grew, packs of slaves manured the bailiwick of view and weeded shrubs that sprang up around the cane workss. Fe phallic slaves did much of the weeding and the manuring. After 12 to 15 months the cane was now get on with. The topic was set afire to fire off the foliages from the cane chaffs and at the uniform clip to acquire rid of serpents which lived at that place. The field slaves, utilizing cutlasses, so cut the cane chaffs, packed them in packages and loaded them on to ox-drawn pushcarts which dribbleed them to the factory. At the factory, the cane was crushed and the juice flowed by dint of troughs to big metal containers. The cane chicken feed was removed and stored for usage as fuel for the boilers. The juice in the big containers was delicate by heating and the add-on of a little measure of calcium hydroxide. This sharp juice was so ladled into a Cu boiler in which it was boiled. After a part, the juice from this Cu boiler was ladled into a little boiler and was boiled at once more and so still come along in a yet smaller boiler. By so, it had changed into gluey sirup which was allowed to chill, and so poured into wooden hogsheads standing on beams in the hardening house. Through little holes at the underside of the hogsheads, molasses seeped out and was collected in containers set below the beams. After to the highest degree three hebdomads, the staying sirup in the hogsheads elucidate to organize sugar. The sugar remained in the hogsheads which were after packed into ships for export to Europe. Some estates besides manufactured rum by fermentation juice from the first boiling and most the same measure of molasses. Almost all of this specialized work carried out in the industry of sugar and rum was do by skilled artisan slaves who were exceedingly valued by their proprietors. During the milling season, slaves worked in displacements through and throughout the 24 hours and dark.\r\nEven after the harvest season was over, the estate proprietor did non let his slaves to be idle. The Fieldss had to be brisk for the new harvest, weeding and manuring of the ratoons had to be done, and fixs to drainage and irrigation canals, fencings and edifices had to transport out. Work was even institute for kids from the age of six old ages old. They collected firewood, cut grass to feed farm exalt beings and f etceteraed imbibing H2O to slaves working in the Fieldss. The woodlet proprietors did non desire their slaves to affect themselves in idle conversation since they felt that the dissatisfy slaves may utilize the juncture to maculation rebellion.PunishmentsWhile each plant ation had its ain set of social, apparitional, and labour codifications, all had the basic coif for an instilled hierarchy in which the slave guidekey reigned as oecumenicized anxiety disorder. He maintained the component of slave wretchedness, by commanding the grade of hurting ( Starobin 1974 ) . Treatments were tending(p) such as mutilation, stigmatization, chaining, and slaying which were supposedly regu posthumousd or prohibited by jurisprudence. Whippings, whippings, drownings, and hangings were every bit unpredictable as they were gruesome.\r\nIt was clear to plantation proprietors that bondage could non net without the whip ( even though proprietors were out to intentionally kill or maliciously mslant a slave ) . Males and egg-producing(prenominal)s were whipped randomly. The severity of floging depended on the figure of shots to the type of whip. 15 to twenty ciliums were by and large sufficient, scarce they could run much higher(prenominal). Other points used fo r penalties included stocks, ironss, neckbands, and chainss. It was besides platitude that grownup egg-producing(prenominal)s could be raped by the proprietor of the plantation, his boies or, any white male.Methods of ControlThe white-hot plantation proprietors in T & A ; T used sundry(a) methods to keep fatten out control over their slaves. Their chief method was that of â€Å" divide and regulation ” . Members of the same folk music were separated on variant plantations to forestall communicating between them. The purpose can this was to forestall any programs to arise if they were together. This separation, nevertheless, created a job of communicating, since the plantation would hold different groups of slaves talking different linguistic talks. Therefore, the plantation owners had to happen a manner to pass on with their slaves. Soon a new linguistic intercourse, known as Creole, positive and this became a common lingua among the slaves. When the British took control of the twin islands in the cabaretteenth century, English words were injected into the linguistic communication and it became the footing of the Creolised linguistic communication.\r\nSlaves were besides prevented from rehearsing their credits. kind of a few slaves were Muslims while numerous others had their ain tribal beliefs. however since the Christian plantation owners saw non-Christians as heathens, they make sure that the slaves could non garner to idolize in the manner they were accustomed when they lived in Africa.\r\n later Christian missionaries were permitted on the plantations and they were allowed to prophesy to the slaves on sunshines. In clip, many of them were converted to Christianity ; it was the prevalent feeling that the born-a nominate slaves became docile and was non spontaneous to back up rebellion on the plantations.\r\nAnother means of control was the inventive activity of a phratry carcass among the slaves. Field slaves formed the t erminal group, even though some of them had particular accomplishments.\r\nThe concluding ranking slaves, the anchor of the plantation economic system, were the field slaves. The field slaves were divided into ‘gangs ‘ harmonizing to their individualised strength and ability, with the strongest and fittest males and females in the first pack. The incentive used to promote difficult work, was ciliums of the cart whip, which were freely administered by the drivers, who were ‘privileged ‘ slaves under the superintendent ‘s supervising. Higher up the slave hierarchy were the artisan slaves such as blacksmiths, carpenters and Masons, who were frequently hired out by the plantation owners. These slaves besides had calamitys to gain money for themselves on assorted occasions. mum higher up in this category system were the drivers who were specially selected by the egg white plantation owners to command the other slaves. The house servant or house slave had a particular topographic point in this agreement, and because they worked in the maestro ‘s house and sometimes having particular favors from the maestro, they held other slaves in disdain. Normally, the slaves in the lowest round of this societal ladder were the 1s who rebelled and frequently domestic slaves were the 1s who betrayed them by describing the unfathomed plans to their maestro.\r\nThen thither were divisions ground on colouring material. In the aboriginal(a) yearss, it was comparatively easy for a fine African to lift to the degree of a driver. But mixtures occurred through the birth of kids as a consequence of brotherhoods between albumen work forces and black big(a) females ( mulatto ) , White work forces and mulatto great(p) females ( mestee ) and mulatto work forces and black adult females ( sambo ) . Some slaves of wining coevalss therefore had spark skin colors, and the White plantation owners discriminated in favor of them. These slaves with White male parents or White relations were placed in places above those of the field slaves. This was the beginning of color favoritism in the Guyanese society. Of class, in all of this, the Europeans †the Whites †busy the highest round of the societal ladder and they rear willing Alliess among the assorted or colored population who occupied the intermediate degrees. The pure Africans remained at the lowest degree\r\nWomans and Slavery in the Plantations\r\nHarmonizing to scrubbing ( 1990 ; 33 ) the primary ground for the straw man of adult females in T & A ; T during the clip of bondage was callable to their labour value. In the early yearss of bondage, plantation proprietors attempted to bring forth fit forms of reproduction and encourage matrimony, but found it was economically unlogical to make so. Alternatively, it was more profitable to buy new slaves from Africa ( until the go along supply of female slaves being delivered from across the Atlantic was th reatened by emancipationist force per unit area in the 18th century ) . Girls worked on estates from the early age of four. Occupations for misss between the ages of 12-19 varied from field work, to stock work, to domestic work, to rinsing e.g. vesture, dishes, etc. ( Reddock 1985 pg. 64 ) , . Other signifiers of work for mature adult females included accoucheuse, doctoress, and housekeeper. European plantation proprietors by and large regarded most slave adult females as suited for field work, which consisted of occupations such as delving holes for canes, weeding, and hoeing. In Jamaica, the majority of adult females between the ages of 19 and 54 were working in the Fieldss.\r\nBy the late eighteenth and early 19th century, there were more adult females working in the field than work forces due to their dishonor mortality rates. Despite the common sort out whereby work forces are stronger and more physically capable than adult females, it can be argued that adult females were as of import, if non more of import, to field work during the period of bondage in T & A ; T. The importance of adult females in the plantation economic system is reflected in the financial value of female slaves between 1790 and the terminal of the slave trade. The fiscal value for a â€Å" new ” male slave was about ?50-?70, while the monetary value for a new female slave was about ?50-?60. ( Bush, 1996:33 )\r\n asunder from businesss such as doctoress, accoucheuse, and housekeeper, which were considered to be higher employment places for slave adult females during the clip, the slave elite was about wholly make up of work forces. Womans were confined to contending for put down places in the socio-economic hierarchy and were ever excluded from the more esteemed and skilled occupations ( i.e. woodworking ) . Among the particular(a) sum of businesss available to Trinbagonian slave adult females, the most esteemed occupation was found to be nursing.\r\nOne manner in w hich adult females slaves would on occasion put in income and resources for themselves was through sex trade ( Morrissey 1989 pg. 69 ) . This was a common manner for adult females slaves to salvage money for freedom, peculiarly in the eighteenth and 19th centuries in T & A ; T. The bulk of enslaved domestic workers in towns were expected to back up themselves through harlotry.Culture of Slavery and Plantation lifeHomePlantation slaves were housed in slave ‘s cabins. Small, impolitely built of logs with weatherboarding turnouts, with clay tinkling. Floors were packed soil. They were leaky and draughty and the combination of moisture, soil, and cold made them pathological environments. On the plantation, the slaves were housed in edifices which were some infinite off from the maestro ‘s house. more or less of these slave houses had thatched roofs and walls of old boards or of lappet moth and clay. The floor was the Earth itself and there were no furniture excep t some implicit in(p) pieces that the slaves managed to do.ClothingSlaves were non well-clothed ; they had un match vesture for people move in heavy labor all twelvemonth. Children would dress in long shirts. manpower possessed small besides with two shirts and two cotton bloomerss. Womans were provided with an deficient sum of theoretical account and made their ain apparels. The textile was inexpensive stuff, produced in England that was dubbed â€Å" Negro fabric ” . The slaves besides obtained a vesture alteration approximately every twelvemonth. The work forces true a harsh woolen jacket, a chapeau, about six paces of cotton, and a piece of canvas to do a duo or two of pants. Womans received the same allowance as the work forces, but kids received none. The kids remained bare until they were approximately nine old ages old, or were given vagabond vesture that their parents managed to happen or were able to buy.FoodThe nutrient was by and large equal in majority, but imbalanced and humdrum. exemplary nutrient allowance was a stilt of maize repast and three to four lbs of salt porc or bacon per hebdomad per individual. This diet could be supplemented by veggies from their gardens, by tilt or wild game, and molasses ( non usually ) . The slaves prepared their ain nutrient and carried it out to the field in pails. While the slaves were provided with sure groceries by the maestro, they raised their ain subsistence harvests of veggies, plantains and root harvests on little garden secret plans that the maestro allowed them to utilize. However, they could merely make their personal agriculture on Lords daies when they had no work on the plantation. They besides took the chance to angle on Lords daies in the nearby canals, the rivers or the ocean. Each grownup slave was given one lb of salt-cured fuel pod fish every Sunday by the plantation proprietor. The salt-cured pod fish was imported from North America. A kid slave was given a smaller all otment. On particular Christian vacation, there was an extra allowance of about a lb of beef or porc, some sugar and a measure of rum.ReligionThe general position held by the plantation proprietors was that the African slaves did non keep to a system of beliefs that could be described as a faith ( Mbiti 1969 ) . At best †so the members of the plantocracy and the perform that served them felt †their beliefs amounted to nil more than infidel superstitious notion. Not a few of them, possibly, felt that the Africans were incapable of spiritual sentiment. But the Africans held spiritual beliefs derived from their fatherland. It may be efficacious to observe that some of the slaves, peculiarly these who came from the Fula-speaking ground of Senegambia, were Muslims. The var. of the plantation owners of dividing tribesmen from one another, and of detering the line of battle of slaves for any purpose whatsoever, was non calculated to let Islam to last. Again, the little figur e of African Muslims that came to plantations in T & A ; T lacked the stellar(a) of Imams and the ownership of the Quran. Then, excessively, the plantation life did non go away itself for long supplications at fixed times, pietism on a set twenty-four hours, fasting at prescribed periods, or banqueting on vacations which did non co-occur with those ascertained by the plantocracy.\r\nOn the other manus, endemic African spiritual beliefs, which became labelled as â€Å" obi ” , survived the troubles of estate life. But these beliefs underwent central alterations although they remained clearly â€Å" African ” in verbal expression ( Saraceni 1996 ) . Three factors were chiefly responsible for these alterations. In the first topographic point, African spiritual thoughts were capable of alteration in reply to the new circumstance of estate life. Second, the pattern of African faith was frowned upon by estate governments. This meant that the faith could merely be skilful in secret and irregularly. The consequence has been that some facets of African spiritual patterns withered off while others lost their nationality and linguistic communication and became garbled. Third, the exposure to Christianity led non merely to the passageway of Blacks to that faith, but besides to the imbrication of African and Christian beliefs.Free TimeExcept for net incomes enjoyed by the artisan slaves, most of the slaves depended on obtaining money by selling excess spurt goodss from their proviso evidences and besides the sale of farm animal that they reared. On Sundays, small town markets were held and the slaves seized the chance to barter or sell their green goods. On these occasions the slaves made purchases of a few pieces of vesture and other points for their places.\r\nThe Sunday markets were besides occasions when slaves from different plantations were able to socialize and to interchange intelligence and pieces of chitchat.\r\nThere were besides time s of diversion. These were normally at the terminal of the â€Å" harvest ” and at Christmas and on public vacations when the slaves were allowed to keep dances which had to stop by midnight.\r\n'

'Catherine Booth Contribution to Christianity Essay\r'

'Catherine sales booth has beefed-uply contributed to the air and development of Christianity. done and by developing the organisation The buyback the States, carrel addressed discriminatory issues present in the Christian church service such as the in enoughity of women and exclusion of the trim back class. kiosk has fascinated, and still continues to influence Christian comp some(prenominal) by displaying female equivalence in the church, workplace and home.\r\nHer charity work through with(predicate) The buyback soldiers altered Christianity’s perspective of assisting totally stack in need and not distinguishing betwixt â€Å" deserving” and â€Å"undeserving” poor. stalling adapted her church to make it much holy, sacred and likable to all in society, she placed furiousness on judge the poor so that more quite a little can go back to god. Catherine kiosk influenced the Christian church’s belief of women’s rights. Duri ng her aliveness the Christian Church believed it was heretical to intromit a woman to advocate and get wind adults.\r\n sales booth began her work preaching in her home, then teaching in the Dockland parishes of R otherwisehithe and Bermondsey1, and conducting evangelical rallies. She was convinced that women had an equal right to preach and teach. This is displayed in her brochure â€Å"Female ministry; or woman’s right to preach” where she state â€Å"Why should a woman be confined exclusively to the kitchen and the distaff, any more than man to the field and workshop. ”2 kiosk also pointed knocked out(p) that the initial people who proclaimed the news of the resurrection of deliverer were women.\r\nTherefore, out-of-pocket to the strong leadership authoritys of women in Jesus’s life, women convey as more responsibility for the gospel as men. During her work of preaching, cubicle received much criticism from Christians and the church, b ut she also challenged a lot of minds and became a role stumper for female ministry. sales booth was a good and equal partner in establishing the substantially k instantly organisation, The Salvation Army, which was initially cognise as The Christian Mission3.\r\nDue to her strong role in creating this charity Booth was proclaimed with the title â€Å"Mother of an Army”. Yet again, the repurchase troops received much censure from the government and Christian variants such as the Church of England for allowing women to have the same rights as men. Lord Shaftesbury, an evangelist and politician in her time stated Booth was an â€Å"elevation of women to man’s status”4. The violation and influence of the Salvation Army and it’s strong role of women let the Church of England to fear some other schism in Christianity.\r\nWhen Catherine married William Booth in 1865 he initially disagreed with her beliefs of equality, curiously in the church. Although , it wasn’t long onwards the couple announced their well-disposed intercourseship as equal5, William even stated in relation to Catherine’s role in the Salvation Amy â€Å"the best men in my army are the women. ”6 Catherine Booth was, and continues to be an lawsuit of female equality in the church, workplace and home. Her actions in the 19th ascorbic acid influenced further Christian developments such as the feminist theology in the 20 and 21st century.\r\nBooth’s example continues to change and develop Christian beliefs in female equality; the majority of Christian churches now express women as equal and support their contribution in religious practices. by her strong belief and acts on kind judge, Catherine Booth has developed the reflectivity of social justice in Christianity. She displayed how blueprint people, normal Christians can help and uphold others by adhering to the two focus’ of social justice, direct aid and aerodynamic li ft knowingness to change unjust structures.\r\nBooth has unceasingly had this passion for social justice; when she was a child playing in her molar concentration she watched the arrest of a drunken man. or else of running away in disgust, Booth went and kept the man company, holding his until they reached the jail7. incorrupt stories like Catherine’s continue to influence many people of a of import Christian belief, accepting and helping people. Through the work of the Salvation Army Booth approached the direct aid focus of social justice by establishing food for one thousand thousand shops and improving work conditions for women and children.\r\nShe was distinct from the other charities and churches of her time, as she did not distinguish between â€Å"deserving” and â€Å"undeserving” poor. This is evident through her successful campaigns, focusing on the raising awareness area of social justice, against the occasion of yellow phosphorus in coordinated making factories. Other campaigns included the manginess of â€Å"white slavery” (prostitution of young women) which resulted in raising the age of consent from xiii to sixteen years, and supporting the temperance society. 8 Catherine Booth stated â€Å"It is a bleak scandal on those Christians andlords who keep their tenants in buildings unfit for dogs. ”9 Booth’s passion for social justice has contributed to the expression of Christianity by displaying Jesus’ love for those in need and not distinguishing between the poor. In doing so, she has also influenced the way Christianity is perceived, this is evident through the high regard which the Salvation Army is now perceived in wider society. Booth’s passion for social justice also developed a finis to initiate a more accepting and holy church in the Christian community.\r\nShe abandoned the Christian denominations that she saw as too immutable and middle class, and reached out to those who wer e excluded from these churches. In the Salvation Army churches, Booth placed an emphasis on piety and went against the use of sacraments such as communication and baptism. To promote and attract the poor and poverty-stricken to the church, the salvation army used normal music and theatrical styles such as those that were used in America, this form of ministry was more accessible and appealing to the poor and lower class. 0 The result of Booth’s campaigns were shown in a 1882 survey; on one weeknight 17 000 people were enter to be worshiping with the salvation army in comparison to 11 000 involved in ordinary church. 11 This statistic challenged other Christian variants to alter their own forms of worship. The goal of the salvation army continues to be the promotion of the Christian religious belief. 12 By inspiring people to go back to god, Booth rest an important figure in Christianity.\r\nShe promote the Christian church to accept people over all social classes into their ministry, and now in modern times the church supports and helps the unfortunate in developing their confidence in god. Catherine Booth’s impact on the development and expression of Christianity was immense. The acceptation and freedom of women and the lower class in Christian society is greatly due to Catherine Booth. She still continues to influence and contribute to Christianity to this mean solar day through her past examples of female equality and social justice. The Salvation Army trunk Booth’s legacy that assists all people in developing faith in god.\r\n'

'Games to Life Essay\r'

'Pong, Super Mario Bros. , and Pac-Man ar a couple classic back ups most e preciseone has played. These mealys were several(prenominal) of the first telecasting games ever made and had very little to no violence in them. These depiction games start out now evolved into more than graphic, gory, and violent games. This increase violence in video games has typed more encroachment in society. On April 20th, 1999 at Columbine mellow School in Colorado a scene occurred put to deathing 12 students, 1 teacher and as well as injured 24 other students. Two students were the cause of this shooting. The cardinal seniors played video games religiously and were big(a) fans of a game named Doom.\r\nDoom is a game where players is a space marine who must bit his way through hordes of invading demons from Hell. The two shooters wish and played this game so much that horizontal designed their own found off of it. Eric and Dylan’s, the two shooters, game was created found on the Columbine tall School’s floor plan. Their game contained characters based off student at their trail whom they did not like. When students, in their game, that believed in God would die they would reckon â€Å"’My Lord, why did you do this to me? ” which is what Eric and Dylan believed they would say as they would kill them.\r\nWhen a newer game called Duke Nukem came out, a similar game to Doom, Eric and Dylan were quick to design another levels based on Columbine High School. In this game they had more realistic guns and bombs, which the shooters liked. They similarly mapped out how they would invade the school and whom they would target in these levels they created. Through both these games, that Eric and Dylan love to play, inspired them to create there own games apply their school as a layout and students as the characters. They plan out how they would approach their shooting and where they would place their bombs based on what they did in their g ames.\r\nThey knew whom they would kill first and where they would be. They also placed bombs around the school as they would in the game that thankfully did not go off. video games have become a big die of our culture in today’s society. When video games first came out they were simple, friendly, and non-violent. Since then video games have become more sophisticated, completive, and especially more violent. Eric and Dylan’s shooting on their school was an act of trespass supported from the violent videos games they played.\r\n'

'Literal/ Golden/ Mischief Rules Essay\r'

'The literal run is the primary regain which make fors precedence over the others. spoken communication and phrases should be construed by the courts in their cut-and-dried sense, and the mine run predominates of grammar and punctuation should be applied. If, applying this rule, a distinctly importation appears, then this moldiness be applied, and the courts will non inquire whether what the edict says represents the pattern of the legislature: ‘The intention of fantan is not to be judged by what is in its mind, but by the expression of that mind in the statute itself’. The literal rule is strongly criticised by galore(postnominal) honoryers. It has been said to be ‘….a rule against victimisation intelligence in netherstanding language. Anyone who in ordinary life see words literally, being soggy to what the speaker or writer meant, would be regarded as a pedant, a mischief-maker or an cretin’.\r\nSuch criticism, it is submitted, is m isguided. For example, the Hotel Proprietors form 1956 provides that in certain circumstances an hotel proprietor is liable for loss of or injury to guests’ blank space, but that this liability does not usually fly the coop to guests’ motor vehicles or property remaining ‘ in this’. The question arises †is the hotel proprietor liable for property left on, rather than in, a vehicle, for example, on a pileus rack. On a literal fancyation, the hotel proprietor is liable, because if Parlia custodyt had intend to exclude property left on a vehicle, the performance would have said ‘thitherin or thereon’. The ‘common-sense’ school would say that it is ludicrous to make a distinction between property left in or on a vehicle.\r\nThat may be so in the avowedly trivial example given, but if this line of aim is accepted, it way of life that the courts would have power to rewrite get alongs of Parlia manpowert, which many state would consider to be highly dangerous, curiously where it takes the form of assuming that Parliament ‘intended’ something, when in truth it is more than likely that Parliament never gave that guinea pig a moments’ thought. It is better that the courts interpret statutes strictly, and if this leads to unacceptable or inequitable results, then Parliament should conduce amending economy to indicate clearly what its intention was. The copious force of the literal rule was demonstrated in the case of Whitely v, Chappell (1869). The defendant had suffraged in the name of a individual who had died, but was found not unrighteous of the offence of someoneating ‘any psyche authorize to vote’: a dead person is not empower to vote.\r\nGolden Rule\r\nWhere the meaning of words in a statute, if strictly applied, would lead to an absurdity, the golden rule is that the courts are entitled to assume that Parliament did not intend much(prenominal) a bsurdity, and they will construe the Act to give it the meaning which Parliament intended. So, for example, the Offences Against the Person Act 1861 provided that ‘whosoever being married shall link another person during the life of the former husband or wife’ is guilty of bigamy. Re Sigsworth 1935 provided that the Defendant was not entitled to inherit because it would be manifestly repugnant to throw overboard a murderer to reap the benefit of his shame even if the Defendant is the only inheritor.\r\nInterpreted literally, this rendering is absurd on two counts. First, the phrase ‘shall conjoin another person’ is meaningless in the context, as the essence of bigamy is that a married person skunknot marry again while his first trade union subsists. Secondly, the computer address to a ‘former’ husband or wife is quite inappropriate. The word ‘former’ suggests that the original marriage no longer exists, but if that were t he case the person marrying again would not be guilty of bigamy. disdain the slipshod draftsmanship of the Act, however, the intention was clear, and the courts have interpreted the relevant section as meaning that a person who purports to marry another while his or wife or husband is still subsisting is guilty of bigamy.\r\nMischief Rule\r\nWhen it is not clear whether an act falls within what is prohibited by a particular piece of legislation, the judges fuck apply the mischief rule. This means that the courts can take into account the reasons why the legislation was passed; what ‘mischief’ the legislation was designed to cure, and whether the act in question throw away within the ‘mischief’. For example, the Street Offences Act 1959 make it an offence for a prostitute to solicit men ‘in a street or semipublic place’. In Smith v. Hughes the question was whether a woman who had tapped on a balcony and hissed at men passing by was guilty o f an offence under the Act. Parker, L.C.J., found her guilty: ‘I approach the matter by considering what is the mischief aimed at by this Act. Everybody (sic) knows that this was an Act intended to clean up the streets, to enable people to walk along the streets without being molested or solicited by common prostitutes.\r\nViewed in that way, it can matter piffling whether the prostitute is soliciting while in the street or standing in a doorway or on a balcony’. In the case mentioned, it was comparatively easy to apply the mischief rule as the circumstances which caused the passing of the Act were well known. The rule does, however, have limitations as it is by no means perpetually easy to discover the ‘mischief’ at which particular Act was aimed. The rules of interpretation discussed above do not apply to the interpretation of EEC legislation.\r\nThe European Communities Act 1972 provides that questions of interpretation of EEC law must be decided in ac cordance with the principles rigid down by any relevant decision of the European Court. Therefore, although EEC legislation has the force of law in England and thus becomes part of English law, the courts cannot interpret it by the methods which they apply to the main body of English law. In interpreting statutes, the courts make certain presumptions: (a) that the statute is not intended to have retrospective subject; (b) that it applies only to the United Kingdom;\r\n(c) that it is not intended to interfere with existing vested rights; (d) that the property of any person will not be confiscated without compensation; (e) that there is no intention to interfere with existing contractual rights; (f) that there is no intention to interfere with personalized liberty; (g) that any person to whom judicial or quasi-judicial power is given will exercise such power in accordance with the rules of natural judge; (h) that the statute is not intended to derogate from the requirements of supranational law. Any of these presumptions may be overruled by the precise words of the statute. Private Acts (but not public Acts) always have a preamble which sets out the objects of the legislation. Preambles can on occasion be of considerable avail to the courts in interpreting the Acts.\r\n'

'Curriculum Guide Essay\r'

'The apprentice demonstrates communicative competence (and multiliteracies) by dint of with(predicate) his/ her brain of books and early(a) schoolbook editionbookbook editionual matters types for a deeper grasp of Filipino Culture and | |those of early(a) countries. | |GRADE LEVEL stock: The savant demonstrates communicative competence (and multiliteracies) through his/ her correspondence of Afro-Asian Literature and other(a) schoolbookbook edition editionual matters types for a deeper appreciation of Afro-Asian | |Culture and those of other countries. | |DOMAINS OF LITERACY |CONTENT trite |PERFORMANCE STANDARD |LEARNING COMPETENCIES | | hearing cellular inclusion | prat 1 | shadow 1 | draw and quarter 1 | | |The apprentice demonstrates intellectual of the |The apprentice accurately produces a |Recognize prosodic features: puree, intonation and pauses avail as carriers of implication that | | |prosodic features and non-verbal cues that |schematic plat to disgrace and bugger off at |may support or interfere in the delivery of the message in stories and edifying texts | | |serve as carriers of means when auditory sense to|an posting of the important details | seam prosodic features (stress, intonation, pauses) and rate of speech as carriers of meaning | | | en scintillati whizz and only(a)ning texts and longer storeys to |in long communicatives or descriptions | | | | n ace significant details. |listened to. |Recognize changes in meaning signaled by stress, intonation and pauses | | | | | | |\r\n| | |Listen to points the loud verbaliser stresss as signaled by contrastive denounce stress determine how | | | | |stress, intonation, phrasing, pacing, tincture and non-verbal cues serve as carriers of meaning that| | | | |may aid or interfere in the message of the text listened to | | | | | | | | | | | | | after part 2 | disembowel 2 | string 2 | | |The assimilator demonstrates intellectual on how |\r\nThe disciple crea tes an audio †video| hold curb earr to each one skills when audition to descriptive and long narrative texts | | |employing projective comprehend strategies to |presentation highlighting the core |(e. g. making predictions, noting the spectacular effect of sudden twists, and so forth) | | |descriptive and longer narrative audio texts, |message of a text listened to. | | | |helps him/her to formalise culture, | | utilization projective listening strategies with longer stories | | |opinion, or arrogance to participate well in | | | | | ad hoc communicative context . | |Listen to determine conflicting info aired over the radio and television | | | | | | |\r\n|The pupil demonstrates apprehension of | |Listen for clues to determine pictorial representations of what is talked well-nigh in a listening | | |adjusting listening strategies (marginal, | |text | | |selective, attentive, critical) in relation to| | | | |the main think of listening, i’s | | | | |familia rity with the topic and nastyy of | | | | |the text describing a process and narrating | | | | |longer stories to showcase the listening text and | | | | |task. | | | | | puff 3 | stern 3 | cast 3 | | |The scholarly person demonstrates fellow feeling in |The apprentice proficiently writes an | subside the persons existence addressed in an informative talk, the objective/s of the vocalizer and| | | validate schooling, opinions, or |editorial article concerning an |his/her attitude on the issues | | |as conglutinationptions make by a speaker to profit at |issue brocaded by the speaker in a | practice attentive listening strategies with informative texts | | |sound decisions on critical issues. |text listened to. |\r\n| | | | |Note clues and golf links to show the speaker’s stand and assumptions | | | | |Listen for clues and links to show the speaker’s train of thoughts | | | | |Determine the stand of the speaker on a given issue | | | | |Listen to get the vari ant sides of social, moral, and economic issues masking a community | | | pull 4 | lodge 4 | keister 4 | | |The apprentice demonstrates taste of how |The scholar creatively renders a |Process speech delivered at polar rates by making inferences from what was listened to | | |the submissiveity of harmony, unison, rhythm |choric interpretation of a text | | | |and the structure of narratives and other |listened to | consumption syntactic and lexical clues to supply items not listened to | | |text types enable him or her to advise | | | | |their richness. | |Anticipate what is to follow in a text listened to considering the bit/s of the statements | | | | |made | | | | | | | | | | | | || |\r\n get appreciation for texts viva voce interpreted noting harmony, unison, and rhythm. | | | | | | | | | |Listen to send word the tune and the narrative structure of b each(prenominal)ads | | | | | | | | | |Listen to appreciate harmony, unison, and rhythm in choric interpretations. | |Or al voice conversation and Fluency | tush 1 | line 1 | puff 1 | | |The scholarly person demonstrates taking into custody of how |The savant actively participates in| hire stamp down registers to suit the intended hearing, and variation in intonation and stress | | |to speak in clear, even slope appropriate|a conversational dia recordue nearly |for idiom and contrast | | |for a certain situation, purpose and audience.| indoctrinate/ environsal issues or any | articulate feelings and attitudes by utilizing contrastive stress and variations of t one and only(a) and tempo | | | | authentic social concerns. | | | | | | procedure stress, intonation, and juncture to signal changes in meaning | | | | | | | | get discover 2 | fanny 2\r\n| make 2 | | |The scholarly person demonstrates judgment of the |The apprentice joins actively in a |Ask for and give tuition, and express needs, opinions, feelings, and attitudes explicitly | | | respective(a) means on how figurative and aca demic |panel discussion on a current issue |and implicitly in an informative talk | | | linguistic process can be utilise in heterogeneous communication |or concern. |Formulate responses to questions noting the types of questions raised (yes-no, wh-questions, | | | preentings. | |alternative, modals, embedded) | | | | | | | | | | extend to inquiries | | | | | | | | | | go by data obtained from mass media: news wall make-ups, radio, television | | | | | | | | | |Highlight important points in an informative talk employ multi-media resources | | | run 3 |Quarter 3 |Quarter 3 | | |The prentice demonstrates understanding of |The pupil proficiently conducts a | apply appropriate turn-taking strategies (topic nomination, topic increment, topic shift, | | | utilise turn-taking strategies in extended |formal, structured interrogate of a |turn-getting, etc.) in extended conversations | | |conversations to in effect convey |specific subject. | consultation persons to get opinions ab p roscribed certain issues | | |information. | |Respond orally to ideas and needs expressed in face-to-face interviews in accordance with the | | | | |intended meaning of the speaker | | | | |Use communication strategies (e.g. paraphrase, translations, and circumlocution) to repair | | | | |breakdown in communication | | | | | | | |Quarter 4 |Quarter 4 |Quarter 4 | | | | | find at a consensus on community issues by assessing statements made | | |The prentice demonstrates understanding of |The learner competently delivers an | | | |speech functions and forms as indicators of |informative speech utilise multi-media| defend to information obtained from negotiation | | |meaning. |resources to highlight important | | | | |points. |\r\nInterview persons\r\nto get their opinions ab let on social issues affecting the community | | | | | | | | | |Agree/ disaccord with statements, observations and responses made when issues affecting the | | | | |community | | | | | | | | | |Infer the functio n/s of utterances and respond accordingly taking into account the context of the| | | | |situation and the feeling utilize | | | | | | | dictionary Enhancement |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of the |The learner creatively produces an | prepare strategies for heading with unmapped delivery and indeterminate sentence structures and give-and-take | |(Subsumed in all domains) |strategies for coping with the unknown wrangling |e-port paging of vocabulary | | | |and evasive sentence structures and |illustrating the use of varied |Differentiate betwixt shades of meaning by arranging lyric poem in a cline | | | give-and-take to get to at meaning. |strategies. | | | | | |Guess the meaning of idiomatic formulas by noting bring out spoken communication in facial expressions, context clues, | | | | |collocations, clusters, etc. | | | | | | | | | | | | | | | reach at the meaning of structurally colonial and equivocal sentences by dele ting expansions to | | | | | add up up with kernel sentences | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner creatively prepares a |Develop strategies for coping with unknown linguistic process and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |comparative log of academic and | | | |and ambiguous sentence structures and |figurative language reflected in | unmediated the stock of words | | |discourse to arrive at meaning. |documents with the same themes. | | | | | |Define words from context and through word analysis (prefix, roots, suffixes) | | | | | | | | | |Use collocations of difficult words as assist in unlocking vocabulary | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from limiting structures and expansions | | | | | | | | | | | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner d emonstrates understanding of the |The learner creatively produces a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words |frequency word list. |Identify the derivation of words | | |and ambiguous sentence structures and | | | | |discourse to arrive at meaning. | |Define words from context and through word analysis (prefix, roots, suffixes | | | | | | | | | |Use collocations of\r\ndifficult words as aids in unlocking vocabulary | | | | | | | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions. | | |Quarter 4 |Quarter 4 |Quarter 4 | | |\r\nThe learner demonstrates understanding of the |The learner proficiently produces a |Develop strategies for coping with unknown words and ambiguous sentence structures and discourse | | |strategies for coping with the unknown words | glossary of words plug ind to | | | |and ambiguous sentence structures and |specific disciplines. |Identify the derivation of words | | |discourse to arrive at meaning. | | | | | | |Define words from context and through word analysis (prefix, roots, suffixes) | | | | | | | | | |Use collocations of difficult words as aids in unlocking vocabulary | | | | | | | | | |\r\n| | | | |Arrive at the meaning of structurally complex and ambiguous sentences by separating kernel | | | | |sentences from modification structures and expansions | |Reading and |Quarter 1 |Quarter 1 |Quarter 1 | |Comprehension |The learner demonstrates understanding of the |The learner produces a Reading Log |Adjust discipline drive on base on one’s purpose for get wording and the type of materials read | | |different reading courses to suit the text and |showing various entries comparable the |Use different reading styles to suit the text and one’s purpose for reading | | |one’s purpose for reading. |choice o f reading materials, the | skim rapidly for sequence signals or connectors as root for determining the rhetorical | | | |type of reading employed, etc. |organization of texts | | | | |Skim to determine the author’s key ideas and purpose by answering questions raised after | | | | |surveying the text | | | | |Read intimately to select appropriate details from a selection for specific purposes | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of |The learner proficiently uses |Evaluate content, elements, features, and properties of a reading or viewing selection employ a | | |textual relationships using non- bilinear forms |advanced organizers/ illustrations |set of criteria developed in consultation (with companions and the teacher) | | |and graphics to obtain information from linear|showing textual relationships. | | | |and non-linear texts. | |Explain visual-verbal relationships illustrated in tables, graphs, information maps commonly util ize| | | | |in content bailiwick texts | | | | | | | | | |Transcode information from linear to non-linear texts and misdeed-versa | | | | | | | | | |Explain illustrations from linear to non-linear texts and iniquity versa | | | | | | | | | | | | | | | elevate information illustrated in tables, graphs and maps | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of |The learner creatively produces a\r\n| expend varied reading strategies to process information in a text | | |varied reading approaches to quarter sense and |digital chart of various text types |Recognize the propaganda strategies used in advertisements and consider these in formulating | | |develop appreciation for the different text |with clickable features. |hypotheses | | |types. | | list between facts from opinions | | | | |Use expressions that signal opinions (e.g. seems, as I see it) | | | | |Note the function of statements made as the text unfolds and use it as a earth for predicti ng | | | | |what is to follow | | | | |Express emotional reactions to what was asserted or expressed in a text | | | | | put on approaches best suited to a text | | | | | | | | | |Note the functions of statements as they unfold and consider the data that office | | | | |confirm/disconfirm hypothesis | | | | | | || | |Examine for bias | | | | | | | | | |\r\nDetermine the validity and adequacy of proof statements to support assertions | | | | | | | | | |React critically to the devices employed by a generator to achieve his/her purpose | | | | | | | | | | | | | | | | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner prepares an abstract of |Utilize cognition of the differences among text types (instructional, explanatory, recount, | | |to abstract information presented in |a text read. |persuasive, informational and literary) as an aid in processing information in the selection read| | |different text types and to note explicit and | | or viewed | | |implicit signals used by the source. | | | | |\r\n| |Assess the content and function of each statement in a text with a view of determining the | | | | |information structure of the text | | | | |Abstract information from the different text types by noting explicit and implicit signals used | | | | |by the writer | | | | |Interpret instructions, directions, notices, rules and regulations | | | | | | | | | |Locate and synthesize essential information found in any text | | | | | | | | | | cross out the statement of facts from beliefs. | | | | |Evaluate the accuracy of the information. | | | | |Draw conclusions from the set of details. | | | | | prime out relationships between statements. | | | | | get wind\r\nbetween full general and specific statements. | |Literature |Quarter 1 |Quarter 1 |Discover publications as a means of understanding the human being and the forces he/she to contend| | |The learner demonstrates understanding of the |The learner creatively and |w ith | | |different genres through the types contributed|proficiently performs in a choral |Discover through literature the symbiotic relationship between man and his environment and the | | |by Afro-Asian countries to express |reading of a chosen Afro-Asian poem.|need of the former to nourish the latter | | |appreciation for Afro-Asian heritage. | | | | | | |Demonstrate a heightened sensitivity to the needs of others for a better understanding of man | | | | | | | | | |Discover through literature the links between one’s life and the lives of slew throughout the | | | | |world | | | | | | | | | |Highlight the need for a more just and equitable distribution of resources | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The\r\nlearner demonstrates understanding of how |The learner creatively compiles |appearance understanding and appreciation for the different genres with emphasis on types contributed | | |significant human experiences are best |Afro-Asian literary pieces as |by Asian countries (i.e. Haiku, Tanka, etc.) | | |captured in various literary forms that |accounts of experiential education. | | | |inspire reality to bring out the best in them. | |Point out the elements of plays and playlets | | | | | | | | | |Determine the big discourse patterns of essays and the macro discourse signals used to | | | | | assemble meaning relationships in the essay | | | | |Determine the author’s tone and purpose for indite the essay | | | | |Point out how the choice of title, space allotment, imagery, choice of words, figurative | | | | |language, etc. contribute to the theme | | | | | | | | | |Explain figurative language used | | | | |Express appreciation for sensory images in literary forms\r\n| | | | | introduce understanding of the text by paraphrasing passages | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner produces a critical |Discover Philippine and Afro Asian literature as a means of expanding expe riences and outlook and| | |different genres to heighten literary |review of articles with the same |enhancing worthy universal human value | | |competence. |themes but different genres. |Express appreciation for worthwhile Asian traditions and the values they represent | | | | | | | | | |Assess the Asian identity as presented in Asian literature and oneself in the light of what cast offs| | | | |one an Asian | | | | | | | | | |Identify oneself with other wad through literature taking note of cultural differences so as | | | | |to get to the heart of problems arising from them | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner produces an e-literary |Point out the role of literature in enabling one to grow in personhood | | |literature mirrors the realities of life and |folio which captures significant |Discriminate between what is worthwhile and what is not through literature | | |depicts human aspirations. |human experiences. | Distinguish as positive values humility, resourcefulness, self-reliance and the mightiness to look | | | | |into oneself, and accept one’s strengths and weaknessess | | covering Comprehension |Quarter 1 |Quarter 1 | get up information extracted from a computer computer coursememe viewed | | |The learner demonstrates understanding of the |The learner produces course of instruction | | | |different text types and genres of plans |portfolio that monitors his/her | oppose and contrast basic genres of programs viewed | | |viewed to in effect benefit information and |progress as a knockout (in terms of | | | |find meaning in them |interest, preference, and | secern events logically | | | |reflections on individual viewing | | | | | sorts). | validate mental images of the information conveyed by a program viewed | | | | | | | | | |Respond to questions raised in a program viewed | | |Quarter 2 |Quarter 2 |Quarter 2\r\n| | |The learner demonstrates understanding of the |The le arner effectively writes |Discern positive and negative messages conveyed by a program viewed | | |different text types and genres of programs |reactions to movies viewed. (movie | | | |viewed to effectively derive information and |review) |React appropriately and provide suggestions found on an established fact | | |find meaning in them. | | | | | |The learner presents a review of a |Decode the meaning of unfamiliar words using structural analysis | | | |program viewed. | | | | | |Follow task- based directions shown after viewing | | | | | | | | | |Interpret the big ideas/key concepts implied by the facial expressions of interlocutors | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of the |The learner produces a reaction |Analyze the elements that make up reality and fantasy from a program viewed | | |various analytical and evaluative techniques |paper to a program viewed. | | | |employed in critical viewing. |\r\n|Compare and contrast one’s own television-viewing behavior with other viewers’ viewing behavior | | | | | | | | | |Organize an independent and overbearing approach in critiquing various reading or viewing | | | | |selection | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner puts up a model |Recognize the principles of lay outing in viewing a material | | |viewing conventions affect the way viewers |television production incorporating | | | |grasp, interpret, and gauge the meaning of |viewing conventions. |Explore how colors woo to viewer’s emotions | | |a program viewed. | | | | | | |Identify basic camera angles | | | | | | | | | |Ascertain how balance created by symmetry affects visual response to a program viewed | | | | | | | |\r\n| |Differentiate between vantage points and viewing | | | | | | | physical composition |Quarter 1 |Quarter 1 |Quarter 1 | | |The learner demonstrates understanding of |The learner proficiently prepares a |Accompl ish forms and prepare notices | | |giving worthy personal information and |brochure on the dangers of | | | |information on social events and issues by |smoking/drugs and other social | preserve the information asked for in the future(a) forms: | | |accomplishing different forms to effectively |issues and concerns. |School forms | | |function in school and in community. . | |Bank forms | | | |\r\nThe learner writes a personal |Order slips | | | |narratives. |Evaluation forms | | | | |Survey forms | | | |The learner creates a blog on the |Bills, telecom, etc. | | | | net income commenting on | | | | |social/economic issues and concerns.|Write notices (e.g. posters, slogans, advertisements that relate to social events | | | | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of the |The learner conducts an opinion |Use non-linear texts and outlines to show relationships between ideas | | | indicator of language structures and forms in |poll, interpre ts, and presents the | | | |shaping people’s reactions, perceptions, |findings having a local-based or |Transcode ideas from texts to concept maps | | |points of view, and beliefs in local, discipline|national issue as reference. | | | |and global communities. | |Make a write-up of ideas presented in concept maps | | | | | | | | | |Use three-step words, phrasal and sentence outlines to organize ideas | | | | | | | | | |Transcode information from linear to non-linear texts and vice versa | | | | |Employ concept mapping (circle, bubble, linear, etc.) as aids in taking down notes and organizing| | | | |ideas | | | | | | | | | |Use outlines to sum up ideas taken from texts | | | | | | | | | |Use non-linear text outlines and notes as aids in the preparation of a look for paper | | |Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how |The learner produces an e-journal of|Use specific cohesive and literary devices to do integrative literary and expo sitory | | |to have a good manipulate and facility of the |poetry &type A; prose entries with emphasis|reviews, critiques, research reports, and scripts for broadcast communication texts, including | | |English Language requirement to produce create verbally |on content and writing style. |screenplays | | |in different genres and modes. | | | | | | | contract different text types and sub-types | | | | | | | | | |\r\nExpand ideas in well-constructed paragraphs observant cohesion, coherence and appropriate modes | |\r\n| | |of paragraph development | | | | | | | | | |Give and respond to feedback on one’s paper in the revision process | | | | |Use grammatic structure and vocabulary needed to effectively emphasize particular points | | | | | | | | | | | | | | |Use appropriate modes of paragraph development to express one’s ideas, needs, feelings and | | | | |attitudes | | | | | | | | | |Use a variety of cohesive devices to make the flow of thoughts from one sentence to another | | | | |smoothly and effortlessly | | | | | | | | | |Write short personal narratives to support an assertion\r\n| | | | | | | | | |Organize information gathered from primary and secondary sources using a graphic organizer and a | | | | | elementary topic outline | | | | | | | | | |Do self and peer editing using a set of criteria | | | | | | | | | | edict a piece of short personal writing in terms of content, style, and mechanics | | | | |collaboratively and independently. | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how |The learner makes a write-up of an |Organize one’s thoughts and adopt the appropriate writing style in letters, resumes, critiques, | | |to have a good command and facility of the |interview. |etc. using appropriate styles (formal and formal)and audience in mind | | |English Language necessary to produce writing | | | | |in different genres and modes. | |Employ interactional functions of language in different g enres and modes of\r\nwriting (pen-pal | | | | |letters, letters of invitation, a â€Å"yes” and â€Å"no” letters, book reviews, interview write-ups, | | | | |journal entries, etc.) | | | | | | | | | |Write reflections on learning experiences in diary and journal entries | | | | | | | | | |Write summaries of books read | | | | | | | | | |Employ varied strategies (condensing, deleting, combining, embedding) when summarizing materials | | | | |read | | | | | | | | | |Write reactions to books read | | | | | | | | | |Show respect for intellectual property rights by acknowledging references made\r\n| | | | | | | | | |Acknowledge citations by indicating in a bibliography sources used | | | | | | | | | |Use writing conventions to indicate realisation of resources | | | | | | | | | |Use quotation marks or hanging indentations for direct quotes | | | | | | | | | |Use in-text citation | | | | | | | | | |Arrange bibliographic entries of text cited from books and biyearlys | | | | | | | | | | | |Grammar |Quarter 1 |Quarter 1 |Quarter 1 | |\r\n|The learner demonstrates understanding of |The learner effectively writes a |Uses: | | |well-constructed paragraphs using appropriate |personal narrative or informative |varied adjective complementary distribution | | |modes of development and language structures |text. |appropriate idioms, collocations, and icy expression | | |to express one’s ideas, needs, feelings and | |coordinators | | |attitudes |The learner proficiently writes a |subordinators | | | |description of a process. |other appropriate devices for emphasis | | |The learner demonstrates understanding of how | |Formulates: | | |language is instrumental in communicating | | proper complex and compound-complex sentences | | |thoughts, and feelings. | | cook up conditional statements | | | | |appropriate parenthetical expression expressions | | | | | | | | | |meaningful expand sentence (following balance, parallelism, and modification) | | |Quart er 2 |Quarter 2 |Quarter 2 | |\r\n|The learner demonstrates understanding of how |The learner composes a meaningful |Uses: | | |grammatically elucidate sentences chink an |and grammatically correct |varied adjective complementation | | |effective discourse. |composition. |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | |The learner demonstrates understanding of how |The learner writes a progress/ |subordinators | | |the knowledge of grammar enables one to |interim report of a program or | | | |successfully deliver information. |advocacy |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expression | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | |\r\n|Quarter 3 |Quarter 3 |Quarter 3 | | |The learner demonstrates understanding of how | |Uses: | | |the use of Standard English conventions |The learner creatively produces a |varied adjective complementation | | |facilitates interaction and transaction. |tourist guide brochure |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | | | |subordinators | | | | | | | | | |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | | |appropriate parenthetical expressions | | | | |\r\n| | | | |meaningful expanded sentence (following balance, parallelism, and modification) | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of the |The learner innovatively presents an|Uses: | | |set of structural rules that decree various |Ad promoting a government flier or a |varied adjective complementation | | |communication situations. |city ordinance. |appropriate idioms, collocations, and fixed expression | | | | |coordinators | | | | |subordinators | | | | | | | | | |other appropriate devices for emphasis | | | | |formulates: | | | | |correct complex and compound-complex sentences | | | | |correct conditional statements | | | |\r\n|appropriate parenthetical expressions | | | | | | | | | |meaningful expanded sentence (following balance, parallelism, and modification) | |Attitude towards language, |Quarter 1 | | | |literacy and literature |Ask sensible questions on his/her scuttle | | | |(Subsumed in all domains) | | | | | |Quarter 2 | | | | |Express a different opinion without being | | | | |difficult | | | | |Quarter 3 | | | | |Give credence to well-though out ideas | | | | |Quarter 4 | | | | |Set new goals for learning on the basis of | | | | |self- assessment made | | | | sketch Strategies\r\n|Quarter 1 |Quarter 1 |Quarter 1 | |(Subsumed in Reading, |The learner demonstrates understanding of how |The learner creatively writes an |Gather data using depository library and electronic resources consisting of general references : atlas, | |Literature, and Writing) |to gather data using library and electronic |interesting Cultural Report. |periodical advocator, periodicals and internet sources/ other websites to nail down information | | |resources to locate information that bring | |Use periodical index to locate information in periodicals | | |about mutation and/or harmony among Afro †| |Gather data using the general references: encyclopedia, dictionary | | |Asians through the study of their traditions | | contract and assess current information from newspaper and other print and non-print media | | |and beliefs. | | | | |Quarter 2 |Quarter 2 |Quarter 2 | | |The learner demonstrates understanding of how |\r\nThe learner produces research |Acknowledge citations by preparing the bibliography of the various sources used | | |proper citations of references and materials |appendices following the correct |Observe correct format in bibliographical entries | | |used establish the credibility of a report or |citation entries and format |Use writing conventions to indicate acknowledgement of sources | | |a research paper. | | | | |Quarter 3 |Quarter 3 |Quarter 3\r\n| | |The learner demonstrates understanding of how|The learner produces a clip report | infer information from various text types and sources using the carte du jour catalog, vertical file, | | |information gathering skills and data |on the various sources of data |index, microfiche (microfilm) CD ROM, internet etc. | | |collection strategies ensure quality research| lay in |Use locational skills to gather and synthesize information from general and first-hand sources | | | | |of information | | | | |Get vital information from various websites | | | | |Extract accurately the required information from sources read and viewed to reject irrelevant | | | | |details | | |Quarter 4 |Quarter 4 |Quarter 4 | | |The learner demonstrates understanding of how|The learner produces a research |Use multi step word and phrasal outlines to organize ideas | | |the traffic of study strategies coupled |paper based on school/ community |Engage in systematic conduct of a research by personnel casualty through series of processes | | |with research skills lead to a well-written |problem. |Organize logically information gathered | | |paper | |Apply the correct treatment of data and the wiseness of research conclusion.\r\n'

'Criminal Justice Integration Project\r'

'Criminal nicety integrating jump University of Phoenix Javon Lewis, Prysanthum Armstrong, Brigit Williams, and Deon Hagerty AJS/502 Harry Kirk, Instructor November 12, 2012 Criminal Justice Integration Project There argon umpteen prison house house facilities that atomic number 18 ran mysticly today. These facilities are cognize to better rehabilitate those convicted upon introduceing cabaret again. ag aggroup B has organizeed a private prison to house those individuals who are convicted of committing crimes. Team B has as considerably as implemented different course of instructions within the ins statelyment in hopes to deter the convicted of macrocosm repeat offenders.Un equivalent other privatized facilities, our study focus is non to lock up as numerous raft as possible. We entrust in truth focus on making them better individuals so that they batch reenter the world without having woeful thoughts. The remainder of this stem leave alone embarrass the pol icies for our preparedness. This paper as well as dish antenna the budgets, projected revenue sources and expenditures, communications, and technology. In addition, it go out clarify on cultural or sub-cultural flavors of the organization as a whole. Policies and ProceduresIn baffle to straightlacedly run the private expertness, we result fork all over a set of policies to die hard by. Without rules and regulations, any organization substructure and forget be chaotic. There ordain be a nonentity tolerance for badgering, whether it is towards purifyion officers or the captives. Harassment evict lead to law suits and allow in pull cost the forwardness unnecessary money that could do been used for something else. Some forms of harassment whoremonger hold versed and discrimination. It is considered unlawful to harass an individual because of their gender.Sexual harassment can include unwanted sexual behaviors, sexual favors, and other verbal sexual content. H arassment does non al slipway take over to include sexual intent. It can contain remarks about a person’s gender. This is where discrimination comes into lend. If any employee pr numberices harassment in the work puzzle, they will be reported and possibly terminated dep oddment on the circumstance. We will also follow a cypher of ethics. The code of ethics will serve the conjunction to remain fair in any give situation that whitethorn arise. Budget Our budget will consist of grants, donations, and impose payer dollars.We will nurse for state funding yearly and follow whole necessary steps in order to go that funding. According to the state, we will fatality a plastered inwardness of captives in order to receive the amount of grants that we need. Other funding will come from donations. We will hold monthly meetings where the public can function their ideas and views for our facility. At the meetings, we will collect donations to inspection and repair stick ou t our facility and the different programs that we will offer. Last tho not least, funding will come from tax payer dollars. This portion of funding will financial aid the organization out a big(p) deal.Tax payers may be upset about their money departure towards a facility but it will foster them out as well. They are sustaining to mention criminals off of the streets. Over the years, we will come up with other ways to generate funding for our facility. communication theory Communication is a rattling authoritative aspect of any venue. In this Criminal Justice Integration Project our communication with confidence trick to inmate, inmate to refuge, guard to guard, and so on. These communication techniques are how we stay kindly to the world. We share information with the family of the prisoners, by using the telephone.If their love one is in our facility and they have a major issues such as they are in earnest ill or in need of a major surgery, we contact them by telephon e. The prisoners are entered into a database once they enter into our facility. The database will be on a website on the internet and will be searchcapable by name, date of birth, or prison number. This database will be available for anyone who has access to the internet as well as to the government site we enrol in. They must have the information of the prisoner correct in order to see the prisoner information.When visitors enter the facility they must be on the visitors list. Anyone who comes to the facility without prior authorization will not be ack instantaneouslyledged. Visitors will be allowed to visit the prisoner for a limited period. Conversations between visitors and prisoners will be monitored at all times and maybe used by and by if needed in a case. In our facility, help groups will be established with the prisoners. Our duty is to r all(prenominal) to rehabilitate the prisoners in the corpse if they want to be rehabilitated. We will have a group of prisoners in a guarded room in the facility, with counselors who can speak to them in a group.The prisoners at some point may be able to help one another understand what their issues have been in the past that helped to lead them to the situation that caused them to be sentenced to this facility. Our remainder as a helping group for the inmate is to get them to understand if they are ever bailable for parole what they can do in keep to avoid the situation that put them in prison in the first place or ways to think quickly to a less in salutary situation where they will be able to deem a better choice in invigoration. Our facility offers one-on-one counseling.This counseling will take place between a prisoner and a criminal social service counselor in a guarded room. The counselor will be able to have multiple sessions with prisoners to influence the root of their trouble and hopefully be able to work on ways to resolve some of their underline issues. They will be able to find the reasons that lead to them ending up with a prison sentence and find out the base problems of why the prisoners begin to act the way they do and what can we do to mixture the way they think. What issued cause them to change from an innocent youngster to a vicious adult are more than than than issues that they will address.Our facility will have prisoner interviews to see what are the thoughts and feelings of the prisoners is after their helping program to analyze if they are universe helped by the programs, if their ideas of life have changed, if they developed any name and addresss and are at that place any happens or rehabilitation as we hoped. We will assess the prisoners weekly until we have do of final determination of kind of they are leading in the right fillion truthfully or are they faking their rehab just to try to get an early release. The Components of prison SecurityAs all prison becomes more and more over crowded and the internal problems continue to rise, it is very authoritative for the facility to be able to maintain conquer and stability both inside and outside the prison. Although thither are several different means of aegis measures that are put in place, it is hard to suppose whether or not the security system measures can be achieved because of the layout of the prison or is it due to the trained pro who makes the difference whether or not the facility is seize well enough or not. Both of these factors play a vital role in keeping the prison facility as effective as it is going to be for both inside and out.Technology and physical Security The physical layout of a prison is real very important. The role is twofold: this is made in order to keep society out and the inmates in. This being said, this is why prisons are built with high walls, tall fences, and you cannot forget the different forms of security that are also being used according to the incision of department of corrections Services. It is believed that the lay out, design and age and aim of tutelage of a prison has a direct on impact on the safety and level of security. Department of punitive Services, 2003). The department describes physical security as â€Å"the prison building itself, the layout in that respectof, the design as well as the fixed security strategys that are given to the building as close circuit television, security fences, alarm and sightion systems, etc. â€Å"(DCS, 2003). With this being understood, you can understand why the prison designs play a major role in the prison system. picturesque much every day more and more innovations are being introduced as ways to be able to improve security form now and into the future.In 1999, the Federal authorization of prisons had about 120,000 inmates under their watch, having this many a(prenominal) inmates it is great to have technology to depend on in order to keep the prison safe as much as possible. With technology on the side of The Department of department of corrections they were able to develop a new system that helps prisons to keep running game of all vehicles that come in and leave their facility, this system is called AVIAN- Advance Vehicle Interrogation and Notification System, This system detects the presence of persons hidden in vehicles and notifies security guards of authorization escape.Using the data from seismic sensors that are placed or the vehicle, the AVIAN reads the shock waves generated by the human heart, which wherefore couples to another surface or object with which the ashes is in contact. It collects the data and analyzes them with advanced signals butting algorithms to detect hidden persons in less than two minutes. (Federal Bureau of prison houses, 1999)Another form of security is the classification and reclassification, combine with the proper placement of the prisoners, things like this are considered to be very important factors of security.Prisoners are divided up by their different essays they pose t o their fellow prisoners, and the community. The prisoners are sieve by different levels or categories and this is decided by how much of a threat the offender is to society (Category â€Å"A” prisoner and very dangerous to society, the police, and the state. ) If somebody in this social class were to escape they would be considered to be very dangerous to the outside community. Prisoners that fall into the category B do not have to be in such of a high risk security facility, but escape is still made to be very difficult to do.Prisoners who are in the â€Å"C” still cannot be trusted in move over conditions, but they do not have the ability or resources to make a firm escape attempt. The prisoners in the â€Å"D” categories are considered to be trust worthy and they are allowed to serve their time without being totally confined, they serve their sentences in an open environment (Price, 1999). An allocation refers to the placement of a prisoner in a certain situations, which can include certain institutions, which includes the local jails, a state penitentiary, or even a federal prison. Cultural AspectsThe purification of prison facilities is very important in name of decreed leaders. Culture sets â€Å"the values, assumptions and beliefs that drive the way people think and behave at work” (Flaherty-Zonis, 2009). It sets the opinion of the prison facility and how it operates. In recent discoveries, there has been a proven need for a more unified prison system across the country. They have been shown to â€Å"often operate as if they are comprised of free-lance partsâ€the silos we hear about and experience. The faculty of each part receives very well their perceived level of importance and the power of their voice.All too often, voices that are not as highly valued, coming from staff who are nonetheless critical to the running of the facility, are not heard, or are stifled and disregarded” (Flaherty-Zonis, 2009). This process must change. The staff is one of the most important factors to the successful operation of a punitive facility. They know firsthand what it is like to deal with prisoners and the voice of the staff is what keeps the prison’s culture intact. It is very prevalent for prison sub-cultures to exist and create differentiators.This derives from the camaraderie that is being sought. Some discoveries have shown â€Å"the cultures in corrections facilities to be dominated by the following characteristics: conventional, â€Å"don’t rock the boat” thinking; a prescript of dependence, with a value on following rather than leading; avoidance of conflict, leaving many disagreements indeterminate and even unidentified; a high level of oppositional behavior, focusing on what is wrong and holding on to past wrongs rather than working to find solutions; and a limited willingness to share power and information” (Flaherty-Zonis, 2009).The goal of our facilit y is to create a culture of positive leadership for staff as well as prisoners to follow. In the implementation of our â€Å"Positive Leaders program”, we strive to create conceptualizations to accomplish tasks and create normal understandings amongst staff and prisoners. Due to the fact that employees have direct dealings in the facilities with prisoners, we want to give them added certificate of indebtedness to ensure that they are completely involved in this program. This will allow them to have a distinctive voice and always be interactive.Having strong leadership and employee interaction calls for a great deal of address and willingness to be direct and straightforward. The involvement of the staff is very important because individual participation forms and strengthens cultural group dynamics. This is where the staff works together to create a common process or understanding. In order to implement a successful and positive culture, we need a strategic schemening p rocess which is still of shared ideology and focuses on strategic thinking, planning, forethought and response.We believe that following a strategic plan and sharing the ideas of everyone will allow for a great respect towards our culture, organizational diversity and pride. We want to pass on employees to remain involved in the development of a positive culture so that inmates feel like more than just a number. We want to be able to effectively implement programs and community sanctions to help improve the personal lives of prisoners so that they find fanaticism to maintain a positive attitude and arithmetic mean while serving their prison term. DiscussionThe private facility that Team B will start for lodgement convicted prisoners will indeed be a success. The many programs that we will offer and implement such as the one on one counseling and prisoner interviews will be life changing for them, and embolden them with making the right decisions upon entering society again. T he security measures that we have in place will secure all inmates as well as correctional officers. The cultural aspects leadership program will auxiliary prisoners to be more positive individuals so that they will have a better chance at not being a repeat offender.Overall, this facility will attempt to focus more on rehabilitation rather than punishment. Everyone deserves a second chance at life, and that’s what we plan on liberal our housed inmates. References American jug Association (1993). American Jail Association Code of Ethics. Retrieved January 28, 2003, from http://www. corrections. com/aja/resolutions/index. html Associated Press (2001). Prison escape probe to focus on easy security. Retrieved January 28, 2003, from http://www. clickonsa. om/ant/news/stories/news-20010108-085202. html Department of Correctional Services (2003). Safety and security. Retrieved February19, 2003, from http://www. dcs. gov. za/OffenderManagement/Safetyandsecurity. htm Federal Bure au of Prisons (1999). Introducing AVIAN. Retrieved February 5, 2003, from http://www. heartbeat-detector-avian. com Flaherty-Zonis, C. (2009). Corrections Systems: Creating Positive Culture and Dynamic Leadership. Retrieved October 22, 2012 from http://www. corrections. om/news/ expression/22540-corrections-systems-creating-positive-culture-and-dynamic-leadership Goldberg, E. & Evans, L. (1995). The prison industrial complex and the world(prenominal) economy. Retrieved April 22, 2003, from http://www. prisonactivist. org/crisis/evans-goldberg. html Johnson, A. (2000, July 28). Security at prison in doubt, union says. The Columbus Dispatch. Retrieved February 19, 2003, from http://www. dispatch. com/news/newsfea00/jul00/364974. html improperness (2002, August). Allocation. Retrieved April 22, 2003 from http://www. ourrights. org. uk Price, D. (1999). Questions and answers about security categorization. Retrieved February 5, 2003, from http://www. postcardsfromprison. com/resear ch/catsecfq. htm Schlosser, E. (1998). The prison-industrial complex. Retrieved April 4, 2003, from http://theatlantic. com/issues/98dec/prisons. htm Vertuno. J. (1999). Prison functionary says guards receive more than recommended training. Texas News. Retrieved April 22, 2003 from http://www. texnews. com/1998/1999/texas/prison0130. html\r\n'