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buy custom Delinquency essay In the current case study, three teenagers were found outdoors at 1 AM on a Thursday night; one of them was smoking a cigarette, and two others were holding the beer cans. The young people were violating a number of laws; consequently, I, as a police officer, decided to investigate this issue. All the teenagers have violated the city ordinance regarding the curfew. According to the juvenile curfew ordinance, adopted by the Houston City Council, the minors under 17 years old are not allowed to stay in a public place after midnight without their conservator or parent. When I approached the teenagers, I asked them whether they were returning from their employment, were involved in the intrastate transportation, were on the emergence errand, and about other exceptional cases that allowed minors to stay outdoors after midnight (Houston Police Department, n.d.). The teenagers were certainly loitering and violating the city curfew ordinance. Two male teenagers were holding beer cans when I approached the group. They were to be charged with the offenses under the Minor-in-Possession and Minor-in-Consumption laws. The boys were under the legal drinking age; they both were only 17 years old. The teenagers were not drinking from the bottles, when I saw them; therefore, they can be charged only with breaking the Minor-in-Possession law. However, when the minors started talking, I understood that they were in an advanced state of alcohol intoxication. The male teenagers could not speak audibly, demonstrated inadequate reactions, and reeked of alcohol. Because of these issues, they can be also charged with an underage drinking offense. The teenage girl, who was 16 years old, was holding a cigarette in her hands. Despite the laws that prohibit selling cigarettes to the minors, she was not breaking the law because, in fact, the purchase of that igarette by her could not be proven. The possession of cigarettes by a minor, on the other hand, is not a legal offense (Washington State Legislature, n.d.). The girl did not have the symptoms of visible alcoholic intoxication; consequently, de jure, she violated only the city ordinance regarding the curfew. My investigation of this status offense case began with the examination of the teenagers concerning the reasons of their staying outdoors at night and check of their identity. When I understood that the two minors were seriously drunk, I asked them to take a sobriety test to prove my apprehension with evidence. One of the male teenagers agreed to pass a breathanalyzer test, and I recorded the results. He was drunk but was reacting normally to my words. That is why I told him about the inadmissibility of such behavior; we called up his parents to come to that place and take the teenager home. In addition, they had to attend an alcohol awareness classes together with their son. The teenager, in turn, received a verbal warning for the violation of the curfew ordinance. Another male teenager, however, was uncooperative during our conversation. He showed certain signs of unmotivated aggression and was impolite with the police officer. The teenager also refused to pass the alcohol test. That is why he was charged with resisting law enforcement and was arrested. The minor was taken to the detention center for juveniles, and his parents were called up to come to the center. His parents had to pay 300 dollars as a fine while the teenager was put on probation for a year. Nevertheless, the case did not require a trial, and it will be closed after the probation period (Texas Criminal Defense, n.d.). For the violation of the curfew ordination, the teenager had to serve 50 hours of the community service (Theoharis, n.d.). The problem aggravated when his parents refused to come to the detention center, to paay the fine and take their son home. As it became clear later, the teenagers parents were in the state of divorce; any problems with their son, in turn, on ly worsened the family climate. That is why I decided that it would be better to bring the teenager home in the morning and speak with him when he is sober. As it was mentioned earlier, the teenage girl could be charged with neither alcohol possession nor consumption. Moreover, she also agreed to cooperate and passed the alcohol test. There was no alcohol in her blood; that is why I only issued her a verbal warning for violating the curfew ordinance. The girl seemed to be sorry for her behavior; that was why I did neither took her into the juvenile center nor called up her parents, but took her home by myself (Find Law, n.d.). Nevertheless, I spoke to the mother concerning the behavior of her daughter, and the woman agreed to speak with her child seriously and to control her. The behavior of the teenagers defined my decisions on how to handle these status offense cases. I understand that the written records about the offenses related to the alcohol abuse might affect the lives of those teenagers. Their chances to enter institutes or find prestigious jobs in the future might significantly reduce because of the minor mistakes of their youth. However, for their parents and me, it was necessary to make the teenagers understand the importance of abiding the laws and taking responsibility for their actions. That is why I made an attempt to handle the status offenses in a comparatively mild manner. I can hope that the girl and the first male teenager had understood their mistakes from my verbal warnings and the educational lectures of their parents. I also think that the second male teenager, who obviously had problems with his behavior, which perhaps was caused by the complicated relationships in his family, will overcome these problems. 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Understanding Latins Third Declension Cases and Endings

Understanding Latin's Third Declension Cases and Endings A good bet for a Latin noun whose nominative singular ends in -a is that it is a feminine noun of the First Declension. Likewise, a noun ending in -us in the nominative singular is likely Second Declension masculine. There are exceptions, but guessing those is a good starting place. Its not so easy when you get the nouns belonging to the Third Declension. According to William Harris: The 3rd Declension is in a sense a catch-all for various stem-types, and can be very confusing. According to James Ross 18th-century Latin grammar, the nominative singular of a third declension noun may end in: a (of Greek origin [for more on declining Greek nouns in Latin, see Latin Third Declension Nouns of Greek Origin]), e, o, c (rare), d, l, n, r, s, t (caput and compounds), or x Also, he describes the endings used by different genders: Nouns can be masculine (especially with endings in -er, -or, -os, -n, or -o); feminine (especially -do, and -go endings); or neuter (especially nouns ending in -c, -a, -l, -e, -t, -ar, -men, -ur, or -us) in gender. Basic 3rd Declension Types Third Declension nouns may have a consonantal or i-stem. Consonantal Note: For the consonantal stems, it may take some practice to figure out where to add the endings, although, the dictionary form should make this clear. The usual genitive ending of third declension nouns is -is. The letter or syllable before it usually remains throughout the cases. For the masculine and feminine, the nominative replaces the -is ending of the singular with an -es for the plural. (Remember: neuter plural nominatives and accusatives end in -a.) Similarly, the dative plural is formed from the singular with the addition of -bus. Sometimes the root vowel appears to change, as in our second paradigm word below, opus, operis, n. First, here are the consonantal stems endings: Singular (the Second Form Is for the Neuter) NOM. -/-GEN. -is/-isDAT. -i/-iACC. -em/-ABL. -e/-e Plural NOM. -es/-aGEN. -um/-umDAT. -ibus/-ibusACC. -es/-aABL. -ibus/-ibus Using rex, regis, m. (king), here is the paradigm: Singular NOM. rexGEN. regisDAT. regiACC. regemABL. regeLOC. regi or regeVOC. rex Plural NOM. regesGEN. regumDAT. regibusACC. regesABL. regibusLOC. regibusVOC. reges Using opus, operis n. (work), here is the paradigm: Singular NOM. opusGEN. operisDAT. operiACC. opusABL. opereLOC. operi or opereVOC. opus Plural NOM. operaGEN. operumDAT. operibusACC. operaABL. operibusLOC. operibusVOC. opera I-Stems Some nouns of the third declension are called i-stem nouns; still, others are mixed i-stem. I-stem nouns have a genitive plural ending in -ium. Their ablative may not end in -e, but may instead end in -i. Other cases may also replace the -e- with an -i-, so you might see an accusative singular ending in -im. A neuter i-stem noun, animal, animalis (animal), looks a little different from other neuter 3rd declension nouns in the plural because of the i which makes the nominative and accusative plural of animal: animalia. The word for sea, mare, maris, is another neuter i-stem noun. Hostis, hostis is a generally masculine i-stem noun, but hostis can be feminine. The fact that the nominative and genitive is the same for this masculine or feminine noun indicates that its an i-stem. You would decline the name of Caesar thus: Caesar, Caesaris, Caesari, Caesarem, Caesare Sample 3rd Declensions Nouns Declined PugillaresOs

Brief Case Study For The Requirements Specification Document

Brief For The Requirements Specification Document - Case Study Example The main assumption of this model will be The systems used will concentrate on serving one customer at a time as opposed to handling orders from multiple customer. The main objective of this approach will involve serving multiple users at the same time (Connolly and Begg, 2007).. A database containing the details of orders made by all customers, their prices, due dates and status of the orders will be created. It is assumed that all multiple orders will be processed at the same time. However,the rate of processing the orders will be different as this will be dependent with he agreements made between the company and each individual user. The best approach among the two will be the combined approach because it allows for the increased efficiency of serving customers. It will enable the company to process multiple orders concurrently, thus contributing to the achievement of increased revenues (Stephens,

Triathlon Essay Example | Topics and Well Written Essays - 1500 words

Triathlon - Essay Example Many of the enduring triathletes prefer to be resilient to pain and tend to carry their impacted and sometimes senseless (without knowledge) injuries throughout each race till to the finish line. Medical cover is to be arranged at the finish of an Ironman event taking place at Lanzarote in early October. In order to achieve adequate medical support and care, health issues that are common to triathletes must be outlined. Ironman at Lanzarote is considered to be one of the most arduous, all-terrain event for any fittest and able-bodied triathlete. The Ironman event is expected to include three major sub-events consisting of 3.8km swim, 180km bike race, and 42.2km run to the finish line. Any appropriate medical cover can only be provided by priori understanding of different types of illnesses or injuries based on previous therapeutic experiences and gathering of medical information from past records seen in other Ironman races. Most triathletes naturally undergo rigorous cross physical training and are less likely to develop any kind of muscle imbalances. An issue with many young, amateur and firt-time triathletes is that they usually underestimate their fitness level and skill such that they may be good in one event but that does not automatically translate into adaptation for another. All bodily injuries can be classified as either internal or external fatalities. The latter injuries may be knee injuries, wrist fractures, sore toes and blisters, cold shoulder and other injuries from improperly adjusted bicycles [16]. Only a small amount of competitors experience this sought of external injuries. One of the more common medical problems is the triathlete sustains a bad sunburn a few days before the actual race. A serious and unattended sunburn (such as a second degree burn with blisters) can have a damaging effect on how the body is able to adjust the coherent body temperature and sweat loss during exercise. This naturally decrease the ability to control body temperature and sweating can have a negative impact on the triathlete's race outcome. Most injuries that befall triathletes are overuse injuries such as tendonitis or muscle strains, as opposed to acute ones (like when fall of a bike and bruise something). While overuse injuries are fairly common among triathletes, they are relatively easy to prevent and treat, if they are careful. The most effective way to prevent overuse injuries is to prevent and reverse the muscle imbalances that contribute to most of them and allowing the body to have sufficient time to properly recover from any stress developed during training. Through the nature of the postures and repetitive motions involved, triathletes tend to develop particular imbalances that are associated with particular injuries. To correct imbalances, they need to stretch muscles that tend to become shortened through training and strengthen muscles that tend to become weakened. Triathletes should frequently stretch their calves, hamstrings, hip flexors, lower back, neck, and chest, and should regularly performing func tional exercises that strengthen the hips, butt, abdomen, upper back, and shoulders [3, 7, 16, 20]. Tendons and muscles need to have adequate time to recover fully from increases in training to especially prevent chronic injuries. Poor technique is also associated with a majority of

The Role of Women During World War II Research Paper

The Role of Women During World War II - Research Paper Example However, the high adulation that women have today as the equal of men did not always exist. The Suffragette era saw women fighting to have equal rights and opportunities with their male counterparts. But just like everything else in this world, time and circumstance forced a change in that point of view. When World War II rolled along, the United States government saw shortage in the workforce that has never been equaled since. The only solution to that problem at the time? Hire women to do the job of men. They were the most viable option. They were, the only option. Although the government and the business sector had qualms about hiring women in the workforce, most specially women who were mothers with little children, the existence of huge government contracts in the industrial field of automotive, aviation, and other sectors developed a shortage of workers due to the high volume of men leaving the workforce in order to join the war time efforts of the country. Coupled with the men leaving for war was the fact that the country was gripped by the Great Depression which forced some men out of jobs. With the lessened financial drawing power of the head of the household, most wives and mothers saw it fit to do their part in helping to support their family. So off to work they went. Women became such a huge and integral part of the workforce that the statistics from that era proves that they held important jobs and more than made up for the lack of men in the workforce. Doing jobs that were once reserved only for the brawn of men prior to the changes that wartime brought about (â€Å"Women in World War II†): The entry of married women into the work place caused their percentage of total female employment to grow 28% from 1929 to 1940, particularly women in the 25 to 44 age group increased 13.8%. In total, 50% of the women in the nonagricultural labour force were employed by the clerical and service sectors of the economy, they encompassed the majority of ur ban working-class women. It did not come as a surprise to many that the women who entered the workforce did so successfully during the time. The great sex divide among men and women of the era had the women forcibly relegated to the background, staying at home to tend to the needs of the family. Proir to the war, any woman who was seen as part of the workforce was frowned upon and shunned by men. However, just like all mindsets, the time was ripe for the change in the mindset of the working man when it came to the working woman. The forced expansion in the labor workforce offered the female sector of society a boost in their campaign for equal rights. The government got a boost from the entry of the female workforce who became the backbone of the American economy during the simultanuous battles against Hitler in Europe and Japan in Asia. World War II afforded the women a chance to sieze an opportunity to work in new jobs, learn new skills, and explore new opportunities (â€Å"Partn ers in Winning the War: American Women in World War II†). Although women were truly a â€Å"secret weapon† for the country during the war, the traditionalists in society could not help but worry about what repercussions their serious entry into the workforce would have on the American family dynamic. More specifically, what effect would having a working mother have on the children of the time? Their worry was based on the traditional point of view that saw the women as the beacon of light and guidance in the home without whom its younger members would fall astray. Although there was a small percentage of juvenile delinquency during the time, most of the children of the era knew that there was a battle raging overrseas and their mothers were part of

Recreation Evaluation Essay Example for Free

Recreation Evaluation Essay The therapeutic recreation process is a systematic method of planning and providing services for individuals with disabilities. The process is based on a systems theory approach. The system is designed for a guide for a well-defined, goal-oriented purpose to the activity or program being provided. It involves four phases: assessment, planning, implementation and evaluation. Use of the therapeutic recreation process is not dependent on location, but on systematic and consistent use of assessing, planning, implementing and evaluating services for people with disabilities. The process is applied in settings like hospitals, long-term facilities and useful in leisure education and recreation participation settings, like park and recreation agencies and schools. Delivering therapeutic recreation services in community setting has been successful when the therapeutic recreation process is applied. It is not the setting that determines the use of the therapeutic recreation process, but the needs of the clients. Using the therapeutic recreation process allows the therapeutic recreation specialist to individualize within recreation programs designed specifically for people with disabilities and to systematically develop support plans for inclusive recreation programs. The therapists conducts an assessment that identifies the client’s abilities and limitations by asking a series of questions related to social skills and observing their interactions with their peers. Information is gathered not only for the client, but also from family, caregiver, social worker, friends, and vocational counselor to provide thorough information prior to participation so that the client needs may be addressed. The purpose is to determine the needs of the individual in relation to the independent functioning in recreation settings. Materials include questions designed to determine an individual’s needs related to independent recreation participation. Program descriptions clarify activity content, participation requirements, possible risks, and intended outcomes that aid in determining these needs. Thorough and accurate information about the individual is necessary, even when participation is self initiated and voluntary. Without accurate information the quality of an assessment is compromised. Programs and activities may be pre-planned; assessments enable the therapeutic recreation specialist to individualize interventions, accommodations, and teaching strategies within group activities. For example, the leisure education program in which the client is registered may have a group goal to improve socialization skills through participation in group activities, but the client will have a goal more specific to their needs, such as the client will use socially appropriate means to identify deficits in specific activity skill (i. e. sports), as well as general skill (i. e. social skills). In addition, assessments for an individual participating in a specialized recreation program may differ from an assessment used with someone who is interested in participating in an inclusive recreation program. Assessments applied to those participating in separate programs often ask for more detail about the person’s level of functioning that an assessment used to analyze participation in inclusive recreation would. A unique aspect of a community recreation assessment is that it can be a lifelong process. Unlike treatment settings, such as hospitals where a therapeutic recreation specialist may only work with and individual for a brief period of time, people with disabilities who participate in community recreation programs often remain involved in programs for many years. From the assessment of the client’s social skills, the therapist discovered that the client had trouble initiating and sustaining conversations. For example, the client would stand by themselves and watch their peers rather than joining in conversations. When the client’s peers would include them in conversations, the client would walk away. The therapeutic recreation specialist found that the client often feels like they do not know what to say to others. The planning phase of the therapeutic recreation process can guide a therapeutic recreation specialist in developing individualized goals and objective for the client and then select recreation activities to meet the goals and objectives. The planning component is helpful for identifying activities to meet goals and objectives that promote independent recreation functioning. Some activities have the potential for improvement of functioning (i. e. warm water aquatics) in treatment and rehabilitation settings. The therapist selects a twelve week leisure education program that includes social skills training components to meet the objectives outlined for the client. Leisure education focuses on the development and acquisition of leisure-related skills, attitudes, and knowledge so a person can express him/herself through leisure. Community recreation therapeutic recreation programs provide and ideal environment to apply leisure education goals by teaching how to access and utilize community recreation resources, as well as how to develop skills related to independent recreation functioning. The therapists forms goals, develops objectives, specifies activities (i. e. social skills) and determines a means of evaluation. According to Austin and Crawford (1996), the implementation phase of the therapeutic recreation process is the action phase and involves carrying-out the individual or group program plan. The therapeutic recreation specialist carries out the social skills and dance program, focusing on group and individual goals, For example, the group will be taught how to appropriately ask someone to dance and the client will be taught ways to initiate conversations with dance partner. The implementation phase involves coordinating and executing recreation activities proposed in the plan, as well as documenting information about the individual (i. e. his or her responses), the program (i. e. time of day, duration), and the activities (i. e. competitive vs.learning). Implementation of the individual plan in the recreation setting requires focusing to social (i. e. attitudinal), programmatic (i. e. adaptations), and environmental (i. e. accessibility) issues. For example, general recreation programs in which people with disabilities can be included may not be structured to accommodate people with a variety of disabilities. The therapists may implement numerous adaptations or accommodations according to the individual’s disability and have knowledge and skills to make these adaptations to facilitate participation. Other factors that could affect the implementation of the individual plan include inconsistent attendance of a participant with a disability, unanticipated facility/environmental issues, lack of support from family/caregivers, inconsistency of general recreation staff, and inappropriate program placement. The therapist conducts evaluations on the client’s skills at the end of the twelve week program by asking the same series of questions asked in the assessment phase and conducting an observation. The purpose of the evaluation phase is to assess the client’s response to the planned program and the plan’s effectiveness and determine whether revisions are necessary. While conduction the evaluation, the therapists can interview the participant, speak with family members or caregivers, review documentation, administer questionnaires, and observe the participant while engaged in the activity. Conducting a mid-term evaluation will aid in the clients process and help in necessary adjustments to a person’s program plan. Thorough and accurate documentation is a critical component of the evaluation process. An important concern with evaluative documentation in the settings is that the information is made available to others and is ultimately utilized. For example, at the conclusion of the leisure education program, the client may choose to enroll in a new program with different general or therapeutic recreation staff. Assessment and evaluation information should be passed on to the staff of the client’s new program to ensure continuity of goals and objectives. Applying the evaluation phase of the therapeutic recreation process in the therapeutic recreation settings can be advantageous in that information tracking can be done over a long period of time, enabling in-depth, longitudinal evaluations. However, a limitation of conducting the evaluation phase of the therapeutic recreation process I the settings is that pieces of information gathered at different points in time may become fragmented and not unified in one location. The therapist’s role is to compile the various evaluative elements into comprehensive evaluation document to be used across specialized and inclusive contests over time. RESOURCES Austin, D. R. , Crawford, M. E. (1996). Therapeutic recreation: An introduction. (2nd ed. ). Boston: Allyn and Bacon. Howe-Murphy, R. , Charboneau, B. (1987). Therapeutic recreation intervention: An ecological perspective. Englewood Cliffs, NJ: Prentice Hall, Inc. Sylvester, C. (Ed. ). (1996). Philosophy of therapeutic recreation: Issues and ideas. Volume II. Ashburn, VA: National Therapeutic Recreation Society Peterson, C. A. , Gunn, S. L (1984). Therapeutic recreation program design: Principles and procedures. (2nd ed. ). Englewood Cliffs, NJ: Prentice Hall, Inc RECREATION EVALUATION RCSM 351 12/07/2010 PEGGY PEARSON.

New Religious Movements Essay -- Analysis, Lorne Dawson

Dawson (2010) Lorne Dawson presents a unique perspective on the similarities between New Religious Movements (NRM), which are also known as cults, and radical Islamic groups. Dawson (2010) questions why no dialogue has occurred because of the similarities between the two types of movements. Dawson (2010) stated that individuals that join Islamic extremist groups have the same issues of NRM members who experience a source of deprivation or alienation from the secular world. As with both groups, Dawson (2010) alludes that the deprivation is based on personalization of an issue that could be social, psychological, and moral. Dawson (2010) cautions that deprivation is not all about economics and there is no singular profile to fit an individual and pointed reason of why an individual will feel deprivation. Dawson points out the general public may view people as down on their luck and in economic strife. However, in actuality, both groups according to Dawson (2010) come from middle class families and have obtained some education and seem unremarkable, just as asserted in the Silber and Bhatt (2007) study. With this sense of deprivation, Dawson points out seeking individuals in both NRM and radical Islamic groups may want to pursue an identity which is influenced by socialization with other people going through the same situation or who understand what an individual is going through. Dawson makes an interesting point that the social bonds that are strong and give an individual a sense of belonging which help transform a person to a NRM or radical Islamic group. Dawson refers to two key socialization tenets that are in both NRM and radical Islam and was mentioned in Silber and Bhatt (2007) study that are appli... ...to steer away from the aspect of socialization as a conduit to propel radicalization. It does mention that Larose accused of conspiring to kill Swedish artist Lars Vilks had social contacts through emails supporting her effort. The literature provides a valid point that the internet has transpired as a major component in increase of the radicalization process. This paper argues the researchers should have presented the argument that the internet is a gateway for socialization rather than a forum for self-radicalization. The paper did mention the importance of information operations to counter media promoting radicalization which has not been emphasized to the extent as it was in this literature. The Self-Awakening variable implies religion in this literature. The Social Conduit variable is obviously identified as the internet and extremist groups.