Analysis Of Milhouse Mussolini Van Houten - 1743 Words

PSYCH 6123 Assignment #1: Comprehensive Assessment Process Yorkville University Character Summary Milhouse Mussolini Van Houten is a student at Springfield Elementary school and he is currently in grade four. He lives in a town called Springfield and his Father worked at the local cracker factory until he was recently fired. His parents are Kirk and Luanne Van Houten and they have a strained relationship that resulted in their current seperation. Luanne’s Father owned the cracker factory that Kirk worked at until he was fired. As of this current month, Kirk is living in an apartment separate from Luanne and Milhouse but he spends his weekends with Milhouse. Milhouse refers to his Father as a â€Å"loser† and seems to have more of†¦show more content†¦He also struggles with relationships with his classmates and has trouble interpreting the social-emotional aspects of his life. He has failed at many friendships and often gets frustrated with his inability to establish and maintain true relationships that contribute to his self-awareness, se lf-management and responsible decisions. Informal Assessment As a counselor, it is expected that the results of the assessments completed in order to extract information that can impact or direct the therapeutic programming for the client. The purpose of informal assessment is to allow the counsellor to better understand the needs of the client and identify the client’s willingness and readiness for change. It is the duty of the counsellor to know their client and choose an appropriate assessment that their client will understand (France, Rodriguez Hett, 2013). It is important that early in the initial interview process, the client identifies their goals and the counsellor determines where they are on the stages of change model. This model consists of a continuum with six marks; pre-contemplation, contemplation, preparation, action, maintenance and termination (Gersten, 2013). Milhouse is in the contemplation stage as he is ready to make a change. He has identified two goals that he would like to work on which include making friends and he would like to stop feeling like he can’t succeed. His parents have recognized that their son struggles with

Sexism, Defined By Webster’S Dictionary Is “Prejudice Or

Sexism, defined by Webster’s dictionary is â€Å"prejudice or discrimination based on sex†(Merriam Webster). Though the dictionary is said to be reliable and accurate when it comes to definitions, there is something wrong with how it defines sexism. Sexism is in actuality prejudice and discrimination, but towards women, not to both sexes. Living in a patriarchal society, sexism towards men cannot exist, because it would contradict what living in a patriarchal society means. Racism is also defined as â€Å"a belief that race is the primary determinant of human traits and capacities and that racial differences produce an inherent superiority of a particular race†(Merriam Webster), however, white people cannot experience racism because racism affects†¦show more content†¦To say that being a girl is an insult is saying that being a girl is the worst thing a person can be. There are so many things a woman should and should not be and often both of those standards contradict themselves. A woman should be a lady, meaning she should dress in â€Å"respectable modest† clothing and be pure before marriage, but she should not reject any man, or she is a prude and stuck up. Women should be sexual, but only when their partner or husband want them to be. If a woman sleeps around she has no respect for herself, but a man sleeping around is automatically a stud. Women are expected to want to be mothers and have a family but breastfeeding in public is still a debate. Society is uncomfortable seeing breasts used for what they were intended for, but will happily pick up a Victoria s Secret catalog or Playboy magazine to see breasts for their own enjoyment. Breasts are acceptable as long as it is for society’s sexual pleasure, but a woman being too revealing on her own is seen as a self-disrespecting, attention seeking whore. Though society sexualizes women in every way possible, they are looked to in disgust when they are sexual and promiscuous for themselves. When it comes to sexual health, people have problem if contraceptives, which can be used for things other than sex related reasons, are government funded because that would mean taxpayers are paying for women to have sex despite the fact that â€Å"Viagra costs roughly $10 per single dose. OralShow MoreRelatedEquality for African Americans After writing my newspaper article on the NAACP, I realized that800 Words   |  4 PagesAmericans After writing my newspaper article on the NAACP, I realized that the African American community needed a renewed sense of belonging, like all the other communities have in this day in age. This sense of being is better known as equality. Webster’s dictionary defines equality as having the same rights, social status and opportunities as others. The African American community has yet to reach a plateau were they are seen as equals. Equalities for African Americans are still a foreign subject, butRead MoreConcept Analysis Critique of Homophobia in Nursing Essay3391 Words   |  14 Pagesprofessionally on a regular basis. Defining this concept and redefining family are both important parts to changing how health care professionals think and are trained and educated. Defining the Concept, Related Terms and Differences Christensen clearly defined the concept of homophobia related to nursing. He explains that nurses often use their own experiences to dictate their care and that if they have issues with homosexuality for personal, religious or other reason that it may interfere with quality

Systematic Meta Analyses Randomized Trials -Myassignmenthelp.Com

Question: Discuss About The Systematic Meta Analyses Randomized Trials? Answer: Introduction The discussion is true in identifying the conduction of randomized controlled trials as the common scientific procedure for determining the effectiveness of the psychological interventions that are applied upon patients. This can be confirmed by the fact that RCTs provide reliable scientific evidence by eliminating different forms of spurious causality in the results (Bolier et al. 2013). Effects of psychological interventions are most often undetectable when applied on a single or group of individuals. However, studying the effects systematically on a larger population helps to determine the results in a better way. Statements present in the discussion against RCT are confirmed by the fact that the complexity of all biological organisms contribute to differences in their response to stimulus, thereby resulting in unreliable clinical reports. However, the discussion is true in identifying the pitfalls of randomized controlled trials (Deaton and Cartwright 2017). These trials most often fail to achieve heterogeneity among the respondents. Furthermore, in order to achieve statistically significant results, the trials should be conducted on larger population. Moreover, accuracy of the discussion is also established by the fact that practitioner related moderators are found to contribute and directly influence therapeutic outcomes by fostering sense of self-efficacy and h ope in the patients (da Costa and Jni 2014). Furthermore, social impairment, distress and ability of researchers to verbalise feelings, while conducting an RCT may also produce misleading results. Thus, it can be said that the discussion was appropriate in illustrating the limitations of RCTs in psychotherapies. Therefore, there is a need to conduct large scale research in order to estimate psychotherapy outcomes on a population. References Bolier, L., Haverman, M., Westerhof, G.J., Riper, H., Smit, F. and Bohlmeijer, E., 2013. Positive psychology interventions: a meta-analysis of randomized controlled studies.BMC public health,13(1), p.119. da Costa, B.R. and Jni, P., 2014. Systematic reviews and meta-analyses of randomized trials: principles and pitfalls.European heart journal,35(47), pp.3336-3345. Deaton, A. and Cartwright, N., 2017. Understanding and misunderstanding randomized controlled trials.Social Science Medicine. Retrieved from- https://www.sciencedirect.com/science/article/pii/S0277953617307359

Sports Gender Differences

Table of Contents Introduction Gender differences in sports Racial based sports discrepancies Conclusion Works Cited Introduction Majority of the sicknesses that people suffer from result from their failure to exercise their bodies. Although they are aware of this fact as well as the role that sports play concerning the immune system of their bodies, they have neglected sports based on claims of issues of gender and racism that dominate the world of sports.Advertising We will write a custom essay sample on Sport’s Gender Differences specifically for you for only $16.05 $11/page Learn More Sports psychology has become increasingly interested in evaluating the differences in the sports enrollment and participation. Birrell notes, â€Å"†¦despite the recent increases in female sports participation, girls and boys still do not participate equally in the same sports (32). Even in their most preferred sports, boys and girls differ in enrollmen t in sports depending on the nature of the sports. As Lever claims, â€Å"†¦boys are more likely than girls to engage in sports-related activities that involve teams, complex rule systems, and high levels of interdependency† (475). Racial differences significantly account for sports involvement differences. To this respect, Jon points out that â€Å"While Asians comprise 57% of  the world’s population, they â€Å"are virtually invisible in the most democratic world of sports, running, soccer, and basketball† (Para. 7).  According to Jon, Africans who only represent 12 % of the population of the world dominate soccer, basketball and running. From the above scholastic arguments, it stands out that differences in sports participation and enrollment exists along racial and gender lines. However, as opposed to what many believe, these discrepancies can be reduced to tolerable levels thereby attracting more people into joining sports and consequently boostin g their immune system. Gender differences in sports The results from State Association Summary of 1989 on a study of 712 high schools of the large mid western state, found out that 42, 299 boys had the probability of playing foot ball, 26, 662 likely to pay basket ball while 19, 368 boys were likely to take part in base ball game. On the other hand, according to the State Association Summary, â€Å"†¦girls were most likely to play basket ball (17,011), volley ball (16306), and outdoor track field (13,478)† (45). On one part this results are paramount in that they actually reflect the obvious scenarios on the ground. For instance, why do different people choose different sports activities from the numerous alternatives available on their table? Gender is one of the reasons.Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Different genders possesses different motivational factors whi ch solicit their decisions making process which are expected to be reflected in the decisions made about life indulgencies not only in other activities but also in choice of sporting activities. The influence of self-concept is crucial in as much as explaining the gender instigated sports decisions making process is concerned. As Harold laments, â€Å"†¦self concepts of ability are critical predictors of performance and task choice† (10). Self-concept is however, a determinant criterion of sport choice contributed largely by inculcation of myths and stereotypical arguments about existing abilities of humans based on gender. In as much as it may appear to be true that soccer is principally dominated by men, women soccer teams have also been participating in female soccer competitions worldwide. Many would not agree that women world-cup games, in particular soccer, could attain the recognition and popularity as the male soccer world’s cup competitions. All that matt ers are our willingness and enthusiasm to see the other side of the story. Gender inequality in sports choice is a problem of making especially by considering an example of boxing sports. For many years, women were secluded from this game. The question is, with the incorporation of women boxing sports activities at international level, are there no boxing competitions as entertaining as those conducted by men are? The masculine traits correlation with boxing is actually a stereotypically formulated idea! An argument may ensue that gender sports choice differences is fueled by the perceived differences in the capabilities of gender based criteria and since nothing can be done to ensure biological equity and the physical differences between females and males, the gender differences will persist.Advertising We will write a custom essay sample on Sport’s Gender Differences specifically for you for only $16.05 $11/page Learn More Despite the facts tha t people are to the tasks that are moderately hard as opposed to very difficult or very easy tasks, as Harold argues, â€Å" whether perceived tasks difficulty relates negatively or curvilinear to tasks choice should depend on individuals motivation orientation, goals and the value the individual attaches to creativity† (10). Goals and values attributes are found not to be any way universal among a particular, gender but rather depend on personalities and talent endowments. In particular, essential to note is the fact that stereotypes of gender roles are salient issues, which are value free. â€Å"Women are stereotyped as less competent especially in intellectual and athletic domains even when they perform equally well† (Harold 12). These stereotypical perceptions serve to discriminate rather than provide evidence of women incapacity to compete with men in sporting activities. According to Harold, â€Å"stereotypes influence children’s developing self concepts, then incorporation of these biased cultural gender role stereotypes could well result in girls having lower self concepts of their intellectual and athletic abilities than boys† (12). Women consequently can amicably raise and dominate the sports activities historically perceived as province of men if these stereotyped minds are altered. The society teaches such beliefs at an early age through the way various genders interact and the way of doing gender roles differentiation (Deeter 89). In the modern world, things have immensely changed. As a result, we have seen the generation of women who can equally bit men in athletics further giving evidence that gender based discrepancies on the sporting abilities of women and men is a mythical and self-making problem, which can easily change based on the general change of the way people perceive issues. Racial based sports discrepancies On a different angle, Jon suggests a model of explaining the differences in sports based on racial g rounds. Through his work, he appreciates that gender is not a big determining factor in sports choice. By citing race, he does not subdivide an individual capacity to participate in sports based on gender since within a given race two genders exist. Even though, the East African does well in long-range athletes, it is not imperative to classify the trend in various talents endowment in terms of whether one is black or white.Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More â€Å"The belief that black athletic ability is inversely proportional to black intellectual ability has been used to justify slavery, colonialism, and segregation† (Jon Para. 10). Furthermore, Jon tends to foster the much-opposed position that white men are associated with excellence in tasks that pay the biggest lamps of money. For instance, he claims that athletes from Kenya come from a radius of 60 miles around Eldoret town and that the Kalenjin community focuses on athletics as a way of looking for an alternative way of refocusing their energy after objecting to comply with the colonial rule demands. If this approach was something to concur with, ‘why then does the modern ardent global focus on athletics?’ Even though Jon’s approach does not entail gender-based segregation of the population, it is not acceptable. Conclusion A more acceptable way of rating the observable differences in people’s enrollment participation in various sports could be focused on environmental, social and geographical characteristics bearing in mind that different places or countries are characterized by different availability of sporting equipment and facilities. Jon’s approach, though not entangling gender based analysis of differences in the sports enrollment and participation, uses a racial approach, which seems greatly fought against by people. By taking into consideration the modern attempts to incorporate all genders equally at all sports both at national level and with willingness to change gender and racial stereotypical perceptions, the existing beliefs on dominancy of differences in the sports enrollment and participation can be eroded. Works Cited Birrell, Susan. The Psychological Dimensions of Female Athletic Participation: In M Boutilier L. San Giovanni: The Sporting Woman. Champaign IL: Human Kinetics, 1983. Deeter, Trevor. Re-Modeling Expectancy and Value in Physical Activity. Journal of Sports and Exercise Psychology 12.1 (1997): 86-91. Harold, Rena. Gender Differences in Sports: Applying the Eccles’ Expectancy Value Model. Journal of Applied Sports Psychology 3.1 (1997): 7-35. Lever, Janet. Sex Differences in the Complexity of Children’s Play and Games. American Sociological Review 43.4 (1978): 471-483. State Association Summary. 1988-89 sports participation survey. Michigan high school: school athletics association, 1989. Jon, Entine. Taboo: Why Black Athletes Dominate Sports and Why We Are Afraid to Talk About It?  New York, NY: BBS Public Affairs, 2000. This essay on Sport’s Gender Differences was written and submitted by user Isaias Green to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Strawberry Fields Forever

Strawberry Fields Forever 1. Problem definitionIn this case the critical problem identified by me was, the over supply of strawberries and less consumption of this fruit.The strawberries in Australia have been increased in the following way1. Increased production of strawberries, which were usually grown in Australia.2. The Victorian Federal Government has introduced new higher yielding strawberries plants in to the country. These Californian strawberries were larger in size and had a potential for the fruit over an extended period. So, berry growers in Australia have increased their orders for these plants.3. There was a major opportunity for strawberry dealers in importing strawberries from other countries. The reason behind it was the imported strawberries were much cheaper then the once which are cultivated in the country. So the fruit processors in Australia have increased their imports, which also lead to the oversupply.Therefore, due to the above reasons there was an oversupply of strawberries in Austr alia, but there was very less consumption by the customers.Toronto ParkingKeeping the problem in view, the Victorian Strawberry Growers Association have asked the Victorian government to take necessary action against the problem by setting up a statutory committee (VSIDC). This committee has decided opt for research and development to increase the consumption of the VSIDC and there increase the awareness of the fruit.2. Type of Research DesignWith the purpose of better understanding the attitudes and opinions of consumers toward strawberries in Melbourne and Sydney, a questionnaire consisting of twenty-nine questions and instigating a research program conducting a series of focus group interviews in which strawberry consumption and buying behaviour were examined in detail. A successful marketing research firm conducted this in order to help the Victorian Strawberry Industry Development Committee to take more effective marketing decisions. This research has been conducted using...

Childrens Stories About Being Yourself

Children's Stories About Being Yourself The ancient Greek storyteller Aesop is credited with crafting scores of tales with valuable moral lessons. Many of them still resonate today, including the following tales about being yourself. Pretense Is Only Skin Deep Aesops fables tell us that nature will shine through no matter what package you put it in. Theres no point in pretending to be something youre not because the truth will eventually come out, either by accident or by force. The Cat and Venus. A cat falls in love with a man and begs  Venus to change her into a woman. Venus complies, and the man and cat-woman are married. But when Venus tests her by dropping a mouse into the room, the cat-woman leaps up to chase it. The cat can change her appearance, but not her nature.The Ass in the Lions Skin. A donkey puts on a lions skin and runs around the jungle scaring the other animals. But when he opens his mouth, his bray gives him away.The Vain Jackdaw. Dressing in the discarded feathers of other birds, a jackdaw almost convinces Jupiter to appoint him king of the birds. But the other birds strip him of his disguise and reveal his true nature.The Cat and the Birds. A cat, hearing that the birds are ill, dresses as a doctor and offers his help. The birds, seeing through his disguise, reply that theyre fine and will continue to be so if he will only leave. After all, the birds have a lot more at stake than the cat does. The Dangers of Pretense Aesops fables also warn us that trying to be something youre not can alienate others. The protagonists in these tales end up worse off than if they had just accepted themselves. The Jackdaw and the Doves. A jackdaw paints his feathers white because he likes the looks of the doves food. But they catch on to him and chase him away. When he goes back to eat with the other jackdaws, they don’t recognize his white feathers, so they, too, chase him away. Guess who ends up hungry.The Jay and the Peacock.  This story is similar to The Jackdaw and the Doves, but instead of desiring food, the jay just wants to strut like a proud peacock. The other jays watch the whole thing, disgusted, and refuse to welcome him back.The Eagle and the Jackdaw. A jackdaw, envious of the eagle, tries to behave like one. But without the eagles skills, he gets himself into a sticky situation and ends up as a pet for children, his wings clipped.The Raven and the Swan. A raven who wants to be as beautiful as a swan becomes so obsessed with cleansing his feathers that he moves away from his food source and starves to death. Oh, and his feathers stay black.The Ass and the Grasshopper.   This story is similar to The Raven and the Swan. A donkey, hearing some grasshoppers chirping, jumps to the conclusion that their voices must be a result of their diet. He resolves to eat nothing but dew, and consequently starves. Be Yourself Aesop also has a host of fables designed to demonstrate that we should all be resigned to our station in life and not aspire to anything greater. Foxes should be subservient to lions. Camels shouldnt try to be cute like monkeys. Monkeys shouldnt try to learn to fish. A donkey should put up with a terrible master because he could always have an even worse one.  These arent great lessons for modern children. But Aesops stories about avoiding pretense (and not starving yourself for beauty) still seem relevant today.

Toxoplasmosis Term Paper Example | Topics and Well Written Essays - 1250 words

Toxoplasmosis - Term Paper Example It was found in a survey that approximately 1% of household cats had the organism present (Robbins et al 2005 & Levinson 2008). The infection spreads by means of intake of the cysts of the organism by human beings either through intake of meat that has not been cooked properly or via any other eatables that have been infected. Contact with the fecal matter of the cats which also contain the infected cysts can also result in infection. The other mode of transmission is via the placenta to the fetus during pregnancy or during invasive procedures which include transplantation of organs or during blood transfusions (Rao 2004, Brooks et al 2004 & Levinson 2008). In the human beings the infected cysts reach the small bowel and split over there. This leads to liberation of products which enter the gut wall where the macrophages become activated and engulf these foreign bodies. They multiply within the cells and form trophozoites which destroy the cells within which they are engulfed and then move towards acting on other cells. If the immune system is intact the cell mediated immunity restricts the trophozoites and the proztozoa then gains entry in the cells of the brain, muscle and other tissues and forming cysts which do not multiply at a very fast rate. This form of cysts within which the protozoa is replicating at a very slow pace is referred to as bradyzoite. There is danger of these cysts getting ruptured in people whose immunity is not intact and is compromised. These cysts also serve as diagnostic tools for concluding the presence of the organism in the body (Levinson 2008 & Brooks et al 2004). Toxoplasmosis does not present any severe manifestations or symptoms in people who have an intact immune system. It does not also spread from one person to another apart from the transmission via the placenta. The dissemination of the protozoa from the small bowel can be to other organs

Study the Impact of advertising on children ( all media) Essay

Study the Impact of advertising on children ( all media) - Essay Example For this reason, a number of governments have passed several legislations that are aimed at protecting children from some of the advertisers’ efforts to induce them into some of the products and services in the market. One of the most critical consideration is the idea that the development of commercial appeals on children was not a common thing until the exponential growth of widespread television adoption (Lawlor and Prothero, 2002). This growth allowed programmers to come up with some channels that exclusively air children programming as well as advertising. It is also possible to identify the fact that with the growth of the internet, advertisers have been able to develop children-oriented advertising. However, the internet is a more privately controlled media. With the development of advertising content, that is specific to children; this paper looks into some of the impacts that this kind of advertising has had on children. The paper specifically looks into some of the cognitive developmental impacts of the advertising on children as well as the effects that such exposure has on the children. For any individual to obtain a mature understanding of some of the messages in advertisements, one of the most basic requirements is that the individual should be able to distinguish between noncommercial and commercial content. More specifically, the individual should be able to establish the difference between an advertisement and a program. According to some studies, young children might not be in a place to discern the difference between programming and commercials in a mature way (Lawlor and Prothero, 2002). For this reason, they base their judgment on affective or perpetual cues, which means that they are comfortable to watch commercials since they are shorter and funnier than programs. The other cognitive task involves a mature recognition of persuasive content in the commercials (Rozendaal et al, 2011). The comprehension of the advertiser’s intent

Why I Deserve the Jennifer Velasco Scholarship Essay Example for Free

Why I Deserve the Jennifer Velasco Scholarship Essay When I made the Sterling Varsity tennis team I set up a goal for myself and it was to be the number one in the team, I started playing tennis when I was a freshman and I also joined the USTA tennis association. Tennis became to be more than a passion to me it was even more than a hobby, I really enjoy spending time in the courts and listening to all my coaches giving me advice of how to get better. From my freshman year to my senior year I practiced tennis every single day of the week I could even on most weekends, I took lessons and I also volunteered to help coaching the 10 and under kids in the last summer with Coach Rene Ronquillo. I got 3rd place on my freshman district tournament and on my sophomore year got 1st place in district, I made the sterling varsity tennis team my junior year and worked really hard to be the in the top 5 of the boys ladder. In January 2011 I got the opportunity to go a whole weekend with the tennis team to Newks Tennis Ranch in New Braunfels, Texas. Which is a professional tennis academy and out of 70 players I got the scholarship for a tennis summer camp at Newks tennis ranch. At the end of the 2011 fall Team Tennis Season I was awarded as the player who made the most improvement to his overall game on the men’s team. I took advantage of the scholarship I got for the Newks Tennis Summer Camp in 2012 and came back and played all my challenge matches and made the number 1 player in the boys ladder for the 2012 fall Team Tennis Season. I was also named first team All-District for the 2012 fall season. In January 2013 I had another opportunity to go to Newks Tennis Ranch for a whole weekend with the tennis team and got the scholarship for a second time out of 74 players. Currently I’ve been playing mixed doubles and we got 1st place on our district tournament. Tennis has definitely made me a better person in life and I thank to all the people who have support me through all my 4 years of tennis in high school. I hope I can win the Jennifer Velasco scholarship because it means a lot to me and I have worked very hard to get on where I am right now and I can say that all the effort was well worth it.

Resistance To The Modernity of American Culture Essay example -- litera

In the poem Howl, Allen Ginsberg challenges the political modernity of American culture that enforces the â€Å"best minds† to give up their freedom to gain the desired sense of normalcy that is glorified. He states â€Å"I saw the best minds of my generation destroyed by madness, starving hysterical naked/dragging themselves through the negro streets at dawn looking for an angry fix† (Ginsberg 9). That angry fix that he describes is what all of these â€Å"best minds† look for after being striped of their freedom to conform to the new American culture after World War II. Without question a â€Å"best mind† in Ginsberg’s reference is one with all the freedom and insight before the turn of American culture that explicitly loose it through modernity. The â€Å"best minds† were not necessarily the wealthy and eminent but the people who used freedom for expression. They were the ones opposing the American culture that battles Capitalist and Communist control that was arrived post World War II. The form of Ginsberg’s poem challenges the culture through the resistance of the â€Å"best minds†. Howl is separated to three sections that include long lines that look like paragraphs. Resisting classical poems, he arranges long sentences instead of breaking them into separate parts. This free verse poem reveals the unorthodox meter Ginsberg puts in place through the three parts. In the first section he repeats the word â€Å"who† before every line to address the â€Å"best minds† and how they are being destroyed. In the second, he does the same for the word â€Å"Moloch†. Moloch can be interpreted as the American culture that is the destroyer. He states: â€Å"Moloch the incomprehensible prison! Moloch the/ crossbone soulless jail house and congress of sorrows† (21). He explicitly spe... ...esisting as well. Ginsberg writes the â€Å"best minds† as ones who â€Å"created great suicidal dramas on the apartment cliff-banks† (15). Repeatedly, the â€Å"best minds† are left fantasizing suicide as a way out. In a society that glories the normality of living by restricting people from acting on their insights, it develops a resistance to the American culture. Once the â€Å"best minds† of the generation have their freedom stripped from them in order to conform to the views in modernity, they resist through harsh substances for intoxication. When they realize the power of politics in America it forms suicidal thoughts for a way out. Works Cited Ginsberg, Allen. Howl, and other poems. San Francisco: City Lights Pocket Bookshop, 1956. Print. Asher, Levi. â€Å"Carl Solomon.† Literary Kicks. N.p., Aug. 1994. Web. 15 Jan. 2014.

Planned Giving Article Critique Essay

Bernstein discusses the three elements that motivate planned giving: generosity, tax avoidance, and established relationship. The generosity affect happens when an uncultivated donor bequeaths a large sum from their estate. The primary benefit of these donations is not to the borrower but to their heirs in that estate taxes are significantly reduced by these donations. In some cases a person may plan a donation but their heirs may not immediately honor it. In that case if an organization is aware of the donor’s intent, board or staff can develop a relationship with the survivors. This may lead to a transfer of charitable intent where the surviving heir will eventually honor the charitable plans of the predecessor. The purpose of fundraising is to obtain alternate sources of funds apart from the regular budget cycle. Additionally, fundraising is successful when positive interpersonal relationships are developed between fundraisers and potential donors. These are key roles of sports program managers. (Stier & Schneider 1999) Title: You and Planned Giving Author: Robert J-P. Hauck In this article, Hauck outlines a planned giving program targeted for the American Political Science Association. He defines timing as the first decision to be made when developing a planned giving intent. This answers if the gift will be made during the donor’s lifetime or after their death. The benefits of giving during the donor’s life is reduction in income and capital gains taxes. The benefits of giving after the donor’s death is reduction in estate taxes. He suggests testamentary giving as a way to remember a deceased person. These gifts can be given as awards or scholarships in the name of an individual. Next, a bequest can be restricted or unrestricted. A restricted bequest is to fund a certain activity of an organization. He suggests these requests, however, be flexible enough to change with the needs of the organization. Finally, Hauck offers the option of making an organization the owner and beneficiary of a life insurance policy. The benefit to the donor is that the cash surrender value is deductible if the policy is paid in full, or the premium payments will be deductible. Sports managers must be aware of the difference between immediate need fundraising and long-term development of additional funding sources. (Stier & Schneider 1999) This article demonstrates the development aspect involved in sports fundraising. However, it is important to be prepared to manage current receipts from long term development consistently with sources from current fundraising efforts. This article provides a perfect framework that sports managers can include in their marketing efforts and literature used for fundraising. The concepts here not only work with insurance policies, but can also be applied to more immediate gifts of stocks, bonds, and other marketable securities which can be sold and converted to cash over the short-term. Title: Youth Charities Work Together on Planned Giving. (The Children’s Village, Inwood House, Safe Space) Author(s): Nicole Wallace In this article a different approach to planned giving is taken. Three similar organizations joined to create a single organization which exists for the sole purpose of cultivating planned giving programs. The organization will manage and distribute the donations to the organizations according to the donors’ guidelines. In addition, the organization is dedicated to marketing to potential donors. This may be a more appropriate form of fundraising at the local high school level. Direct programs as outline in the previous articles may be more appropriate for colleges and universities. Conclusion The three articles taken together demonstrate the importance of understanding the personal goals and strategies that define and drive planned giving by individuals. Once that is understood the fundraising professional is prepared to communicate to potential donors the various options at their disposal for planned giving. Finally, when organizations operate on a smaller scale, collaboration can result in a higher rate of planned giving than individual efforts. References Bernstein, P. (June 2005). Financial advisers and planned giving: doing the right thing. The CPA Journal, 75, 6. p. 62(2). Retrieved April 16, 2009, from General OneFile via Gale. Hauck, R. J. P. (Sept 1999). You and Planned Giving. PS: Political Science & Politics, 32, 3. p. 642. Retrieved April 16, 2009, from General OneFile via Gale. Stier, W F, & Schneider, R. (June-Sept 1999). Fundraising: an essential competency for the sport manager in the 21st century. Mid-Atlantic Journal of Business, 35, 2-3. p. 93(1). Retrieved April 16, 2009, from General OneFile via Gale. Wallace, N. (March 26, 2009). Youth Charities Work Together on Planned Giving. (The Children’s Village, Inwood House, Safe Space). Chronicle of Philanthropy, 21, 11. p. NA. Retrieved April 16, 2009, from General OneFile via Gale.

Problems in Public Transport

Safe and fast travel is what the commuters expect from our public transport system. It is supposed to be the cheapest and best option. But for the students of Skirts Sanity College and the other neighboring colleges, that is not the case. The number of BOMB buses operating from Henry main road to Katmandu Is found to be highly insufficient during the morning peak hours. The students commuting In this route find It very difficult to reach their college safely in the right time. They are of the opinion that the bus services In the morning are Irregular and lack punctuality.Most of the colleges begin their classes at 9 AM. And every student would obviously want to reach In time. † says Meek, a 1st semester BCC student of Skirts Jaunty College. â€Å"Because there Is very less bus service In the morning, we have no choice but to rush Into heavily crowded buses. This Is very tiring and sometimes dangerous. † The lack of buses and Irregularity In their arrival Increases the nu mber of students walling. They are then left with no choice but to travel boatyard or hanging out of the bus which Is extremely dangerous.There is a high chance of them falling off the bus. Hence, the students experience a very frustrating and perilous journey every morning. â€Å"It is not lust the college students that go through this kind of hardship. People on their way to work and children on their way to school are also part of the crowd. We are all crushed together in the bus. Finding foot space in the bus itself is a tricky task. † says Pungent, a 1st semester BAA student of Skirts Sanity College. â€Å"The actual problem is that all the institutions begin their daily schedule almost at the same time.So there tends to be a need for everyone to reach their destination in time. If there is no adequate amount of buses, they choose to step into the first bus they find and this leads to the crowding up of the bus. † As the public transport is highly unreliable, the students who use the BOMB bus passes are sometimes forced to use the private buses. This leads to unnecessary expenditure of money. Leveraging the lack of frequency of buses, a number of auto-rickshaws at the Henry Junction ferry passengers on a shared basis.They charge the passengers much more than the meter fare. These are the problems that the students have to face every day. National Service Scheme (INS) operating in Skirts Sanity College have found that much of the students of the college use public transportation and that they find It very problematic to commute in the morning. INS has decided to raise this Issue to the respective authorities and strive to find an appropriate solution. -Sashay Balkan, 1st Semester Bagging.Problems in Public Transport By Sashay-Balkan room Henry main road to Katmandu is found to be highly insufficient during the morning peak hours. The students commuting in this route find it very difficult to services in the morning are irregular and lack punc tuality. â€Å"Most of the colleges begin their classes at 9 AM. And every student would obviously want to reach in time. † says Meek, a 1st semester BCC student of Skirts Sanity College. â€Å"Because there is very less bus service in the morning, we have no choice but to rush into heavily crowded buses. This is very tiring and sometimes dangerous.The lack of buses and irregularity in their arrival increases the number of students waiting. They are then left with no choice but to travel boatyard or hanging out of the bus which is students experience a very frustrating and perilous Journey every morning. â€Å"It is not just the college students that go through this kind of hardship. People on their way to much of the students of the college use public transportation and that they find it very problematic to commute in the morning. INS has decided to raise this issue to Balkan, 1st Semester BAA Spend.

3 Prominent Themes Found in William Shakespeares Othello

3 Prominent Themes Found in William Shakespeares Othello In Shakespeares Othello, themes are essential to the working of the play. The text is a rich tapestry of plot, character, poetry, and theme – elements which come together to form one of the Bards most engaging tragedies. Othello  Theme 1: Race Shakespeare’s Othello is a Moor, a black man - indeed, one of the first black heroes in English literature. The play deals with interracial marriage. Others have a problem with it, but Othello and Desdemona are happily in love. Othello holds an important position of power and influence. He has been accepted into Venetian society based on his bravery as a soldier. Iago uses Othello’s race to ridicule and belittle him, at one point calling him â€Å"thick lips†. Othello’s insecurities surrounding his race ultimately lead to his belief that Desdemona is having an affair. As a black man, he doesn’t feel he is worthy of his wife’s attention or that he has been embraced by Venetian society. Indeed, Brabanzio is unhappy about his daughter’s choice of suitor, due to his race. He is quite happy to have Othello regale stories of bravery to him but when it comes to his daughter, Othello is not good enough. Brabanzio is convinced that Othello has used trickery to get Desdemona to marry him: â€Å"O thou damned thief, where hast thou stowed my daughter? Damned as thou art, thou hast enchanted her, For I’ll refer me to all things of sense, If she in chains of magic were not bound, Whether a maid so tender, fair, and happy, So opposite to marriage that she shunned The wealthy curled darlings of our nation, Would ever have t’incur a general mock, Run from her guardage to the sooty bosom Of such a thing as thou†Brabanzio: Act 1 Scene 3. Othello’s race is an issue for Iago and Brabanzio but, as an audience, we are rooting for Othello, Shakespeare’s celebration of Othello as a black man is ahead of its time, the play encourages the audience to side with him and take against the white man who is mocking him just because of his race. Othello Theme 2: Jealousy The story of Othello is propelled by feelings of intense jealousy. All of the action and consequences that unfold are the result of jealousy. Iago is jealous of Cassio’s appointment as lieutenant over him, he also believes that Othello has had an affair with Emilia, his wife, and harbors plans for revenge on him as a result. Iago also appears to be envious of Othello’s standing in Venetian society; despite his race, he has been celebrated and accepted in society. Desdemona’s acceptance of Othello as a worthy husband demonstrates this and this acceptance is due to Othello’s valor as a soldier, Iago is envious of Othello’s position. Roderigo is jealous of Othello because he is in love with Desdemona. Roderigo is essential to the plot, his actions act as a catalyst in the narrative. It is Roderigo who goads Cassio into the fight which loses him his job, Roderigo attempts to kill Cassio so that Desdemona stays in Cyprus and eventually Roderigo exposes Iago. Iago convinces Othello, erroneously, that Desdemona is having an affair with Cassio. Othello reluctantly believes Iago but is finally convinced of his wife’s betrayal. So much so that he kills her. Jealousy leads to Othello’s degradation and ultimate downfall. Othello Theme 3: Duplicity â€Å"Certain, men should be what they seem†Othello: Act 3, Scene 3 Unfortunately for Othello, the man who he trusts in the play, Iago, is not what he seems he is scheming, duplicitous and has a deep malevolent loathing for his master. Othello is made to believe that Cassio and Desdemona are the duplicitous ones. This mistake of judgment leads to his downfall. Othello is prepared to believe Iago over his own wife because of his faith in his servant’s honesty; â€Å"This fellow’s of exceeding honesty† (Othello, Act 3 Scene 3). He doesn’t see any reason why Iago might double cross him. Iago’s treatment of Roderigo is also duplicitous, treating him as a friend or at least a comrade with a common goal, only to kill him in order to cover up his own guilt. Fortunately, Roderigo was savvier to Iago’s duplicity than he knew, hence the letters exposing him. Emilia could be accused of duplicity in exposing her own husband. However, this endears her to the audience and demonstrates her honesty in that she has discovered her husband’s wrongdoings and is so outraged that she exposes him.

Expert Guide to the AP Language and Composition Exam

Expert Guide to the AP Language and Composition Exam SAT / ACT Prep Online Guides and Tips With the 2016 AP English Language and Composition exam approaching on Wednesday, May , it’s time to make sure that you’re familiar with all aspects of the exam.In this article, I’ll give a brief overview of the test, do a deeper dive on each of the sections, discuss how the exam is scored, offer some strategies for studying, and finally wrap up with some essential exam day tips. Exam Overview The AP Language and Composition exam tests your rhetorical skills. Essentially, how do authors construct effective arguments in their writing? What tools do they use? How can you use those tools to craft effective writing yourself? That is the essence of rhetorical analysis. The exam has two parts: the first section is an hour-long, 52-55 question multiple-choice sectionthat asks you questions on the rhetorical construction and techniques of a series of nonfiction passages. The second section is free response. It starts with a 15-minute reading period, and then you’ll have 120 minutes to write three analytical essays: one synthesizing several provided texts to create an argument, one analyzing a nonfiction passage for its rhetorical construction, and one creating an original argument in response to a prompt. You will have about 40 minutes to write each essay, but no one will prompt you to move from essay to essay- you can structure the 120 minutes as you wish. In the next sections I’ll go over each section of the exam more closely- first multiple choice, and then free response. The AP English Language and Composition Multiple-Choice The multiple-choice section is primarily focused on how well you can read and understand nonfiction passages for their use of rhetorical devices and tools. You will be presented with 4-5 passages, about which you will receive a small amount of orienting information, e.g. â€Å"This passage is excerpted from a collection of essays on boating† or â€Å"This passage is excerpted from an essay written in 19th-century Haiti.† You will be asked somewhere from 10-15 questions per passage. There are, in general, eight question types you can expect to encounter on the multiple-choice section of the exam. I’ve taken my examples from the sample questions in the â€Å"Course and Exam Description.† Magic eight-ball says there are eight types of multiple-choice questions! Type 1: Reading Comprehension These questions are focused on verifying that you understood what a certain part of the passage was saying on a concrete, literal level. You can identify these questions from phrases like â€Å"according to† â€Å"refers,† etc. The best way to succeed on these questions is to go back and re-read the part of the passage referred to very carefully. Example: Type 2: Implication These questions take reading comprehension one step further- they are primarily focused on what the author is implying without directly coming out and saying it. These questions will have a correct answer, though, based on evidence from the passage. Which interpretation offered in the answers does the passage most support? You can identify questions like these from words like â€Å"best supported,† ‘â€Å"implies,† â€Å"suggests,† â€Å"inferred,† and so on. Example: Type 3: Overall Passage and Author Questions These questions ask about overall elements of the passage or the author, such as the author’s attitude on the issue discussed, the purpose of the passage, the passage’s overarching style, the audience for the passage, and so on. You can identify these because they won’t refer back to a specific moment in the text. For these questions, you’ll need to think of the passage from a â€Å"bird’s-eye view† and consider what all of the small details together are combining to say. Example: Type 4: Relationships Between Parts of the Text Some questions will ask you to describe the relationship between two parts of the text, whether they are paragraphs or specific lines. You can identify these because they will usually explicitly ask about the relationship between two identified parts of the text, although sometimes they will instead ask about a relationship implicitly, by saying something like â€Å"compared to the rest of the passage.† Example: Type 5: Interpretation of Imagery/Figurative Language These questions will ask you about the deeper meaning or implication of figurative language or imagery that is used in the text. Essentially, why did the author choose to use this simile or this metaphor? What is s/he trying to accomplish? You can generally identify questions like this because the question will specifically reference a moment of figurative language in the text. However, it might not be immediately apparent that the phrase being referenced is figurative, so you may need to go back and look at it in the passage to be sure of what kind of question you are facing. Example: Type 6: Purpose of Part of the Text Still other questions will ask you to identify what purpose a particular part of the text serves in the author’s larger argument. What is the author trying to accomplish with the particular moment in the text identified in the question? You can identify these questions because they will generally explicitly ask what purpose a certain part of the text serves. You may also see words or phrases like â€Å"serves to† or â€Å"function.† Example: Type 7: Rhetorical Strategy These questions will ask you to identify a rhetorical strategy used by the author. They will often specifically use the phrase â€Å"rhetorical strategy,† although sometimes you will be able to identify them instead through the answer choices, which offer different rhetorical strategies as possibilities. Example: Type 8: Style and Effect Some questions will ask you about stylistic moments in the text and the effect created by the those stylistic choices. What is the author evoking through their stylistic choices? You can identify these questions because they will generally mention â€Å"effect.† Example: Some very important stylish effects going on here. TheAP English Language and CompositionFree Response The free response sectionhas a 15-minute reading period. After that time, you will have 120 minutes to write three essays that address three distinct tasks. Because the first essay involves reading sources, it is suggested that you use the entire 15-minute reading period to read the sources and plan the first essay. However, you may want to glance at the other questions during the reading period so that ideas can percolate in the back of your mind as you work on the first essay. Essay One: Synthesis For this essay, you will be briefly oriented on an issue and then given anywhere from six-eight sources that provide various perspectives and information on the issue. You will then need to write an argumentative essay with support from the documents. If this sounds a lot like a DBQ, as on the history AP exams, that’s because it is! However, this essay is much more argumentative in nature- your goal is to persuade, not merely interpret the documents. Example(documents not included, see 2015 free response questions): Essay Two: Rhetorical Analysis In the second essay, you’ll be presented with an excerpt from a nonfiction piece that advances an argument and asked to write an essay analyzing the rhetorical strategies used to construct the passage’s argument. You will also be given some orienting information- where the passage was excerpted from, who wrote it, its approximate date, where it was published (if at all), and to whom it was directed. Example(excerpt not included, see 2015 free response questions): Essay Three: Argument In the third essay, you will be presented with an issue and asked to write a persuasive essay taking a position on the issue. You will need to support your position with evidence from your â€Å"reading, experience, and observations.† Example(from 2015 free response questions): This doesn't look like a very well-constructed argument. How The AP Language and Composition Exam Is Scored The multiple-choice section of the exam is worth 45% of your score, and the free-response section is worth the other 55%. So each of the three free-response essays is worth about 18% of your score. As on other APs, your raw score will be converted to a scaled score of 1-5. This exam has a relatively low 5 rate. Only 9.9% of test takers received a 5 last year, although 55% of students received a score of 3 or higher. In terms of how the raw score is obtained, the multiple-choice section is similar to other AP multiple-choice sections: you receive a point for every question you answer correctly, and there is no penalty for guessing. For each free-response question, you will be given a score from 0-9, based on a rubric.The rubrics all assess, in general, 3 major things: How well you responded to the prompt:Did you completely and fully address all of the tasks presented in the prompt, without misunderstanding any of them? How convincing and well-supported your argument was: Do you take a clear position that is not overly basic, simplistic, or obvious? Can you comprehensively support your position with evidence? Is your evidence well-chosen and well-explained? Do you tie everything back to your main argument? Have you thought through the implications of your stated position? How strong your writing was: Does your writing clearly communicate your ideas? Are your sentences not just grammatically correct, but sophisticated? Do you have a consistent style and a strong vocabulary? Is your paper well-organized and logically arranged? Each rubric broadly assesses these three factors. However, each task is also different in nature, so the rubrics do have some differences. I’ll go over each rubric- and what it really means- for you here. Synthesis Essay Rubric Score What the Rubric Says What This Means 9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially sophisticated in their argument, thorough in development, or impressive in their control of language. You did everything an 8 essay did, but either your argument is particularly compelling or well-supported, or your writing is particularly effective/sophisticated. 8 Essays earning a score of 8 effectively address the task in the prompt. They develop their argument by effectively synthesizing at least three of the sources. The evidence and explanations used are appropriate and convincing. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless. You thoroughly responded to the prompt, successfully using (and citing) at least three of the sources to support your argument. You supported your argument in a persuasive way. Your writing is competent, although there may be some minor errors. 7 Essays earning a score of 7 meet the criteria for the score of 6 but provide more complete explanation, more thorough development, or a more mature prose style. Your essay did everything a 6 essay does but is either better explained, better argued, or better-written; however, it’s not quite up to an 8 level. 6 Essays earning a score of 6 adequately address the task in the prompt. They develop their argument by adequately synthesizing at least three of the sources. The evidence and explanations used are appropriate and sufficient. The language may contain lapses in diction or syntax, but generally the prose is clear. You responded to the prompt in a reasonable way. You used and cited at least 3 of the sources in creating your argument. You supported your argument in a reasonably persuasive way, although not as compellingly as an 8 essay. Your writing is generally understandable. 5 Essays earning a score of 5 address the task in the prompt. They develop their argument by synthesizing at least three sources, but how they use and explain sources is somewhat uneven, inconsistent, or limited. The writer’s argument is generally clear, and the sources generally develop the writer’s position, but the links between the sources and the argument may be strained. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas. You did respond to the prompt. You used and cited at least 3 of the sources in creating your argument, but you did not use all of them particularly effectively. The connection between the documents and your argument is underdeveloped. Your writing is mostly understandable but may have errors. 4 Essays earning a score of 4 inadequately address the task in the prompt. They develop their argument by synthesizing at least two sources, but the evidence or explanations used may be inappropriate, insufficient, or unconvincing. The sources may dominate the essay’s attempts at development, the link between the argument and the sources may be weak, or the student may misunderstand, misrepresent, or oversimplify the sources. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing. You did not adequately respond to the prompt. You used and cited at least two sources, but you did not effectively link them to your argument. Your essay may summarize sources instead of truly taking a position, or you may have misread the sources. Your writing is not consistently clear. 3 Essays earning a score of 3 meet the criteria for the score of 4 but demonstrate less success in addressing the task. They are less perceptive in their understanding of the sources, or their explanation or examples may be particularly limited or simplistic. The essays may show less maturity in their control of writing. Your essay did not adequately respond to the prompt. Your interpretation of the sources is incorrect or your argument is overly simplistic. Your writing is overly basic or unclear. 2 Essays earning a score of demonstrate little success in addressing the task in the prompt. They may merely allude to knowledge gained from reading the sources rather than cite the sources themselves. These essays may misread the sources, fail to develop a position, or substitute a simpler task by merely summarizing or categorizing the sources or by merely responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. Essays that score 2 often demonstrate consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of control. You barely addressed the prompt. You may not cite any sources directly, misunderstand the sources, never take a position, or write things that are not relevant to the prompt. Writing is very weak, including grammatical issues. 1 Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped, especially simplistic in their explanation, weak in their control of writing, or do not allude to or cite even one source Your writing barely addressed the prompt. Explanations are extremely simple, writing is incredibly weak, or sources are not used or cited at all. 0 Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out response, a drawing, or a response in a language other than English. You made no attempt to respond to the prompt. - Indicates an entirely blank response You didn’t write anything! Time to synthesize this dough into some cookies. Rhetorical Analysis Essay Rubric Score What the Rubric Says What This Means 9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially sophisticated in their argument, thorough in their development, or impressive in their control of language. You achieved everything an 8 essay did, but the quality of either your argument or your writing is exceptional. 8 Essays earning a score of 8 effectively analyze the rhetorical strategies used by the author to develop his/her argument. They develop their analysis with evidence and explanations that are appropriate and convincing, referring to the passage explicitly or implicitly. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless. You successfully and persuasively analyzed the rhetoric of the excerpt in a way that is strongly supported by specific examples in the text. Your writing is versatile and strong. 7 Essays earning a score of 7 meet the criteria for the score of 6 but provide more complete explanation, more thorough development, or a more mature prose style. You achieved everything a 6 essay did, but your argument was either better explained or supported or your writing was of a higher caliber. 6 Essays earning a score of 6 adequately analyze the rhetorical strategies used by the author to develop his/her argument. They develop their analysis with evidence and explanations that are appropriate and sufficient, referring to the passage explicitly or implicitly. The essay may contain lapses in diction or syntax, but generally the prose is clear. You successfully analyzed the rhetoric of the excerpt, using appropriate references to the text. Your writing was generally understandable. 5 Essays earning a score of 5 analyze the rhetorical strategies used to develop the author’s argument. The evidence or explanations used may be uneven, inconsistent, or limited. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas. You analyzed the rhetoric of the excerpt, although evidence from the passage may have been poorly used or deployed. Your writing is mostly understandable but may have errors. 4 Essays earning a score of 4 inadequately analyze the rhetorical strategies used by the author to develop his/her argument. These essays may misunderstand the passage, misrepresent the strategies the author uses, or may analyze these strategies insufficiently. The evidence or explanations used may be inappropriate, insufficient, or unconvincing. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing. You did not analyze the rhetoric in the passage in a reasonable way. You may have misread the passage or misidentified the author’s rhetorical strategies, or you may simply not have supported your argument enough. Textual evidence may not be appropriate to the task at hand. Your writing is not consistently clear. 3 Essays earning a score of 3 meet the criteria for the score of 4 but demonstrate less success in analyzing the rhetorical strategies the author uses to develop his/her argument. They are less perceptive in their understanding of the passage or the author’s strategies, or the explanations or examples may be particularly limited or simplistic. The essays may show less maturity in control of writing. A 3 essay has similar weaknesses to a 4 essay, but displays less understanding of the passage or the author’s intent. The writing may also be even more inconsistent or basic. 2 Essays earning a score of 2 demonstrate little success in analyzing the rhetorical strategies used by the author to develop his/her argument. These essays may misunderstand the prompt, misread the passage, fail to analyze the strategies used, or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. The essays often demonstrate consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of control. You barely analyzed the passage. You may have misunderstood the assigned task, seriously misread the passage or the author’s intent, or responded to something other than the prompt. Writing is consistently weak. 1 Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped, especially simplistic in their explanation, or weak in their control of language. A 1 essay is has similar weaknesses to a 2 essay, but is even more poorly supported or poorly written. 0 Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out response, a drawing, or a response in a language other than English. You made no attempt to respond to the prompt. - Indicates an entirely blank response. You didn’t write anything! Examine your texts closely! Argumentative Essay Rubric Score What the Rubric Says What This Means 9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially sophisticated in their argument, thorough in their development, or particularly impressive in their control of language. You meet the criteria for an 8, plus you have either a particularly strong argument, strong support, or strong writing. 8 Essays earning a score of 8 effectively develop a position on the issue presented. The evidence and explanations used are appropriate and convincing, and the argument is especially coherent and well developed. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless. You persuasively address the prompt, using strong evidence to support your argument. Your writing is strong but not necessarily perfect. 7 Essays earning a score of 7 meet the criteria for the score of 6 but provide a more complete explanation, more thorough development, or a more mature prose style. A 7 essay meets the criteria for a 6 essay but is either better-argued, better-supported, or more well-written. 6 Essays earning a score of 6 adequately develop a position on the issue presented. The evidence and explanations used are appropriate and sufficient, and the argument is coherent and adequately developed. The writing may contain lapses in diction or syntax, but generally the prose is clear. You reasonably address the prompt, using reasonable evidence to support your argument. Your writing is generally good but may have some mistakes. 5 Essays earning a score of 5 develop a position on the issue presented. The evidence or explanations used may be uneven, inconsistent, or limited. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas. You do address the prompt, although the support for your argument may be sparse or not wholly convincing. Your writing is usually clear, but not always. 4 Essays earning a score of 4 inadequately develop a position on the issue presented. The evidence or explanations used may be inappropriate, insufficient, or unconvincing. The argument may have lapses in coherence or be inadequately developed. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing. You do not adequately address the prompt or form a strong argument. Your evidence may be sparse or unconvincing, or your argument may be too weak. Your writing is not consistently clear. 3 Essays earning a score of 3 meet the criteria for the score of 4 but demonstrate less success in developing a position on the issue. The essays may show less maturity in control of writing. 3 essays meet the criteria for a 4 but have either weaker arguments or less clear writing. 2 Essays earning a score of 2 demonstrate little success in developing a position on the issue. These essays may misunderstand the prompt, or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. The prose often demonstrates consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of coherence and control. You barely addressed the assigned task. Your essay may misunderstand the prompt. Your evidence may be irrelevant or inaccurate. Your writing is weak on multiple levels. 1 Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped, especially simplistic in their explanation and argument, weak in their control of language, or especially lacking in coherence. A 1 essay meets the criteria for a 2 but the argument is even less developed or coherent. 0 Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out response, a drawing, or a response in a language other than English. You made no attempt to respond to the prompt. - Indicates an entirely blank response. You didn’t write anything! As you can see, the synthesis rubric is focused on how you used sources, the analysis rubric is focused on how well you analyzed the text, and the argument rubric is focused on the strength of your argumentative writing without outside sources. Achieving a high score on an AP Lang and Comp essay is no easy feat. The average scores on essays last year were all under 5, with the Synthesis essay at about a 4.7 and the other two at just over 4. So even getting a 7 out of 9 is very impressive! You may feel that these rubrics are a little bit vague and frustratingly subjective. And, indeed, what separates a 6 from a 7, a 7 from an 8, an 8 from a 9 may not be entirely clear in every case, no matter the pains taken by the College Board to standardize AP essay grading. That said, the general principles behind the rubrics- respond to the prompt, build a strong argument, and write well- hold up. If you can write strong essays in the time allotted, you’ll be well on your way to a score of 5 even if your essays got 7s instead of 8s. So what can you do to prepare yourself for the frenzy of AP English Lit activity? The best kind of frenzy is a puppy frenzy! AP English Language Prep Tips Unlike its cousin, the AP English Literature and Composition exam, the AP Language and Composition exam (and course) have very little to do with fiction or poetry. So some students used to more traditional English classes may be somewhat at a loss as to what to do to prepare. Luckily for you, I have a whole slate of preparation tips for you! Read Nonfiction - In a Smart Way A major thing you can do to prepare for the AP Lang and Comp exam is to read nonfiction- particularly nonfiction that argues a position, whether explicitly (like an op-ed) or implicitly (like many memoirs and personal essays). Read a variety of non-fiction genres and topics, and pay attention to the following: What is the author’s argument? What evidence do they use to support their position? What rhetorical techniques and strategies do they use to build their argument? Are they persuasive? What counterarguments can you identify? Do they address them? Thinking about these questions with all the reading you do will help you hone your rhetorical analysis skills. Learn Rhetorical Terms and Strategies Of course, if you’re going to be analyzing the nonfiction works you read for their rhetorical techniques and strategies, you need to know what those are! You should learn a robust stable of rhetorical terms from your teacher, but here’s my guide to the most important AP Language and Composition terms. If you want to review, there are many resources you could consult: Wikibooks offers a list of â€Å"Basic Rhetorical Strategies,† which explains some of the most fundamental rhetoric-related terms. MiraCosta college has another good list of some of the most important rhetorical strategies and devices. A heroic individual from Riverside schools in Ohio uploaded this aggressively comprehensive list of rhetorical terms with examples. It’s 27 pages long, and you definitely shouldn’t expect to know all of these for the exam, but it’s a useful resource for learning some new terms. Another great resource for learning about rhetorical analysis and how rhetorical devices are actually used is the YouTube Channel Teach Argument, which has videos rhetorically analyzing everything from Taylor Swift music videos to Super Bowl commercials. It’s a fun way to think about rhetorical devices and get familiar with argumentative structures. Finally, a great book- which you might already use in your class- is â€Å"They Say, I Say.† This book provides an overview of rhetoric specifically for academic purposes, which will serve you well for AP preparation and beyond. Write You also need to practice argumentative and persuasive writing. In particular, you should practice the writing styles that will be tested on the exam: synthesizing your own argument based on multiple outside sources, rhetorically analyzing another piece of writing in-depth, and creating a completely original argument based on your own evidence and experience. You should be doing lots of writing assignments in your AP class to prepare, but thoughtful, additional writing will help. You don’t necessarily need to turn all of the practice writing you do into polished pieces, either- just writing for yourself, while trying to address some of these tasks, will give you a low-pressure way to try out different rhetorical structures and argumentative moves, as well as practicing things like organization and developing your own writing style. Not the most auspicious start to an argumentative essay. Practice for the Exam Finally, you’ll need to practice specifically for the exam format. There are sample multiple-choice questions in the â€Å"AP Course and Exam Description,† and old free-response questions on the College Board website. Unfortunately, the College Board hasn’t officially released any complete exams from previous years for the AP English Language and Composition exam, but you might be able to find some that teachers have uploaded to school websites and so on by Googling â€Å"AP Language complete released exams.† I also have a guide to AP Language and Composition practice tests. Once you’re prepped and ready to go, how can you do your best on the test? AP Language and Composition Test Day Tips Here are four key tips for test-day success. You are one hundred percent success! Interact With the Text When you are reading passages, both on the multiple-choice section and for the first two free-response questions, interact with the text! Mark it up for things that seem important, devices you notice, the author’s argument, and anything else that seems important to the rhetorical construction of the text. This will help you engage with the text and make it easier to answer questions or write an essay about the passage. Think About Every Text’s Overarching Purpose and Argument Similarly, with every passage you read, consider the author’s overarching purpose and argument. If you can confidently figure out what the author’s primary assertion is, it will be easier to trace how all of the other aspects of the text play into the author’s main point. Plan Your Essays The single most important thing you can do for yourself on the free-response section of the AP English Language exam is to spend a few minutes planning and outlining your essays before you start to write them. Unlike on some other exams, where the content is the most important aspect of the essay, on the AP Language Exam, organization, a well-developed argument, and strong evidence are all critical to strong essay scores. An outline will help you with all of these things. You’ll be able to make sure each part of your argument is logical, has sufficient evidence, and that your paragraphs are arranged in a way that is clear and flows well. Anticipate and Address Counterarguments Another thing you can do to give your free responses an extra boost is to identify counterarguments to your position and address them within your essay. This not only helps shore up your own position, but it's alsoa fairly sophisticated move in a timed essay that will win you kudos with AP graders. Address counterarguments properly or they might get returned to sender! Key Takeaways The AP Language and Composition exam tests your rhetorical skills. The exam has two sections. The first section is an hour-long, 52-55 question multiple-choice test based on the rhetorical techniques and strategies deployed in nonfiction passages. The second section is a two-hour free-response section (with a 15-minute initial reading period) with three essay questions: one where you must synthesize given sources to make an original argument, one where you must rhetorically analyze a given passage, and one where you must create a wholly original argument about an issue with no outside sources given. You’ll receive one point for every correct answer on the multiple-choice section of the exam, which is worth 45% of your score. The free-response section is worth 55% of your score. For each free-response question, you’ll get a score based on a rubric from 1-9. Your total raw score will be converted to a scaled score from 1-5. Here are some test prep strategies for AP Lang: Read nonfiction with an eye for rhetoric Learn rhetorical strategies and techniques Practice writing to deploy rhetorical skills Practice for the exam! Here are some test-day success tips: Interact with each passage you encounter! Consider every text’s overarching purpose and argument. Keep track of time Plan your essays Identify and address counterarguments in your essays. With all of this knowledge, you’re ready to slay the AP English Language and Composition beast! Noble knight, prepare to slay the AP dragon! What's Next? Taking the AP Literature exam? Check out our ultimate guide to the AP English Literature testandour list of AP Literature practice tests. Taking other AP exams? See our Ultimate Guides to AP World History, AP US History, AP Chemistry, AP Biology, AP World History, and AP Human Geography. Need more AP prep guidance? Check out how to study for AP exams and how to find AP practice tests. Have friends who also need help with test prep? Share this article! Tweet Ellen McCammon About the Author Ellen has extensive education mentorship experience and is deeply committed to helping students succeed in all areas of life. 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Recession in UK Essay Example | Topics and Well Written Essays - 1250 words

Recession in UK - Essay Example Bankruptcy and unemployment on the other hand rises (Office for National Statistics, 2010). The general belief in the cause of inflation is that recession comes after there is an extensive drop in spending. In combating the problem of inflation, governments usually adopts expansionary macroeconomic policies. These involve increasing the amount of money in circulation, decreasing taxation and increasing government spending. In looking at the case of the UK Economy, it is a good example of the whole process of the period before recession and the macroeconomic conditions prevailing then, the start of recession and the conditions then, the whole recession period and the effect of the government actions on macroeconomic parameters and finally how the economy managed to come out of the recession. The recession in UK economy began after it had experienced two quarters of negative growth in the period between June and December of the year 2008. This led to the falling of the GDP by 1.5 percent during the three last months of the year after the previous quarter had dropped by 0.6%. This is the biggest decline in GDP between two quarters ever recorded after the year 1980. This second quarter experienced the biggest fall in GDP within the same period or quarter. This recession lasted for a period of 18 months and it is the longest recession in the UK economy ever. The economy was characterized by an increased public borrowing of up to approximately 178 bn, and the GDP went down by 6%. Credit Crunch is one of the factors that have been experienced in the UK economy during the recession period. This is an unexpected shortage of money for giving out as loans. As expected this leads to a fall in the amount of loans available. This can be caused by a sudden increase in interest rates, drying up of funds in the capital markets and a control of money directly by a government (Finance Blog, 2010). In the case of the UK recession, the credit crunch was as a result of a sharp increase in subprime mortgages which originated in America but the result was felt in the rest of the world. In the UK, not many bad mortgages where given out like in the US, as it was better controlled than in the US. This however led to a serious problem for Northern Rock which had a high percentage of loans which where risky. It was not able to raise enough funds when the crisis came by in the capital market. It thus resulted to asking the Bank of England to be given emergency funds. Because of this, the customers did not have faith with the bank any more and they thus started withdrawing their funds from the bank. The credit crunch has resulted in an increase in the price for mortgages in UK where mortgages have become expensive (UK Economy Ltd). Another factor experienced due to the recession is falling in prices for houses. This is as a result of the high cost of mortgages which has led to a fall in demand for houses. As a result, the price of houses has been forced to come down and this is a show that many are met with a negative equity. When the prices for houses are low, it means that the banks are not able to get back the initial loan. This has affected the firms dealing with such business like Bradford & Bingley which had specialized in buying and letting which is affected by falling house prices. There is a collapse in confidence in the entire sector of finance. This result in loss of confidence on

Sale of Goods Act 1979 Commercial law (uk) Assignment

Sale of Goods Act 1979 Commercial law (uk) - Assignment Example If one were to adopt the narrow semantic position in this discussion, then one could conceivably argue that The Sale of Goods Act 1979 is more suitable as a commercial code. After all it was created specifically to address itself to commercial transactions between parties. In that these transactions almost always pertain to providing a good for a fee, this type of undertaking in an of themselves can be classified as a commercial transaction. The thrust of the Sale of Goods Act and its intent is to provide a net for all transactions; consumer and business. When one views the Act in its totality, it is readily discernable that it is an interchangeable document. Which attempts to address all of the possibilities which might surface during the course of a transaction. It was through the formulation of contracts that man was able to expand the acts of liaise faire and enter into deals. A contract is formed by agreement between two parties to the contract; the parties must choose to enter into a binding agreement; in a ordinary buyer to seller contract this may entail; the seller agrees to provide the buyer an item at a stated price. The seller (may be implied or explicit) then agrees to deliver the item in a reasonable or merchantable (satisfactory) condition to the buyer. The buyer having agreed with the conditions of the purchase agrees to pay the seller his previously stated price upon delivery of the item.... price upon delivery of the item. This is a bilateral contract, wherein each party has taken on an obligation to do something, in return for something. The promise which has been made by each party makes the "verbal" contract (may be formal or informal), binding. If any term or condition in this legally binding contract is breached by either party, the contract can then be voided. 3 As we find in Baldry v. Marshall [1925]; B owned a racing car but his wife refused to ride in it. He approached M, a car dealer, requesting details of Bugatti cars, about which he (B) knew nothing. He asked for a car that would be comfortable and suitable for touring purposes, and the dealer recommended a Bugatti. B agreed to buy a Bugatti; after inspecting the chassis. Once completed, it was obvious that the car was a racing car and not suitable for touring. He returned the car and sued for one thousand pounds that he had already paid under the contract. The court held; that B had relied upon the skill and judgement of M, and that it was in the course of M's business to supply cars. Hence, there had been a breach of the Sale of Goods Act 1979 S 14 (3). When a purchaser relies upon the skill and judgment of a seller and that seller is acting within the course of his business, then the purposes of S 14 (3), goods must be suitable for the purpose made known to the seller if a breach is to be avoided. Even if the goods are of merchantable (satisfactory) quality; other implied terms must be satisfied. S14 (3) precludes the seller from

Ford Explorer Defective Tires Essay Example | Topics and Well Written Essays - 1000 words

Ford Explorer Defective Tires - Essay Example It is imperative to note that it is both a legal and social obligations for companies to engage in such Cooperate Social Responsibility (CSR) activities. Consequently, most organizations focus on similar responsibility actions for example supporting activities that seem to protect the environment. In addition, there are many strategies, which companies employ in order to execute the above CSR phenomenon in a successful manner. For example, a business organization could opt to outsource a company, which in turn assists in the company’s societal responsibility. Alternatively, the company could include a permanent department in its structure. Such a permanent structure could perform all activities, which involve improving the public relations of the company. Evidently, the aim of most activities is to increase the individual company’s profits by improving its diverse public image. Finally, individuals who benefit from activities of corporate responsibility always aspire to engage in business deals with the respective companies hence the importance of CSR. According to Charles, & Hill, Carroll’s model is a detailed development of an early model of CSR by Sethi. Evidently, Carroll’s model gives a highlight of such facets of responsibility as economic, legal ethical and philanthropic orientations. Consequently, the above facets follow a universal pyramid of significance. Most reports indicate that in the past companies displayed bias in choosing the corporate responsibility activities hence the relevance of Carroll’s Model.

Investigation of whether Poverty Causes Crime

Investigation of whether Poverty Causes Crime In the current essay we will discuss the fact that poverty causes crime. Poverty is a characteristic of the economic situation of the individual or social group in which they cannot satisfy a certain range of the minimum requirements needed for life saving ability. Poverty is a relative concept and depends on the overall standard of living in the society. According to experts, not getting decent wages for their work, young people gradually lose the desire to marry and to have children they are full of fear for tomorrow, not sure that tomorrow they will not be fired because of another financial crisis. In addition, low wages and lack of jobs, experts say, are pushing young people to commit crimes in order to get rich quickly. It is, therefore, among criminals, increases the number of adolescents, aged 18 to 25 years. Poverty is a consequence of diverse and interrelated reasons, which combine into the following groups: economic (unemployment, low wages, low productivity, lack of competitiveness of the industry); socio-medical (disability, old age, high levels of morbidity); Demographic (parent families, a large number of dependents in the family); socio-economic (low level of social guarantees); educational qualifications (a low level of education, lack of training); political (military conflict, forced migration); regional-geographic (uneven development of regions). As well, current crisis makes people react and do something, even if it is illegal, they start committing a crime. Poverty causes many crimes, as if a person was not poor and had faith in himself, he would not face the thought that he should search another ways to get money. According to Crime Causes Poverty (2010), being poor, which could be caused by different reasons, makes a person unhappy, incapable to earn enough money, to buy anything he wants or at least something necessary. Poverty determines a certain stereotype in a persons thoughts, and he does not see any constructive solving of the problem, as he wants to choose the easiest way of getting money, even harming other people. According to Borade (2007), poverty has a huge psychological influence on people, who become depressed, desperate and then they decide to commit a crime, as they have not found anything that can legally get them out of such situation. Too many problems that a person faces in the modern society makes him get angrier on the whole situation and forces to look for the new ways of solving his problem. The desperate economical situation in the country and consequently the lack of the work places, especially for young people, creates the thoughts and actions of crime. No guarantees from the government and no proper help to people who are poor leads to the chaos and misunderstanding, where the only way out they find, is to commit a crime. Poverty as a social phenomenon in a historical sense is of lasting value. The extent and depth of immersion of the people in the country reflects two important aspects of society the level of development of productive forces and the corresponding character of their operation principle of social justice. Most often, poverty is treated as financial insecurity of people, when income of a person or family does not allow maintaining socially necessary consumption for life, interfering with normal living and personal development. According to Mac Donald 2010), poverty serves as guidelines for shaping social policy. This phenomenon is assessed by using indicators of absolute and relative poverty, its depth and severity, as well as by the subjective perception of their individual well-being and quality of life. To determine the effect of poverty on crime, there may be also another way: by studying the living conditions of the poor and convicted before they commit crimes. As a consequence of the fact that poverty causes crime, criminally distorted psychology of society, values and personality, as a direct cause of crime are expressed by more than just greed, aggression, irresponsibility and neglect of criminal law prohibitions, as stated by Charen (2007). It has several forms: greed, the cause component of the Organized Crime and Entrepreneurship, parasitism, irresponsibility, situational robbery, when crimes are committed to meet the immediate material needs, poverty is an incentive for the physical survival. At a gain now there is 80% of the totality of the causes of crime at this time. The main source of crime in any society is the aggravation of his social contradictions. It is also defined as meaningful and with the quantifiable features of the formation, which are within the specific time parameters. It is known, that the technologically advanced capitalist countries do not have the same level of crimes. As a fact, crimes begin from the childhood. As a rule, if a child was born in a poor family, there are more chances that he will start committing crimes. All over the world there is propaganda of a luxurious way of life, of successful people, of expensive mansions, cars, of beautiful journeys, etc. When children and adolescents see that and understand that parents will not provide them with all these things, they start looking for the opportunity to get money fast in order to buy at least something. And consequently, they decide to commit a crime. According to Barr (1992), the crimes committed by adolescents are considered the cruelest. The majority of cases of all crimes show that a driving force of the crimes is the money. The values of the society are built the way that those people with the problems in their minds decide to bring closer all these luxurious things. One of the main aspects that can prevent poverty is education. If children are educated properly, then they will perceive the reality as it is and they will try to succeed in legal ways by studying and then getting a job. Sometimes, crimes are the symptom of the culture, and education can cure the cultural poverty, and only then the financial poverty will be cured itself as a consequence. As a fact, not only poor people commit crimes, as there are also rich people who have no boundaries in their actions and also power and they also commit crimes to get more money and power, according to McGrath (2009). Considering the statistics, the total number of the seven index crimes is reported to police per 100,000 inhabitants in the United States. The research states that if to reduce poverty, crime will be reduced, although with the crisis that has begun in 2008, there have been registered less crimes, although there are more poor people because of the crisis. As an example of it, in the first decade of the XXI century crime in the United States has tended to decline. By the end of the decade, crime rates, according to many indicators, have fallen dramatically, despite the economic crisis of 2008-2010. In some cities such as New York, the crime rate has dropped to the record lows. With the onset of recession in the U.S., many media outlets have expressed fears that the crisis (for example, increased unemployment and reduced real incomes of people) will lead to a rapid increase in crime. FBI report shows that these fears have not yet been met. Published in the 2008, the study of the Heritage Foundation has shown that the relationship between economic perturbations and the crime exists, but it is not so clear. Thus, in the United States there is a nation-wide crime statistics since 1934. During all this time only for 16 years the crime rate has declined. The crime rate has steadily increased from 1955 to 1972, although this time the U.S. economy has experienced a rapid period of development, and then a recession occurred only in mid-1960. In turn, during the Great Depression statistics was only for the period from 1934 to 1938 criminals have shown less activity. Federal Bureau of Investigation (FBI) issued a preliminary report on crime rates in the U.S. in 2009. This statistics is based on data provided by about 17 thousand law enforcement agencies of different jurisdictions. The main conclusions of the report, compared to 2008, is that the number of property crimes in the U.S. decreased by 6.1%, violent crimes by 4,4%. According to the report, this year the number of murders in the U.S. fell by 10%, robberies on 6,5%, rape by 3,3%. Among property crimes, the most significantly decreased the number of thefts of cars (by 18.7%), theft (by 5.3%) and burglary (2.5%). The greatest reductions in crime were noted in cities with populations exceeding one million. In addition to FBI statistics, the crime rate measures the U.S. Bureau of Justice Statistics by the Census Bureau (study called National Crime Victimization Survey). Since 1973, there have been annually polled 70-80 thousand of households (family or group of people living together and h aving a total budget), to identify about how many actually committed crimes Americans have not informed the police. The last time similar research was conducted in 2008. It has shown that the victims of the criminals Americans do not always turn to law enforcement agencies: becoming the victims of violent crimes, they shall notify the police in 51.2% of the property in 39.6% of cases. Another important indicator for gauging the level of crime in the U.S. is a traditional study conducted the service Gallup Rating the perception of crime. Every year Gallup asks Americans to estimate whether increased or decreased the number of crimes in their area and across the country. In the recent years, such survey was conducted in September 2009. Then 74% of Americans said that compared with last year the crime rate in the U.S. grew, and 15% reported that the situation has improved. The rise in crime in their area was 51%, decrease 29%. As a fact, 12% of respondents said that the situation with crime in their place of residence was very serious; the crime rate across the United States similarly estimated 55% of respondents. It is curious that in the last decade, both of these indicators remain fairly stable, fluctuating slightly. As a rule, those countries where there is no proper economic regulations, there are more chances that people will react negatively and commit more crimes, as the consequence of unhappy life and no perspective in such countries. Although there is no proof of the direct connection of the fact that poverty is the main motive to commit a crime, as there are many factors present in the minds of people who in different situations can act differently. According to Francis (2008), it is not quite explicable, that the fact that while there is a depression and economical crisis all over the world, people do not commit more crimes, as the statistics shows that people do not intend to commit more crimes. The consequences and the logic of this fact are not fully understandable. In the modern world everything changes so quickly that people get accustomed to the situation, they learn the rules of the game and probably they try to find a better way to earn money and succeed than to commit a crime. T here can be also hope that the more people get more education, the more they get the proper knowledge, the better they understand life and the rules to survive. The more people know, the better they understand the situations, the values, the perspective, the more ideas they have, the more creative they are and the more they feel capable to find a job and to succeed in life. In poor countries such as Brazil and the countries of the former Soviet Union, there are millions of poor people who do not have a way out because of the lack of any perspectives to find a job, as the level of corruption is extremely high. According to Langeneckert (2010), in such countries is especially visible the difference and the gap between the extremely rich and very poor people. There are almost no middle class people who have a job, a house and other benefits. According to Crime (2009), there are almost no chances to combat it, as poor and desperate people in these countries do not see any other opportunity except committing a crime. The obvious injustice and no social guarantees make people feel as losers, who see the luxurious life and who cannot touch it. As a fact, there is a lot of envy because of such a big gap and so much poverty. Each country has its problems and level of poverty, but there is one main point- the lack of money. According to Brill (1993), if people had money at least for the basic needs, there would be no such level of poverty. And as Aristotle said: Poverty is a source of disturbance and crime, which means that little problem becomes a huge problem if there is nothing useful done to prevent it. That is why the right policy of the country will be able to eliminate poverty and along with that there will be no crime in the future. What factors specifically lead to poverty in the countries? This is the high level of unemployment, a significant number of jobs that do not provide a living wage, as well as reducing the number of social service costs. It can be emphasized that poverty reduction should not be a charity event. It must go against strong social inequalities. The only way to do this is to foster a society of equal opportunities. If we deal only with short-term problems in order to achieve short term objectives rather than to focus on strategic issues of economic and social development, we may miss the last chance to make the country the basis for a viable, long-term development based on economic and social modernization. So, the agenda should include the following vital issues: Reducing inequality and providing our citizens with the opportunity to realize their constitutional rights; Restoration of a common economic space; Infrastructure development through the joint efforts of government and the private sector (roads, railways, ports, airports, bridges, power lines, electricity, etc.); The solution of demographic problems of the countries; The rise of living standards (including environmental problems); Eliminating unevenness in the level of regional development; Harmonization of interethnic relations in the country and the creation of normal living conditions for the communities; National security and territorial integrity; The safety of citizens; As a fact, it is easier to prevent poverty than to deal with its consequences. The fact that people commit crimes when they are poor does not justify them. But the government has to take measures to prevent the poverty, there should be created more opportunities for people to work, as keeping people busy can prevent crimes and even the thoughts of it. Proper economical policy, positive changes in the social sphere, economical issues and employment can guarantee the higher level of education and understanding the principles, which will help to avoid the crime in the future. There should be also organized the certain campaigns aimed at the reduction of poverty, as it in some cases causes crime. Anyway, if the importance of money was not so crucial these days, probably, the majority of people would not commit crimes. As it is very difficult to be different from everyone in the society that values the materialistic ideas, the goods and products, it becomes a real challenge not to have goals to buy the things or to own something. It happens because the society judges those who are different, who have different vision, goals, principles and ideas. That is why people are almost forced to do everything the right way to be as everyone else is, to work and to succeed. And if there are no possibilities for that in the country, people start looking for other wrong ways to reach it anyway. They start looking for the easiest, quickest and lowest ways to reach their goal, and that is why robberies, different violent crimes and thefts occur. Some people, after committing them, feel innocent, as they think that if the government did not give certain things and possibilities to them, then they have the right to take things or money from the richer people. Deceiving themselves, people live in their own world that is so narrow, that allows them to commit a crime and to presume that no one will ever know. As a fact, it is sad that a reality is that money takes a very important place in peoples lives. Everything people do to earn money sometimes in not enough, that is why arise different problems which lead to the thoughts to commit a crime as that last opportunity. Everyone wants to live worthily and this desire determines unexpected behavior. Often people want to prove something to their friends, family, loved ones, but they do not manage to achieve it in a legal way, choosing instead the lowest possible way to commit a crime, thinking that from that moment on everything would change for the better. It is obvious that money rules the world, which is why almost every crime is based on the desire to get more money at any cost. Those who commit crime do not usually think about consequences and they pay for everything they have done later. Sometimes people just lack the patience and they want to have everything too soon without any considerable long time efforts. Consequently, this practice does not work and people are forced to pay for everything they have done. According to McIlheran (2010), psychological help and support in difficult situations can help and benefit people to overcome difficulties, challenging times and other problems. Being open to discussions, to new ideas, to new opportunities and options, people can stop thinking about committing a crime because they are poor. The capacity to believe in yourself, in the future possibilities and in the brighter future lacks in the minds of the people. It is surprising that people commit crimes, as it is obvious that sooner or l ater they will pay for what they have done and it is important to take control of the life. According to Short (1997), the mistake is that people sometimes consider themselves cleverer than the others are, and think they are capable of changing their life easily by harming someone else. This method, fortunately, does not work. Being realistic and optimistic at the same time can save situation and turn life to the better. All in all, only the right policies of the countries can solve this problem and make people understand and see other right ways to earn money and to get out of poverty. People are instruments in the hands of the government and they play by its rules. If there will be more opportunities and proper social conditions for people to live and work, the crimes that are caused by poverty will not take place anymore. A lot depends on the country that people live in, and on the fact how they see their future, which possibilities and advantages they can find and want to implement in their lives. Anyway, everything depends on a choice a person makes, wherever he lives and whatever he has.