Should violent video games be banned or regulated Essay

Should violent video games be banned or regulated - Essay Example This paper tends to discuss that violent video games should be banned since they create a negative impact upon the minds of the players, especially when they are at the tender age of adolescence (thesis). Nearly every teenager knows the names of some of the most violent video games like Mortal Combat, Resident Evil, Marvel vs. Capcom, Doom, Manhunt, Dead Rising, Gears of War, Grand Theft Auto, and the list continues. All of these games require the player to kill, shoot, slash, and stab their enemy using bombs, swords, and chainsaw. They have to kill the police officers to get to the target, hit the pedestrians, split the opponent using chainsaws, and what not. Preteens and teens want to play these games more than non-violent ones, and then, they apply it in their real lives because they are not capable of differentiating the gaming world from the real world. Last decade has shown an increase in violence rate among children in the United States, and studies show that children are incr easingly being treated for anger management thanks to the growing use of video games. Children tend to have less-developed ability of decision-making or critical thinking, and so, they cannot realize what is wrong with what they are viewing. Thus, their minds learn or absorb every act they see. The reason is that violent video games succeed in getting the person involved in the character he is playing, so much so that he starts playing that character in the real life. For example, females are normally portrayed as weaker and powerless characters in video games. When children watch this, they apply it real life because they would have learnt to disrespect women. This is only an example. There are thousands of different facets of violence and aggression that the players learn from violent video games. The tragedy is that the effect doubles in strength when the player is at the tender age of adolescence. Previous generations used to play doctors, police, thieves, chefs, and the oomph g enerated by the flight of the imagination would get used up in playing the game physically. But with video games, that energy comes out in the form of frustration, aggression, and violence. Smith, Lachlan and Tamborini suggest that mature games are more violent that those rated for general audience, and feature child perpetrators with frequent gun violence. When a child watches such violent acts and plays the character using his hands and mind, the energy generated by the flight of the imagination keeps the physical responses from getting expressed. So, when this energy gets its chance, it gets expressed in the real life. This is why children who watch violent video games are violent in their nature too. For example, parents do not know why their child, who plays Resident Evil on his PlayStation 3, is becoming violent day by day; beats his younger siblings; remains isolated most of the time; and, has complaints coming from his school that he bullies his class fellows. A check on his routine activities will show that the credit goes to video games if he plays some. All of these negative impacts make one claim that violent video games should be banned. Researchers like Bartholow and Anderson have found that teenagers who play violent video games have higher heart rate, get emotionally aroused easily, and are more aggressive verbally and physically than those who play non-violent games. Thus, the nature of video games played has an adverse

Fast food restaurant Essay Example for Free

Fast food restaurant Essay Recently, fast food has been from the most popular way for a lot of people. Nowadays, people think that they don’t have plenty of time to prepare food. However, a lot of families have been addicted to that type of fast food, finding it so easy and comfortable for their busy life. Fast food should not be banned because it is a freedom of choice, it has a lot of social benefits and the government offers high taxes on those places which serves that type of food. First of all, every person has the right to choose what to eat or what to drink. It is the freedom of choice. People should be able to put whatever they want in their bodies, whether it be unhealthy or not. Fast food industries started making less harmful products and reducing obesity, but people make their own decision to eat it knowing it is bad for them. So, it is their own responsibility to take care of their own health. Yes, fast food is not doubt unhealthy for people almost all the time. But in modern life, fast food can be helpful and sometimes quite enjoyable. (LEngle, â€Å"Because to take away a mans freedom of choice, even his freedom to make the wrong choice, is to manipulate him as though he were a puppet and not a person. † ) In United States, fast-food restaurants popularity is growing every single second. Nowadays, people can afford any a whole meal for 6 to 7 dollars each. (Bose D,N. D) fast food restaurants can provide customers with simple large meal sets with minimal cost. People admit that fast food restaurant helps them getting their life more easy, comfort and uncomplicated. For instance, if the two parents were having a lot of late work and late meetings and their kids were home without food for dinner without any cooked food, they can pull over at any near restaurant to order food before heading to their shelter. (Clark S, 2010) fast food restaurants are located nearly everywhere, providing customers with simple meals without the need to spend time travelling far distance just to purchase food. This popularity of fast food is increasing because of their main causes: low cost, fast service and restaurants is available everywhere. These are a lot of social benefits and other benefits for fast food that it leads to family gathering, giving that chance to the family to gather with their children, where a lot of these fast food restaurants have some games for those children or some luxury calm places for other families. .Otherwise, today a lot of people and teenagers hangout in a lot of fast food restaurants as a friends outing. However, a lot of people think that fast food is from the most dangerous things that should be banned due to its diseases firstly because it makes you obese; secondly it links a lot of medical problems like diabetes. . some think it leads to cancer and one of the most reasons that fast food lead to gaining of a lot of weight due to obesity. But fast food companies and industries nowadays is trying to fix that kind of problems by producing a lot of healthy choices for fast food as McDonalds, chili’s, Kfc and Papa Jones have produces a lot of diet food and drinks and healthy choices in order to satisfy all the needs needed by all ages of people with different opinions and choices. (Wolverson M.N,2009) fast food provide customers with a wide range of food to choose from. In conclusion , everything in our lives have pros and cons ,advantages and disadvantages . fast food has advantages more than its disadvangtes and at the end of discussion fast food should not be banned as a respect for the human rights as the freedom of choice . Giving people the chance to take their own choices and the decision to select their own style and their own life by eating whatever they want whether it is unhealthy or not.

The Whale Rider (2002) Summary and Analysis

The Whale Rider (2002) Summary and Analysis â€Å"The whale rider† Abstract â€Å"Whale Rider† is a drama film of the 2002, based on the novel of Witi Ihimaera, and directed by Niki Caro. The world premià ¨re was on September 2002, at the Toronto International Film Festival. The film gained much respect from critics, it went on in film festivals such as Sundance and Tribecca, and gained international recognition. It has a lot of awards through the world: BAFTA Childrens Award, Best Feature Film 2003; Broadcast Film Critics Association Award, Best Young Actor/Actress (Keisha Castle-Hughes) 2004; Chicago Film Critics Association Award, Most Promising Performer (Keisha Castle-Hughes) 2004; Cinemanila International Film Festival, Special Jury Prize 2003; Humanitas Prize, Sundance Film Category 2003; Independent Spirit Award, Best Foreign Film (New Zealand) 2004; Mexico City International Contemporary Film Festival and others. â€Å"Whale Rider† is a contemporary re-telling of the 1000-year-old legend about legendary first ancestor named Paikea. This film combines elements of history, traditions, depicting them from the point of view of a child, that sees the world not in black and white terms. On the other hand, it is a drama about relationship of a young girl and her grandfather. Heroes and characters The film †Whale rider† is considered to be a personal and family drama, showing that families even in the most far away parts of the world have similar relations and personal problems. All People have the same emotions: they upset and cry, they feel happy and laugh. A Maori family, despite their beliefs or rituals, can be just like an American family, or any other one. The story takes place in the small town Whangara in New Zealand. Many centuries ago a legendary ancestor named Paikea brought there the Maori people, who still lives there. The myth about Paikea says that he was rescued by a whale, after his canoe was lost in the sea. He rode the whale and founded the Maori people, and from that day the tradition exists: an eldest son is the Chief of the tribe and the leader. Once deep within the ocean, a herd of whales was responding, and when the whales began stranding on the beach, this seemed to be a signal of an apocalyptic end to his tribe. Until one person prepares to make the sacrifice to save the peoplethe Whale Rider. â€Å"Whale Rider†shows emotional experience of a young Maori girl, Pai, who is the main character and the most bright personality in the film. She struggles to gain the approval of her grandfather and her people. From the beginning, Paikea, or Pai, is a young girl in a mans world. Though she is loved by her grandfather named Koro, who is the Chief of the Maori tribe, she is not accepted as a future leader, and as a person as well. A special attention should be paid to a the concept of shadows in the story, as it has an important meaning. The symbolism from the beginning foreshadows Pais future as a leader: a close up of the crying babys green eye mirrors the close up of a whales eye. So the focus of the eye humanizes the whale and connects the young girl to the animal. As Pai grows older, her defiant character of a leader becomes evident. Pai herself is interested in the leadership, learning traditional songs and dances, and Taiaha fighting a traditional stick fighting method used by the Maori men. Pai feels, that she can become the leader, but it is impossible for a woman to do so, and she is given little encouragement by her grandfather. Paikea: â€Å"My name is Paikea Apirana, and I come from a long line of chiefs stretching all the way back to the whale rider. Im not a prophet, but I know that our people will keep going forward, all together, with all of their strength.† Even when Pai becomes rather proficient in taiana fighting, this still does not prove to Koro that she is good enough to be a leader of the people. Koro, who is the Chief of the Maori tribe, is the other important character of the film. The conflict between him and Pai is caused by Koros refusal to acknowledge Pai as the inheritor of the tradition, Koro is blinded by prejudice, and nobody can convince him that Pai is the natural heir. First of all, because Paikea is a woman, she is not fit to be the Maori leader. The old Chief is convinced that the tribes misfortunes began at Pais birth, and calls for his people to bring their firstborn boys to him for training. He is certain that through a process of teaching the ancient chants, tribal lore and warrior techniques, the future leader of their tribe will be revealed to him. This confidence was shattered when all boys failed in his final test of leadership, they have lost Koros closest symbolic representation of his faith: the whales tooth. Koros eyes, mirrored in these events, portray a great sadness to the films audience. The characters and relationships are rather complex and intricate, they are developing through the film, and the audience makes a â€Å"journey† through heroes lives. The most rewarding of these is that of Pai and her grandfather. At the beginning of the film, we see that Koro genuinely cares for his granddaughter, but his disappointment about her gender is evident. As for Pai, all she wants to do is to earn Koros respect this point is brightly illustrated in the scene where she gives a speech dedicated to Koro. Though the film has a strong female character, there are still male dominant elements throughout it. So â€Å"The Whale Rider† shows deep levels of character development: as we see Koros great sadness, Nannys love for the family, and how Pais world is slowly crashing down around her. Pai is just a young girl in the beginning of the film, and a leader in the end. It is shown that all people have their depth of sadness, yet in this sadness we can find out what truly connects us with those we love. Problems shown in â€Å"Whale rider† â€Å"Whale Rider† is a great example of the problems that many cultures and families are facing around the world. The main social issue that is brought up by the film is the function of the woman in a world controlled mostly by men. The theme ofâ€Å"Whale Rider†is female empowerment is not unique, but the context in which it is presented is very interesting and unusual. This is a hot issue of many cultures through the world even today, as women try to gain a respectable place by hard working. The movie shows this visually and thematically all throughout the story. It is a film for everyone who wants to learn the story of a young girl, her future and her success in a â€Å"mens world†. When the audience is watching the film, they compare their own family experiences with the ones in the story. From this point of view, the film establishes a personal form of communication in the family, despite all cultural, racial, and geographical boundaries. So it may be considered as the film about interpersonal relations. Conclusion â€Å"Whale Rider† is a unique, untypical and fascinating film. It is not just a family film, just an Australian film it is a film that can touch the hearts of millions. The film is from New Zealand, though it has many Australian elements, it shows the connection between the land and the native people. The old culture is continuously struggling to keep alive, to keep its people, its unigue traditions and customs, in a quickly changing world, that leaves the past behind. The film shows New Zealanders, as an example for the rest of the world, that the past civilizations and cultures can continue to live on in harmony with todays world. â€Å"Whale Rider† shows so many interesting and emotional themes: failure and hope, strength, and determination, all of them are witnessed in the points of past, present, and future ideals.

Life Lessons in The Monkey’s Paw by W.W. Jacobs and The Third Wish by J

Life Lessons in â€Å"The Monkey’s Paw† by W.W. Jacobs and â€Å"The Third Wish† by Joan Aiken What would a typical person do if they had three wishes and knew that there would be a price that they would have to pay in order for them to fulfill their wishes? This is the question that overcomes the main characters, Mr. White and Mr. Peters, in the stories â€Å"The Monkey’s Paw† by W.W. Jacobs and â€Å"The Third Wish† by Joan Aiken. In these two stories, two men were allowed to create three wishes each and had consequences that followed, therefore, they learned a valuable lesson about life. The men in the two stories were distinct in their own ways, one being very greedy and the other very cautious. In â€Å"The Monkey’s Paw,† our main character was Mr. White. He was very discerning. When he is first introduce in â€Å"The Monkey Paw,† he asks many question and is very curious (page 88-89). Mr. White is also very greedy. He was not content with hat he had, and he then, out of all the wishes in the world, asked for 200 pounds for his own conveniences (page 91). On the other hand, the main character of â€Å"The Third Wish† is Mr. Peters. Mr. Peters is a kind-hearted, cautious man. The reader can tell that those are his traits for number of reasons. First of all, the reader can tell that Mr. Peters is compassionate because of his reaction towards a swan trying to extricate itself from a branch. He quickly rushes over and tries to free the bird (page 101-102). Another reason why the reader knows that Mr. Peters is kind is because they see how h e wants his wife to be happy more than himself. This clearly shows how â€Å"warm his heart† is (page 104-105). The reader can also learn that Mr. Peters is cautious by observing the way he thinks about his three wishes. Ever... ... original was created (page 106). The last clue given was when people ask Mr. Peters to just find another wife. Mr. Peters replies in favor of Leita and says he will always be faithful to her (page 107). This suggests the true love between the two and the loyalty they share between each other. Mr. White and Mr. Peters both were eligible to wish for three things and, therefore, they encountered some consequences. Due to their experiences, the reader learns a valuable lesson about life. All in all, these two stories were very interesting. They way the authors set the mood of the stories based on character traits, wishes, consequences, and theme was very intelligent and well-though-out. Both stories had great themes that helped a reader understand the story and life better. I thought â€Å"The Monkey’s Paw,† and â€Å"The Third Wish,† were both marvelous pieces of literature.

Lesson Plan for Social Studies Class Grades 9-12

UnitSocial Studies:   The Civil War — Emancipation ExperienceObjectiveThrough this lesson, the students will be able to:  1. Given a particular situation, recognize the period of history portrayed following the inquiry period.  2.   Given a particular scenario, distinguish groups after the inquiry period.  3.   Study and come into contact with changeable emotions of every group.  4.   Examine and differentiate the differences in the lifestyle of every group.  5.   Assume/imagine and identify with what life was like for Americans during that period.RationaleHardly any event in mankind can measure up to the damage and destruction of war.   However, nearly every generation of man cannot break away from its ongoing reality. Our country has also had its won share of experiences of war. Ever since our origin, with the American Revolutionary War, our country has already been at war.   In addition, in our 200 plus years of survival there was one war that cannot be matched up to to any other war when measured in terms of devastation and American loss of lives — the American Civil War.   Just like any civil war there is no winner- just a loser, as losses on both sides make up the entire loss of that nation.   This lesson will try to look at the changes that occurred in the lives of Americans that were the outcome of this catastrophic war.Therefore, the rationale of this inquiry lesson is to provide students an affective encounter of the pre and post American Civil War incident on Americans- both Whites and Blacks (or northerners and southerners).ContentGroup activity using charts and internalizing the role of each groups involved in the Civil War.Procedures1.   By means of random, divide class into three (3) groups- A, B, C according to size.Group A (Slaves)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1/4 of classGroup B (S. Whites)   1/4 of classGroup C (N. Whites)   1/2 of classNote:   Don’t inform the class what every group stand f or.2.   Then instruct every member to name themselves utilizing a marker and a piece of tape.   It must be visible.3.   Move desks apart from each other and split the classroom in half.   Break up the room by means of putting tape on the floor.   Area I will be shared by Groups A and B.   Next, move desks so that 1/4 of area I is free of desks and chairs and then put newspapers on the floor.   This area must be surrounded with tape.  4.   Next, show Chart I to all the groups and inform them regarding each group's location, food allotment, and movement as shown below:Chart IGroup  Ã‚   Location  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Food Allotted  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   MovementA  Ã‚  Ã‚   Sit on newspapers  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Plate of broken crackers  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   NoneB  Ã‚  Ã‚  Ã‚   Sit on chair in area I or II  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Plate of whole crackers  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Full (everywhere in the      classroomC  Ã‚  Ã‚  Ã‚   Sit on chair in area I or II  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Plate of whole crackers     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Full (everywhere in the  classroom)  5.   Start conducting Part I for a period of 5-10 minutes.   Guide groups to their own location, their capability to move without restraint or none at all, and provide every group either whole or broken crackers on a plate to be shared with that group.   Allow member of just groups B and C speak without restraint to one another.   But let every group speak to each other.  6.   End Part I.   Show Chart II to the class, which contain as follows:Chart IIGroup  Ã‚   Location Food Allotted      MovementA  Ã‚  Ã‚  Ã‚   Chairs      Plate of broken crackers  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚   Shaded areaB  Ã‚  Ã‚  Ã‚   Chairs       Plate of broken crackers  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Area I onlyC  Ã‚  Ã‚  Ã‚   Chairs       Plate of whole crackers  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Area II only7.   After showing Chart II, direct the class to start conducting Part II for a period of five (5) minutes. At this time, movement or talking between groups B and C is prohibited since they should stay put in their particular areas (I or II). Then, take out 1/2 the members from group B and put them into a neutral corner where they would not be able to eat, speak, or move from their chairs.8.   End Part II.   After the Part II activity, show Chart III explain to the class as follows:Chart IIIGroup  Ã‚   Location         Food Allotted  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   MovementA  Ã‚  Ã‚  Ã‚   Chairs                  Plate of whole crackers  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   FullB  Ã‚  Ã‚  Ã‚   Chairs                  None   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   FullC  Ã‚  Ã‚  Ã‚   Chairs                  Plate of whole crackers  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Full9.   After showing chart III, you can start conducting Part III for a period of five (5) minutes.   Guide students just like what was done in Part I and Part II consistent with what is instructed in Chart III.   Remove the shaded area.   Do away with all tape placed on the floor.   The groups can now freely move.   But, Group B merely receives broken crackers.10.     End Part III and the whole activity.   Arrange the room to bring it back to its original order.MaterialsMasking tape, pen markers, chart paper/chalk board, newspapers, 5 packages saltines/crackers, and 3 paper plates.AssessmentAt the end of the activity, ask the students the following questions to assess their feelings and reactions about the act ivity:1.  Ã‚   What can you say about this activity? Did you like it? If yes, why? If no, why not?2.   How did you feel about being in Group A, B, or C?3.   In your opinion, how did the groups differ from each other?4.   What do you think was the best group to be in?   How about the worst group to be in?5.   What primary event in American History did this simulation describe?Answer:   The American Civil War.  6.   Who do you think did each group stand for?Answer:   Group A. represented the Black SlavesGroup B symbolized the White SouthernersGroup C stood for the White Northerners7.   What do you think did the headings in the charts symbolized?Answer:   Location (floor or chairs) represented social statusFood Alloted (either whole or broken crackers) symbolized economic statusMovement (either full or restrained) symbolized political status8.   In your opinion, what did Parts I, II, III stood for?Answer:   Part I stood for the Pre Civil War periodPart II. r epresented the Civil War era  Part III represented the Post Civil War period9.   Consistent with the headings of the charts and what they symbolized, what can you say or notice about every group?Example:   Compared to Groups B & C, Group A was instructed to sit on the floor  Ã‚  Ã‚   symbolizing a lower social status, they also had to eat broken crackers representing a lower economic status, and were just limited to move in a particular area. Thus, Group A stood for the Black Slaves of the South.   The, take note of the change in Group's A status from Part I to Part III depicting the changes from the Pre to the Post Civil War period.Meanwhile, for Group B, in Part I, they were instructed to sit on chairs and eat whole crackers and also to move freely. Hence, it can be said that these activities symbolized good, economic, social, and political status.   Nevertheless, in Part II they had be restricted to move outside of Area I since battle lines were established between th e North and South. .Moreover, the South survived extreme devastation and destruction since most of the war happened there.   This was represented when half of the group was pulled out and placed into a neutral area.   Then, in Part III, social and political status were recovered as movement was not restricted and chairs were utilized.   But their economic status turned negative, as symbolized by broken crackers because it experienced devastation and destruction of its factories and cities.   Moreover, due to the closure of plantations and freedom of slaves, agriculture transformed and changed drastically.Then for Group C, all throughout the three parts (I, II, & III), they enjoyed good economic, political, and social status since the war happened on southern soil thus the northern property was not destroyed.Rubric:Group Learning ActivityRubric A: ProcessExceptional Admirable Acceptable Amateur  Exceptional Admirable Acceptable Amateur Group Participation Every member activ ely participate At least  ¾ of the members enthusiastically participate At least half of the members share their ideas Only one or two members enthusiastically participate Shared Responsibility Responsibility for task is equally shared among members Most group members share the responsibility Only  ½ of the group members share the responsibility The members depend only one member Quality of Interaction Members display excellent leadership and listening skills;   in their discussions, members display awareness   and knowledge of other's ideas and opinions s During interaction, members exhibit   adeptness; active  discussion and interaction focuses on the task  Members display some capability to interact; members listen attentively; there is some proof of discourse or  alternativeThere is only little interaction; members converse briefly; some  students show disinterest Roles within the Group every member was assigned a  distinctly specified role; the  group memb ers execute  roles successfully and effectively every member was assigned a  role, however, roles are not clearly  specified or systematically  followed.Members were given roles to perform, however, roles were not  consistently followed.  No effort was shown to assign roles to every group member ReferencesCommager, H.   (1982). The Story of the Civil War as Told by Participants.   Fairfax Press,   Ã‚  Ã‚   1982.Jasmine, J. (1993) Portfolios and Other Assessments. California: Teacher Created   Ã‚  Ã‚  Ã‚   Materials.Rubistar.   Create Your Rubric.   Retrieved April 29, 2006 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://rubistar.4teachers.orgSass, E.   Social Studies Lesson Plans and Resources.   Retrieved April 29, 2006 from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.cloudnet.com/~edrbsass/edsoc.htm

An explanation of the history of the corrections system and varying approaches to corrections by era Essay

An explanation of the history of the corrections system and varying approaches to corrections by era Introduction                   Incarceration is a type of punishing criminal that became prevalent in the USA prior to the Revolution, although corrective imprisonment efforts started in England as early as 1500s, a number of detention facilities and dungeons as forms of prisons were in existence ever since that time. Efforts done in building prisons in was in 3 major ways (Ayers, 1984). The first starting in the period of the Jackson Ian Era that became prevalent in rehabilitative and imprisonment labor as the main punishment for many crimes in virtually all places by Civil War time. Subsequently there was incarceration following the Civil War gaining drive in the Liberal Period, getting some tools—like bail, trial, and unstipulated penalizing—in the conventional of corrective practice (Ekirch, 1987). Lastly, subsequently after the early 1970s, the USA has been involved in a historical exceptional development of its incarceration organizations at level of state and federal. In the meantime in 1973, the imprisoned persons rose in a five-fold, and in any given year 7, 000,000 individuals are under control and supervision of correction. In these times of reforming and constructing prison great alterations in the prison responsibilities, missions and structure systems of state and federal agencies for supervising and administering them, in addition to the political and legal status of prisoners themselves (Christianson, 1998). Prison is among one of a number of sanctions available to the courts to deal with those who commit criminal offences. Imprisonment today is the harshest sanction available (Alexander, 2012). In the 1600s and 1700s                   Approval of criminal behavior tends to be proceedings of public aimed at humiliating the person and avoiding others from the wrongdoing; these are inclusive of the branding, stooping stool, whipping, scorning, and the stocks (Christianson, 1998). At that time the sentence for most wrongdoings was death. Prison inclined to being a habitation where individuals were held up as they waited for their punishment and prior to their trial (Ekirch, 1987). It was hardly utilized in punishing in its way. Everyone inclusive of boys, girls, men and women were locked together in prisons (Christianson, 1998). This period prisons were poorly kept and frequently managed by careless prison warders. People died from diseases like gal fever that is a form of typhus. In this Era, a prototype correction building was build – the London Bride well. Correction houses were at first part of the Poor Law machinery, anticipated to impart industry habits by prison labor (Alexander, 2012). Many individuals locked in them were minor offenders, tramps and the unsystematic indigenous unfortunate people. Towards the end of 17th century, they were captivated into the system of prisons by local Justices of the Peace control. Question Number 2                   Description of the participants of the corrections system and their roles Correctional officer (CO):                   He assists in controlling, directing and monitoring the movements and activities of inmates (Ayers, 1984). He makes sure prison rules are followed, ensuring the safety and security of inmates, staff, visitors and the community (Alexander, 2012). As a visitor you will frequently come in contact with Correctional Officer. Correctional Sergeant                   Correctional sergeants supervise Correctional officers and perform custody work, which involves providing safety and security as well as controlling, directing and monitoring the activities and movement of adult inmates (Ekirch, 1987). Correctional Sergeants have a variety of duties depending upon where they are assigned (Alexander, 2012). Each facility has a public Access or visit Sergeant who generally can resolve issues relating to the visiting process. Correctional Lieutenant                   A correctional lieutenant is responsible for security operations during his her shift and supervises Correctional Sergeants (Christianson, 1998). This position manages any response to emergency situations that may arise. Correctional Captain                   This is the senior custody staff member responsible for facility-wide custody and security operations and supervision of Lieutenants (Ayers, 1984). Community Corrections Officer (CCO), Classification Counselor (CC)                   Each inmate has an assigned CCO or CC, depending on the facility in which they reside or the county in which they are supervised (Ekirch, 1987).. Counselors handle day-to-day issues or concerns of inmates in a housing unit. Counselors are responsible for classification and case management (education and work programs) and release preparation. CCOs are in the community offices, pre-release and work release facilities, providing a similar service to inmates who are on community supervision. Correctional Unit Supervisor (CUS)                   A CUS is responsible for the management of a housing unit, including the supervision of CCs or CCOs, and custody staff (Sergeants and Cos) (Alexander, 2012). Question Number 3   Impediments and issues faced by corrections admins when running a prison                   According to Alexander (2012), present prison populations being a mixture of short term and long term and â€Å"lifers†, definite and indefinite sentenced inmates, the sick the healthy, the young, the old. Rehabilitation and a better way of life are some of the reasoning behind such programs though the necessity of some of these programs is under scrutiny (Christianson, 1998). Politicians and tax payers frown upon such programs as conjugal visitation, some feeling that the programs are too risky and sometimes too expensive (Christianson, 1998). At the extreme this programs are looked upon as a luxury and lessen the punishment effect of incarceration. Management control of facilities is another problem (Ayers, 1984). The thought of contracting communicable diseases and being abused by violent inmates threatens staff and the general population. One solution is to remove predatory and other dangerous offenders from the population (Ekirch, 1987). HIV-Positive inmates, serial killers, violent sex offenders being some. Many have proposed isolation of problem offenders. It is a scary concept that an innocent person convicted of a crime to have contracted Aids while being incarcerated (Alexander, 2012). Even scarier to perceive is if the inmate contracted the disease as a result of rape (Blackmon, 2008). The rates of HIV and AIDS in prisons are estimated at five times higher than within the general population. This fact has been attributed to a higher number of inmates sharing of needles and also of inmates that participate in unprotected sex in prisons (Alexander, 2012). As of 1996, there were 25,000 inmates with HIV and by then only 16 states tested all inmates entering prison. The dilemma facing corrections is whether they should be segregated from the population to stop the spread of disease. The quality of life of seropositive inmates is greatly affected by administrative decisions on screening and detection, housing programs, access to quality medical treatment, mental health support, and funding. Management of HIV is very complicated (Ekirch, 1987). One must take multiple medications on varying schedules, custody and health staff must develop a supportive medication administrative system (Ayers, 1984). HIV-Positive need proper treatment and may require a higher level care that may not be available at all areas of institutions. Patients with HIV infection may require isolation if they have pulmonary tuberculosis. Obviously there is need for segregation. There is the ethical issue of whether it is right to segregate all HIV-positive inmates from the general population. Activities are important to the daily lives of all inmates (Ayers, 1984). Aids patients are no different. Decisions on housing HIV-Positive inmates should be based on what is appropriate for their age, gender, custody class, not just for the fact that they are seropositive. Not all HIV-Positive inmates are a danger to other inmates (Blackmon, 2008). The type of offence, length of time sentenced general behavior, and expert report gathered at the classification stage will be a better indication of whether they will pose a danger to the prison system. Besides communicable diseases, criminal recidivists pose an enormous social problem to society Hirsch, Adam J. (1992). A lethal predator such as serial killers and violent sex offenders pose a particular problem not just in the free world but inside prison cells. Most profilers say serial killers do not learn from mistakes in their previous killings. They feel no guilt, no remorse and have an attitude of total disdain towards their victims. There’s a self-importance that runs in all of them and must demonstrate mental abnormality, usually a combination of sexual sadism and psychopathy (Blackmon, 2008). Conjugal visitation is not available to most married and unmarried inmates in U.S. prisons it is allowed only in six states, California, Connecticut, Mississippi, New Mexico, New York and Washington (Christianson, 1998). Viewed as an unnecessary prisoner privilege in some jurisdictions, many members of the general public such as lawmakers frown upon such issue. The thought of inmates enjoying themselves while serving a punitive prison sentence is largely unacceptable to innocent, American citizens who fall prey to criminal acts. Many view visitations as improving prison environment by giving inmates something to look forward to and an incentive to participate in rehabilitative programs, and a mechanism with which to cope with prison life (Christianson, 1998). Reflecting on the prison population and some of the issues for the future of corrections, employees will have to become better versed in supervising and caring for the very dangerous, the average, the very young, the very old, the mentally ill and the infirm (Blackmon, 2008). Question Number 4                   A complete description of the rights of prisoners and the Administration of required services by prison officials: In accordance to Alexander, Michelle (2012), these rights were embraced by the First United Nations Congress on the Prevention of crimes and the treatment of offenders held at Geneva in 1995, Part I of the rules covers the general management of institutions and is applicable to all categories of prisoners, criminal or civil, untried or convicted, Basic principle There shall be no discrimination on grounds of race, color, sex, language, religion, political or other opinion, national or social origin, property, birth or other status (Christianson, 1998). On the other hand, it is necessary to respect the religious beliefs and moral precepts of the group to which a prisoner belongs. Register According to Ayers, Edward L. (1984), In every place where persons are imprisoned there shall be kept a bound registration book with numbered pages in which shall be entered in respect of each prisoner received: Information concerning his identity The reasons for his commitment and the authority therefor; The day and hour of his admission and release No person shall be received in an institution without a valid commitment order of which the details shall have been previously entered in the register is in accordance to Bookspan, Shelley (1991). . Separation of categories 8. The different categories of prisoners shall be kept in separate institutions or parts of institutions taking account of their sex, age, criminal record, the legal reason for their detention and the necessities of their treatment in accordance to Ekirch, A. Roger (1987).. Thus, Men and women shall so far as possible be detained in separate institutions; in an institution which receives both men and women the whole of the premises                   allocated to women shall be entirely separate; Untried prisoners shall be kept separate from convicted prisoners; Persons imprisoned for debt and other civil prisoners shall be kept separate from persons imprisoned by reason of a criminal offence Hirsch, Adam J. (1992); Young prisoners shall be kept separate from adults. Accommodation                   9. (1) where sleeping accommodation is in individual cells or rooms, each prisoner shall occupy by night a cell or room by himself (Christianson, 1998). If for some reasons, such as temporary overcrowding, it becomes necessary for the central prison administration to make an exception to this rule, it is not desirable to have two prisoners in a cell or room (Blackmon, 2008). (2) Where dormitories are used, they shall be occupied by prisoners carefully selected as being suitable to associate with one another in those conditions (Christianson, 1998). There shall be regular supervision by night, in keeping with the nature of the institution. 10. All accommodation provided for the use of prisoners and in particular all sleeping accommodation shall meet all requirements of health, due regard being paid to climatic conditions and particularly to cubic content of air, minimum floor space, lighting, heating and ventilation (Ayers, 1984). 11. Every place the prisoners are needed to work or live. (a) The windows shall be large enough to enable the prisoners to read or work by natural light, and shall be so constructed that they can allow the entrance of fresh air whether or not there is artificial ventilation (Alexander, 2012). (b) Artificial light shall be delivered adequately for the prisoners to read or work without injury to vision. 12. The sanitary installations shall be adequate to enable every prisoner to comply with the needs of nature when necessary and in a clean and decent manner (Christianson, 1998). 13. Adequate bathing and shower installations shall be provided so that every prisoner may be enabled and required to have a bath or shower, at a temperature suitable to the climate, as frequently as necessary for general hygiene according to season and geographical region, but at least once a week in a temperate climate (Ekirch, 1987). 14. All parts of an institution regularly used by prisoners shall be properly maintained and kept scrupulously clean at all times (Alexander, 2012). Personal hygiene                   15. Prisoners shall be required to keep their persons clean, and to this end they shall be provided with water and with such toilet articles as are necessary for health and cleanliness (Ayers, 1984). 16. In order that prisoners may maintain a good appearance compatible with their self-respect, facilities shall be provided for the proper care of the hair and beard, and men shall be enabled to shave regularly (Alexander, 2012). Clothing and bedding                   17. (1) Every prisoner who is not allowed to wear his own clothing shall be provided with an outfit of clothing suitable for the climate and adequate to keep him in good health (Ayers, 1984). Such clothing shall in no manner be degrading or humiliating. (2) All clothing shall be clean and kept in proper condition (Christianson, 1998).. Underclothing shall be changed and washed as often as necessary for the maintenance of hygiene. (3) In exceptional circumstances, whenever a prisoner is removed outside the institution for an authorized purpose, he shall be allowed to wear his own clothing or other inconspicuous clothing (Blackmon, 2008). 18. If prisoners are allowed to wear their own clothing, arrangements shall be made on their admission to the institution to ensure that it shall be clean and fit for use (Ayers, 1984). 19. Every prisoner shall, in accordance with local or national standards, be provided with a separate bed, and with separate and sufficient bedding which shall be clean when issued, kept in good order and changed often enough to ensure its cleanliness (Christianson, 1998). Food                   20. (1) Every prisoner shall be provided by the administration at the usual hours with food of nutritional value adequate for health and strength, of wholesome quality and well prepared and served (Ekirch, 1987). (2) Drinking water shall be available to every prisoner whenever he needs it. Exercise and sport                   21. (1) Every prisoner who is not employed in outdoor work shall have at least one hour of suitable exercise in the open air daily if the weather permits (Ekirch, 1987). (2) Young prisoners, and others of suitable age and physique, shall receive physical and recreational training during the period of exercise (Alexander, 2012). To this end space, installations and equipment should be provided. Medical services                   22. (1) At every institution there shall be available the services of at least one qualified medical officer who should have some knowledge of psychiatry(Alexander, 2012). The medical services should be organized in close relationship to the general health administration of the community or nation. They shall include a psychiatric service for the diagnosis and, in proper cases, the treatment of states of mental abnormality. (2) Sick prisoners who require specialist treatment shall be transferred to specialized institutions or to civil hospitals (Ayers, 1984). Where hospital facilities are provided in an institution, their equipment, furnishings and pharmaceutical supplies shall be proper for the medical care and treatment of sick prisoners, and there shall be a staff of suitable trained officers. (3) The services of a qualified dental officer shall be available to every prisoner. 23. (1) In women’s institutions there shall be special accommodation for all necessary pre-natal and post-natal care and treatment. Arrangements shall be made wherever practicable for children to be born in a hospital outside the institution (Ekirch, 1987). If a child is born in prison, this fact shall not be mentioned in the birth certificate. Due to limitation of pages I shall summarize the rest as medical care shall be adequately provided to prisoners, discipline and order shall be maintained with firmness so as to have safe custody and a well and orderly life (Alexander, 2012)†¦ No prisoner shall be punished unless he has been informed of the offence alleged against him and given a proper opportunity of presenting his defense (Christianson, 1998). The medical officer shall visit daily and advice director if he considers the termination or alteration of the punishment necessary. Question Number 5                   A detailed description of alternative forms of corrections, including methods of rehabilitation and reintroduction to society. Prison abolition movement attempts to eliminate prisons and the prison system (Christianson, 1998). Prison abolitionists see the prisons as an ineffective way to decrease crime and reform criminals, and that the modern criminal justice system to be racist, sexist, classist (Ayers, 1984). One of the arguments made for prison abolition is that the majority of people accused of crime cannot afford to pay a lawyer. Ways of eliminating incarceration could include: Decriminalization Abolishing the system of bail Establishing community based dispute and mediation centers Restitution ie creating community mechanisms for assuring payment or services by wrong doers to the wronged Fines Suspended sentences Community probation programs Alternative sentencing Decriminalization                   Process of decriminalization means to wipe certain laws off the books. Crimes considered for decriminalization are those that are victimless (Christianson, 1998). This is defined as offences that do not result in someone feeling that s/he has been injured in a way of impelling him/her to bring the offence to the attention of the authorities (Ekirch, 1987). The essential factor is that there is no victim to bring complaint, three statutes emerge within this definition: moral statutes, illness statutes, nuisance statutes. Victimless crimes maybe irritating, annoying, or troublesome in general, but they are not really injurious to anyone in particular, they are â€Å"crimes† because the law says they are â€Å"crimes† (Christianson, 1998). Among those usually sighted are non-commercial gambling, prostitution, â€Å"deviant† sexual acts in private between consenting adult, public intoxication, possession, sale and distribution of illegal drugs, â€Å"blue laws† against doing business on Sundays, loitering, disorderly conduct and vagrancy, truancy, incorrigible, stubborn or ungovernable behavior Abolitionists advocate drastically limiting the role of criminal law (Ayers, 1984). It is realized that criminal sanctions are not an effective way of dealing with social problem. There is unjust and arbitrary law enforcement. Powerless persons are imprisoned while powerful persons go free (Ayers, 1984). Blacks and poor people bear the brunt of unequal law enforcement. Morality cannot be coerced through law. A democratic society should tolerate a wide range of individual differences (Alexander, 2012). A person’s right to do what s/he wishes should be respected as long as s/he does not infringe upon the right of others. Over criminalization encourages the wide use of discretionary power in law enforcement, because there is no complainant, police resort to questionable means of enforcement, investigative techniques used to gather evidence are often immoral and sometimes illegal (Ekirch, 1987). These include entrapment, use of informers, wiretapping, and infringement of constitutional rights such as illegal search and seizure, invasion of right of privacy and self-incrimination (Ayers, 1984). Enforcement of victimless crimes also encourages corruption. Graft and pay-offs are frequently made by neighborhood numbers rackets and places of prostitution (Blackmon, 2008). Crime syndicates manage to soak up much money flowing through illicit â€Å"industries† such as gambling and drugs. Prostitutes are arrested mostly the ones who are black, while most of their victims are white aged between 30 and 60 years thus there is selective enforcement                   Abolition of bail                   All persons are innocent of crime until proven guilty. No one may be deprived of liberty without the due process of law (Christianson, 1998). The mechanism developed by British society for this purpose was bail. De Tocqueville clearly saw that the bail system is inherently discriminatory against the poor (Ekirch, 1987). By placing a price tag on the right to freedom before trial beyond the reach of indigent, it makes a mockery of the presumption of innocence and provides the underpinning for the use of the criminal (in) justice systems by the powerful to control the powerless. Bail has been shown to be unnecessary to accomplish its stated objective of return to court (Ayers, 1984). The costs are paid in three coins: in human suffering by the poor who are its hostages; in money by the taxpaying middle class; and in the erosion of civil liberties arising from the system’s hidden abuses. In accordance to Hirsch, Adam J. (1992), the beneficiaries are: professional criminals, for whom ransom is a â€Å"business expense†; the wealthy, who are protected by a custody system paid for mainly by the taxes of the middle class as an instrument of social control against the poor and dissident; and bonds people, who make their living from the bail system and are pledged to serve that system. Despite proof that the system of bail is unnecessary to assure court appearances, the holding of hostages continues (Blackmon, 2008). The cost of their incarceration both in economic and human terms is staggering (Ekirch, 1987). Half or more of accused persons are detained in jail pending trial. On a single day, if the system of bail were abolished, upwards of 50,000 pretrial detainees could be released from jail and thousands in the arrest and arraignment stage would avoid the cage entirely. Bail has been used as an instrument of preventive detention and as a constitutionally guaranteed avenue of pretrial release (Alexander, 2012). There are thus prejudices too much room in the bail system and no defense against, the administration of justice by personal from which no one, including the judge is free. The abolition of bail would expose this hidden agenda and force the development of open and fair rules and judicial accountability. Community dispute and mediation centers                   Mediation centers present a unique opportunity for grass roots involvement in the process of justice and excarceration (Blackmon, 2008). Abolitionists recommend the establishment of such centers in every neighborhood By the use of the moot model where neighbors and kin of the disputants listen to the airing of disputes (Christianson, 1998). It is not coercive and allows the disputants to discuss their problems In an atmosphere free from the questions of past fact and guilt. Restitution                   Payment can be made by the offender for a particular amount of dollars for a particular kind of injury and y amount of dollars for another, as in workmen’s compensation or in tort (Gottschalk, 2006). The lawbreaker then is kept in the community and corrects his/her wrong, corrects discomfort and inconvenience of victim, saves community and individual economic and psychic costs of trial etc., reduces role of criminal law (Ekirch, 1987). Fines                   The poor unable to pay fines systematically filled the jails until a supreme court decision in 1971 ruled that an indigent could not be imprisoned upon non- payment of a fine but must be given an opportunity to pay in installments, the wrong doer is then able to stay in the community, saving the state probation expenses, welfare expenses, and the human costs of caging. Suspended sentences                   Used as a mechanism of establishing responsibility for wrong doing without imposing punishment or any supervisory conditions on the wrongdoer , the defendant loses fewer civil right, while probation is likened to suspended sentence, they differ in that probation carries with it the threat of imprisonment, most variations of the suspended sentence require that no law be violated (Blackmon, 2008). It is the least punitive of a range of alternative sentences. Probation                   It is the most commonly accepted and widely used mode of excarceration (Blackmon, 2008). Though mostly used on non- violent crimes, it has been extended to include other homicides and other serious wrongs which usually result in imprisonment. In unsupervised probation, persons would be under no compulsion to report or participate in programs, but could request for help from probation officers in accordance to Hirsch, Adam J. (1992). Question Number 6.                   A comprehensive list of alternative strategies to incarceration with an assessment, both pro and con, showing their worth as related to traditional, incarceration strategies. The predominate purpose this question was asked was to illustrate that there are programs accessible and effective substitutes obtainable instead of incarceration. Some of the famous ones used at present will be described briefly. Development in Early childhood: The Head Start program returns about seven dollars in benefits for every dollar invested (Ayers, 1984). Children born in poverty who attended a head start preschool program have half as many criminal arrests, less likelihood of going to jail, higher earnings and property wealth, and a greater commitment to family than similarly situated people who did not attend the program (Alexander, 2012). Reformation: Where teenagers will get ways to entertain themselves, by breaking windows and drinking liquor if not by playing ball or some other sport (Alexander, 2012). Parks and recreational opportunities like the Midnight Basketball and late night recreation center openings are proven effective at reducing crime (Alexander, 2012). When a pilot program in Phoenix, Arizona, kept recreation centers open until 2 a.m., juvenile crimes decreased by as much as 50%. The cost of the program was kept low at only sixty cents per person (Ayers, 1984). Gang Awareness: Kids often turn to gangs because of the absence of pro-social recreational alternatives. Kids also turn to gangs for a sense of being, something they may not be receiving at home (Ekirch, 1987). Parents sometimes do not take enough time with their children to show them their worth at home, giving them a reason to stay instead of roaming the streets. Most often times, gangs are more destructive to property than to human life (Alexander, 2012). When gangs do turn violent, it is most often times directed at â€Å"rival† gangs or families of the rival gang members. Gangs are a problem, not just in big metropolitan cities, but also in small suburban towns and rural America. Gang problems must be addressed at the first signs of potential activity. Society needs to teach children that gangs are not proper places to gain education and experiences, which should be accomplished more effectively in school and at home (Ayers, 1984). Education: Education is the route to better jobs and a potential way out of crime (Ekirch, 1987). In 1991, for the first time in U.S. history, cities spent more on law enforcement than on education (Alexander, 2012). Jurisdictions around the country are cutting education budgets because they lack sufficient funds, while setting aside funds for law enforcement (Ayers, 1984). 16 Schools that engage parents or caretakers in troubled communities show excellent results. Now, I don’t necessarily agree with cutting back on law enforcement spending (Ekirch, 1987). References Alexander, Michelle (2012). The New Jim Crow: Mass Incarceration in the Age of Colorblindness, New York. Ayers, Edward L. (1984), Vengeance and Justice: Crime and Punishment in the 19th-Century American South, New York. Blackmon, Douglas A. (2008), Slavery by another Name: The Re-Enslavement of Black Americans from the Civil War to World War II, New York. Bookspan, Shelley (1991). A Germ of Goodness: The California State Prison System, 1851–1944, Lincoln. Christianson, Scott (1998). With Liberty for Some: 500 Years of Imprisonment in America, Boston. Ekirch, A. Roger (1987). Bound for America: The Transportation of British Convicts to the Colonies, 1718–1775, Oxford. Gottschalk, Marie (2006). The Prison and the Gallows: The Politics of Mass Incarceration in America, Cambridge. Hindus, Michael Stephen (1980). Prison and Plantation: Crime, Justice, and Authority in Massachusetts and South Carolina, 1767–1878, Chapel Hill. Hirsch, Adam J. (1992). The Rise of the Penitentiary: Prisons and Punishment in Early America, New Haven Gottschalk, Marie (2006). The Prison and the Gallows: The Politics of Mass Incarceration in America, Cambridge. Hindus, Michael Stephen (1980). Prison and Plantation: Crime, Justice, and Authority in Massachusetts and South Carolina, 1767–1878, Chapel Hill. Hirsch, Adam J. (1992). The Rise of the Penitentiary: Prisons and Punishment in Early America, New Haven Source document