The case of Bernie Madoff remains

The case of Bernie Madoff remains to be a controversial aspect due to his ability to commit fraudulent acts against individuals and companies whether they may belong to the upper or middle class. Due to this, the repercussions of is actions remain to be a debate due to its timeliness with the ongoing American fiscal crisis. That is why careful considerations must be made in order to actively understand the parameters of this case and align its application with normative ethics.Looking at this particular case, it can be seen that Madoff conducted what usual economists calls a Ponzi scheme. This system creates various business practices that aim to provide fraudulent information among a client base to generate significant income and profit (Moore, 2009). This setup forwarded increased profits on Madoff as he continued to lobby for this act in different sectors. Such actions then resulted to huge losses as profits promised for clients were unequal to the actual amount (Lezner, 2008).Thi s situation also resulted in the furthering negativity for hedge funds as the economy and the stock market continued to decline and drop. â€Å"The arrest of the 70-year-old Madoff, widely considered to have the magic touch as an investor, is another serious black eye for the hedge fund industry and all non-transparent investment vehicles† (Lezner, 2008, p. 1). Such ideas furthered rethinking how might have Madoff gained the ability to continue this practice for several years.Analyzing this case on the perspective in the realm of ethics, it may be a good portion to argue about Madoff’s ability to act and commit actions that is considered good or bad. In here the standards and ideals provided by society and the business perspective comes into picture as the question of whether Madoff should have been awaiting trial at home or in jail. In arguing for this scenario, it is essential to denote what normative ethics can provide and shed sufficient justification for the actio ns committed by Madoff.In understanding the elements of normative ethics, it tries to seek and provide theories of how individuals should live (Moral Philosophy, 2005). This branch tries to explain the parameters of individual actions with the use of several approaches that denote different factors affecting human lives. By fostering on this element, a careful yet comprehensive approach can be deciphered if whether or not Madoff should be awaiting trial and verdict in home or jail.Operating on the virtue ethics category, it is essential to look into the parameters of the case such as the plaintiff, how the action was conveyed, and its relevant consequences (Moral Philosophy, 2005). Applying this on Madoff’s case, it can be argued that his actions neither constitutes morally accepted traits nor seek to provide away that can help improve people’s lives. Since this facet revolves around the application of virtues and character, the action portrayed by Madoff does not coin cide with the positive traits an individual should posses.Due to this it makes it difficult and hard to establish a relationship towards good. Applying this to the question of where he should be situated during trial, virtue ethics would argue that the most appropriate choice would be waiting verdict in jail. This is because it can help compensate and correspond to the negative values committed by Mardoff to his victims. Though this approach also considers undesirable consequences, it is still a manifestation of character that needs to be compensated accordingly (Moral Philosophy, 2005).Likewise, this is chosen because under the other condition, it can provide several freedoms that Mardoff can enjoy and acquire. By having serving time in jail during the trial, it will actively address the similar actions conveyed by Mardoff. On the other hand, operating under deontological framework, it does not consider the consequences of the act given but rather focuses in the ability of whether an action is good or bad (Moral Philosophy, 2005). Operating on this approach, deontologists would argue that the actions committed by Mardoff are not congruent with what is appropriate of an individual.This element then necessitates the idea that it should promote something that is significant and essential towards what is prescribed by rules and standards of any group, organization and society. Thus, the element of whether or not Mardoff should be in jail or under house arrest is not significant. What is significant for deontologists is establishing that the actions committed by Mardoff are right or wrong in their own essence. Lastly, the condition provided by the consequentialist theory points out the significance of the results created by an action committed by the individual (Moral Philosophy, 2005).Under this idea, consequentialism in normative ethics is concerned about the positive or negative outcomes of a particular action and how it impacts the creation of another event or situation related to such. It is through this framework that individuals and groups can create the necessary explanation of how it can create actions constituting good or bad. Applying this to the case of Mardoff, consequentialist would argue that the action appropriate for this case is that Mardoff be situated in the jail and await his sentence.This action is significant due to his ability to create consequences that affected many peoples and company’s lives. His actions also contributed to the downfall of many industries as his assurances of high profitability and stability went down the drain. Seeing this, it is only justifiable that Mardoff serve in jail due to the large consequences of his actions committed. On the other hand, operating on the other category, allowing Mardoff to stay at home under house arrest will only generate minimal outcomes compared to his actions committed to many.This initiative would only necessitate several freedoms that may not be available wh ile in jail. Due to this, this action may not be a feasible option from the point of view of consequentialist. To conclude, applying normative ethics in the case of Bernie Mardoff revolves around the action of understanding how his actions constituted good or bad. Under the three different approaches, it can help provide clear insights and understanding of how the concept can be properly addressed and administered accordingly.Due to this, it can facilitate a functional framework of interpreting the case of Mardoff in an effective and efficient manner. References Lezner, R. (2008) Bernie Madoff’s $50 Billion Ponzi Scheme. Retrieved July 13, 2009 from, http://www. forbes. com/2008/12/12/madoff-ponzi-hedge-pf-ii-in_rl_1212croesus_inl. html Moore, M. (2009) Bernie Madoff. Retrieved July 13, 2009 from http://www. time. com/time/specials/packages/article/0,28804,1894410_1893837_1894189,00. html Moral Philosophy (2005) Normative Ethics. Retrieved July 13, 2009 from http://www. moral philosophy. info/normativeethics. html

Physical Fitness Essay

Physical fitness requires a multitude of bodily operations. The first is a combination of the muscular system and the skeletal system. These two can be combined and are known as the musculoskeletal system. The circulatory system is that which governs the heart, blood, and blood vessels. The respiratory system is that which governs the lungs and their functions. The circulatory and respiratory systems work together to supply the body with necessary oxygen, because the cells in one’s body need oxygen to function properly. The combination of the circulatory system, the respiratory system, and the musculoskeletal system come together to make up the necessary physical fitness functions. When all these systems are operating at optimal capacity, physical fitness is most successful. Physical fitness at its most basic level is known as physical activity, which is simply the contraction of muscles. At the next level, increased physical activity that is targeted at the improvement of one’s physical condition is known as exercise. Exercise is the specific type of physical activity that increases athletic performance. Identifying Your Culture: The United States is a bouillabaisse of humanity and culture. Being a product of the United States, I would say that I culturally identify with a melting pot of different cultures. For instance, my mother’s parents are both German-American, so I know for sure that I am half German-American. I also know that my grandmother on my father’s side is Irish-American, so I know for sure that I am one quarter Irish-American. But my grandfather on my father’s side was adopted, so I will never know for sure that quarter of my ethnicity. Due to modern technology, though, we believe he may be of Irish descent, which would make me one quarter Irish American. All that being said, though, I do not identify with any of these cultures. It may seem plain and simple, but I recognize most with the â€Å"main-stream American† culture. I grew up attending church every Sunday. I grew up eating hot dogs, hamburgers, pizza, pancakes, and waffles. Time was spent on the weekends attending barbeque parties with friends and families while watching sports on the television like football, baseball, basketball, and hockey. The culture I grew up in was one of American sports. Describing How the Culture in which You Identify Influences Your Feelings, Attitudes and Behaviors Related to the Health: First, it must be understood that, growing up in American society, it was always important to be physically fit and have a nice â€Å"beach body.† But, as was said before, I grew up eating food that was not always the healthiest for me. A way to keep myself in good shape even though I wasn’t eating good foods was to continually exercise. Knowing that it is easy for any American to go down a road of unhealthiness, I work my hardest to stay as athletically fit as I possibly can. Also, my culture affected my physical fitness life in that, growing up, I was always playing sports. When I was eight years old I started playing football, and I continued to play football for the next ten years. Throughout high school, football allowed me to stay extremely physically active and forced me to always be athletically fit. I played football so much, I even learned to enjoy physical activity, especially those physical activities that were directly integrated with sports. Do You Think Your Children Will View Same Way You Do?: I certainly hope that my children will have the same views about physical fitness as I do. In a nation that is ever growing more unhealthy, it will be crucial for me to teach my future children about the importance of exercise. It is very apparent that the United States does not show signs getting healthier soon. I know that ten years from now Americans will be getting more and more out of shape. My children will not be a part of the ever growing obesity phenomenon. Also, sports are a very major influence in my life, so I would imagine that my kids will be involved in sports as well. Hopefully they will be able to learn about the necessity of physical fitness through sports. In today’s society, sports also open many other doors and avenues for people later in life. I only want my future kids to have the most opportunity possible. How Have You Been Influenced by These Cultural Messages?: In the long run, physical fitness and sports have played major roles in my life. It gave me a purpose for a time and allowed me to mature as a young man. Also, being athletic at such a young age allowed me set a pattern of physical fitness that has lasted now for years. Working out allows me to clear my mind of stress, increase my bodily health, and helps me get much rest at night when I sleep. I can focus more at school in class, I work harder at work, and I am socially more competent when I am working out. Yet it is tough for a student to find time to go to the gym, especially a student with two jobs. I guess it is lucky that one of those two jobs happens to be coaching high school football. As a football coach, I have unlimited access to the high school’s athletic facilities, of which I have been taking advantage of recently. Cardiorespiratory fitness, muscular strength, and muscular endurance are all important to me. On top of having access to great equipment, though, and probably more importantly, I have the ability to teach young people about exercise through sport and the importance of it. I am often teaching about the sports related aspects of fitness, which are speed, power, coordination, agility, balance, and reaction time. Probably the most rewarding influence physical fitness has had on my life has been the ability to affect the lives of the young men that I coach. This is how physical fitness has affected my life.

Big Fish

The Big Fish is based on a genre, Southern Gothic, where freak nature comes in a role in story telling. The Big Fish have three most common elements in Southern Gothic. Those elements are imprisonment, freakiness, and supernatural. The father would tell a story to his son about his life. However, his son thinks his father is full of lies. It brings the conflict between reality and fiction. In Southern Gothic, it doesn't matter because it combined reality and fiction into one story. Although, it is hard to see the reality behind it because in the movie, the father make up a lot of stuff even though it is almost true. Imprisonment is found in The Big Fish, because the father is imprisoned in his room and in the hospital. Also, the villiage kept all of its people until Ed left the villiage. Those people could've been there for years because they love their home so much. The giant was in his cave because he was shunned and feared by the people until Ed befriended the giant. Imprisonment is found in Southern Gothic, and is in found in the story as well. Supernatural is everywhere in The Big Fish, because there was a woman who turned into a fish during the movie. The twins were conjurned but at the end they were serparated. Also, the giant was a huge person who was isolated for a long time. The circus was filled with strange people. Even the headmaster is a wolf at night, and The Eye shows a person's future death. Also, the way the son was born was very There was a lot of supernatural involved with the movie. Freakiness is all around in the movie, because the villiagepeople had no shoes nor socks on. They walked around barefoot. Even the father was telling a story with his wild imaginations. He even made his death the way he saw in The Eye. He accepted his death from the beginning he saw his death. The father never once freaked out but rather looking foward to the day he dies. Everyone was there at his funeral. By everyone he knows in his life showed up for his funeral.

Multiple Voices Essay Example | Topics and Well Written Essays - 1000 words

Multiple Voices - Essay Example Lee: Language has changed drastically in the past ten years since the usage of internet has increased among students. I have made use of a case study of a teacher Jacqueline for the readers of my written pieces in order to make them understand the manner in which writing English language has changed. Students have started using shortcuts of words that they using while instant messaging of texting. Some of the common words that Jacqueline has marked during the correction session are U, 4u, abt etc. I have come across a difference in approach towards writing language. I have both Asians as well as natives in my classroom and they all seem to make mistakes i.e. using instant messaging and texting English language. I have even given an ultimatum to my students that if they will not stop using inappropriate English language then I will have to deduct their marks. I want my students to learn English in the best possible and academic manner because language is a way through which one may ju dge others (Ober). Tan: I would not agree more. Language has changed to a great extent. I must say that language is a very powerful tool within a society. It is no more an astonishing fact that language has rather become an element in relationships. I would present my mother’s experience here being an immigrant. Since we are not native English or Americans, my mother had trouble in speaking English. However, with the passage of time, she learnt her way to speak English language fluently. My mother made use of different television channels to learn English language as well as magazines. One fact that I noted all this time was that people judge others on the basis of manner in which others speak English language. My written pieces â€Å"Mother Tongue† is an evident example of the experiences that I and my mother had been through. People do not consider immigrants to be able to speak English really well despite the fact that they learn their way to speak English fluently. I would

Is it safe to keep wild animals as pets Essay Example | Topics and Well Written Essays - 3000 words

Is it safe to keep wild animals as pets - Essay Example Definition of pets, broad and can include wild animals (Steiger, 2006). Difference between wild animals and domestic pets: wild animals not suitable for human companionship, domestic animals are (Caesar, 2009). Statistics of injuries and mauling and the spread of disease by wild animals indicate that keeping wild animals as pets is intrinsically dangerous (Animal Legal & Historical Center, 2004; Define pets and wild animals. Wild animals cannot be domesticated and turned in to human companions, pets can be domesticated and converted to human companions (Caesar, 2009). Capture stats from Captive Wild Animal Protection Coalition and Euro Group for Animals. Extreme utilitarianism argue that it is ethical to keep wild animals as pets: animals are inferior to human beings, we already exploit them for food and for education. Moreover, keeping wild animals as pets improves the quality of their lives (Kreger & Hutchins, 2010). Rudy (2011) makes a compelling case for keeping wild animals as pets: the exploitation of the wild, animals are better off learning to live with human beings. Some wild animals have demonstrated adaptability (Rudy 2011). Perkins (2003) argues that keeping wild animals as pets can be a good thing: looks at the definition of pets and how keeping wild animals as pets can turn them into traditional concepts of pets as human companions. Mankind has a history of wanting to own and cultivate wild animals and this may be a trait inherited from our ancestors who were hunters (Bell, 2001). History informs that mankind has a tendency to rescue and rehabilitate wild animals. Amid much debate and controversy over the ethics and dangers of keeping wild animals as pets, people are known to keep wild animals in their homes as pets (Bell, 2001). The debate over the dangers and ethics of keeping wild animals as pets is represented by two philosophical perspectives. On the one hand, abolitionists take the position that cite

Film analysis assignment Essay Example | Topics and Well Written Essays - 1250 words

Film analysis assignment - Essay Example People have their own opinions and standpoints, they see things differently. It is difficult to say, who is right or wrong, because men and women are very different in many ways. In these scenes Harry and Sally try to change each other. One of the sidetracks, Let’s call the whole thing off, goes â€Å"You like potato I like potahto you like tomato I like tomahto.† This song supports Harry and Sally’s meaningless argument. After they spend much time together, Harry and Sally understand each other better. In the batting cage scene, Harry says â€Å"It’s just different. It’s a whole different perspective. I get a woman’s point of view on things.† The movie viewers can feel that Harry was changed. In the final scene, Harry says that he loves all Sally’s weird behaviors. Both of them try to change each other, but then they listen and understand, thus a friendship becomes true love. The topics of the plot of the movie are constructed chronologically. The first topic begins when Harry and Sally just graduated from the University of Chicago and they share a car to go to New York to find a new live. As soon as they arrive at Washington square, they say goodbye by handshaking not knowing even where each goes. The second topic begins when they meet in the airport five years later. Sally tells Harry that she and Joe are in love, and Harry tells Sally that he is getting married. The third topic begins when they met by chance at a book store five years later. They are going through difficult times because Sally broke up with Joe and Harry divorced. Harry and Sally become friends. Since they live in the same city, they spend much time together. As a result they understand each other better. Dialog is the main tool to lead the story, however there is narrative scene that Harry is alone on the New Years Eve, while Sally is in a party having a terrible time with a man. Har ry walks down the street at night trying to convince himself that

How the environment plays a role in learning Research Paper

How the environment plays a role in learning - Research Paper Example (Dr. Maria Montessori) INTRODUCTION The Merriam-Webster dictionary defines learning as â€Å"the act or experience of one that learns†, â€Å"Knowledge or skill acquired by study† or modification of a behavioral tendency by experience (as exposure to conditioning). The two ideas central to the process of learning are one that knowledge is inborn and two, that it is acquired through experience. Though the relative contribution of these two factors still remains debatable, there is no doubt to the fact that an individual’s environment does influence the learning process (Ireson, 2008). For a child the major environmental factors in order of appearance in his life are parents or family, media, peer group, and classroom or school. The author intends to discuss the influence of each of these factors on the learning process in this paper. EFFECT OF ENVIRONMNET ON LEARNING The major factor determining the influence of environment on learning is related to observational and imitative learning which emerges in the early stages of child development. Beyond imitation, children are also seen to assess the implication of behavior and more likely to imitate behaviors which are rewarded. Thus factors such as thinking and reason come in to force in determining the path of learning process. However, environment remarkably influences these aspects of learning as well. Home environment: Parents & Family It is well recognized that home background effects learning process by exercising a multidimensional influence on the child. The four major variables that render the home environment educative, non educative or anti-educative are socioeconomic variables, family configuration (structural and educational aspects) as well as achievement levels, parental characteristics and home process variables (www.adi.org). The importance of home environment is underlined by the fact that the initial period of child development with exclusive and later predominant influence of home is the most rapid phase of development. Interventions at this stage are likely to have more impact on learning process compared to similar interventions at later stages. Even at later stages home remains a determining factor with continuous influence on social, nutritional, and emotional aspects of the child, thus affecting the learning process. Media Media in form of television, internet is knocking at the doors of childhood long before the child is introduced to any of his real friends. The animation characters and the advertisement jingles lure and influence them more than any of the peer group. The influence in some aspects is immediate and obvious such as vocabulary building and introduction to violence. Certain aspects may be gradual such as learning the technology and making children inquisitive as well as better informed. The creative use of media for imparting education, offering audio visual aids facilitating the learning process is being explored and exploited for m ainstream as well as special needs children. The optimal use of these aids is repeatedly stressed in researches. Caution needs to be exercised in the excessive use of media since it might lead to distractions and thus decelerate the learning process. Researchers such as Richard Clarke have argued against the effect of media on learning, declaring it as mere means of communication, thus considering the content as influencing the learning p

Why was India so important to Britain between c. 1858 and 1914 Essay

Why was India so important to Britain between c. 1858 and 1914 - Essay Example But in course of time the merchants became the master of the land2. Like Dutch, the Danish started a Danish East India Company in 1616 and established factories at Tranquebar in 1620 and Serampore in 1676. But they sold of their factories to the British in 1845 for Rs. 12, 50,000. The Ostend Company was similarly started by Flemish merchants in 1723. Its chief settlement in India was at Bankibazar, three miles north of Barrackpur. A Swedish East India Company was chartered in 1731. All these projects, after sometime, could not stand the test of time3. The victory of the English over the Spanish Armada and the report of the immense wealth of India spread by the English travellers like Ralph Fitch and Mildenball aroused in the minds of Englishmen a strong desire to trade with the East. With this end in a view body of English merchants applied to Queen Elizabeth for a charter granting them the right of trading in the East. In 1600, Queen Elizabeth granted them under the title, ‘The Governor And Company of Merchants of London trading into the East Indies’ - a monopoly of trade in the East for a term of 15 years. This company is generally known as East India Company. India was the bone of contention between England and France but as a result of three Carnatic Wars fought from 1746 to 1761, the East India Company had established her superiority in India. As a result of her success in the wars amongst European Powers in the 18th Century, England emerged as the mistress of the seas4. There is no doubt that the permanent settlement made the British government highly popular and gave stability to its administration. The causes those were responsible for the success of the English Company. Firstly it was a private enterprise. This created a spirit of self-reliance among the people. They knew that if they worked hard, they would be able to get profits and if they slacked, they were to be ruined. The result was English company

Was the system of alliances between European powers the main cause of Essay

Was the system of alliances between European powers the main cause of the first world war - Essay Example Britain and France had recently established treaties that provided for a more efficient use of each country’s navies. Other treaties between England and Belgium securing protection for the latter and France and Russia working toward more harmonious relations had also been established by 1911.2 To gain a true understanding of what caused the Great War, as it was known by its contemporaries, it is necessary to understand some of these alliances particularly in light of the events occurring from 1911 forward which finally brought the world to war. Much of the conflict leading to the Great War can be traced back to Morocco. A stalemate conflict between Germany and France regarding free trade in Morocco in 1905 significantly contributed to the escalation of tension throughout the Eurasian countries as Germany began to threaten violence and the other nations began to recognize signs of serious aggression.3 Armed conflict was avoided when Germany was forced, by the bulking of other nations, to abandon imperialistic intentions and leave Morocco untouched. However, in 1911, an internal issue in Morocco sent that government appealing to France for help. The appeal to France, whom Germany had already fought with earlier, resulted in another, more serious, stand-off. Germany felt that France, by sending an army to Morocco, had violated earlier agreements. Germany’s aggressive military response to France’s presence in Morocco publicly embarrassed France’s more diplomatic government, quickly causing it to be replace d with a more hostile and aggressive government.4 The standoff was settled by allowing France to maintain a protectorate over Morocco in exchange for providing German colonies with land access to the Congo in Africa, thereby providing them with greater trade opportunities. Stirred by the events in Morocco, small wars began to break out between those nations in and around the

Sample Annotated Bibliography Essay Example for Free

Sample Annotated Bibliography Essay 1. Trossman, Susan RN (2006). Rx for Medical Marijuana? : Promoting research on and acceptance of this treatment option for patient. [Miscellaneous Article] Vol. 106 Issue 4 Page 77. AJN American Journal of Nursing. Susan promotes and publicize advances in clinical research. Her opinion and thoughts does not conflict medical science not to put her practice away but to be the face of the campaign in process improvement for legalizing marijuana use. 2. Twombly, Renee (2006). Despite Research, FDA says Marijuana has no benefit. Article Vol 98 Issue 13 Page. 888 JNCI: Journal of the National Cancer Institute Twombly compilation of article basically explaining that certain medical authorities such FDA (Food and Drug Administrations) has not made justification that medical marijuana can fully benefited anyone that will utilize this drugs for treatment. 3. Nadelmann, Ethan (1989). Drug Prohibition in the United States: Cost, Consequences, and Alternatives. New Series, Vol. 245 No.4921 Page 939-947. Nadelmann cited serious consideration as both analytical model and a policy option for addressing the â€Å"drug problem†. Drug legalization protocol that are extremely applied can lessen the risks of legalization, drastically decrease the costs of current policies, and directly address the issues of substance abuse. 4. Herried, C., DeRei, K. (2007) intimate Debate Technique: Medicinal Use of Marijuana. Journal of College Science Teaching, 36. (4), 10-13. The authors of this paper present an outline of the debate process and how students can effectively present their sides of a controversial subject. Personal accounts in favor of legalizing marijuana for medicinal purposes are given, as well as data as to why it should not be legalized. This reference will benefit the paper because it provides real accounts from people and not just statistics. 5. Marwick, C. (1994) Change of Heart Prehaps, but Not of Legislation. The Journal of the American Medical Association, 27. (21), p 1635. The author of this article details an account made in 1993 at The National Press Club by The Surgeon General of the United States Joycelyn Elders, MD, about how â€Å"legalization of illicit drugs could lead to a significant decrease of crime†. This comment caused a stir in the political world, mainly on the con side, and shows that that this issue is not new and the government remains staunchly against fully legalizing any drug, including marijuana. This article will benefit the paper in that it provides a political account from the Surgeon General who is looked upon as someone that by all accounts should be against the legalizing of illicit drugs.

Role of Nitric Oxide in the Effect of Nebivolol

Role of Nitric Oxide in the Effect of Nebivolol ORIGINAL RTICLE ROLE OF NITRIC OXIDE IN THE EFFECT OF NEBIVOLOL ON ISOLATED TRACHEAL MUSCLE OF GUINEA PIG Asma Shaukat, Naila Abrar*, Ayesha Naureen**, Muhammad Nawaz*** Background: The use of beta blockers is limited by their ability to produce bronchospasm in asthmatics. Third generation ÃŽ ²-blockers like Nebivolol may show better tolerability because they may augment the release of nitric oxide (NO) from endothelial cells. However the involvement of NO in the respiratory effect of Nebivolol remains controversial. The present study, carried out on isolated tracheal muscle strips of guinea pigs, was designed to explore this controversy. Method: Varying concentration of histamine ranging from 10‑7 M to 10‑3 M were used to plot a concentration response curve on the isolated tracheal muscle strips of guinea pig and was used as a control. The same concentration response curve was plotted in presence of a fixed concentration of Nebivolol 106 M and then again in presence of a fixed concentration of L-Nitro Arginine Methyl Ester (L-NAME) 104 M and Nebivolol 106 M together in a series of experiments using six sets of isolated tracheal muscle strips in each case. Results: Nebivolol did not produce any significant shift in the concentration response curve while in the presence of L-NAME, Nebivolol shifted the histamine concentration response curve upwards and to the left. Conclusion: Nebivolol does not augment the histamine induced contraction of respiratory smooth muscle of guinea pig but in the presence of Nitric Oxide inhibitor L-NAME a significant augmentation of the same curve occurs, indicating a role of NO in the sparing of respiratory smooth muscle by Nebivolol. Keywords: Nebivolol, L-NAME, Concentration response curve, Tracheal muscle INTRODUCTION Pulmonary diseases with bronchial hyperactivity can be worsened or even precipitated by ÃŽ ²2 adrenoceptor blockage more commonly seen with non-selective ÃŽ ²-blockers.1 Nebivolol is a third generation à ¯Ã‚ Ã‚ ¢-blocker which may have advantage over classical à ¯Ã‚ Ã‚ ¢-lockers due to its sparing effect on tracheal muscle attributed to its ability to augment the release of NO from endothelial cells.2,3 The potent effects of NO on vascular smooth muscle and its presence in major conducting airways raises the possibility that it could contribute to the regulation of airway smooth muscle tone.4 However, the involvement of NO in the sparing effect of nebivolol on respiratory muscle is still controversial. Dal Negro et al, and Clini et al have reported in their in vivo study that single daily dose of nebivolol does not affect the production of exhaled NO in patients with mild to moderate asthma.5,6 Still there are some studies which report that increase in NO release by nebivolol may contribute to its respiratory effects.1,7 All the aforementioned review of literature therefore reveals the fact that there is no consensus on the role of NO in the respiratory effects of nebivolol and needs further elucidation. The present study was therefore aimed to explore the role of nitric oxide in modulating the effect of nebivolol on tracheal muscle of guinea pig. MATERIAL AND METHODS The present study has been conducted on the isolated tracheal smooth muscle of 24 guinea pigs (male and female) of Dunkin Hartley variety weighing 500 to 600 grams. Ethics Committee approval of the protocol was obtained. The animals were housed at animal house of Army Medical College, Rawalpindi at room temperature, and were given tap water ad libitum and were fed with a standard diet. Krebs Henseleit solution was used as the nutrient solution the composition of which per 1000 ml is: NaCl 118.2 mM, KCl 4.7 mM, MgSO4.7H2O 1.2 mM, CaCl2 2.5 mM, KH2PO4 1.3 mM, NaHCO3 25.0 mM, Dextrose 11.7 mM. Solutions of all drugs were prepared in the distilled water except for nebivolol the solution of which was prepared in Dimethyl sulphoxide since nebivolol is highly lipophilic and insoluble in water.8 The trachea was obtained from guinea pigs and preserved in Kreb’s solution. Rings, 2–3 mm wide were formed from it and cut into strips by a longitudinal cut on the ventral side opposite to the smooth muscle. The strip was then suspended in a tissue bath of 50 ml capacity, containing Kreb’s solution at 37  ºC and was aerated with oxygen continuously. Its one end was attached to the oxygen tube while the other end was connected to an isometric force displacement transducer. The tissue was equilibrated for 45 minutes against an imposed tension of two grams. A tension of one gram was applied to the tracheal strip continuously throughout the experiments.9 The trachealis muscle activity was recorded through the transducer on 4-channel oscillograph by adding different concentrations of histamine, i.e., 10-7 to 103 M with an interval of 10 minutes between each concentration. Six experiments were performed and the mean response for each concentration was worked out. A c oncentration response curve was obtained by plotting the percent contraction against the logarithm of concentrations. In the second group tracheal muscle strips were pretreated with fixed dose of nebivolol (106 M) for 15 minutes while in third group trachea was pretreated with L-NAME (104 M) for 15 minutes and then the same procedure was followed for different concentrations of histamine.10 In the fourth group the tracheal muscle was first pretreated with fixed concentration of L-NAME for 15 minutes followed by nebivolol again for 15 minutes. Then the same procedure was followed. The results have been expressed as Mean ±SEM using Microsoft Excel. The differences between the observations were considered significant if the p-value was less than 0.05 by using Student’s t-test. RESULTS Group-1 was taken as the control group and percent response with 103 M in group-1 was taken as 100% and responses with other concentrations were compared with it (Table-1). Table-1: Comparison of Group 1 with Group 2 Table-2: Comparison of Group 1 with Group 3 Table-3: Comparison of Group 2 with Group 4 DISCUSSION From the above findings, it is inferred that nebivolol has no significant effect on histamine-induced contractions of tracheal smooth muscle. These findings support the results of in vivo study whereby nebivolol, both acutely or chronically administered, did not affect airway responsiveness to inhaled histamine in rabbits.7 Similar findings have been reported in other in vivo studies. In a study conducted by De Clerck et al., (1989) it was reported that nebivolol decreased heart rate without significantly increasing pulmonary reactivity to histamine. 11 In this study some aspects concerned with the mechanisms that may be responsible for the lack of bronchoconstrictor effect of nebivolol on tracheal smooth muscle were explored. There may be many possible mechanisms which can explain the sparing effect of nebivolol. It is the most selective à ¯Ã‚ Ã‚ ¢1-adrenoceptor antagonist currently available for clinical use; its à ¯Ã‚ Ã‚ ¢1 selectivity is 3.5 times more than bisoprolol which was previously considered as the most cardioselective à ¯Ã‚ Ã‚ ¢ blocker. Beta 1 receptor selectivity is an important determinant of less incidence of bronchoconstriction and other adverse effects seen with cardioselective à ¯Ã‚ Ã‚ ¢ blockers.3 However several in vivo and in vitro studies have shown that cardioselective blockers such as atenolol and metoprolol do increase airway hyperresponsiveness, though to a lesser extent. De Clerck et al, (1989) compared the bronchoconstrictor effects of atenolol, nebivolol and propranolol in guinea pigs and they reported that bronchoconstriction was greatest with propranolol followed by atenolol while nebivolol had sparing effect.11 So the different effect of nebivolol can not be fully explained by its à ¯Ã‚ Ã‚ ¢1 selectivity.7 Another possible mechanism is that the effect of nebivolol may be because of partial agonist activity at à ¯Ã‚ Ã‚ ¢2 receptors but several studies have shown that nebivolol lacks partial agonist activity at à ¯Ã‚ Ã‚ ¢2 receptors.12 Therefore, this mechanism does not seem to be plausible. Nebivolol has been reported to modulate the endogenous production of NO.1 Nitric oxide is an important endogenous bronchodilator and is generated by a family of NO synthase isoforms in the airways.13 Considering the potential role of endogenous NO in the control of airways, its role was evaluated in the effects of nebivolol. For that purpose, L-NAME which is a competitive inhibitor of nitric oxide synthase was used. In one group effect of histamine was studied on tracheal muscle strips pretreated with fixed concentrations of L-NAME (10-4M) and its curve was compared with curve of control group. The difference was statistically insignificant indicating the absence of any effect of L-NAME on histamine induced contraction of tracheal muscle. In another group, the isolated tracheal muscle of guinea pig was pretreated with fixed concentrations of L-NAME (10-4M) and nebivolol (10-6M) respectively and then the effects of histamine were studied on this tissue model. At all the concentrations of histamine contraction of tracheal muscle was augmented and the p-value was 14,15 Nitric oxide that is released may interfere with the cholinergic neurotransmission either by functional antagonism on airway smooth muscle or via pre-junctional inhibition of release of acetylcholine from cholinergic nerve terminals. These findings suggest that NO indeed has some role in the sparing effect of nebivolol on the airways. This may be due to the reason that nebivolol induced-bronchoconstriction is counter balanced by the release of NO by nebivolol which causes bronchodilation resulting in the overall sparing effect of nebivolol on the airway smooth muscle. The NO-mediated inhibition of the acetylcholine-dependent bronchoconstriction may thus contribute to explain the differences between nebivolol and other à ¯Ã‚ Ã‚ ¢-blockers on the airway responsiveness. CONCLUSION NO may be responsible for sparing effect of nebivolol on airway smooth muscle. This may be due to the reason that nebivolol like classical beta blockers induces bronchospasm which is counter balanced by the relaxant effect of nitric oxide released by nebivolol thus lacking the net effect on airway smooth muscle. REFERENCES Dal Negro R. Pulmonary effects of nebivolol. Ther Adv Cardiovas Dis 2009;3:329–34. Scheen AJ. Pharma-clinics medication of the month, nebivolol Rev Med Liege 2001;56:788–91. Bundkirchen A, Brixius K, Bà ¶lck B, Nguyen Q, Schwinger RH. Beta 1-adrenoceptor selectivity of nebivolol and bisoprolol. A comparison of [3H]CGP 12.177 and [125I]iodocyanopindolol binding studies. Eur J Pharmacol 2003;460:19–26. Matera MG. Nitric oxide and airways. Pulm Pharmacol Ther 1998;11:341–8. 5. Dal Negro RW, Tognella S, Pomari C. Once daily nebivolol does not reduce airway patency in patients with COPD and arterial hypertension. Clin Drug Invest 2002;22:361–67. 6. Clini E, Bianchi L, Pagani M, Ambrosino N.. Endogenous nitric oxide in patients with stable COAD: Correlates with severity of disease. Thorax 1998;53:881–3. Agostino BD, Gallelli L, Falciani M, Fici F, Mangrella M. Nebivolol and airway responsiveness in the rabbit. Life Sci 2001;68:2159–68. Quang TT, Rozec B, Audigane L, Gauthier C. Investigation of the different adrenoceptor targets of nebivolol enantiomers in rat thoracic aorta. Br J Pharmacol 2009;156:601–8. Gillani AH, Khan, AU, Rauf M, Ghayur MN, Siddiqui BS, WohraW, Begum S. Gastrointestinal, Selective airway and urinary bladder relaxant effect of Hyoscyamus niger are mediated through dual blockade of muscarinic receptors and Calcium channels. Fundam Clin Pharmacol 2008;22:87–9. Maffei A, Pardo AD, Carangi R, Carullo P, Poulet R, Gentile MT, Vecchione C, Lembo G. Nebivolol induces nitric oxide release in the heart through inducible nitric oxide synthase activation. Hypertension 2007;50:652–6. 11. De Clerck F, Van Gorp L, Loots W, Janssen PA. Differential effects of nebivolol, atenolol and propranolol on heart rate and on bronchoconstrictor responses to histamine in the guinea-pig. Arch Int Pharmacodyn Ther 1989;298:230–6. Hoffman BB. Catecholamines, sympathomimetic drugs and adrenergic receptor antagonists. In: Brunton LL, Lazo JS, Parker KL (Eds). Goodman and Gillman’s. The pharmacological basis of therapeutics. 11th edition, New York: Mc GrawHill; 2006. p. 215–68. Maarsingh H, Leusink J, Zaagsma J, Meurs H. Role of the L-citrulline/L-arginine cycle in iNANC nerve-mediated nitric oxide production and airway smooth muscle relaxation in allergic asthma. Eur J Pharmacol 2006;546(1-3):171–6. Ignarro LJ. Experimental evidences of nitric oxide-dependent vasodilatory activity of nebivolol, a third generation beta-blocker. Blood Press Suppl 2004;1:2–16. Ricciardolo FL. Multiple roles of nitric oxide in the airways. Thorax 2003;58:175–82 Address for Correspondence: Dr. Asma Shaukat, Assistant Professor, Department of Pharmacology, Abbottabad International Medical College, Abbottabad, Pakistan. Res: 438, Link Road, Aram Bagh, Abbottabad, Pakistan. Tel: +92-992-331588 Email: [emailprotected]

Programs to rehabilitate young offenders

Programs to rehabilitate young offenders The intent of this dissertation is to explore the current shaping of the youth justice system and also to explore the programs that are in place to help rehabilitate young offenders who have been placed in young offender institutes. This research will discuss and examine the effectiveness of these programs put in place for young people who are in custody to help prevent them from re-offending once they are in the community. In 2006 the number of prisoners under the age of 21 years in England and Wales stood at 11, 672 and 2,528 of those where children (juveniles). In the past decade or maybe more the number of children and young people entering the penal custody in England and Wales has increased very significantly. It is believed that at least 85 percent of juvenile prisoners are held in Young Offender Institutions (YOI). Young offender institutes are described as specialist penal facilities which are usually managed by the prison service. These institutions are designed for prisoners aged 15-20 years. In these institutions male juvenile prisoners these are from the ages of (15-17 years) are normally detained separately from young adult offenders those who are 18- 20 years old. There are some exceptions to this rule which can at times be applied to female juvenile prisoners (Goldson and Muncie 2006). In England and Wales there is a total of 17 young offender institutes and 13 of those establishments ar e for males and the remaining 4 are dedicated for females up to the age of 17 years (www.yjb.gov.uk ). There are so many explanations which come in to light when it comes to the rise of crime among young people. The aim of the writer is to explore and evaluate the true prevalence youth re-offending and the issues and risk factors that underpin the rehabilitation of people in custody and how effective the rehabilitation programs put in place for young people are. Firstly the literature review will consider relevant viewing the topic of the current model and thinking of the youth justice system. It will also begin by looking at the history of youth imprisonment. Chapter two will explore the programs in place for young people in custody geared towards their rehabilitation. Chapter three will describe and analyse the methodology used in acquiring data. In the fourth chapter the writer will evaluate the rehabilitative programs/the initiatives found in young offenders institutions. The writer will conclude by discussing and summarising the findings and making and future recommendations for future practice. PART TWO: LITERATURE REVIEW The main legislation governing the youth justice system is the Crime and Disorder Act 1998, which sets out the systems primary aim which is to prevent offending and re-offending by children and young people. The 1998 Act developed the Youth Justice Board and also the Youth Offending Teams which can be found in every local authority in England and Wales. It is the belief that the main aim of the youth justice system is to prevent offending and re-offending by young people and children (National Audit Office, 2010). It is said that they are four arguments which are put forward for the use of custodial sentencing for young people these are Rehabilitation, Deterrence, Incapacitation and Retribution. Bateman et al (2005) suggests that the argument for Rehabilitation is that the prison should be able to deal with the underlying problems in a way that offenders who remain in the community can not be dealt with. Deterrence it is claimed has both individual and general forms. It is suggested that the presence and use of custodial institutions will prevent young people from committing crimes that might send them to serve custodial sentences. According to the individual form it is expected that custody will discourage those who experience it from committing any more crime so they can avoid further incarceration. Incapacitation is an argument which proposes that if young people who offend are removed off the streets, then they can not offend and so youth crime will reduce. Retribution is an argument which is sometimes used as a rationale for the use of custody. The person who commits the crime is made to pay for the crime they committed. However it is the belief that there is little effect in punishment unless it changes a persons subsequent behaviour (Bateman et al, 2005). Exploring the legislative history of youth justice and the development of the youth justice practice from 1997 onwards. Until 1908 there was no separate court which dealt with young offenders. The children act 1908 was developed and this led to the creation of the juvenile courts, however these courts were presided over by the same magistrates who sat in the adult courts and their formation showed very little understanding of the reasons why children and young people commit crime and also that the needs of children and young people who stand before the courts may be different from those of adults (Dugmore et al, 2006). According to Dugmore et al (2006) it was stated that it could be argued that there was some confusion which arouse at the inception stage between the different approaches which needed to be used when dealing with those children and young people who had committed offences and also those who where just in need of care. The 1908 Childrens Act gave the court authority over both care and criminal issues. Due to the judicial body having control over both the depraved (criminals) and the deprived (children in care) this Act gave birth to the system paying more attention to the process of distinguishing between the different types of young people who came before the juvenile justice system and by difference we mean those young people who deserved to be punished and those young people in need of help and care. The next momentous piece of legislation is the Children and Young Persons Act 1933. Goldson (2008) stated that: This Act aimed to strengthen certain enactments relating to young persons under the age 18 years in particular and The Children and young persons Act 1933 acted and revised measures relating to the protection of and employment of children generally and to criminal proceedings in particular. According to Dugmore (2006), the Act was passed as a result of the Maloney committee (Home office, 1927) which contained a blend of positivist and classicist explanations in children and young people. In this report, it was stated that law breaking was seen as a deliberate act of defiance, which had to be dealt with in the formality of the court and its Sanctions. However, it is recognised that delinquent behaviour may be caused by environmental and psychological factors that were beyond the young persons control. The 1933 Act played an important role in establishing what became known by many professionals such as social workers and others as the Welfare principle, however, Goldson (2008) suggests that much of this large and important legislation has since been transformed or discontinued. Even though this seems to be the case some of the sections of this 1933 legislation is still valuable and better still a majority it was very much still in use until recently. Section 44 of the Act is still regarded as very important for children and young people in court proceedings this is because it states in this section that the court shall have regard to the welfare of the child or young person who stands before it this principle also applies to the crown prosecution service and it is considered to be a weak principle compared to the paramouncy principle which is in 1989 Children Act. It was sated in this Act that the childs welfare must be the factor which determines the courts decision when it comes to the upbringing of a child (Goldson, 2008). Goldson (2008) stated that it was suggested that the duty to have regard means that consideration is provided with regards to the interests of the child or young person, the crown and youth magistrates courts can legally give precedence to other interests such as the need to prevent re-offending and to protect the public. However, this legislation stressed the need for the Juvenile courts to deal with children separately and whilst treating them differently. The Ingle by Report (1960) which is known as the report of the Home Office Departmental Committee on Children and Young persons was responded to by the Government through the introduction of a new piece of legislation which is the Children and Young persons Act 1963 and this legislation is mainly applicable to England and Wales. There are two provisions of this act and number one is concerned with the age of criminal responsibility meaning the minimum age of which a child may be charged with a criminal offence. In this report, it was recommended that age for criminal responsibility in both England and Wales should be raised from 8 to 12 years with the responsibility of a further rise to 13 to 14 at some time in the future. However the then Conservative government refused and by way of compromise increased the age of responsibility to 10. The Children and Young Persons Act 1969 according to Pickford (2006) is considered to be the most welfare orientated established with regards to the treatment of juvenile offenders. This Act was introduced by the Labour government which was in power at that time. It is stated that some of the more welfare orientated provisions of the Act such as the proposal to allow local authorities to deal with juvenile delinquents by using methods such as supervision, arranging care and raising the age of criminal responsibility to 14. These proposals never came into force due to the incoming Conservative government which refused to implement these ideas, however during that same period in Scotland there was little opposition to the Welfare Model of youth justice as proposed by the Kilbrandon in Scotland (Home office, 1964) as cited in (Pickford, 2006). The 1969 Act granted the criminal court the power to pass a criminal sanction on a young person that in effect amounted to a welfare provision the criminal care order which was abolished in 1989. In this sentence both the deprive and the depraved became one and the welfare measure became a criminal sanction (Muncie, 2004). It is stated by Pickford et al (2006) that this legislation created greater powers of discretion for social work but did nothing to stem a rising flow of custodial disposals. Exploring the Current model of the youth justice policy and philosophy Many academics such as Fionda (2005) and stated that one case in 1993 known as the James Bulger case who was killed by two 10-year-old boys changed the opinion of the public and the direction of the youth justice policy in relation to young offenders. The belief is that the shock of the public which was largely fuelled by the media following the case led to a moral panic about how children and young people were breaking the law Cohen (1973). Some academics for example Jenks (1996) argued that the Bulger case led to the death of childhood innocence and the subsequent demonisation of youth. It is suggested that due to this realisation, children were no longer considered too pure and innocent they were now considered capable of the worst kind of evil ever imagined. The idea that children were born innocent and so need to be protected from a society that is corrupt was abandoned and society adopted the notion that children are born capable of evil and need to be controlled (Hendricks, 2002). Academics such as Brown (2005) have agreed that the medias portrayal of young offenders allegedly being treated softly by the juvenile justice system swung the political and publics opinion towards a period of getting tough on youth criminality. Public statistics suggest that the number of young offenders aged 10 to 17 found guilty r cautioned of an indictable offence fell by 30percent between 1987 and 1997. According to Nacro (1999) since 1987, the number of male juvenile offenders has fallen by 33% and female young offenders by 17%. Pickford (2006) highlighted that the frenzy about the problem of youth crime appears to make little sense when the statistical data for that period analysed. The number of young people receiving custodial sentences during that period rose, whilst the number of young offenders detained under sentence fell by approximately 50 per cent between 1980 and 1993. Statistics show that these figures then rose up by at least 56 per cent in the four years leading u p to 1997. Together with the hysteria caused by the media the rise in the figures worked well with the development of a definition called persistent offender over this era and also the getting tough policies which related to the individuals put in this category. In the run up to the 1997 electione political debate surrounding the general election promised a law and order agenda from all major parties. Labours promise was to get tough on crime as well as the causes of crime and this included youth crime. In this period the government in power (Labour Party) established a youth crime task force and the momentum for reform of the criminal justice continued. As a result of this reform seven consultation papers were released and five of those papers related directly to youth justice. These five consultation paper relating to youth justice where published by New Labour after its election to government in1997 setting out its proposals for reform (Pickford, 2006). The 1998 Act was passed as a result of those seven papers. The Act was passed by the New Labour government to provide a root and branch overhaul of the youth justice system, which was to be implemented over a number years following the establishment of and feedback from pilot schemes and pathway sites, which tested the ground of the new reforms (Goldson, 2008). Bateman et al (2005) stated that according to the then Homer secretary Jack Straw the Crime and Disorder Act 1998 represented one of the most radical shake up of youth justice in 30 years. The Criminal justice provisions promised victims of crime a voice in the outcome of criminal cases, while the new civil measures offered to empower middle England by handing it the legal and administrative means to re-establish order and civility in its communities. The entire system was to be vigorously managed at a local level to ensure that it all joined up and offered best value to the public. Section 37 of the 1998 Act emphasized the primary aim of prevent and it states that: It shall be the principal aim of the youth justice system to prevent offending by children and young people (Goldson, 2008). Under this section a duty is placed on all personnel working within the youth justice area to have regard to this very important aim while carrying out their duties. The Home office Juvenile Offenders Unit in order to deliver this principal aim set out a number of key objectives are: Encouragement of reparation. Reinforcement of parental responsibilities. Intervention into risk factors including family, social, personal and health factors. Tackling delays- halving how long it takes for young offenders to be passed from arrest to sentence from an average of 142 days in 1996 to a target of 71 days. Confronting the young offenders with the consequences of their offending and encouraging responsibility for actions. Introduction of a new range of penalties in order to enable those who enforce punishments to punish in proportion to the seriousness and persistence of offending. The Crime and Disorder Act 1998 set out six key themes which would assist with achieving the objectives set out above. Section 41 of the act related to the national framework and it set up a framework for the national Youth Justice Boards operation this was aim at encouraging and monitoring nationwide consistency in the implementation of the system of youth justice whilst ensuring goods standards for good practice and good delivery of the service. Section 73 established a new detention and training order which was implemented in April 2000. This order is claimed to be a constructive and flexible custodial sentence with a clear focus on preventing re-offending behaviour. The order can be used by both youth and crown courts in respect of all young offenders under the age of 18years who have been found guilty of an offence that if committed by an adult would be an imprisonable offence. The sentence is split into two half is spent in detention and the other half under supervision is the community (Dugmore, 2006). Section 8 of the act created a parenting order made applicable to the parents of those convicted offenders under the Criminal Justice Act 1991. The new order combines requirements of parents to fit in with their individual situation. However the order may place specific responsibilities on a parent such as ensuring their child attends school everyday. Section 6 and 7 encourages the development of local partnerships to provide a method for identifying Crime and Disorder problems within a local framework in a particular area. Section 67 brought in the reparation order which was designed to help young people who offend to face up to the consequences of their offending behaviour. Section 69, 11, 14 and 65 all of these orders are to do with tackling offending behaviour and providing early intervention for young people (Dugmore, 2006). The Youth Justice Criminal Evidence Act 1999 which was amended by the Powers of The criminal Courts Act 2000 helped achieve the proposals of reform which were outlined in the 1997 White Paper No more excuses (Home Office, 1997d). It is said by Crawford et al (2003) that the act created what is known as a referral order which was compulsory and meant for young people convicted for the first time. With this referral order, a young person is referred to a youth offender panel (YOP) which consists of members of the local community and it is put together by youth offendings teams. This order can be served for periods of between 3 months to a year. Under this order, a contract is drawn up with the young offender and their parents specifying the details of the order. The contracts are made specifically to suit the needs of the young person involved. The referral order is also designed to address the young persons offending behaviour in order to help prevent them from re-offending. The order must include preparation and can at time involve community work, contact with the victim, mediation and participation in education programmes or individual activities. The belief is that once the order is completed, the young persons offence has been spent for the purpose of the Rehabilitation of Offenders Act 1974. Other significant legislative changes Fionda (2005) suggests that following the 1998 and 1999 Acts there has been no statute specifically addressing youth justice practice that has been passed, meaning that many of the reforms are still being considered to be fairly new by experienced youth justice practitioners. However there have been other statutes which have been passed which cover criminal justice and these have had impact on youth disorder and criminal justice procedures. Youth imprisonment within its current model and philosophy The writer Jewkes (2010) suggested that in contemporary Britain there has been an emergence of the adultified child and this is due to the high rate teenage pregnancies, children winning the right to divorce their parents, children being tried in adult courts and many more. It is argued that in England and Wales children are criminalized at a much earlier age and also they are more inclined to lock children up, compared to other countries such as Belgium, Austria, France and many others. It is claimed that in England and Wales twice as many children are put into custody (Goldson, 2003). According to jewkes (2010) one could claim that since the teenage rebellions of the 1980s and 1960s, the age at which young people may be designated folk devils has decreased. However since the beginning of 1990s there have been regular reports about the pre-teenage children committing very serious offences such as burglary, rape and many others (Jewkes, 2010). The age of criminal responsibility in England and Wales is 10 years which means anyone aged 10 and above can be held criminally responsible for their actions. Between 2000- 2010 provisional data showed that young people have committed 201,800 offences even though they make up only 11 percent of the population which is above the age of criminal responsibility. It is estimated that offending by all young people cost the economy 8.5 11 billion pounds in 2009 alone. The crimes most committed by young offenders and which they are commonly convicted of are theft and violence. However even though these young people havent been offending for a long time compared to adult offenders it has been noted that at least a third of those young offenders been previously been convicted, warned or reprimanded in relation to an offence (National Audit Office, 2010). It is claimed by the National Audit Office (2010) that they has been a 14 percent reduction in the number of young people held in custody over a duration of five years. Although at times in some cases the use custody is deemed necessary, it is the belief that custody is of limited effectiveness in reducing re-offending behaviour and is considered to be the most expensive sentencing option. It is said that Youth Justice Board is meeting its objective to reduce custody numbers partly through the use of other means which encourage caseworkers to recommend community sentences. CHAPTER TWO: METHODOLOGY In order to gain further knowledge regarding youth offending rehabilitation and imprisonment of young people, the secondary data utilised for this work includes, reports, internet sources, papers, journal articles, textbooks and reports published by the Home Office, Nacro. There are a vast number of ways that data can be obtained. As suggested by Clifford and Gough (1990) when considering the data collection, method selected is compatible and appropriate to both the aims and the theoretical framework being used by the study. METHODS FOR DATA COLLECTION There are two major approaches to gather information these are secondary data and primary data. This study will use secondary data because it is readily available and it takes less time than using primary data. Primary research is very time consuming in terms of establishing samples, arranging and completing interviews, and the collecting and processing data. It is stated by Bryman (2008) that secondary data is the most common research method used by social science researchers today. According to Bryman (2008, p296) secondary data involves the processing of data that has already been collected by other parties or researchers. With this method of research, researchers will consult previous studies and findings such as books, reports, appropriate internet sources such as Youth Justice Board, Nacro, Her Majestys Inspectorate of Prisons, journals and many more. Academic books, journal articles and reports used throughout this dissertation, provided an excellent method of gathering secondary data from well established and respected authors for example Professor John Muncie, Tim Bateman and Professor Pitts. Literature suggests that most secondary data uses qualitative methods, so the research method used would be mainly qualitative. However, qualitative methods aim to study people in their natural social settings and to collect naturally occurring data. Qualitative describes in words rather than numbers. This is opposed to quantitative data which as the manipulation of numerical data through statistical procedures for the purpose of describing phenomena or assessing the magnitude and reliability of relationships among them (Bryman, 2008). Quantitative allows us to see when, where and which social conditions are most likely to create the situations in which young offenders find themselves which in turn encourage them to offend. Qualitative methods on the other hand, can help us develop an understanding of the complexities of young peoples behaviour attitudes and in the context of their experiences whilst in custody in preparation for when they are released back into the community. Qualitative method is for this current study because quantitative research is more concerned with collecting and analysis of data that focus on numbers and frequencies rather than on experience or meaning. In contrast to the research topic, qualitative method helps to develop an understanding of young peoples attitudes, experiences and feelings. As noted they are many reasons why young people re-offend and why custody is used as method of rehabilitation. Understanding these reasons will be a key target for researchers if we are to understand issues around custody, rehabilitation programmes and re-offending of young people in the future. ETHICAL ISSUES Ethical issues had to be taken into account, even though the writer did not use primary research in the study. There is a procedure which requires all participants of the research to give informed consent before conducting any research. Participants must be fully made aware of the nature and procedures of the research. The information given during interviews must remain confidential and not presented to those not directly involved in the study. The British Sociology of Criminologys guidelines on ethics for researchers have been consulted and no ethical issues were noted in relation to the nature of this secondary research project. CHAPTER THREE: OFFENDING BEHAVOIUR PROGRAMMES The main task for youth justice managers and practitioners is to make certain the selection of offender oriented programmes which have been proven to be mainly effective or at least show that in the future they can chive the main goal. Bloom (2006) formulated some questions which are central to the assessment of what works he states What social programs, policies and interventions work? For whom do they work, and under what conditions? And why do they work- or fall short? (Bloom, 2006). What are the offending behaviour programmes? One could claim that that there are two fundamental ways in which to change a young persons behaviour by changing either or both the environment in which he or she hangs or lives in and also by changing the actual individual. It has been highlighted that the most important cause of criminality amongst young people who offend is their individual characteristics whilst for others it is their environment be it the community, home life and much more (Wikstrrom et al, 2008). COGNITIVE BEHAVIOURAL THEARPY (CBT) The idea of CBT is that if you can change the way a person be it male or female perceives and thinks about the social settings they come across and their actions, you can change that persons behaviour. This prevention model suggests that cognition is significant for behaviour and short-term interventions can change young peoples cognition in a way that significantly impacts their offending (Wikstrom et al, 2007). CBT is a fairly new intervention type which has began from advances in the understanding of the role of internal cognition in the expression of external behaviours. In the past three decades according to Leschied (2002) cognitive science and neuropsychology have advanced rapidly bringing a new awareness of how the ways in which persons feel and think influences how they react to the settings in which they take part. This progression is claimed to have revolutionised thinking in the field of criminology. The study of the causes of crime has extended to the causal chain from internal to environmental influences through attention and perception. It is suggested that successfully influencing elements in behaviour and crime causation can have significant and a long-term impact on how individuals choose to act (Wikstrom, 2006). CBT is built around the idea that cognition affects behaviour which also includes offending behaviour. It is believed that individuals have the capacity to monitor and adapt their ways of thinking, which can change how they react to those settings. Hollin (1990) extended this theory by suggesting that offenders may think and feel differently than non-offenders and that this difference in cognition may be the causal link to their offending behaviour. However there are many different types of cognitive behavioural interventions which aim to correct distorted, deficient and dysfunctional cognition which may reinforce offending behaviour by teaching new cognitive skills such as self awareness, moral reasoning, interpersonal perception and many more which increase awareness of the link between thought processes and maladaptive behaviours, and support an individuals ability to actively change those processes in a more positive way (Wilson et al, 2005). Coyle (2005) stated that cognitive behavioural interventions can affect different areas of cognition and behaviour example which may be target are for example decision making, emotional characteristics of behaviour. Areas which are commonly addressed by CBT are victim impact, anger management, moral reasoning social skills training cognitive restructuring, relapse prevention and much more. Cognitive behavioural therapy (CBT) within Young Offender Institutions (YOI). Wilson et al (2005) states that within Young offender institutions CBTs are usually delivered in groups of 8 to 12 offenders. One of the most commonly use interventions applied in YOI are Moral Reconation Therapy (MRT), which is a moral reasoning intervention, which targets moral developments and is delivered in groups of between 10 and 15 participants, Reasoning and Rehabilitation (RR), a cognitive skills training intervention, which is delivered in groups of six to eight participants. There are also other therapies which according to Kurtz (2002) are deemed to be popular and effective these therapies include Aggression Replacement Training (ART), which include anger management, moral reasoning elements and other cognitive skills training interventions, which target awareness of thinking patterns, the perceived legitimacy of offending behaviour and problem solving skills to encourage consideration of alternatives. MULTI-SYSTEMIC THERAPY (MST) MST focuses on the need for changes in an offenders immediate social environments such as their family. School and peer environments, the aim is to help reduce or prevent their problematic behaviour and offending. It is the belief that offenders do not act in a social vacuum and their criminality is an outcome of their interaction with the social environment. It is claimed for example that it may be easier to change an offenders moral values and habits that support law breaking by also changing those aspects of the individuals environment that may influence or support such values (Wikstrom and Treiber, 2008). The writer Borduin et al (2003) said that MST was developed specifically to treat youths with serious offending and behaviour problems. MST is aimed youths aged between 10-17 years. It is individualised intervention programme which is intensive and targets the social systems in which a young person who offends operates. MST views offending behaviour as a consequence of the link between individuals and the external systems in which they partake in socially. The primary goal for MST is to promote multi-faceted change in individual, school, neighbourhood and familial variables which influence offending There are two theoretical explanations of which MST draws up, the first is Bronfenbrenners human ecology theory which suggests that there is a link b

Why is it hard to build a good relationship? :: Ethical Issues, Lying, Cheating

The word relationship is defined as the way in which two or more concepts, objects, or people are connected, or the state of being connected. In daily life, we always have a relationship with other people. Biologically, our relationship with parents is made up when we were born. Also we are making a new relationship with a friend, boss, and girlfriend, but there some factors that it makes hard to keeping a relationship such as lying, cheating, and misunderstanding. Most of our relationships are built on trust other people. However, different perspectives can lead us to the hierarchical relationship. On the other hand, in different circumstances, people can be changed, so it gives a chance to get closer each other. Our daily life relationships are built on trusting other people. Generally, many people think that trustable relationships don’t have secrets, and don’t lie to each other. In addition to that we may feel more comfortable to have a trustable relationship, because they are always willing to help each other by telling the truth. When I was in high school, I remember one of my best friend who is extremely nice and positive person that I know. I had an unstable relationship with my girlfriend. He always stands by me, and tried to help me out every single time. I could tell him everything about my relationship, because I know I can trust him, and he gave me some superb advices to recover my relationship. In Kite Runner, we can find the relationship between Baba and his son Amir. Baba always protects Amir, and Amir feels very pleasant to have Baba as his father, because they trust each other. Amir says, â€Å"wanted Baba all to himself† (13), and thinks that â€Å"how lucky he was to have Baba as his father† (39). Baba also had a trust on Amir, since he won the kite tournament that â€Å"agreed to everything Amir asked† (81). After Amir won the kite tournament, Baba opened his heart a little bit, because now trusts Amir about that he can stand up himself a little bit. However, Baba said, â€Å"There is only one sin, And that is theft†¦ When you tell a lie, you steal someone’s right to the truth†(225). But it turns out he lied to his son Amir that he have another brother, who name is Hassan, Amir going to â€Å"reconcile†(226) the image of Baba that he haven been thinking of.

Critical Analysis of War Photographer by Carol Ann Duffy :: English Literature

Critical Analysis of War Photographer by Carol Ann Duffy In his darkroom he is finally alone with spools of suffering set out in ordered rows. The only light is red and softly glows, as though this were a church and he a priest preparing to intone a Mass. Belfast. Beirut. Phnom Penh. All flesh is grass. He has a job to do. Solutions slop in trays beneath his hands which did not tremble then though seem to now. Rural England. Home again to ordinary pain which simple weather can dispel, to fields which don't explode beneath the feet of running children in a nightmare heat. Something is happening. A stranger's features faintly start to twist before his eyes, a half-formed ghost. He remembers the cries of this man's wife, how he sought approval without words to do what someone must and how the blood stained into foreign dust. A hundred agonies in black-and-white From which his editor will pick out five or six for Sunday's supplement. The reader's eyeballs prick with tears between the bath and pre-lunch beers. From the aeroplane he stares impassively where he earns his living and they do not care. Carol Ann Duffy was born in Glasgow in 1955. She grew up in Staffordshire and went to university in Liverpool. Having spent some time in London as a freelance writer, she now lives in Manchester. She has won many prizes and several awards for her poetry. Her poems, she says, 'come from my everyday experience, my past/memory and my imagination. People and characters are fascinating to me'. Many of her poems are based on true experiences and real people. In the 1970s Carol Ann Duffy was friendly with Don McCullin, a famous photographer whose photographs of war were widely published and respected. Her poem, "War Photographer", (from Standing Female Nude, 1985), is based on conversations she had with him. The poem works on a very personal level - it is based on the authentic experience of a war photographer - and on a much wider level, saying something about the views and attitudes within our society concerning things that happen much further away. People are glad to distance themselves from the harsh realities of war whilst keeping themselves informed of, and superficially sympathetic to these real life situations. The structure of this poem supports this dichotomy in that there are two contrasting worlds: the world of war zones ("Belfast. Beirut. Phnom Penh.") and the calmer world of "Rural England". The war photographer is the man who goes between these two worlds. The safe world of England is signified by the cliche of a typical Sunday: "The bath and pre-lunch beers" while the horror of war is expressed through

Trader Joe’s Case Brief Essay

There are several key sources of Trader Joe’s competitive advantage, including offering great bargains on products that are not typically found at other supermarkets. Trader Joe’s also chose to sell natural and organic foods aimed at well-educated, sophisticated consumers. Trader Joe’s also believed strongly in paying its employees a good wage, leading to higher employee satisfaction and a better quality of service within each store. In addition, the company embraced an everyday low pricing philosophy. More than 80% of Trader Joe’s products are private label (including their well-known private label wines). Also, they are able to reduce costs by purchasing directly from the manufacturers (as opposed to the distributors). Their marketing campaigns rely heavily on word of mouth and fan pages created by loyal customers. Given my answer to question #2, TJ’s business model would be difficult for competitors to imitate given a variety of reasons. First, employee commitment is extremely high due to high wages and increased employee benefits, which generates a very engaging experience for the customers. In addition, the company has thousands of vendor relationships all over the world and this takes time and skills to develop. The company’s model also relies on small stores with an intimate feel, a limited but unique selection of products that are free of preservatives, have no artificial color, and contain no genetically modified content, a highly motivated and well-paid work force, and excellent customer service. The great customer service offered by TJ leads to higher customer retention and loyalty, making it difficult for other firms to steal these customers away.

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Spiritual formation can begin to develop in young children and may still be forming, or sibyl decreasing, throughout old age. Many occurrences in life can lead to the enhancement of spiritual formation, while there are also times that negative life experiences can decrease one's assurance in the Lord. Many things, even not knowing what to do to get that spark back with the Lord, can cause hitting a bump in the road of one's spiritual journey. However, in the Bible the Lord shows many ways to stay on track and keep growing in Him.The development of Spiritual formation and growth throughout the lifespan is rewarding, peaceful and most of all, what the Lord wants everyone to experience. Spiritual formation occurs throughout the lifespan, starting at a very young age and can continue through old age. How far one is willing to go to be formed spiritually is up to them. There are many obstacles in life that may prevent one from growing spiritually; however, there are also many occurrences in life that further spiritual formation.One of the most important things that someone can experience in life is spiritual formation, and there are many ways that it may happen. Spiritual formation is â€Å"the process of spiritual shaping and growth† (MacArthur, 2012). Children can tart being formed spiritually at an early age. Attending Sunday school, having a parent read Bible stories or sing Bible songs with them, and hearing about the mighty works of God can all assist in a child's spiritual growth. Assistance is necessary for a child to begin their spiritual journey. From an early age, children have significant learning and interpretative capacities† (Scott, 2004) which makes them extremely open to taking in what they see and hear. (In her journal article, Faith Formation Across the Generations, Marietta Martinets explains, ‘†We are not formed or fashioned into a people n isolation† (Martinets, 2007). We need assistance in taking the spiritual jo urney. A child cannot begin to know God if the Word is never introduced to them. Children grow in their understanding of discipleship as they listen to their parents or other adults talk about the challenges of being a person of justice† (Martinets, 2007). When a child is involved in church at an early age, memoirs are put into place through relationships and also through teaching (Merchantable, Kaiser, & Larson, 2014). These memories â€Å"will shape faith formation and draw the child closer to Jesus Christ (Merchantable, Kaiser, & Larson, 2014). Spiritual formation starts here. James Fowler introduced the theory on the 6 stages of faith.In his theory he explains the journey, through the lifespan, of spiritual formation. It is a very important theory to understand when it comes to spiritual formation across the lifespan. He introduces stage one as an imaginative stage, usually from ages 2-7, where beliefs are formed and the child is very easily persuaded. Negative teachings during this stage could be very damaging to a child's mind and could harm their spiritual journey. The second stage in Fowlers theory is hen a child starts to understand more clearly the real meaning behind the teachings.The fairy-tale like beliefs start to become more realistic and they are exchanged for more life like situations. The meaning behind right and wrong starts to be understood and a consequence and reward system is learned. Growth from this Stage may happen when obstacles are thrown in the ways that require thought and reflection on the actual meaning of Faith. Stage 3 is mentioned to happen around puberty, but actually, many adults find themselves in this stage also. Beliefs are formed from influential figures eke preachers, communities and the Government.This stage is called the synthetic, conventional stage, due to the fact that one's beliefs may not be truly thought about and they may be just going with the crowd. When one starts to realize a conflict between their personal beliefs and that of the power source, they may progress to stage 4. This stage is a more realistic stage, where a person may begin to reflect on their past behavior and really understand the true meaning of the Word. It is said that this is one of the hardest stages to adjust to. This stage requires crawling out of one's shell ND making a step towards God.The authority figures don't have as much say so for one in this stage, as they begin to form their own beliefs. Stage 5 is a step above figuring it out for yourself, and moves on to openly communicating with others of the same Faith in hopes of figuring out answers and receiving better understanding of the Word. Someone in this stage is a very important figure in humanity, as they have a lot of wisdom to spread. In stage 6, which is considered universalistic faith, one may sacrifice their entire self to serving God. Fowler explains that not many reach this tag. Johnston, 2009) As a child grows up into a young adult, it is possible that their spiritual formation is deepening and they are becoming closer to God. Fowler explains, â€Å"As people age, not only do they show more religious commitment, but scholars have also shown that the nature of their faith changes† (as cited in Eagle, 2008). The enhancement of one's spirituality can be obtained by doing many things. Adults seem to look to faith in helping to deal with a major sickness, to control emotional issues, to find security, and to ease worries regarding demise (Eagle, 2008).It is during these times that one may become closer to God and enhance their spiritual formation. Communities, churches, and influential figures may be contacted and relied on during rough times, making it important that one go to the right person for advice or direction during a serious time, so that they may be lead in the most Godly manner. Faith can be enhanced, but it also can be weakened. â€Å"Each new life experience, personal or otherwise, may potentially sh ake and challenge even the strongest religious foundations† (Eagle, 2008).There has been research guarding religious doubt and how it actually may help build one's faith. Studies have pointed out that when someone hits a bump in the road of life, it could end up making their faith stronger. There will be a time of doubt, of course, when disappointment, hopelessness, and depression may occur and during that time one's faith may weaken. It may be at these times when one's spiritual formation comes to a halt. However, â€Å"Religious doubts and questionings are resolved by conformity to prescriptions and/or the expectations of significant others† (Killing, Sorrel', Montgomery, & Colonel, 2006).In different terms, seeking out advice for resolution is helpful from ones that have seen the work of God in their lives and are knowledgeable of the faith, confirming one's own beliefs through another person's life trails and experiences. â€Å"Interestingly (and unfortunately), so me Christians choose to return to an earlier level of spiritual formation† (Cent, n. D. ). This may happen when a negative life event occurs; however, one's faith can always be lifted back up. â€Å"V'/tit proper love and care from those Christians who share life with them, most will become progressing Christians again† (lent, n. . ). The Bible tells about many ways to stay on track with growing spiritually. For instance, in Galatians God speaks about what the â€Å"Fruit of the spirit† (Gal. 5:22-23 ESP.) really is. This gives someone an idea of what they can expect when they trust in the Lord and how wonderful His love really is if it is sought out. The Bible also says â€Å"l can do all things through Him who strengthens me† (Phil. 4:13). This gives people hope that they can conquer all while on their journey through spiritual formation. That verse is a great foundation for anyone. Peter speaks about the effort one should make to effectively and rituall y live out God's word (2 Pet. 1:5-8). In that passage, one can see what the necessary talents are to live a Godly life. In Ephesians, God says, â€Å"we are to grow up in every way into Him who is the head, into Christ† (Epees. 4:15-16). There are many, many more scriptures that can help one with their spiritual journey. During times of doubt, scripture can lead a person in the right direction and help enhance their spiritual formation and also help them to understand what the Lord may want them to do in that time of doubt.Spiritual formation is something God wants everyone to achieve. A life is not worth living without God in it. Everyone's journey in growing spiritually will be different, some starting at a very early age in Sunday school, some starting later in their adult life. Everyone will have their ups and downs with their spiritual growth, some regressing when things get tough and others becoming stronger during the storm. God has given the people proper resources to be successful in life and to have faith in Him fully. Seeking out the Lord and progressing in one's spiritual formation is what living is all about.

An Annotated Bibliography on Multi-cultural Education

Mary Stone Hanley, a teacher in the Teacher Certification Program of Antioch University in Seattle, explains and elaborates some of the issues concerning multicultural education and gives a brief history of the subject as well as a few suggestions for its improvement in â€Å"The Scope of Multicultural Education†. She explains the ideals and goals of a multicultural approach to education and the possible ways of achieving them through citations of works from other people and of course, from herself.   The main targets of her article are the teachers concerned in teaching multicultural groups of students. Her article can also be used to inform other people about the subject of multicultural education. She is still continuing further researches for the development of multicultural education. John Morefield. â€Å"Recreating Schools For All Children.† New Horizons for Learning. John Morefield conducted extensive researches for the availability of good education for â€Å"all† children. When he became the principal of Hawthorne Elementary School in Seattle, Washington, he promised the community that entering kindergartners would graduate with skills at or above expected grade level competency. Thus his researches on what works in diverse communities. His targets are all concerned audiences with emphasis to fellow teachers. His article specifies twelve characteristics that he thinks are needed to have a successful school. He explains that since it is widely accepted that American education has been biased and racist, it is now time to move on and prepare a better future of education for all the children of the world. Rey A. Gomez. â€Å"Teaching with a Multicultural Perspective.† ERIC digest. Gomez explains that to teach with a multicultural perspective will encourage understanding and appreciation of one’s own culture, as well as others. He suggests that the use of this perspective in teaching could promote a sense of uniqueness and specialty to his own culture to the child and therefore making the child create a same sense of perspective when viewing other’s cultures. He also suggests that multicultural programs should not utterly focus on only the other’s cultures to the extent that a stereotype is created within the class. In his article, Morefield also reminds the parents of the children attending multicultural schools of the `myths’ that usually lead to the stereotype behaviors of their children toward multiculturalism. Wilson, Keith. â€Å"Multicultural Education.† EdChange. Wilson is an associate professor at the Pennsylvania State University. In his article, he gives a definition of Multicultural Education, and gives examples of the pros and cons of Multicultural Education. He cites some views from other writers to complement their views. He also gives a few suggestions on as to how a multicultural education program may succeed. Burnett, Gary. Varieties of Multicultural Education: An Introduction. ERIC Digest 98. Burnnet compares and contrast some of the programs that represent the current multicultural education typologies. He explains in his article some of the current programs that are currently being used to aid in multicultural education for the benefit of those who would like to create their own policies and or programs for the advancement of multicultural education. He cites some articles concerning debates about the effectiveness of some of the programs to back up his explanations. Milk, Robert-Mercado, Carmen-Sapiens, Alexandria. Rethinking the Education of Teachers of Language Minority Children: Developing Reflective Teachers for Changing Schools. NCBE Focus. The article’s main idea is how to make the teachers more ‘language minority students’ friendly. They wish to clarify and explain the roles of the teachers on the educational lives of the students. They cited several works of other people to further explain the importance of the teacher’s role in the political, demographic, and programmatic statuses of the schools that teach language minority students. They give suggestive guidelines for the teachers to help them in teaching language minority students. Attinasi, John. â€Å"Academic Achievement, Culture, and Literacy: An Introduction.† NCREL. He relates his own ideas and experiences to the audience to explain his, and other’s views about multicultural education. In this article, he introduces multiculturalism by relating it to his views of â€Å"closure† and â€Å"processes† and then states a few brief history of the evolution of multiculture. He then gives a few guidelines and information on how multiculturalism can imply changes on the way of teaching in a school with diversely cultured students. Gollnick, Donna M. – Chinn, Philip C. Multicultural Education for Exceptional Children. ERIC Digest #E498. Gollmick and Chinn stress the importance of multicultural education on the growing population of the U.S. in their article. They also give importance to the purposes of multiculturalism in the education world. They also stress the importance of the teacher’s roles and their curriculums on the multicultural students. and then they give suggestion on as to how to create a non-biased and effective curriculum for teachers, or for schools, who handle multiculturally diverse classes. Their article is a good preview of how important is the need for improvement of multiculture education. Cohen, Cheryl. Teaching about Ethnic Diversity. ERIC Digest No. 32. Cohen explains the importance of Ethnic Diversity as part of the curriculum to be used for students. He also gives stress to the effective procedures to be used in teaching Ethnic Diversity. Basically, it is an informative article that emphasizes the importance of Ethnic Diversity in a curriculum for students. Its main audiences are teachers and the vast American children of different ethnical backgrounds. Covert, Bob and Gorski, Paul. Defining Multicultural Education. EdChange Gorski and Covert give hints as to what does Multicultural Education really mean. They show that there is almost no two classrooms that has the same definition for Multicultural Education. Then they give examples of aspects of multicultural education. They state the importance of the definition on the possible transformations it could cause to the society. They also stated a possible goal of multicultural education which is to affect social change of the world. References: Attinasi, J. (1994). Academic Achievement, Culture, and Literacy: An Introduction. Retrieved August 8, 2007 from the NCREL database. Website: http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le0att.htm Burnnet, G. (1995). Varieties of Multicultural Education: An Introduction. ERIC Digest 98. ERIC Clearinghouse on Urban Education New York NY. Retrieved August 8, 2007 from the ERIC digest database. ERIC Document Reproduction Service No. ED372146. Website: http://www.ericdigests.org/1995-1/multicultural.htm Chinn, P. and Gollnick, D. (1991). Multicultural Education for Exceptional Children. ERIC Digest #E498. ERIC Clearinghouse on Urban Education New York NY. Retrieved August 8, 2007 from the ERIC digest database. ERIC Document Reproduction Service No. ED333620. Website: http://www.ericdigests.org/pre-9220/exceptional.htm Cohen, C. (1986). Teaching about Ethnic Diversity. ERIC Digest No. 32. ERIC Clearinghouse on Urban Education New York NY. Retrieved August 8, 2007 from the ERIC digest database. ERIC Document Reproduction Service No. ED273539. Website: http://www.thememoryhole.org/edu/eric/ed273539.html Covert, B. and Gorski, P. Defining Multicultural Education. EdChange. Retrieved August 8, 2007, from EdChange database. Website: http://www.edchange.org/multicultural/initial.html Gomez, R. (1991). Teaching with a Multicultural Perspective. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education Urbana IL. Retrieved August 8, 2007 from the ERIC digest database. ERIC Document Reproduction Service No. ED339548. Website: http://www.ericdigests.org/1992-5/perspective.htm Hanley, M. S. (n.d.). The Scope of Multicultural Education. New Horizons for Learning. Retrieved August 8, 2007, from New Horizons for Learning. Website: http://www.newhorizons.org/strategies/multicultural/hanley.htm Milk, R.; Mercado, C.; Sapiens, A. (summer 1992). Number 6. NCBE FOCUS: Occasional Papers in Bilingual Education. Retrieved August 8, 2007 from NCBA database. Website: http://www.ncela.gwu.edu/pubs/focus/focus6.htm Morefield, J. (n.d.). Recreating Schools For All Children. New Horizons for Learning. Retrieved August 8, 2007, from New Horizons for Learning. Website: http://www.newhorizons.org/trans/morefield.htm Wilson,K. (n.d.). Multicultural Education. EdChange. Retrieved August 8, 2007, from EdChange database. Website: http://www.edchange.org/multicultural/papers/keith.html