A Brief Note On Systemic Obstacles And The Criminal...

The article I am critiquing is entitled â€Å"Systemic Obstacles to the Criminal Prosecution of a Battering Partner: A Victim Perspective.† It seeks to explain the criminal justice system related to battered women, from a victim’s point of view. The major issue being investigated in this article is that many women fail to follow through after battery charges are pressed. The major concepts discussed in this article were not well conceptualized. While there was not much that needed to be conceptualized or defined, the researchers failed to explain a term that was used throughout. The researchers commonly used the phrase â€Å"follow thorough,† but nowhere in the article did they specifically define what they meant by that phrase. The research†¦show more content†¦Of the 92, they were able to get in contact with 49 women. These women were between the ages of 18 and 46, and the average age was 29 years old. These women were contacted by telephone, and each completed an interview. The average survey interview lasted about 20 minutes. The participants were asked to answer 3 open-ended questions and were then given the opportunity to share information about their personal experiences of pressing charges as a victim of battery (Bennett et al., 1999). According to Schutt (2015), a question is open ended if the participants answers questions in their own words. These types of questions allow the participants to formulate their own responses, and voice their own opinions. By using this type of question the researchers were able to get personal responses unique to each person. The participants’ responses were recorded word for word, and the women’s responses were compared. I think the design of t he study was useful, but I have a major problem with the way in which the participants were gathered. Frankly, I find it unethical. According to the article, questionnaires were used from a prior study, and those respondents were contacted. It does not say in the article that the researcher had the participants’ permission to use the information gained in that previous study for this study. Without this explicit permission to contact them in the future, the researchers would be violating the beneficence

Essay on Al Capone - 1697 Words

Al Capone In 1920, the United States entered a new stage in its life, the Era of Prohibition. However, flaws in the planning, execution, and administration caused this noble idea to vacillate unquestionably. However, men who were willing to break the law were the ones that were able to build a lucrative life for themselves; one such man was Alphonse Capone. However, honest men such as Elliot Ness fought adamantly to defend their morals, beliefs, and the law of the land. Nevertheless, Capone was a man who took advantage of his time and lived the life of the American Dream: going from rags to riches. However, it was this very same opulence that caused his downfall and incarceration. The tireless efforts of Elliot Ness eventually paid off†¦show more content†¦Since the beginning of Prohibition, the general public disregarded the legislation as hogwash. People of all classes, races, or beliefs flocked to speakeasies in droves to drink illegal alcohol that was either produced ill egally or smuggled in from other countries by land or sea. Smuggling alcohol was a very lucrative business for the unscrupulous. In order to ease the transportation, smugglers switched from beer and wine to hard liquor because it was more concentrated easier to hide. Since illegal liquor production was a black market, producers did not have to worry about government regulations when considering what to put into their drinks. In addition, many bootleggers were new to the game and did not know what they were doing. Many ended up accidentally producing poisonous liquor. Gabriele and Teresina Capone, along with their three sons, were two of the 43,000 Italians who arrived in the U.S. in 1894. After five years in the United States, a forth son joined the family as Teresina gave birth to the familys Alphonse Capone. Since their arrival, nothing about the Capone family was inherently disturbed, violent, or dishonest... They were a law-abiding, unremarkable Italian-American family with conventional patterns of behavior and frustrations; they displayed no special genius for crime, or anything else, for that matter, (Bardsley 2000). At first, the Capone family resided at a cold-water tenement flat in Brooklyn, NY near the Brooklyn Navy Yard.Show MoreRelatedProhibition and Al Capone858 Words   |  3 Pagesthe collapse of law and order in the 1920’s, perhaps the most recognized figure to emerge from the time is Al Capone. â€Å"The New York Times said of Al Capone that he was the symbol of a shameful era, the monstrous symptom of a disease which was eating into the conscience of America. Looking back on it now, this period of Prohibition in full, ugly flower seems fantastically incredible. Capone himself was incredible, the creation of an ugly dream.† (www.umich.edu) He impacted society through his ruthlessRead More Al Capone Essay1654 Words   |  7 Pages Al Capone, probably the most notorious and well known gangster in history, was born in 1887 in Naples, Italy. His father, Gabriel Caponi, immigrated to Brooklyn from the slums of Naples in 1910. After he came here he changed his last name too Capone too blend in more. Al Capone’s gang activities started out when he was young. He was in the Five Points Gang, who were known for their violence. The gang’s tradition was to scar their victims with a knife cut from the outside corners of their eyes toRead MoreEssay On Al Capone1271 Words   |  6 PagesAl Capone was a highly known gangster in the 1920s Alphonse Capone born in Brooklyn, New York to a poor US immigrant couple, Gabriele and Teresina Capone, seeking a better opportunity for their then big family of eight children. He was known for running many lucrative illegal businesses that included alcohol bootlegging, gambling, prostitution, and protection. Al Capone was so notorious that he would murder those who got in his way. With little prosecution of his actions, Al Capone believed his selfRead MoreEssay on Al Capone1286 Words   |  6 Pages Alphonse quot;Scar Facequot; Capone was born in Brooklyn, New York in 1899, to an immigrant family. He was born with type O blood. People supposedly born with O type blood tend to have the drive to succeed in leadership quality. They are strong, certain, and powerful, as will be seen later. However Al Capones leadership was taken to the extreme. (4 Blood Types, 4 Diets Eat Right 4 Your Type) nbsp;nbsp;nbsp;nbsp;nbsp;Certainly many Italian immigrants like immigrants of all nationalities, frequentlyRead MoreEssay on Al Capone697 Words   |  3 PagesAl Capone is one of Americas most feared, greatest-known gangsters and the utmost symbol of the fail of law and order in the United States during the 1920’s Prohibition era. Alphonse Capone was born on January 17, 1899, in Naples, Italy. He and his family later immigrated to the United States. They settled in Brooklyn, New York (â€Å"Capone, Alphonse†). Al Capone was a ruthless, violent, horrifying gangster. He was very organized and set on his high income. In 1920’s and 1930’s, Capone was the mostRead More Al Capone Essay1518 Words   |  7 Pages Al Capone still remains one of the most notable residents of quot;the Rock.quot; In a memoir written by Warden James Johnston, he reminisced about the intensity of public interest around Capones imprisonment, stating that he was continually barraged wit h questions about quot;Big Al.quot; Each day newspapers and press flooded his office with phone calls, wanting to know everything from how Capone liked the weather on quot;the Rock,quot; to what job assignment he was currently holding. BeforeRead More Al Capone Essay2647 Words   |  11 PagesAl Capone Prohibition led to the bootlegging of liquor and the gang wars of the 1920’s. The most notorious gangster of all time, known as Al Capone, was the most powerful mob leader of his era. He dominated organized crime in the Chicago area from 1925 until 1931. Capone grew up during the roaring 20s in Chicago. He joined the James Street gang, lead by Johnny Torrio. In 1920, Torrio asked Capone to move to Chicago and work with his uncle who controlled the city’s largest prostitution and gamblingRead MoreAl Capone Essay1485 Words   |  6 PagesSCARFACE Capone Born in New York City, in 1899, by parents Gabriel and Teresa Capone, Alphonse Capone was blessed with a historical blend of ruthless gangster in his blood. Al Capones parents immigrated to the United States in 1893, from Naples, Italy. Al Capone came from a huge family. He was the fourth oldest of nine children. At birth, Capones parents never would have believed that their son, Alphonse Capone, would grow up to be a murderous thug without remorse. As a child, Al Capone wasRead More Al Capone Essay688 Words   |  3 PagesAl Capone Throughout Americas history there have been many famous criminals, John Dillinger, John Gotti, Lucky Luciano, just to name a few. However, due to his extreme wealth and Godfather like status, the most notorious and famous one might have been Al Capone. Alphonse Capone was born in Brooklyn, New York on January 17, 1899 to immigrants from Naples, Italy. At a very young age, he became involved in organized crime by quitting school after sixth grade and joining a local neighborhoodRead More Al Capone Essay2672 Words   |  11 Pages Al Capone is one of the most recognized names in American history. Capone ran the City of Chicago with illegal activities. He appeared many times on newspapers all over the country. Every one of us has heard of Al Capone, but most of us don’t k now the story behind him. What made him to be the most feared gangster in the city of Chicago? How did this kid from a rough neighborhood and no money grow up to have $60,000,000? I’ve always been fascinated with organized crime but had never been taught

Essay the Matrix Free Essays

The Matrix Plato believed that the world as we see it, is not real but a more illusion, a copy of the real world to be more precise. Take for example if you look at rose or at a woman and you think they are both beautiful, that’s manifesting herself in those object, so the idea in this case pure beauty. So according to plato we are not really living in the real world, when we look at a rose or at a woman we are only seeing at a copy of real beauty. We will write a custom essay sample on Essay the Matrix or any similar topic only for you Order Now So when plato wrote about the cave, he said that man is chained in such a manner that they face only the shadows of anything that is passing by outside the cave. Because the man has only seen these shadows, he will take it as the real things. So if the man sees the shadow of a tree, because that’s the only thing he has seen he will think it’s a real tree. The only way to become unchained Plato thought, was to begin to see the real nature of things through the mind’s eye. But Plato belived that no one could be taught, they had to see reality for themselves, at most they could only be directed by people who had already been there. Plato continues that when someone sees the real world for the first time, it will be to bright for the person and will be confused, but only after spending some time his mind like the eyes will adjust to the light. In the movie this is more or less what happens to Neo, he is trapped in an illusion, he thinks it’s real because that’s the only thing he has seen. He cannot be told what the matrix is he has to see it for himself, when he first sees it he cannot believe it, but eventually accepts it, and so forth. Both Plato’s Cave and the Matrix play with the question are we awake? Both contend that humanity is asleep. Both Plato and the Matrix contend that given everyday world is illusionary. Plato because for him the real world are the form beyond the senses and everyday experience are just shadows on the cave wall. The Matrix presents an substratum a real world open rationing underground. And The prisoner who lives the cave, comes into the sun and their eyes are blinded by the light. The same can be seen when neo first came out of the matrix and said my eyes. I can’t see. Another of the similitaries is that in the Cave is some Light, the fire which cast the shadows of the puppets on the walls. This Light can be seen as an small aspect of the sun, small aspect of the Truth. It can be said, that there is Truth beyond the illusion, as its source is the Light. The same in the Matrix, the source of the Matrix is in the real world, only difference is that people are the Light of the matrix since they created it. And was told that’s because you have never used them before. Another similitaries is that in the Cave the prisoners never used their eyes truly, they were always in the darkness where they could not see behind themselves to see what was the source of the shadows, in fact their eyes were only adjusted/conditioned to the dimness of the Cave to the degree that when one of the prisoners left the cave and saw the outside their eyes were blinded, having never seen it before, or in the matrix having never used their eyes before. The other diference are that Matrix is more political than mystical as in Plato vision. The philosophical view of the nature of reality as seen in the matrix and the allegory of the cave are the Artificial Intelligence machines are the puppeteers, tricking the humans into believing the Matrix is actual reality. The humans that are imprisoned in the Matrix are like the prisoners in the cave. Neo is the prisoner that is freed from the cave into the true reality of the world. The Matrix is the cave, the real world is existence outside the cave. If i compare these views Descartes poses the question of how he can know with certainty that the world he experiences is not an illusion being forced upon him by an evil demon. He reasons since he believes in what he sees and feels while dreaming, he cannot trust his senses to tell him that he is not still dreaming. His senses cannot provide him with proof that the world even exists. Descartes’ evil demon is vividly realized in the Matrix films as the artificial intelligence that forces a virtual reality on humans. Just as Descartes realized that the sensations in his dreams were vivid enough to convince him the dreams were real, the humans who are plugged into the Matrix have no idea that their sensations are false, created artificially instead of arising from actual experiences. Until Neo is yanked from the Matrix, he, too, has no idea that his life is a virtual reality. Like Descartes, Neo eventually knows to take nothing at face value, and to question the existence of even those things, such as chairs, that seem most real. I think that the scenario that is shown in The matrix Could’t happen. because there cant be transported from one world to another through the phone, and cant be alive in two equal bodies in two places are just illucions that in real life can not pass never. How to cite Essay the Matrix, Essay examples

Influencing Second Language Literacy †Free Samples to Students

Question: Discuss about the Influencing Second Language Literacy. Answer: Introduction: Literacy is a very important term in a learners life because this is the way to get involved in the ability of communicating in a broader way. This literacy term provides the learners with the ability to judge and manage their behaviour and to maintain a proper decorum of their family as well as their community (Bernhardt, 2013). The literacy term is not only about the behaviour but it is also about the language that they use, which will be appropriate for determining the purpose of their life. Often there is a problem of learning of second language among the learners who pursue different L1 or first language. The learners either do not have interest on learning the second language and even if they have still their environment does not encourage them to learn. The factors that mostly influences the attitude of the second language learners are views of their families about literacy, view of the society they dwell in and view of the school towards the learning process of the second lan guage or L2 learners (Arends, 2014). Motivation plays an efficient role in the learning process of the L2 learners rather than the chosen learning process. Integrative motivation among the L2 learners will help them determine the reason as to why they want to learn the language. They must get accustomed to the reason whether learning the language will help them to get to know more people who have high knowledge about the language (Mackey Gass, 2015). They also need to figure out whether they need to have more friends and it will be easier for them to speak with them in the language or do they need to learn the language to meet various people and have idea about various cultures with no language problem in it. There is also instrumental motivation, which will provide the students with a broad idea about the career opportunities they will get once they learn the language and which will be an important turning point for their future. Difference with the first language learning: First languages are mostly taught with most care and effort and this does not only happen in schools but even in the learners family, surroundings and the society all plays an efficient role in the first language literacy among the learners (Genishi Dyson, 2015). However, second language is never taught with the same efficacy and the second language literacy is a very concerning factor worldwide. The learning process of the second language learners differ from first language in three ways, which are: The teachers seems to have the knowledge of what the learners will write but for the second language teachers they do not clearly have the idea about what the learners will write and how they will write. This difference affects the way in which the students write and what they try to imply with their learning (Brinton Celce-Murcia, 2014). The second difference is that the teachers of first language learners are able to share their own cultural values with the learners in a clear form but in case of the second language teachers they have to bring the balance between the oral and written genres in term of the culture and importance of language (Breen, 2014). For this, the teachers have to an idea of the attitude the L2 learners use while writing, experience they have about the subject and lastly how they utilize their writing skill. The teachers have to maintain an explicit way of learning. The third and last difference is that the teachers of L1 learners are well aware of the stages that the learners cover while writing and that the learners are well acquainted about their first language (Urquhart Weir, 2014). However, L2 learners need both oral and written knowledge about the language. This measure can be fragmented with the help of encouraging and motivating the L2 learners to learn about the language and develop their knowledge in English or any other second language within a quick span of time (Cohen, 2014). The exposure of the L2 learners towards second language will enhance their language skills as well as their non-linguistic approach. The knowledge of second language will not impede the second language learners ability of the first language as the first language is often noted as the mother tongue of the learner (Bygate, Skehan Swain, 2013). Insight of the subject: For getting a broader perspective of the issue of second language literacy, the study covers interviews of two people; first, one is a one monolingual English speaker and the other one bilingual speaker. The interview questions are provided in the appendix. Here the perspectives of the bilingual and monolingual speaker are provided as a supporting statement for the essay. The interviews were conducted to get a clear idea about what is second language literacy from the monolingual speakers perspective and to know about the experience of a bilingual speaker about the learning process of both the L1 and L2 languages. Firstly, an interview was conducted with a monolingual speaker and the findings of the interviews are discussed here. The information found stated that in the present phase of the world everyone requires to know many languages and be a multilingual, not necessarily in schools but also for any economic, social or personal reasons. There are many advantages of learning second language properly apart from the cognitive ones. Another main advantage of learning the second language is that it will allow the learners to reach a certain level of proficiency. All the schools across the world now practise incorporating many languages in the courses of the students and this is a way to amend the problem of the second language literacy of the learners. The learning of second language will increase the cultural awareness of the learners and offer them a bigger platform in every field. The learners must understand that they have to learn the worldwide cultural practices in order to make themselves talented enough. From the interview, another main aspect that can be noted was that it is hard to be judgemental about the learner than to judge their background. The interview also stated that there would be a change in pronunciation of the L2 learners and change their way of pronouncing the L1. It will only affect the pronunciation of the learners when they spend much of their time in speaking L2. Finding of bilingual speaker: The interview of the bilingual speaker who had undergone both the learning process of L1 and L2 was conducted next and the information found was that the subjects with less proficiency often has the challenge of cognitive deficit. The performance of Bilingual children is much better than monolinguals as they have more self-control and not over confident in nature. The problem of learning second language is that it is a big challenge because the learners have to adapt themselves with an opposite language and thus it becomes awkward for them to learn another language with the same efficacy. The bilinguals have the problem of adapting to a new atmosphere as entering a class, which already has a new environment. According to the findings of the interview, it is found the learners while coming to school have their own comfort zone of language and thus it becomes a major problem for them to work on improving another language with the same efficacy. The person who was interviewed said that he underwent the same problem as he was needed to undergo the second language learning process and that made him suffer a lot of pressure. The interview quoted that learning one language is easier for learners but at times when they have to learn more than one language they lack in interest. This leads to less involvement of them in the learning process and often difficult for the teachers responsible for the L2 learning process. The learners often feel more comfortable in speaking their mother tongue in school rather than speaking the second language. The bilingual speaker marked the decorum of many school the best as they have initiated the rule that the learners have to speak in the second language more in school. From the above there is a multidimensional perspective obtained about the second language literacy. The teachers need to be more careful while involving the learners in the second language learning process and in the pedagogical situation as well. The study shows that the second language learners needs to be given more attention so that they can get the same comfort zone that they get at home and which will eventually help them get accustomed to the learning process of the second language (Shum et al., 2014). Conclusion: It can be concluded that teaching English as a second language is tough but learning the same is more difficult for the learners. The help of the teachers and their support towards the second language learners can only sort this. They need to get the motivation that will encourage them to learn the second language. References: Arends, R., 2014.Learning to teach. McGraw-Hill Higher Education. Bernhardt, E.B., 2013. Second-Language Literacy.International handbook of literacy and technology,2, p.355. Breen, M. ed., 2014.Learner contributions to language learning: New directions in research. Routledge. Brinton, D.M. Celce-Murcia, M., 2014.Teaching English as a second or foreign language. Heinle and Heinle. Bygate, M., Skehan, P. Swain, M., 2013.Researching pedagogic tasks: Second language learning, teaching, and testing. Routledge. Cohen, A.D., 2014.Strategies in learning and using a second language. Routledge. Genishi, C. Dyson, A.H., 2015.Children, language, and literacy: Diverse learners in diverse times. Teachers College Press. Helman, L., 2016. Factors Influencing Second?Language Literacy Development.Literacy Development with English Learners: Research-Based Instruction in Grades K-6, p.1. Mackey, A. Gass, S.M., 2015.Second language research: Methodology and design. Routledge. Shum, K.M.K., Ho, C.S.H., Siegel, L.S. Au, T.K.F., 2014. First-language predictors of second-language literacy in young L2 learners. InAnnual Conference of the Hong Kong Psychological Society, HKPS 2014. The Hong Kong Psychological Society (HKPS).. Tabors, P.O. Patton, O., 2014. One Child, Two Languages: A Guide for Early Childhood Educators of Children Learning English as a Second Language.Education Review//Reseas Educativas. Urquhart, A.H. Weir, C.J., 2014.Reading in a second language: Process, product and practice. Routledge.