Juvenile Delinquency Essays (3043 words) - Criminology, Childhood

Juvenile Delinquency Juvenile Delinquency 4 The current statistics of juvenile delinquency are astounding. I will look at the most recent statistics and a few of the programs implemented to reduce or prevent delinquency. Before delving to deep into juvenile delinquency it is important to consider the definitions of juvenile and delinquent. The Merriam-Webster Dictionary gives two definitions of juvenile: 1. Showing incomplete development, and 2. A young person; one below the legally established age of adulthood (1997). Merriam-Webster defines delinquent as: offending by neglect or violation of duty or law (1997). As a complete definition of juvenile delinquent it is safe to repeat a person below the established age of adulthood that offends by neglect or violation of duty or law (1997). The history of juvenile delinquency had harsh beginnings. Children were viewed as non-persons until the 1700s(Rice 1995). They did not receive special treatment or recognition. Discipline then is what we now call abuse. It was believed that life was hard, and you had to be hard to survive. The people of that time in history did not have the conveniences that we take for granted. For example, the medical practices of that day were primitive in comparison to present-day medicine. Marriages were more for convenience, rather than for childbearing or romance. The infant and child mortality rate was also very high. It did not make sense to the parents in those days to create an emotional bond with children when there was a strong chance that the children would not survive until adulthood (1995). At the end of the 18th century, The Enlightenment appeared as a new cultural transition. People began to see children as flowers, who needed nurturing in order to Juvenile Delinquency 5 bloom. It was the invention of childhood, love and nurturing instead of beatings to stay in line (1995). Children had finally begun to emerge as a distinct group. It started with the upper class, who were allowed to attend colleges and universities. Throughout all time there has been delinquency. It may not have had the delinquency label, but it still existed. In ancient Britain, children at the age of seven were tried, convicted, and punished as adults. There was no special treatment for them; a hanging was a hanging. Juvenile crime is mentioned as far back as ancient Sumeria and Hammurabi, where laws concerning juvenile offenders first appear in written form (1995). Industrialization set into motion the processes needed for modern juvenile delinquency. The country had gone from agriculture to machine based labor intensive production. Subsistence farming quickly turned into profit making (1995). People who were displaced from their farm work because of machinery were migrating to the city to find work. This led to urbanization in such places as Chicago, which in turn caused the cities to burst at the seams (1995). There was also a huge increase in the amount of movable goods that were produced and these moveable goods were easy to steal. The stealing of these goods made property crime rise tremendously in these urban centers. The wealth of the upper class increased, and stealing became a way of living (1995). These large urban centers also created another problem. The work place was now separated from the home and during the hard times both parents took jobs. There was also very little for the youths to do, especially when school was not in session. It was then that youths were becoming Juvenile Delinquency 6 increasingly unsupervised. These youths were largely unemployed and without supervision, and with movable goods easily available, stealing became a way of life. The huge influx of people to these urban areas overwhelmed society (1995). The factories could not keep up, and unemployment became a factor, which led to widespread poverty. Poorhouses were created to keep youthful offenders away from trouble. The idea behind them was to take the children of the dangerous (1995) classes out of their dangerous environment (1995). Kids who were thought to be salvageable needed to be saved. The majority of these children were rounded up for the crime of being poor, not because they committed a crime. These houses, sometimes referred to as reform schools, were very harsh. This was contradictory to the ideas that they needed nurturing and

Imannuel Kant Life and teachings essays

Imannuel Kant Life and teachings essays Immanuel Kant was born in the East Prussian city of Knigsberg, which is today the Russian city of Kaliningrad. Immanuel studied at the University of Knigsberg where he tutored some of the wealthy upper class students of the university, eventually becoming a professor where he taught his ideals for more then forty years. Kant lived his entire life in the city of his birth, never venturing more then fifty miles from his home. Kants main philosophic thesis is: The possibility of human knowledge presupposes the active participation of the human mind (philosophypages.com, Kemerling). Immanuel Kant was born the forth child of the family, which eventually included five sisters and one brother, on April 22, 1724. Kant was born in East Prussia, during a time of recovery from war and plague which had cut the population of the city by almost half. Kants Scottish father and grandfather were leatherworkers who eked out a living making saddles and harnesses, so that he and his eight siblings knew continual poverty during their early years (Philosophy, Christian, P. 260). One of Kants early influences in his philosophical life was his mother Anna, who never herself attended higher education. Kants mothers insistence on facts and moral obligations was to remain with Kant through his life and played a leading role in his philosophy (Kant in 90 Minutes, Strathem, P. 11). His appearance was as much an oddity as his character. He was less than five feet tall, and his head was disproportionately large for his body. His frame suffered from a slight corkscrew twist, which made his left shoulder droop, his right shoulder curl back, and his head tend to lean to one side (Kant in 90 Minutes, Strathem, P. 15). At the age of eighteen Kant was admitted to the University of Knigsberg as a theological student. He received financial assistance from the local pietist...

How to Conjugate the Irregular French Verb Offir

How to Conjugate the Irregular French Verb Offir Offrir  (to offer, to provide, to give) is an irregular French -ir verb. Below are simple  conjugations  of the verb  offrir; the conjugation table does not include compound tenses, which consist of  a form of the auxiliary verb avoir with the past participle offert. Within irregular  -ir  verb conjugations, there are some  patterns. Two groups exhibit similar characteristics and conjugation patterns. Then there is a final, large category of extremely irregular  -ir  verbs that follow no pattern. Offrir is an Irregular -ir- Verb Offrir lies in the second group of irregular  -ir  verbs that display a pattern. The second group of verbs includes  couvrir,  cueillir,  dà ©couvrir,  offrir,  ouvrir,  souffrir, and all their derivatives. These verbs, surprisingly,  are all  conjugated like  regular -er verbs. Offir Is Conjugated Like  French Verbs Ending in -frir and -vrir All French verbs that end in  -frir  or  -vrir  are conjugated this way. This includes: couvrir to coverdà ©couvrir to discoverouvrir to opensouffrir to sufferrecouvrir to recover   Expressions and Usage Je peux toffrir  bien davantage. I can  offer  you much more than that.Nous devons leur  offrir  pareille possibilità ©. We need to  provide  them with the same opportunity.Jallais vous  offrir  cette maison. I was going to  give  you this house.Je vais lui  offrir  du thà ©. Im going to give him some  tea.Mais vous devez  offrir  limmunità ©. But youd have to  offer  us immunity.Jaimerais  offrir  une perspective diffà ©rente. Id like to  offer  a different perspective.Jaimerais que nous puissions  offrir  plus. I wish we were in a better position to  offer  more.Jaimerais lui  offrir  ma collection de coquillages. Id like to give  her my shell collection.offrir quelque chose en cadeau quelquun  Ã‚  to give somebody something as a presentsoffrir [pronominal reflexive]  Ã‚  to offer  / to give oneself [sexually] OR to offer ones servicessoffrir payer les dà ©gà ¢ts  Ã‚  to offer to pay for the damagesof frir [pronominal reciprocal] to give or buy each otherun seul moyen soffrait moi  [pronominal  intransitive] only one course of action was open / presented itself to me un panorama exceptionnel soffre au regard   an amazing view meets the eyessoffrir de quelque chose [pronominal transitive] to treat oneself to something Simple Conjugations of the Irregular French -ir Verb Offrir Present Future Imperfect Present participle j offre offrirai offrais offrant tu offres offriras offrais il offre offrira offrait nous offrons offrirons offrions vous offrez offrirez offriez ils offrent offriront offraient Pass compos Auxiliary verb avoir Past participle offert Subjunctive Conditional Pass simple Imperfect subjunctive j offre offrirais offris offrisse tu offres offrirais offris offrisses il offre offrirait offrit offrt nous offrions offririons offrmes offrissions vous offriez offririez offrtes offrissiez ils offrent offriraient offrirent offrissent Imperative tu offre nous offrons vous offrez

'radical change Essay Example | Topics and Well Written Essays - 2500 words

'radical change - Essay Example On the other hand, in the development process, a large organisation may come face-to-face with momentous need for radical and fundamental change. In most instances, changes in a large organisation may be triggered by several circumstances that include: emerging threat from a competitor, decision to expand the company’s market, unexpected reduction in the company’s production and profitability, change in customers’ needs and demands as well as sharp slide in the company’s production (Pardo Del Val and Fuentes 2003, p.149). Therefore, to ensure the success of any radical change in an organisation, leader and managers ought to come up with a promising and an effective mechanism to facilitate effective implementation of the required change. Additionally, the adoption of a strategy that would incorporate ideas and views from all stakeholders is also essential and critical for the company’s development (Thornhill, Lewis, Millmore, and Saunders 2000, p.11) . The essay below will as a result identify and expound on the most effective means of addressing the financial crises in Associated Dairies & Farm Stores Limited

How do the qualities of reading practices outlined in McKenzie and Essay

How do the qualities of reading practices outlined in McKenzie and Grafton and Jardine's texts enable imperialism How did rea - Essay Example A discussion on the various qualities of reading practices helps in a historical understanding of the ways in which humanistic-ally trained readers assimilated and responded to imperialism and political change. For example, the introduction of printed text to the Maori people in New Zealand had a crucial influence on their understanding of the Treaty of Waitangi. In other words, the reading practices of the Maori had a critical influence on the meaning of imperialism and political change in the region. This paper makes a reflective exploration of how the qualities of reading practices outlined in McKenzie and Grafton and Jardine’s texts enable imperialism. One of the major studies of the principles of bibliography, Bibliography and the Sociology of Texts by D.F. McKenzie establishes that the material form of texts remarkably determines their meanings. According to McKenzie, texts take on different forms and meanings as they are reproduced and re-read. He maintains that a reade r in the pursuit of historical meanings moves from â€Å"the most minute feature of the material form of the book to questions of authorial, literary, and social context. These all bear in turn on the ways in which texts are then re-read, re-edited, re-designed, re-printed, and re-published. If a history of readings is made possible only by a comparative history of books, it is equally true that a history of books will have no point if it fails to account for the meanings they later come to make.† (McKenzie, 1999, p. 23). The meaning gained in the beginning is completely changed in the reading of the new forms of the text which is re-read, re-edited, re-designed, re-printed, and re-published. Therefore, one’s reading practice is influenced by the material form of the book which, in turn, affects the meaning of the text. Lisa Jardine and Anthony Grafton’s seminal article â€Å"‘Studied for Action’: How Gabriel Harvey Read His Livy† is a classi c example of how reading practice can influence one’s understanding and meaning of the text. Based on an exploration of how Gabriel Harvey practiced the reading of Livy, Jardine and Grafton establish that Harvey’s interpretation of Livy is considerably changed each time he reads it with different purposes in his mind. The article maintains that the different reading practices carried out by Harvey led to different outcomes. In fact, the different reading practices can lead to different meanings of the same text and this fluctuation in the meaning can affect the overall outcome of the reading practice. â€Å"Thus critical reading, skillful annotation and active appropriation emerge as the central skills, not just of the student of history, but of the intellectual tout court. Reading always leads to action – but only proper reading in the manner of a Gabriel Harvey.† (Jardine and Grafton, 1990, p. 76). According to Jardine and Grafton, the early modern read ers used to actively reinterpret their texts rather than passively receive it. In this article, the authors provide a convincing illustration of how the ‘reading as intended to give rise to something else’ can influence the meaning of the text and, in turn, affect political changes. To them, scholarly reading has always been goal-oriented and conducted under conditions of strenuous attentiveness. Therefore, â€Å"

Personal creative coursework Essay Example for Free

Personal creative coursework Essay School has just finished and it is a dark and murky winter day, people were walking down the school hill having just had a chaotic day, as a result everyone was jus quiet. You could hear the sounds of the squirrels scuttling along the grass. Richard ran down the hill calling my name, he came up to me and called me an idiot in a joking way for not waiting for him. Richard is one of my good friends and when he is around he lets you know. He was well known in school by the teachers for his famous pranks. After we got down the hill we went to the sweet shop, Richard shared a joke or two with the shop owner then told me he was going to the chip shop and he would meet me at the train station later.(Richard is a chubby boy and gets wound up when people talk about his weight).  I was walking to the train station and checked the time, I saw that we were going to be late so I started to run .I saw Richard and told him to hurry up as usual he was eating. He started to run and as I looked around I saw people from my school with a look of shock on their face they have never seen him run before. We ran inside the train station then got on the train, the first thing I noticed was the smell of sweat, I saw Hugo and Thomas from my school and we all sat next to each other. We were talking and all of a sudden Hugo started shouting insults at Richard. Richard stood up and his faced looked like an oversized balloon .I could tell he was mad because his sentences were not coming out fully. I was thinking that the only reason that he stood up was because we were in front of people. (Richard is that kind of person he likes to make himself look big in front of an audience). Before I knew it we came to selhurst station and we exited the train. Thing first thing I saw was a boy stupidly sitting on the platform, I saw a train coming and I expected the boy to get up but he didnt. It was one of those fast trains that dont stop at any Station except for major stations like Gatwick. The train past the station and then the boy started to scream in agony. Richard looked at the boy and then started to laugh. (He never really took anything seriously).he looked again and then saw that the boy was not faking. Hugo stood there like a statue and I had noticed that Thomas had left the scenery. The boys right leg had been severed by the train and people just looked at him and decided to walk along like they had not seen anything. He was still lying there in pain as I looked at him I felt a cold shivers running down my spinal cord-I had never seen anything like it. Me Richard and Hugo then ran to the ticket office a told a man there that a boys leg had been severed by the train they called an ambulance then we left the station. The next day we went to school I had noticed that Richards attitude had change towards people I think the train experience has changed him.

Road Traffic Injuries in Cameroon Essay -- Transportation, Social Issu

It is estimated that almost 16 000 people die every day from all types of injuries throughout the world (1). Injuries account for 12% of the global burden of disease. They are the third most important cause of overall mortality and the leading cause of death among 1–40-year-olds (2). Road traffic accidents (RTA) are responsible for the highest number of injuries worldwide. According to data published by the World Health Organization (WHO) road traffic injuries account for around 25% of all injury related deaths (1). The report portrayed road transport crashes as a leading cause of injury related morbidity and mortality the world over. The World Bank and WHO estimates reveal that about 1.2 million people die each year and as many as 50 million sustain injuries as a result of road transport accidents. This represents about 25% of all injury related deaths worldwide. Developing countries account for up to 85% of all road traffic deaths world wide; 90% of global disability adjuste d life years lost (DALY); and 96% of global traffic related child mortality. Most of these victims are the poor masses that commute as passengers in public transport vehicles, cyclist or pedestrians and users of vans, coaches and minibuses (1, 3, and 4). The actually numbers of road deaths are unknown. This is as a result of variations and limitations in RTI data collection; analysis, differences in interpretation and underreporting. Road traffic related deaths account for over 50% of deaths are among young adults in the age range of 15–44 years (5); and are the second leading cause of death among children aged 5–14 years, and young people aged 15–29 years worldwide. It is projected that without a major improvement on prevention strategies and policies, ... ... healers. The bulk of non-profit facilities are operated by the Catholic and Protestant Health Services: the former operate 179 facilities (including 8 hospitals) with a staff of 1,315 and the latter122 health facilities (including 24 hospitals) with a staff of 2,633 (World Bank op cit); there were roughly 200 for-profit clinics (Deschamps, 1996; p. 2) and a few thousand traditional healers (Lantum, 1996; personal communication). The plethora of health care providers and institutions means a wide variety of sources making it difficult to identify all cases of road traffic related injury reported or treated. Some victims of RTI injuries may not show up in hospitals or report to the police as they may prefer to seek alternative treatment and as Dixey (1999) argues the health help seeking behavior of a people maybe informed by the believe of disease and causation.

Development Stages: Adolescence

Development refers to growth, adaptation and change that occur over the course of a lifetime (Papalia, et. al, 2007). The human being is never static, from conception to death, physical and psychological change is constantly taking place in all of us. The process of development has been thought of in terms of stages that each of us must go through. These stages are characterized by certain behavioral or developmental characteristics that each of us goes through at different rates and even at different ages.Among the stages of development, no other aspect of the life cycle has commanded as much attention as adolescence. Adolescence can easily be described as the best of times and the worst of times. This stage is affected by the structure of the society in which the individual is raised. Hence, different cultures may have different conceptions of adolescence. Many cultures have rites of passage when the child enters adolescence or adulthood.While in Western cultures, it is a gradual t ransition from childhood to adulthood. Adolescence is marked by changes in the physical, emotional, social and cognitive aspects of the individual. The rapid physical changes occur at the onset of puberty; during adolescence the bodily changes often occur at a slower rate. In this stage, due to increased activity of the gonads at puberty, sex glands develop rapidly and become functional, the sex organs mature and the major secondary sex characteristics are more defined.The skeleton stops growing, hence the adolescent reaches his/her mature height in this stage and the various parts of the body gradually come into proportion (Steinberg, 2002). The physical changes that adolescents experience causes their preoccupation with their physical appearance and of what may be considered as â€Å"normal† Developmental Stages Page #2 development. Few adolescents are content with their bodies, and this discontent can lead to lowered self-esteems and insecurity. Moreover, adolescence disco vers their sexuality in this stage and tends to act on it.Adolescents also experience heightened emotional tensions, which may result from the hormonal and physical changes they are going through, it can also be brought about by the social pressures they must face and of which they have not been prepared. Adolescents experience emotional instability from time to time, which results from their adjustments to changes in their lives. Like when they are angered by the thought that they are being treated like a child or treated unfairly. However, they express their anger by sulking, refusing to speak our loudly criticizing those who angered them.While adolescent emotions are often intense, uncontrolled and seemingly irrational, it improves with age (Geselle, et. al, 1956). Adolescent’s emotions also impact the way they relate with other people and how they view their social sphere. Adolescent’s thought patterns are generally egocentric. Elkind (1967) proposed that adolescen ts assume that everyone else in the world views the world as they do. Adolescent egocentrism has two facets, the personal fable and the imaginary audience. The personal fable is a romanticized self-generated story of one’s personal destiny.Like when the adolescent believes that shoplifting is bad and there is a possibility of being caught by the police, but feels that it will not happen to him/her. The imaginary audience refers to the adolescent’s belief that other people are scrutinizing him/her because he/she is the most important concern of other people. The concept of the imaginary audience may help explain why students are not comfortable in giving reports or presentations in class, as they believe that they are under scrutiny when they do so.This feeling is very real for the adolescent and may impair his/her Developmental Stages Page #3 learning in the classroom. Teachers can help by being sensitive to this issue and thus provide encouragement and positive feedba ck on improvements made by students, or to assign presentations in groups of two, where the team presents it to the class to diffuse the feeling of being scrutinized. According to Piaget (1972) by the time a person reaches adolescence, he/she begins the final phase of intellectual development, which is called formal operation.This stage is characterized by the ability to solve abstract problems. The formal operational thinker is not bound by content and available experience, rather he/she can hypothesize and deal with the â€Å"what ifs†. The adolescent therefore is able to think of concepts and ideas well beyond his/her knowledge and experience, to look for answers in a systematic way and to use logical reasoning. Considering the cognitive stage of adolescents, teachers can challenge students to think beyond the common and simple responses to questions put to them.The teacher can also encourage students to make use of their cognitive skills by analyzing, predicting, justifyi ng, and defending their ideas in class. The teacher however, has to recognize that student’s conception of their ideas and abstract thoughts are products of their social and cultural backgrounds, thus students may give different explanations to a particular question or hypothesis. Like when students are asked to analyze the reasons why societies celebrate events, the teacher must allow for other cultural celebrations and not limit it to American celebrations. References Elkind, D. (1967). Egocentrism and Adolescence Child Development, 38, 1025-1034 Gesell, A., Ilg, F., & Ames, L. (1956). Youth: The years from ten to sixteen. New York Harper  and Row Papalia, D., Olds, S., & Feldman, R. (2007). Human Development, 10th ed.   McGraw Hill Piaget, J. (1972). Intellectual evolution from adolescence to adulthood. Human Development 15:  1-12. Steinberg, L. (2002). Adolescence 6th ed. McGraw Hill

Educational Implications Essay

The educational implications of Erikson, Piaget, and Vygotsky are very precise and distinctive. These three articles focus on the application of cognitive, social and psychosocial theories and their implications within an effective classroom. Each individual psychologist puts into practice learning practices that can be executed within a classroom to increase student’s success and achievement. Piaget’s article stresses the educational practices of peer learning, and depicts possible outcomes from this strategy. Vygotskys article highlights the importance of developing an efficient social climate within the classroom, whereas Erikson draws our attention to teaching children of diverse cultures. Piaget: Implications of Piaget’s Ideas about Peer Learning Peer-learning has great significance in the classroom settings and can be considered imperative in its usage in the classroom. The essential function of peer learning is to sharpen academic skills and manage interactions with classmates (De Lisi, 2002). DeVries stated that student learning is extended when teacher generate an environment of mutual respect in their classrooms. When mutual respect is established in the classroom peers demonstrate a higher probability to freely exchange ideas that later lead to deeper understandings and positive reception of individual personalities. The article also suggested that peer learning occur in the classroom rather than being extended outside of the classroom. This suggestion is made because of differences in social-moral contexts outside of the classroom; however teacher can require particular individual parts. Piaget suggested that developing knowledge as a relationship between a child’s current cognitive system and the object, task, or problem at hand. When this relationship is balanced the cognitive system is engaged in its entirety and essential components of the problems are addressed. Balanced problem elements and cognitive system foster deeper levels of understanding and comprehension of problems. When the components in the task and problem is outweighed by the child’s cognitive system the child will most likely become imbalanced in their thinking by develop various individualistic interpretations. In these instances details are often ignored and overlooked, resulting in no change of understanding. When problem elements dominate the cognitive systems minimal engagement is acquired (De Lisi 2002). An example of an unbalanced developing knowledge is in the instance of two students working on a reading assignment. If the assignment is above one of the student’s ability level there is high likely chance the student will copy off of the student and never comprehend author’s purpose. The article also addresses preconceptions about peer-learning among students personally. Students possess feeling and consciousness about these particular experiences. Feelings provide motivation for actions, while thoughts draw up the margins of their potential on an assignment. Intentional teachers must fashion clearly designed socially interactive components in peer learning activities to ensure positive experiences. Teachers can amplify the growth of innovative and critical thinkers through calculated peer learning activities. Weather peer-learning occurs in or outside that classroom it can produce many beneficial outcomes. Erikson: Teaching the Immigrant Child Immigrant children are immensely populating our classrooms requiring a change in earlier used strategies. These strategies are now proven to be obsolete and no longer effective. English languages Learners (ELL) are students who are learning English while speaking other languages including their native tongue (Onchwari, etl 2008). A great amount of this population of students derives from poor families and homes where there is limited education which produces greater obstacles for teachers and students. In the scenarios educators must be sensitive to the students needs and look for ways to foster high self esteem and incorporate their personal cultural beliefs. According to Erickson’s theory, children progress through eight universal psychosocial stages. Immigrant children battle through the first three stages of Erikson’s theory; trust vs. mistrust, autonomy vs. shame, and initiative vs. guilt. As educators create an atmosphere of cultural respect, children develop acceptance which leads to additional confidence in their abilities (Onchwari, etl 2008). Teachers can learn about a child’s culture and teach acceptance, in result immigrant and non immigrant students ill learn cultural differences. Vygotsky: Developing Tools for an effective classroom. This article focuses on cognitive and social constructivism to produce an effective classroom. Cognitive constructivism is constructed through a personal process, while social constructivism is where ideas are constructed through interaction with teachers and peers. After Piaget describe his theories on cognitive constructivism Lev Vygotstky later followed these theories with his belief in social interactions and its fundamental role in learning. Vygotsky’s main theory is the zone of proximal development or ZPD. This is the part that controls how a child learns. ZPD is the area where learning occurs when a child is assisted in a concept that is being expressed in the classroom. Research proves consistently that learning is smooth when it occurs within this zone and others are involved (Vygostky, 1962) ZPD focuses on the different psychological functions that emerge as a child grows and occurs when a child is helped in learning a concept in the classroom (Vygotsky, 1962). Once the skill has been mastered, the child’s ZPD increases. As a result of this, the child is able to do more activities independently and with less teacher guidance. Vygotsky’s theory also includes the concept of scaffolding. Scaffolding takes place during the ZPD stage to help the child understand skills taught by the teacher. The teacher works closely with the student to solve problems and complete tasks After reading these articles I was able to grasp a better understanding of the positive impacts these theories have on student learning and achievement. Each theorist are diverse in their approach but their research merits great positive outcomes. All three theories incorporate diversity, communication, engagement, language, and inquiry base learning. Jesus in the New Testament established a new command that stated we are to love our neighbors as ourselves. Teachers must keep in the forefront of their minds that located inside of each student is a heart; a heart that has different motivations, beliefs, values, goals and feelings. That same heart is to be love and cultivated because each one is an individual.

buy custom Effects of New Technologies essay

buy custom Effects of New Technologies essay The word technology derivates from Greek word technologia which refers to, the practical submission of knowledge, principally in a particular discipline of study. It is significant to note that technology is a conceptual term that falls short of a particular universally acceptable actual definition. Nevertheless, it can be referred to as, the utilization and application of knowledge pertaining to techniques, crafts, tools, systems or methods of organization, or a substantial end product of these things, such as computers. It is a remark that is utilized collectively to depict or illustrate the undertakings, creations, views, advancements, knowledge and abilities of a distinct faction of natives (Basalla 25). Impact of New Technology All through the past, technologies have considerably impacted on the lives of human beings and other animal species in their capacity to manage and adapt to their innate atmosphere. Traditionally, human beings commenced the exploitation of technology with the invention of the accessible innate resources into easy tools and equipment. For example, the comprehension of the ability to control fire improved the available sources of food, while the discovery of the wheel aided the human beings to organize their environment and boost transport. On the other hand, contemporary technological innovations such as the printing press, television, the telephone and the internet have decreased the physical impediments of communication. Furthermore, they have facilitated rapid and free associations among the humans globally by transforming the planet into a global village. As much as not all technologies have been utilized by human beings for serene intentions, the positive impact it has on the soc iety is immense (Basalla 26). This paper delves into how the employment of machines has affected the competence of employees and computer and cell phone effects to the society

10 Reasons Dinosaurs Make Bad Pets

10 Reasons Dinosaurs Make Bad Pets It seems that everyone these days is keeping dinosaurs as pets, what with supermodels tugging tiny Microraptors on leashes and pro football players adopting full-grown Utahraptors as team mascots. But before you fill out the paperwork at your local dinosaur shelter, here are some things you may want to consider. (Dont agree? See 10 Reasons Dinosaurs Make Good Pets.) 1. Pet dinosaurs are expensive to feed. If you dont happen to have a Cycad Hut or Ginkgo Emporium in your neighborhood, you might find it difficult to scrounge up sufficient vegetable grub for your pet Apatosaurus (and your neighbors probably wont appreciate him eating the tops of their shrubs). And do you know how many cute, fuzzy mice, rabbits and Labrador Retrievers the average Deinonychus goes through every day? 2. Its virtually impossible to teach a dinosaur tricks. Believe me, its easier to train your cat to clean your windows than to teach the average dinosaur to sit, fetch or heel. Your pet Ankylosaurus will probably just sit there on the floor and stare at you dolefully, while your teenaged Spinosaurus eats the drapes from the top down. (With a little persistence, though, you might be able to teach a purebred Troodon to roll over.) 3. Dinosaurs create a lot of poop. Unless you live smack in the middle of a turnip farm, you may have a hard time disposing of the hundreds of pounds of poop the average Triceratops generates every day. Flushing it down the toilet isnt an option, and neither is using it for insulation in your attic. Some pet owners have experimented with creating kiln-dried dinosaur-poop furniture, with mixed results. 4. No veterinarian will want to de-claw your dinosaur. For liability reasons, most municipalities require you to trim the claws of any raptors, tyrannosaurs or allosaurs residing in your household. Good luck getting a vet to do thisand, if you do miraculously find someone willing to take on this task, even better luck stuffing your Gigantoraptor into your Honda Odyseey  and shlepping it to the clinic. 5. Your pet dinosaur will want to sleep in your bed. In the wild, dinosaurs are accustomed to hunkering down in rotting foliage, urine-soaked sand dunes and ash pits strewn with rotting carcasses. Thats why the average Styracosaurus will insist not only on sharing your mattress, but layering on every freshly washed duvet cover in the house and using your pillows as antler cozies. 6. Dinosaurs arent very good with children... As much as kids love dinosaurs, its unfair to expect the average Ceratosaurus to reciprocate that affection, especially since a well-fed five-year-old can supply a weeks worth of calories. Teenagers will have a slightly easier time of it; in any case, theyll put up more of a fight before being swallowed head-first. 7. ...or with other dinosaurs, for that matter. So youre looking forward to hauling your pet Majungatholus over the local dinosaur park and meeting that cute chick with the Archaeopteryx  popping out of her handbag. Well, bad news: the only thing dinosaurs hate more than children is other dinosaurs. Take your pet to the dog run instead, then sit back and watch the fun. 8. Dinosaur pet-sitters are hard to come by. Isnt it cute when your neighbors eight-year-old daughter drops by to pet your kitty, feed it kibble and scoop out the litterbox? Well, she might think twice about doing the same for your pet Therizinosaurus, especially given the mysterious disappearance of the last six pet-sitters you hired to do the job. 9. Most cities have very strict dinosaur leash laws. Unless you live in Seattle (for some reason, Seattle is very liberal about these kinds of things) you cant just saddle up your pet Centrosaurus and take it out onto the sidewalk. Flout the rules, and your municipalitys animal-control squad will gladly tug your pal over to the nearest dinosaur shelter, assuming they arent eaten first. 10. Pet dinosaurs take up a lot of room. As a general rule of thumb, the American Purebred Dinosaur Association (APDA) recommends at least 10 square feet of living space per pound of dinosaur. Thats not much of a problem for a 25-pound Dilophosaurus puppy, but it could be a deal breaker if you plan to adopt a full-grown Argentinosaurus, which will require its own aircraft hangar.

Immigrations in California Research Paper Example | Topics and Well Written Essays - 750 words

Immigrations in California - Research Paper Example Many of these problems the residents claim originate from traditional, cultural, and language differences. The culture and language of these new migrants behaves different from the main stream thus causing hardship for the mainstream. Immigrants are the backbone of California development (Olson 173). Since the nineteenth century, the American Indians crossed over to California State. They concentrated more on developmental activities thus becoming wealthy as opposed to Asians who were rioting. They then came up with well organized political unit, which they used as a platform to preach peace amongst all the diverse communities. Later on with the settlement of the Spanish settlers, the relative peace and stability of California State changed. There was excitement and uncertainty as the Mexican increased their attempt to impose their cultural values to Indians. This led to a thousand of Indians death from both diseases and the conflict between them and the Mexicans (Olson 173). Early twentieth century, Japanese immigrants began flowing in California. Their arrival as of more benefit to the mainstream community, as they offered cheap labor. They fully filled the main economic voids. Japanese welcome in California was short lived. This was due to the differences that existed between Japan and the united state of America during the Second World War. Sinking of the parlor harbor resulted to cold treatment of Chinese in California State. Of all the fifty states in America, none has been affected by immigration than California. The numbers of the immigrants have been tremendously increasing (Olson 276). This has brought problems caused by racial composition. The impact of immigration has been more powerful in California than elsewhere. The origins of California’s immigrant have differed with various historical eras. Majority of the immigrant coming to California has been from Mexico and Central America. In the year 2000, 46% of