Teenage Suicide & Homicide Trends Essay Example | Topics and Well Written Essays - 2500 words

Teenage Suicide & Homicide Trends - Essay Example s are the victims) is very likely to lead to a severe disruption of the person’s psychosomatic balance (if able to survive from the relevant attack). On the other hand, there are data that lead to the assumption that race can be a decisive criterion for the criminal behaviour against juveniles. The views of the theory do not seem to agree totally on such an aspect, however it would be rather difficult to formulate a precise assumption since the identification of the exact reasons of a specific criminal behaviour can just be assumed (as already explained above). A series of issues like the personal experiences and stress can severely affect human behaviour and in these terms the criminal behaviour against juveniles could not be considered as having a particular cause. However, the weakness of juveniles to respond to the attack (psychological or physical) is regarded as a common reason for the development of criminal behaviour against them. In the case of suicide, it is also this weakness of juveniles to respond to the pressure of a particular difficulty. The statistics involving in the criminal behaviour against juveniles are indicative of the extension of the problem. More specifically, in accordance with a series of statistics published by the Youth Violence Research Bulletin (2004) ‘between 1981 and 1998, 20,775 juveniles ages 7–17 committed suicide in the United States—nearly as many as were homicide or cancer victims; males were the victims in 78% of these juvenile suicides; over the same period, the suicide rate for American Indian juveniles was far higher than for any other race’. Between 1980 and 2000 52% of juvenile victims were black and 46% white. The rest were American Indians, Alaska Native, Asian and Pacific Islander. (Juvenile Justice Bulletin, 2004) Suicide is the second-leading cause of death for American Indian and Alaska Native youth of 15 -24 years old with such prevailing risk factors as depression and substance abuse. (Youth

Assessment Strategies Essay Example | Topics and Well Written Essays - 250 words

Assessment Strategies - Essay Example This makes it flexible for students who come from different backgrounds to attend classes at a time most convenient to them while they execute their duties in their workplace. Since the students have different learning styles, the course allows evaluators to come up with mechanisms of addressing needs of each and every student. Students with special needs are well taken care of, with evaluators being in a position to guide them accordingly. As opposed to the old system of education, educators are restructuring the learning models to cater for every potential learner. This is indispensable in that there has been improvement and democratic space in the education sector, and which broadens competence and experience in the contemporary world. Through innovations, students have diverse ways of learning that suits their needs. With this kind of trend, it is apparent that the future of education is bright and more professions will continue to be produced. This translates to a more developed

Plato Thought on Education Essay Example for Free

Plato Thought on Education Essay â€Å"The object of education is to turn the eye which the soul already possesses to the light. The whole function of education is not to put knowledge into the soul, but to bring out the best things that are latent in the soul, and to do so by directing it to the right objects. The problem of education, then, is to give it the right surrounding. † (Plato) In the fifth century B. C. E Plato was born into an aristocratic Greek family. As a youngster his intention was to be engaged in politics. However in his twenties his thoughts were change after coming into the circle of Socrates, who was to be the lasting influence on his thought. Hence, following the execution of Socrates on accusations of the corruption of youth Plato abandoned direct involvement in politics and turned to writing and education. Plato was well known for his works which were all written in the form of dialogues. In the Republic, written about 385 B. C. E and in the Laws, his last work, on which he was still at work at the end of his life Plato addresses childhood in the context of education. Plato saw education as â€Å"the one great thing†, no scheme of human life was so important to him, since he rejected birth as a criterion for distributing the function of education. He believes that the aim of education was the harmonious development of human personality with the central purpose was to produce the right type of individualities in the state. Therefore, Plato saw the state primarily as an educational entity. His scheme of education was greatly influenced by Spartan system of education. In the Spartan system the family had no control over the education of its members. The state was controlling all aspects of education. In the Republic, Plato devotes much attention to the education of the child as a future citizen. He believes that the child belongs to the state and its education is the responsibility of the state in addition education must be compulsory for all. Furthermore, Plato was not concerned with training children for a trade but rather with giving them an education in virtue, which is to produce a keen desire to become a perfect citizen who knows how to rule and be ruled in turn. Education was seen as the correct channelling of pains and pleasures, aiming at establishing a nature in which goodness of character has been well and truly established so as to breed a familiarity with reason, since Plato saw reason as mans true nature, therefore it has to be nurtured from childhood by irrational means. In Plato views education was to begin before birth therefore he recommends that the care of the soul and body of the child begin with prescribed walks for the pregnant woman before birth. For the first two years of life children should be kept well wrapped up, even though they should be taken to the country or on visits. Also, they should be carried until they are old enough to stand on their own to prevent subjecting their limbs to too much pressure. This was necessary since the main importance of movement lies in its influence on the early development of a well-balanced soul and the cultivation of the body is mainly for the souls sake. Another aspect of education was the formation of character. Plato saw storytelling as the main tool in the development of character. Since stories should provide models for children to imitate, seeing that as ideas taken in at an early age become indelibly fixed. Moreover storytelling must begin at an earlier age than physical training. Physical training may take two or three years, during which nothing else can be done; since weariness and sleep are unfavourable to study. Physical training was vital as the exercises were an important test of character. Additionally a childs character will also be formed while he or she plays Plato attached much importance to childrens games. Even though the sexes are to be separated at the age of six, he believes that children are to be brought together for games. Teachers must provide children with miniature tools of the different trades, so that they can use the childrens games to channel their pleasures and desires toward the activities they will engage in when they are adults. However, children and adults should not imitate base characters when playing or acting, for fear of forming a habit that will become second nature. In addition to storytelling and play, reading, writing, music and arithmetic were an integral part of Platos educational system. Beginning at the age of ten a child is required to spend three years on reading, writing, and the poets, and another three learning the lyre. Then they would study elementary mathematics up to the age of seventeen or eighteen. He thought that all of this was to be done with as little compulsion as possible in, order to for them to learn enough to fight a war and run a house and administer a state (Republic, bk.7, 535-541). This period of education could not be extend or curtail neither by the child nor father either out of enthusiasm or distaste. Children were expected to work on their letters until they are able to read and write, but any whose natural abilities have not developed sufficiently by the end of the prescribed time to make them into quick or polished performers should not be pressed. Enforced exercise does no harm to the body, but enforced learning will not stay in the mind (Laws, bk. 7, 536). Plato also felt the necessity of moral education. The members of a society should learn that they are the members of one society and that they should live in the spirit of harmony and co-operation. Plato realizes that the better way of imparting moral instructions, is the sanction of supernatural authority. Plato also believes with conviction that a nation cannot be strong unless it believes in God. Certainly, Platos views on education have significantly influenced educational thought to this day and have become the basis of many educational policies His system of education includes instructions for the training of body, mind and soul. Plato also believed that an ideal state, embodying the highest and best capabilities of human social life, can really be achieved, if the right people are put in charge. Since the key to the success of the whole is the wisdom of the rulers who make decisions for the entire city, His view of philosophy as an educational activity and of education as the development of reason, the responsibility of which lies squarely with the state, is still a living educational challenge.

Web Advertising :: essays research papers

These days, you can’t sell a product or service without marketing it to the masses. And there’s no better place to start than on the web. Internet advertising is a gold mine with virtually every company in America represented. But with so many online competitors, advertisers must use special techniques and technologies to get the word out. The key to beating your competitors is by maximizing cost efficiency. The way to achieve this is by utilizing all the web has to offer for little or no money before spending on expensive technology. The first, probably the least expensive and most effective way to market your company online is by setting up enormous amounts of links to your site. For example, the Prairie State Bank in Marengo, Illinois is it’s local park district, the chamber of commerce, the state of Illinois, as well as weather sites, map sites, and online auto dealerships. So a man interested in buying a car online could click on the link to the bank to figure out the finances. (Dysart) Second, you must get listed on search engines. Many web surfers use Yahoo, Alta Vista and Excite every day to find specific information quickly. Because these engines have the incredible power to direct thousands of surfers, online companies are paying an arm and a leg to have their link be among the first links listed by the search engines. (Dysart) Third, you have to market kids who will eventually be potential customers. Many online companies directed toward adults offer children’s games and other services. The First National Bank of Milton, Illinois offers kids a homework helper and has links to toy stores and video game sites. (Dysart) Fourth, you can easily assure your credibility to prospective customers by creating a newsletter. In most cases the reader would sign up for a monthly e-mail from the company about any new business. This makes the reader feel like they’re important customers and boosts sales. (Dysart) Fifth, you must offer coupons. This technique works just as well off the net as it does on and should not be overlooked. They can be given to the customer via e-mail and printed out from their home or office computers. This makes the customer more likely to go to your site before checking out the competition. (Dysart) Sixth, nothing is more valuable than word-of-mouth. Your company’s web site isn’t complete without a â€Å"recommend this site to a friend† button.

Importance of Vocational Education Essay

Vocational education (education based on occupation or employment) (also known as vocational education and training or VET) is education that prepares people for specific trades, crafts and careers at various levels from a trade, a craft, technician, or a professional position in engineering, accountancy, nursing, medicine, architecture, pharmacy, law etc. Craft vocations are usually based on manual or practical activities, traditionally non-academic, related to a specific trade, occupation, or vocation. It is sometimes referred to as technical education as the trainee directly develops expertise in a particular group of techniques. In the UK some higher technician engineering positions that require 4-5 year apprenticeship require academic study to HNC / HND or higher City & Guilds level. Vocational education may be classified as teaching procedural knowledge. This can be contrasted with declarative knowledge, as used in education in a usually broader scientific field, which might concentrate on theory and abstract conceptual knowledge, characteristic of tertiary education. Vocational education can be at the secondary, post-secondary level, further education level and can interact with the apprenticeship system. Increasingly, vocational education can be recognised in terms of recognition of prior learning and partial academic credit towards tertiary education (e. g. , at a university) as credit; however, it is rarely considered in its own form to fall under the traditional definition of higher education. Vocational education is related to the age-old apprenticeship system of learning. Apprenticeships are designed for many levels of work from manual trades to high knowledge work. However, as the labor market becomes more specialized and economies demand higher levels of skill, governments and businesses are increasingly investing in the future of vocational education through publicly funded training organizations and subsidized apprenticeship or traineeship initiatives for businesses. At the post-secondary level vocational education is typically provided by an institute of technology, university, or by a local community college. Vocational education has diversified over the 20th century and now exists in industries such as retail, tourism, information technology, funeral services and cosmetics, as well as in the traditional crafts and cottage industries.

How Flame Test Colors Are Produced

Understanding Si Clauses in French

Si clauses or conditionals produce conditional sentences, with one clause stating a condition or possibility and a second clause naming a result produced by that condition. In English, such sentences are called if/then constructions. The French si, of course, means if in English. There is no equivalent for then per se in French conditional sentences. There are different types of si clauses, but they all have two things in common: The English result clause might be preceded by then, but there is no equivalent word preceding the French result clause. Si tu conduis, je paierai. If you drive, (then) Ill pay. The clauses can be in one of two orders: Either the  si clause is followed by the result clause, or the result clause is followed by the  si clause. Both work as long as the verb forms are paired correctly and si  is placed in front of the condition. Je paierai si tu conduis. Ill pay if you drive. Types of Si  Clauses Si  clauses are divided into types based on the likeliness of what is stated in the result clause: what does, will, would, or would have happened if....The first verb form listed for each type names the condition upon which the result depends; the result is indicated by the second verb form. First conditional: Likely / Potentiel   Present or present perfect present, future  or imperativeSecond conditional: Unlikely / Irrà ©el du prà ©sent Imperfect conditionalThird conditional: Impossible / Irrà ©el du passà © Pluperfect conditional perfect  Ã‚   These verb pairings are very specific: for example, in the second conditional, you can only use the imperfect in the si clause and the conditional in the result clause. Memorizing these pairings is probably the most difficult part of si clauses. Its important to memorize  the rules concerning the sequence of tenses. The term conditional here refers to the condition being named; it does not mean that the conditional mood is necessarily used in the conditional sentence. As shown above, the conditional mood is not used in the first conditional, and even in the second and third conditional, the conditional mood does not name the condition, but rather the result. First Conditional The first conditional refers to an if-then clause that names a likely situation and the result dependent upon it: something that happens or will happen if something else happens. The term conditional here refers to the condition being named; it does not mean that the  conditional mood  is necessarily used in the conditional sentence.  The conditional mood is not used in the first conditional. The first conditional is formed with the  present tense  or  present perfect  in the  si  clause, and one of three verb forms—present,  future, or  imperative—in the result clause.   Present Present This construction is used for things that happen regularly. The  si  in these sentences could probably be replaced by  quand  (when) with little or no difference in meaning. Sil pleut, nous ne sortons pas. / Nous ne sortons pas sil pleut. If it rains, we dont go out. / We dont go out if it rains.Si je ne veux pas lire, je regarde la tà ©là ©. / Je regarde la tà ©là © si je ne veux pas lire. If I dont want to read, I watch TV. / I watch TV if I dont want to read. Present Future The present future construction is used for events that are likely to occur. The present tense follows  si; it is the situation that is required before the other action will take place. Si jai  le temps, je le ferai. / Je le ferai si jai le temps. If I have time, I will do it. / I will do it if I have time.Si tu à ©tudies, tu rà ©ussiras à   lexamen. / Tu rà ©ussiras à   lexamen si tu à ©tudies. If you study, you will pass the test. / Youll pass the test if you study. Present Imperative This construction is used to give an order, assuming that the condition is met. The present tense follows  si; it is the situation that is required before the other action becomes a command. Si tu peux, viens me voir. / Viens me voir si tu peux. If you can, come see me. / Come see me if you can. (If you cant, then dont worry about it.)Si  vous  avez  de  largent,  payez  la facture. / Payez la facture si  vous  avez  de  largent. If you have money, pay the bill. / Pay the bill if you have money. (If you dont have any money, someone else will take care of it.) Passà © composà © Present, Future, or Imperative Si  clauses may also use the  passà © composà ©Ã‚  followed by the present, future, or imperative. These constructions are basically the same as above; the difference is that the condition is in the present perfect rather than the simple present. Si tu as fini, tu peux partir. / Tu peux partir si tu as fini. If you have finished, you can leave.Si tu nas pas fini, tu me le diras. / Tu me le diras si tu nas pas fini. If you havent finished, [you will] tell me.Si tu nas pas fini, dis-le-moi. / Dis-le-moi si tu nas pas fini. If you havent finished, tell me. Second Conditional   The second conditional* expresses something that is contrary to present fact or unlikely to occur: something that would  happen,  if something else happened. The term conditional here refers to the condition being named, not the  conditional mood. In the second conditional, the conditional mood is not used to name the condition itself, but rather the result. For the second conditional, use  si  Ã‚  imperfect  (stating the condition)   conditional  (stating what would happen). Si javais le temps, je le ferais. / Je le ferais si javais le temps. If I had time, I would do it. / I would do it if I had time. (Fact: I dont have time, but if I did [contrary to  fact], I would do it.)Si tu à ©tudiais,  tu  rà ©ussirais à  Ã‚  lexamen. / Tu rà ©ussirais à  Ã‚  lexamen  si  tu  Ãƒ ©tudiais. If you studied, you would pass the test. / You would pass the test if you studied. (Fact: You dont study, but if you did [unlikely to occur], you would pass the test.) Si  elle  vous  voyait,  elle  vous  aiderait./ Elle  vous  aiderait  si  elle  vous  voyait. If she saw you, she would help you. / She would help you if she saw you. (Fact: She doesnt see you so she isnt helping you [but if you get her attention, she will].) Third Conditional The third conditional* is a conditional sentence that expresses a hypothetical situation that is contrary to past fact: something that would have happened if something else had happened. The term conditional here refers to the condition being named, not the  conditional mood. In the third conditional, the conditional mood is not used to name the condition itself, but rather the result. To form the third conditional, use  si  Ã‚  pluperfect  (to explain what would have had to occur)   conditional perfect  (what would have been possible). Si javais eu le temps, je laurais fait. / Je laurais fait si javais eu le temps. If I had had time, I would have done it. / I would have done it if I had had time. (Fact: I didnt have time, so I didnt do it.)Si tu  avais  Ãƒ ©tudià ©,  tu  aurais  rà ©ussi à  Ã‚  lexamen. / Tu  aurais  rà ©ussi à  Ã‚  lexamen  si  tu  avais  Ãƒ ©tudià ©. If you had studied, you would have passed the test. / You would have passed the test if you had studied. (Fact: You didnt study, so you didnt pass the test.)Si  elle  vous  avait  vu,  elle  vous  aurait  aidà ©. / Elle  vous  aurait  aidà © si  elle  vous  avait  vu. If she had seen you, she would have helped you. / She would have helped you if she had seen you. (Fact: She didnt see you, so she didnt help you.) Literary Third Conditional In  literary  or other very formal French, both verbs in the pluperfect conditional perfect construction are replaced by the  second form of the conditional perfect. Si jeusse eu le temps, je leusse fait. / Je leusse fait si jeusse eu le temps. If I had had time, I would have done it.Si vous eussiez à ©tudià ©, vous eussiez rà ©ussi à   lexamen. / Vous eussiez rà ©ussi à   lexamen si vous eussiez à ©tudià ©. If you had studied, you would have passed the test.