What Is Crime free essay sample

A crime is a wrongdoing classified by the state or Congress as a felony or misdemeanor. A crime is an offence against a public law. This word, in its most general sense, includes all offences, but in its more limited sense is confined to felony. Crimes are defined and punished by statutes and by the common law. Most common law offences are as well known and as precisely ascertained as those which are defined by statutes; yet, from the difficulty of exactly defining and describing every act which ought to be punished, the vital and preserving principle has been adopted; that all immoral acts which tend to the prejudice of the community are punishable by courts of justice. The term offence may be considered as having the same meaning, but is usually understood to be a crime not indictable but punishable, summarily or by the forfeiture of a penalty. Felony. A felony is a serious crime punishable by at least one year in prison. We will write a custom essay sample on What Is Crime or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Some family law felonies include kidnapping and custodial interference (in some states). People convicted of felonies lose certain rights, such as the right to vote or hold public office. During the term of sentence, the convicted person may also be prohibited from making contracts, marrying, suing or keeping certain professional licenses. Upon release from prison, the convict may also be required to register with the police. Misdemeanor. A misdemeanor is a crime for which the punishment is usually a fine and/or up to one year in a county jail. Often a crime which is a misdemeanor for the first offense becomes a felony for repeated offenses. All crimes that are not felonies are misdemeanors. Crimes are mala in se, or bad in themselves, and these include all offences against the moral law; or they are mala prohibita, bad because prohibited, as being against sound policy which, unless prohibited, would be innocent or indifferent. Crimes may be classed into such as affect: There are two major approaches taken in determining the extent of crime. One perspective is provided by the FBI through its Uniform Crime Reporting Program (UCR). The FBI receives monthly and annual reports from law enforcement agencies throughout the country, currently representing 98 percent of the national population. Each month, city police, sheriffs, and State police file reports on the number of index offenses that become known to them.

Study Questions on Introduction to the New Testament Essays

Study Questions on Introduction to the New Testament Essays Study Questions on Introduction to the New Testament Essay Study Questions on Introduction to the New Testament Essay The Jewish man who was born in the province of Galilee, who was the son of Joseph and Mary, who had several brothers and sisters, and who was some rot of carpenter of builder. The New Testament focuses mainly on the last years Of Jesus life, and presents him as a Jewish peasant who assumes the roles of rabbi and prophet on behalf of other Jewish peasants in Galilee during the rule of Hero Antipasti; the most prominent phase of his ministry (Powell, 2009). What the earthly Jesus means to me is the idea or the encompassing of everything that it means to be human or earthly. In other words, it is to recognize that Jesus was an actually person who, like you and I, did many regular earthly things. The exalted Jesus, on the other hand, is the dead that Jesus is active in human lives even though he is not physically alive. Mark Powell explains that when a believer has found Christ it means that who is part of the corporate entity that now makes up Christi body on earth (Powell, 2009), and is in reference to the exalted Jesus. The exalted Jesus can be identified as the bridegroom of the church or as a great high priest who serves God in a heavenly sanctuary, who communicates with people through visions and prophecies, who answers prayers and also offers prayers for his followers (Powell, 2009). The exalted Jesus is also expected to return to earth t the end of time to preside at the final judgment. The way these two are tied together is how they are viewed in the writings and Jesus as living entity, in the past and how he is living in the daily lives of Christians in the present. Historians are interested in studying all forms of Jesus, but they need to sufficient evidence to back up their findings, hence the study of historical Jesus. They use the New Testament as a primary sources to be analyses in order to extract information pertinent to a credible reconstruction of who Jesus was and what happened in the world because of him (Powell, 2009). Historians seek the historical Jesus, that is, the person who emerges from an analysis of sources in accord with generally accepted principles of historical science (Powell, 2009). Historical science is skeptical by nature, thus, from a historians point of view, the New Testament can be classified as religious propaganda. However, they strive to keep the distance between historical facts and religious assertions. 2. How is a Gospel different from a biography? What is the purpose of an ancient biography, and how do these differ from contemporary biographies? A modern biography is a detailed description of a arsons life and entails more basic information like education, work, relationships and death. A modern biography also portrays the persons life story and includes the highlights and intimate details of his or her experiences. However, during the time that the Gospels were written they can closely be classified as ancient biographies. The word gospel was first used to describe not a type of book but the content of Christian preaching and are only a short step removed from preaching (Powell, 2009). Gospels may be identified as biographies but unlike modern biographies there iterative makes no offering of objective or balanced perspectives on Jesus life, in other words, they offer little to no insight into Jesus personality, motivations, his childhood or his physical appearance. Also the gospels included genealogies, miracle stories, speeches, and pronouncement stories. The purpose of ancient biographies was to relate accounts that portrayed the essential character of the person who was the subject of the work, (Powell, 2009) in this case, Jesus. Nonetheless, the biographies were to define that persons character in a manner that would invite emulation. Lastly, events thin the Gospels Were not always reported in chronological order, instead, they were recounted In a sequence likely to have a particular rhetorical effect on the reader. As stated above, modern biographies are based on the facts of that persons lifer and (normally) set into chronological order so the reader can understand the events as they occur and what led to that particular event. In modern non-fiction biographies you must be able to back up the events with facts. However, ancient biographies were written in a supernatural sense. They were intended to report the extraordinary lives of people with the intention of inspiring the reader to change their lives. The authors of the Gospels tell the story of Jesus in a way that may motivate people to accept his teaching or practice his way of life (Powell, 2009). 3. What are two specific things you learned about Jesus that you did not know before? I must admit I know little about Jesus, excluding the general things most non- Christians know, for instance, he turned water into wine, he walked on water, and he died for humanities sins. Nevertheless the stories have learned about Jesus are extremely fascinating and very enjoyable to read about. The two specific things learned about Jesus were more specific examples of his miracles, such as how he heals ten lepers (Luke 1 7: 11-19) and how he cures a boy who is possessed (Matthew 17: 14-8). On his way to Jerusalem Jesus entered a village where he was approached, at a distance, by ten lepers. The lepers cried out for his help, Jesus tell the lepers to go show yourselves to the priest, and as they went they were made clean. However, what I found most interesting about this story is that only one of the lepers comes back to thank him and he happened to be a foreigner. Jesus did ask why the others id not come back and praise God, but he sends the foreigner on his way and tells him get up and go on your way; your faith has made you well. Find this story very fascinating because it reminds me of doctors today. A doctor can give a man who is suffering from severe kidney damage due to heavy drinking and statistically the man will continue drinking once he is well. In this story all ten lepers had faith but once they were healed they continued doing whatever else they were doing instead of embracing God and the miracle that was just preformed upon them. The second miracle is wh en Jesus is in a crowd of people and a man comes to ask for help curing his son of epilepsy. The father had previously tried to get a cure for him through Jesus disciples but had no luck. However, Jesus was able to cure him instantly. When the disciples asked Jesus why they were unable to cure the boy he replies because of your little faith. This story especially fascinates me because when I read the title I was expecting a boy to be possessed by a demon, such as a demon from hell, however, it was referring to epilepsy, which we now know is a brain disorder in which nerve activity in the brain is disrupted, causing seizures. Currently there is no medical treatment for epilepsy, nevertheless, the story shows how anything that is not construed as normal back in these times may have been considered demon possessions. 4. How does Luke analyses and present social class, poverty, and riches in his Gospel? How is Lakes view of poverty and riches similar or different from your own contemporary view of class and money? How might Luke look at our society today compared with his idealized view of class and financial status? Specifically, who are the poor, marginalia, or disadvantaged in Lakes Gospel? During this time over 90% of the population was considered or. Unable to feed themselves and their families, poor. So it is to be expected that the poor was an overwhelming percentage of Jesus followers. This had to have a direct impact on him. They would travel from town to town seeing poverty, injustice and sickness to his people, while the rich ruled the communities and ate banquets of food. Lakes gospel specifically shows concern for the poor and oppressed. While Lakes concern is for the poor, he is not necessarily speaking about those who are economically deprived. Luke also explains that the normalization of poor people can mean people f all economic situations who might be lacking honor, symbolically poor, or just generally disadvantaged. To Luke, the poor and oppressed are one in the same, for in this Gospel poverty is viewed as a consequence of injustice: the poor have too little because others have too much (Powell, 2009). Which shows in Lakes concern for the poor and resentment towards the rich. My view on current poverty is similar in many ways to Lakes view and it also differs in many ways. For instance, I am a true believer of not having things handed to you and working hard to acquire the things you want in life. This fifers from Luaus perspectives because in his eyes most are poor because of someone else, not because of their selves. However, the social structure is so extremely different it is hard to compare the two. There is unlimited amount of resources in America to help you better your economic situation, such as school grants, government funded day-care vouchers so parents can work and pay for day care, help with finding jobs, assistance paying your bills, and the list can go on. In these ancient times, you were most definitely subjected to the family and town you were born in and the idea of bettering your tuition was far and few between. I believe Luke would most definitely approve of our current social standings. There will inevitable be rich and poor people, but because of national closeness with each other we have been able to close the gaps between the classes and provide opportunity to those looking to better their situation, which would undoubtedly please Luke. 5. Powell opens the chapter on John with a few quotes from important readers of this Gospel living in the second to the sixteenth centuries. Many of them refer to John as a spiritual Gospel. What does this mean? What evidence for spiritual understanding of Jesus and community do you see in the Gospel itself? Are there also passages that portray a material portrait of Jesus or material concerns of the author and first-century community (e. G. , dealing with concrete, physical, and bodily realities)? How might these two aspects of the Gospel fit together in early Christian understanding of Jesus? When many scholars refer to John as a spiritual Gospel it is referring to the abundant amount of symbolism he includes in his Gospel. The previous Gospels focus on the facts of Jesus life, however John does discuss these things but his Gospel has a distinctive style that shows it to be the result of overwhelming theological contemplation. In this Gospel the symbols of spiritual realities are clearly present. For instance, ordinary items become symbols of spiritual truths, a loaf of bread bread of life becomes the symbol of the spiritual food given by God, and water becomes the spirit given to Jesus. Such as in John 6: 35, Jesus says to them, l am the bread of life. Whoever comes to me will never be hungry, and whoever believes in me will never be thirsty. John does discus Jesus earthly manor, for instance, Johns Gospel is congruent with hat of all the essential points in other Gospels, such as, Jesus in the Messiah and son of God his life and teachings reveal Gods character and will for humanity (Powell, 2009).

Online classes and attend traditional classes Essay

Online classes and attend traditional classes - Essay Example Online classes however have their disadvantages over traditional classes that limit effectiveness of leaning and both advantages and disadvantages of the types of classes need to be explored before a learner selects a type of class. I, in this paper argue that traditional classes are better than online classes. Conducting a comparative analysis of traditional classes and online classes requires an understanding of fundamental factors to learning processes and effectiveness of the fundamentals to achieving learning objectives. Applied approach to delivery of learning materials and learning concepts, student’s active role in the learning process, and quality of involved activities and processes in learning are some of the determinant of effective learning. Administration of learning processes and support to learners are other fundamentals of effective learning and forms bases for understanding relative effectiveness of traditional classes and online classes. The fundamentals als o explain strengths and weaknesses of the two modes of learning (Kats 290). Two perspectives support application of traditional class system over the online class system. ... The well-defined environment also dictates direct interaction between learners and educators and encourages learners’ participation through questions to educators and responses to prompts from educators. The structured scope also aids administration of learning processes and therefore facilitates achievement of learning objectives because the learning process, learners, and educators all exist in the same physical environment. Traditional class also offers a â€Å"more personal relationship† between learners and their instructors. Physical presence and the role of face-to-face communication such as developed confidence and trust develop a link between the parties and this facilitates interaction and freedom towards better understanding of concepts. This is partly because students are free to ask questions and have confidence to respond to questions when they are in a favorable environment. Traditional classes, unlike online classes, allow for instant responses to questi ons by learners and educators and this facilitates effective learning. It is contrary to the experience in online classes in which an educator may forget to respond to a question, a phenomenon that may discourage a learner and limit the learner’s confidence in asking questions. Learners in a traditional class set up also have the opportunity to interact with one another, develop social ties, and form study groups, and these occurrences expands sources of knowledge to facilitate learning (Sharpe 240). Numerous disadvantages of online classes that traditional classes manage also offer rationale into the preference of traditional classes. Unlike in traditional classes in which educators are able to identify each learner’s need and motivate the learners, the distance in an online class

Computer-Based Crimes Research Paper Example | Topics and Well Written Essays - 1000 words

Computer-Based Crimes - Research Paper Example In this case, monetary reward is the goal of hacking. Some hackers may also hack into a computer system with the aim of revenging. Such a hacker may steal and distribute sensitive information that could hurt the business. During a hacking episode, a hacker may connect to a target computer through an open network. For instance, open wireless connection offers hackers a quick way of attacking a computer system. Hackers can also use exploits to compromise a host and use it to gain access into the target computer. Once the hacker compromises the computer, they are may steal unprotected information from the computers. Phishing Computer-based crimes may also entail wrongful acquisition of data and information about users for the purpose of misrepresentation. Users who have access to computer systems have various identities, which describe the users such s they address or bank details. There are times when criminal attempt to acquire date from users by false means. For instance, criminals c ould dupe users into providing their bank details to a website that appears to be genuine, but not (Onescu, Irea, & Blajan, 2011). With a successful phishing, the criminal may use the data from the user to commit crime or for financial gain such as purchasing items online. Among the many computer-based crimes, phishing has the highest number of occurrences. There are various ways of phishing users online. One common technique is the use of an email that may appear to be from legitimate from a legitimate source. Using such emails, the sender will convince the user to follow a link and perhaps fill some sensitive information into a form and upon clicking the submit button send the information to the user. A typical scenario will be a criminal sending an... This research paper not only describes most common ways that criminals use to steal your data or hack computer system, but also provides recommendations on how to prevent such events and to increase user awareness of computer-related systems. Over year, the number of computer-based crimes has been rising and there are no signs the pattern will change, at least for now. Computer crime refers to any criminal activity where criminals target a computer, or use computers to violate the law. In recent years, criminals have used computers to commit crime such as stealing credit cards from unsuspecting users. With the number of computer crimes growing, there is significant interest on how users can enhance their safety when using computers. This essay describes many issues, that could affect the computer industry with computer-based crime and ethical issues being the chief. Using computers, criminals can commit crimes such as phishing where they capture sensitive user data and possibly misus e them. However, increasing user awareness and using antivirus software can help prevent and mitigate this threat. The researcher states that organizations can implement decision to curb ethical issues such as software piracy where employees copy and install software without purchasing them. Being that those firms deprives software vendors of revenues, purchasing the software and creating awareness is a fair strategy of reducing the practice. This solution align with fairness approach because it allows the developers to earn money while making software firms pay for tools they use to earn money.

Critically evaluate the main ideas and theories in 'The Communist Essay

Critically evaluate the main ideas and theories in 'The Communist Manifesto' by Marx and Engels - Essay Example he communist manifesto and it implications to our modern times, let us look into the theories of capitalism and communism that served as the foundations of the manifesto. Capitalism is one of the most widely discussed theories in the Communist manifesto. Here, Marx discussed at length the effects of capitalism in relation to labor. Marx considers capitalism as a specific mode of production whereby productivity is dictated by the people who controlled the mode of production (Burnham, Peter (2003). Marx sees the "bourgeois society" as advanced form of social organization whereby the people who controls the wealth also controls production (Marx and Engels, 1948). To distinguish the value of commodities, Marx presented the idea that value of use of commodities is different from their exchange value in the market. He believed that capital is created to when one purchases commodities to create another commodity that can command a higher value in the market. According to Marx, labor becomes like any other commodity under a capitalist society in the sense that labor earns less value for its service compared to the value that the capitalist derived from labor. A good example of this scenario is a person who offers his or her service to a big manufacturing company in exchange for minimum wage. Marx argued that the difference in the value of the service rendered by the employee and the value derived by the employee from the service rendered by the employee is surplus value which the capitalist earned on the expense of labor. (Marx, 1909). Under this principle, since labor has less influence and power over production, labor is continuously exploited. All throughout the discussions in the communist manifesto, Marx struggled to present how the labor sector is exploited by reason of its status in society which gives it less bargaining powers compared to the "bourgeois". For anti-capitalists, the Communist manifesto represents the history of the struggle of the proletariat and

Thoroughbred Horses Racing

Thoroughbred Horses Racing Thoroughbred Horses and Racing Horses and racing have been around since prehistoric times. Eohippus is the earliest forerunner of our present day horse. Racing can be dated back to nomadic tribesmen of Central Asia. The horse has evolved throughout time from being hunted to being a pet. Racing is still the same as it used to be. Over the centuries racing has evolved into being one of the greatest sports in America, England, and many other countries. From this history of racing some great horses have been identified. Thoroughbred horses were developed in the 18th century England. The English men needed a long distance runner. They imported three Arabian stallions. (Staples) Darley, Godolphin, and Byerly Turk Arabian were bred to English mares. All of our modern thoroughbreds can trace their lines back to there three Arabian Stallions. Samuel Gist brought the first thoroughbred to the American Colonies in 1730. The thoroughbred horse was named Bulle Rock. A thoroughbred was first used in an advertisement in Kentucky. The advertisement describes the New Jersey stallion Pilgarlick. (NA) Thoroughbreds can stand 15-18 hands tall and weigh 900-1200lbs. The colorings are bay, chestnut, brown, grey, roan, and black. The head is clean cut and fined bone. The neck should be longer and lighter than other breeds. Withers should be high and well defined. They have a curved back. The shoulders are deep, well muscled and slope along the parallel that the head is carried. They have long legs and a powerful hindq uarter. They should look like a champion. (Staples) They travel at the speed of 35-40mph. Thoroughbred are used in many thing like show jumping, endurance racing, dressage, and of course racing. Thoroughbred horses start racing when they are at the age of 2. (NA) (Parker) Prehistoric nomadic tribesmen of Central Asia created what we call racing. Ancient Greece is known to be the time and place when the first recorded mounted horse race. During Roman times they were racing in chariots and occasionally on the back of the horse. Horse racing is known to be the sport of kings. It is that because in England owner were wealthiest member in society. (Parker) In 1665 the first racetrack was created in the North America. The track was structured in Long Island. The primary places where they were racing were New York, Pennsylvania, Virginia, Maryland, and the Carolinas. The tracks are 1mile of oval railing with sand inside of it. The middle contains grass. The horses race counterclockwise. Thoroughbred racing has six major types of racing. Stakes, handicap, allowance, claiming, match and walkover. In Stakes racing horses the same age are all assigned to be the same weight. The owner must pay the entry fee. The handicap race is an event among all differ ent type of age groups. Where the horse with the best chance is assigned the highest weight. The horse that is least likely to win gets a lighter weight. In Allowance races horse are judge on their last years performances. Horses with the same ability are matched against each other. A Claiming race is when the owner is trying to sell the horse. The owner puts the horse in the claiming race and people can put a claim down on it. Match racing is a duel between two horses. A Walkover race; it rare is only happens when a horse hasnt been scratched or withdrawn from a race. They have to run the distance of the remaining horse. The last time there was a walkover was at Belmont Park 1980s. There are three famous tracks that hold the Triple Crown. (Encyclopedia) The Kentucky Derby is at Churchill Downs in Louisville, Kentucky it was started in 1875. The Preakness Stake in Pimlico near Baltimore was open in 1873 and the Belmont Stake in Belmont Park at Elmont, New York began in 1867. There h ave only been 11 horses to be Triple Crown winners. (Horse) Between 1919-1920 America racing was dominated by the performance of an American Colt named Man O War. He set records and was defeated only once out of 21 starts. Man O War was bred by premiere sportsmen August Belmont II. Man O War was sold to Samuel Riddle. Man O War was a big chestnut colt. When Man O War was unleashed by Louis Feustel during the World War I sports scene he got to business. Man O Wars first race was at Belmont Park on June 6, 1919. He won by 6 lengths. With in a couple days he stepped to stakes companies and won five others in the Keene Memorial Stakes. When Man O War was 2 he had won nine of the ten races. He was defeated by Whitneys Upset in 1919 in the Sanford Stakes. Man O Wars final race was in Kenilworth Gold Cup by seventh. Man O War never went to the Kentucky Derby. He won 20 of his 21 races and earned the record of $249,465. Man O War died in this 30is back in 1947. The statue was placed at the Kentucky Horse Park. Man O Wars speed, courage, and potency i s still appropriate today. (Duke, 10) One of the 11 Triple Crown Winners was War Admiral. War Admiral was the son of the famous Man O War. He was the only son of Man O War to win the Triple Crown. Samuel Riddle raced War Admiral also. War Admiral at the age 2 only won one stakes out of six races. He finished second in two stakes races at Richard Johnson Handicap. At the Pompoons National Stallion Stakes he took third. At age 3 War Admiral swung in to action. War Admiral won the Horse of the Year in 1937 Riddle decided that the Derby might not be a risk. George Conway entered War Admiral. War Admiral won all three races, which made him the Triple Crown winner. At Belmont track War Admiral had stumbled when the gate opened and put a gash in his foot. He finished first in the race and had blood dripping from his belly. War Admiral didnt race again until the fall. At the age of 4 War Admiral raced Seabiscuit. He lost the race by four lengths. War Admiral only won one race at the age 5. He was retired after an ankle injury. W ar Admiral passed in 1959 at the age of 25. They buried him by Man O War and Brushup at Faraway Farm. (Duke, 58) After losing seventeen races in his career Seabiscuit made a remarkable come back. (Duke, 98) Seabiscuit is consider the Cinderella story of the horse racing industry. (Lovgren) Seabiscuit was also related to Man O War horse. Seabiscuit won only three of his races. Until Red Pollard became his rider. Then the horse had a remarkable change. Seabiscuit became known as the best oldest horse. He won seven consecutive stake races and set four track records. 1938 he won six of eleven starts including the match race with Bing Crosbys Ligaroti. Seabiscuit met War Admiral on November 1, 1938 he won the race by 4 lengths. He also set a track record. Seabiscuit won the champion handicap and the Horse of the year in 1938. In 1939 Seabiscuit only raced once pulling up lame after the gate flew open. When he returned to the track it was for the Santa Anita Handicap race. He won easily. Seabiscuit retired with the winnings of $437,730. (Duke, 98) By the 21st century the first and only horse to win the Triple Crown while still undefeated was Seattle Slew. Castleman bred Seattle Slew. A young man named Billy Turner trained Seattle Slew. Seattle Slew won his championship for juvenile males. After winning the Triple Crown the owner kept racing him. He finally lost at the Hollywood Park, where he placed 4th. In 1977 he was named Horse of the year and also the champion 3 year old. Seattle Slew had the first battle against the 1978 Triple Crown winner Affirmed. He won the race. Ending his racing career at Stuyvesant Handicap, he won. Seattle Slew was elected into Racing Hall of Fame back in 1981. (Duke, 42) Thoroughbreds and racing will continue to evolve throughout time. Horseracing is all over the United States. There will be more great horses like Man O War that never make it to the Kentucky Derby. Then you will have horses that will make and win the Triple Crown with a few losses like War Admiral, or you will have a horse like Seattle Slew that will make it undefeated. Another great comeback horse like Seabiscuit will come along. Thoroughbreds and racing will be around until the end. Work Cited Duke, Jacqueline. Thoroughbred Champions Top 100 Racehorses of the 20th century. Lexington, Kentucky: The Blood-Horse Inc, 1999. Encyclopedia: Lincoln, Abraham. 2004. The History Channel website. 09 May 2006, 19:13 http://www.history.com/encyclopedia.do?articleId=212170 horse racing. Comptons by Britannica. Encyclopedia Britannica. 2005. eLibrary. Proquest CSA. IDAHO COMMISSION FOR LIBRARIES. 07 Feb 2008. http://elibrary.bigchalk.com/libweb/curriculum/do/document?set=searchgroupid=1requestid=lib_standardresultid=1edition=ts=797AEBBF0F6E34B3EF27250E3C430C58_1202404496286start=1urn=urn%3Abigchalk%3AUS%3BBCLib%3Bdocument%3B121713270 Lovgren, Stefan. From Nag to Riches: The story of Seabiscuit. From Nag to Riches: The story of Seabiscuit June 28 2003 February 06 2008 . NA, NA. Thoroughbreds. Breeding of Livestock . 28 Feb 2002. Oklahoma State University. 6 Feb 2008 . Parker, Mike. History of Horse Racing. History of Horse Racing. 1996. Old Fashion Service. 6 Feb 2008 . Staples, Michelle. The Thoroughbred . For real horse power. 2008. Equiworld. 31 Jan 2008 .

Music Therapy and Depression Essay -- Music Therapy and Mood Disorders

Introduction There are many studies that show how music therapy helps people with mood disorders. People with depression can benefit from music therapy because through music therapy they can lessen the symptoms of depression. In the studies and cases that will be mentioned we can see that music therapy is effective through methods like group therapy. It is shown that people with depression that go through music therapy are affected in a positive way. Overview of Mood Disorders Mood disorders are a class of behavioral-emotional disorders labeled by disruption in mood. Examples of this are depression or extreme elation. Some people may experience periods of depression or elation but this doesn’t mean they have a mood disorder. Mood disorders are defined around different episode. Episodes are periods of time where someone will show signs of different symptoms that reflect a change from how they were before (Davis, Gfeller, Thaut, 2008). If someone is having a depressive episode and this last for a long period of time they may be experiencing depression. Depression is marked by persistent depressed mood, changes in appetite or weight, lack of energy, difficulty concentrating and changes in sleep patterns. These symptoms can develop at a very difficult time in someone’s life and continue beyond a normal period of mourning. People can become depressed because of a difficult life event or some can become depressed for no reason at all (Symptoms of Depression, 2005-2013). Some ask â€Å"what is the difference between bipolar disorder and depression†. Bipolar disorder is also known as manic depression. The answer to this is that depression does not have manic episodes like bipolar disorder does. Bipolar changes between manic ... ...ic therapy. Works Cited Albornoz, Y. (2011). The effects of group improvisational music therapy on depression in adolescents and adults with substance abuse: a randomized controlled trial. Nordic Journal of Music Therapy, 20(3), 208-244. Grohol, J. (n.d.). What’s the Difference Between Bipolar Disorder and Depression?. Psych Central. Psych Central.com. Web. 7 December 2014. http://psychcentral.com/lib/whats-the-difference-between-bipolar-disorder-and-depression/000906 Meadows, A. N. (2011). Developments in music therapy practice case study perspectives. Gilsum: Barcelona Publishers. Werner, P. D., Swope, A. J., & Heide, F. J. (2009). Ethnicity, Music Experience, and Depression. Journal of Music Therapy, 46(4), 339-358. Viega, Micheal (2014). Systematic Process [Powerpoint Slides]. Viega, Micheal (2014). Some Basics [Powerpoint Slides].

Capstone Paper

An accomplished leader is a strong communicator, motivator and problem solver. Building teams, motivating employees, measuring client needs and managing conflicts are some of the critical tasks of a leader. The definition of leadership is â€Å"the ability to inspire confidence and support among the people who are needed to achieve organizational goals† (Durbin, 2). This is the primary goal of a good leader however I believe the leader needs to have a certain number of characteristics or traits in order to provide this to his/her employees. Loud have to say that the most important traits of a good leader are a passion for the work and the people, self-confidence and trustworthiness. I think that it is crucial for a great leader to be passionate bout the work that they do as well as the team that they are leading. Within my current role as a Senior Business Support Coordinator, we're required to take on a leadership role on an almost daily basis. One particular instance that re call of which I had to take on a complete leadership role was during a snow storm. I was one of the only seniors or management that was actually able to make it into the office.With the few of us that were actually able to make it into the office, took control and distributed all of the cases that needed to be handled that day. I made sure we had appropriate phone overage and triages all incoming work that was received. On this day with short staffing we were able to handle all of the cases that were due for that day and we had not late reports to our home office or the FDA. The association amongst effective performance evaluations and employee morale is very close. Actually, one of the core reasons to evaluate employees is to encourage them.As a leader, this is an opportunity to reinforce things an employee does well and provide correction and planning for areas that need improvement. It is important to understand that performance evaluations re definitely a necessary evil, however the process chosen to evaluate one's employees needs to be considered very carefully. Problem Statement The issues with performance evaluations are not within the systems themselves but in how they are administered. It is hard for an employee to deal with a negative performance evaluation in general.However, it is even harder to deal with a performance evaluation that one would consider average when the employee may feel that their work performance level is really much higher. Research Design This capstone paper will consist of taking a anonymous poll within my apartment of my co-workers in regards to how they feel about how the process of performance evaluations are handled with our organization. How these performance evaluations and promotions affect their work performance and feeling about the company. Results of Study Within my company we have a system in which we used called the UP system.This system has all of our goals that are cascaded down from out managers. Within the pro duct safety department the majority of all our goals are group goals so it is extremely hard to stand out individually. It allows for a â€Å"loafer to receive the same rewards because the other's pick up the slack and still hey look good in return. In December and January of each year the employee lists their progress, weight goals, lists any accomplishments, year- end self-appraisal on UP/LDAP (Individual Development Plan) and we submit them to our manager.The manager and employee then discuss to ensure everything is clear and accurate. The manager then obtains feedback and input on the employee's performance and behavior from others and participates in calibration. Calibration is a system of checks and balances that ensures the employee's performance is rated as fairly, objectively and equitably as possible. The next step to the UP process is to have the manager draft UP year-end appraisal considering employee's self-appraisal, input and managers own observations. Here is where the issue in my opinion comes into play.It is understandable that feedback is necessary in order for managers to make an accurate assessment of the employee's performance and behavior. When the managers meet to discuss ratings they are allowed to provide input on each employee even if they do not directly work with that employee. How is it possible to make an assessment on an employee's performance or behavior if a manager is not directly working with them at any time? I believe the feedback should come directly from those that work directly with the employee so that a true assessment and feedback Can be given.We are also required to attach to our UP system is a form that is called an DIP or Individual development plan. The purpose of this form is to set long term goals for your career path and your manager is supposed to help you GU did. After all this has been performed at the end of the year and an assessment has been performed a rating is applied to the employee.

Power Essays - Social Psychology, Forms Of Government, Free Essays

Power Essays - Social Psychology, Forms Of Government, Free Essays Power Children play king of the mountain with the stronger players trying to keep the weaker ones from taking possession of the top of the hill. One of Golding's many themes expressed in Lord of the Flies is power. In comparison to society, the island consists of democratic, authoritarian, and spiritual power. Sitting in a throne may give a person power, but it does not give them complete authority. Democratic power is shown when choices and decisions are shared among many. Ralph, originally from the Anglo-Saxon language, means "counsel." Ralph is an embodiment of democracy, he is willing to be a leader but knows that its important for each of the boys to be able to speak his mind. When there is a decision to be made, he lets the boys vote on it. In are present democratic government of the United States, the President has to go through Congress to pass a bill. The President runs the operations but he does not have complete power over the decisions. Like the President, Ralph has to go through the boys to make the decisions. "The trouble was, if you were chief you had to think, you had to be wise. And then the occasion slipped by so that you had to grab at a decision. This made you think: because thought was a valuable thing, that got results..."(page 71) In addition to democracy, authoritarian power is additionally portrayed. Authoritarian power allows one person to rule by threatening and terrifying others. Jack comes from the Hebrew and means "one who supplants," one who takes by force. Although the word "military" is never used about Jack, there is something about his manner that suggests military or authoritarian power. Jack lusts for power and is driven to destroy anyone who gets in his way. In 1956, Fidel Castro forced his way into Cuba planning to overthrow the government of Fulgencio Batista, a dictator in Cuba. After Castro became President of the Council of State in 1976, he seized property owned by wealthy Cubans, Americans, and others. He favored the lower classes and made Cuba a communist state. In relation to Castro, Jack overthrows Ralph from being chief and takes over the position with force and abuse. The boys look up to Jack and respect him but there is no understanding. They do not understand why he hides behind his mask or tortures innocent boys. But they do know to respect him or they will be punished. For instance on page 85, "If Jack was chief, we'd have all hunting and no fire. We'd be here till we died." Besides authoritarian, spiritual power is also represented. Spiritual power recognizes internal and external realities and attempts to integrate them. Simon comes from the Hebrew for "listener." It was also the name of one of Jesus' apostles, Simon Peter. This hints at the spiritual role the character will play in the novel: Simon is the only one who hears and understands the truth. In the beginning of the story Simon is introduced as a "skinny, vivid little boy" with epilepsy. In ancient times many thought that the epileptic seizure was an indication that a person had great spiritual powers and was favored by communications from the gods. In an ironic twist, Simon communicates with an evil figure rather than a loving god. Beginning in 1933, Adolf Hitler brutally slayed many "impure" people because of their religious beliefs. Many Jews, whom Hitler blamed Germany's problems on, were sent to concentration camps, where they were murdered. This event relates to the fact that Simon is also killed by the strength of the boys belief in the beast. Simon is very quiet and intimidated, "(he) felt a perilous necessity to speak; but to speak in an assembly was a terrible thing to him."(page 82) Different types of power, with their uses and abuses, are central to the story. Democratic, authoritarian, and spiritual power are each used by one of the characters. A person may have power but it's how they use the power to determine the authority and dominance.

Permitir Conjugation in Spanish, Translation, Examples

Permitir Conjugation in Spanish, Translation, Examples The Spanish verb permitir  means to permit or to allow. Conjugate permitir  like any other regular  -ir  verb, such as  compartir and  escribir. This article includes tables with the conjugations for permitir  in  the present, preterite, imperfect, future, periphrastic future, and conditional indicative, the present and past subjunctive, the imperative, and other verb forms such as the present participle (to form progressive verb forms) and the past participle (to form compound verb forms). Permitir Present Indicative Yo permito I allow Yo permito que mi hermano use mi ropa. T permites You allow T permites el uso del telfono en la clase. Usted/l/ella permite You/he/she allows Ella no permite entregar la tarea tarde. Nosotros permitimos We allow Nosotros permitimos que lleguen tarde a la reunin. Vosotros permits You allow Vosotros permits usar ropa informal en la oficina. Ustedes/ellos/ellas permiten You/they allow Ellos no permiten tomar muchas vacaciones. Permitir Preterite  Indicative There are two different past tenses in Spanish. The preterite tense is equivalent to the English simple past, and it is used to talk about completed actions in the past.  Ã‚   Yo permit I allowed Yo permit que mi hermano usara mi ropa. T permitiste You allowed T permitiste el uso del telfono en la clase. Usted/l/ella permiti You/he/she allowed Ella no permiti entregar la tarea tarde. Nosotros permitimos We allowed Nosotros permitimos que llegaran tarde a la reunin. Vosotros permitisteis You allowed Vosotros permitisteis usar ropa informal en la oficina. Ustedes/ellos/ellas permitieron You/they allowed Ellos no permitieron tomar muchas vacaciones. Permitir Imperfect  Indicative The imperfect tense can be translated to English as was allowing or used to allow,  and it  is used to give descriptions and background information, and to talk about ongoing or habitual actions in the past.   Yo permita I used to allow Yo permita que mi hermano usara mi ropa. T permitas You used to allow T permitas el uso del telfono en la clase. Usted/l/ella permita You/he/she used to allow Ella no permita entregar la tarea tarde. Nosotros permitamos We used to allow Nosotros permitamos que llegaran tarde a la reunin. Vosotros permitais You used to allow Vosotros permitais usar ropa informal en la oficina. Ustedes/ellos/ellas permitan You/they used to allow Ellos no permitan tomar muchas vacaciones. Permitir Future  Indicative The future tense is formed by adding the future endings (à ©, s, , emos, à ©is, n) to the infinitive form of the verb,  permitir. Yo permitir I will allow Yo permitir que mi hermano use mi ropa. T permitirs You will allow T permitirs el uso del telfono en la clase. Usted/l/ella permitir You/he/she will allow Ella no permitir entregar la tarea tarde. Nosotros permitiremos We will allow Nosotros permitiremos que lleguen tarde a la reunin. Vosotros permitiris You will allow Vosotros permitiris usar ropa informal en la oficina. Ustedes/ellos/ellas permitirn You/they will allow Ellos no permitirn tomar muchas vacaciones. Permitir Periphrastic Future  Indicative The periphrastic future tense is composed of  three different parts: the present indicative conjugation of the verb  ir  (to go), the preposition  a,  and the infinitive of the verb. Yo voy a permitir I am going to allow Yo voy a permitir que mi hermano use mi ropa. T vas a permitir You are going to allow T vas a permitir el uso del telfono en la clase. Usted/l/ella va a permitir You/he/she is going to allow Ella no va a permitir entregar la tarea tarde. Nosotros vamos a permitir We are going to allow Nosotros vamos a permitir que lleguen tarde a la reunin. Vosotros vais a permitir You are going to allow Vosotros vais a permitir usar ropa informal en la oficina. Ustedes/ellos/ellas van a permitir You/they are going to allow Ellos no van a permitir tomar muchas vacaciones. Permitir Conditional  Indicative The conditional tense is formed by adding the proper ending (à ­a, à ­as, à ­a, à ­amos, à ­ais, à ­an) to the infinitive form of the verb. Yo permitira I would allow Yo permitira que mi hermano use mi ropa. T permitiras You would allow T permitiras el uso del telfono en la clase. Usted/l/ella permitira You/he/she would allow Ella no permitira entregar la tarea tarde. Nosotros permitiramos We would allow Nosotros permitiramos que lleguen tarde a la reunin. Vosotros permitirais You would allow Vosotros permitirais usar ropa informal en la oficina. Ustedes/ellos/ellas permitiran You/they would allow Ellos no permitiran tomar muchas vacaciones. Permitir Present Progressive/Gerund Form To form progressive tenses such as  the present progressive,  you need to first conjugate the verb estar  in the present indicative tense, and follow it with the present participle (gerundio  in Spanish). The present participle for -ir verbs is formed with the ending  -iendo. Present Progressive of Permitir est permitiendo She is allowing Ella no est permitiendo  entregar la tarea tarde. Permitir Past Participle To form compound tenses such as the present perfect, you first need to conjugate the verb haber  in the present indicative tense, and follow it with the past participle. The past participle of -ir verbs is formed with the ending -ido.   Present Perfect of Permitir   ha permitido   She has allowed   Ella no ha permitido entregar la tarea tarde.   Permitir Present Subjunctive The subjunctive mood is used in a subordinate clause when the main clause of a sentence expresses doubt, emotion, desires, recommendations, possibilities, or other subjective situations. Que yo permita That I allow Mam quiere que yo permita que mi hermano use mi ropa. Que t permitas That you allow Pedro quiere que t permitas el uso del telfono en la clase. Que usted/l/ella permita That you/he/she allow La directora sugiere que ella no permita entregar la tarea tarde. Que nosotros permitamos That we allow Eric quiere que nosotros permitamos que lleguen tarde a la reunin. Que vosotros permitis That you allow Ana quiere que vosotros permitis usar ropa informal en la oficina. Que ustedes/ellos/ellas permitan That you/they allow El jefe pide que ellos no permitan tomar muchas vacaciones. Permitir Imperfect  Subjunctive In Spanish there are two  ways to conjugate the imperfect subjunctive. Both forms are equally accepted. Option 1 Que yo permitiera That I allowed Mam quera que yo permitiera que mi hermano usara mi ropa. Que t permitieras That you allowed Pedro quera que t permitieras el uso del telfono en la clase. Que usted/l/ella permitiera That you/he/she allowed La directora sugera que ella no permitiera entregar la tarea tarde. Que nosotros permitiramos That we allowed Eric quera que nosotros permitiramos que llegaran tarde a la reunin. Que vosotros permitierais That you allowed Ana quera que vosotros permitierais usar ropa informal en la oficina. Que ustedes/ellos/ellas permitieran That you/they allowed El jefe pidi que ellos no permitieran tomar muchas vacaciones. Option 2 Que yo permitiese That I allowed Mam quera que yo permitiese que mi hermano usase mi ropa. Que t permitieses That you allowed Pedro quera que t permitieses el uso del telfono en la clase. Que usted/l/ella permitiese That you/he/she allowed La directora sugera que ella no permitiese entregar la tarea tarde. Que nosotros permitisemos That we allowed Eric quera que nosotros permitisemos que llegasen tarde a la reunin. Que vosotros permitieseis That you allowed Ana quera que vosotros permitieseis usar ropa informal en la oficina. Que ustedes/ellos/ellas permitiesen That you/they allowed El jefe pidi que ellos no permitiesen tomar muchas vacaciones. Permitir Imperative   The imperative mood is used to give orders or commands. Notice that there is some variation between the positive and negative commands.   Positive Commands T permite Allow! Permite el uso del telfono en la clase! Usted permita Allow! Permita entregar la tarea tarde! Nosotros permitamos Lets allow! Permitamos que lleguen tarde a la reunin! Vosotros permitid Allow! Permitid usar ropa informal en la oficina! Ustedes permitan Allow! Permitan tomar muchas vacaciones! Negative Commands T no permitas Dont allow! No permitas el uso del telfono en la clase! Usted no permita Dont allow!! No permita entregar la tarea tarde! Nosotros no permitamos Lets not allow! No permitamos que lleguen tarde a la reunin! Vosotros no permitis Dont allow! No permitis usar ropa informal en la oficina! Ustedes no permitan Dont allow! No permitan tomar muchas vacaciones!

Medieval Peasants Were More Important Than Monks And Knights Essay

Medieval Peasants Were More Important Than Monks And Knights - Essay Example Daily lives of the three social classes explain their relative significance in medieval society. Peasants belonged to the lowest social class and were despised, despite their contribution to society and their direct help to members of the higher social classes. Even though peasants were not entitled to large pieces of land, they had an opportunity to own land from their respective lords. They could offer labor as a price for ownership and this meant that as long as a peasant could work and be motivated towards land ownership, they could own as much land as their efforts could allow. Consequently, the peasants could meet their needs from land ownership, especially with respect to basic needs and this established significant equivalence between members of the social class and members of higher social classes. ...it activates in the absence of the monks and the knights while the monks and the knights could not offer labor into some of the society’s economic activities.1 Understan ding the roles that the monks and the Knights played in the society also explains the relative significance of the peasants over monks and knights. Core objectives of the monks, as their three main vows suggest, were to ensure eradication of poverty, to ensure chastity, and to ensure obedience. Unlike the peasants who offered labor in an almost capitalistic scope and therefore ensured production of goods and services towards their master’s desired volumes, the monk's economic activities focus on eliminating poverty but not wealth creation. These factors identify more economic significance peasants than the monks because the monks economic activities were limited to â€Å"necessary supplies of vegetables and grain†.2 The monks’ other points of focus, chastity, and obedience, are also secondary needs and this identifies more significance of the peasants in resource creation towards meeting people’s basic needs. The monks’ areas of operation were also limited to monasteries while the peasants contributed to a wider scope of the society. Lives and functions of knights were also limited to the lives and interests of the noble class and not on the community’s basic needs. members of the social class focused on wars that their lords fought and spent most of their times preparing their weapons and keeping themselves fit to defend their lords from possible attacks and to attack enemies as deemed by the lords.

Make an argument for what you believe the THEME of this short story is Essay

Make an argument for what you believe the THEME of this short story is - Essay Example In my opinion, the main theme in this short story would be the perception that Indians hold about their fellow Indian Americans, which revolves around the issue of class and acceptance, and how most of them would choose to interact with individuals who hold opposing views from what is expected by society (Johansen 347). What this means is that; Indian Americans will only accept their own if they have been accepted by the white man’s social order. It is through this story that one can see how the Indians learn to see themselves or the changes they wish to see, even if they seem impossible to attain. Countless individuals believe that the Indian Americans themselves have already labeled themselves depending on how society demands (Johansen 352). This is seen through the short story that talks about an Indian American basketball team that is going to face off against another Indian team, but has to overcome challenges in order to play. Before the start of the game, arguments and discussions ensue over the authenticity of one group of the Indian players. In order to play, it was required that the players had to have BIA enrollment cards, or have at least one-quarter of Indian blood (Forbes 225). In my opinion, it may be difficult to prove how authentic one’s race may be, especially to a group that is of the same race, who consider themselves superior due to various factors. The irony that arises in this situation is seen in the manner in which these different groups of individuals seem to accept the fact that being labeled is fine, and that it seems to divide them but they do not pay attention to it. It is funny to think of one group of individuals, all minorities, being prejudiced against each other because they do not have their names or enrollment numbers in a government database. This labeling proves that even as the white society left the Indian communities, and all other races alone, fighting and racism would still continue. The only difference