Children in the Philippines: No Time for Play Essay

Children in the Philippines: â€Å"No Time for Play’ What brand of sugar are you using right now? Where was it made? Do you know what went into the making of your sugar? It could be the blood of a child, the sweat of a child, the tears ofa child. Now, as I read about child labor, I look down at the pack of sugar I am using. I twist it around in an attempt to get a look at the tag, I can read the plain white tape into the tag: â€Å"Manufactured in Negros Occidental†. As I slowly put the sugar on the table, I think about what it means. Negros Occidental is the major producer of sugarcane and a major home to child labor. According to DOLE, an estimated 3 – 5 million working children are there in the Philippines. As likely as not, the pack of sugar I’m using is the product of some unfortunate child forced by circumstances to work away his or her childhood in a sweatshop. It feels sad that what we use as our daily commodity is the work of the poor Filipino children. â€Å"The child is the father of man. † This famous line quoted by William Wordsworth refers to the importance of the child for the development of society as well as for the all-round development of the human race. Childhood is the time to garner the best hysical, intellectual and emotional capacity to fulfill this duty towards the nation and to one’s own self. However, this simple rule of nature has been crippled by the ever- growing menace of child labor. If one conceives the idea of child labor, it brings before the eyes the picture of exploitation of little, physically tender, illiterate and under-nourished children working in hazardous and unhealthy conditions. As what we saw last Tuesday, September 7, 2010 in our film showing about Social Class at the Educational Media Center of CPL], it is very depressing that many Filipino children are under child labor. In Sudtonggan, Cebu children are carrying piles of marble stone on their head. In Diwalwal, Davao del Norte, children are laborers through the night. Children at about 12 years old are mining in deep tunnels. Mining is a very dangerous Job because going inside the tunnel is a 50/50 chance that you can get out alive. A lot has already been died inside the tunnel due to dynamite smoke, falling rocks, and avalanche. Many children also died because of mercury poisoning from the fish that they eat because in making gold the ore that the miners collect are mixed with water and mercury and the mercury deposits are disposed nto their lands leading to the sickness of their people and themselves. We also saw in the film, a girl named Angeli Cabrera, a 10 year old girl who lives at Manapla, Negros Occidental. Angeli used to work in a hacienda (a sugarcane factory) in their place and earn not as much as 50 pesos a day. Due to her work she is always absent lost one of her finger, her classmates used to tease her, she said to her classmates she got wounds not because of playing but because of hard work. There are also cases especially in Ormoc, Leyte where children are told or brainwashed by a recruiter that there is a good Job in their place. The recruiter will bring them into the ship to Manila and force them to work in a sweatshop instead of working in a good job as a saleslady. The worst part of it is that they are imprisoned. The children are not allowed to send letters to their parents. The imprisoned children struggled in the sweatshop. Hopefully the Kamanglayan Development Center retrieve the children in that sweatshop and imprisoned the recruiter behind it. Now the Kamanglayan Development Center are monitoring children that travel to Manila by the boat and the most successful organization for working children. Can you imagine that millions of children are working nowadays? It’s a mere fact and a big frustration to us all. More and more children are forced to child labor because of poverty. They had suffered hunger and thirst, pain in the body and pain in the heart. They had sacrificed their life – instead of playing they are working, instead of studying they are sweating. Working children are deprived of playing. Children are supposed to play and not to work in sweatshops because being a child doesn’t last forever. They should enjoy their childhood and be happy with his or her amily; yet it is a big wake up call to us all that not all people live within their means. Filipino families suffer the economic crisis of our country. Many parents work hard and still cannot fully support their family and that is why children are forced to work because they pity their parents and they work in order to help them. The love that the Filipino children give to their parents is very noble yet the way they help their parents is too much, child labor is not the best way to help their parents. Children are suffering and shouting â€Å"No time for play’. Yes, poverty has greatly ruled the land yet when will this suffering end?

Employment and Flag Question

List ONLY Southeast b. List each school separately, spelling out the complete and full name of all institutions c. List only your highest education Incorrect d. None of these The correct answer is: List each school separately, spelling out the complete and full name of all institutions Question 4 Hag question When listing items in the Experience section of your resume you should: a. Only list the experiences you liked b. List items in reverse chronological order, beginning with your most recent experience Correct c. List items in chronological order, beginning with the first experience you had d.Only list experiences which were a minimum of one year in length The correct answer is: List items in reverse chronological order, beginning with your most recent experience Question 5 If need to send in my resume immediately, is it okay to send it without checking for errors? True False Correct The correct answer is ‘False'. Question 6 Job Task items within my Experience section should have the following characteristics: a. Displayed in a bullet point format b. Each begin with a strong action verb c. Each are relevant to the position you're seeking d. All of the above Correct The correct answer is: All of the aboveQuestion 7 Your resume serves as a guide to your personality, goals, skill sets, and experience. A resume can determine whether you'll get an interview or not. Your resume needs to have the following: (select the best answer) a. Relevant personal data such as name and contact information. B. Work history (include internships, part-time work, etc. ) c. Educational background. Question 8 How should I list my responsibilities in my work history? A. Write down everything did in a brief paragraph under the position b. Use brief bullets to list the things I did that meet the requirements for the job I'm applying for c. E action verbs to describe my experience d. B & C Correct The correct answer is: B & C Question 9 The Experience section of your resume should : a. Be truthful b. Include complete employer names c. State specific position titles Question 10 Why should I avoid using resume templates? A. They can be difficult to personalize and may not upload correctly to employer job sites b. They do not appear professional c. They only allow the user to utilize one font style d. All of the above Incorrect The correct answer is: They can be difficult to personalize and may not upload correctly to employer job sites Question 11Should always submit the same resume for each position I apply for? A. Yes, because it contains my entire work history. B. No, because my resume will consistently be updated and should be adjusted to the different positions I apply for. Correct c. Yes, because it is easier to do it that way. D. None of the above The correct answer is: No, because my resume will consistently be updated and should be adjusted to the different positions I apply for. Question 12 speak several foreign languages. Should I list them on my res ume? A. I should always list any foreign languages know and provide my level of proficiency for each .

ASIA PACIFIC BUSINESS Essay Example | Topics and Well Written Essays - 1000 words - 1

ASIA PACIFIC BUSINESS - Essay Example Looking at the economic growth and development of Asia Pacific, clearly, such developments were due to state policy recommendations (Kraemer, Gurbaxani and King, 1992). For instance, in China and South Korea it emerges that the competitiveness of the economies was sharpened by an active role played by the state in both cases. In the realization of economic development in Asia Pacific region, the state is active in pursuing trade and industrial policies, fostering of human resource development, and in managing the financial sector. As such, the transition of most economies in this region from import-substituting to export-led growth strategies was a strategy to move from interventionist economy to market free economy. The countries affected included Thailand, Taiwan, South Korea, and China. Although this was a measure put in place, no doubt the state intervention continued to arbitrate in the pursuit of trade and industrial policies especially in the period of 1960s through 1970s. The refore, the involvement has continued to manifest through the protection of import-competing sectors in the Asia Pacific region. The region in the 1980s had higher real tariff rates for imports in order to spur their growth rate and protect their industries. The real tariff rates in China and Taiwan, for instance, was 7.60 in 1983 as compared to that of US, which was at 3.24 while Singapore was at 1.83. This was an indication that Taiwan among other countries of Asia Pacific region was ready to protect their locally produced goods. During the transition period to export growth in the region, the states supported numerous mechanisms, which included the creation of uniform and almost equilibrium exchange rates. These exchange rates would then replace the multiple rate structures that were in operation at the time. The support of the state was evident during the time they waited for share of permissible imports to increase then they

Shell Essay Example | Topics and Well Written Essays - 1000 words

Shell - Essay Example There is no laid out rule that clearly states what and how the reserves of oil is to be estimated, though there are guidelines given by SEC for the purpose. SEC guidelines were also not met by the reserves estimation that was declared by the executives of the company and they knew it all along. Continuing pressure on non-declaration of the actual reserve estimation in line with the law, made them to come out and accept a revision in their reserves. This made the share prices tumble and the company started losing its standing in the market place. Whereas compared to its competitors the company should have been rated low even in 1997, but the executives of the company for holding up their company's performance, raised the reserves ratio and other key performance indicators of the company. This could be looked at as the pressure on the company to really escalate figures. Though this cannot be construed to be a valid reason for artificial escalation of the figures, it is the predominant reason why the reserves were shown bloated. The corporate governance at the company has been lacking the guts face up to the situation. The major cause of the problem is that the executives could not stand up for a loss of face in the initial run and still thought even after knowing that wrong representation has happened, the second note from Vijver to Watts on 22 Jul 2002 indicates that the company executives were planning really to cover up this even in the last minute. They expected to cover up the entire additional reserves indicated using either of the project maturation, license extensions and new exploration successes. It is important therefore, to note that the corporate governance in the company at its top level had sinister views. The overall company performance itself was in a quandary and to hide the same these fictitious reserves have been brought up. The lack of appropriate planning to counter the fall of reserves, the lack of judgment on the part of the executives to bring about changes in the company so that such performance degrading would not have happened are the major causes for the failure of the company. This is essentially a failure of the corporate governance. Secondly, a well governed organization will have its own corporate correcting and auditing mechanism that will bring even the top management under its purview. If someone should direct the company in a wrong direction, then the company should have a mechanism to throw it up early on or immediately after its occurrence. This will be the ideal control mechanism. In a well governed company that will be the case. A failure of corporate governance is obvious here since such a mechanism has failed to exist in the company or has failed to be active. b) After 2000-01, Shell management decided to come out because of the constant nagging fear that they might really be caught making this mistake and lying to people consistently. Vijver, the CEO of the Shell EP, was also of the view that the RRR of the company has to be maintained since it would a major performance index that share holders will look at when deciding on the price in the market. The disclosure of the reserves had to happen since because of the disclosure that was done in a memorandum prepared by the staff of the EP. There was also an observation in the memorandum by the law firm, Cravaith, Swaine & Moore that the

Ethical Issues in Profefssional Life (Philsophy course) Essay

Ethical Issues in Profefssional Life (Philsophy course) - Essay Example There are many points in his essay, which are plausible, and worth emulating. However, there are also points, which I do not entirely agree. Therefore, in this essay, I will be discussing the different models upon I agree or disagree with him and the reason why I feel that way. Veach described the engineering model of ethical conduct as straightforward in its presentation of facts to the client and letting the client make an informed decision based on the facts presented. He talks about how this standard could not be applied in the medical profession stating that â€Å"even if the physician logically could eliminate all ethical and the value considerations from his decision making and even if he could in practice conform to the impossible value-free ideal, it would be morally outrageous for him to do so.† On this point, I completely agree with Veach. In the medical profession, we deal with sentient human beings. We do not deal with inanimate objects that do not require any explanations as to how they will be dealt with in furtherance of my profession. My patients are not pipes or drainage systems that I would simply clean, repair and flush when they become clogged with impurities and be done with it. Although medical practice requires precision like any other profession, it is not enough that we discuss statistics and procedures with our patients and expect them to understand the situation. Take the case of a cancer patient for instance. After discussing the advantages and disadvantages of the different types of treatments, it may be morally sound to let the patient choose which form of therapy he/she would prefer. However, in cases where the patient would not choose the most viable option, it would not be ethical on the part of the physician to simply let the patient go on with his/her choice without trying to persuade him/her that such option is not viable. Although I agree with the maxim espoused

The concept of first mover advantage is widely used in gametheoretical Essay

The concept of first mover advantage is widely used in gametheoretical models and international trade theories. Discuss it in th - Essay Example A perfect example of first movers includes companies such as, Coca-cola and eBay, who were the first companies to enter their respective market. Where Coca-cola was first company to produce cola and made their products available to the public in 1886, eBay was the first company to introduce the auction process online in 1995. Both these companies have been a recurrent powerhouse in their respective industries ever since they were founded. It has been witnessed very often that first movers are generally pursued by competitors who try to capitalize on the original company’s success, brand value and recognition. They try and acquire the market that has already been penetrated by the first moving company (Poulsen, 2007). The competitors try and bring about certain modifications and improvements in their product line and make them available to the public in order to market their products, as being better than the products offered by the first moving company. However, by the time th e competitors lay their foundation in the already penetrated market, the first mover has already accumulated huge market share, customer loyalty, satisfaction and expertise in this particular field of work, which is required to stay at the pinnacle (Markides and Sosa, 2013). ... One of the crucial characteristics as far predicting the second mover’s reaction is concerned, is the second mover’s payoff function. First mover advantage is associated with pioneering products that benefit from advantages attained from a long-term market share. In addition to that, they also enjoy advantages in distribution of those products, the improved product-line, breadth, and quality (Chen and Pereira, 1999). First mover advantages are characterized by a pioneering firm’s ability to earn positive economic profits (profits in excess of the cost of capital). First mover advantages transpire endogenously within multi-stage process (Lieberman and Montgomery, 2002). The multi stage process is depicted in figure 1. The first stage involves the generation of an asymmetry that enables a particular company to gain competitive advantage over the rival companies. This opportunity to make the first move is a result of the firm’s possession of some unique infor mation sources or foresight or may be simply out of luck. Once this asymmetry is established, a firm may be able to exploit its advantageous position by following variety of mechanisms. These mechanisms thereby enhance the durability and magnitude of the first mover profits. Figure 1: Endogenous generation of first mover advantages (Source: Lieberman and Montgomery, 2002) Game theory Game theory is the process of modelling the strategic interaction between two or more players in a situation containing set rules and outcomes (Heap and Varoufakis, 2004). While used in a number of disciplines, game theory is most notably used as a tool within the study of economics. The economic application of game theory can be a valuable tool to aid the fundamental

Sociological Journal Analysis Essay Example | Topics and Well Written Essays - 750 words

Sociological Journal Analysis - Essay Example This allows for the symbolic interactionist between the formally obese individual and others to be more honest and real, instead of the obese individual being labeled by symbols of lazy, dirty, and gluttonous. This article does provide a coherent theoretical background. The article explains exactly how the symbolic interactionist approach is used, the relevance of a person with a stigma, and provides credible resources to back up the claims being asserted. The scope of the obesity problem is also explored. The article is very thorough when providing a solid theoretical background. The theory of using a symbolic interactionist approach on the stigma of obesity explains the new epidemic of obesity. This problem has become more prevalent in recent times. Obesity is a given class of social phenomena. This article gives the social dimensions and properties of being obese. For example, Boggess reports â€Å"Recent media articles have announced that being overweight, or obese, can cost corporations millions of dollars in health care expenses, extra gas, and even extra jet fuel for planes.† Boggess also explains the social aversion toward obese individuals. Health issues are also explained in this article. In addition, this article explains how and why the symbolic interactionist approach is relevant. The basis of the symbolic interactionist approach is defined as â€Å"individuals engaged in an interaction to assume certain expectations of each other, and to follow through with the expectations placed on them† (Boggess). Obese people are expected to be lazy, dirty, and have no self control. This leads to the need to the theory that accepting obesity can lead to coping with the condition, which would make interaction between the obese and others truer and better for both groups. This article clearly defines the nature of the relation between the dimensions and properties of the obese, normal, and symbolic interactionist

The Palestine-Israel Conflict and the United States Essay - 2

The Palestine-Israel Conflict and the United States - Essay Example History identifies land ownership and religion as the main problems in the conflict. The two societies believe that the subject land is their ancestral land and that they have a right over its ownership. Religious differences could also play a secondary role in facilitating the conflict through undermining resolution initiatives (Whitbeck 1; Khalidi 4-5). The conflict has been a serious one and its gravity can be identified from its effects and failure to find a solution over the long time of the conflict’s existence. Even efforts by international institutions such as the United Nations has failed to resolve the problem and this means that involved parties have intensive interest that they are not willing to compromise (Whitbeck 1). The conflict has manifested in diversified scopes that include large number of Arab refugees (Childers 1) and the level of oppression that Palestine citizens experience under Israeli forces (Carter 1). The scope of the problem that establishes land ownership in the conflict indicates the cause of the conflict. The urge to posses land for a Jewish nation led to immigration into the location that was occupied by the Palestine. The Zionist movement then led to violence that forced Palestine from their homes. Even though different explanations are offered for the Palestine emigration, all the versions point to the violent move by the Zionists. Some Palestine moved out of their homes because of the Zionist violence while others moved because of a directive from their Arab leaders who presumably planned a war in the region. In either case, the relocation of the Palestine from their land and the perception among Israelis that the remaining Palestine citizens should leave the area remains the cause of the continuous conflict. Related to interest in the land and the relocation of Palestine citizens is the United Nation’s recommendation of land allocation between the Zionists and the Palestine.

Discussion Boar 5-1 Assignment Example | Topics and Well Written Essays - 250 words

Discussion Boar 5-1 - Assignment Example However, group leaders need to demonstrate caution and avoid selecting exercises that can infringe on any member. Properly chosen exercises can make proper and appropriate techniques to help drive a counseling group work towards achieving its desired goals and objectives (Haley, Morina & Brown, 1998). Careless structuring of the exercises can turn be detrimental to the group’s efforts to achieve the set objectives and desired change. Corey’s counseling group is an example of group work that employed structured exercises selected in a careful manner and guided by easy laws. This means that the exercises were optional and members could engage or perform any exercise deemed to be in line with the members’ beliefs and diversity. Employing more exercises in the Corey’s counseling group could lead to particular challenges and inconveniences. Since the group included people from diverse backgrounds, it was easier for the group to appear as breaching beliefs and certain innate differences. More exercise could have worked to expose certain inefficient characters of the members, which they would want to conceal. This would mean underachievement and dissatisfaction of the members with the progress made by the group at the end if its session (Corey, Corey & Corey, 2006). Corey’s counseling seem to have avoided more exercises for fear of breaching principles of diversity that would happen if the exercises demanded exposure of secret information of the members. From the guideline, it is important for group leader to perform thorough screening during the recruitment and initial stage of the group. This can help identify and obtain adequate information on the likes and dislike of the members (Haley, Brown & Morina, 1998). Haley, L. Morina, B. & Brown, S. (1998). Association for Specialists in Group Work: Principles for Diversity-Competent Group Workers. retrieved September 21, 2013 from:

Comparing analytical themes Thesis Example | Topics and Well Written Essays - 2500 words

Comparing analytical themes - Thesis Example The origin of Transnationalism in Africa can be traced back to the post independence period in the 1960s. Most countries in Africa got their independence from their colonial masters and this ushered in a new set of leadership throughout the continent. The political class emerged as the de facto custodians of the post colonial state and thus took most of the national resources. The civil class that comprised of educated and informed citizens was left out of the decision making process and this generated intense struggles for power and influence (Okome & Olufemi, 2012). This gave rise to transnational dynamics as some citizens struggled to cope with national and global forces. The authors argue that globalization preceded transnationalism. Globalization can be defined as the process through the world has integrated through interchange of ideas, trade and culture. Further, advances in technology have made it possible for people from diverse geographic locations to communicate with other. Imperatively, geographical boundaries no longer restrict the flow of communication and ideas among all the people in the globe. It can be argued that indeed there has been a high level of interconnectedness as has been witnessed in the recent past. Globalization was also fuelled by the inevitable interdependence of countries for trade under other aspects of cooperation. With the realization that no country can prosper alone, the concept of globalization was slowly established as countries strived to be linked. Inevitably, Africa had to play its role in the globalized world. The world economy is interconnected and all the regions have a stake in it. After colonialism, African countries had to grapple with the new realities of managing themselves. This responsibility of African states managing themselves came with the requirement that the countries had to be economically empowered. The poor infrastructure in most post colonial African countries meant that the countries

The Adaptation of Transcendentalism Essay Example for Free

The Adaptation of Transcendentalism Essay None of the transcendentalist thinkers were very popular during their lives. Their ideas were all thought to be wild and barbaric when really they were just ahead of their time. Today, those same ideas that were thought to be too free and wild are actually seen as fairly tame and mild. Writers such as Walt Whitman, Ralph Emerson and Henry David Thoreau were all misunderstood by society during their lives. The typical lifestyle during the time of the early transcendentalists was very slow and the thinking was traditional; therefore, when Whitman, Thoreau, and Emerson started sharing their ideas that went against the traditional way of life, they were seen as uncivilized and outspoken. Now, we can look back on the history of America and see how the people who fought the popular way of thinking or questioned why things were the way they were have caused seminal movements and changes in the way of life. Now that we recognize change as a good thing, we encourage others to be different and question society. We encourage people to stand up and fight popular thinking because those kinds of people are what have made America the way it is. But before they were seen as great minds, the early transcendentalists were considered wild and their ideas unthinkable. Ralph Emerson, for example, wrote, â€Å"A foolish consistency is the hobgoblin of little minds, adored by little statesmen and philosophers and divines. With consistency a great soul has simply nothing to do† (â€Å"Self-Reliance† 47-49, Emerson). By this Emerson is saying that people who want to keep things the same just because that’s the way they have always been are wrong and ridiculous. Without questioning your way of life, great minds cannot rise and be great. At the time that he wrote this people did not feel the same way. Society pushed to keep everything unchanged because that’s the way it had always been done and it worked that way. Henry David Thoreau also wrote something along the same lines but about government. He wrote, â€Å"This American government- what is it but a tradition, though a recent one, endeavoring to transmit itself unimpaired to posterity, but each instant losing some integrity† (â€Å"Resistance to Civil Government† 25-27, Thoreau). Thoreau, like Emerson, talks about how enforcing tradition is a ridiculous notion. Thoreau points out that even the young government is trying to make sure that through future generations the system would still be â€Å"unimpaired† and consistent. Again, the ideas provided by the two were not popular with the majority of society at the time but became very popular with future leaders. All of the leaders in the past who have made a difference have given something new. As Whitman says in one of his many poems, â€Å"I hear America singing, the varied carols I hear, †¦ Each singing what belongs to him or her and to none else† (â€Å"I Hear America Singing† 1and 9, Whitman). Every leader who stood up against society, against the crowd, was singing their own song. Popular leaders such as Martin Luther King Jr. and Gandhi sang the songs of true justice and equality. Their â€Å"songs† or ideas, though their own, were heavily influenced by those of the people who came before them. They used the ideas expressed in Thoreau’s famous essay â€Å"Resistance to Civil Government†. When Martin Luther King Jr. spent the night in Birmingham jail he wrote about what made laws just and unjust and questioned if the laws made by the majority were truly fair. That notion was inspired by the line in Thoreau’s essay, â€Å"After all, the practical reason why, when the power is once in the hands of the people, a majority are permitted, and for a long period continue, to rule, is not because they are the most likely to be in the right, nor because this seems fairest to the minority, but because they are physically the strongest† (Thoreau 57-61). By this he is saying that just because things may be voted for by the majority, doesn’t necessarily mean it’s fair to everyone and when Martin Luther King Jr. saw this it stuck and he then wrote similar ideas expanding on the thought. Gandhi then did the same thing when talking about nonviolence. He used Thoreau’s example of his one night in jail to say that instead of fighting with our fists, use quiet actions to gain people on your side. These are just two examples of the impact the transcendentalists made on history. Once thought to be wild and outspoken, the early transcendentalists are now considered the start of what we are encouraged to do every day. They were different and spoke their minds just as we are encouraged to do now. They were the start of a domino effect in America where one great leader got their ideas from a great leader before them, who somewhere down the line got their ideas from one of the early transcendentalists. Now considered mild and tame, Walt Whitman, Henry David Thoreau and Ralph Emerson will forever go down in history as the men who lived on through the ideas of great leaders.

Causes and Impacts of disruptive Behavior (DB) in Healthcare

Causes and Impacts of disruptive Behavior (DB) in Healthcare Introduction Persons may be fascinated to study and work in the nursing occupation because it is trustworthy and esteemed; though, the reputation of nursing is at risk as nurses are vulnerable to violence at their work more than other professions (Carter 2000 cited in Norris 2003). Indeed, nursing profession is four times more dangerous than most other careers (Gallant, R 2008). Nurses deliver care for displeased patients and families, whether they are mentally or emotionally ill, or they are offenders. They also need to deal with staffs and other healthcare members within the organization who evoke distress and nervousness. Lateral violence (LV) in health organizations has come to be so widespread and troublesome that it has gained the concern of the policy makers, managers and the healthcare organizations. During the past years LV has gained special attention in organization research. According to National Council on Compensation Insurance (NCCI) in 2006, 60% of workplace assaults are presented and intensified in health organizations, social facilities, and personal care employments. Investigators have reported alarming findings about the negative consequences related to disruptive behavior (DB) for the individuals, the health organizations, and the patients. As for the impacts on the organization, DB has been reported to be associated with higher turnover and intent to quit the organization, higher absenteeism, and decreased commitment and productivity (Hoel, Einarsen Cooper 2003). In addition, victim bullying has been reported to experience stress, job dissatisfaction, psychological and physical illness, and possible expulsion from the Job (Hoel Cooper 2000, Keashly Jagatic 2003 cited in Hoel et al. 2003, Vartia 2001) while patient bullying has been reported to result in reduced s afety and quality of care (reference). Although LV is considered a global epidemic (International council of nursing (ICN) (2007) and has long been a concern among healthcare providers, it has frequently gone uninhibited, or even pernicious, accepted as part of the organization. Thus, leaving these behaviors unaddressed, health organization quietly maintained and reinforced them. Fortunately, DB has lately come under better scrutiny. The American Medical Association (AMA) (2002) has commented: Personal conduct, whether verbal or physical, that affects or that potentially may affect patient care negatively constitutes DBs. The American Association of Critical Care Nurses (AACN) in 2005 has noted that the presence of DB is negatively impacting the collaboration among healthcare workers, which is principal to instituting and supporting a productive work environment. Furthermore, Alspach (2007) stated that LV in nursing is insidious, costly, disgusting and affects patient care. These behaviors urge TJC in 2008 to warrant the healthcare organizations of the safety risk caused by intimidating behaviors and asked them to increase their awareness of the individuals and organizational risk resulting from these behaviors. Those exposed to DB can live through stress, frustration, and psychomatic disorders. Sadly, Griffin (2004) found that 60 % of newly appointed nurses quit their work within six months of service upon exposure to LV, 20% leave the nursing profession forever. While, Veltman (2007) stated that DBs pushed the nurses to leave a particular job, and this drain on resources further affect patient care. In order to address this threat TJC (2009) introduced a leadership standard requiring that facilities looking for accreditation must formulate policies to tackle DBs in healthcare organizations. Now all Healthcare givers should be charged with understanding and addressing this needed culture change within health organizations. In this paper, the causes and impacts of DB for both patients and healthcare workers will be reviewed. Strategies to address and combat DBs among healthcare givers will be discussed. LV, DB and bullying are the terms that I will be using throughout this assignment. Laying the foundation Several terms have been used in nursing research to describe the negative behaviors of nurses in health services. These include LV, bullying, relational aggression, intimidation, horizontal hostility, horizontal violence, sabotage, verbal abuse, psychological abuse, oppression and interactive workplace trauma. (Alspach 2007,Dellasega 2009,Longo Sherman 2007, Lutgen-Sandivk 2007, Rocker 2008,Rowell 2005, Rosenstein ODaniel 2008, Stanley 2007, The Joint Commission(TJC) 2008) . Griffin (2004) identified the most common ten features of DB in the nursing literature (Duffy1995; Farrell1997, 1999, McCall 1996, cited in Stanley 2007): non-verbal innuendo, verbal affront, undermining activities, withholding information, sabotage, infighting, scapegoating, backstabbing, failure to respect privacy, and broken confidences. These kinds of DBs may be perpetuated by healthcare providers, patients or their families. High jobs pressure such as nursing tends to create stresses that are often released when further stressors are added. The discharge of the unbearable stress can result in LV. Irrespective of the initiating stress, no one merits to be abused. When LV erupts, everyone is influenced (Rowel 2010).Some researchers argued that nurses are an oppressed group who intern contributes to the oppressive behaviors indicative of LV (Stanley et al. 2007). Moreover, oppression, vulgarity, and sexual harassment are key elements of LV (Lutgen-Sandivk 2006). But these issues are not the only means that DB may manifest itself in personal communications. Norris (2010) added that hostility may take the form of apparent detesting, patronizing language, annoyance with questions from neophyte nurses or unlicensed employees, disparaging, impoliteness, concealing information, and even temper tantrums. DB is used to depict the workplace negative behaviors that may affect the health status of patient (TJC 2008). Dellasega (2009) refers LV to the act of intimidating, degrading that result in physical, psychological or emotional injury on a colleague or group while Rosenstein and QDaniel (2008) described LV as any unsuitable conduct, conflict, or confrontation ranging from verbal abuse to bodily or sexual harassment. According to Piper (2003) DB is any aggressive behavior that may endanger the stability of patient, unit, and the ability of the organization to achieve its mission. The ICN (2007) defined bullying as a behavior that dishonors, demeans, or otherwise shows disrespect for the dignity and value of an individual. Habitually, the fundamental cause of DP turns around communication mishaps (Ratner 2006, cited in Rowel 2010) or intentional obnoxious behaviors. Sheridan-Leos (2008) stated that the term LV has been used for more than 25 years in the nursing literature and described it as an act of antagonism that occurs between nursing colleagues within an organizational hierarchy. DB may be obvious or subtle. Farrell (2001, cited by Leiper 2005) uses the terms active or passive to categorize DP while the TJC uses the terms overt or covert. Active or overt actions range from intimidating body language designed to discomfort another or others to overtly criticizing a colleague in the presence of others, shouting at others and even physical attack (Leiper 2005, Longo Sherman 2007). Passive, covert aggression may take the form of gossiping, cover-up information needed to perform the job, or demonstrating unhelpful approaches during routine doings. Griffin (2004) found that many experienced nurses are not acquainted with the term LV and thought new nurses were making up the term. Likewise, many forms of DB may be so delicate that certain actions are considered nothing more than a personality conflict between two persons. Jackson (2002) contends that DB is an axiomatic phenomenon in health organizations and is recognized by many organizational cultures as a part of doing business. However, when asked precisely about personal experiences with DB, most healthcare providers confess that they know it when they see it, and many acknowledge exposure to some sort of experience with it during their professional life (Alspach, 2007). Owing to the seriousness and continuity of the side effects of LV on patient outcomes, a great attention has been paid to this topic in the literature. Here are some examples of reported cases: In a study conducted by the joint program and reported by the international council of nurses (ICN) (2007).Researchers found that the most common forms of LV are Verbal abuse, bullying and sexual harassment where verbal abuse ranks the highest among them. Verbal abuse had been experienced by 39.5% in Brazil, 32.2% in Bulgaria, in Portugal, 52% in the health center complex and 27.4%in the hospitals, 40.9% in Lebanon, and up to 67% in Australia. Additionally, bullying has been suffered by 30.9% in Bulgaria, 20.6% in South Africa, 10.7% in Thailand, in Portugal ,23% in the health center complex and 16.5% in the hospital, 22.1% in Lebanon, 10.5% in Australia and 15.2% in Brazil. Furthermore, sexual harassment impacted 64% in India, 90% in Israel and 56% in Japan, 69% for the UK, 48% in Ireland and 76% in the US. The Institute of Safe Medication Practice (ISMP) surveyed over 2000 healthcare providers in 2004 including nurses (1565), pharmacists (354), and others (176) and reported that 88% of the surveyed staff suffered bullying by other workers in the form of haughty language or voice intonation. 87% felt impatience when questioned and 79% were unwilling or refuse to respond to questions or telephone calls. The Nursing journal website (2006) asked guests in the last 6 months have you observed any nurse dealing inappropriately with others? 55% of all visitors claimed yes. This was demonstrated by a survey administered in 2007 to 663 nurses; 46% informed that LV was very serious or somewhat serious issue in their healthcare area and 65% reported witnessing DB repeatedly (Stanley 2007). Ulrich (2006) surveyed 4000 nurses; 18% reported verbal abuse from another nurse, while 25% of all participants rated the quality of teamwork and communication with other nurses as fair or poor. A minor study in Boston (2001) involving 26 new graduate nurses reported that 96% of respondents had seen LV during their first year of work, 46% stated that the act was against them. Acts of LV included being set them up to fail with an unreasonable assignment, sabotage, undermining, or not being available (Griffin 2004). According to a survey written by the Workplace Bullying Institute in 2010 and commissioned by Zogby International survey (2010), an estimated 35% of the U.S. workforce has been bullied at workplace; 62% of bullies are men; 58% of targets are women,68%of bullying is same-gender harassment; an additional 15% witness it. Half of all Americans have directly experienced it. Simultaneously, 50% of targets and witnesses never report the incident (silent epidemic). Leymanns (1993, cited in Einarsen1999) asserts that four elements are noticeable in prompting bullying at workplace: (1) lacks of work design, (2) deficits in leadership performance, (3) a socially visible status of the victim, and (4) reduced ethical standards in the working department. Einarsen et al. (2003) designed a workplace bullying framework; which gives an overview of how factors on different levels may interact at different stages in the multifaceted bullying process. This framework calls the attention not only to individual factors (in victims and perpetrators) but also to contextual, organizational and social factors. Salin (2003b) adapted this framework (Fig. 2), which builds and argues a planned adjustment of the framework by constructing on organizational factors of intimidation and its tolerance/intolerance by using terms such as enabling/disabling factors (Fig. 3). The Problem A survey conducted by TJC (2008) involving 4350 healthcare providers revealed that 77% witnessed DP by doctors and 65% by nurses. These behaviors are frequently demonstrated by professionals in positions of power and include unwillingness or rejection to answer questions; return telephone calls or pagers; patronizing language or voice intonation, and impatience with questions. In response to these events, TJC (2008) issued a patient safety alert affirming that the existence of threatening and unapproachable behaviors weakens the effectiveness of teamwork, erodes professional behaviors, and creates an unhealthy work environment. This sort of toxic environment can lead to malpractice risk (Rosenstein and ODaniel 2005, Morrissey 2003, ISMP 2008), patient dissatisfaction and to preventable adverse outcomes, (Rosenstein and ODaniel 2005, Gerardi 2008, Ransom and Neff et al 2000), increase cost of care, (Gerardi 2008, Ransom and Neff et al 2000) and causes competent clinicians, administrators and managers to look for new workplaces in more professional settings. Lutgen-Sandvik (2009) stated that nurses employed in a toxic, threatening environment often dread going to work and many face the day with feelings of impending doom. Recurrent exposure to bullying headed some nurses to retreat into silence, which led to disruption in communication and teamwork. Furtherm ore, continuous bullying may alter nurses self-confidence, initiativity and innovation resulting in psychological and occupational impairment (WBI 2003). All of these factors combine their effects to disrupt the stability of employees, the organization, and the patients safety. Unfortunately, there is no research study in the United Arab Emirates (UAE) handling the issues of LV except for a minor one conducted in Saqr Hospital in Ras Al Khaimah. The executive director stated that DB by physicians, including Sexual harassment and verbal abuse is a major cause of nurses stress and dissatisfaction at the hospital. Such abuse pushes the nurses to turnover (Zain 2010). Moreover, unhealthy nurses-physicians rapport and authority abuse by the doctors have contributed to nurse turnover in the UAE (khaleej, T 2009).The absence of studies involving the whole emirates does not mean that the problem does not exist. Based on my observation as part of the healthcare system, many nurses especially Asians suffer from different kinds of hostility from physicians, superiors, peers, patients and their families in their work. This hostility take the form of shouting, oral degrading expressions, oral ironic remarks, raised eyebrow, unflattering face gestures, apparent detesting , and sexual harassment. Literature Review History The notion of LV is not a new phenomenon. Horty (1985, cited by Piper 2003) defined the disruptive doctor as as a very clinically competent to the extent of considering himself as the most experienced in the healthcare organization. The troublesome physician is naturally very tough to contact and hence argumentative and antagonistic. In the 1990s, DBs by doctors began to be labeled in the literature as a form of physician impairment (Piper 2003). Gawande (2000) revealed in his article When Good Doctors Go Bad how the medical community was not set to suitably address physicians DB. Rosenstein et al. (2002) found out that lack of physician awareness, appreciation, value, and respect for nurses were serving to fuel the countrywide nursing shortage, profoundly impacting job satisfaction and morale for nurses. So what motivates TJC to ask the medical community to act against violence after two decades? Researchers agree that two milestone matters brought the dispute of LV to the front (Lu tgen-Sandivk 2007, Rocker 2008, Rosenstein ODaniel 2008, Seidel, 2006). The Institute of Medicine (lOM) published in 1999, To Err is Human. The report determined that medical errors cause between 44,000-98000 deaths yearly- more than result from vehicle accidents, breast cancer or AIDS (Baker 2009). The report emphasized the necessity to consider organizational resources and human factors that harmfully influenced patient care (Rosenstein ODaniel 2008). The risk of a nursing shortage. Aiken et al. (2001) found in his global study in a sample of 43,329 nurses that job dissatisfaction was highest in the USA (41%) followed by Scotland (38%), England (36%), Canada (33%) and Germany (17%). More striking, however, was that 27-54% of nurses less than 30 years of age intended to quit within 12 months of data collection in all countries. The U.S.A had a shortage of 150,000 nurses and that number is expected to reach 800,000 by the year 2020 (Childers 2005). Consequently, the nurses will be incapable to meet the forthcoming patients needs if this continues. One reason of turnover is the frustration caused by DBs. Rosenstein et al. (2002) noted that nurse-physician relationship is the key element for retaining nurses. Rosenstein surveyed 2562 from 142 hospitals from 11 Voluntary Hospital Association regions. The sample included 389 physicians, 1615 nurses and 104 senior level executives. More than 90% informed witnessing DB by physician and over 33% of nurses tend to turnover. Using a scale of 1-10 to identify the level of nurses satisfaction and moral; LV ranks pretty high (8.01) Figure 4 Theoretical Framework Rowell (2010) suggested five theories about LV. (See Appendix I). Causes of LV Physicians related Several researchers stated that the physicians training at the hospitals make them vulnerable to DB (Kuhn 2006, Rosenstein ODaniel, 2008). During their training; doctors learned to think individualistically and to become accountable for their activities. This mentality promotes self-reliance, self-sufficiency and an autocratic, bullying conduct which is the antithesis of teamwork (Rosenstein et aI. 2002). According to Kuhn (2006), the absence of quality control starting in university and it is nearly difficult to be fired from internship. This leads the physicians to see themselves as the so-called captain of the ship but possibly do not have the necessary skills to keep it right. This also produces a hierarchal model of healthcare which builds passive roles for nurses and other subordinates (Rosenstein ODaniel 2008) Piper (2003) found that DB is usually demonstrated by excellent clinicians who are accepted by their patients and the society. As they habitually have a notable record of accomplishments; victims may be unwilling to intervene considering the behavior as an exceptional one. Moreover, Piper stated that hospital managers who are supposed to implement the policies are confronted with the challenge of whether to ignore the behavior, or take a difficult decision of firing a great physician who shows too much enthusiasm. According to Rosenstein ODaniel (2008) some hospital directors are disinclined from averting the aggressive attitudes of the physicians because they are not hospital employees and willingly admit their patients to the hospital and thus considered a source of organizational income. Growing external forces such as governmental supervision, pressures for more productivity, managed care restrictions, lower payment, and increasing liability risk cause disruptive physician behavior (Rosenstein et al. 2002). Practicing physicians are overwhelmed with paperwork. As a result, demoralization, and anger will develop leading to oppressive conducts. Another likely cause is the stress inherent in todays medical environment such as mental exhaustion and environmental stressors experienced by physicians lead them to commit medical errors (Kuhn 2006). Staff related The oppression theory will be applied to understand the nurse-to-nurse aggression. Healthcare institutions are controlled by the administrators and physicians who use their authority to rule subordinates. It is obvious that when any oppressed group recognizes that it is not possible to direct its power upward, the group then places their powerlessness and frustration on one another. These peer-to-peer hostilities, which reduce self-esteem, are called LV (Sheriden-Leos2008, Griffin 2004, Leiper 2005). Dunn (2003) confirmed in a study involving 500 nurses in the operating theater that the great numbers of nurses were verbally attacked by the surgeons. This sort of offensive abuse led the oppressed group to develop personal characteristic such as disunity and inability to oppose the physicians because of their positions, authority and ability to revenge from the nurses. Rowell (2005) estimated that 81% of oppressors are bosses, 14% peers, and 5% lower rank staff. Referring to Griffin (2 004) this form of oppression causes the nurses to feel helpless, disrespected and self-loathing. Stanley and Martin (2007) have suggested an applied model of oppressed group behavior to demonstrate how LV seems to manifest itself in the workstation (Fig. 4).It also useful in predicting nurses retention and satisfaction. Gender is another factor. Many studies revealed that females are more susceptible to LV than males. Dunn (2003) rationalized that women tend to suppress their feelings of bitterness. In addition, women are habitually considered inferior to men within society in general and healthcare organization in specific. Accordingly, it is not astonishing to see recurrent acts of sabotage in the nursing as 90% of nurses are females. Leiper (2005) has a parallel opinion and said that females generally underestimate their efforts and have lesser self-esteem than males so they can be irritated more easily and have a predisposition to yell at others. Dellasega (2009) concluded that males express their anger more frequent with bodily violence and this is usually accepted and women exhibited it through character insult, mortification, disloyalty and rejection. ISMP (2004) surveyed 2095 nurses (86% female and 14 % male) and found that DB was nearly equal. Thomas (2003) agrees with this finding. Not all Researchers support the oppression theory as the mechanism for DBs. Ratner (2006) view the oppression theory as condescending to nurses, making them appear as the powerless victim. Another standpoint suggests that organizational cultures, sustained struggles for authority, inconsistent work standards and management styles results in LV (Hallberg 2007). Further organizational causes include shortage, work overload, lack of administrative support, relations among groups, and organizational reform (Rocker 2008). Patient/Family related Patient or family members with a history of DB should be considered at high risk for becoming violent. Violence results from those who are frustrated, rampant, mentally ill, and substance abuser. Finally, LV is not frequently reported by victims and therefore run unaddressed. Fear of revenge, the stigma related to blowing the whistle on a peer, a wide-ranging averseness to oppose an oppressor (TJC 2008), the status quo, lack of confidentiality, lack of administrative support, and lack of awareness or reluctance among doctors to change inhibit the reporting (Rosenstein et aI. 2002). Similar to other kinds of mistreatment, staff violence is repeatedly viewed as an isolated matter and individuals are occasionally unwilling to talk about it (Gammons 2006). On several occasions, LV is not informed because it isnt identified. Some practitioners doubt that bullying has happened except when somebody shouts or uses attacking language (Beyea 2004). Forms and Manifestations OF LV: (see Appendix II) Effects of LV on: Nursing workforce, Organization and Patient The Nursing workforce Defamation of professional dignity, stress, anxiety, frustration, and anger (Rosenstein ODaniel 2008), sleeping disorders, reduced self-esteem, low morale, disconnectedness from their colleagues, depression, apathy, and excessive sick leave (Alspach 2007, Longo Sherman 2007), Suicide attempt (Griffin, 2004). According to the WBI, 45% of respondents had stress-related health problems which include debilitating anxiety, panic attacks, clinical depression (39%), and even post-traumatic stress. Not astonishingly, the adverse effects of LV are not only restricted to the targets. Co-workers witnessing LV report stress and job dissatisfaction. Witnesses who never report are confused how to stop assailant. Unluckily, their silence often leads them to despair and turnover (Lutgen-Sandvik 2007). Healthcare Organization Manifestations include: increased patient illnesses, increased healthcare costs, unplanned absences, law suits (Rowell 2005), malpractice risks (TJC 2008) and turnover (Rosenstein QDaniel 2008, Griffin 2004). Rocker (2008) states that between one third and one half of all work related absences and illnesses are a result of office bullying. According Yamada (2009) some victims pursue compensation or disability benefits as they are no more able to endure work stress and intimidation. Along with Stanley (2010) the overall increase in nurses turnover induced by LV from 2002 to 2007 is 32%. Turnover costs the organization per RN for 2007 $82,000 88,000. Additional costs are decreased productivity and loss of experienced and knowledgeable nurses. Malpractice of physicians and other healthcare providers, which is estimated at 4-6%, has a vast impact on organizational costs. Patients and families detect aggressive work environments (TJC 2008) and are ready to sue when they are faced with arrogant or insensitive behavior from healthcare workers (Aleccia 2008 as cited by TJC 2008). The Patient Rosenstein (2008) surveyed 4530 participants from 102 USA organizations from 2004-2007. The survey questions were intended to assess the respondents perception of the link between DB and patient care. The links were as follow: 66% adverse events, 71% medical errors, 53% compromises in safety, 72% detrimental impacts on quality of care, 25% patient mortality,18% were aware of a specific adverse event, 75% of them believe that the adverse event could have been prevented. According to Dunn (2003) some nurses may control patients by putting off their response to the patients needs- pain medicines, etc. Displeased nurses can also keep patients family uninformed about the patients health status or not support them when needed. Stanley (2010) reported that 1.5 million patients are harmed by medication errors yearly. DISCUSSION In todays sophisticated healthcare setting, each system brings particular skills to patients care. Whether the clinician is a nurse, or any other healthcare workers; each has a unique set of expertise and acquaintance that enable them to view the patient from a particular standpoint. Each field is taking care of the patient at distinctive times and intervals of the day. The doctor visits the patient one or two times a day for 15-20 minutes whereas the nurse employs several successive hours bedside his patient. Therefore, the nurse is the first one who detects and attends the alteration in patients status, not the physician. The patient and the efficacy of the healthcare team are dependent on each other to thoroughly and assertively communicate the changes in the health status of the patient. Unhappily; DB hinders this communication process which affects patients outcomes. It is of merit to mention that the international picture of LV is no difference from UAE.I have been working in the clinical setting for 16 years in different hospitals as a nurse and in a health institution as a teacher and clinical instructor. I have been exposed to and witnessed many episodes of Dbs. For example, I remember a situation when the head nurse asked the Surgeon whether he wants to start the patient on diet or continue keeping him nothing by mouth. The doctor replied in an offensive manner; give him Shoes. The head nurse asked him to write this in the order sheet. Sadly but true, the doctor did it without giving consideration to anything. The nurses felt that they were disrespected and were frustrated because of the recurrent response from the administration when DB is reported as status quo. That instance happened before 9 years but this troublesome situation impacted my psychological status that I recall it as if it occurred yesterday. Another incident, Though I do no t like to recall it, but its profound effect keeps it all the time in my imagination when the nurse came to the nursing counter crying once an aged patient got the money from his pocket and asked her to satiate his sexual desire. Furthermore, nurse on nurse aggression is also clear and take different forms ranging from verbal and non-verbal attack such as intentional rolling of eyes, folding arms, gazing into space when communication is being attempted, backbiting, withholding informationà ¢Ã¢â€š ¬Ã‚ ¦etc. to physical assault such as pushing each other. These DB extended also to the patient particularly the dependent and the unconscious patients who were insulted either by bad words or inappropriate care. The negative effect of these DBs was manifested by medical errors, reduced patient safety and care, decreased performance and productivity, frustration, dissatisfaction, turnover, and poor hospital reputation. Although these are merely anecdotal notes, there are comparable events recognized in the research. Rosenstein ODaniel (2006) presented selected comments acquired from a survey of 4530 healthcare providers. They include terms such as RN did not call doctor about change in patients health status because the doctor had a history of abusive behavior and particular surgeons give the impression that they have the right to be impolite and verbally offensive. It is hard to maintain a high level of performance when repetitively scared of being yelled at (Rosenstein ODaniel2006). Unhappily, DB is not solely restricted to doctors. Rosensteins survey data supports the issue that DB spread to other non-physicians employees. Remarks include; DB from nurses is much more upsetting. I expect it from the surgeons but not from my peers and please realize that most stress is from RN managers, not MDs. According to Rosenstein ODaniel (2008), the most common situation that triggered DP by doctors, as conveyed by nurses, was calling physicians to report a decline in the patients condition. This shows a failure in communication that ought to bring dreadful results on the patient. For instance, if the physicians order is inaccurate or not clear. The nurse many not carry out the order until clarified by doctor. If the nurse is anxious about making a telephone to the doctor due to fear of an annoyed eruption, she might postpone the call or make another work around by evading the doctor entirely and including another party. If there is inaccurate order of medicine, this situa tion can be revealed in various ways, all with awful outcomes for the patient. Primarily, the issue will not be verbalized as the practitioner did not desire to confront the stellar reputation of the doctor or because they were demoralized by previous behavior (ISMP 2008). Consequently, the incorrect medicine will be given. If the nurse calls the doctor and feels that the physician is irritated, the incorrect medicine can still be given and secondary repercussions such as being unable to correct the order in the future can result. Unfortunately, several nursing staff has to live with the guilt of a serious error because they did not follow up on a questioned situation (ISMP 2008). The negative outcomes of such an error can result in stress and frustration for all involved and thus can bring about DB. Limitations Workplace LV is a complicated issue. A diversity of expressions is used to reveal similar behaviors .Although they possess distinctive meanings, the terms are frequently used interchangeably in the nursing literature. There are also a many workplace abuse that might be categorized as DB. First, the paper has focus merely on psychological and/or verbal abuse and not physical or sexual harassment. Second, the majority of literature focuses on LV in nursing profession in particular and to a certain degree

Effect Of Explicit And Implicit Vocabulary Instruction English Language Essay

Effect Of Explicit And Implicit Vocabulary Instruction English Language Essay It is true that vocabulary is central to a language and is of paramount importance to a language learner as Ellis (1994) claims that the cornerstone of L2 is its vocabulary. Instruction is an important contributor in the development of vocabulary knowledge. Implicit vocabulary teaching and learning method involves indirect, or incidental whereas the explicit method involves direct, or intentional. This thesis attempts to find out and compare the effects of the two vocabulary teaching methods on 60 students studying in a Tonekabon University. Control Group (explicit vocabulary teaching) and Experimental group (implicit vocabulary teaching), each group was given a different modes of instruction. During the lessons different explicit vocabulary presentation techniques used including mind-mapping, Persian equivalents and English synonyms and definitions. Subsequently, the teacher utilized an inferred method for teaching vocabulary implicitly which means students were supposed to guess th e words from the passages by using context clues. The researcher used the, the Independent T-Test, Analysis of covariance. The T-tests compared the means of the pretest and posttest scores of each group. ANCOVA was used to identify the progress level from the pretest to the posttest in the groups. The results obtained by the implicit group shows students gained new vocabulary moderately better. And also findings of study in the explicit vocabulary teaching method revealed that in terms of students short term recall of word meanings and the students did well in word retention. The results of this study have important implications for the classroom and make a strong case for implicit and explicit vocabulary instruction. Key Words: Word knowledge, Vocabulary Learning Strategy, Implicit Vocabulary Instruction, Explicit Vocabulary Instruction 1. Background of the Study Vocabulary teaching is one of the most important components of any language classes which help learners to understand languages and express their meanings. If language structures make up the skeleton of language, then it is vocabulary that provides the vital organs and the flesh (Harmer 1993.153). This study provides the view toward students knowledge of words by the influence of different modes of teaching vocabulary in which students are weak in words retention. My interest in vocabulary learning strategies was first aroused when I was an English teacher in Institutes. Year after year, many students complained about the difficulty of memorizing new words. They had realized that their small vocabulary size, which seemed difficult to enlarge, had hampered their English learning. It seemed that they had not found an appropriate way to learn vocabulary. We have not been taught the majority of words which we know. Beyond a certain level of proficiency in learning a language, vocabulary development is more likely be mainly intentional or incidental. In vocabulary acquisition studies, one key research direction is to explore the points at which implicit vocabulary learning is more efficient than explicit vocabulary learning, to ask what are the most effective strategies of implicit learning, and to consider the implications of research results for classroom vocabulary teaching(Carter and Nunan, 2002).Traditional vocabulary instruction for many teachers involves having students look words up in a dictionary, memorize them in word lists, find the nearest equivalent which are often used in order to help students learn new words. But these methods provide what research and theory tell us about word learning and sound vocabulary instruction. 2. Statement of the Problem All instructors through classroom activities usually use different methods and techniques in order to teach vocabulary in the class in which students participate actively. Moreover, the way of teaching is significant in vocabulary learning classes. Among researchers, vocabulary has been concerned the core of learning a language and reading comprehension. Students usually are assumed to learn or memorize the lists of vocabulary in order to increase the knowledge of vocabulary and apply it in understanding passages. Most students suffer from understanding the passages which consist of words that play as a hinder in their perceiving, so teachers should help students out by some principal instruction to make them easy to recognize the meaning of unknown words. Students who are learning English as a foreign language lack the vocabulary necessary to understand the reading material in literature and in the content areas. Many of these students do not have success in reading and listening du e to a deficiency in vocabulary. Unknown words hinder students understanding not only on the reading comprehension portions of these tests, but on understanding of questions on content portions of tests as well. Therefore, it is necessary that successful strategies be found to help these students attain proficiency in the classroom. It has long been a debate as to whether or not explicit instruction increases the acquisition of a second language (Chaudron, 1988). Improvements in reading comprehension in English language learners after explicit vocabulary instruction would provide useful strategies for not only EFL instructors, but for mainstream teachers of classrooms with EFL students. The problem for this study is to investigate the merits. Thus, the purpose of this study is to explore the effect of explicit and implicit instruction on a development of EFL learners vocabulary learning. 3. Literature review According to Celce-Murcia (2001) knowledge can be gained and represented either implicitly or explicitly and both contribute to language learning. There exists a central debate emerging from the studies dealt with whether effective vocabulary learning should give attention to explicit implicit vocabulary learning. In implicit vocabulary, learning students engage in activities that focus attention on vocabulary. Incidental vocabulary is learning that occurs when the mind is focused elsewhere, i.e. learning without conscious attention or awareness; such as on understanding a text or using language for communicative purposes. From a pedagogically- oriented perspective, the goal of explicit teaching is to lead learners attention, whereas the aim of an implicit focus on form is to draw learners attention. Moreover, individual tasks can be located along an explicit or implicit continuum, and complex tasks may combine both explicit and implicit subtasks. Most researchers recognized that a well-structured vocabulary program needs a balanced approach that includes explicit teaching together with activities providing appropriate contexts for incidental learning. Much discussion in the literature on whether vocabulary is best learned through direct study or incidentally through reading. Schmitt (2000) suggests that learners are able to learn large quantities of vocabulary explicitly, for example, by using word lists and the depth of processing hypothesis suggests that it is more likely for a piece of information to be retained in memory if it is manipulated with more mental effort. On the other hand, Hulstijn (1997) notes that it is difficult to learn everything we need to know, through explicit learning, about the more frequent words but extensive reading can serve this purpose. There is, in fact, evidence that both the explicit and implicit approach can be effective. In light of the drawbacks and benefits of both the explicit and implicit vocabulary learning methods, some linguists have suggested that both methods be used together to supplement each other. The experimental design for this study was a quantitative design. Specifically, the design was a quasi-experimental. This research used two groups, control group and experimental group with no treatment (explicit instruction) and a treatment (implicit instruction). The two methods of instruction were compared. Pretest-posttest experimental design was used to investigate the effectiveness of using implicit and explicit modes of introduction to enhance vocabulary knowledge. In scoring the items on the test, for the vocabulary-recognition portion, the items were multiple choices. Scoring was objective; one point for each correct answer. Scores ranged from 0 to 20 on this portion. On the second section of the test, the vocabulary production portion, the items were fill-in-blank. In order to earn the maximum score of one point for each item, the response had to be grammatically correct and spelled correctly. Scores ranged from 0 to 20 on the production portion of the test. For the vocabulary acquisition portion of the test, the total measures ranged from 0 to 20. For the vocabulary acquisition measures, participants took pre-tests to identify whether or not they had any existing knowledge about the vocabulary that was the focus for the particular unit. For this study, it was important to be able to identify the number of vocabulary words that were gained (pre- versus post- scores) as opposed to identifying only the number of vocabulary words that were known at the end of the unit (post-test only). By administering pre-and post-tests, the researcher was able to remove any influence of prior knowledge of these vocabulary words by the participants. By obtaining several values for each participant and alternating the methods of instruction, the researcher was able to help overcome the small sample size and the possibility of maturation of the participants. This also helped to decrease the effect for a particularly interesting unit or particularly uninteresting unit. The final analysis of the data was approximately three months. Table 2 illustrate s the timeline of the experiment with reference to the pre-tests and the units of instruction. To collect data for this study, three instruments were utilized 🙠 1) OPT test t; (2) pretest (i.e. a TOEFL Vocabulary test; (3) posttest (i.e. A TOEFL proficiency test) Vocabulary Levels Tests (Nation, 1990), which is among the best known vocabulary measurement tools to date, will be selected to determine the size of the participants vocabulary. A comparison of the mean scores of test obtained by the two groups shows that, very obviously, performance was a bit higher when the target words were taught through an implicit vocabulary instruction technique of inferred passage than when target words were associated with mid-mapping technique and synonyms and definitions in the passages. The students who participated in this study were sixty students enrolled in university in one semester. The test scores for all sixty students were collected and listed with a numerical reference rather than by name. (Refer to Appendix B) In this study, participants took part in six vocabulary units. These units were a part of 400 must-have words for the TOEFL about the same length, and on various topics. Within this program, there were also teacher-reviewed vocabulary lists and classroom tested strategies for implicit and explicit vocabulary teaching. Each part was on the same vocabulary level and the units were designed to be of similar length. There were two different modes of instruction. In one mode of instruction, implicit instruction, the teacher utilized a inferred method for teaching a vocabulary unit. Moreover, students were supposed to guess the words from the passages by using context clues. In the other mode of instruction, explicit instruction, the teacher utilized specific strategies for (mind-mapping technique, synonyms and definitions). Table 2 outlines the daily schedule for each unit. It distinguishes the implicit instruction strategies from the explicit instruction strategies. The independent variable for this study was the mode of instruction implicit classroom instruction versus explicit vocabulary instruction. These modes were applied to the same group of students, but alternated on the basis of the vocabulary unit. The dependent variables for this study were the vocabulary gained and scores-both of which were collected on the basis of each vocabulary unit (approximately every week). For the vocabulary scores, the lowest possible score was 0 and the highest possible score was 20. Since the focus of this study was to compare conditions with and without explicit vocabulary instruction, the number of words gained for each unit was used. Research Questions: 1-Does explicit teaching of vocabulary affect Iranian EFL learners knowledge of vocabulary? 2-Does implicit teaching of vocabulary affect Iranian EFL learners knowledge of vocabulary? 3-Does the experimental groups (implicit) of the study show progress from the pre-test to post-test? 4-Does the control group (explicit) of the study show progress from pre-test to the post-test study? The hypotheses used for this analysis are as follows: 4. Research Hypotheses H1: Explicit teaching of vocabulary does not affect Iranian EFL learners knowledge of vocabulary. H2: Implicit teaching of vocabulary affects Iranian EFL learners knowledge of vocabulary. H3: The experimental(implicit) of the study shows progress from the pre-test to post-test of study. H4: The control group (explicit) of study does not show progress from pre-test to the post-test study. 4.1 Participants The research participants for the study included the researcher as the classroom teacher and two groups of students. The total of 60 undergraduate students were (40 males and 20 females) of English as a Foreign Language in the Islamic Azad University of Tonekabon, Iran. Their age ranges from 19 and 23. Informed consent was obtained from all students verbally. These students were chosen in the diversity of the group including characteristics such as gender, age, and years of learning English as a Foreign Language. Some 30 students majoring in English were chosen. As previously discussed in the rationale for this research, this kind of situation often places high stress on students as well as teachers and leads to a classroom instructional focus geared toward rote memorization (explicit) rather than higher level thinking (implicit). It was within this context that this researcher sought answers to the questions guiding this study. Two sets of test scores of a single group of sixty students were analyzed to determine if a statistically significant gain existed. The independent t-test was used to determine if the mean gains of the two groups of scores were significantly different from one another. The t-test was chosen because it adjusts for the distribution of the small sample size.(Gay Airasian, 2003). The test was run first for the vocabulary acquisition variable (refer to Hypothesis 1) and then again for the vocabulary knowledge variable (refer to Hypothesis 2). Statistically significant gains in the means of the groups of scores (control group) would indicate that explicit vocabulary instruction does have an effect in EFL words retention. A positive difference would be an indication of additional benefits (more vocabulary acquired and/or higher retention) derived from the implicit instruction. In examining the overall classroom performance, a higher average on units taught using explicit vocabulary instruc tion would indicate an overall benefit for using explicit vocabulary instruction in the classroom. The OPT test and pretest were administered one week apart, with the second test administered the day prior to implementation of the program. The posttest was administered immediately upon the conclusion of the study. All data were collected during the students regularly scheduled vocabulary class by the researcher who had no relationship with classroom participants .It could be one of the limitations of the study. Students in both study conditions received the same pretest and posttest. Test directions instruct students in order to receive full credit; all work must be shown, regardless of how they arrive at their answer. Students were allowed and required to utilize some techniques to answer questions on the test. For this research study, the modes of instruction were the independent variable because it was hypothesized to impact the vocabulary knowledge on the posttest. The dependent variable was the vocabulary knowledge measured by the posttest scores after the treatment. The analysis would use two methods to data analysis in order to answer the research questions: the independent T-Test and ANCOVA. Independent T-tests were used to answer the first and second research question. ANCOVA was used to answer the third and fourth research questions. 5. Results This research study aimed to investigate the effects of vocabulary modes of instruction on word knowledge for an experimental group (N=30) of college students at the Islamic Azad University, Tonekabon, Iran. In order to compare the improvement from the pretest to the posttest of the study, the researcher used the, the Independent T-Test, Analysis of covariance (ANCOVA). The T-tests compared the means of the pretest and posttest scores of each group and, therefore to answer the first research question and second question. ANCOVA was used to identify the progress level from the pretest to the posttest in the groups, and therefore to answer the third and fourth research questions. In this section the results of the study based on the participants scores on the pretests and posttests in both groups will be presented. H1: Explicit teaching of vocabulary does not affect Iranian EFL learners knowledge of vocabulary. As viewed in Figure 4.1, the histogram forms a symmetric shape confirming that the scores are normal. For answering question one, two sets of test scores of two group students were analyzed to determine if a statistically significant gain existed. The independent t-test was used to determine if the mean gains of the two groups of scores were significantly different from one another. According to (Table 4.2), observed t value equals 2.343. A comparison made between this t value and the critical t value in the table (Table 4.4) adopted from Hatch and Farhady (1981, p. 272) shows that the critical t value equals 2.In other words the observed t is higher than the critical t value. Therefore, the null hypothesis derived from the first research question is rejected and it can be indicated that the research independent variable explicit teaching of vocabulary has effect learners knowledge of vo cabulary. Table 4.2 Independent Samples Test Levenes Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Posttest Score Equal variances assumed .016 .901 2.343 58 .023 1.633 .697 .238 Equal variances not assumed 2.343 57.931 .023 1.633 .697 .238 Table 4.1 implicit and explicit posttest score Treatment N Mean Std. Deviation Posttest Score Implicit 30 14.83 2.653 Explicit 30 13.20 2.747 Table 4.3 pretest and posttest of experimental group Mean N Std. Deviation Pair 1 Pretest Score 11.26 30 1.375 Posttest Score 14.74 30 2.782 As Table 4.3 displays, the results of the descriptive analysis showed how the participants performed on the pretest and the posttest as well as the dispersion of the scores on the two tests. The mean scores of the pretest and the posttest in the Experimental Group were M = 11.26 (N = 30, SD =1.375) and M = 14.74 (N = 30, SD = 2.782) respectively. The significant difference between the two mean scores and the standard deviation indicated the group performed heterogeneously before and after the treatment. Having calculated the descriptive statistics based on the students scores on the pretest and the posttest, the researcher conducted a T-test to determine if the means significantly different. Table 4.4 Descriptive Statistics of the Overall Comparison between Pretest and Posttest in the CG Mean N Std. Deviation Pair 1 Pretest Score 11.52 30 2.327 Posttest Score 13.19 30 2.815 Table 4.4 shows comparisons between the pretest and the posttest mean scores for the experimental group. The purpose of this comparison is to find out whether the participants in the EG made changes in their vocabulary knowledge performance after the treatment. There is a statistically significant difference between the pretest and posttest performance of the groups (p>.05). There was no statistical evidence found to reject the second null hypothesis. H2: Implicit teaching of vocabulary affects Iranian EFL learners knowledge of vocabulary. Tables 4.4 shows comparisons between the pretest and the posttest mean scores for the control groups. The purpose of this comparison is to find out whether the participants in CG made changes in vocabulary knowledge after treatment. There is not a statistically significant difference between the pretest and posttest performance of the group (p>.05). This means the EG did significantly improve their vocabulary knowledge after the treatment. We can come to a conclusion that both the explicit vocabulary teaching technique (mind-mapping) and the implicit vocabulary teaching approach (inferred passage) brought lexical gains to the students in both groups. This finding is in line with the viewpoint of Carter and Nation (2001), who suggest that both the explicit and implicit methods can be effective. Nevertheless, in comparison, when word meanings were explicitly taught to the subjects through mind-mapping, semantic and short term recall of the target words were better than when the word meanings had to be inferred from the passages. This finding ran to Krashrens argument that competence in and vocabulary is most efficiently attained by comprehensible input in the form of reading (Krashen 1989, p.440). Krashen maintains that according to his Comprehensible Input Hypothesis which assumes that we acquire language by understanding messages (p.440), comprehensible input is the essential to language acquisition and vocabulary and spelling are acquired in the same way the rest of language is acquired (p.440). H3: The experimental(implicit) of the study shows progress from the pre-test to post-test of study. Before answering this question and presenting the descriptive results based on the experimental groups scores on the pretest and posttest of the study, the issue of whether or not scores follow a normal distribution should be investigated. Figure 4.5 is the histogram of the scores with a symmetrical shape showing the normality of the distribution. On the basis of the table (4.7), that the F value in the treatment row equal is 18.635 above shows that there is a significant different between the two research groups (EG, CG). In addition the sig. value (.000) in the same row shows that it is above the p-value (p>0.5). Hence it is stated that different between the mean scores is not haphazard or accidental and the third hypothesis supported and fourth null hypothesis is rejected. In order to answer this question, ANCOVA was conducted for finding any significant differences in the level of progress achieved by the control group. In all of these analyses the significant level was set at p H4: The control group (explicit) of study does not show progress from pre-test to the post-test study. In order to answer this question, ANCOVA was conducted for finding any significant differences in the level of progress achieved by the control group. In all of these analyses the significant level was set at p Summary It is true that vocabulary is central to a language and is of paramount importance to a language learner as Ellis (1999) claims that the cornerstone of L2 is its vocabulary. Instruction is an important contributor in the development of vocabulary knowledge. Implicit vocabulary teaching and learning method involves indirect, or incidental whereas the explicit method involves direct, or intentional. This paper attempts to find out and compare the effects of the two vocabulary teaching methods on 60 students studying in a Tonekabon University. Control Group (explicit vocabulary teaching) and Experimental group (implicit vocabulary teaching), each group was given a different modes of instruction. During the lessons different explicit vocabulary presentation techniques used including mind-mapping, Persian equivalents and English synonyms and definitions. Subsequently, the teacher utilized an inferred method for teaching vocabulary implicitly which means students were supposed to guess the words from the passages by using context clues. The researcher used the, the Independent T-Test, Analysis of covariance. The T-tests compared the means of the pretest and posttest scores of each group. ANCOVA was used to identify the progress level from the pretest to the posttest in the groups. The results obtained by the implicit group shows students gained new vocabulary moderately better. And also findings of study in the explicit vocabulary teaching method revealed that in terms of students short term recall of word meanings and the students did well in word retention. The results of this study have important implications for the classroom and make a strong case for implicit and explicit vocabulary instruction.

Christian Beliefs about their Responsibility to the Poor :: essays research papers

There are many reasons that Christians believe that they have a responsibility for the poor. One of these is the teaching and guidance of the Bible. A good Christian should follow the teachings of the Bible and listen to the guidance it offers. The word of the Evangelists and the other books that make it up should have great authority as they reveal the teachings of God through his prophets and his Son. If we are to be Christians then we should follow the way of Jesus. ?Christian? literally means ?Belonging to Christ?. There are many Gospel teaching on how Christians should help alleviate poverty, both locally and on a wider scale. One of the most important of these is the Commandment ?Love thy neighbour as thyself?. Jesus himself stated that it was the most important. ?Thou shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy mind. This is the first and great commandment. And the second is like unto it. Thou shalt love thy neighbour as thyself. On these two commandments hang all the law and the prophets."(Matthew 22:37-40). This is important as it emphasises the stance that Christians should have towards their fellow men, one of complete untainted love. If this commandment were to be kept then there would be no need for the rest as in keeping it you would not murder, nor steal or covet your neighbour?s wife. Jesus set an excellent example in both his actions and his words. The parables he used to relate some very important messages about the nature of god. A good example of this is the Parable of the lost sheep. ?See that you do not look down on one of these little ones. For I tell you that their angels in heaven always see the face of my Father in heaven. What do you think? If a man owns a hundred sheep, and one of them wanders away, will he not leave the ninety-nine on the hills and go to look for the one that wandered off?? This implies that Jesus is never willing to give up on anyone who might be saved from hell. No-one is any greater than another in his eyes. As we are all part of God?s creation we are all one family in God. If we ignore the suffering of our Brothers and Sisters then we ignore God.

Attitudes toward Victorian Society in Great Expectations by Charles Dic

Great Expectations Explore some of the ways in which Dickens’ attitudes to Victorian society are presented in the opening chapter of Great Expectations. For this essay I will be focusing on the opening chapters of Great Expectations, a novel written by Charles Dickens. I am going to consider the Victorian society at the time and dickens’ use of language to express themes, settings and characters. Charles Dickens wrote this story in the Victorian times. Hence we seem to think what ‘does he mean’ by â€Å"Great Expectations†. By us the readers, knowing and understanding what it means, we can get a rough idea of what the story is like. By Great Expectations we mean having high expectations for life, class and dreams for a better life. Dreams that a person really wants for it to come true. Hoping or expecting more than you have. This lays quite an effect on the reader, this is because the title â€Å"Great Expectations† doest say much. The title itself can give ideas to us the readers as to what the story will be like. For example they can suppose that the story is about someone’s great expectations in life, of a job, of a person and even of himself or herself. This story was set in the Victorian times, which was actually in the mid 1800’s and Charles Dickens wrote it in the 1860’s. So life back then is very different as to how it is now. If we compare today to the Victorian era, we see people lived very different lives in many different ways. A few had access to educations, some didn’t. Some were able to get a good high standard job and some didn’t. At the time of Charles Dickens a lot of the people were poor, many suffered from poor health and had to work all day late into the night. The few that were rich thought they were better ... ...rown with nettles’, this tell us what the area is like and creates feelings in the reader. This also gives the impression that the atmosphere is dull, depressing, empty and hopeless. This makes the reader feel that there is no hope for Pip. In conclusion I think Dickens has used language, setting and the theme of death etc in a very effective way. Dickens shows us the different ways of using language to introduce many themes and settings. He does this using different technique as he skilfully catches the reader’s attention in just through the first pages! He involves the reader so quickly that they just keep on reading. This makes the readers feel it is important to know what happens next. However I myself and many many other readers will find that Dickens does keep his readers interested all the way through the story and it shows how good he is at it.

Models of Criminal Justice: Exploring the Probation System Essay

Introduction There are three theories or models of criminal justice. The first one is the retributive theory while the second is the rehabilitative theory and the last is the restorative theory. The first basically concerns itself with the punishment of people by putting them in boot camps , in order to deter their ways. Such instills discipline and fear , which in turn reduces crime. The second one believes that working with these people change their ways reduce crime (The U .S . Penal System :Restorative and /or Retributive Justice . The third one aims to reintroduce and re-incorporate the persons back into the community after retribution or rehabilitation . The first one is optimistic and believes that people are innately good such that prison cells are built so that the prisoner inside the cell can be silent. As he is silent, he can meditate on his wrong-doings . This tradition believes that then spiritual transformation may take place thus rehabilitating such person . On the other hand , the second one is pessimistic, which is why facilities were built to bring about obedience. What is done is to â€Å"instill habits of work in people, help build their skills' then they will be rehabilitated . The third one, which believes that true rehabilitation takes place when such person is allowed back into the community and is a combination of both retributive and rehabilitative theories, seeks to : â€Å" (1 )deter future and past criminals from doing a crime because the threat of incarceration looms (2 ) incapacitate the offender to stop the individual from possibly endangering others (3 ) punish the criminal by serving time and living a restricted lifestyle and (4 ) rehabilitate them for release into society (Fuller , 125-27). By t... ...nistered in the community- for offenders considered nonviolent and low risk. (William H Dimascio, Seeking Justice: Crime and Punishment in American (New York: Edna McConnell Foundation, 1997),p.43 Conclusion I found an article from the Palm Beach Post were a 19-year old woman dodged a lengthy prison sentence for DUI manslaughter involving the death of two people and injury to two others. The Circuit Judge sentenced a sophomore attending the University of Florida to 15 years in prison, then suspended the sentence and put her on probation with a host of special conditions; one is that she spends a year in jail upon completion of her college degree. The other is her license is permanently revoked, although she can apply for a hardship license. There are other conditions, but know she is labeled a felon on any job applications she applies for. (Spencer-Wendell, 2009) Models of Criminal Justice: Exploring the Probation System Essay Introduction There are three theories or models of criminal justice. The first one is the retributive theory while the second is the rehabilitative theory and the last is the restorative theory. The first basically concerns itself with the punishment of people by putting them in boot camps , in order to deter their ways. Such instills discipline and fear , which in turn reduces crime. The second one believes that working with these people change their ways reduce crime (The U .S . Penal System :Restorative and /or Retributive Justice . The third one aims to reintroduce and re-incorporate the persons back into the community after retribution or rehabilitation . The first one is optimistic and believes that people are innately good such that prison cells are built so that the prisoner inside the cell can be silent. As he is silent, he can meditate on his wrong-doings . This tradition believes that then spiritual transformation may take place thus rehabilitating such person . On the other hand , the second one is pessimistic, which is why facilities were built to bring about obedience. What is done is to â€Å"instill habits of work in people, help build their skills' then they will be rehabilitated . The third one, which believes that true rehabilitation takes place when such person is allowed back into the community and is a combination of both retributive and rehabilitative theories, seeks to : â€Å" (1 )deter future and past criminals from doing a crime because the threat of incarceration looms (2 ) incapacitate the offender to stop the individual from possibly endangering others (3 ) punish the criminal by serving time and living a restricted lifestyle and (4 ) rehabilitate them for release into society (Fuller , 125-27). By t... ...nistered in the community- for offenders considered nonviolent and low risk. (William H Dimascio, Seeking Justice: Crime and Punishment in American (New York: Edna McConnell Foundation, 1997),p.43 Conclusion I found an article from the Palm Beach Post were a 19-year old woman dodged a lengthy prison sentence for DUI manslaughter involving the death of two people and injury to two others. The Circuit Judge sentenced a sophomore attending the University of Florida to 15 years in prison, then suspended the sentence and put her on probation with a host of special conditions; one is that she spends a year in jail upon completion of her college degree. The other is her license is permanently revoked, although she can apply for a hardship license. There are other conditions, but know she is labeled a felon on any job applications she applies for. (Spencer-Wendell, 2009)